Mhm. >> Mhm. >> Mhm. >> Is your dominant hand right? >> That's right. >> Right. Okay. I'd like to call this meeting to order of the Robbinsdale Area School Board. Um, today is Monday, May 4th, 2026. It is 7:01. We are in the education Service Center Boardroom. Welcome, and will Director Hillenbrand please read our land acknowledgement statement? >> Of course. We acknowledge Robbinsdale Area Schools is located on the homelands of the Dakota and Ojibwe people. We recognize the painful history of genocide and forced assimilation of the indigenous inhabitants of this land. We honor and respect the many indigenous peoples who live on and hold sacred these lands. And we stand with members of these nations to fight injustice in all forms. We uphold the preservation of Dakota and Ojibwe languages, land-based education, and tribal sovereignty. >> Thank you. Will the clerk please take the roll? >> Great, thank you. I will. Um, uh, Director Brenteson? >> Here. >> Chair Evans Becker? >> Here. >> Director Hillenbrand? >> Here. >> Director Long? >> Here. >> Director Wotow? >> Here. >> Director Bowman marks herself as here. Director Bassett? >> Here. >> And and Dr. Stahlo? >> Here. >> Thank you. We have a quorum. >> All righty. First thing up is approval of the agenda. Do I have a move to approve the agenda, please? >> So moved. >> Moved by Director Brenteson, seconded by Director Wotow. All in favor, please say >> Yes. >> Uh, well, >> voting? >> I'm no. Are we going to actually have discussion after it's moved and seconded? >> Right, I saw your hand, so I'm calling on you. >> Okay, good. I just want to make sure. Um, so, um, there are a couple of things that I was considering pulling from the I think though because of where they're placed, I can deal with In particular, I was thinking about items four through seven on the consent agenda. Uh but they're on the consent agenda, so I can pull them anyway. You know, you can pull things on the consent agenda. So, that will not be one. Uh I'm just kind of reviewing this and and I see that we're just getting information only on the financial planning report if I'm if I'm reading that correctly in what I read, there's no action. Okay? So, I So, that will not be but the achievement and integration if we're just hearing information, I am asking what do want to ask for that to be uh in a for us to have a meeting to discuss that. So, I think it may be more appropriate for me to talk about that at that time, but I just wanted to walk through to make sure my understanding was that you were clear about what I'm thinking about cuz I had mentioned something to you before the meeting. >> Okay. >> So. >> All right, so we're good? >> I'm good. I'll deal with it as we come up as >> In that case, I'd like to call for a vote on approving the agenda. All in favor, please say I. >> I. >> Opposed, say no. We have an agenda. All right, let's move right along. Uh number four is Ardell Pride Take Ardell Proud. Uh take it away, Superintendent. >> Excellent. Good evening. We have with us our student services director, Tony Boyden, who is going to be sharing some information and some of several of our partners are here as well. And she's going to be sharing information um about school-based mental health partnerships uh so that we have a better understanding of the important work that they are all doing in partnership with our school district on behalf of our students. Thank you all for being here. >> Good evening. Good evening, Chair, school board, Director Salo, Dr. Salo. >> [laughter] >> My name is Tony Boyden. I'm the director of student services, and I'm here today to talk about school based mental health services. I would like to introduce my partnership and agency. I'm going to pass the microphone and they can tell you where they're from and what their names are. >> Good evening. My name is Jamie Munson. I'm the director of behavioral health for Volunteers of America of Minnesota and Wisconsin. >> Hi, I'm Tiffany Johnson. I'm the associate director of behavioral health at Vona Center for Mental Health by VOA as well. >> Uh Bruce Cross with People Incorporated. >> Hi, I'm Sarah Benson. I'm also with People Incorporated and I'm the director of children's mental health. >> Okay, I just want to take one moment and look at the mission of Robbinsdale Area Schools. Our mission of Robbinsdale Area Schools is to inspire and educate all learners to develop their unique potential and positively contribute to their community. So, the reason I asked to come today is because in this time of turmoil and time of change, I thought it was really important that we celebrate something that is so spectacular and that Robbinsdale is a founder for and that is our school based mental health services. This is a 25 year partnership if not longer. And we were one of the founding people to incorporate therapists into our schools um into our schools in Minnesota. So, why I thought this was important is because our students have support. Our students are going through grief, they're going through change, they're going through excitement, and we do have people to help them support them during this time. So, currently we have partnerships with People Incorporated, VEMA, and Vona. And we have a grant that helps to pay for this. It does not come out of our our operating budget. So, the um requirements of the grant are to work collaboratively with school districts to ensure services are coordinated and integrated. Provide mental health services throughout the calendar year. Collect and report evaluation data um to DHS on a quarterly basis, and bill all available public and private insurance for clinical services. So, the role of our school-based mental health services is to improve identification children and youth with mental health needs and disorders. To increase mental health services to sustain engagement by removing barriers. Improve outcomes for students with mental health diagnosis. Provide coordination of care between school staff staff and mental health providers. And increase accessibility for children and youth that are uninsured or underinsured. The student referral process is very simple. Anyone can refer a student for services. Parent, school staff, a student themselves. We contact the agency and the agency will follow up with the families. An intake is scheduled. An introductory complimentary conversation occurs between the agency and the family. A treatment a treatment plan is created. A diagnosis assessed if needed. Consent is signed and sessions begin. Our therapy in the schools, there is 1.0 in each of our buildings with the exception of one building at a 0.75. Each therapist carries approximately a caseload of 20-25 students. Students are serviced an average of one time per week. Some extreme cases are two times per week. And sometimes when progression is occurring, it's dropped down to bi-weekly. Group therapy and family therapy are offered and provided. And outpatient therapy is also available. Currently, the numbers we are serving, and I'm going to this slide is a little bit different between all three agencies, our children served district-wide is 459 students. The referrals that have been made this year are 496. Referrals that didn't become clients are 167. And completed services, students that were discharged, are 153. We [snorts] do offer therapy throughout the summer. Again, part of our grant for year-round. Therapists go to the homes. They meet students in public places. They go to the houses. They go to Adventure Club. And they attend field trips. In addition, they have collaboration with our buildings. They are part of the MTSS group. They provide training to the staff. They do a lot of coordination with their social workers. They have quarterly meetings with the buildings and with myself. They attend IEP meetings and they attend parent meetings. So again, a celebration of what we have for our students on site. If you have any questions, please feel free. >> That's amazing. Our Director Bowman. This contract is continuing, correct? >> It is. We are in year three of a five-year contract. >> Can I ask what the annual amount of the grant is? Is I mean >> I can speak to that a little bit. So, People Incorporated of the partners that we talked about being in the Robbinsdale School District holds the DHS School Linked Behavioral Health Grant, and we have other districts that are involved as well. So, approximately within the Robbinsdale District for every therapist we have, it's about $36,000 that's covered um per the cost of having a therapist embedded in the school sites. I don't have the breakdown right now specifically for the percentage that's just Robbinsdale specific. >> So, it's 36,000 a therapist? >> 36,000. Some variation across agencies, but generally the School Linked Grant helps cover about 26% of the overall cost of staffing a therapist in a school site. >> And the number, just because I'm unclear about how many buildings, so how many buildings are we're at at a full-time? >> 11 buildings. >> So, that's 16. >> One. >> 15. How many buildings? >> I would have to count them. The Highview RVA share with Sandburg. >> Okay. >> That's the only difference. >> All right. So, there's one in every building. Great. Thank you very much. Appreciate the report. >> Director Brintnallson and then Director Bassett. >> Uh just real I mean, we've been doing this for 25 years fairly successfully at Soch's Lake. So, is this a pretty an like we renew the grant every 5 years? Like what typically I mean, we didn't pay for it the first 20 years, I'm guessing, or maybe we did. I don't honestly know. >> [snorts] >> I'll speak to that again a little bit, but others, please chime in. Um so, the state School Linked Behavioral Health Grant, we're currently in year three of the five-year cycle, and what has DHS historically done is then put it back out to RFP. So, it's varied. The state School Linked Behavioral Grant I think went into effect ooh 16-ish, 15-16-ish years ago. Um so, for a period of time um the school district was partnering with agencies just to provide the services based on billables and partnership. And then as the state began the state School Linked Behavioral Health Grant, then agencies would apply for the grant as they were awarded it. We'd continue to partner with Robbinsdale to provide services. >> Slate of at this point in time. Got fantastic. Cool. Awesome. Thank you for all your work. >> Thank you. Uh Director Bassett, did you want to say something? >> I do want to. And I really appreciate this program and I am familiar when it kind of started at the state level, but Robbinsdale was kind of out front working with some community agencies a long time ago. And actually the funding is subsidized by Robbinsdale redesign. And so I appreciate the administration kind of verifying that with me because sometimes you lose touch. And I haven't been directly involved with redesign for a while, but that was my understanding. So we appreciate that and thank you for the numbers and for the administration they provided the numbers of the buildings and what we're doing. Um I did um wonder one thing and I don't know I think it's more appropriate for the administration and that is there has been discussion at the state level about more money for mental health for schools. I am unclear if we get more money for schools if we will get a portion of that if the district or does that go to you know, flow through redesign or will you receive any of that? So that's kind of a question because it's it's a big discussion at the legislature about you you you aware of that Director Okay. So and so you may know more about it than I do, but uh so that's the question, you know, so how how would that allocation flow? Will it come through the district? Do do we get any of that money? Cuz I'm also thinking about it as social workers. Cuz we do have social workers that do mental health counseling and so I don't I don't understand how that might work. >> Please do. >> Um so what I what I know of right now at least is that some of our advocacy organizations that we're working with um are are pushing again for the increase in the legislative funding. What I know right now is that the the push is for the grant that we receive right now, which is that school linked behavioral health grant. That's the actual for official name of it. >> Mhm. >> Um to increase that particular grant. I don't know if there are other methods or other funding that is being pushed forward as well, but I do know that particular pot of money is being pushed right now to try to increase. Specifically because as Sarah mentioned, um the dollars that we have right now per FTE is about What did you say? About $36,000 per FTE? Next year, we're dropping to about 29,000 per FTE because there's kind of a cliff coming right now. So, we're expecting a cliff the next couple of years, and so there is a push right now to try to help us resolve some of that because other than that grant funding, we're really reliant on our insurance billables, which are not increasing. So, we're really kind of in a little bit of a bind, much like the rest of you are right now. And so, everybody's in that spot. >> Well, I really appreciate that those answers, and perhaps uh Director Boyden, uh because she probably has her fingers on the pulse of this, could maybe kind of keep us updated. I actually I'm interested in knowing what the the uh bill number is because uh if there may be some kind of bifurcation maybe cuz I you certainly deserve what is in plan for you, and you need more. But if you if that goes down, what will that mean to local districts? And if a redesign is helping to fund that, and I happen to sit on the redesign board for this board, and so our local family services collaborative, who funds the other part of this, and so if that means there might be some changes in that funding, it would be good for that board to know. And uh I'm sure our executive director of community ed, who is who I think monitors that program, will also I mean, he also is our legislative person. So, you know, how how's that happen? Good. So, so he may be able to help us understand that a little bit better, too. But, I do think that's an important because mental health issues are not going away. So, if we can be more prepared for whatever's coming next, that would be good. >> May I just I just want to share our deep appreciation for redesign. Um they have truly partnered stro- strongly with us over the years and really contributed year after year after year and it's really makes a difference for us and I just want to share our deep appreciation for that. Um that partnership has been very strong. So, we want to share that. >> well, thank you and I appreciate that. And so, I know we do have a new coordinator now, so I don't think it'd be fair to ask her to come, you know, come to this cuz she's just new getting finding her feet. But, it's But, thank you, uh Director Boyden, for coming and talking about this. And uh it's very Yeah, yeah. Mental health is important. So, thanks. >> Thank you. Director Hillenbrand? Yeah, I was just curious. Um do you do any services for preschool-age children as well? That's good because um over a decade ago, um my child could have really used some support and we were told he didn't qualify in our one area and we were basically just left a float. And uh I'm glad to know that there's support now. Um because that help through the school district would have been really helpful, but we found our own and we're all good now, but uh I'm glad to hear that that's not a gap anymore. So, wonderful. >> Specifically, I just want to respond. They um we were able to add this year um a a 1.0 FTE at um >> New Hope Early Learning >> New Hope Learning Center. Thank you. I'm like, where is that exactly? The New Hope Early Learning Center. But, she also goes out and serves the early learning in the elementary schools as well. So, she's kind of all over the place in terms of the birth-to-five population. So, she serves just birth-to-five throughout the district. >> Yeah, that's fabulous. Thank you. >> wonderful. Thank you. I don't see any any other hands up, so I just I just say uh thank you to all of you for the work that you're doing and it's very important for our kids. >> Thank you. >> Thank you. >> Thank you for having us. >> [snorts] >> Okay dokey, next up on our agenda is the consent agenda. Uh consent agenda items are considered uh and it's in routine in nature. Uh they'll be enacted with one motion. There'll be no separate discussion of these items unless a board member requests so, in which case uh the the item would be removed from the consent agenda and addressed separately. Uh consent agenda items um tonight are the property and liability insurance renewal, Fair Crystal payment rehabilitation, the 2026-27 dairy bid award, tentative agreements for the Robbinsdale Equity Allies, the program assistants, program directors, and cabinet, and meeting minutes. Also, financial reports and the personnel reports for licensed and non-licensed staff. Do I have a move to approve the consent agenda? >> So moved. >> Moved by Director Wutoh. >> I'll second it. >> Seconded by Director Hillenbrand. Um Director Bassett? >> Yes, I would like to uh pull item four uh under the administrative uh the contract agreements number four, five, six, seven and seven for discussion. >> All three of the tentative agreements want me? Okay, we will pull those and so then the move to approve the consent agenda will be everything else on the consent agenda except the tentative agreements if that's agreeable to the mover and seconder. >> Yes. >> Okay. Um Consent agenda roll call? >> Yes. >> All right, we're ready to vote. >> Great, thank you. Director Wutoh? >> Yes. >> That uh Director Long? >> No. >> Director Hillenbrand? >> Yes. >> Chair Evans Becker? >> Yes. >> Director Brenneman? >> Yes. >> Renee Bowman votes yes. Director Bassett. >> I vote yes for items 1, 2, 3, and 8. I believe that is. >> And and what about that Well, wait, there's more. There's B and C also. >> I do. >> So, all of it >> I was I was just looking at those. >> Yeah. Okay. >> Mhm. >> Thank you. >> So, that's a yes. >> Thank you. >> On the on the What was >> On the motion to do >> moved? >> Yeah. >> Great. All right, then we have a quorum on this one. >> We have a majority. >> Yeah. It's uh >> The consent agenda is approved. Now, let's tackle um the tentative agreement between Robin Steel School and Equity Allies. Uh we have a tentative agreement. Let's see. There it is. All right. Uh Director Bassett. >> Well, um Chair, I have the same um comment and question for items 4, 5, 6, and 7. And so, I'll just speak to this once. I am concerned about settling any contracts prior to us having another closed session to discuss the the contracts themselves. I had asked for this in a closed meeting before. The last public meeting we had, I asked to have a closed meeting. And of course, you also realize that I asked you mentioned to you I'd like for the board to have a closed discussion. And it's not that I have issues necessarily with these contracts necessarily with them. It's that I don't want to would not like to see the board approve any other contracts until we we contract with our teachers. I think that's the top priority now and to move all these contracts along and we don't know the impact of them. And I think there's some other things on this agenda that may impact the total dollar amount that's available for this for for contracts, period. So, it's the same issue that I have with each one and that is my belief and then you know So that's why I want to pull them and I think that you know and I'm not saying never and I don't like what's in them or any of those kinds of things. What I'm saying is that I think we should pull them. We should have a closed session to talk about contract negotiation which is the responsibility of the school board. So to have these things show up, excuse me. I'm having a little thing with my throat. To have them just show up on the consent agenda without any additional discussion is disturbing to me. And I've said this before. And this is not unreasonable. That's what school boards do. They have closed session to talk about negotiation. And so if we don't have an opportunity to talk about that it's fluid. We're thinking people. There are things that come to us that we we may want to talk about together. We cannot discuss them in any other forum. That's the only one where we can talk to each other about contracts. And I'm not into being circumvented. You know, so I mean that's just one board director's opinion. I've asked for it through the through the you know, through the appropriate mechanisms to have it placed on the agenda to have a closed session. I asked for that. And I said I'd rather not have to pull it from here. I said that too. Cuz I mean this [snorts] is this should not even be considered bad press. It's business. >> Okay. Um I would like to remind everybody on the board that July 7th and July 21st of last year, we met in closed session and decided the parameters for each of these bargaining units. And then we sent our negotiations team to meet with the negotiations team. Yes, we did. >> No, we did not. We did not. >> We did. >> Let me finish. We sent the negotiation for each of the bargaining units, we set the parameters and sent the negotiation team off to negotiate. In good faith, the negotiation teams from each of the groups met and these groups have all settled within the parameters that the board set. And so, that is why they are coming up for approval tonight. They're all within the parameters that the board set way back almost a year ago. All right, now I'm going to call on Director Long. >> Go. Yeah, so I have a couple questions first before I have my statement I want to make. I'd like to know um and since we have an attorney that we pay to sit at our meetings, maybe you could help answer this question. When um can the closed sessions be listened to by other people? >> 2 years. >> So, um 2 years after the last contract is settled, uh the recordings would become public. >> Okay, and then for anybody to listen to or just a certain group of people? >> Uh anyone, it's the public. >> For anyone to listen to, 2 years from now? >> Uh 2 years after the last contract is signed. >> Okay. And then, so would it be different if it was a bargaining unit that wanted to go and listen after the fact? After that bargaining session was closed, then could they listen immediately after that bargaining session is closed? >> No. >> No, it would still be the 2 years. >> two years so that there the it is designed so that the current negotiations are >> Okay, so we did not unless we were doing part pattern bargaining which I don't think that that's what we agreed to do. We did not cuz there were several questions that I had about each of these different bargaining units that I was told we would get to them later that I could ask my questions at a later time. So, parameters were not set for bargaining units that we have in front of us. Parameters were not set for AFSCME. That was the first time that we were hearing about anything about what AFSCME was supposed to be getting. So, then I guess I'm going to ask the public then two years from now if they can remember so that they can go back and listen to those recordings. I also would like to say things that I've said before have panned out to be true. So, I wouldn't be sitting up here saying something that I didn't feel was true. >> And I'm just telling you what we did last July. Um Director Hutto >> Yeah, um I just have a quick question. Um I'm wondering I think the board understands the agency of us settling the teachers contract. I mean I think that the school board understands the agency of settling the teachers contract. Um however, I don't think that it would be appropriate to hold other bargaining units till the teachers contract is settled. That that's just my view. So, if other units are going ahead and accepting contracts based on parameters that are set by the board I'm confused why we are trying to hold that back and not approve it and allow the teachers negotiations to play out. >> Thank you. Uh Director Bassett, you're up. >> Yes. >> Well, uh Director Hutto I hear your your comments and uh, those things did cross my mind, which is why I made the comment that I don't necessarily within these comments have issue a contracts have issues. But we did have a closed session just a few weeks ago. In that closed session, we discussed the >> Careful. >> I I Careful. >> Listen, I know what I'm doing. >> [clears throat] >> Okay? So, I'm just saying we did have a closed session. So, I'm saying that the board when we've come together, we've had discussion together since back in July or back in December back whenever. We are thinking people. We can have different ideas. We can and we and what I said a few minutes ago was we only get to talk to each other in a closed session. So, I'm just respectfully saying I want to talk with my colleagues more about our current contracting situation. I and I further said I feel uncomfortable continuing to approve contracts with the current questions I have in my own mind. That's a legitimate [snorts] enough reason for me to come and say let's let's have a closed session. I didn't say let's not do it at the next meeting and I said let's not do it. I don't know that there's any damage that's done if we wait a week or two to do it. I don't know that. That might be a legitimate question. I don't think there is because we've got contracts on our cell right now. I've been contracted for a bunch of, you know, for a long time. So. >> Um, I'm going to do some >> Can I hear him first? >> Okay. So, Director Printzen then Director Wooten. >> Okay. A- All I was going to say is I mean we've approved some contracts already, right? Nutrition and right? So, I, you know, I wasn't on the board in July, so I I wasn't privy to whatever happened at that time, so I I can't speak to that at all. >> Nor could [snorts] I. It was closed session, but uh, I don't like changing the rules of the Like we've already approved some along the way, so it'd be weird to think one two, right? Two? Two. So, I I I would hate to change the rules of the game mid-course if those were negotiated under whatever those parameters were. Again, I have no clue what they were. >> Not Not yet. Not yet. Uh Instructor Hillenbrand, and then were you I don't know, man. >> So, the other the other thing to consider is that we um gave direction to the administration. The administration then negotiated in good faith with with the union. And now, if we don't move forward um unless we have issues with with whatever's been negotiated, we're also we're not being fair then to the administration. We gave them We're putting them in a bad spot, so we have to think about that, too. They negotiated in good faith, and now we're pulling the rug out from under if we if we don't move forward. So, I think that's something to consider, as well. Um because that we're creating shifting sands. Nobody knows where they stand. So um I would like to move that we go ahead and approve these um contracts as negotiated. >> I'll second. >> We can still discussion. >> Okay. >> Right? >> So, the move is to approve four, five items four, five, six, and seven in in one lump. And it's been moved and seconded to approve those contracts. So uh >> Discussion. Yeah, we can continue to discuss. I'm trying to keep it moving. >> It's more appropriate now to discuss actually with a motion on the floor. And so, just help me out here. Is it this one then which one is next? Is it this Are we here? Okay, Director Long, we're we're at you and then Director Bassett. >> Yes, you kind of changed what I was going to say. I don't want to approve each of them all in a big lump. I'd rather approve them separately. Um and I'd rather us have a conversation about each one of them separately. So, I don't approve of that motion. It's not that I don't approve of, you know, um what are the different bargaining units of the program directors or the >> Hello. >> program assistants or the um What is it? >> Equity allies >> equity allies. I think that Sorry, I don't have that in front of me right now. Um I think, you know, the cabinet one needs to definitely be discussed more. I'm one who, you know, feels that we really need to look at uh like our hourly workers and see what we can do more for our hourly workers, then move on up to the different pay grades. Um and we didn't even get time to talk about or consider that to see what we could do for our workers who are working hourly, really struggling, working multiple jobs. Um I would have liked to have had a discussion around that as us as board members. I know last time that we had bargaining, that was something that I had brought up and talked about, and that is still something on my mind along with the cost of insurance. And we didn't get a chance to talk about that with each of these different bargaining units. Um I I take question with two, um if the cabinet one, like when exactly when did their market rate pay increases go in? That was one of the questions that I wanted to know. Was it in May of that year of 2000 um 24, I think it was, or was it that next following year that they went in? I never really got that answered, and that was something that was asked at the board table. So, that was one of the things I wanted to ask in closed session, too. So, I I'm not approving of the cabinet agreement. Uh that's the one that stands out to me that I don't approve of. I really wish that we would have had time to sit and discuss these things um as board members so that I could have some of my questions answered, too, like about how many uh people are in each bargaining of those bargaining units. I mean, that's something that I wanted to look at, too, and we that was taken away from me. So, now I'm bringing these questions here because I didn't get an opportunity to ask them in a closed session. >> That information was in our board nego- our closed session folders. Okay. Um The motion on the floor is still to approve all four, and Dr. Bassett is the next one to speak. >> So, I think that um I I just want to make it clear that my concerns are clear. [snorts] Anytime the board wants to have a closed session, the board can call and have a closed session. It's there's nothing um to talk about negotiations. It happens all the time, even whether a parameter has been set or not been set. That's not the bar. If there's more to talk about is the bar. And I think maybe some directors don't I I don't know if they have never had an experience that was different than that, but I'm telling you it happens all the time. I mean, and and for example, in in discussions that we had some years ago, a few years ago, um and we had on the chart, we talked about all the different unit all the things. I'm not going to go into the detail of what we talked about, and we came back several times. I'm saying that to come back and talk about different ideas that we might have about this is me calling for a closed session because these came along after I had asked very respectfully to have closed session before we had other contracts come forward on the agenda. I didn't. And that didn't And that didn't happen. So, I'm just doing what the next appropriate thing to do is. I'm saying I really would like for us to have a closed session. That's the bottom line. I don't want to hold up contracts for no good reason. Um I do think that there are things that we could be talking about, but that's nothing against and that's not changing the bar from what parameters are. And by the way, let me add, the board can change the parameters anytime. If you get the votes. Because you set parameters at one time doesn't mean that they're as set in stone forever. You can come back and talk about them. Is it best practice? Maybe not necessarily. Does the board do this often? Has the board done that? No, but you know what? What we've done is we've come and we've talked about things and talked about things and modified things over time. All boards in the last 20 years that I've been And we don't negotiate every year. Has done that. So, I don't want any directors to think that just because you set parameters you can never come back into a closed session and talk about what you did. Not only what you did, what you might do going forward. That is the job. >> Superintendent, did you have your hand up? >> I did. >> So, just just as a process question again, um closed sessions both I think on July 7th and July 21st, at that time the board gave clear uh parameters um through the negotiation process. We've got six of those contracts in front of you as of tonight um that the uh administrative team with bargaining groups bargained and negotiated in good faith in order to approve um given the board parameters that were set. Uh so, I would ask that uh in the future, if there are changes to process, if it is the will of the entire board that there's a closed session before anything comes forward, we'd want to know that ahead of time. Um I think that changing rules along the way, I would agree is something we don't want to do. That was never established as part of the process that we needed to come back into closed session before we brought uh tentative contract forward. Um so, again, in the future, the board can make some different decisions and provide different direction to uh the administrative um team, and we will do that, but in terms of process, um I believe that the six bargaining groups, as well as the administrative team leading the bargaining, has negotiated in good faith contracts within the board-approved parameters. So, I would ask um that that's what we focus on this evening, unless again, there is something within these the parameters that you don't think were um established or followed correctly. >> And I would just say, holy cow, we settled six contracts within the parameters. Congratulations to the negotiation teams on both sides, and I don't see any more hands up, so would we >> Yeah, we're going to take the vote. >> Yeah, I just want to say one thing. So, are we voting for all four of them, or we pull one of them out? >> That is the motion. >> We pull one of them out. >> vote against it. We are not pulling any out unless the motion is defeated, and then we can >> Okay, so personally, against the other bargaining units, I'm going to have to vote no, and it's not about your other bargaining units. I 100% support you guys. I think uh some of you guys should probably gotten more than what you've gotten in there. Um but there's one that I cannot support, so I will be voting no this evening, and I'm I apologize to the other bargaining bargaining units. >> to it and do the voting. Would you do that, please? >> Yes, with pleasure. >> you're voting on the contracts, the tentative agreements for the Equity Allies, the Program Assistants, the Program Directors, and the Cabinet. Thank you. >> Great. Items 4 through 7 on the uh under item 5. All right. So, Director Bassett. >> [clears throat] >> I'm going to abstain. >> Pardon me? >> Abstaining. >> Director Bowman votes yes. >> Point of order. Don't Don't you have to say why you're abstaining? >> Yeah. >> I >> Yeah. >> Yes, you do. >> Well, I pretty much stated what I already said. >> Okay, so then >> That's the reason why. What I already said. >> She's nodding over there. You need me to provide an explanation? >> Nope. I'll provide a one. We can move on. I did provide one. >> And she asked ahead of time for them to be pulled in an email. >> You're out of order, Director Long. Okay. >> Yeah. >> Continue the vote, please. >> Great. All right. Director Bowman, I vote yes. Director Brennison. >> Yes. >> Chair Evans Becker. >> Yes. >> Director Hillenbrand. >> Yes. >> Director Long. >> No. >> And Director Wauters. >> Yes. >> Motion prevails. >> All right. We have four more contracts settled. >> Good job. >> Time for us to move on to unfinished business. Uh this is the an action item for Intermediate District 287, >> [snorts] >> uh the long-term facilities maintenance. Um Executive Director, I mean CFO Holsen, uh do you have anything we need to know? >> Good evening, Chairwoman Becker and uh Board Directors. No, I have received no questions as a follow-up to the last school board meeting's presentation, and so I would look for the board to move forward with approval. >> Okay. Uh do I have a mo- >> I'll move approval. >> I'll second. >> Moved and seconded to approve the uh Intermediate 287 long-term facilities maintenance. Uh abstains. >> Yep. And it's >> And I see no hands, so let's do this. >> Yep. Great. And it's roll call. >> Yes. >> Thank you very much. Director Evans Becker. >> Yes. >> Director Brenneman. >> Yes. >> Director Hillenbrand. >> Yes. >> Director Bowman votes yes. Director Woutat. >> Yes. >> Director Long. >> Yes. >> And Director Bassett. >> Yes. >> Motion prevails. >> Thank you. All right, the next item letter B is the Robbinsdale Public Schools District 281 fiscal year 25 SOD notification approval. Um Um we don't have to accept their acceptance. We just have to know that it's officially been before us. CFO Weisel. >> That is correct. Um I because it's been the board's work honestly for probably the better part of a year now. Um I it's appropriate that you know that we received um approval from the Department of Education as of April 23rd for the plan that was submitted. Our work is not done. This is um an evolving process. We will have to annually submit the next 5-year plan. Um but just wanted you to know thus far the work that we have done it under their guise has been approved. >> Thank you. All right, that moves us on to letter C, the Reimage ARD Vision 2030 Phase 1/2 update. Superintendent Stahle. >> I'm going to send that over to CFO Weisel uh and she will be introducing um our guest for the evening who's going to share some financials, Michael Hart. So, Kristen, sorry, is there anything else you'd like to add? >> [snorts] >> Actually, I would had a comment before this on the last presentation as he's come forward I can ask it to uh CFO Weisel. >> Is it really quick? >> Uh it's my question. >> Okay. >> You know, and so um and I had posted earlier and I think you may have seen this and I asked a question about the uh uh the data removal from SI from SOD set for June 2029 predicated on the incorporation incorporate the opposition of six or seven elementary schools and the answer was no. So, I mean, that was the question I had about the SOD plan. If it's been approved by the date that's in there was there, but the content of is it specific to six or seven closure of those elementaries? Is it dependent upon that was my question and your answer was no or whoever answered it said no. I just I'm just checking that before we move from this subject. >> I I the the response did come from me and and I will just state the question for um the public for public's purpose cuz they haven't seen the questions and please Director Bassett, if I misstate it, let me know. Um the question was around the approval of the SOD plan and embedded within the SOD plan was there a statement made that we would get down to six or seven elementary schools? My response was no. There was no statement made that we the number of school buildings that would we that we would be at. However, within the plan is stated that we would need to have annually continuous cuts and one year um specific specific to those cuts was the acknowledgement that in all likelihood it would be a building or buildings as we move forward to get that level of reduction uh in future years. >> Well, that was kind of my impression. I just what I really wanted to uh to say because we don't have to actually approve it. It is the plan that got approved by the Department of Education. I just want to make sure I understood it because as you know, we've continued to have discussions about will there be geographically will it be six schools? Will it be seven schools? We know we're going to have to do more, but that's still an ongoing conversation. The last time we were in meetings, we talked about that. So, I'm just checking my understanding as to where we are. >> That's correct. >> That's it. >> Thank you. >> And so, thank you. I appreciate that. >> Welcome, Michael Hart. >> Good evening. >> Good evening. >> Hello. Happy to be with you tonight. So, I'm going to go through some fairly detailed uh financial information and I'm and happy to take questions from you, but to kind of lead with where we're going, you've been having discussions over a long period of time about potential, you know, remaking the district including the facilities planning and that's going to cause you to consider a pretty significant investment in your facilities. And so, that is going to have a tax impact. When we talk about facility funding, nearly all of that comes from the property taxpayers uh of the school district and so, what we're talking about here is a potential property tax impact and the assumptions that we make tied to that. And so, we always need to start these discussions with where we sit today, what are our current outstanding obligations and that's what this chart is. If I know many of you've seen this before in presentations I've given, each of these bars represents the total obligation on the capital portion of your tax levy, which includes some bonding that had been issued in the past within the long-term facility maintenance program. You also have some general fund components of your long-term facility maintenance, which is uh health and safety program plus some other components that fund maintenance at your schools, which is that green part, the lighter green part. If you remember, we had some discussion last summer about that component of the tax levy and in increasing it for a one-year period of time to keep taxes level between paid 25 taxes and paid 26 taxes. The other obligation that you have on there is uh you have some outstanding leases and you could see we are expecting those leases to expire uh some of those leases to expire over the next 5 or 6 year period of time. So, where we sit today is that if you do nothing and you add nothing, you can see your taxes will reduce after fiscal year 2027 some and then there's a much larger reduction about 5 years further forward as some of the long-term facility maintenance debt expires for the school district. Okay, so that's an important part of how we put this together. When I show you these numbers coming forward, it is inclusive of these current bonds that are outstanding and we are not proposing at this time to make any changes to that. So, this doesn't include reissuing those of any kind. Of course, we would bring that to you if for some at some point in time, as we have done in the past, we were able to reduce the interest rate on those current bonds, but the only reason we would bring that forward is if we were in a position where we could reduce the interest cost on that outstanding debt. So, some of the assumptions we're working with. These numbers should be familiar. They've been presented to you in different format, but uh we're talking about a range of project funding between 450 and 515 million dollars. The bulk of which would be required to be uh approved by voters at a referendum. And then there's about 80 to 90 million of it which is LTFM funding. That component within the LTFM funding program is a board action. So, that And when we're talking about LTFM, just to make sure we're all on the same page, we're talking about like-for-like replacement of the purpose and function of the way your buildings currently exist. There's also um you know, some of the been discussion about an additional 40 to 45 million dollars at the at the Robbinsdale site which um and I know these conversations are continually evolving, but that's what we have in here. In terms of running the numbers for this, interest rate markets change on a daily basis. And so, we have to make an assumption about what that looks like of the total interest cost tied to this. And we are using current interest rates, current market interest rates, plus a 0.75% cushion. The reason we do that for at this part of the process is that it gives us some room for planning and for market risks so that we can ensure that we are coming in at the tax impact that that we're representing here barring a very large change in the markets. In terms of this planning, we are assuming a November 2026 referendum vote. And we have seen some very preliminary concepts of how quickly the money would be spent based upon some of the discussions that you're that you're seeing. So, you are not going to spend $500 million all in 1 year. It's a It's a you know, planned to be over a approximately 5-year period of time. And this plan that we're presenting, this preliminary plan, would be to to actually sell three different buckets of bonds at three different times. And so, we sell the money and so that's available when you need it, and we don't need to borrow too early cuz then you're paying interest on funds that you do not yet need. And so, that's the the concept or the primary assumptions here. So, this next slide that's in front of you now is showing those same blue and green components or what you saw there, that's your current debt obligations. And then you see a yellow and two red colors, okay? So, those are the those three issues, bond issues, combined together represent that total amount, okay? And you can see how we have phased that in if you did have a voter approved bond this November, the first most of the first year is is a design phase and so you're not spending large amounts of money in that early time, but as you get into years 2, 3, and 4, you're going to be spending significant those will be very, very heavy construction years if you move forward with this plan and so you can see in that first year we are doing a smaller issue and then two larger issues. The other thing that you'll notice on here it's paid over 20-year period of time. And the payments on the new proposed perspective bonds get larger as those other bonds pay off. Okay, so when you combine it together it's they're working in conjunction together. So as that other debt pays off that tax decrease is used to to fund this. The other choice we made here and this is an assumption, you know, that we want the board to be comfortable with is that there is a an inflationary increase to the payments over that first 10-year period of time. It's approximately 1% of this component of the levy which is built into this overall. Now, one question you might have is okay, how did you come to 1% in that and there's not a magic or perfect number there. It does have the consequence of reducing the initial tax impact by building in this inflationary um but if you look at your tax base as a whole over the last 2 years it's been roughly stable. You know, about about zero. It went down 1% and then up 1%. We're basically in the same place we were 2 years ago. But if you look at the several years before that the school district's tax capacity which is what is going on what we tax on here was growing between 5 and 10% every single year. So the lowest year from 2018 to 2024 was 5.49% and the highest percent the highest year was 16 and a half percent. Okay. So that's to say all of the properties in your school district on average are growing you know, 5% is a very typical year over the last decade. Even the last 2 years have been lower. And so the consequence of that 1% is that we're we are kind of building in assuming that your tax base will continue to grow by some amount and that by building that in is the most fair way to spread the the burden out over time. Okay? That's the assumption we're making. You know, this is it's not necessarily perfect, but this is you know, is a is a good way to spread this out over time. The other thing you'll notice is that green bar gets smaller. Okay? So we are assuming if you go forward with this plan the the ongoing LTFM program outside of what's in this plan will really just need to cover your health and safety. So this is like testing uh testing type items, other fire, you know, fire code, that kind of thing that happens and that really by doing this major investment, you're taking care of the primary maintenance issues for quite a long period of time is the assumption that we're making within this. >> Wait till the end. Wait till the end. >> Okay. So now this is this page shows you the numbers. If you put this all together the tax increase over the current taxes would be the first two columns there show the the type of property and the value of the property. So in Minnesota you pay tax based up on two things, the classification of your property and the amount that it's worth according to the county. And so the according to Hennepin County, the average home in the Robbinsdale school district is $340,200. The if you did the $450 million program, taxes in the first year would increase $292 or $24 per month. The going further right on that yellow row, if you went to that higher end of the 415 or 515 million, so it's kind of banded on either side of that, the the tax increase increases to about $30 a month. So, you're between 24 and $30 a month. The right two columns there show you if you added an additional $45 million on top. So, if you did the 515 plus the 45, you'd be adding $30 per month plus seven to get a total of 37 is what we'd be looking at for this. And then you can see a range of properties. So, the obviously the tax increase is lower if you own a $200,000 home and it's higher if you own a $500,000 home. We're trying to be representative of a good sampling of your school district in terms of what we're showing here. Also showing you the commercial property and the apartments. There is a note on the bottom about the fiscal disparities program. I just want to clarify a little bit about what that is. In the Twin Cities metro area, in the seven-county metro area, all commercial properties contribute a portion of their value to paying taxes for all of the taxing entities. And the the idea here is that it's a shared burden if, you know, if Target is looking to build a new store in Robbinsdale district versus the Hopkins district, it's or the city limits, there's not a lot of like fighting going from like an economic development standpoint in that it's good for everybody in that the people who live around that are going to utilize that service, whatever it is. And so, there's a portion of that and it it it varies depending upon taxing district that gets actually taxed based upon the not on the local, but on the whole of the entire all of the school districts in the Twin Cities metro and all the cities and counties. And so, it's it's typically about a third or 35% of every property that gets in there. So, we're not representing that here because that involves a lot of other parts to to the the puzzle. This is just a local component of it when we show the tax impact here. So, maybe this is a moment to pause cuz I'm going to move on to scenarios related to the LTFM or really this is in a two-part process of this first few slides has been about if you move forward the voter approved component. And the second uh what we'll get on to is that if you either choose not to do that or you do not have a successful election this fall, what a different plan would be that's all within the the LTFM program. So, maybe it if it's okay, maybe take comments here, questions here. >> Okay. >> Superintendent Bassett. So, you know, I I did wonder uh about that. You There someone cited or I think in your presentation is cited that uh the current interest rate plus 0.75, you mentioned that. What Where are you getting that interest rate from? >> Yeah, so we watch bond sales that are happening in in the bond market >> Right. >> every day of the week. And so, we are we are taking that and saying here's what other school districts have sold recently their bonds for what interest rate they've sold it at. And then we're taking that interest rate and we apply the financial situation of the school district here to it. So, we compare it on a comparative basis and then we are putting a cushion a 0.75% on top of that. >> Right. So, um in the in the scenario then we're not necessarily talking about a really a finite number because you're just looking at what the averages are in the in the geographic area basically or other in the bond markets. >> Right. >> So, um the credit rating impacts each one of those what they can sell it for. >> Yes, it does. >> So, what may be true for one jurisdiction may not necessarily be true for us. >> That is correct. And we have accounted for that to the best of our ability. I mean, that's This is the expertise >> my question is how have you accounted for it? That's really my question is because I know we we're in this current situation with our current credit rating. And so, when I see that, I wonder I want to know what is your you know, how are you estimating it? What's the process? And actually, I I one of the things I wanted to have is a work session to talk more about this. It's a big deal. This bonding that we're talking about for this community is a big deal. And I think warrants a and that's not necessarily my question, but I'm saying that there's a lot to this. So, a work session could maybe be better for that because then I you know, we're not we're kind of compressing questions into this short period of time. But uh so, you don't have a definite number at this moment about that question. Are you What your answer is is that we're just going to ask 0.75 and believe that that's going to get us What We don't know what it is. We don't know what the interest rate is now cuz we don't >> we do know. I mean, the firm that I work for, we are experts in this. We do this every single day. We know what the interest rates are. This is the expertise that we bring to the table. And so, we're we are evaluating it. We are not putting the exact same interest rate for the Robbinsdale School District as we are for other school district clients. >> Okay. >> But we do have a long history and knowledge of how much different it will be because of the school district's current bond rating. And um this is our best estimate today. >> And actually, till you put them on the street, you won't know what people will buy them for. >> Right. Which is part of the reason >> part of the bargain I mean, we don't want to give that away. So, I mean, then I'm I'm not suggesting that you should I mean, we don't know. Until we If we were to put some bonds on the street to see who would might buy them and what rate they might buy them at. >> Yeah. And the other thing is that you would you would not be doing that for probably eight or nine months from now at the very earliest. Okay? A lot of things can happen in the world in eight or nine months that change interest rate markets. And so that is why we have the cushion in there. And for planning, I mean really where we are today is we're just in a planning phase and we're trying to understand an estimate of what is real I mean my goal here tonight is to you've been talking about big numbers is to give you some sort of framework for what's this going to cost and and for you to to begin processing through whether or not this makes sense for your community to ask it. >> Kind of a follow-up to that then, Chair. The same same question because it's follow-up. >> Uh can you wait until the Director Laun answers you? >> ask it now so I don't forget cuz I I might forget. >> Okay. >> Unless they mind. And so then I think you know um I can get back to you. I'll get back to you. >> Okay. >> Director Laun Okay, so I'm kind of wondering about the chart that you have up there and I kind of pulled out my um tax property tax thing to kind of see um and it does show like how you know what my estimated value might be in this year and then the following year. >> Correct. >> So I'm kind of wondering on this one is there any way that you can add more information on here so that people can see how this uh referendum will impact them from year to year. >> Yeah, so that's what we're showing we're showing here how much these tip of these home values would increase in the first year related to this. And so um >> Yeah, so I'm asking for that's just the first year but how might it look the next year, the year after that, 5 years from now, you know, with the with our supposed property values going up? Been in my house for several years, almost a decade, no, more than a decade. And um there's only been one time where my property value has dropped because of what was going on. Otherwise, it's been a steady >> Yeah. >> increase. So, I think it would be helpful if for me, I know, if I could see what might this projectile look like moving forward as my property value continues to go up. So, like even if you took the highlighted one and said, "Okay, this is what it's going to look like in year one, year two, year three, year four, year five, year 10." So, I could kind of get a gauge because that value's going to go up every year. >> Yeah, and that that's a that's a great question and a legitimate concern here. The It is common for property values to go up. I mean, I think what you've described is probably the experience of almost everybody in your school district that almost every year you're going to see an increase um in your overall value. As we look forward, it's easy to think that, "Okay, if everybody's if my property value or everybody's property value goes up 10%, now the school district is going to take 10% more dollars." That is not what is being proposed here. So, what's being proposed here is a 1% change in the overall for the first half and then level after that. So, that that gets fixed and steady no matter what happens with the property value. And so, when the when then when we talk about property values, really we're talking about how the pie is divided up. So, if your property goes up by 10%, but my property only goes up by 5%, and we're neighbors, then you would end up paying a larger part of the pie next year than I would, and vice versa. If my property went up more than yours, let's say I added on a deck and the the county said I put a, you know, my property goes up more, then I'm paying a larger part of the pie and you're paying less. And so, it's about how it gets divided up amongst them. Often times, I think cities and counties view this especially as trying to hit a a target tax rate. And they say, "Well, if if taxes increase 5%, thank you. If taxes increase 5%, we can increase our levy 5% and still have the same tax rate, but we all know that, you know, there's not 5% new value in the district. And so, if what this is saying is that if there's 1% of genuinely new value in your school district, when I say genuinely new, to say like, there is new economic development, new businesses that are being built, new homes, and I know this is a built-out part of the city, so we're not expecting a lot of that to occur all at once. If there's 1% of genuinely new value and all of us kind of rise at the same amount together, then your taxes would not change related to this particular plan. Does that make sense? >> I still would like to see it mapped out, you know, visually so that I could see what that looks like. It could you possibly >> Yeah. >> get that for us? >> We can do that. And then, I think what you what we'll find in terms of mapping that out is that when you get out into years 5 and 10, it is what what it says is entirely about the assumption that you build into the valuations, and we have no opinion or view in terms of what what this is going to be like what how much your property is going to grow in the next 5 years. And really to understand how much you're going to pay, you have to know how much your property is going to grow and how much the other tens of thousands of other properties are going to grow collectively, and are you more or less than the average? And so, it becomes a, you know, a an analysis that um is really based upon whatever assumption you build into it. >> Okay. >> We can the the the short answer is that we can make the numbers say whatever you want them to say when you get out in those later years in terms of built >> I don't want them to say whatever I want them to say. I want the act more accurate thing. I want to know what I'm going to be paying 10 years from now. >> there's not enough We don't have enough information to be accurate about the what it's going to be in 5 years. But what we can say is it's not going to grow you know, it you the reason your property tax related to this plan would grow is that your primarily is that your home is growing faster than your neighbor's homes in valuation. >> Well, as long as it grows similarly to your neighbors, your rates are not going to be >> Correct. Yes. Or the other thing that's been happening to be to be very clear and this is particularly um, seen the last couple of years in the cities of Minneapolis and St. Paul is that property valuations downtown are reducing and so the tax burden shifts from commercial property residential property. But that it also goes the other way. So that could turn around, too, and the commercial property could pick up a larger part of the burden. >> Well, cuz I'm noticing on here as my value went up, the amount that uh the school district that I contribute to the school district also increased, too. >> Sure. >> So, yeah, I'd like to see that kind of mapped out so I can visually see that. Sorry, I'm more of a visual need to see type of learner here. I Had Can I ask my other question, too? >> I think that we have to go back to Dr. Bassett. >> Okay, yeah. >> Yay. >> Uh, so um >> [laughter] >> So, my question Well, my question kind of has to do with that. Uh, you know, we just got You may or may not know and I probably but you do know that we got our Standard & Poor's report that gave us this grade rating. So, I guess for me I'm wondering about um what your experience is in terms of the you know, if we're doing everything right I'm not sure what all that right is, but if we're doing everything right, or districts or or entities are doing everything right, uh is there any kind of a time frame that we can think about where we might rise with our you know, our credit rating might rise? >> Well, chair, I think that is out of I don't know if that's related to the discussion. >> I'm sorry. Pardon me. Excuse me. >> I don't think that's related to the discussion we are having right now. >> Listen, this is our problem. This is the entity that this district uses to help us map out financial mapping for where we're going. >> I think I can answer concisely. >> This is This is the person, even more so than than well, along with Kristen. But, he's the person. This is a very appropriate >> Let him Let him answer that. >> I but I think for I want to respect the I want >> Speaking to the topic that we are discussing >> I don't see why we're not talking about financial planning is what we're talking about. And we're And part of it is how much we're going to be paying in interest. Because part of it has to do with our standard poor credit rating. And so, that's a fair question for a person who's had that kind of experience. >> He's already answered. He's already told us >> Well, excuse me. Excuse me. I asked this gentleman >> Yes, and I'm just wanting to clarify. >> And I And I And I also respected your your comment, Director Wutao. And what I said was, I differ. I believe it's very appropriate for this for this presenter. >> Message received. >> Thank you. >> The reason that we're doing that in three different sets is we might get different bond >> Well, he's the expert. I want to hear from him. >> That is part of it. The by far the most important metric for your bond rating is your the school district's fund balance. The fund balance is not in a good position right now. You will need to have an audited financials with a significantly improved fund balance in order to increase the rating. >> Yeah. Thank you. And and you know, all of this falls down if we're not paying attention to what's real and our fund balance and getting there is what's real. And if directors don't understand the relationship of that conversation to this conversation, it worries me. >> I understand. >> Oh, good. >> Yeah, we got it. >> Okay. >> And just to be clear, um the the highlighted the tax impact highlighting thing, it the one in the middle would be the RMS plus the bond referendum pretty much, right? It's not an add-on. So, we we could do 450 million or 515 million. Is the one in the middle including an RMS? >> No, what RMS? >> I was I was just going just for clarity's sake, Michael, um and we discussed this briefly that the board had had a conversation at our last work session about if if we were to do RMS in lieu of Lakeview. I just don't want there to be confusion. This is going back to an old question or the old conversation prior to what we discussed 2 weeks ago. Please go ahead. >> Yeah, the middle column is a total investment of 515 million, no matter how that's made up. >> Okay, thank you. >> Are we ready to proceed with the >> I don't see any more. >> Oh, you have Director Long answer second half. >> Yeah. So, I'm just kind of wondering so the current is interest rate thing that you had on that other um slide. So, whatever interest rate we would have right now with our triple B are you saying then you would add another 0.75 to that because of the triple B? But if we had a triple A then it would be just comparable to others in the area? >> That's a good question. Thank you for the clarification. The we are we are not adding 0.75% for the triple B. We are saying here we are saying here's what you believe you would get in the market with your current rating and we are adding 0.75% on top of that because markets change and we are a long ways away from actually selling a bond issue. We're not anywhere near approval of this and so we're allowing for some time period here so it's cushioned so that if interest rates increase between now and then that we're still very likely to be able to hit these interest rates. It's just a planning amount. When we actually go to sell the bonds it is our job to help you get the lowest possible interest rate that we can. It's So if things everything stayed the same exactly the same in the market and you you had this approved and not only are we selling bonds you know potentially next winter for the first time but then 2 years after that and then 2 years again after that if let's say everything stayed the same for the next 5 years you would get an interest rate that is approximately 0.75% lower than what we have built into this plan which would reduce the overall tax impact some but it's on the margin. It's it's not a huge difference. Um but we build that in so that when we represent this to your taxpayers we have a very high likelihood of being within the threshold that we're sharing. I mean I can't guarantee you or say 100% but we have a very high likelihood of being within that. >> So then what is the importance of the triple A and triple B bond rating then? On the impact of what we can get as an interest rate. >> It it it does lower your interest rate when you go to the actual bond market for sure to have a a higher bond rating. >> Okay. >> it would be millions of dollars in less interest on a plan like this. >> And so, if I'm understanding you right, you right, you're saying that since it will be out some years before we go to do it, the uh hope or assumption is that by that time, like our fund balance would have increased some, so thereby our bond rating would have increased some, or our triple or B would have increased. >> Yeah, we don't have any hope built into this plan at this point in time. >> I do. >> But the plan is flat, though, is what the question is. >> let's say let's say you do, by the time we get toward the the end of this and we're on the third series of this and you've done the hard work that you're you're doing right now and the school district is in a better financial position, we would see that we'd see that in the results at that time. >> And and [clears throat] and it would be in our interest rating. >> Yes, in the interest rate that the total cost to the taxpayers would be lower. Yes. >> I don't see any more hands, so let's keep >> Okay. So, I'm going to go through through I there's actually three different versions of this. >> Uh-huh. >> Um and and this is sort of a a plan I'm going to call it a plan B or a backup plan if you don't go through with the voter for one reason or another to to show you some different uh assumptions within then this is all work that would be done within the LTFM program. This slide shows core assumptions that are true for all three of the options. And so, we're assuming that you need $20 million a year each year for the next 7 years to keep up with the the maintenance issues, plus another $2.7 million for just things that come up. So, the $20 million stuff we plan for, the $2.7 is stuff that is unplanned, which is I think a very realistic uh number. And then we have the same interest rate and, you know, we're selling it in in different parts. So, historically in the past the school district has sold you know, has sold 20 million approximately 20 million dollars for a a series of years in a row for this kind of program planning and we might do that where we don't actually sell it every single year, but we might do two years at a time or something like that. So, we have it in three blocks. So, now part of this is a strategy of the other needs that you've been talking about do not go away under this plan, okay? And so, this first plan is to say, look, if you just hit pause, you get a you don't get a successful vote and you just want to hit pause for five years and and see what happens, this would be a each of these bonds over the seven-year period of time would be issued for five years. There's a tax increase related to it and then there's a significant tax reduction after five-year period of time that comes into play. So, you can see that the red bar goes down and then down again another four years later. We have the same basic assumptions in here that we did with the other one about the inflationary increase and so forth. This is a 140 million dollars worth of work and it cost 21 dollars a month, 255 dollars. So, that 450 say 450 million cost 24 dollars a month, 140 cost 21. That's because we're paying this off over a a compressed period of time to leave capacity for solving the other problems that would be left undone. Now, if you extended that out and and part of this is just to show a different scenario to help you understand the different choices that we could make as we're doing this planning. If you extended that out to a seven-year period of time, same kind of idea. There's a drop after seven years instead of after five years. Um and the the plan still funds 20 million a year and this [clears throat] would be more like something you would consider if you were really just saying, "Look, we just want to continue this sort of in perpetuity cuz we don't you know, we don't think there's realistic viable option to do the others." This still costs $12 a month. addition you know, plus this small inflationary increases that that we're showing. So, this is reduced tax impact by extending it out a little bit more over time. It leaves less capacity in the future cuz you're lowering the payments today, but there's still significant capacity in the future. Now, the third plan, which is a little bit more complicated but I think, you know, genuinely I'll just state my opinion at the outset. This is I I think this is the smartest of the three, especially if you're want to come back to trying to solve these problems in an in another way as a potential. This takes So, within the LTFM program, we talked about this a lot last summer for those of you on the board. There's two parts of the LTFM program. There's bonding which is where you're taking out a loan and you're paying that back over time to fund capital projects. And then there's what we call paygo levy. So, you just levy the dollars, they come from your taxpayers, and you pay them directly back out in that same year. So, you're there's no lender involved in that. There's no interest um involved in that. The advantage to using that as a large compo- component of the plan is to say you have a choice every summer, which you'll have this upcoming summer, of setting that paygo levy amount. And so, you can change that any year that you want to change it. And so, if you if let's just say if the plan doesn't work this year but you come back to the table, what is you you know, what usually happens is if plan the first plan doesn't work, we we reconfigure and we try again cuz the needs don't go away. And whatever try again means, I mean, I don't have any preconceived notion of what that is, but it gives you flexibility to take that levy back off if we want. And so, you see here that lighter green component is saying, "Well, then we're going to do 10 million of the 20 million every year right off the gate with this paygo component, and we're going to do the other 10 million with borrowing, which means the borrowing component of it is is much smaller, is a much less significant component of the levy. And you I have that green bar continuing on into perpetuity, but with that we can make that go away whenever we want as a as a board um going forward. And so, a plan like this looks at looks like about $16 a month. So, it's kind of between the other two that we presented, and you can see half of it 10 million per year or 70 million over 70 years um is that those left two columns is $2 a month, and then the other 70 million, which is 10 million per year for 7 years, is an additional 14. So, this gives you some different options to to think about. Now, this now becomes a part of the strategy and the timeline, and I know you've been discussing this for, you know, extensively, and I haven't been a part of all those discussions, but you're starting to get to the point in time where if you're serious about a November referendum, the the time to decide is coming near. Okay, we're in May, and you need to make that decision so that documents can be submitted to the the Minnesota Department of Education in the month of June. Okay? Your LTFM plan is required to be submitted by July 31st. You do that every single year. You just did the LTFM plan for 287. They're on the same program that you are, and it's all together. So, if you have a referendum this fall, you could are allowed by law at you do your preliminary levy in September. You hold the referendum, and then you do your final levy in December. You're allowed by law to add things that are voter approved to increase above the preliminary levy. And basically that's all you can add to the overall levy. You do have a right as a board to take things away out of the levy if you put it in before and you have new information and you want to change it in December. And so um if you approved an LTFM plan to say here's what we would need to to maintain these buildings if this other program was not approved, we would have to do that this summer and put it into the preliminary levy in September prior to a November referendum. And after a the successful November November referendum, you could make the choice to remove that and go with the voter approved plan. You cannot subsequently add to that LTFM levy after a November referendum. So we have to make that choice prior. So one of the things that that we've discussed and our recommendation to you is that if you're serious about using one of these LTFM tools as a second option to say okay, here's option A and option B because you need to continue to maintain the facilities that you're operating to to approve both. The timelines for those are similar, not exactly the same, but they're similar, but to consider approving both of those at the same time and submitting them in through their separate approval processes this summer. Um the LTFM, you know, so the first plan we have to determine a final size and scope and uh ballot structure and then for the LTFM program you know, what should I presented three different options and we can run variations on that, um but to approve those together at the same time. So we talked about this is kind of in summary to to to wrap this up that tax impact depending upon your scope for the overall projects between that 450 and the 550 million is in that 24 to $30 per month on an average home. Um and then on the LTFM piece, it was between 12 and $21 depending upon how we approach that and what we think is the the smartest with that middle plan where we use the pay go being a $16 per month uh overall option. So I'm happy to stand for any questions. >> Go ahead and bring the same, please. >> All right. I just want to clarify a few things if possible. So if we go back to slide four, 20-year levy slide. So we're saying in this slide that if the referendum passed over this 20 years, this here is including both the 515 and also LTFM dollars all built into this or is it just levy? >> Yeah, so it's including your current outstanding debt which is represented by the blue and the green, your current obligations. And it's including the the 515 million includes voter approved and LTFM work. So it's all of those things together. >> It's all the and that's I just want to make sure like I want to make it really clear that there's not like 7 years down the line we're adding another blue line on top of this for some other like we can't predict the future. I get that. But that we're not that that's not going to magically appear 7 years down the line. That that we're trying to encompass everything with this bond in this slide. Is that fair? Okay. So I just want to make sure then so with that assumption, so we're saying on the next slide that I'm going to use the middle number for simplicity sake, the 515 million where we'd be asking our voters for $30 more per month. Correct. We're all good. Okay. And if we failed or we decided not to do the referendum and we jumped all the way to slide 12 then the tax impact paygo bonds slide that you said this is what we should do if we failed or didn't do the referendum. Is that fair statement? >> Correct. Yes. >> We would be charging them $16 regardless without a vote. So the really the difference is 16 to 30. >> Yeah, if I mean that's >> It's a $14 difference, right? Like at the end of the day we're going like referendum or not we're going to go ask for the $16 one way or the other cuz the buildings need $140 million. >> right to do this without the vote. >> Without the voter, correct. >> Right. So so we as a board we're going to go get the $16 regardless or we go to the to the public and say, "Hey, for 30 >> You get the whole shebang. >> the whole shebang. We're all in. It's a difference of $14. Is that a fair way to summarize it? That's what I heard. >> And I think that's part of the reason that I guess I'm recommending I think I believe in in expert of doing this for schools across the state that's the most transparent way to share the information to is to say, "Okay, here's you know, here's what's in front of us because this $16 certainly doesn't accomplish as much. It still increases taxes, but there's still a lot of unmet needs >> Sure. With that plan, too. >> Right. Okay. Cool. I just wanted to clarify that. Thank you. >> Excellent. Thank you. Director Bassett, did you >> I do. So um all we're talking about here really is the financing structure for long-term maintenance or new build. This is the financing structure. The if to which we might go out. That's a question we're wrestling with. There's discussion about one new facility. There's discussion about need at the local neighborhood school level. Uh and so some of that is accommodated within the LTFM because we have ongoing needs in our buildings, the ones we're retaining, not the ones we closed. However, we have talked about a demand and a need to actually do new things in our neighborhood buildings. There is not a number represented here or a scenario represented here that captures that cuz we haven't really had a formal discussion about it. The only thing that we've really talked really about, we haven't costed it out because we haven't envisioned what it should be at each one of them. So I mean, I know we haven't because I haven't heard it. So we haven't costed out at each one of the buildings because we can only do LTFM at fixing up what, you know, replacing like for like and all that. If we wanted to do something new in all of our elementary buildings. Now, I I believe some of that visioning has been done, but I'm not sure how much. And I'm not sure which I'm not sure about what that means cuz I don't have a clear understanding of that. >> Yeah, let me be clear. So this financing proposal >> Yeah. >> is not costing out any individual specific project. The second half of it was only tied to LTFM if you do not receive voter approval. The first half assumes that a significant component of that, a component of which is at the board's discretion, a 450 or 550 million, whatever number we fall at, is voter approved, which would mean that you certainly would have the right to make improvements to the neighborhood schools. And so, that is a part of this package, certainly. I'm not familiar with all of the choices or decisions you're making from that standpoint, but from the financing perspective, how you spend that $500 million does not matter >> I understand that. I don't understand that. I guess what I'm saying is that not so much a question or comment for you. It's a question or comment really for the public. If we've talked about our desire to have robust, whatever you want to call it, neighborhood schools, but we haven't actually said which ones and what the scope of that work is, that's a different discussion that could impact the amount of money that we asked for. That's That's I'm making a statement. Because, you know, I mean, I'm just making a statement. But, I'm making a statement because we've talked about so much, I just like transparency and clarity. This assumes the one high school and all the other things we've talked about that are built into improving chamber improving this, improving that, and doing whatever. New. This assumes all that in this number. >> The Yeah, the plan doesn't What I'm presenting to you doesn't make any assumptions about projects. >> I know. >> The And again, I think the stated goal here tonight was just to say, if you spent $500 million, however you meant to spend it, here's what it cost you to get to give you some framework. So, >> Yeah. Well, I appreciate that and I agree with you. I'm just making sure that, you know, for all we're These are all numbers we're talking about for what we might want to do and there's still more work to be done. That's all I'm saying, you know, as far as I'm concerned. So. >> Okay. Director Bassett, we did get all those maps last meeting that explained what was going to happen at It's still my turn. >> Okay. Well, >> at every site what would be going on and rolling all of those costs together. The the one high school, the Plymouth Middle School moving to the high the Armstrong and all of that with all of the outdoor class or everything rolled into is the amounts that we're looking at here. >> It's it get it it's also the new furnishings. It provides for our new programming. >> So, Superintendent >> No, but I was going to echo that and say that this this is exactly that all that that the public and the board did see renderings of what those neighborhood schools could look like and all of this is based on the continued direction that we've been getting from the board for the last several months about the current project in conversations. So, thank you. >> Well, thank you. >> Thank you. >> And then, Chair, a question for you, a comment for you then. So, so my comment has to do with there's nothing that I said that was in conflict with that. Maybe I didn't accommodate totally totally that the schematic that we saw because we saw some pictures of what could be possible. What I also heard in that presentation was that we would need to have more clarity about which ones of those and there still was an open question about whether there's going to be six or seven elementaries. Now, that was my last understanding and I I could have missed something. But I'm just, you know, and and but the one high school has been clearly articulated. We do not have the same schematic if we kept the two high schools, the two the two middle schools, and six or seven elementaries. What a schematic that looks at what that final number would be. That's what I mean when I say that. That's That's all I'm saying. >> Okay, but the direction that the board has given is to go to one high school. That is the That is the direction that the board has given our administrators. And so, we don't need to keep going back to the two high schools two high schools We have directed them to focus on one high school, moving Plymouth Middle School to Armstrong. We have talked about this and the majority of the board >> I think you might be missing what what I'm what I'm saying. What I'm saying is that because my question always was was predicated with if a referendum that we go off of fails and we we make we have two schools remaining, what do we do? That was my That's been my original question ongoing. So and if you'll excuse me, so if we have those two buildings and we have the rest of it and we know then what buildings we're going to keep, then we'll be able to hit a target for a number for how much money we need to go off of. That's my only point. I'm not trying to argue >> You've already The majority has already spoken. They want to move toward one high school. The minority on the board said I'm not sold on that. You know, and then I've also said, but I'm really sold on let the public decide. That's all I've ever said. And if the public decides no, what are we doing? That was my question. >> And we have answered that question. >> you know, I mean I I So we have the financial expert here for tonight and I have asked him questions that are on my mind. Now, nobody else got any questions, then I don't need to ask them. My questions have been what I needed to know. >> Dr. Hillebrand. >> Yeah, I think ultimately it it's just a little the message was a little confusing that that it didn't sound like that that there was accounting for the kind of not LT LTFM money, but the the renovation money that needed to be included into the schools. So I think now we're all getting the message and it's out there for everyone that this bucket of money, which we don't know exactly what we need quite yet, includes renovations, additions adding outdoor classrooms and all the things right now that we're looking at. So I think we're all on the same page now. So that is all. I just want to make sure we're all on the same page and that the public was getting the message. >> I appreciate that. We are on the same page. >> Yeah, it just wasn't clear to everybody at the table we were not. Now we're in sync, so we're good. >> Okay. I don't see any more hands. Any more questions for Mr. Hart? Please come again. >> Um Direct CFO Hohisel. >> Thank you. The one thing that I would like to add, um just for as we move forward now um with the long-term facility maintenance planning because we will begin that process. It is May, um it needs to be adopted by in within July is that uh unless directed otherwise by the board, I heard um Director Brennison say, you know, the the with the the pay go and the uh bonding option to move forward with as we're working on a 10-year plan to move forward with that being kind of the financial direction of the board. Is that a fair uh a fair statement as we move forward in the next few months with planning for that? >> The planning for the LTFM part of the plan. >> Correct. >> I would say >> Knowing that you can always back off um >> The recommendation by our financial >> advisor. >> Yeah. >> Gives us the most flexible >> We've actually talked about it before and agreed to that. >> Okay. Thank you. >> Wait a second. Director Bowman. >> And that'll be at at what we've already discussed, right? There isn't any plans to leave things out. I I I mean, cuz what I'm understanding here is that the bucket that we're going after completely with LTFM and bonded money is the big wish button. I mean, we can wish bucket. We can whittle and move and shift and spend less if as we get into it and whatever, but this LTFM that we're saying is go ahead with is at the level that um serves the district and is not cutting corners on that. >> That is correct. It's the needs that have been identified uh to date and all of the planning you see, we're just running this independent of any potential board discussion and future movement towards a referendum. We're going to need to do this and again, you you will have the opportunity to um pull back the lever should you so choose or should we go for a referendum and something happens in November you can always back off but you can never increase. So we'll work on the plan based off of what we discussed tonight. Thank you. >> And we're in agreement on that, right? >> Right. >> Right, right, right, right. Uh Director Long? >> Yeah, I guess I'm just really concerned about any tax increase even if we go for whatever the pay go levy one especially with all the cities having increased their uh property taxes too. So I'm you know, we've had people come here and speak about how they are struggling financially and I'm sorry even $30 $15 $16 a month that can impact some families based on where they are financially. So I'm still really concerned about all of that. And you know, who knows what else will come for us too with you know, what the federal government chooses to do to us. So >> However, it would to me it would be irresponsible not to do our LTFM. We have got to keep up our facilities. I mean that is one of our main responsibilities as board members is to maintain what we have and without the LTFM we are not fixing what we need to fix. Um Director Basset? >> Well, um I I I really do think it's important it's important to me that um because I think there's been so much criticism of our board which is one of the factors that we have. It's it's perfectly okay to ask questions. If any director here has a question they want to pose, I never have a problem with it. And I don't think anybody else should either. I might feel like it's a little long-winded, but hey, we're all people. And so there's no ill mean, we're happy to have your presentation. The questions that have to do with finance are that you're the person to ask the questions of. I like answers from people who I hate to I don't want to be crass, but who we pay. I don't like answers from people shooting from the hip. That's why I [snorts] ask my questions. I want the people who are appropriately charged with the responsibility to answer the question. And so, anything that stops short of that or seems like people are interfering is is bothersome. I don't want us to go backwards as a board. I want us to go forward. I respect everybody's question. >> Michael, thank you very much for coming. >> Thanks, Michael. >> Thank you. >> Thank you very much. >> All right. Um Is there more under item C? >> Yes, and that's all for item C, correct? Thanks, Michael. Appreciate it. >> Thanks, Michael. All right. Item D is an action item. It's the Robbinsdale Area Schools Portrait of our Learners. This we were familiarized with at um last week's last the last meeting and also um at the D-CAP meeting. So, are there any more Are there any questions before we Is it called approve or >> approval. >> Adopt. >> Adopt. >> Adopt. I'll move approval >> Let's approve all of it. >> Okay. Uh moved approval by Director Bowman, seconded by Director Bassett. Okay. It's a voice vote. I I have to see a hand. Director Long. >> Yeah, I'm just wondering if there were any changes made to it since the last time we discussed it. >> There weren't. There weren't any other changes made. >> All right. All in favor of adopting the uh Robbinsdale Area Schools Portrait of our learners, please say I. >> I. Opposed say no. Wahoo! Approved. All right, moving on to new business. Okay, resolution accepting donations. We have $13,891.40 in donations this month. Do I have a motion to approve this? >> I move to approve it. >> Director Bassett moves it and >> I'll second. >> Seconded by Director Hildenbrand. Uh this is a roll call vote and I don't see any hands up and so let's do the roll call vote on accepting our donations. >> Thank you, with pleasure. Um Director Wotell. >> Yes. >> Direct- Chair Evans Becker. >> Yes. >> Director Brenneman. >> Yes. >> Director Bassett. >> Yes. >> Director Hildenbrand. >> Yes. >> Director Bowman votes yes. Director Long. >> Yes. >> Motion carries. >> Thank you. You know what? I just need a I just need a moment here. I forgot something on after the consent agenda. Um on the licensed staff, we have some retirements I really wanted to mention. Um Heather Hanson is retiring as principal at the SEA school after 32 years. And Nancy Lane, uh Len, after 29 years is retiring as a a TOSA. And then in the non-licensed staff, we have some retirements also. I just have to magnify it just a second here. Um uh Lori Anderson is retiring as a tutor at Fair Pilgrim Lane after 16 years. Pamela Guy is retiring as a special ed EA after 23 years. And And get this one. Richard Roberge is retiring as a program director at ESC for after 42 years. >> Yikes. >> And so I just I wanted to be sure and mention that and we just missed that at the uh consent agenda. So thank you for your service and I hope you enjoy retirement as much as I do. Now. >> Thank you for bringing that up. >> Okay. So, now I would move on to item B. Beth Tepper, I see you're waiting in the wings over there. Achievement and Integration three-year plan. Do you want to introduce? >> Um yep, I we you you did and we are good. Beth Tepper and Tony Patterson are going to be coming on and presenting the the work around the three-year plan that we have. So, I'll let you go ahead and get started. Thanks for being here this evening. Be sure both mics are on. Thank you. >> We have a quick question. We did vote on approving those those donations. It was Yeah, we did. We did. Okay. So, we're all in the right place in the right time. We're ready to listen. Thank you. >> See if this works. Yep, this is working. Good evening, Chair Evans Becker, Dr. Terry Stahlo, and Board of Directors. We're happy to be here this evening to present our Achievement and Integration plan. We've gone through the mission already this evening, so I'm just going to pass over that and also the land acknowledgement. And you're familiar with our strategic plan and priorities. Okay. So, >> [clears throat] >> our Achievement and Integration plan with section 124D.861, it's Achievement and Integration for Minnesota. The purpose of the Achievement and Integration program is to pursue racial and economic integration, increase student achievement, and create equitable educational opportunities, and reduce academic disparities based on students' diverse racial, ethnic, and economic backgrounds in Minnesota's public schools. Our achievement and integration goals must address the following: increase racial and economic integration, reduce academic disparity achievement disparities, and increase access to effective and diverse teachers. So, you'll see those three goals throughout the plan. We also have a component with Carker, the comprehensive of achievement and civic readiness. So, there's legislation that requires districts to develop comprehensive long-term strategic plans that address the following five Carker goals. All children are ready for school. All racial and economic achievement gaps between students are closed. All students are ready for a career and college. All students graduate from high school. [clears throat] And all students are prepared to be lifelong learners. This used to be um replaced world's best workforce. And some of you might be familiar with that, so. For that um I'm going to turn it over to TP right now, who's going to talk about some of the definitions that are commonly used in achievement and integration. >> [cough] [clears throat] >> All right. And so, um throughout the achievement and integration plan, uh you will see the term protected class. And I wanted to just uh make sure that everyone understands the definition of protected class as it relates to the A&I plan according to uh the state. It says when determining which districts are eligible for the program, protected class students means students who self-report as being um in one of the race and ethnicity categories used by school districts and MDE to track student enrollment. And so, these categories are African Black American, Asian Pacific Americans, Chicano Latino Americans, American Indian Alaskan native and multiracial. And you know protected class um when you hear that outside of anti plan it encompasses a lot of other um uh like demographics, other things. But specifically when we're talking about the anti plan, the protected class students we are using this definition here. Um in addition in the plan you'll also see the term racially isolated district. And so that means the enrollment of our protected class students is greater than 20% compared to the number of protected class students in an adjoining district. So which means um specifically for Robbinsdale an adjoining district would be um uh Wayzata. And so our protected class students are 20% more than the total enrollment at Wayzata. So that's why we are considered a racially isolated district. Uh there's also the term racially identifiable schools within the district. I'm sure you've all heard that before. I just want to make sure that we are all understanding what that means as well. So enrollment of protected class students at a school is greater than 20% compared to the number of protected class students within the district at the same grade levels. And so um in Robbinsdale we actually have two racially identifiable schools which is Meadow Lake Elementary and Northport Elementary. So the enrollment of protected class students at those particular elementary schools are at about um 90% or more and within that within our district we're sitting at about 66 67%. So that's why those two schools are racially identifiable schools. And MDE actually um lets us know which So, we don't determine that. MDE lets us know which schools are racially identifiable. Is this microphone on? Okay. I can't tell. >> Okay. So, within our plan, there's also requirements of how we spend the funding. So, um one of the areas is with direct student services. So, at least 80% of our budget must be spent in this area. And throughout the plan, you'll see that we have strategies in place that provide both direct and indirect student services to our students. We also have professional development. So, up to 20% of the budget may be used for professional for professional learning experiences, staff development strategies such as coaching, mentoring, and other placement programs for our students are um it's allowable with this 20% of this allocation. We also have administrative costs. So, no more than 10% of the budget may be used for for administrative costs. So, that's um both TP and I come out of this and as administrators of this program and we have an admin assistant. Now, we'll get into the fun part with our achievement and integration goals for FY 27-29. So, we have alignment with our goals in both the achievement and integration area and with Caccur. So, the first goal aligns with um reducing achievement disparities and it also aligns with Caccur under all racial and economic [clears throat] achievement gaps between students are closed. So, our uh newly developed a goal is by FY 29, 60% of K-5 students and 52% of the grades six through eight students within the protected class will demonstrate typical or aggressive growth in literacy as measured by fall to spring performance on early reading and a reading assessments. And some of the strategies are listed. So we have the science of reading with professional development, Wit & Wisdom literacy curriculum, and MTSS structures and supports. Our second goal. This also aligns with reducing achievement disparities and in CACKER it's that all students graduate from high school. And our second goal is by FY29 Robbinsdale Area Schools will increase the four-year graduation rate for students who identify as American Indian, Black, African American, Hispanic Latino, and with two or more races by 2% each year. And some of the strategies that we've used are AVID's the AVID program, um experiential learning opportunities. We use our school climate culture specialists and the family and community engagement team, MTSS interventions and other programs such as Xello college and career readiness exposure. Our third goal is to increase access to effective and diverse teachers and we also align with CACKER in the area that all racial and economic achievement gaps between students are closed. And our goal is the percentage of licensed staff of color working in Robbinsdale Area Schools will increase by 1% each year from fiscal year 26 to fiscal year 29. And some of the strategies expanding grow your own, um retention strategies, and professional development. And our fourth goal is the alignment that we show with ANI is to increase racial and economic integration. And with CACKER, it's that all students are prepared to be lifelong learners. So, by FY29, Robbinsdale Area Schools will establish and sustain a district-wide cycle of integrated academic and and enrichment programming, including at least three cross-cultural opportunities annually, so fall, winter, and spring, that engage both students and families to support student learning and strengthen connections across racially identified schools and non-racially identified school sites. And some of the strategies are um focus groups within some of the um program that we'll lead. We use our family and community engagement team. We have district-wide cultural learning opportunities and restorative practices. >> [clears throat] >> And so, um in addition to uh the um four goals that were stated, since we have our two racially identifiable schools within the district, we actually have to have um specific goals related to those schools as well. And so, um our racially identifiable school goal one is that uh it's similar to the previous goal one um that was previously stated, but we said that uh by FY29, 60% of our K-5 students within a protected class at Northport and Meadow Lake will demonstrate typical aggressive growth in literacy um as measured by their early reading and A reading assessments. And so, um I know there will be questions around the percentages, and so, what we did is we work with um uh staff district staff here to determine that that 60%. We looked at the reading the the growth from 23 24 as it relates to fall to spring. At Noble Lakes specifically, they were at it was at 46.85% in 23 24. In North Port, it was at 53.77%. Uh 24 25 school year, the uh students that were demonstrating typical aggressive growth was at 52% and uh at uh sorry, Noble Lakes and in North Port, it was at 56.7%. And so that's why we used the the goal of 60%. Um and this is not uh I just want to be clear, too. This is not reading proficiency. This is actual growth. And so um and although the goal was is to have every all of our students at proficiency levels, we do want to um you know, know if our students are making typical aggressive growth. And typical aggressive growth um would would mean um if a student is making uh I think typical growth is about 8% is eight points from from fall to spring. Aggressive growth would be um if we're measuring students that are making 20 to 20 20 to 30 point growth in uh reading. And so that's to it's a it's not a um I wouldn't say it's a lofty goal. I think it is attainable. Um and we're using uh FAST testing rather than MCAs because this is a way to actually monitor um when it comes to the KIPs, uh the key indicators of progress. So that's how we are monitoring um if students are making aggressive or typical growth. Um goal number two is also around our licensed staff of color. It's the same. We will increase by 1% each year from 26 to 29. Currently right now Robbinsdale we're at 9% and we've tracked we've tracked the previous Thank you. We've tracked the previous years and it's typical from our last 3-year plan we went from about 6% to we're about 9% right now and so we want to continue that 1% growth each year knowing that we are in um uh budget implications on that as well but we do have the grow your own program that um I'm proud to say that we've we've it's a it's a uh popular program um and we are using that to increase our elementary teachers and this doesn't have to be a a staff of color to participate in the grow your own program but that's who are um kind of being targeted I guess but it's not solely for our staff of color to to participate in the grow your own program. And in addition to that the staff that are in the grow your own program also could um they are also uh in freedom schools as well. So that's kind of the connection between that. And then um the last goal racially identifiable goal number three which aligns to increase racial economic integration and also all students are prepared to be lifelong learners. We want to establish a cycle of a integrated academic and enrichment program specifically at Northport and Meadowbrook. And in the past we've done that by offering freedom schools specifically at those student at those two schools and now as we enter into this new 3-year cycle we want to um add more enrichment programs rather than just freedom schools in the summer and so we will be um commanding team together to determine what that may look like which will be um heavily leaned on with our climate culture specialist, our family community engagement as we work with teams from both schools to determine what type of enrichment and academic programming opportunities that will be available. I know that was quick, but we wanted to stay within within our time. >> We know we have a time limit and we're trying to stay within within it. >> And and we appreciate that. Our Dr. Hillenbrand has a question. >> Um, so these are great and I think having reasonable attainable goals is important. Um, one of the, you know, I see a lot of your strategies are things that are already in place, things you're already doing and I I assume that within them there are new ways of going about it or strengthened ways. So, can you just tell me a little bit more about how you're changing the ways you're going about um, these things or doing them with with higher fidelity, um, to hopefully make these, uh, accomplish these goals. >> So, some of the things that we're doing specifically with, um, when we when we have a reading goal, right? We're the what's new for us is partnering with teaching and learning through some of these already existing things where we braid some of the, um, supports that we already have in place. Um, and then the other the other big push for us is within the MTSS structure and supports with our staff. So, new this this year and going into, um, future years we have developed some, um, progress monitoring that our staff that's new for our team to be doing. And, um, we're also in some of the other areas, we take a look at, we've talked about it, I think it was later into the uh, the the racially identified schools. We've talked about restorative practices and that's also an area and I think you've heard it earlier this evening when we talked about social emotional learning that's so important for our students. So, one of these things is having like proactive measures of how all staff work with students. Specifically though within this programming, um restorative practices, it's part of creating an inclusive staff culture. And part of that, that's part of the foundation that we have for um good learning to exist in all all areas of our our school district. So, um we also talked about um with restorative practices, it's um it's not just it's eventually everyone will receive the training in restorative practices that we need to to become a um restorative practice district. And one of the things that we also do is elevate um our staff and student voice in this work, which is also something new. >> That's great. Thank you. Dr. Long? >> Um I was wondering about what are some of the grow your own programs that you have cuz I know before in the past we've talked about um a possible internship program, uh Black Men Teach we've talked about. So, exactly what what kind of grow your own programs do we have here? >> Yep. So, specifically, [clears throat] I know we have um and I can speak on the the elementary apprenticeship program. Uh we have that and that is in collaboration with Black Men Teach at Minnesota and a couple of other uh organizations. And so, um I know with that one with that's a fairly new apprenticeship that that we have. I know there is a also an apprenticeship and I I can speak on it just a little bit cuz I'm not that familiar with it. It's um it's a program where we are recruiting current students right now too that are going into elementary um may going into elementary education in college and hopefully sustain that pipeline and come back to Robbinsdale as as Um and I and I'm throwing Freedom schools in there as well, too, because they are junior SLIs also into um, through through the grow your own program. And so, that's that's the two ones that I can speak on right now. Uh, I know we have um, a couple of more grow your own programs. I'm just I can get you that information later, but I can't speak on it right now, though. >> And then I'm wondering with cuts and things like that every year, how often do those grow your own teachers that we've spent all that time and resources on, do they get cut or are they guaranteed a position in the district after going through these these programs? >> I think that might be a HR question. Um, I can't I can't speak on it if if a teacher is cut or not with budget cuts. I just know that um, currently we have 13 apprentices that are in the program and we are going to recruit more in the fall. And so, I'm not aware of them automatically getting spots. >> Director O'Hearn? >> Thank you. Good evening. Um, currently in the teacher contract there is language around um, retaining teachers um, that have that teachers that are in the same probation or the same hiring year if they um, are either a staff of color or a male in elementary school, they will be retained before um, retaining a um, white staff person in that same hiring year. Um, however, in the EA contract, we are currently at the table in negotiations and I cannot address that. >> And then I had one more thing. Okay. So, I'm kind of wondering about two I'm sure Beth you're familiar with it, the Dream Catcher project. >> Correct. >> And just wondering how much of that could kind of be integrated into some of that. I know it focuses more kind of on special ed, but I think it the one training that I went to, it was like had some really knowledgeable information in it for staff that I thought could help with some of the pitfalls that we see with students who struggle. >> I am so glad that you brought that up, Carolyn. We have um in fact we um included I think it was a reference for staff like printed um we have a cultural inventory that um we've recently developed for use in our MTSS um process and we developed this tool for Robbinsdale out of the um some things that were shared with us out of the Dream Catchers program. So we're able to use that in addition to a companion guide as we work to figure out the cultural and um sometimes linguistic needs of our students so that that is something that we consider when our staff, the school climate culture specialists, are determining um strategies for working with students. And then um and we've we work very collaboratively with the Dream Catchers program and we've also um because we look at the overrepresentation of our students of color in special education specifically. So we've had training here and we've hosted um them and Terry you got to be a part of it. Um and we will continue to host um professional development going into this next year and one of those um next things on our agenda is with a cultural observation tool. So um not just special education but all the the could be 504 plans um and working with our students and we know that that's an area that we need to um make improvements in. You're welcome. >> Director Wait a minute. Um we have Director Bassett and then Director Brinson. >> Well um a couple of questions and one is that um when we talk about measuring growth proficiency is also measured in this district. Is that correct? >> Yes. >> Okay. >> Absolutely. >> Well, I know, but I'm just, you know, I don't like to make assumptions, okay? So, because we measure both, um it would be helpful because because the background for achievement and integration it used to be deseg the old name for it and some other things. There was a conscious decision to change this to achievement and integration some years ago. So, achievement is, as you know, very much an important part of this. And because this particular funding unlike other funding, is targeted toward our students of color by statute, by law um, it would be helpful to understand you know, I love one-pagers and matrixes. It would be helpful to understand how many students across the district that we're actually capturing in this. Where are you see growth and proficiency? And And one of my interest drive comes from a presentation that I did based on our data at a national conference. And at that time, uh, African-American girls was cited to me, it was a couple year old data at 33% proficiency. I could almost not get the words out when I learned it, but I did a great presentation and I was having in my my little backpack if you ever want to see it. So, for me, knowing the specific information about these students because we all care about all of our students. That's why we do what we do. However, we have funding that specifically targets this group of students. So understanding the various different programs that we have, understanding the number of I thank you for doing this presentation by the way. I don't want to forget to say that. But having data about how many kids we're talking about, what are their proficiency, what is their growth, all the things is helpful because it helps us then have a benchmark when we look next year to see where they are. Because if fighting we had to fight continue to fight for this funding for many years. It almost went away. And demonstrating that it's making a difference is important. And so thank you for sharing this inventory, this this Robbinsdale cultural inventory. One of my questions really was well about this. And so for me, I I'm always looking for if if we're citations. If we are adapting this from some place else or using any of it, I think the citations should be in this document. Because of some of the work that our district has done, I know others are really liking some of the work you've done. I've seen other people come back and share it with me and I'm like, "Where did you get that?" You know, because they're looking at how we're really tracking the progress of our Native American students. It's a very um it's a significant group of people. We've been paying attention to that. I'm saying if we're doing good work, doesn't hurt us to cite if we're pulling from something else and we should. >> Agreed. >> You know, because I that's first thing I wonder. Is Is this ours? Do we own it? You know, and >> So we adapted this tool >> Well then why don't you say that? >> Yeah, I thought it was in there. We've cited it in another >> sorry. >> that's not a criticism. I'm just saying you I'm really saying you've done some great work. >> Thank you. >> And so we when we can own it, we want to own it. When we want to give some adaptations and give some credit to others, that's okay, we can do that. You know, but we want to be credible. You know, and there are a lot of people who look at where did this come from? Who Who's is it? Why is it sound? And so I always worry about those kinds of things, not just in our you know, every time I look at anything, you know, those are the kinds of questions that come to my mind. So I appreciate the work you're doing. I will ask >> You've said uh Director Patterson that you're going to come back and share some information that um that Director Long asked for. So if you can think about some of the comments that I've made here and and pull it all together cuz I really do like that that I can see what we're doing. I I don't know otherwise. You know, and the last thing is that thank you for answering my question and whoever answered it. You know, about uh the parent because the old community collaboration council had a lot of community people on it. That's how we get people engaged in our district is but not all staff. >> Mhm. >> It's a balance. >> Well, it is a balance but I don't you know, and so it's that's an important balance. Because that's where your that's where your cheerleaders come from. I had a group of school board members from a from around the community around the different districts who recently came and wanted to talk about why aren't we seeing African-American families at many of the things. >> we're getting a little off topic here, Director uh >> Excuse me, Director Greta. >> I'm This is I mean I'm >> I'm not getting off topic because I'm talking to the achievement and integration team. This is not a question for the finance team, is not a question for anybody else. Maybe you don't understand that. Okay, but you know, I mean I'm I'm just saying maybe you understand that because that's that's who we have here. And I'm sharing with them that they're what what I've been hearing in community. And recently there have been directors who have been wondering about where are our African-American We wonder that sometimes. We do. And we have staff who are targeting toward trying to to do to do some of that work. I'd like to give credit where it's due. And we can't do that if we don't know. And the public can't do that if they don't know. That's important. It matters. It maybe it matters more to me because I'm a black woman and I understand the power of that. Maybe that's why. Maybe that's why I understand if we're talking about achievement and integration, maybe because I served at We Eap for 13 years, maybe because I was from this board they assigned me to go and work on achievement and integration things, maybe because I served on the state council where we had to fight for money for achievement and integration, maybe that's why I'm asking the questions. And I'm asking it to the appropriate team. >> Dr. Printzison. >> Um thank you for coming. I I was actually more of a comment to to the administration. There sounds like there's some awesome professional development that's happening in the district. I think it'd be cool if we, the board, had an opportunity to attend these. >> Thank >> more insight to what's happening in the schools and the awesomeness that's happening in these programs. So that was more of just a comment from myself. >> Thank you. >> I appreciate you having me. >> And I vote for Dream Catchers project for us. >> training >> Okay. >> I see no more hands. So will this but this needs to come back for board approval? Is that accurate or it does not? >> No, this is It does not. >> Okay. >> It only must be approved. >> work is ongoing, so it's for the next 3 years and we will have data that we will share with you and the and the board as we go forward. >> Thank you. >> Yes, so we we every year we have to do a progress report. And so we can share that with you and you can share it with the board. But can I can I address and so I agree that so we've had our our Pan-African family affinity group in the past and we've tried to continue to keep that moving and so I would ask and maybe I can connect with Dr. Stahlo on ways just maybe more different [snorts] ways on on just the expertise of the board on how we do engage our African-American families because we [clears throat and snorts] we've we've tried we've tried a lot of different things and so maybe we could work together on on how we can best serve that specific group because I feel like that's we are missing that voice. >> I appreciate that because this is very important because we can approach it from a positive standpoint. That's the word. All we're trying to do here is say what can we do, you know, and we we certainly do deserve it to our families and students. >> Thank you for your presentation. >> Thank you presentation. Thank you very much. It is 9:15 and we are going to take a 10-minute break. >> Thank you. >> We have more to do. >> I'm almost to my my uh guesstimate. We'll go with a guesstimate. guesstimate We really have laughed. So now I am a mess. We have laughed. So you might as well just cut that out. I think I pulled a hammy. >> Mhm. >> Mhm. >> Mhm. >> And it's 10 minutes later and we are back right on schedule. Number eight, district system of continuous improvement theme D, Superintendent Stahle. >> Excellent. Tonight Executive Director O'Hearn and Brian Shrive will provide a final priority work progress monitoring report for y'all. So I think this is number 12 as we think about that system of continuous improvement. So really excited for what Amy and Brian are going to share about the work that they've been done on boarding staff. With that I'll turn that over to you. Thank you. >> Uh Chair and Director. Directors, Dr. Stahle. We are here tonight to talk about um staff investment and impact and Brian Treave is the co-champion of this work with me and we are going to go through our presentation. We're going to skip the mission because we've heard >> [clears throat and cough] >> it so many times this evening, but we are here under um D1 staff investment and impact. Um tonight we're going to talk about how staff investment and impact and how the district we are creating a culture um that is inclusive, welcoming, and supportive of all staff. Our goal tonight is to share how the strategic plan is aligned to strategic theme D1 and how individual department continuous improvement plans are aligned to building level onboarding implement implementation across the district. The members of strategic theme D1 are Brian and myself along with Anne from HR, Heather Hanson from C, Kelly Della Cruz the admin intern from C, Mike Bury the assistant principal from Cooper High School, Lana Lindeman the um interim principal at Neill Elementary, Joe Purvis the assistant principal at Cooper High School, and Leticia Barzy the assistant principal at Sandburg Middle School. Throughout our presentation this evening, you are going to we're going to focus on three areas. We're going to demonstrate how when roles and expectations are clear from day one, employees are more likely to feel confident and successful. We're going to describe how we're not just onboarding for compliance, we're onboarding for connection and well-being. A strong onboarding experience directly impacts engagement, resilience, and long-term success. And lastly, through community building opportunities, we are intentionally creating environments where people um feel safe, supported, and empowered. Strong relationships and clear communication lead to highly effective teams and better outcomes for our students. >> Uh the EA onboarding checklist was designed to align closely to the 120-day probationary calendar for our educational assistants, ensuring structured progress and clear expectations throughout their onboarding journey. It provided a step-by-step guidance and support for educational assistants from the moment they accept their job offer through their first 120 days of employment with Robbinsdale Area Schools. The checklist helps standardize onboarding, promoting consistency, while also supporting individual success and confidence in their role. Uh by breaking the onboarding process in a manageable milestone, it enables both educational assistants and building administrators to track progress, address gaps early, and ensure a smooth transition into the organization. In alignment with other contract groups, our educational assistants are introduced to their evaluation tool during the onboarding process. This ensures that they understand what is required of their performance expectations, evaluation criteria, and how their work will be assessed throughout their probationary period and beyond. Following new employee orientation here at ESC with HR, the onboarding process begins immediately at at hire and covers essential setup tasks such as new hire paperwork, system access, building orientation, and daily procedures to ensure our EAs are prepared from day one. Structured check-ins at key milestones at day 10, day 30, 60, and 120 provide ongoing support with building administration, monitoring progress, reinforcing expectations, and addressing needs during their probationary period. The process culminates in a 120-day review where a formal evaluation is completed and submitted to HR ensuring alignment with probationary requirements and readiness for continued employment. An onboarding survey was developed in collaboration with learning analytics and impact to gather feedback from educational assistants on the effectiveness of the onboarding process. The survey is designed to identify strengths and highlight areas of improvement ensuring the onboarding experience continues to evolve and better support staff success. The educational assistants onboarding survey was shared with 64 new EAs that were hired for the 25-26 school year on January 5th to gather feedback on the onboarding experience on their onboarding experience. A total of 22 EAs completed the survey providing insights to help evaluate effectiveness and inform improvements to the onboarding process. 95.5% of EAs agreed and strongly agreed that they understood their role and responsibilities along with daily expectations. 4.5% disagreed. 59.1% of EAs said they received adequate training at orientation to perform their job duties on day one. 27.3% were neutral and 13.6 disagreed or strongly disagreed. 59.9% 59.1% agreed or strongly agreed that they received adequate resources to perform their duties. Those resources could include knowing student IEPs and behavior intervention plans, tools on how to de-escalate students, daily schedules, clocking in and out, and reporting their absences. 31.8% were neutral, 9.1% disagreed or strongly disagreed. And 84 86.4% agreed or and strongly agreed that they felt welcomed to their building by staff and administration. 9.1% were neutral and 4.5% strongly disagreed. There were several identified areas needs for improvement. That included streamlining the onboarding process for consolidating key sessions, such as HR and student services into a single day to improve efficiency and reduce redundancy, increase clarity around time off and leave procedures to ensure educational assistants clearly understand expectations and processes from the start. And for special education assistant assistants, need for opportunities to review IEPs, behavior intervention plans prior to the start of the school year, and have opportunities during the school year as those documents are updated throughout the school year. >> Starting in the fall of 2026, we will implement an educational assistant mentoring program. In collaboration with student services, the educational assistant union, and the National Educational Association, we received a grant to support EA mentorship. The grant will provided $800 stipend to EA mentees to support new special education educational assistants in Robbinsdale. The goal is to provide hands-on professional learning professional development to our educational assistants from someone who has been successful in their career here in Robbinsdale. The intent is to mentor, support, and retain qualified educational assistants in Robbinsdale. In addition to the educational assistant onboarding process, we met with nutrition services and facilities and operations departments. These two departments had a well-established onboarding procedure, which aligned with the state requirements for their professional development. It is the goal of the D1 charter to create a system-wide onboarding structure. In a Okay, one of the goals of the D1 charter for the 25-26 was to create a documented district-wide onboarding process for these two groups, and moving forward we will expand for other groups in the in the district. Why is this important? A clear and intentional onboarding process across all employee groups is essential for ensuring each staff member's success. When employees understand their roles, responsibilities, and expectations from the onset, they are better positioned to contribute effectively and feel confident in their work. Establishing the this clarity creates a strong foundation for performance, engagement, and long-term retention. What is next? We have determined we need to give educational assistance time in the fall PD to complete the onboarding survey so that we have a higher return rate on who on the um number of staff that we are looking at with the data point. We also want to build upon our onboarding survey so that nutrition service staff and the facilities and operations staff have an opportunity to give us feedback on their onboarding process. And moving into the 26-27 school year, we will build an onboarding process for our ASP group and our principal group. Our D1 charter also worked on creating strategies for building trusting and highly effective school communities. We created a hub for administrators and teacher leaders to use for each of the following topics, and there was um six topics that we focused on. Each topic will have best practice strategies for staff to use. Many of the best practice strategies will have links to additional information for documentation. We have implemented these best practices for using the resources and activities outlined in the school community engagement document to ensure a consistent and intentional approach. For example, within the diversity and inclusion topic, we have posted articles, videos, and guided questions to facilitate conversations. Most importantly, this work will be ongoing ongoing and embedded into our daily practices and not treated as a one-time initiative. So, this information will be held in our Google Drive and it'll be all staff will have access to it, not just administrators, but any teacher leader group can go in, access this information, and use it in professional development or in classroom lesson plans if it fits. Questions? >> What? >> Comment. >> I don't have We don't seem to have any questions. >> Uh we >> And also here. >> Okay. Uh Director Bassett. >> Well, I just want to say thank you. >> You're welcome. We think it's important that our EAs, especially because they're really front-facing with our students, that they get a lot of professional development opportunities to learn how to support the students because a lot of times they're working with their most challenging students that have come with a lot of needs. If they don't know how to work with them, they don't have the confidence and then we don't retain staff. So, if we can build that confidence in staff, give them the tools to be successful with our students, we're going to keep them long-term and that's the goal to keep good quality staff members in the in the district. >> I really like this slide, school community engagement and diversity and inclusion. And And I like some of these best practice strategies because I think, you know, if I think back to the conversation we just had a minute ago, I think you've been developing some stuff. So, some of that can be pulled into, you know, some ideas and some resources that are there out that you've developed. So, I think that's always good. >> Thank you. I just wanted to say Yeah, great job. I think especially with EAs, the job can really vary. Um, school to school, site to site, and it can be very isolating, I think. Um, and so having um, standardized procedures, um, and yet allowing for the differences from school to school is a is a big challenge, and I appreciate all the work you put into it because, you know, nutrition staff, it's it's a lot more standard. Um, and uh, EAs do a lot of different things in schools, and so that's well done. >> Good job. >> Dr. Wuto? >> Yeah, so my is that's a quick question on that 9.1% that disagree or strongly disagree. Do we have any ideas as to why, and have we been able to recapture them into the zone that we would prefer they go into? >> That's a good question. Is it that were they not feeling welcome? >> Correct. >> Yeah, that I wouldn't have an answer to that cuz the data that was collected was anonymous, so we don't know where it came from. I mean, I think it has to do with just making sure that if we don't onboard correctly, staff aren't going to feel welcome. And like what starts with just welcoming in to the office, giving them the tour, show them where they put their their personal belongings. And I think that those first steps are crucial to making somebody feel welcome in the building. >> It's the immediate connection. It's that culture and climate that you build as an administrator to make sure that everybody feels as though they belong the minute you walk in the door. >> So the these are more school level administrators we are talking about. Okay. Thank you. >> Dr. Brunjeson? >> Just real quick. So so I mean, so this is the first time we've given this survey to >> Correct. Yes. >> And is the intention then to do this annually going forward? >> Yes. >> Okay. >> So and I I think when we do the survey I want it to be a part of their evaluation meeting so they complete the survey first so that way we get we get all points of contact not just 22 out of 64. >> Right. >> The goal is to get everybody so we know what we're doing well and what we need to improve on. >> Awesome. Thank you. >> Thank you. >> Dr. Bowman >> I just want to thank you for your um the intentional aspect of this and the comprehensive piece of this. It's very impressive. So thank you. >> Thank you. >> Thanks for sticking around. Thank you. Right. We're moving on to number nine, policy and I'm handing it over to you, Dr. Wuto. >> What? >> Yeah. >> All right. So we do have second reads. Since the last meeting we've not had any other policy meeting yet and I've not received any comments from any board member concerning the first read. So I am guessing we are ready to go. So I am going to move approval of the second reads in front of us. >> I'll second that. >> All right, thank you. So we're we have been moved and seconded to approve policy 535, 703, 704, 705, 714 and 721 and we looked at these last meeting and you did not get comments. So all in favor of approving these policies, please say I. >> I. >> Opposed, say no. >> No. >> Policies are approved. >> Our next meeting will be May 20th, 2026. All I invited. >> Thank you. Okay. Moving on to administrative reports, Superintendent Salo. >> Excellent, thank you and good evening, Chair Ed Inspector, Board Directors. Um not many left in the room at this point but I'm confident there's still people viewing out in the 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 just a few of the things in which we have been engaged. In the strategic priority theme of academic achievement, I'm proud to share that Armstrong High School was awarded a Silver Star of Innovation from the Minnesota Association of Secondary School Principals for its Preparing Falcons Falcons Futures program, a three-year effort that has transformed the school's media center into a hub of personalized support, mentorship, and post-secondary planning. Inside that space, students don't just pass through, they connect. Ninth graders find targeted support through BAR, which is our Building Assets Reducing Reducing Risks program. Students and staff build relationships through mentoring and AVID, which is Advanced Advancement by uh Individual Determination. And older students map out college and career pathways with dedicated guidance. Additionally, there is a team of five licensed educators who are meeting students where they are and helping them move forward with purpose. This reimagined learning environment is a space where preparation is built into every interaction, every day. In the strategic theme of student wellness and engagement, it was an honor to attend the 2026 Athena Awards luncheon last Sunday and celebrate our Robbinsdale Athena Award winners. Suraya College from Armstrong and Folake Alishishi from Cooper, these two incredible young women are tremendous student athletes who have a positive impact on their schools. Um while Suraya was not able to attend the luncheon, I was incredibly proud to see Folake on stage receiving her award and I'm very excited for her announcement that she plans to attend Luther College, where I completed my undergrad degree, to continue her education and wrestling journey. >> Oh, wow. >> In the strategic priority theme of student engagement and wellness, I want to share that the annual Ardell K-12 virtual art show is now available for families to share and view. The gallery includes works from over 300 students from across the district who used a wide range of media and themes in their creations. I'd especially like to thank our visual art teachers for their continued guidance and support of our students as well as their tremendous efforts to create this gallery each year. In the strategic theme of collaboration and partnerships, our elementary and middle schools that will be welcoming new students, whether a student is moving up to a new grade level or transitioning to a new building due to school or building closures, are hosting transition events this week. These important gatherings will offer more than just information. They'll also provide a chance to walk the halls, meet staff, ask questions, and begin building connections before their first day of school. Robbinsdale staff are focused on ensuring every student enters their new environment feeling supported, welcomed, and ready to learn. These events are a key part of that effort by creating space for relationships, reassurance, and a strong start. We're continuing to expand opportunities for our community to engage in meaningful ways as we move forward with the continued conversations about reimagining Ardell Vision 2030. In May, we'll have two opportunities for community meetings, May 6th at Armstrong High School and May 13th at Cooper High School. Both will be from 6:30 to 8:00. Um, while the formats of those sessions are still being finalized in order for us to be responsive uh to what we've heard um is most helpful in those meetings, but we'll intentionally design a way for two-way engagement and conversation. Um, we want to be sure that we continue to build understanding, strengthen trust, and ensure that the decisions ahead are informed, um, and feedback is gathered by voices in the community. We're also inviting staff at every building to attend an optional staff meeting over the next few weeks to learn more and to provide feedback before the school year starts. Finally, I'd like to share, uh, with board members one other piece of informa- information regarding contracts for the 2026-27 school year. Under my employment contract with the district, I'm scheduled to receive a $5,000 raise for the '26-'27 school year. In light of the district's current financial conditions, I am offering to waive my contractural right to a $5,000 raise and to continue working at my current salary for the '26-'27 school year. This offer reflects my commitment to fiscal responsibility and to supporting the district as we continue to navigate budget constraints and prioritize resources for student learning and staff support. Given that this is not the legal window to open up my current contract for negotiating, I will work with the board chair on an MOU regarding this offer with the expectation that all documented terms outlined in my contract remain unchanged. Thank you. >> Thank you. Okay. Big news. All right. Um, now we're going to move into board committee board reports and committee reports and we're going to we had listening session tonight at 6:00 and so we're going to start with you, Director Bowman. >> I am prepared. >> [clears throat] >> I never doubted it. >> Thank you. Uh, we did have 15 speakers tonight at listening time and all 15 speakers spoke, uh, in regards to the teachers conference uh, contract or uh that's being negotiated. So, that concludes my report on listening time. And then I take it that I just fall into mine. Okay. It was as all of you share a busy busy busy month. Um I did get to attend the Reimagined Focus Group and then the Reimagined Community Engagement Group. I found them to be very interesting. And um the other things we have the quarterly meeting for the Brooklyn Bridge Alliance Group. And as I um was onboarded with the executive director and then I had my first meeting of this. I'm really curious about uh the work that Brooklyn Bridge Alliance is doing at Cooper High School. And um I do know that they from what I'm learning from them, they really do a also a good job of pulling student voice. They have a smaller population of our district's kids, but they are at Cooper High School. And I would really like I would put in a request to our board chair and our superintendent that we are able to bring them in because I don't get a lot of face time as I'm on this particular group. It's only four times a year that I meet and I really find you know, from the aggregate of four years of what we're talking about, the work that they're doing is so very important. So, I would request that we could somehow bring them in to have them do a presentation and what would be even better is if they bring some students with them. So, I don't need an answer. >> Um we have one. If it's if it's okay, I'd like uh Executive Director uh Williams to just give an update on that. Thank you. >> Oh yes, thank you for sharing that about Brooklyn Bridge Alliance for Youth. Um they are on the uh board agenda for June 15th to come in and share some updates. So, we do have them planned to to highlight the work they're doing at Cooper and some other stuff we have going on in the district. >> Great. And and will we have some kids maybe? I mean, I I I'm not putting you on the spot, but I'd really like to hear the kids' response, too. >> We can try. >> I'm not putting you on >> [laughter] >> It is summer break. Oh, it's summer school, you're right. You mean they just don't stay dedicated all summer long to what we do? Dang. Thank you. I I really look forward to that. I think it's an important uh item on the agenda. Thank you. Concludes my report. >> Super. Director Hillenbrand? >> I would just encourage folks I was at the last community meeting and I would encourage the community to attend on the upcoming meetings if you really want to know what's going on and you really want your questions answered, um please come and that concludes my report. >> All right. Yeah, I I give the policy report already. However, I do want to put something in front of the board. I believe few months ago as a board we started timing each other on our speaking times. Some of us on the board not that we don't speak enough but when discussions are being held and 10 minutes is spent by one board member and we only have 20 minutes for the whole presentation and questioning time I believe that that's becoming a little bit too much just based on my observation. I would like the board to get back to parliamentary procedures where each board member has an allotted time and if I don't use my time, I can yield it to somebody else to use and if I use my time then that is all the time I have. Just for consideration. We don't have to decide on that now, but I'd like to put that out there so that in the near future when we have our board discussions, that should come to the table. Thank you. >> Very fair. Thank you. Um I attended the T-Neck Tribal Nations Education Consultation at Prairie Isle at Treasure Treasure Island. And um the parent group was there and it was just very an opportunity to feel very proud of what's happening here with our uh Native American students and the programs that we're doing for them and with them and the involvement that they have and the parents were there parent group was there APAC which you're all familiar with but uh Robbinsdale is a leader because they have things that they have developed that the T-Neck group was saying, "Well, can you share this with some other schools?" And it was just an opportunity to be quite proud of what's happening here. I also was at D-CAC but I Director Brenda Silverster, he can tell you about that. Also, um you may have noticed that we've been getting quite a few emails lately. And as your board chair, I am the responder and so single-handedly >> [laughter and clears throat] >> I have been responding. I have responded to well, 84 today. So, anyway, I'm I'm trying to keep up on it single-handedly. And that's it for me. Director >> He's doing a good job. >> Well, I was just I said the same thing. Thank you for that. You're doing a good job. Um >> [clears throat] >> So, um I really had a good time at Fair Crystal. Uh they had their honors parade. It was just fun to be there and see the dragon and uh thank you to the Crystal Police Department and to the Fire Department. I think it was Metro Department who actually was there, too. The kids liked it, you know, it was really nice. And so I like that they kept their tradition even as they're you know, transitioning. Um also the Lakeview Cultural Festival was very fun and very engaging. We saw Polish dancers and the kids had the cutest outfits on and they had ethnic outfits on and they were just little ones were just hugging each other. It was just really really really fun to see that and be there. And I've got so engaged I missed the Pilgrim Lane was over to Fair Cristo, but by the time I got there they were done. You know, so I didn't get to see that, but I saw I saw them on stage and they look really cute. I was at the rock concert that was held by Seven Dreams over Cooper. And there were six acts and they were very good and some and I was really really excited to see so many young ladies in those bands. They were they had those guitars going. They were doing a good job. Then as I mentioned I actually was invited to be on a panel discussion to talk about um black black specifically they asked me black caregiver and parent engagement. And I think I shared that with the superintendent. I don't know if I shared it with others, but anyway so that is a big that's happening now. So it was nice to have our achievement integration here folks here today so we could talk a little bit more about that because that is it's everybody's job to try to make the district be good. All parents, everybody. So that was just a positive way to be engaged in that conversation and I appreciated it you know a great deal. And I too was at the Reimagine meetings. And I think that Director Wutoh's comments about us trying to be concise are good comments and so we'll all try to be concise for those of us who have something to say. I'm done. >> Um yeah, I guess I would say some of the comments that have been made today about different people maybe this should be something that should be a work session discussion or maybe it should be a board retreat that we take those things up. I think we all come here with different perspectives, different views, different cultures that we come from. Equity training, I don't know how many times I've been saying that. It's kind of what we need so that we can understand each other and then the diversity that we come to this table with. We are not going to be equal to each other and come across with all of the information that we need to come across as at this table in an equal way. But I'm talking about equity, which is not equal. >> Pat Grendison. >> Um so uh different events, I was at the Reimagined event with all the other board members. It was great. Uh as mentioned before, the District Curriculum Advisory Council or DCAC, it's a weird name. >> [snorts] >> Um had the last meeting this uh of this year. Uh we reviewed uh different uh the different CAC goals. We talked about the portrait of learner, uh some of the the math and social studies standards and all the standards that are coming up. So, um I think the big thing there is um they're done for this year. They will start again in September. If you are interested in district curriculum, you should absolutely get involved with this group. I think it's a fantastic group. It gets you a really great view of um just kind of what is happening at the at the school level. So, that was really awesome. Um semi-related, uh Director Bassett uh popped by the I was at the Minnesota State High School League State Speech Tournament. Director Bassett stopped by, saw some uh really awesome kids compete um this last week. Yeah. >> Super. Thank you. Okay. This brings us to uh future events. I want to remind everybody, community engagement event this Wednesday and next Wednesday. And also, board members, don't forget we have an additional board meeting a week from today at 6:00. It's a study session. That's one of those added on ones. So, don't So, just see you there. All right. >> So, don't plan a vacation for Nick Monday. >> Don't plan anything. Don't plan anything. All right. I need a motion to adjourn. >> So moved. >> Uh everybody moved it. Half people seconded it. All in favor say aye. >> Aye. >> Opposed say no. Thank you, everybody. >> Thank you. >> 9:55. But, you know, good job. >> Wow. >> Mhm.