[clears throat] Okie dokie. It is 7 o'clock and I am calling this meeting of the Robinson Area School Board to order. It's our business meeting. Today is Monday, February Today is Monday, February 2nd. It is 700 p.m. We're in the education service center boardroom and I would uh Director Bowman has volunteered to read the land acknowledgement. >> Great. Thank you. We acknowledge Robbinsdale Area Schools is located on the homelands of the Dakota and Ojiway 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 people who live on and hold sacred these lands. and we stand with members of these nations to fight injustice in all of its forms. We uphold the preservation of Dakota and Ojiway languages and ba and land-based education and tribal sovereignty. >> Thank you. Welcome everybody. And now back to you again, Director Bowman. Would you take the role, please? >> With pleasure. Uh, Director Wuto >> here. >> Director Long >> here. >> Director Hillbrand >> here. Chair Evans Becker >> here, >> director Brennesen >> here, >> director Bowman is here and director Bassid >> here. >> Superintendent Stallow >> and Dire Director Stallow. Superintendent [clears throat] Stallow. Thank you. Sorry. >> Thank you. We are all here. Okay. Uh first thing up is approval of our agenda. Do I have a move to approve the agenda? >> So moved. >> Moved by Director Wuto. >> Seconded. >> Seconded by Director Brintesen. >> Director Basset. >> Um yep. Uh chair. I'd like to add an item to the agenda and it's just simply a decision to have a add a work session with a you know kind of I don't know that I would say time specific but to add a work session for the subject of discussing the uh standard and poor report that we received and some associated issues with that. So that's um that's I would just ask that to be added if you'd like to make for me to make. Well, we have a motion on which is for the >> So what you would do then is a move to amend the motion. >> I'll move the motion. Okay. The agenda. >> Is there a second for the amendment? >> Second. >> Okay. So it's it's been moved to amend approving the agenda to add a work session to talk about the standard and pores uh report that we heard about last week and we all got in the mail and read. Right. And some related issues related to that. So it doesn't have to be an all-encompassing. [snorts] I [clears throat] just want to make it clear there are some specific things under that, but I don't need to say that because if we discuss the standard report, many of those things that were cited in the report will be covered. So we can talk about that. >> Okay. >> Director W. >> Yeah. Just to ask a clarifying question. Is that session for today or are you proposing for future? future because um I think it would be important to make sure that it works for everybody's calendar, you know, and um and the timing and so I know that um uh the chair and vice chair I'll ask you to meet and discuss agenda setting and so I could either join you for agenda setting talk about it. I as I usually do leave it to you to figure it out uh in terms of date and Molly can send something out. We can poll people see what works for them. I mean I we have all all manner of ways to determining the date, you know. So, >> thank you, Dr. Bowman. >> Um I would be um I'm not afraid to talk about these things, but I'd really like to know in what regard we will be talking about them. I mean, what sort of specific uh problems will we be addressing that's outside of the the work and the purview of our finance person and our superintendent? Um, you know, isn't this stuff that's already being talked about in the I I mean, specifically, it would be I'm not really seeing the value of it at this point because of the information that's provided to us all the way along in the reports that we receive from the administration. So, I'm having a difficult time supporting it. I I to just say let's do this without an end goal in in mind uh is kind of not like how I prefer to operate. So unless we can see a valid reason where we're missing something or there's information that's going to be brought forward that we can't ascertain for oursel out of reading the information. I mean, if people want to individually make their points about it, I you know, okay, but I mean, what what what is the focus of why we would need to discuss it? >> I would I would I tend to agree with you, Director Bowman. I read the report a couple of times and it's very specific about the things that uh lowered the score and also the steps that they see that the district is already positively taking. And so to just discuss it, it it just seems like the information is all there. >> That's not true. >> Why rehash it? It's >> all there. Director Basset. >> Well, I can specifically say to you that um uh as you know, one of the things that was cited is that in the 2024 uh in our audit, uh our audit was late getting handed in. Uh in 2025, we had the same problem. The audit was handed in late. Both of those things led to in in addition to some of those the issues with the board itself, some of those things led to um [snorts] you know the lowering of our first rating. Uh and so those are some examples. They're not inclusive. Uh in addition to that, one of the things that uh really concerns me is that I think there's a misunderstanding among some about what the board's role is. The board's role is oversight. And in order for the board to have oversight, I've not heard a report or seen a report that talked about the processes, how we're going to improve the processes. I don't have any confidence. Our finance advisory council has been disbanded. Not disbanded, but it's it's >> [clears throat] >> um it's in hiatus. Uh it's the rules are suspended for the moment. uh and so um one of the things we would talk about together would be that I can go on and cite some additional things but I merely ask for us to have it on the agenda to uh have a discussion about it. I think that and and so I'm reluctant to go into a lot of detail right now, but adding a work session to talk about the standard and poor report specifically when the board itself has been called out for not managing its duties. And I think that there's a I think there's a deficit of understanding about what that means. What that means is that the board is charged with oversight. And what that means is that for me as a board member having some clarity about what are the processes that we now have in place that are going to ensure that we don't have these kinds of problems. This is this is business. What I'm talking about is normal business. If I would any place I've ever worked and I've had a 50-year career. If we had any kind of an incident that had to do with finances and the board would say, [clears throat] "I'd like to understand how this happened. I'd like to know you understand staff how it happened. I'd like for you to explain to us how it's going to be changed in the future. That's just business. It's not personal. It's business. And so if this board can't handle it the business of over a $300 million budget and then want to understand and understanding that a couple our CFO was not on board at that time. So, this is not casting dispersions on any on our CFO, our superintendent. I'm saying as a board director, when I got that report, it had items in it that I did not quite understand. I'm looking forward to talking about that with my colleagues, if you don't want to do that, that you certainly get to vote no. Well, you know, I mean, it's as simple as that. But I think having a and if we want to go out for any kind of bond referendum, this why would anybody entrust us? Why would anybody entrust us with 300,000 $300 million if we're not even willing to say can we improve things and where might we need to do that? That's a simple straightforward question. >> Okay. Um before I call on Director Long and Superintendent, I need to go to CFO Hoheisel. Uh couple of things about the audit and I mean the the filing of that and also about FAC. >> Correction of information, the 2025 audit was not delayed. It was very much in a timely fashion. 23 and 24 were the audits that were delayed to the finance advisory council. It is I would call it it was at least this fall it was a very robust committee. It does not function currently under the board approved guidelines of appointing uh community members. We do still have community members that had applied and are still in the process. Um but because of processes that that weren't coming forward in a timely manner for the board, either people applying for positions or or applying for the position, uh the board appointing the positions and then once the appointment was made, people actually staying on the committee. Um that was a procedural um uh move by the school board to at least suspend that. The committee is still functioning intact in its entirety and arguably probably more robust than it's been in the last couple of years. >> Okay. Um next up is Director Long and then Superintendent. >> Um I would be in favor of it. I feel like it is good for us as board members to sit and have a discussion about it to see where all of our perspectives are and where all of our understanding is about this and to see what questions come up for us or don't come up for us or if it leads to some kind of direction that we should be taking. Even today during listening session, we heard somebody question us about the finances of the district. And I think we need to start getting more involved and really truly understand and all be on one accord about what that means about what the finances is of this district. And I think this should just be one of several conversations that we have around finances and making sure we are all on the same level of our understanding about this report and whatever other report might come our way. >> Uh Superintendent Salo, >> um I just wanted to ensure that um our CFO had a chance to um share accurate information um about both the audit and the functioning of the FAC and she did that. Thank you. >> Thank you. Uh, Director Basset, you wanted to speak? >> Well, uh, let me just say that one of the my prefacing comments was that, um, I didn't want to really get into it because I, you know, I actually wrote some things and sent them to you and to, uh, to the chair and vice chair about some of the things I wanted to speak about. So, you already know that uh, I included the superintendent on it and and I'll say that I appreciate you're kind of talking. It's 23 24. The bottom line is that two two years in a row, okay? So, I'm not going to get dissuaded or sidetracked on that because because what is important is that the board meets its duty and responsibility to govern, to manage and all of those things. And in order for us to do it, in order for me, the standard and poor report was very concerning. We just went from a triple B to a tripleB minus. It's going to cost our community more money for anything that we do if we have to bond. If there ever was a rationale beyond what I'm just saying, if there ever was a rationale to take a step back and see is there anything that we could be doing differently or should be doing differently, that's really the conversation, you know, and I think that we should be mature enough to have it. not only mature enough, I think it's a duty and a responsibility to have it and then for us to discuss it and talk about where it's at. [snorts] So I I tend to take exception to this inference that I'm, you know, sharing incorrect information. I had the two years wrong, but everything I'm saying is spot on in terms of everything that I've just said is spot on. There were two years in a row that we did not have our, you know, uh, information in on time and it was not timely and we got dinged for it. Okay. So, I know what I'm talking about and I, you know, I think that people take pleasure and say, "Well, correct this, correct that." Well, and I'm always happy to be corrected on some fact because I'm a board member. I'm not the lay staff. >> Dr. Hillenbrand, >> I wasn't finished. >> Oh, sorry. I thought there was a pause. Thank you. >> And and and I think that the the uh citizen who came forward and talked about the fact that um there's some some concern about passing and then I see this that we're going to talk about maybe at some point in the future a referendum. I think it's just good stewardship. I'm I'm really just talking about being a good steward. It's as simple as that. being a good steward of the resources and trying to understand better because I don't there's some things in the standard and board report and I'd like to talk about it with my colleagues. This is a board discussion. This is a board duty. It is not the administration's duty at all. If there's information we need happy to have it need to have it. But this is for the board. is not for us to be rescued by a by by you know administration to come in and take because it's not their responsibility. They're doing their I I trust they're going to do their responsibility but the direction comes from this board and I might look up my little email so I can say if somebody asked me again what I said I can find it. >> So are you done? >> I am. If you want to call on somebody else while I look. >> Thank you. Director Hillbrand. I was just going to say that I think that the years do make a big difference though. It's actually a really salient point because the years that the audit was late were years where we had completely different administration and that that is a really important point. Um those were years when we had different superintendent, different finance, you know, that's when the mistakes were made. um we have new administration who are cleaning things up, working things out. I think it makes a big difference and I think that's why it's really important to note the years. Um and so in this case, I think that's really important to to point out. Um and it makes a difference for me in how we're taking a look at things and how we're evaluating things because we're talking previous people and current people and that's a really big demarcation line for me. Also um you mentioned that the board was called what happened Standard and Pearls called out the board for the dysfunction between the members. It wasn't they didn't call out the board for not managing things well. They called out the board for the interactions between each other. And one other thing in the rating yes it went from a triple B to B minus but it also went from a negative to stable which is an improvement because they are seeing what's being done. And I want to point that out that they are seeing positive things being done and they are encouraged. Uh, director Brenten. Oh, direct Dr. Sal. No, Dr. Brentensson. >> Yeah. All all I was going to say, I mean, the exact line from the standard report is that board oversight were insufficiently robust to ensure uh expenditure control and support long-term fiscal balance. So I mean >> beyond there >> as in someone new on the board right the report says the board didn't do enough oversight right the question is has something changed I don't know [snorts] right so does it have to be a dedicated work session I don't know right but I'll just >> Okay Basset >> well and and thank you [clears throat] Director Brennenson for actually pointing that out because I was just going to look for the language the only reason I didn't have it up in front of me is that I thought this would be a simple conversation quite frankly um and or I would have had it up but those are exactly the comments in that report that got my attention. So as far as I'm concerned due diligence means having a discussion among our colleagues about how did we get here? What are the processes? Because I'm believing we have the talent that can say here are the processes that are in place right now. you know, I believe that, you know, but after the year that couple years that we've gone and with that magnitude of an error, I am not one who's just going to blindly believe. I'd like an a report. It doesn't have to be extensive. I'd like to have an official document that says that stuff. I was not the chair. I'm not casting dispersions on any of that. But in terms of this board, if we get a document from standard and pores and part of our rating drop includes that phrase, the board lacked sufficient oversight. To me, that means let's come together and talk about it and figure out is there anything different we should do? You know, it's a question. And if we're not willing to do that, why would we why would anybody entrust us with their tax dollars? I don't understand. >> Director WH. >> Yeah. But chair uh administration, I want to move a motion for us to suspend further discussion on this subject matter and invite Director Basset to one of our agenda setting meetings in the future and pend this for a work session. Make sure I understood you. >> Okay. >> I want us to suspend any further discussion on this subject matter and invite you to be able to invite you to an agenda setting meeting so we can put this towards a work session in the future. >> Well, sure. So, I would say two steps. I would say one less pass the pass my motion which was to ask for a work put it on the agenda for a work session. we can make the decision to have it at a work session and just, you know, un the understanding that I'll come to a joint session with you before we go further and figure out what's going to be the agenda. I mean, I think that what there's a way to do that. >> Yeah. I you know, >> sorry, >> Director Bowman. >> Um, [clears throat] I'm not willing to bring it to a work session until Director Basset first meets with uh uh Chair Evans Becker and Dr. Stallow and uh Dr. W for clarity because um I'm really concerned um I mean certainly I have some very strong opinions as to how it is I think we got here [clears throat] that I think are substant I have some very strong opinions on how it is I think we got here uh that if I brought them up would be really unfavorable and would probably have people saying this is really harming and this would be so there's a part of me that says that one of the things I know is that there's not going to be onepage blanket summary that's going to explain the mess that we're in. It to me we go back 15 years on creating this mess. And I see zero value on looking back as to where we made the mistakes. What I see value in right now is finally having a superintendent and a cabinet that we can trust that has brought forth to me information that I don't even have questions on. It's information that I've been able to look at and say, "Yep, here's the budget. Here's the this piece. Here's the this piece. It all makes sense. It's all working." So to go backwards and what are we looking for going backwards? Are we looking for our own scapegoats or scapegoats or are we looking for convenient excuses? Um, I'm really focused on I already know how we got here and it was through lack of consistent good oversight by a number of people and how we move forward is based on making sure that we have the uh structure within the institution. we have the scaffolding up so that our processes and procedures are transparent and we can see the pathways that we take and that's what we've been working for these last number of years. So for me to say, "Yeah, let's do a hashover about something that's probably going to end up in more trauma." It's going to end up with some of us talking all the time and some of us never saying a word because I'm just uncomfortable. And I want to get into the point where we're looking at solutions because this feels like the losing end of this discussion about our SOD issue. So I would really I I want to make sure everybody's questions are answered. that is something that I will support to the maximum and always have. But I want to make sure that my time up here is spent in looking for solutions. We have to, you know, you can be more articulate as to what's missing and what's providing that's a whole another thing. But to this down the rabbit hole activity, I can't support. So I won't be supporting yours. But I do hope that you meet with Dr. Evans Becker and with Dr. WO and and come to a conclusion about what you would need to be able to put this to rest and I think that's really important. >> And you know what can my statements just stay there without a yes but >> they can. >> Um Director Basset. >> Well, let me just say this. I I don't know. I'm not into the looking down the rabbit hole. What I'm into is having some asurances that going I'm looking forward and I'm looking to having some asurances that we have processes in place that will ensure that certain kinds of things happened that ensure that some of the things we've endured in the past don't happen. That is I think what I said and that is what I mean. I'm not going back and you know now to the extent that the staff needs to go back and and determine how we how certain things happen that's a that's many organizations have after issue actions review that's a standard operating procedure in most organizations and so I think that that's an important step for for our for us to do I have um made made a motion to amend this because I think it's important that we have the conversation I respect other directors who don't feel that way, they have the opportunity with their vote to say no. But just like I don't expect my commentary to carry the day. I expect that people will vote if there's merit in us looking at the processes we need to have in place and having assurance that they're in place that as we go forward, we can speak with confidence to the public about being good stewards and we demonstrate to standard and poor that we're really focused on the oversight duties that we have. That is my goal. And that's what I said and I'll say it again and I'm not backing away from it because I think it's important. If we can't even decide that we're going to have an afteraction review to make sure that we have the processes in place that can help us be effective in the future. I I I never expected that we wouldn't want to do that. So my comments aren't against anybody else. They're just me taking responsibility for myself and the community that I'm serving. >> Dr. Long. >> Yeah. Mine was kind of a point of clarification. So, we already have a motion on the floor. So, we have to vote on that unless the maker of the motion withdraws that. >> The motion on the floor is actually an amendment. >> Yes. >> Yeah. >> And not seeing any hands at the moment. I want to push for voting on that amendment right now so we can move things along. Okay. >> State it. Yes, the amendment moved by director Basset is to have a work study se uh have a study session topic of uh the standard and pores report. >> Thank you. All in favor please say I. >> I post say no. >> No. >> Okay. We will have us we will have a work session to talk about it. >> Now the motion on the floor. Excuse me. Can we a clarity thing? Can we also provide input the rest of us uh as to what we would hopefully want to see also out of that work session? Can we make sure we have the wheels on the bus in this work session so that we actually produce something this item on the work session instead of just this? >> Send an email to the director Wuto anybody who wants input on that work session. >> Input on [clears throat] the work session that we should have and what our outcomes what we hope our outcomes can be of this work session. >> Send an email but send it this send it by the end of this week. >> All right. >> Thank you. Okay. We have a motion on the floor to approve the agenda. The agenda has been a uh amended. So, the motion is to amend to approve the amended agenda. Everybody, >> wait a minute. Another clarity. If we're not adding it to tonight, the amendment that was added is is not really part of this agenda is the other problem. >> I think what she wanted is to be able to um >> add >> add it to >> there's you can't we're not adding an item to the work to the session tonight. You're making a request of the agenda committee is what's happening. >> No, I just passed. >> No, because we're not talking about this committee. >> Your motion. Yes. Your amendment was to have a study session, but generally it's added into the agenda to talk about it in order to have it. >> Exactly. And and and chair, um, you know, quite frankly, quite often we will add another meeting to the agenda. I mean it's it's a routine thing that we just add a meeting to the agenda and so that's really all I was asking for. >> Okay. So let's just back up >> understand the intent here and the intent is that we have a study session added in sometime. So we're going to put that amendment into uh nine the new nine. >> Okay. And then the new nine is addition additional topic for work session. Okay. >> And that is on the agenda now. >> So clarifying question when we say we're adding this to tonight's a agenda just no topic. So I'm expected to sit up here and discuss it and listen to it without any sort of background documents on it. Is that what we're going to do? >> I know. [clears throat] or or how is that? >> The intent was for us to be able to approve having a work session is what your intent was. And so I'm going to go with the intent and when we get down to number nine, we will >> know that that that that was added to our agenda and we're going to so we're going to say yes, we're having an additional agenda. >> Okay. So we're not going to actually delve into the topic tonight. talking about it tonight, but it's just going to add it to the agenda and acknowledge that in a future study session, we're going to be talking about the standard boards because that was the intent >> and that it'll be something that'll be referred back to the agenda committee. I think is the important thing. >> Right. When we get down to number nine, if I skip over it, please just remind me, but I did make a note. Okay, we have the new nine >> here. >> Yes. So really my motion was to have add a meeting. It's really a calendar issue. It's adding a work session to the board's calendar and and with this with a specific I just talked about the subject because people I mean a director is correct. He would want to know why you want to have a meeting. So I just said to the what the topic would be um you know and so we do it all the time amend the agenda to add a work session at a date certain and the only reason I didn't specify a date certain is because I think in deference to some of the comments that have been made people may have you know there if I come to a meeting with you guys there may be a number of things talk about when you might have it how you want to get input all those all the things. Okay. I thought you wanted a study session topic, not a study session. And so when I said it, I said study session topic and that was what was voted on then. >> Yeah. >> Not not a standalone meeting by itself where we're not talking about all the other things that are going on. I thought it was just just a study session. >> It has to have a work session and and I think the email that I sent to you talked about a work session. Okay. A work session to discuss the standard and poor report. And I actually had several bullet points under it with some specific kinds of things similar to what I explained that maybe other directors might have as well. I mean, they may have things that they want. >> Okay, stop. >> Stop. Okay, this is what we're going to do. When we get down to number nine, we're going to decide if it's a worse study session topic or a complete study session. But until we get to number nine, we just know that it's going to be on our agenda and we can move on. >> I can I can live with [snorts] that. >> Okay. All in favor of approving our amended agenda, please say I. I >> I >> oppose say no. >> No. >> Okay, we have an agenda and the next item on our agenda is the consent agenda. Items on the consent agenda are routine in nature and are voted on in with one motion. And on on our consent agenda tonight, we have uh the roofing bid awards for Cooper Metal Lake and Neil. We have the financial reports and the personnel reports. We also have um minutes from our previous meetings. Is there a move to approve the consent agenda? >> So move. >> Moved by director Wuto. >> Second. >> Seconded by director Hillenbrand. >> Do you have a question? >> I do. I mean and so >> andly we don't discuss >> I was going to pull I was going to ask to pull some the minutes out because >> Oh, you want to pull the minutes? >> Yeah, I do. >> Okay. [snorts] We'll vote on the minutes separately. >> Okay. So, we have a motion on the floor to approve the consent agenda and we'll do it minus the minutes. This is a roll call vote. Uh, can you go ahead with it, director? >> Sure. Will. Director Basset, >> yeah. >> Director Bowman votes yes. Director Brennesen, >> yes. >> Uh, Chair Evans Becker, >> yes. >> Director Hillbrand, >> yes. >> Director Long, >> no. >> Director Wuto, >> yes. >> Okay. Consent agenda is care is approved. Uh, meeting minutes. Is there a move to approve the meeting minutes? >> Some moved. >> Moved by Director Hillbrand. >> I'll second them. >> Seconded by Director Basset. And what would you like to discuss about it? >> Well, um I do see that we are going to um deal with a little bit later a policy that talks about the minutes and so I think that you know raising it right now is a good opportunity for me to point out uh kind of the concerns that I have. the minutes uh are become very important. Do they need to be as prescriptive as maybe they have been in the past? Perhaps not. However, I think there should be enough definition and I think the policy speaks to it cuz I looked at that policy um because if um when we're having my concern is this if we're having substantive discussions and out of those discussions major key points or key issues are raised I think it should be identified that key issues were raised um you know because I think just to have a bullet point that said this was discussed and that to discuss because people can always go back and be confused about what the content of it was. And the purpose of minutes is is that the public can look at those minutes and get an idea about what happened in the meeting. If it just addresses the subject but doesn't talk about any of the content there, all that is lost. And later on when none of us are in these seats anymore, people won't be able to kind of understand what was the context. I think that I am concerned about that because when I look at these bullet points, we had quite a robust conversation and if we reduce everything now to just we're going to have bullet points and talk about the subject and then move on, a lot of that will be lost and I will say that over the years last year, two year, two years, however it's I've always go back and try to look at those to get a little bit more clarity about what were we trying to achieve. So I think that um maybe when we come to the policy discussion about it, this is only a first read that and we're not up there yet. So you know, so maybe we could I can make any other comments at that time, but that's was my concern and I wanted to raise it now because there was an example right in front of me. >> Okay, Director Basset, >> we have a motion on the floor to approve these minutes. >> Are you ready to vote? >> I'm ready to vote. All in favor of approving the minutes, please say I. >> I. >> Post say no. Thank you. Okay. Um, we have no unfinished business for tonight. Oh, did we have to roll call vote on that, too? Because it was part of the consent agenda. No. Okay, good. No unfinished business. New business. Um, we have an action item, the resolution accepting donations. We have over $21,000 in donations this time to accept. Um, so is there a move to accept the donations? >> I'll move. >> Moved by Director Basset. >> Seconded. >> Second by Director Briden. This is a roll call vote. When you are ready, Director Bowman. >> Thank you. >> Director Basset. >> Yes. >> Director Bowman votes yes. Director Brent Brentesen. >> Yes. >> Uh, Chair Evans Becker. >> Yes. >> Director Hillbrand. >> Yes. Yes. Director Long, >> yes. >> Uh, and Director Wuto, >> yes. >> Motion prevails. >> Thank you everyone who donated. All right. Item B is a level three custodial grievance, uh, contracted services. Uh, Director O'Harn. >> Good evening, Chair Evans Becker Becker, board directors, superintendent Dalo. Um, in front of you, you have a level three custodial grievance. Um, as a collective, the SEIU group has forwarded a grievance in regards to our contracted services. Um, we have over 10% of our custodial staff that is currently being filled by our contracted services through intra intro. Um and the rationale for that being as we are consolidating buildings and closing schools, we are filling our current openings with contracted employees so that at the end of June when we have to release staff based on seniority, we would release the contracted services people first and be able to retain our Robbinsdale staff in the positions. So instead of posting and filling our SEIU positions now, we are putting contracted staff in those positions so that we will release those contracted staff at the end of the school year and maintain our Ardell staff. However, the union is moving forward with this grievance as we have um over 10% of our staff in that group that have been filled by contracted employees. But the rationale is due to the consolidation of our buildings. So my my recommendation is and I know that you received an email on that they would like to have a hearing on this. I would recommend that we bring this forward to arbitration like we have with all the others. >> Thank you. So the recommendation is to uh the board uh foregoes the holding the hearing and refers the matter onto arbitration. Is there a motion? I'll move >> move to forego the hearing and move to arbitration. >> Yes, ma'am. >> Okay. Is there a second? >> Second. >> Moved and seconded. >> Okay. Uh Dr. Long, >> so how much uh are we being charged for the outside agency that we are using to do the tasks that we would normally hire somebody or have one of our staff do? I don't know that answer off the top of my head, but I can get that information to you. >> I don't know what their hourly the intro tech hourly wage is, >> Dr. Basset. >> So, um I understood what you just said. So, I'm wondering how prevalent is this practice or is this a new practice? Uh I don't recall maybe it just hasn't come to the board before um outsourcing positions. So is this kind of a how's this fit? >> We've been using introex since co. So when we had a large gap of open positions right after COVID, we looked at an outside contracted service and this is the same company that we've been using to fill positions within the SEIU group since then. >> Well, that's a different question. >> Oh, because we're doing this because we are contracting meaning become becoming smaller. So, as we're becoming smaller, we're letting staff there is some going to be some slippage or some positions not filled. >> Correct. >> And so, what is driving the need to have contracts if we have if we're contracting anyway? I guess I'm not really getting understanding >> because currently we have all of our buildings still open. So all of the positions are still needed to to work in the buildings. >> As those buildings consolidate at the end of this school year, >> we will have less positions that we need and those contracted service people will be the ones that are released and we will maintain our Robbinsdale employees. But currently we have all of our buildings open and we don't want to fill those positions with Robbinsdale staff because at the end of June we will hire them now and we will release them in 5 months. >> So are you saying there are some openings in the current the current in the our current footprint we have some staff openings in these classifications? >> Correct. And so rather than hiring new staff into that classification because they would be new to fill out this finish this year, you're you're awarding those to contract making those contract positions. >> Correct. >> Well, that that I understand that, you know, so >> Director Hillbrand, then Director Brenesen. >> Yeah. I was just curious. Um, I mean, I know how hard it is to try to hire someone for a position that's going to like we'd love to hire you, but just so you know, it's only for five months. People tend to not love those positions. Um, but so I'm just curious why the I mean, so I assume the you've talked to the union about this. What is the union position? Why are they pushing back? I'm just curious their thoughts on this. They would like to continue to build their union group with their union people instead of having the contracted people in those positions >> even knowing that those positions would be cut or a significant number of them would be cut at in a few months. >> Correct. >> Okay. Thank you. >> Dr. Bridget, >> is is there also a concern just understanding that you would be hiring them, potentially training them, that's going to cost money and then we release those as well. additional financial burden from that perspective. >> Correct. >> One more question, >> Dr. Basset. >> And so are are the uh salaries comparable? >> That's what that's what Director Long asked and I'm going to get back to her on that information. >> Okay. Well, >> the contract we'll all get. >> Yeah, of course. >> Okay. >> Okay. Um this does not require a roll call vote. So we have the motion and the second to right. >> Yes. >> Okay. Thank you. We have the motion and the second to move this uh forego the hearing and refer the matter to arbitration. All in favor please say I. I. Oppose say no. >> No. >> Okay. We're sending it on to arbitration. Thank you. Next item uh policy committee director director. >> Yeah. So our last meeting was on the 21st. Uh in front of the board is seven first read policies. Uh I do want to remind board members and the general public that these policies a lot of them were APS that are now being convected into policies. Uh so very little language changes. Um our next meeting will be on the 18th. If you do have any suggestions or changes that you are looking for, please send those to me uh before our next meeting. Um, is is that a hand that you want to No, Dr. Basset, is that a hand that you wanted to say something? Okay, Basset and then Long. >> The only thing I would say is that, and I think we've talked about this before, and uh I I do like the chart so we can go directly to things. However, it's helpful to have redlinined so that we know what's changing. So, if it's being something's being stricken, being able to compare the old with the new is just >> in there. good to do. So, if the committee will um as I think the committee said before they were going to do that, but then I I don't see it. So, when we get new things, if it's not redlined. >> Yes. >> Go ahead. >> Well, kind of. That's it. >> Go ahead. >> That's it. >> Okay. Yeah. So, in your packet, that information is there. When you look at the fourth column, it tells you exactly what. Well, maybe not in your printed packet. >> All I'm saying is that if we have a new >> and I don't know how those look, but that information is already in the bought packet. >> It's in color in red. >> Oh, okay. I just, you know, I have my packet is doesn't say red. It's not red. So, >> I just wanted to point it out that >> I appreciate that. And so, we're we're doing that and that that's very important because it kind of catches your eye. You know what's changed? You know, it's different. Blah blah blah. >> Thank you. >> Thank you. I appreciate it, >> Director Long. >> Yeah. So, I see there's a policy for a workload for special education staff who are 60% and less. Will there be a workload uh for special ed staff who are 60% or more? That's uh 427 >> um council or >> so this is a policy required by statute but the the reference to the 60% or less is that they work with children who receive those direct services for 60% or less of the instructional day. It's not about staff being assigned to them. I understand that piece. So, but the state statute refers to 60% and less and 60% and more and has different uh requirements for each different category. So, I see that there's one that addresses the 60% or less. So, now I'm wondering about the part of the state statute that addresses the 60% or more if that will be soon to come. That's just my question. You can get back to me later about it too. >> Would you mind sending that in a email to me, please? >> Yeah. >> Thank you. Okay, any other questions about any of these policies? Be sure to contact Dr. W, Director Wuto, and we will be voting on these for at the second read in two weeks. Okay, that moves us to uh administrative reports. Dr. Stallow. >> Excellent. Good evening. Thank you. Uh, Chair Evans Becker, school board members, those of you in the room and the viewing public. Uh, at Robbinsdale Area Schools, our mission is to inspire and educate all learners to reach their unique potential and to positively contribute to their community. Our collective work is focused on that mission. And tonight, I would like to share some of the work in which we've been engaged. I want to start off by briefly affirming the recent message um that was shared with our community. I think it was last Monday. Uh even in difficult and uncertain times, our role as a public school district remains clear and consistent. Robbinsdale Area Schools is exists to provide a safe learning and work environment to our students and staff and to support students with the care, stability, and sense of belonging so that they can continue to learn. We know that fear and uncertainty are affecting many members of our community, and our hearts are certainly with those impacted. In response, we're ensuring that all safety protocols are followed. We're working closely with local law enforcement and connecting families to resources uh supported by many in our community. We're also offering temporary online learning options when families need flexibility. I want to acknowledge uh that this is not sustainable, that people are tired, our students, families, and staff are carrying a lot. Um, so I'm asking you to please continue to reach out to one another for support and take care of each other. Um, during these hardest of days, I am especially proud of how our schools and our community continue to center on that which is more most important, which is our I'm excited to share that Robinsdale Area Schools will host their annual Black History Month celebration from 5:30 to 7:30 on February 20th at Robbinsdale Middle School. The event is a meaningful opportunity for our district and community to come together to honor the past, celebrate the present, and inspire the future. It reflects our ongoing commitment to creating spaces where every student and families sees feel seen, valued, and connected. Events like this strengthen belonging across our schools and highlight the richness of the cultures, histories, and voices that make up our Robbinsdale community. We invite and encourage all members of our school community to attend and celebrate together. Um, as I start with some student news, I want to warn everyone that this is incredibly high school uh, heavy tonight. In the [clears throat] strategic priority theme of academic achievement, I'm proud to celebrate four outstanding seniors who have been nominated for the Minnesota State High School League's AAA award, which stands for academics, arts, and athletics from Hooper Cooper High School. nominees are Nikico Hur and Kaza Omok. Uh the AAA award honors seniors across Minnesota who demonstrate high achievement in the classroom and meaningful involvement in both athletics and fine arts. Regional finalists will be recognized in March and the statewide winners will be announced by the league uh at that time. We're very very proud of the students and uh the way that they represent themselves and our school district so well. Also in the strategic theme of academic achievement, I'm excited. >> Did you say the Armstrong kids? I think you only said the Cooper names. >> Settle down. >> No, I'm just curious who the I'm excited. >> You're right. They're not in my notes. I must have erased those from my notes. I am so sorry. It's Natalie. >> I have to blow it up. Natalie August and Andress. >> Uh so I am so sorry about that to those students. Um, I must have tried to uh edit my uh notes and they were gone. So, thank you for calling that to our attention. Um, in the strategic theme of academic uh achievement, I'm also excited to recognize the Armstrong High School Quiz Bowl team, which is qualified for the Minnesota High School Quiz Bowl League Playoffs. Uh, this is a fast-paced academic competition that challenges students around a wide range of subjects. The team wrapped up the regular season with six and six and earned the spot in the postseason play. Um, I want to also highlight uh junior Ebie Johnson who was an outstanding season was recognized as the third highest individual scorer in the West Division. Uh, as many of you recall earlier this fall, this same team uh faced off. They did a little training against Robinsdale Area School Board members in a very uh friendly exhibition match. So, I'm sure we helped prepare them for a successful postseason play. I'm really proud of our students, the team, uh, coaches, um, and for representing Rob Armstrong and Robinsdale area schools. In the strategic theme of student engagement and well-being, I'm proud to recognize two exceptional Cooper High School juniors, Wyatt Dean and Kylinder Nelson, who have been selected as 2026 Minnesota State High School League Excel Award winners. The Excel Award, which stands for Excellence in Community Education, and Leadership, honors students from across Minnesota who are actively involved in school activities, who lead by example, and who make a meaningful impact through service to others. Wyatt and Kylander were chosen from hundreds of nominees statewide, which speaks to the strength of their character and leadership. The recognition reflects what we value in Robinsdale, students who not only excel in the classroom, but also give back and help build strong, supportive uh communities. They will be honored at a statewide ceremony in March. Um, we're really, really proud of how they uh represent Cooper and Robbinsdale Area Schools. Finally, in the strategic theme of staff investment, I'm proud to share that. Marcus Han, >> you missed one slide. >> Oh my gosh, I am so sorry. >> Royal Olympian, I think that's >> Wow, I better get back to that. I'm definitely off my game tonight. Sorry, everyone. Yes, Ardale Olympian. [clears throat] Um, thrilled to share. We've got a pretty extraordinary uh point of pride for our community. Lucinda Anderson is an Armstrong High School graduate from the class of 2019. She'll make her Olympic debut February 8th at the 2026 Winter Games in the sport of Bathlon. Uh during her time in Armstrong, Linda was a standout member of the Nordic ski team. She competed state for four years and she contributed to a state a team state championship. After high school, she continued at the University of New Hampshire. And in the past two years, she's made the transition to Batlon and rapidly rose through the international competition and now a spot on the team USA's Olympic team. Uh Lucinda's journey reflects what's possible when talent, hard work, strong coaching, and supportive communities come together. Her story inspires current students to dream big, to set goals, and to pursue excellence, whether in academics, athletics, arts, or any path they choose. So, we're really proud and excited to watch Lucinda as she competes. And now back to our staff investment. Proud to uh share that Marcus Han, band teacher at Cooper High School, has been named a candidate for Minnesota's 2026 teacher of the year. Um the statewide recognition program celebrates excellence in teaching across Minnesota. Uh Marcus was just one of was one of just over a hundred educators um selected as candidates this year. Earlier this year, he was named the Robbinsdale Federation of Teachers 2025 Teacher of the Year, reflecting the impact he has every day on students and colleagues. Congratulations to Marcus for this welldeserved honor. Uh thanks to all of our educators who inspire students and bring learning to life every day. Thank you very much. Super. All right. Now we move on to the re-imagine Ardale vision 2030 with Dr. Bob McDow. >> Thank you. Good evening, Chair Evans Becker, board superintendent Stalo. Uh we wanted to take a few moments just to uh get into the cycle providing updates where we're at and kind of what's next. Everyone's been asking as we went through the SOD process, when do we get to the visioning? When do we get to that piece of it? And so um we're in the starting phase of that as we transition out of phase one and kind of in the start of phase two. Uh so to begin with I want to bring people back to September 23rd where the board gave the direction not only for the SOD uh work but also for us to act on planning and uh that planning to reimagine vision 2030. And so we're continuing that process. And what I wanted to share first is really this transition of where we're at right now and all the stuff that's going on behind the scenes uh since decisions have been made about what 2627 is going to look like. So currently uh we are in the process of staffing our buildings for next year. Uh that began with principles. A week ago we announced uh the principal uh sets for the schools that will be in session next fall. We are currently in the process of meeting with each principal um to go through their staffing the initial staffing for the buildings right now and then that will lead us into the process of support staff and everything that goes along with that. So that process has begun and is underway in process. Uh you are aware that boundaries and enrollment uh decision about boundaries took place which kicked us right into gear with enrollment. So enrollment uh is what drives the staffing process. And so our enrollment team quickly turns boundaries into uh what do the new enrollments look like for buildings as well as special education um and all the things that go into what students will be where and how does that impact what staff will be will be where that relates uh directly to special education center centerbased programs and the location for those. There's been lots of questions about that. And so, uh, last week, uh, center-based teachers were notified of where center where the initial set of center-based classrooms are going to be. And now this week, families are being notified of where the initial placements for those center-based classes are going to be. At the same time, uh, the teaching and learning department is working on scheduling and registration with our building principles. This primarily is at the secondary level. As you're all aware, when we hit January, that's when students start registering for classes. And all that links back to enrollment boundaries, who's going to be where, uh, what kids are signing up for what classes, and it also includes the things like what programming is going to happen at the different buildings. So, as we make decisions like having Spanish immersion at two middle schools, where will what kids will be where, what programming takes place, where can kids register, all that comes into place. And so, that's happening right now at the same time. That gets us all to the 26 27 base model staffing, which is what I mentioned we're talking with principles about. So, we start with a base model for staffing our buildings based on what we know at this time uh the enrollment to be. We make initial projections. We make initial staffing moves. And you've heard uh executive director of Hearn talk about a pre-pool process. And so that is all in the in the scope of getting that pre-pooling done so that we can then get into the actual first pool, second pool process that we're all accustomed to in a normal year. In addition to that, we are working on all those non-instructional reductions and what that can be and take place so that we make good on the effort to reach the amounts that we were aiming for in the non-instructional areas. And so we are in the middle of those conversations at this point in time. And then we are also working on exactly what do the consolidated buildings what do those configurations look like. So, as you can imagine, if you take a building and you add students to it and it's now going to have more sections uh of grade levels plus different center base, we actually have to get out the maps again. And now that we have numbers, we go through the process that we started from a projection standpoint to now actually configuring the building. So that process this week is us meeting with principles yet again, but this time talking about uh what does your building look like based on the kids you're going to have, based on the staff you're going to have, based on the programmings you're going to have, what needs to go where exactly and how do we make it all fit. That also means that we have to start about start talking about logistics, right? We have to move staff, we have to move stuff, we have to move personal items, we have to move district items. And so the logistics for all of that are happening uh right now more at the district level where we are doing more of the planning right what what is the inventory of all the stuff that needs to move what is stuff that can stay at this point what's the technology what are the books what are the test tubes the beers the you name it all of that what what's the order they need to be moved in all the details of that are what we're in process at the district level to work with facilities then and give them direction of what exactly needs to be moved, how it needs to be labeled and in what order it needs to be moved. So as we move through that in the next several weeks, that is what wrapping up phase one looks like and we start that phase two. And so the slide that you see now is a slide that you recognize. However, different parts of it are now highlighted and that is just to show where we are in the process. Right? So, as as I just talked through all the specifics, we're really in the middle of that reconfiguration plan. We are planning uh we're starting to plan the remaining building configuration as it relates potentially to bond work. We'll get into that here in a couple slides. Uh we've done the bound initial boundary adjustments. Um and then we're finalizing those initial operational changes. What do the buildings look like? How are they going to operate? At the same time, phase two is what does the longerterm building configuration start to look like? What does a potential bonding need look like? What does longer term programming look like? What do operational boundary changes look like? These are going to be some of the questions that come up. Now we've forecasted them and now we're going to live into the next world of finishing up phase one of SOD and con consolidation and now into what's the sandbox for phase two. So to start that process uh really as a with you as a board bringing you back in the next slide to a slide that you saw before again on the 23rd. It simply was a slide that we shared after the re-imagine team presented their findings, their recommendations and it was s we simply titled it what we heard. Um and so this is nothing more than that exact slide which really if you look at the first bullet point there is to focus on resizing right sizing the district and then the subsequent bullet points get into the more specifics around programming and what does that look like and so as a board this becomes the start of that visioning process in terms of what is next and how do we do it. So what we tried to do in the last slide of this presentation is to throw out there a first blush of what might it look like to operationalize that. You as a board can say to any one of these five things absolutely not. That is not a direction we want to head in. But this is a starting point of thought right now. So what might operationalizing this last s slide of what we heard the next step look like? It might look like establishing options for one high school. It might look like utilizing then if you have one high school a current high school site for a middle school ESC high view as future steps in a process. It looks like relocating lease space for programming and district office and district options for district-wide services. It looks like coming up with plans to upgrade the middle schools to ensure that we have fidelity between middle schools. And it looks like revisiting the elementary school sites again. Long-term, what does it look like? What is the option for RSI in that programming? What do we want that to look like? What are the options for for the RMS site? What what if anything do we want to do with that? And then what might the upgrades be to any of the existing elementary schools? As you look between this slide and the what we heard slide, all of this starts to get into if we're going to consider a bond. In order to consider a bond in the summer, we've got to figure out what is an amount, a dollar amount. And the dollar amount gets driven by facilities. And so that's why tonight this slide is really just a forecast and to get in front of you as a board a potential idea of sandbox of what should the next conversation be? What should the next specific set of questions and direction for administration be as we look more into vision 2030 and what can be next which as you are well aware in order to do bonding for buildings in November we have to have a decision by the board in June July or June July time frame in order to get that on. And so back to the phasing process, this is where we're at in the phasing process, which is why this is coming in front of you now, so that we can start to have discussions about what that June July decision might potentially be. >> And with that, I'll turn it over. Uh >> I see Director Basset has her hand up. So Director Basset, >> uh thank you. Uh, and I I guess I'm responding and reacting to a couple of things. Um, so on the extended timeline, um, I I'm having a couple of different thoughts. One is that, um, it's helpful for me to think about this in short term, midterm, and long term. And for me, the short-term, midterm, and long-term is more tied to a more formal view of the enrollment projections, which of course it's been a while since we talked about those things. And before I would want to move on any of those things, any of this, I would want to actually have some project the projected um enrollment information alongside any discussions that we have because um and so that's one thing. The second thing that I I'm really concerned about is that phase two one and what we heard largely that is what we heard from the task force. I think it's important to um to make sure that that narrative is in the documents because we heard some things from that task force but we have not for some of the ideas that they put forward those ideas have not been vetted across the community uh in in a specific way that is outlined here in in my opinion uh because for example right sizing um that was a um really kind of a clarion call for phase one and we did the hard work of closing three buildings as you know uh along with the ESC. So that in my mind was our first wave shortterm planning. Next I like to think about what is the midterm and what does that look like and what are the kinds of things that need to happen in that midterm. Understanding that is very important to me uh because it helps me understand what the progress is we're making on certain kinds of things tied to this. Now I'm I'm not one who says let's build it and they will come. I'm not in that camp. I'm more in the camp of saying which we've done before. What can we do to keep our families and bring some back? I'm in that camp. And so in that camp, I'm always looking at how are we going to build the programs up to be robust? How are we going to make sure that we're hitting our academic marks? I'm just looking at you, but I'm not expecting you to answer all this right now, but I'm responding to your presentation, you know, and so that kind of information the board has not had. If you recall, the board was not involved in any of those discussions with for the most part really with with the discussions of the reimagine team. Fair enough. They did their work. They came with a report. We re reacted to some of the major things they said. As far as I'm concerned, that report is not obsolete, but it's not what I'm pegging the future on. Some of the elements in it perhaps. There is more work to be done to forecast in my opinion. Um, we have seven cities. They all have land use issues and everything else going on. The politics of that because we're all elected. We're political people, you know, so the politics of that is something of course that would that would matter to us. We have partners who come to our partners meeting. Um they want to know what we're doing and the superintendent does a great job of sharing some of those things with them. But um in order for the board to be the champions of whatever we do, in my opinion, the board needs to be involved. So for me, I I don't quite understand what you see happening in the midterm, nor do I really understand what are the elements that go in the midterm. And so broad statements like this don't really help me understand that. Uh yes, for a presentation they're good because we don't want to mire everybody down but but this [clears throat] you know um establishing one high school. As far as I know there's been no uniform across the district discussion about that and and you mentioned we would need to to um question our community about where's the appetite for that you know uh and is the appetite for that because it's got to be paid for with taxation. So does can our current have we had community have we do we have collaborative conversations with all of the stakeholders which is all of our cities because we have the same taxpayer you know so do we have a clear understanding about what's what it's going to do to our property taxes across the board and that's usually some of the sampling we do with um can't think of his name right now but what's leatherman >> him you know so I mean have we so I think spec before I'm willing to say this is not this is not what I heard I heard that those recommendations from one task force. I think that we need to clarify that that came from the task force. It's not what the board heard where the board is going. If it's not where I'm going, the other board members want to go, they're fine. I mean, yeah, we all get a vote, you know, but I'm saying that in order I want to be on the team and I want to be supportive. And I'm saying that the kind of data we need for a big decision like that, I don't see here. And so, uh, one of the things I'd like for us to kind of have some conversation about is when and at what point would we be doing a a specific survey talking to this broad community or whatever kind of way that happens. I leave that to the, you know, the team to kind of figure out how we do it, you know, but the reality is that based on what a small group of residents who we care a lot about, who we have respect greatly, who we have listened to and moved on with those elementary closures. So, we have honored that work. So, but I'm not ready to say that that because we don't even have the data from the from the demographics. We we haven't had a full presentation since we had Hazel a while back. But I think we need a refreshed presentation to talk about that because if we're projecting that the enrollment won't drop to another seven or eight years, then a lot of things can happen in the interim for that. So why would we build for to have one high school? That's just saying we're going to, you know, if you tear it down, you're going to have to. And who's going to pay for it? I don't think we I don't feel like I have the information to do something like that right now. And so um and many of the people that I talk to and I don't go one way or the other. I just ask them, "Have you heard this and what do you think?" And they have never heard about it. >> They love kids in school. And so the people who for the most part who have been involved in this are people with kids in school and so they're paying more attention perhaps than others. But I think you kind of the main points I'm making here is short-term we've done there may be some other stuff to wrap up phase one midterm I don't understand what that means or even the time frame for the midterm you know is that the next three years is that to the end of the sod what is that and then cost projections if we know what it's going to take for us to close both those build both high schools down and then build a brand new one. Some forecasting or some plan for when forecasting might happen. That's the kind of information I need, you know, because we, you know, just pie in the sky just to say we're going to do this and we're going to do that without any kind of data. That's I would feel like I was being irresponsible. So, I'm just being very transparent here tonight in this presentation. It's not going to be a you know, you gave the presentation, I sat here and didn't say a word. These are all the concerns I have. I don't understand what the midterm means. I don't understand what the long term means. I haven't we need an updated presentation on the demographics and what where's that trajectory going? What are we doing to try to retain and bring back? What's the tolerance? What's the tolerance level for taxation in our community, you know, for a new build and what kind of forecasting might we need to do and when is the best time to do it? What are what are the things that need to be in place? So, there is about four or five different questions. I realize that um Dr. Mal so I'm not expecting an answer you know right I mean I >> not going to let that go >> I know but I'm just saying I I so I just wanted to give you a flavor for the kinds of things that are really concerning to me. That's it. >> Yeah, I understand that. I put some clarity around this. Um I didn't ask you to decide on anything. >> I'm sorry. Pardon? >> I didn't ask you to decide on anything. >> No, I know. >> Um and we do have a demographic study that's relatively accurate. It's one year old. We do have a Morris Leatherman study that we did last fall to get us some backup information about what the committee brought forward. So, we do have preliminary information to suggest why we would entertain an initial sandbox of thought. And I'll go back to the last slide that I shared which was this is one way that the board as a whole and I appreciate your individual input but the board as a whole can shoot down. The board as a whole can decide they want to move in this direction. My pres my presentation tonight is not to convince you to do anything. My presentation tonight is to simply articulate that we do have a timeline. We do have year after year, in fact, a five-year phased timeline that might change, but it's at least out there. It's inclusive of a short-term and long-term uh plan. This presentation is to, like I said a couple times, get the board in a spot to start thinking about next steps because if if the plan is to make a decision about a November bond, then we have to backwards map from that which means a decision needs to be made June, July about what is the dollar amount which means that responsibly we have to put in front of the board as an administration in January, February right now. What decisions need to be made if that is the case. It is a very thoughtful way, a very planful way to go about how do we do next steps? To which the board as a whole can say, "Nope, we're not interested in doing that." Or it can say, "Yeah, give us the next step. Let's do a work session on whatever items that you want. Let's revisit, like you said, let's revisit demographics. Let's revisit the Peter Leatherman survey. What do we need more information about? What don't we? We're happy to do that, but I just want to make it clear. We're not suggesting the board make any type of decision or we're not suggesting that this is the plan. It is one way to operationalize what was heard from that vision team that the board heard. That's it. That's all. Superintendent Stalo. >> Yep. The the second thing that I'd like to share, thanks Dr. McDow, is through the process of doing the site consolidation sod um we heard multiple times. What's the vision? When are we and we kept saying we need to get through this step, the short-term timeline that you all saw on a weekly basis, and then February is when we're going to do that. So, we got through the SOD tonight and what I wrote to board members on Friday, I said, "The Reimagine Ardale Vision 2030 report will provide forecasting of what will be included in a robust study session on February 17th." >> So, that's all tonight was. Tonight was to remind the board, to remind our community, hey, we know we have submitted the SOD plan. We are done with that phase. We have been promising you that there is a world after SOD and site consolidation. Here's where we're going to start with that conversation. And stay tuned and come join us on February 17th where we will continue moving the work forward. So board members have information and data and timelines that you need to ultimately discuss, determine, and make board decisions based on the future. >> Thank you, Director Hillbrand. And then Director Long. >> Yeah. And I don't know if it's forgetfulness or deliberate ignoring of data or information we don't want to remember. I understand people don't love that there was this visioning team and they weren't included, but just to reiterate, we do have the Mars Leatherman study where they did talk about and ask people in the community about tax tolerance, about interest in supporting the vision 2030 plan, um whether you like it or not. And I don't I'm not fully bought into everything in the plan. I have concerns and questions, but that's what the study session is for. Um, we did have the demographic report. Kids who will be attending kindergarten in 2030, they're already here. We know they exist and how many of them there are. You know, this is not um, you know, madeup numbers. We know we know the demographic trends, but we also these children already are alive. They're being born now. It's not um, made up stuff. Um, we also have the survey results from community members and students that were actually talked to and filled in the survey that I know all of us were able to fill in as well. So, I I don't know. Again, like I said, this might just be forgetting that we have all this information because we've been inundated with a lot of things, but I think it's really important that we don't only pick the thing, cherrypick that the information or the data points that that support our our narrative, but we have to remember all of the different pieces that are out there that we have been given and work working with and we have the tools. And then when we have the study session, we might say, "Hey, we'd also like you to do XYZ. We'd like you to gather this information, but this is just not the time or the format I think to to be bringing this. There are other things, yes, that we may need to gather, but we have to remember we've been given a lot. There may be more, but we've been given a lot on which to start the basis of the discussion and to make decisions. Um but also you were very clear in the initial going through the slides and you did reiterate it but this is just options given to us where the board we make the decisions. You didn't say this is our only option or this is what we will be doing. So um and I know you can't forecast any numbers until we give you direction. You can't know how much something's going to cost until you know what you're being asked to to implement. So, I just want to say that I appreciate this, but you need us to give you direction until you can implement anything. And so, thank you. Um, and I'm sure there's we're going to give you more work to do, but appreciate you putting this out there to ground our discussion for next week. >> Thank you. Director Long, did you still want to say something? >> Yeah. >> Good. >> So, what you're looking for is some feedback or some input from us about this presentation? Not at all. just we're just supposed to think about it and not say anything about it or what are you looking for from here? >> As Dr. Salo pointed out and gave to you as a board in your uh Friday update, this was an introduction to what's to come on February 17th for the work session. All this was was pre-information starting to get that process going. >> Okay. Could I offer an addition to it? Okay. So when we talk about the high schools, I have heard a lot of negative feedback about people not wanting one big beautiful high school. And so is there any way that we could also have another option about what it would mean to have the two high schools? I think I think it's we can do it all and I think we're probably going to do it all, right? because because again we need a starting place for this conversation and I think that's exactly what's going to come of it. We don't have any of that information right now. We want to start with the conversation with the board to say hey here's what the 46 member team who represented 17,000 pieces of input. Here's what they came up with board. Where are you at with this? Here's what we did when we lobbed out that question to Morris Leatherman. Here's where our community was. What else would we need to know for the board to move me forward with this? What else would you need to know board for us to look at the current structure that we have remembering that we also have continued reductions to make over the next couple. So I'm sure it's both those options are going to be a part of this for sure. >> Okay. And then can I also ask that because I always ask about what is the cost of this that or the third >> and we won't we won't have that yet because we to to uh director Hilbran's um point we want to be sure that we're getting clear direction um as we're then putting our time and resources into determining costs for this. Absolutely. We would never expect the board without multiple issues and costs to to make any kind of decision. So, we got a long ways to go and we were just hoping today to tee up, you know, we got to breathe a little bit and [clears throat] now we're going to go full force into again on the 17th. >> That's all I had. I just wanted to frontload my little issues. >> Yep. >> Okay. Thank you. Director Basset, did your hand go up again? >> Yeah. I I just wondered uh Superintendent Stella. So now I know we have the deadline of send sending this in the SOD plan into uh Department of Education by January 13. I think that's my thought. But anyway, so is there another notice we'll get that it's approved because I think it was an approval process and so I just didn't understand how that worked. It has been submitted um and I am continuing to work with the department on of education on clarifications right now. So I would anticipate that you would receive notification of that but right now it's it's a work in process as it relates to the department of education's work which is really my question. So it's that fi until we get that final notice that okay we're good and this is it. >> Mhm. >> Okay. And you'll I'm sure you'll let us know when that happens. >> Yes. I will let you know. >> Yeah. So right now we're still in that zone. >> Thank you. >> Technically it wasn't in due until well today. I mean cuz if January 31st fell on Saturday. >> So okay. All right. [snorts] I don't see any more hands. Thank you Dr. McDall. And we look forward to more discussions in two weeks. >> Okay. Um the next item is the district system of continuous imp of try that again. District system of continuous improvement charter A1 enhance the science of reading programming and cultural relevance of curriculum for students. >> You want to introduce it? >> Yes, I will absolutely introduce it as they are getting the seating down of our assistant director of teaching and learning. Maria Roberts is going to be presenting and Becky Bodier is with her. Dr. McDow is with as well to support any things that she might need. But Becky's going to go ahead or sorry, Marie is going to go ahead and get started. >> Um, good evening, Chair Evans Becker, Superintendent Stalo, and directors. Um, as Dr. Stalo communicated, I'm here to just talk about strategic theme A1, which is part of our strategic plan. um just as a reggrounding our strategic plan aligns with both our mission and our district vision and within that strategic plan are our strategic themes. Um tonight I'm going to talk about A1. So you see A listed as academic achievement. This is only a portion of the work that we are um doing within that strategic theme. You'll hear other pieces of that presented to you over this year. And again, this is all part of our continuous improvement process. Um, I have had the pleasure of being the champion of this work, but then working with a really solid team of staff members here listed for you, Jeffrey Goodwin, Emily James, Shannon Lacy, and Shelinda Sherrod. Um and we really represent the work that's happening in all of our schools. And so within this strategic theme, we have two priorities. One is to expand the science of reading programming and the other is to expand our culturally and linguistically responsive teaching um programming in our classrooms. So I'm going to start tonight and just talk about expanding the science of reading and start with our training. So, the MDE approved training letters as part of the read act um and requires us to have anyone who is doing reading instruction with students to be trained in the science of reading. And so, this is our phase one results right now. And I'm really happy to report that anyone involved in say in phase one has either already completed the training or is in progress. So, you can look um at our K12 sped staff. We have 92 total staff. 58 have completed it. 17 began last year, 17 began this year. So, we have 100% people currently in compliance um in all of those areas. Phase two was just released um this year, sorry, about six weeks ago actually. And so, we're in the process of planning what that will look like internally and just the negotiations and thinking about anou with our teachers and how they will receive the training and how they will be paid for that. um letters training for our non-licensed staff took place first in November and we'll have part two in our upcoming February 23rd um PD day as well. Another piece of expanding our science of reading programming is our foundational reading program in K3 which is the bridge to read program. We've been implementing for two years districtwide. um first year we really focused on implementation. So the idea that when you bring in a new curriculum it doesn't just magically happen that we have to support our instructors and educators and making sure that we're implementing with integrity as intended. And so that happens once a month. Each teacher is getting what we call just an implementation check by an instructional leader, a principal or an assistant principal um in their building. they report those out um every month. And so this was our fall um bridgetore kind of compliance um data. So you can look at bridgeto read again is our foundational curriculum in K3. And so we look at two areas the phmic awareness and the word study which is listed there for you. And you can see the level of fidelity that is happening in classrooms around those two areas. If there is a teacher who is um consistently scoring as low fidelity or medium fidelity, then that coach in that building will work um directly with them. If they need additional support, we have district level support that we can bring in to also support our educators. We just want to make sure that everyone has the skills and the comfort level to be able to deliver the curriculum as intended. Part two of that. So, we're in year two. As we continue to collect the implementation data, we want the student output data. Um, and so we've asked teachers to submit what is called mastery checks within Bridge to Read um into a form and then we have that data at the district level to start looking at for trends. Uh, any teacher that sees a student who is scoring less than 80%, we ask that they go back and retach. That could be our whole class didn't score that. That could be a few kids. I might need to do um some additional small group reteing. Whatever that looks like in that classroom, we want all kids to be at 80% um on those mastery checks for proficiency. You can see listed here where our general data is right now. The hard part about this is only 71% of teachers input this data this fall. So, we don't have enough data to look for a trend or to do a comparison around high fidelity and what's the outcome. low fidelity for instruction and what's the outcome. So that's what we're going to gather throughout this year so we can start telling that story. Additionally, we've implemented our new um knowledgebased curriculum which is wit and wisdom um in in across our schools as well. So again based in the science of reading where you have a foundational curriculum but this curriculum really focuses on things like academic vocabulary, reasoning, comprehension, etc. all the other areas that we need to be good readers. Um [clears throat] all of our K5 schools are implementing this um kindergarten through fifth grade except for RSI. RSI is implementing in fourth grade and that is simply because of their biiteracy programming and the way they spend their minutes in the day. They don't have enough time in K3 to add this foundational curricul or this knowledgebased curriculum. So they only do our foundational curriculum there. Bridge to read. Oh, let me go back. Um, that final bullet there is the implementation of functional morphology in grades four and five. So bridge to read is our K3 and functional morphology is what we do in grades four, five. So if you think about um this is really understanding words. It's about looking at words and being able to look at a multi-elabic word and say what's the prefix? What's the suffix? maybe what are the roots where that language came from to help kids really understand um language and words. We just started implementing this in November. So we don't have data um but from a small sample of of teachers. [cough and clears throat] So when you roll out new curriculum, you have to support people with professional learning. So we're working really hard on what that is, what that looks like, and is [clears throat] it responsive to our educators. It's not just the package that we bought, but really how are we gathering data from people and then responding to that to make sure that we're meeting their needs. So, you can see a list um of all the um professional development that we've done so far. I think what's important to highlight here is the number of hours for leadership development that has been for both district leadership and building leadership. Really recognizing that this isn't just about supporting teachers. If you put leaders in place who don't know what teachers are doing, they're not going to be able to support them effectively. And we want to make sure that our educators have effective support. Um, and this is the remaining professional development that we have for the year. So again, a very robust professional learning plan where we want to make sure that all involved feel like we're growing our knowledge and our skill sets. I want to talk a little bit about these guided observations for lead leaders and you saw that on a previous slide where we spend a day at each building with district leadership um a staff member from Whitten Wisdom, the building principal and anyone else at the building principal has identified as supporting the implementation of Whiten Wisdom. Um we spend a whole day there going into classrooms looking at data um following lesson plans and really talking about what is integrity of implementation not just high quality instruction. So what's interesting about Whiten Wisdom is you could walk into a classroom, see high quality instruction, and think, "Wow, these kids are really hitting the learning goals." But those lessons are so packed um that unless you have that lesson plan in front of you, a teacher could miss all kind of learning goals that are happening in there. And so it's really important again that leaders understand what does support look like specifically for this curriculum. Um so that's why we spend two days in the school year doing this um with our administrators and again anyone else that they've identified. What is great about this work is every building had to then identify a goal area and they all chose the same goal area. So now that lends itself to collaboration for our leaders to think about how do we collectively support and plan um support for our teachers. So themes from these goals or goss um student engagement and excitement over and over we hear kids love the books, kids love the curriculum. They are learning the routines um the academic routines in the classroom and they're are absolutely enjoying it. Academic outcomes improvement in writing. That's probably the number one thing that we hear from teachers is how much more students are writing in this curriculum than in any other curriculum that we've had. and that they see kids can do things that we have not asked them to do before and that's really exciting for them. Again, improve comprehension, academic vocabulary, and their critical thinking skills. Um, teacher efficacy, it's hard to adopt a new curriculum. It can be really scary and at the same time doing it while you're changing the way you instruct. So, we haven't said use the same strategies in this new curriculum. We're really saying you're doing two new things at once. And so that can um be very difficult. I'm really happy to say our teachers have all jumped in and the result is that it increases their confidence. Um they know they can do this, they can be effective at it, but they also want more time, which makes sense. Um they want more time and support for implementing. So this is year one of implementation. It's not a one-year implementation plan, right? So we need to make sure that they understand that that we are walking with them for the long term and not just one and done. Um the other great thing about this curriculum is it's very interdisciplinary. So there's lots of science and social studies themes that come up. Some standards are touched um throughout the units. Um and so kids have really found some great connections to the things they're learning in other places. And then these instructional routines that are happening in the classroom and the collaboration that's happening in the classroom has been incredible to see. I'm going to shift to talk a little bit more about our culturally and linguistically responsive teaching efforts this year. So, my understanding is historically we've had all of our K5 um and 612 teachers trained in some way and we just had some groups of people that hadn't had that opportunity yet. And so, our PD day in August, we grabbed our elementary specialist teachers and were able to do um this training with them. And so that broadened their skills and their knowledge and then they can align it um with the grade level teachers which really matters um that kids are having those some same experiences everywhere in their buildings. [snorts] So our metrics for implementation for theme A is are all listed here. So we've had over a 100 classroom visits during our first semester over 60 hours of professional learning. We've continued our letters training. Over 300 fidelity checks have been completed by schools and then we had the professional learning and the beginning implementation of functional morphology and again we added that PD day for our specialist teachers. Our outcomes again we're seeing academics improve for our kids which is exactly what we want. We're seeing our teachers improve their ability to teach literacy um which then improves our student outcomes. and we're seeing our leaders being better able to support our teachers in literacy as well. Um 92% of those K5 specialists attended that professional learning in August. So our next steps, we're just going to continue. We're going to continue that professional learning. We're going to continue the walkthroughs and support and we're going to continue to gather data. We send out a bi-weekly and I believe we're changing it to monthly survey to teachers just to say, "How's it going? Where are you in your lessons? How can we support? What's something great that has happened? What questions do you have or what are your concerns? Anyone who submits a concern, we're able to respond by phone, email, if it's a general concern, um we've held Laura Sugerman has held office hours that are just, hey, come on in and we're going to talk about this topic and um support you the best way that I can. And then we need to still develop a plan for our non-licensed staff. this year they've been involved in that letters training and so next year how do we really help them then um with that CLRT training as well that's what I've got so open to questions >> thank you that was amazing that's a lot of professional development and a lot of a lot of work being done by our teachers in addition to that do they have a pacing calendar for the witten wisdom also they do So they stay on track. >> Yes. And that's probably one of our greatest challenges. Um because >> it's very hard. >> It's Yes. It's a new curriculum and it's a new way of teaching literacy. And so we are walking that line of how do we honor the truth of what we're trying to implement and stay on track. >> Sounds great. Thank you very much. Anybody have a question or comment? Director Long. So can you explain to me how the office hours work? >> Yeah, it's just a virtual office hour. So um if there's a theme around um Socratic seminars, let's say every student, every grade level engages in Socratic seminars as one of the assessments and if we find from that survey people are really struggling with that, um Laura will send out an invite and say, "Hey everyone, we're going to hold this office hour on Socratic uh seminars. show up if you can. So, >> so are they at different times? >> She has offered them at two different times simply because we have one school that starts later than >> hard for them to attend. The last one that she had no one when she offered at a different time. So, it's just hard to balance like when are people available and when is the temperature right for them to log in and receive. >> Anybody else? I direct director Basset then Brenderson. >> No. So um well um I'm of the belief that we have a a very robust and uh talented core of teachers. Many of them long-term longtime teachers here. So I don't have a sense now with attrition and all those other kinds of things is sometime in the future is your department able to kind of give us kind of an overview about who we have in gross numbers how many long-term that kind of information >> like staffing and years in which they've been here. >> Exactly. because uh teachers I believe will always pull from what they already know and they'll layer new stuff on top of it. Now that's an impression here and I'm happy to be wrong >> but uh why would you throw away something that you've been doing that has been working so you probably would integrate it I would think >> if it h if it indeed has been working. Well, [laughter] exact. I mean, I I'm assuming that we have a lot of data. I'm assuming the best. Okay. And so, so I but so I'm saying that's my basic premise, you know, just full transparency. They already have some skills and they we have many long term. I I'm not sure how many we have that are 10, 15, 20, 30 year teachers, all of that. That's helpful to know >> uh for for me as a board member. Uh and so I'd be interested in getting that kind of data from you. The other thing is that um you probably already know that um the district adopted the science of reading back in 2019. >> We started letters training back in 2019 on curriculum did not align with that though. >> I understand but it was premised on that science of reading. >> Yes. >> And letters was and at one point MDE allowed us to continue on that path until they made some changes. >> Got everybody on it because we were doing it first. Nobody else was pretty much. >> Sure. And so then they made some changes. And so I'm just kind of tracking my own understanding about where this letters and science of reading has been. And in our district, a certain percentage of teachers were trained in that. They may need to do some adjustments, you know, because of that because it's now something new. >> Um I don't have a uh and I don't know that it's important whether I do or not, but I'm just recognizing that that was the history and we had done some training in that in that direction for at least a year and a half. and then COVID came and everything all bets were off. So there's been disruption. So I don't expect that that's been an even kill and there's been change at MDE. But I do um I am interested in knowing uh how we are integrating interventions in to these uh because when student when they're not getting it what are the intervention models that we're using? So at some point maybe not tonight no but uh how are we doing those interventions and and uh how do the indicators come forward do they indicators come forward because there's just collegial discussion about it or because of the the walkthroughs which they've been having for you know the walkthrough from the principal or whomever. Uh so >> are you talking about indicators for students to receive interventions? Yes, indicators student data >> indicators a couple on both ways. Indicators that is landing with the teachers that they you know integrating it effectively that they have integrated into their practice and they know how to apply an intervention and I don't even know what are our interventions we're using. I don't hear people talking about multi-tered systems of support anymore. >> So I I you know feel a little cloudy about what kind of interventions we're doing right now. So my questions are more global and 30,000 foot you know to understand what kind of interventions are we doing you know and um you know what's the app how do we deliver them >> you know um and how many how many people we're talking about and uh so it's real helpful to know the amount of adoption across the ranks that we have in these different things but this is witten wisdom is new you know and so Um, and I understand there's going to be a new math adoption. I understand that correctly or not. >> Say that again. >> In 2027. >> I'm sorry. Pardon? >> 2027. >> Math. >> Okay. But I know that there's going to be a new math adoption, but it's not quite on the books right now. >> No. >> Okay. So, it'd be helpful to, you know, for us up here, you know, I mean, hearing what you're saying, but these are the kinds of things that would be helpful to me to understand what is the scope. What are we talking about? Yeah. >> You know, how many people are you talking about? and you know and how many can you know really rely on what they already know. I mean they're going to update it you know professional development they get to update their skills and all that. So >> but um you know these these kids don't have a long time. >> Director Brenen, >> thank you for sharing this. This is really good. Two super quick questions on the phase 2 training for staff. Does MDE provide funds for that or is that one of those cool unfunded mandates that we just have to figure out? >> And it's part of [snorts] our our literacy money that we receive from the state. >> Okay, cool. Um, second question on the slide that had the high fidelity, medium, low fidelity, >> is that a representation of the teachers and their fidelity or was it the students? Okay, that's what I assumed. It was just I wasn't 100% sure. So, I just wanted to clarif. >> Awesome. Perfect. Thank you. >> Yep. >> Thank you. Stupid superintendent. >> Um yeah, just a a couple of things. Maria, I want to thank you uh for your work, your leadership. Um, you know, I think [clears throat] more than anywhere I've been, the implementation of this curriculum and the commitment to our teachers, to our leaders, to um coaching has been absolutely tremendous. I think the question about the interventions is is is something that we get to continue to watch because what we [snorts] know is we can't intervene our way out of a core curriculum problem. We have a core curriculum problem and I think this is the intentionality of how we are supporting our teachers being pretty intense but taking the time to make sure that we've got the consistency. So even if I've been teaching for a long time, this is new. There's some there's some significant differences and and we're seeing that both in the letters training as well as the wit and wisdom training. So I think the the training itself I think the way that you're monitoring the adult um implementation so that we can focus on and support what our adults are doing ultimately to increase the outcomes for our students is um really [clears throat] excellent work. So want to thank you and your team, our principles, our teachers that are, >> you know, in one of the trains that I was in, they just talked about the intensity of each of these modules and what in the first year it takes for our teachers. Um, and it's a lot. So just really kudos to them for leaning in and and doing the hard work. >> Absolutely. >> Thank you. Yes, >> Dasset. >> Yep. by one last question and that kind of has to do with um I didn't hear did you talk about school improvement programs uh plans and I kind of missed it because I didn't know how big they >> I was just presenting on um theme A1 and the two priorities within them not school improvement plans. >> Okay. But that's part of your work. >> This can be included in a school improvement plan if a principal and an instructional leadership team decide that's part of the goal they're using. um like some have taken vocabulary within Whitten Wisdom and put that within their school improvement plan. >> So I guess as we're talking about um continuous improvement and the system that we're using >> so I'm not expecting an answer but but but ultimately what's helpful to the board is understanding how we're thinking about or how we will experience review or receive or whatever you want to call it the school improvement plans for the different buildings. uh if that's something we're still using. And so just kind of some general information about that at some point. I'm not asking for that tonight. But at the end of the day, the school improvement plan, which will reflects how the students are doing in the building, is the goal. That's why we're teaching teachers. That's why we're buying curriculum. That's why we're doing all this is so that we can land it with the students >> improve. So, so I'd offer that right now at midyear what we're doing with school improvement plans um is that Dr. McDow as the supervisor of principles is meeting with all principles right now in their mid-year reports >> working on hearing looking at data around midyear progress. uh Becky Bodier and um uh her team and our assessment folks are also meeting with principles um looking at the data determining where they are, what parts of their action plans need to be more robust or not. Becky, I'm not sure what else if you would add with that. Um and I'm also meeting at at midyear. Uh my questions are a little uh higher, but I still ask them uh ask principles to share the data. what are the things in their mid-year school improvement plans that they're really delighted about? Where are those areas they need to continue to to look into? So, in terms of monitoring the progress of our school improvement plans, those are three things that are happening right now for all of our our principles and then I know teams are working with the instructional leadership teams and buildings um as that's helpful to leaders as well. Well, superintendent, I really appreciate that because that really that is I mean we're at the 30,000 foot. >> Yeah. >> So, for us to understand, you know, how it's going across the system in the school improvement plans is one way we used to get that. We used to actually have them presented at certain times, you know, um that's fallen away, you know, for a little while, but um but your answer is is really helpful because you you're alert and you're you're following it. So I think I >> yeah the whole the whole structure right this whole continuous improvement structure is a living breathing document. It's what we do every day to constantly get better. So there's lots of levels to it. Um if we go back to that slide really quickly. >> Um you know I think what you heard from Maria tonight is she's really looking in that teal. The teal color is where those strategic themes lie. So she just did A1, right, the academic achievement and did that first portion. You can see the alignment of all those themes into our department and continuous improvement plans and school improvement plans. So that's how we're ensuring that those themes are also living in that school improvement plan. You can then see how we look through the professional learning which Maria talked about um in order to support our teachers in doing that work. So >> yeah, >> thank you. Great job. Thanks, Maria. >> Thank you, >> Dr. Director Long. >> Yeah. Mine is just more of a statement. I just want to put back out there. You had mentioned and the superintendent had mentioned about all of the hard work and lots of work that our teachers are doing around reading literacy for our students. So, I just wanted to throw that back out there again. Hopefully, we can end on that note. >> That's a great note to end on. Thank you. They are doing hard work and thank you for your hard work. Okay, this brings us to the new nine, right? Okay, the new nine, we added something about uh talking about SNP and study session. What we need to do right here is decide if we want a whole study session for that or if we can just have it be a topic in a study session so that we can deal with some of the other things that are going on. Director uh Bowman, >> sorry, haven't called on yet. >> Haven't called on you for a while. It kind of slipped >> how quickly they forget. >> I know. >> Um I would really like to see it rolled into uh other discussions. I don't think it's it needs to be a full work session. Um but again for me it needs to be questions and concerns really need to go in early as to you know why what's our role in discussing how we utilize standards and pores as a tool and just a quick cursory look at chat GPT is sort of an interesting um so I think we could roll it in. >> Okay. So, are you making that into a form of a motion? >> Yes, I will make that into a formal motion. >> Say it. >> That that we will uh uh incorporate this topic uh appropriately with the other finance topics that were that that will be presented to us from staff. >> Okay, just a second. >> It should be its own line item, but you know. >> Okay. into to no to be a work study session topic. Okay. So it is a topic not a work study session. >> Right. And then can I add one more? >> Wait just just one second. >> That's what you're moving. Did Did we a second on that? >> Did we get a second on it? That >> we have >> as a motion. Second. >> It's seconded by director WHO. Okay. So we have a motion to incorporate the fin SMP finance and finance topics to be a work study session topic. >> Great. >> Okay. I don't see any hands. I do see a hand. >> We discussed. >> Yeah. Yeah. So So as I unders Are you calling me? >> So >> I'm asking you if your hand is up or is your hand is down. Okay. Director Basset. >> Just so then really it's basically the same thing. So we're just going to have a work session to talk about the standard and core Yes. Uh >> report >> report. Yeah. But here's the difference. >> Yeah. Okay. That's why >> the difference is this is >> we're having a study session and this is a topic in the study session. This is not a special study session that's completely only done for that. >> Okay. >> Okay. That is what the motion is. >> Okay. >> Okay. >> All right. I don't see any hands. Let's vote. >> Okay. >> Okay. All in favor of incorporating um the S SNP financed and topics into a work study session uh to be a topic to be a work study session topic, please say I. >> I say no. >> Great. >> Got it. We have some direction. Okay. >> Director Basset. >> Yes. I you know um one of the things that occurred to me is that I don't think that that's a bad idea but I also was thinking we have an it's a different topic but I think it's related and that is our board evaluation. >> Yeah we're so >> it's coming. >> Okay but it's yeah >> not tonight. [snorts] >> All right. >> Okay. But I will answer your question when I get to my board report. >> Okay. >> Okay. Okay. which coincidentally moves us on to board reports. So, I'm going to go first in board reports. And the first part of my board report is a a statement because we had a closed session last meeting. In the board study session on January 20th, Superintendent Superintendent Stalo reported to the board and the community on the work that she's been doing since July 2025 in the school district related to her board set goals. Goal number one, successfully implement schoolboard direction on the future of Robinale area schools based on the schoolboard study and stakeholder input, including recommendations of the reimagine 2030 vision team. Two, provide leadership to create and implement an approved statutory operating debt plan. Three, provide leadership to implement the district system of continuous improvement. And four, invest in improving culture, climate, and trust with staff, families, and community members. In addition to the verbal presentation, board members also received a document with extensive evidence documenting her progress with her teams in all areas, including enhancing the science of reading programming and enhancing an equitable learning system from early childhood to adult college and career. Oh, college and career prep, student and staff connection, school safety, planning for cost savings as a part of SOD and culture change and communications inter interactions with the community. Pursuant to Minnesota statute 13D.05 subdivision 3A superintendent midyear goal progress report, the board met in close session with superintendent stallow to provide feedback to the superintendent. Board members recognized the dedication and hard work of the superintendent and expressed appreciation and thanks to her. The board has in the board encouraged her to continue to expand her work in communication with the board and public. The board is confident that the superintendent and her teams will continue to work and make progress in these four goal areas and we look forward to working with her as we build a leaner and stronger school district. And now we have um listening se we had listening session tonight and we had four speakers. Oops. That's my bedtime reminder. [laughter] >> Sorry about that. >> We had four speakers. Um one was about uh district activity bus transportation. One was related to stages being in the middle schools and the importance of it being in the middle schools. Uh one was about access accessibility at board meetings and another one was about the double counting of the cons compensatory funding and then also um director Basset mentioned about board evaluation. I have contacted uh Gail Gilman from MSBA and she's going to be working with us and so it's it's in our upcoming but she and I I've connected with her and she said I'll get back to you and I have she hasn't gotten back to me yet but we will be doing a board evaluation yet this winter and what it involves is um they give us a link everybody answers the questions and then they provide us with the documentation of what where the answers lie and that's all free if we wanted to have her come and explain exactly what's on the paper. It costs more money, but I think we can probably look at that and know exactly what's going on because we've done this in the past and we're familiar with it. So, that concludes my report. Let's go this way. Pass. >> Um I attended my final uh Brooklyn Bridge Alliance meeting um just this last week and then I'll be handing it off to um Director Bowman. And that's that's all I >> Cool. Yeah. I had a privilege of uh going with Superintendent to Armstrong. Uh I think it was Friday, one of those days. Uh I cannot say enough how great it was to see our students and teachers at work. I It was amazing to see the real work being done. Thank you all for all you do. >> Dr. Basset. >> Yes, >> Dr. Long. >> Um, I had a 287 board meeting where they talked about their upcoming strategic goals. Their focus is on students, staff, and then families. Um, and so they were talking about what those goals will look like in the upcoming future around those areas. I asked the question about how do we know the validity of what they're going to present to us is true and accurate, especially when we're talking about staff. So, uh that's something that, you know, they did give me an answer there at the meeting, but that's something that I look forward to getting more of a response to them from. Um, and I just would like to add to just, you know, for the stu superintendent's review, I would appreciate that we would have stayed with the neutral wording versus some of the embellishments that were used. >> You director Brendesen. >> Uh, I have three things real quick. First, uh, attended my first MSBA conference uh, in January. that was uh kind of eyeopening to to see the whole process and all the different sessions. So that was for a new person that was fairly interesting. Um second uh attended the district curriculum advisory committee. That's a wordful of a uh I don't what don't know the acronym DACA DAC decardless it was it was fantastic to get a deep dive into the readact. Um there were so many teachers, administration, community there. A ton of great questions. Um and it was great to see all those questions from community members and teachers and everyone. So I thought it was really good. Um director Basset was there with me as well. And then lastly, uh also had the opportunity to uh visit a school. Went to Lake View Elementary with the superintendent. Uh got to talk to the principal. A lot of the teachers uh they mentioned wit and wisdom and how it's been going and how it's been very positive. Uh we had that one interaction with uh one of the young students that was I I mean you couldn't have set it up better. Um just her reaction. She she made a a beautiful little picture about her love of the school and her classmates and everything else and it was unbelievable. So >> what a great way to end our meeting. Thank you everybody. Sadly um this concludes our agenda. Is there a move to adjurnn? >> Move to approve. Move to adjurnn. >> Moved and seconded to adjurnn. All in favor please say I. >> I oppos. No. >> We are adjourned and it's 9:04. Thank you.