Are you supposed to Let's say I know this was a So that is the full agenda for the night. Our typical update front of you. You have a heart and more comfortable with This was after our visit. So to give you some Yep. I think that would be great. [laughter] It's DJ. I [laughter] think DJ didn't want to miss anything. >> It's just a signs, [laughter] right? Where am I sitting? audio. All these turned on, >> I think. Check it out. Give me a thumbs up. I promise. >> [clears throat] >> Well, they do because we were talking Yeah. >> All right. He said he's got he figured something out. He's hoping it works and stays on. So, I think we're good to go. And we are all right. We are back. This is take take two >> with audio this time. Good evening everybody. Welcome. This is this Robinville area schoolboard study session. Today is Monday, [clears throat] May 11th and 2026 and we are in the boardroom. It is now 6:18 p.m. And I would like to start with reading our land acknowledgement statement. We acknowledge Robindale Area Schools is located on the homelands of the Dakota and Ajiway people. We recognize the painful history of genocide and forced assimilation of the indigenous inhabitants of this land. We honor and respect the many indigenous peoples who live on and hold sacred these lands. And we stand with members of these nations to fight injustice in all of its forms. We uphold the preservation of Dakota and Ajiway languages, land-based education, and tribal sovereignty. And so now what we do in our study sessions is we go around the table and everyone introduces themselves. So I'm Grea Evans Becker, school board chair. And we're going to go this way. >> And I'm Renee Bowman, school board clerk. >> DJ Ronson, school board. >> Chair Sal, superintendent. >> Anthony Williams, executive director of community education, athletics, and activities. >> Mullen, director of facilities and operations. Caroline Long, school board. >> Bernie Jones, Nexus Solutions. Heather Billy, director of strategic communication. >> Patrick Archerald, special ed supervisor for a number of our secondary programs. >> Shelley Smith, principal at High School. >> Eric Norby, principal. Zoros, princip school principal. >> Hancock, principal at Samber Middle School. >> Kristen Moisel, chief financial officer. >> McDonald, assistant superintendent, vice chair. I'm on brand school board, executive assistant to the superintendent and school board. >> Thank you. Welcome everybody. Um the first thing up is purpose and agenda and I'm handing it over to Dr. Stalin. >> Thank you very much. First of all, everyone, thank you for adding this to your calendar and having an additional study session. I want to thank our guests who are here this evening as well. Um the purpose of study sessions is to make sure that we have a chance to share information uh discuss important topics that the board ultimately will be making decisions on at the board table. This is certainly one of those where it's been engaged in discussion about reimagine um Robinsdale vision 2030 for several months and tonight we get an opportunity to again hear perspective and have the board members ask questions. Uh and we have some folks with some insight who are with us tonight. Um, in terms of the working document, uh, this falls under the board's operational oversight. Um, specifically monitoring using enrollment trends to plan strategically for current and future facilities, staffing, and budget decisions. So, with that, I'm going to go ahead and turn it over to Dr. McDonald to kick things off. CD. Thank you. So, we board we have two presentations tonight. The first is specific to secondary programming and the second is a shorter presentation but is the update that I typically give when so that you are up to speed of where we're at and what the next steps are. Uh with me tonight I have as you heard our secondary administrators and we took a visit to White Bear Lake Area Schools. You'll remember that the vision 2030 team last summer took a trip to White Bear Lake Area Schools. Uh the purpose of the trip was for our building administrators to meet directly with their building administrators. Um and I'm going to explain a little bit why that is. Uh in 2019, White Bear Lake went out and passed a two or $326 million building bond referendum. You can see on the slide that that included and some of this might sound familiar. Expand one high school addition and renovation to become single site 912. Expand one middle school addition and renovation of a high school building to become grade 68 middle school. Uh elementary schools a little bit different but one of those for sure increasing capacity at elementary schools. and then for all schools updating classrooms and then of course security and safety upgrades. So this is directly from their website and the reason I put it up here is so that you could see that where we are in the process is we are not only trying to operationalize the vision that's out there but try to find people that have done this and done like this before and we just happen to have a neighbor close by that in recent years has done this. If you could hit the next slide. So, uh, we went, uh, a couple weeks ago and we visited what is now Mariner High School. Mariner High School used to be South Campus. It was the 910 building for several years in White Bear Lake. Two pictures on the slide. One um, is a redone entrance. This entrance that you're looking at now sits on the east side of the building. The original entrance was on the south side of the building. Can't see it from here. and the main office was actually in the middle of the building. So, they redid the security, the entrance, uh made the front facade look very welcoming. And you can see by the picture on the right that they have taken what otherwise looks like a typical school layout. And inside of we'll theoretically call it four walls. I know it's more than that. They have created a functional middle school in what used to be a high school building through renovation and through addition. We're going to get into that in a little bit. Next slide, please. We then went and visited their new single high school. This is on the site of what was White Bear Lake North Campus. Um I'm sorry, the other building was the 1112 building. North campus was the 910 building. Um, and the difference between um the other uh slide and this slide is uh in the top right you can see uh three things that look a lot like the circles at Cooper High School. That's because they look a lot like circles at Cooper High School. And what I want you to take away from this as we walk through it is how everything got built around those circles to create what our principles are going to talk you through as they reimagined what everything from activities, athletics, innovation, CTE and teaching spaces could be while integrating safety and making a school that is for 3,000 kids built for 3,000 feel small. And with that, I'm going to turn it over to our esteemed guests. >> Thank you, Dr. McDall. I'm Eric Norby, principal at Armstrong High School, and I'm just going to talk a little bit about some of the safety measures that we saw at White Guard Lake. And just some some things that we felt were very important for the redesign of Cooper. Um, one thing that I did like that we like is the the intrusion resistant glass and the signed windows. Um, our glass currently does not is not intrusion proof or resistant, I should say. Um, another safety measure that we liked is in certain areas and wings there are buttons to to secure the building and notify law enforcement if we had a lock down of some sort or a needed to control an area. Um, as you can see in those pictures, it kind of looks like a garage door and it just it'll come down if the button is hit. Um, it's also used with an audio enhancement. Um, so if teachers can do that or make with their microphones, and I don't want to get into the technical pieces of it, but it was just really neat that teachers had the u autonomy that they could if they had an emergency in their classroom that it would they could activate that. Um, they also have advanced surveillance, uh, more storm shelters if we had severe weather, more fire exits, um, and the communication systems to alert staff where the incident is. So, and we have pieces of that, but now it's kind of an all in one kind of piece for security and um it was just fabulous to to look at and and to see it um there. Um one thing that I know and talking with Miss Smith from Cooper and other principles in the secondary is that a lot of talk is about the single stall bathrooms. If you look at our data and the surveys that from our stakeholders and our students probably in every building in secondary it's I don't necessarily feel safe in the bathroom because of obviously all the people and I mean I know that every principal saw that went oh my goodness it's one stall bathroom obviously supervisory and passing time during class time but it's a really nice safe measure that we could put in our our schools Um, another thing is our concern I know that would be out there is like a large building go, you know, how do you make it feel small? Well, one way we do that was with systems obviously was like an AVID program and also bar the bar model, but also now you can physically do that with uh wavefinding. Uh, one thing that we felt that was really neat was the grades in separate segments of the building. Now, obviously, there'll be some cross uh grading based on electives, so to speak, but they had a wing that was entire entirely ninth grade, and I think that's important to get that those ninth graders off your grade started kind of feeling that that you know that's not so big, but it's but it is big, but that they feel safe in that spot. And also zones are colors of an area, so that you know, and we talk about that um you know, so that kids know where to go. um Cooper and if it you know the the the process goes through and we have a new remodeled building. I mean obviously it's going to be a big big building but it's going to be exciting to see the new branding and also the color coding just so kids don't get lost. Um and the last thing that I wanted to share with you one more slide is um how the offices were distributed and student services. Um, there would obviously be some add-on at Cooper, but if you've been to other high schools, you may have seen this where you have we have a student support center, as an example, at Armstrong, it's away from the main uh uh offices so that we're spread out a little bit so that we can support kids if there is a need. Um, and at White Bear Lake, they have those pods all over the building. Um, one thing that we didn't necessarily like as head principles is the head principal is by himself in this office with the secretary and like somebody else and that's it and the APs and everybody else is out and about in the building. So I we liked it but we didn't want to be alone, you know. I mean at least I I'm talking for myself. I like people. [clears throat] So you know but it was just it was a different concept. I think a lot of times you see high schools call us, we call them like houses >> and that's where we would have some of our, you know, our staff out there helping our kids. So that that was really neat thing to see at White Bear Lake. So [clears throat] talking about the middle schools again, the middle school is in an existing high school building. Um, a lot of the same theme as far as making the big school feel small. They also have the same color uh coordination. So, um a big thing that their administrator talked to us about is when students are coming in the building for the first time and learning to navigate it, they've got their building maps, they have all of their signage there. You can see that there's red uh in the carpet there and on the walls. Everything is colorcoordinated. So, they can use that also as a point to help direct students, help them figure out where they need to go. Um, this example right here is one of their many flexible spaces. So, what they did is when they did the remodel, they took out some interior walls from interior classrooms and turned them into more of a common area. And the classrooms that um are adjacent to those flexible spaces have those windows there so teachers can monitor both what's going on in their classroom and what's going on in the flexible space. So examples that they give and that immediately came to to our minds as we were walking through is if you're familiar with the AVID program, they do tutorials, right? And so they can instead of having like right right now at Samberg, all of our tutorials take place in the classroom. if they've got a group of students that they need to work on something subject specific, they can have that tutorial group go out into that flexible space, meet with the tutor and and discuss their their questions and and um around that that content area. In addition to that, their flexible spaces also have flexible seating. So, if you go to the next slide, you there's high tops, there's low tops. Um this the tables are designed so that they're accessible for students that may be in wheelchairs. Um it's not just your traditional classroom setup and that way again it provides a lot more flexibility for the teachers to to use that space during instruction. English teacher needs a student to quick rehearse their speech that they're going to be giving before the class. They can go out in that flexible space and practice that. math groups need to come out or performance uh you're doing a skit or what have you for whatever class. It just provides a lot more options for the teachers to use instead of being out in the hallway. Um one side note that I want to say is if you look in a lot of these pictures you're going to see carpet everywhere. Right now I know at Samberg if we have teachers using the hallway for students to practice or what have you. Just being in the hallway will automatically amplify that sound because the their voices bounce off the hard floors up into the ceiling. These ceilings were the same exact height as what we have at Samberg. But even walking around, there was a noticeable difference between walking on the carpet and talking to everybody versus then we had to go transition to a hard space like in their main entryway. You could tell immensely the difference between the volume of teaching or working in a carpeted area versus um the hard the hard floor area. And then again, here's just another example. You can see the flexible seating having and again this is the yellow area. supposed to be a different area of the building but modeled the same way as the other wings were as well. Um it was not just a traditional line and row desks in the classrooms but again using in classrooms high tops low tops um you know fidget seats or wobbly seats for students that might need to get out some kinetic energy while they're listening or participating in the lesson. It was very very welcoming and felt much more like what you would see at either our new libraries, our media centers, um not just the traditional classroom space. >> Jay, can [clears throat] I say something on this slide here? One of the things that I love about these spaces is they also live [clears throat] their students responsibility and you're trusting your kids to go into these open spaces and that's something that you teach your kids responsibility and how to act. And when we talk to the principal, one of the questions that we ask is in between transitions, do we see do do they see students often go into those little [snorts] cubby holes as I call them and hang out rather than go to uh class? He said no, you don't see any of that. They have taught their students how to respect the space. All right. Middle school arts and innovation. Uh one of the things that we really really loved here uh years ago you couldn't say that uh no student was going to college. you said in the education world you got in trouble right you know well nowadays we know that you know career tech is very important and uh at the middle school we saw that they did have some uh spaces where career tech is very very important these were adaptable spaces uh they're large enough and our current buildings uh many of them we have some of these spaces um that look exactly like this and or we have rooms where we can expand spaces so it's not always necessarily that you have to build something new sometimes it's just renovating the space that you have. Um and again part of the the career tech you see some of those things there engineering and manufacturing, family and consumer sciences, health and wellness and then information technology all those are part of a career tech uh education that uh um you see now generally people speak about career tech at the high school level but uh where I'm from we started kids in the middle school level you know we got them experience and right now and I look at some of the spaces that Jay has some of the spaces that RMS has um PMS has. You know, we can do some of this same stuff here. Not every kid is into um you know, maybe arts or athletic. Some kids are into CTE. We know there's a lot of money. If you're like me, last time I took my car to the shop, I had to pay $4,000 for 100 of that went to went to the park, [clears throat] [laughter] you know, went to the person doing all the work, you know. So, we know there's money in CTE. So we love the fact that even at the middle school level um [clears throat] you know they got a lot of career tech uh pieces there. We also love this here um you know middle school arts and we all know band choir and orchestra is very huge um in our district. Our spaces are similar to this with the exception of if you look at the bigger picture here on the left. What they've done is they've taken a space that was existing and they modernized it. Again they didn't build anything. They already had the space. They just modernized it a little bit. You also see on the right the top um um slide there you see carpet. Jay talked about carpet so that in some of those spaces it can help some of the unwanted noise. Of course in in the band room orchestra room we want noise but there's some unwanted noise that we want. Um then in that lower slide you see that even in that space that is I believe that was the band room they do have an elevator. So if you have a student uh who needs access to um you know being lifted up, they do have an elevator in that space there. So they modernize that. I believe when we were there it used to be steps which then um we know there are some kids who need elevator space. So we really love that space there. >> I grew up I did learn cuz I thought it was funny that the carpeted areas were not band areas because of the spit valves. So that was like oh go carpeted. Okay. All right. Of course, in this picture here, the thing that we really really love was that centerpiece there. So [clears throat] that you got, of course, that's an auditorium. And so what we learned is that um you know, in in our schools here in in our two existing schools, middle schools is going to exist after this year. Neither one have an auditorium. And sometimes when people think about auditorium, you think about, oh, well, we need land to build. Well, you see here, you do need some land, but actually you build down. All right? you can build down and accomplish the same thing that you're trying to, you know, do if you build outward, [clears throat] you know, and so that's what we see there. And so you have that I believe that was about a 450 500 seat, you know, uh, auditorium and we thought that was great, you know, a state of the art auditorium. Uh, it doesn't have fly space, but it does, you know, provide some an auditorium where you can have some performances. >> And just sorry to interrupt, sorry, with that theater, it's on the main level. So when you walk in the main entrance of that middle school building, instead of walking up to the seats, you actually walk in at the top and walk down to wherever you might be seated. And the stage is down below. So it again, it was to to, you know, repeat what Zorba said. It's a way to utilize our space that's different without wouldn't be required to go up. >> No doubt. Go down. uh that picture on [clears throat] the left, this right here is probably for me one of the things that really I love the fact that student artwork is being displayed. We always want to do that, but you're seeing some pictures later on at the high school level. What they have done is they've actually created little small rooms that uh and they created galleries where student work can be uh showcased. It's great again that they're displaying in the older style, you know, with an older cabinet, a student work, but you'll see later on that there are some spaces that are little rooms that you can you can create in or you have some existing rooms just knocking out a wall, adding some glass, so you can have you a a um a exhibit um on there. [clears throat] And then of course that picture on the right, the green screen, we know kids are really into Tik Tok and uh Instagram and all these social media things. you know, being able to provide our students with some technology where they can create their work, you know, uh we think will be great. In this school here, they had a green room where kids can produce their own work. Uh we think again that we can do um some of those same things. And again, you don't necessarily have to build. You just take an existing room that is not being utilized in uh in some of our spaces now and and create a green space uh green room. Um again, I talked a little bit about the art and innovation. I know Jay talked about the flexible seating and uh here what is also important is that they have space that can be used for various uh activities here could be used as a classroom and or one of the things that we found at the middle school was a maker space. A lot of people have heard about maker space. It's a space where kids can go in and do some u some do-it-yourself type of uh art activities. Um often you see these uh being installed in the media center. In this particular school, they had a um a um maker space uh that wasn't really utilized. They had shared with us that people hadn't really taken on the ownership of that space yet. And I think that's just an educational piece. Um when you put it in the media center, what could happen is you have supervision there, but generally with the maker space, it's not direct supervision. I think it's just an educational piece where you teach people, your students, how to use that space. Um, it's good for, let's say, that a student was sick or a parent was sick or unfortunately if someone died, right? The kids can go into that space and create cards or banners and things like that. If you're doing a parade of honor, right, you go in that space, you create a banner that you can use, you know? So, maker spaces are are, you know, big in in most modern schools today. Athletics, this is really important. I think we know uh all of us, especially when you get my age, you're talking about wellness, right? and um in their spaces they did a really good job of creating um spaces where kids can go and really work out uh during the school. This is part of their physical education program. But also what is really important is this space can be utilized after school. It could be a money generator as well where you have the community come in, the community can [clears throat] utilize this equipment for you. Um, right now at uh Plymouth, I know they have uh two rooms that are similar to this here. So, for us, it's just about how do we modernize that space? How do we get equipment in there that's more modern than what's in there currently? And we think that the students could um you know, really utilize these spaces and could add on to our physical education program that we currently have. I think Jay has enough space, locker rooms. I know he and I talked about locker room space that we don't really use anymore. So again, it this is just about knocking out a wall and creating a space like this. So often what happens when you're talking about uh new spaces, it doesn't have to be new build from the ground up. It can just be using utilizing your existing spaces and just knocking out a couple walls to create, you know, this field here. >> All right. High school. Um it was amazing to see what Lake High School. Um, so there were many spaces in this building that uh got me really really excited. So I'm happy to be able to share with you all tonight. Um, so high school has studio learning and in the different studios. There's nine different studios in the high school building and each studio has six classrooms in the studio with which provides a diverse range of spaces that provide flexible use for varying instruction instructional strategies. Um so teachers I'll explain a little further in a minute but have the opportunities to use these different spaces within each of those studios. So the picture on the right you can see you can't see it closely but those are pictures of teachers there. So a team of teachers share each studio. Um and every day when students come into the studio they can look at that board to determine where their teacher is assigned for that particular day. So students, teachers within these the studio have an opportunity to pick and choose which space they'll be using because each space within the studio is different. Um and offer different um perks to each studio, different monitors, um uh collapsing walls to make the spaces bigger, etc. So each studio um provides a variety of seating options. Uh each studio is included with three conference rooms which I thought was really interesting. There's three conference rooms in each one of these nine studios. So it would allow for small group work and individual student support sessions along with a centralized flexible area. And if I can add in here, so kind of from that special ed lens, when I talked with the principal, often a special ed teacher houses with, so there's like a group workspace within there that houses with them, plans with them, grades with them, and then knows if there are students that need some extra support. They're not going halfway across the school. There are those conference rooms that are built in so they can provide some support immediately for things that are needed. So, it's on the spot intervention. >> Yes. Yeah. Yeah, it is. Um, two of the rooms within the studios, they share a foldable wall. So, that's the opportunity to make some of these spaces bigger. Um, [clears throat] and it allows for a larger group work space and separation of sound when needed. So, like Patrick was saying, you have these classrooms around the centralized flexible area where students can go out to this flexible area if they need a quiet space to do work, um, if they are taking an assessment, etc. And there are windows and glasses all around this space. So, teachers can actually monitor the flexible area without even leaving their classroom. There happened to be a teacher there on this day. We went on a PD day and there was a teacher there who was really excited to tell us all about it. Um, and she really loved the fact that the windows were so large that the students could get sun. There's different areas for students to see a sit a variety of seating areas um comfortable seating if they wanted to sit at a booth to learn etc. Just give students a lot of flexibility when it comes to that. >> Chise, can I chime in? >> Yeah, please. One thing that Chinese and I talked about in that space that she just showed you was that in their room similar to this room here, no matter where you sat, they had television monitors. So if I space in this way, the teacher was teaching, I could look at this monitor, but if I space in this way, this monitor was here and and I'd never seen that in the classroom before. So that was great to see four or five different monitors in one classroom setting. Um, you know, so and that provided uh some assistance to the flexible seating that you that you see so kids can move that stuff around. So, I thought that was real interesting to see that. >> Yeah. >> So, this is the arts area. Uh they also have a green room, um theater, tech shop, and a theater. Of course, they have multiple music rooms, including a soundproof, multiple soundproof practicing rooms that are adjacent to the performing spaces. on the left there. I absolutely love that area is their dressing room uh with multiple areas where students can do their makeup etc. And so taking our arts and innovation a step forward um to allow our students to take advantage of some of those spaces and this is one of my favorite parts. [laughter] So, [clears throat] most of you know I'm very passion passionate about career pathways and CTE and opportunities for our students to take advantage of learning um in career opportunities for them and just being able to explore different careers and they had it. They had so many different areas where students could take advantage of. Uh so some of the pathways include automotive, business, communication, technology, construction, education, engineering and manu manufacturing, family and consumer science, health and wellness and IT. So the learning spaces around these career pathways included automotive, manufacturing, construction, construction, engineering and food service. So the career pathways uh include engineering, automotive construction, manufacturing labs and CNA training classrooms. The school store and coffee shop is also managed by students. The school store office offers spirit wear and school supplies items and is operated by students through uh the business career pathways. So they also offer industry certifications which I thought was really cool with our so our students would be able to just jump right into their careers and continue the pathway. Some of the industry certifications they offer is an automotive construction and boom service. They also have an array of concurrent and articulated course offerings with the space to accommodate students interested in the learning. That's the big difference from what we have right now is actually the space so that students can take advantage. We're kind of sharing right now, transporting kids back and forth to make sure they have an opportunity to uh take a part in some of the things that we offer right now. But if we had the space in one building, our students would really be able to take advantage of some of these pathways. >> Can I see some? >> Yes, please. >> This So these pictures right here, this is a classroom. This is not their cafeteria kitchen. This [laughter] is actual classroom space and they have two kitchens just like this. >> Um, [snorts] and so you if you didn't know it, you'd think you were in the back part of the restaurant, how they're all laid out. It was absolutely incredible. They offered >> full commercial kitchens. >> Yep. >> Yep. [clears throat] >> So students can also gain learning experiences in welding, digital electronics, computer aided design, and more. So this was really exciting to me. um to to see that students could have the opportunity to do CAD and welding and some of those other technological educational opportunities. So students can also take advantage of courses that expose them to construction trades such as intro to woodworking, civil engineering and architecture. Also like I talked about CAD and digital manufacturing. >> [clears throat] >> This is another cool area. Um that bear care clinic was as you come into the building right um past the office. And when I think about our full service community schools and the ability to have a clinic right there in the space so that our families could take advantage of that opportunity. I found that to be amazing. They also have um a free store uh with clothing items called beer essentials and so clothing items and such as donated and so students if they need items they can go into this. It looks like a clothing store. Um and I believe students run that space also. So that's good to see. >> Can I say something about that? >> Yes, please. >> So the clinic what they share with us is they've got it set up for both vaccines and sports physicals as well. So that if they have kids that last minute, not that we have our kids would do that, I can't play that any sports. They offer all. So they've really integrated when they say full service community, it's not just for staff in the community, but they again have figured out ways to set it up to support any kid. That whole idea of what equity truly means and what they need and when they need it. >> And this is also separate from the health office. Like they still health office. this is more forward facing >> and one of the things and you'll hear kind of that repeated like the bare essentials like it's run by part of this career pathways it's a lot of studentrun student le it's part of the learning in the class um with their business classes they had so much money to initiate a project and then it had to be self- sustaining so there there's a learning that comes along with all of these things and so I I thought that was in the world that I'm focused on that is how do we create those opportunities for students to engage in real work and not just something that we're setting up for them. So, it was kind of neat to see. Another really neat space that we saw was the student union and really where the cafeteria, but it's just it was it incredible how big it was. The pictures do not do it just beautiful. >> The lighting, it was a rainy day when we were there, but the lighting was just amazing. And if you look at that top picture there with the stairs and it goes up a level. And we were just envisioning how like a lot of our choirs and orchestra and band will play in the mornings of certain days just to celebrate something. They can play it right there. They And it's just it's a perfect tiered system. And it's it was beautiful. And I mean I think I think we could put every student in a in a seat in that how big that was. And that's important in that and and as an example at Armstrong the only place that we really can have a large meeting is either our auditorium and or the cafeteria. Well, if you've been to a traditional cafeteria, which we basically have, it's not the most comfortable for adults. And so our staff meetings, you know, pe people are wheeling down their chairs. Well, here if you look at it, there's flexible seating everywhere. And you got you got hightops, you got normal seats, you got couches, you got every anything you want. You want to stand, you can stand. There's a standing desk. There's, you know, just it was beautiful. And how that there's a space for everyone that if whatever you're feeling for that that day, you have you see have some booths um that are there and um for students to do work. Can you go back to that one for a second? So, if you on the bottom right and on the upper right, you'll notice a circle, right? That is the outside of one of the original circles right there. And if you go if you go up one, go back one more slide. So, where those steps are and in the bottom left, you'll see the circle. As you look there, that's how they built on to the outside of the ones. So, in the White Bear version, this area sits between two of the circles is how they did this. >> Um, and so this area connects what what what is now the older classrooms of the building that have been refreshed. Um, and yeah, go ahead. >> Oh, I just besides that, I wanted to add cuz I thought it was really neat. So the kind of rocked in bricked in on the left there is their school coffee shop school grounds that is again run by students attached to one of those commercial kitchen areas. They have to follow the nutrition guidelines. So they have to create recipes that are healthy recipes. So they sell coffee and snacks to students throughout the day run by students. They do a zero hour articulated class for the actual credit. than they work an hour in the coffee shop. So, it's just another how do we add something in that benefits students, but they're learning real job skills while they're doing it. um high school athletics and and the wellness center. Cooper has a state-of-the-art brand new weight room and really it's all about just using that same space and and building onto it or adding on to it. Um and it would have more gym space. Um we have a total of eight courts instead of f that currently have five at Cooper would be eight. Um and it would have a walking track around it. Um, and I think that's the coffee shop right there. And I just have to tell you, it blew me out of the water. That was my excitement was the coffee shop. [laughter] Um, but I really liked in the industrial kitchens were right next door and it all connects to the student union and they were talking about how that space is used all the time and they have like um the students will in the commercial kitchen will make um food for uh a banquet for that night or so the kids in at Armstrong we're having difficulty uh finding jobs for some of our work release kids or workbased programming and Now we have an opportunity to use that space and that service because you see every high school kid walks in with a caribou of some sort or Starbucks every single day. Well, this might be a way to to to make some money or, you know, at least have it in our in our in our building. Um, but the athletics was a beautiful place. Um, and the add-ons were amazing of what they did with that space. And again, um, there would, you know, that's an opportunity to rent out at some point. Maybe the community as that space uh just adds on to what we're doing. Uh Cooper, um yep, there's the there it is right there. Um beautiful school grounds. [laughter] Just so you know, I've been trying to get a coffee shop at Armstrong for seven years. I had no one. [laughter] So So the coffee's coming. Coffee cart's coming. >> Yeah. Yeah. Yeah. So, but it just was just another thing that our students deserve. Give them some training, but also a job and feel important of what they're doing. I just I just thought it was amazing. Um with a school store, with the industrial kitchen, and then with uh of course my favorite, the coffee shop. All right. Yeah. So inclusivity was kind of a a theme throughout and it was not just our special ed students but kind of that thought [clears throat] process of where do all students find their place here. And so looking at that as as a model of how do we do that for students and how do we do that for what our students need. And so just kind of looking at the spaces, but then also what are we doing within those spaces and what are what are we asking students to do within those spaces is always my my big thing. And so I think there were lots of opportunities that we saw that kids were and students were included in what was happening. And then as you can see by the design of it, it is not sit. It is students are expected to do something with the learning and the space is designed to be that way. so into more specialized spaces. And so I know talking with um some of our special education teachers and staff and families is some dedicated spaces that felt like it was planned for them and used for them. I think is critical as we move forward of what does that look like for our students that are have some different needs and are we doing some things differently to meet those needs. So you can see some of their OT space with some heavy duty built-in swings. They had some spaces where maybe it wasn't the largest space but they had some OT tables and physical therapy tables that could fold up or fold down depending on what the need was of that space. Um, so using spaces kind of creatively and with within the given space, what could you do in design to make that work for the different needs? Again, some specialized spaces with some of their more self-contained, but even with within their self-contained type settings, they broke that apart to be smaller spaces. So they had some movable dividers um placed kind of throughout the room to kind of create smaller learning areas within those within those spaces. Um, one of the big things and we've talked about it at RTC as a plan for this next this next school year is we're [snorts] focused on that independent living and full independence or as independent as you can be living your best life at that tail end as students are leaving um leaving our education system onto something else. We looked at are we providing the kinds of tools and the experiences they need to live as independently as they can. And so they actually had a middle school apartment. So it was set up um like a tiny apartment where kids worked on the skills that they needed to kind of [clears throat] grow and learn those independent living skills. Whe there's washing machines, dishwashers, vacuums, hardwood floors, counters. So you could do some group things. You could use it as a learning space. So there were some tables or if kids were playing a game or doing students were playing a game or doing something like that or you just wanted a small space to bring students to kind of talk through an assignment or something like that. So it was multi-use. Um, so they had one at the middle school, they also had one at the high school. So [clears throat] again, working on those independent living skills. Um, and they had some spaces to do that. We have a couple of those spaces at each high school. Um, there one is really really outdated and it's really not accessible for students in wheelchairs. Um the other space is older and it's kind of attached as part of a classroom and it's hard to do two different things within that. So they they did have kind of their own separate spaces for those for those pieces. And then on the other end it's kind of one of their spaces for changing shower and stuff right there that we don't have that same accessibility when we're needing to do that. We're going down to use like old locker rooms and that kind of stuff. So, um, just kind of meeting the needs of of where they are. Um, and then I think this was kind of open for anybody. It wasn't just me. But I looked when I went through and toured, I saw lots of things that that we already do. There was just a space that was better equipped for people to do that. Um, I think the division out of how students were expected to kind of learn looked different than what our traditional schools look like right now. And so I think just that feeling of what what could this be for students and what could it be for our teachers to to look at some things differently um and to provide some instruction in a little bit different way. So supporting a vision 2030. Um, so looking at White Bear Lake, uh, gives us kind of a viewpoint on what things could be, uh, in 2030, such as the expansion of CTE opportunities for students with exposure to a variety of career pathways with realworld learning experiences, arts and innovation that is visible and integrated throughout the building, unification of Cooper and Armstrong to create a smaller community instead of the rivals. Uh safety mechanisms uh are a part of the design and offers an environment where staff have a sense of ownership and ensuring safety. The spaces are student centered offering students choice and options around seating and learning experiences such as project based learning and collaboration. our takeaways and I'll just speak from my takeaway but obviously there's some up there but if anybody wants to add in obviously do that but there there's a space and a place for every kid and that's what kind of resonated with me either by the new design or adding on to Cooper or remodeling it making it more modern and so that helps with the impacts of of of the access and the outcomes that our students can have that access pieces is um important to me as I've been at Cooper and Armstrong and I know that there's the programming is different at both high schools and now we can combine it and all our kids every kid in Robbinsdale can have an opportunity whatever that opportunity is CTE to fine arts to athletics. Um, and it was for me it was cool to see how they did that with the two circles of how they just made it like you didn't even know you you you'd walk a hallway and yeah, you knew you were in a circle, but how they just transformed the space and the existing space really stood out to me. Um, and then the branding and and of of the building, that's that's exciting just by itself. whatever that is, whatever that looks like, but it's just about bringing us our community together. Um, I think Cooper and Armstrong, we're ready for it. We believe in it and I just were just amazed how White Bear really took took that to a new level and I'd love to see us do that at Robville. Anybody else? I would also say that it going from the middle school building to the high school building, it felt like a seamless transition. So students, the student experience at the middle school with the facilities, the way it was branded, the way it looked, it wasn't this drastic change when they left from 8th grade to go to 9th grade. It felt as though the high school building and the facility itself was just an extension what they had for three years at the middle school based on on what we saw which I think right now our students don't have that benefit because depending on where they go they go to Armstrong or Cooper two completely separate environments totally different layout different structure this felt like a true 6 through 12 system versus 6 through8's its own 9 through 12 it own >> you know for me um looking at the facilities when many of these facilities were built in the 60s 50s and 60s they were built like prisons you know and we walk in some of our buildings and we have white walls right this here you don't get that you know you you get a feel of like this is home and pride you know brings a lot of pride you know within uh within people so just to get away from that prison mentality of how schools used to be built this this solves all of It really felt like you were on a college campus. That's how it felt. >> Um, with the opportunities their students are given and the flexibility that they have throughout their day, >> questions. >> Um, and then >> yeah, mine is not really a question. Um I I think there was a presentation here that the last time of the time four one of the teachers made a comment that the classroom space is the second teacher I don't know how our students in Robinsdale will be competing with students in white lake at this point looking at that environment and the environment that we have not that we are not teaching we are teaching but with those opportunities a meeting at a college with those students in the same programs. Wow. I I don't see how a parent would be in the district at this point and not seek for the change. >> Thank you. >> I have two quick questions. I just want to wrap my head around this a little bit. So with the high school with this new um with you're talking about the the circles and everything does that mean and conceptually I think you can but would you be organizing by grade then as opposed to by subject matter >> is that kind of the concept I it doesn't even matter to me I wrap my head around just understanding it >> they both because that was that was my confusion then because the studios wouldn't those be by subject area those were mainly by subject areas, but they also had like a ninth grade >> pod that you can say. So, they kind of split it by grade level and also the studio seemed to be by subject. >> Okay. I was just trying to conceptualize it, but mostly what I wanted to say was first of all, I'm glad that you're doing talking about CTE even in uh middle school. Um, you know, I have to say that my youngest, he loved wood shot in middle school. Um, and he that's why he's did Armstrong theater set building guy now because he loves it so much. Um, and so who knows what he'll if he'll do it in his career, but he'll certainly have a lifelong love of woodworking. And so these things are really important and kids don't know until they get a chance to try it. >> Um, and exactly exposure. And my oldest is doing electrical right now. he's going to school for electrical and that was because of his electrical class at home. So, um these things are hugely important guiding kids. So, thank you so much. It's uh this Thank you for going and bringing back such presentation as well. It's really helped visualize everything for me. I love the open spaces. I love the flexible seating. I love flexibility with the spaces and the different um opportunities. I like it's really I mean it must have fills your heads with ideas and hopes in mine. [laughter] >> Anybody else? Dr. Bowman. >> Yeah, it really had the sense that um it would give any student a sense of I can't wait to go to school today. I mean it really felt to me like you were from the pictures you're walking into the village. I mean, I've worked in corporate, you know, in those buildings that we had that had atriums and meeting areas and whatever, you really felt like you were coming into something and a part of something whether you agree with corporate or not, but the building space uh gave [clears throat] that feeling and I I really am impressed by that. I think that's >> and to thank you. Great job, >> Director Bridgetes. And then director, >> I have lots of questions. [laughter] >> Um, so I mean one of the things we hear often is why don't we just do this in the two high schools, right? Like I look at the support for vision 2030, you got the career pathways, the CTE, arts. Is there an argument that you could still do it in two high schools or do we believe at this point in time the one high school is the right fit for province? Well, if you're asking me personally, and I've been in Robbinsdale um for almost 30 years now and a Cooper graduate long time ago, I think it's time to go to one high school. And and I'm saying that I love Cooper when I was there. I love Armstrong where I'm currently, but I think it's time like it's so different like between our schools. Our kids are It's not that we used to be bitter rivals. It's not bitter anymore. It is really kind of coming together and I think it's time to come together. I mean, and that's exciting to me as being here my whole career almost that to see that all coming. I don't think it's and I don't know the financials. I don't know if it'd be possible to have two high schools with the same programming and the same um um offerings at each school. Yeah. And and I I believe we should have done one high school a while ago. That's my position. making that argument for a while. I just want I think it's important for the public watching right or the principles at the high schools to say these are the reasons we think we're at the right time to bring them together. I think that's just an important message that they should hear. >> Y I agree and Smith and I talk a lot and we believe in that. I mean I don't want to speak for you but I just believe it's time. It's the right time. >> I agree. uh we think about what do our students deserve and it should not be a difference between the two high schools and it is it just is and I just don't know financially again if we can ensure that two high schools would be identical and would provide our students with all things opportunity. So to me it's it's not personal it's what do our kids deserve and and they deserve this. So >> I mean it's a fair argument to make that as long as there's two high schools inequalities will exist between the two high schools. Second question, that was one question by the way. My question kind of um I was at Cooper today. They were doing some really awesome CTE stuff in the back with the big ideas. I happened to run into Matt. I was like, I'm 20 minutes early. Show me what the world is happening back here. Um and it was really neat to see why we pay for this. Like like I mean everything we're doing with the CTE today is all grant driven. That's I mean it was mentioned at the last meeting. That's not sustainable future. How do we This looks cool. How do we make sure we can fund this? So, the the funding of the programming as if we're talking about how do we fund getting it set up is part of the bond referendum request. Right? So, that's the initial plan. The rest of it comes down to um priorities and what we're going to spend our money on. And then also what we've been trying to help people understand is part of the reason we're focused on facilities first and Kristen has explained this several times is if you think about having three houses that we're trying to keep up with. We're paying utilities for three houses. our houses aren't full to the gills uh with people. If what we can figure out how to do is to consolidate those even from three to two, not even three to one, now we're spending less on the the duplication of things, which means we have more money in our operating budget. And that operating budget is what gets at the root of your question. How do you afford this? You need flexibility and space in your operating budget so that you can eb and flow with the times, right? If all of a sudden we get a bubble through and it's automotive career in tech and that's what we need to be spending on, we can't be in crisis mode to find the money to do it and then 5 years later it's um it's it's the uh commercial kitchens and what we we need some of that flexibility to do that. I think that is no different than what we need at the middle schools as well. We need some operational funding flexibility in order to provide for students what we believe they need both at that time and what we can predict into the future right now. We we don't have that. We're we're spent to the gills and beyond. Right? that's how we're will come. We have to be more it's that cross-section of efficiency and effectiveness and it relates to equity. Um and this is a perfect example of that. >> The other thing I just add to answer a piece of that and and again this doesn't happen tomorrow but one of the best ways that I've seen some of these amazing opportunities in in CTV is community partnerships. Um, I don't know how else you get mentors. I don't know how else you get guest lecturers um to really connect students with, okay, what does an apprenticehip look like? And our business partners need a strong workforce. So, the mutually beneficial opportunities can exist. They need to be intentionally built. Um, but they absolutely can exist. What I've seen them is through some of those partnerships support whether it's uh the 3D printer that this company no longer needs, but it would be amazing for our robotics program or whatever that would be, whether it's in healthcare and we've had some of that as well. But I think that's not the dayto-day, but it helps get some of the materials we may need down the road. >> I I can give an example. also in the automotive area they work with Ford and so they get certified as a in certain areas with Ford technician >> so there's >> if you look at pictures there's some Ford stuff in there but it is a partnership I didn't ask specific questions but that is part of they can walk away with some certification and it's a employee that they know was trained under this with these specifications and working with vehicles and so it kind of gives students a leg up when they're out there looking for jobs as well. So it they're kind of building their workforce in a sense and so it's mutually beneficial. Third and final question for this round. Um, [snorts] do you does it feel like we already knew what the curriculum was before they designed the building or was the building designed and the curriculum followed or does it not matter? Right? Like I a lot of times I hear I I keep hearing people what does arts and innovation what does that mean to the district? Right? Does that influence the design of whatever is coming? So, do we need to know the ins and outs of every curricular decision beforehand? Would you build a building first and fill in, you know what I mean? Like, >> does that make does that question make sense? >> Yeah. Does that question even make sense? >> I I think I mean the curriculum that we teach in Robbinsdale is based on the state standards. So as the state standards change then our curriculum could potentially change too depending on what's legislated. >> Sure. >> What was great about these facilities in White Bear is that they could be applied to whatever the standards the facilities supported whatever standards that [clears throat] are currently in place or from at least my my assumption what would be in place for future years. It's not it's not going to box them in to not be allowed to do something. But there are some decisions to make ahead of like if I'm going to do an automotive lab, right? Like that doesn't just pop out. >> That would be like a again to get back to what Dr. Mal said, what's our priorities? What are we going to prioritize as a district? And that's been what we would invest in as far as facilities go. >> Okay. Yeah. So I I just that's kind of where my head is at, right? Like I I keep hearing and egg, right? Like >> there's definitely a desire for CTE and these things or how do you fit into a schedule? Like Mariner Middle School is a they got the it's the weirdest schedule I've ever seen. They have like three nine period days and then they have two block periods on Thursdays and Fridays. It's like what is happening here? Right? It's a wild system, but it works for them, >> right? Um so that that's just where my head is at. I'm sure I have other questions, but >> I would add I would just add a couple things going back to what was shared in a couple of pictures particularly at Mariner Middle School and then not so much in the foods lab at the high school but the way that the arts and innovation spaces were designed. It's the old high school that is now middle school or the new spaces. high ceilings, open concept, ability to adjust regardless of what was in that space. Um, I think sort of a talk to the the tech space that's at Mariner and when we walked in there, um, they had redone it. You could tell it could be an auto shop today if you wanted it to be. It could be a wood shop tomorrow if you wanted to be. It could be a clay lab if you want. It was designed that way. In addition to they had kept um and installed divider doors so [clears throat] that if it needed to be two classrooms at some point it could. If it wanted to be one big one it could. So I think that's part of the answer is >> how do we build in the most flexibility for what we don't yet know is going to be the priority. >> Um >> I think the second part so you asked specific to a we talked about that. I think the other thing that really matters is what do we want the pedagogical the learning experience to be and I heard multiple times I wrote down a couple things learning on display right absolutely student driven and student centered somebody said that they were expected because of the flexibility in the spaces kids were expected to be active in their learning um you talked about the collaboration. You talked about the real world learning, the pride. I think just that the pedagogical changes of if if we want kids engaged, if we want them experiencing, do we need maker spaces? You talked about kind of the do the do your own kind of projects, whatever that ends up being. Um so I think that that's the second part of that. The other thing, um, we're doing, uh, staff meetings right now, optional staff meetings, and one of the questions that we got today at one of the meetings was, "What are you going to do to retain quality staff?" I think a lot of our staff and and you said this, Director Wuto, right? To be able to It's not just about the teaching spaces or not just about the learning spaces. It's about state-of-the-art teaching spaces to give staff the opportunity to do some things differently that they likely want to. And my point was just I think we keep hearing Norse and Innovation talk about what that like I just feel like we got to keep filling in those blanks because I think for a lot of people >> just hear the term and they don't know what that means for their >> and and full disclosure talking with the middle school they did create a space and they were still trying to figure out a year and a half in what exactly that space was going to morph into >> and what staff was really going to own something that belonged to that space. And so I think it's buyin from staff as well. So they they misplanned a little bit and now it's changing into something else, but it was flexible enough that it wasn't a huge cost to make some changes. It was this isn't what we were expecting it to be. We're adjusting. So there was flexibility within that. So nothing came across as like we did this all perfectly. There were little things here and there that they said if we could go back we would change this and that. And I think that's kind of all those situations is you're going to look at with that information. This is what they thought. It shifted or adjusted a little bit but it was flexible enough to shift and adjust with that. >> Oh, thank you all for being here. Uh it's and uh for going over and touring it the building and all of that. uh it's also very important uh to have leadership at the level of the secondary that actually can be in this space and kind of visualize some things and so it's very valuable. So I really appreciate that because whatever we do it's going to take leadership to to take it down the road. Um I do have one my one of my some of my wondering is about the design because one of the slides talked about uh blending old and new. So I wondered about the design uh costs and if they need to be or how they are aortioned uh or if there is even is a need between LTFM and bonding because there has to be that differentiation if you're going to be building around the existing circles of Cooper and building on to that you know the design costs and how are they factored and is it moot does it matter if it's LTM or if it's from bonding and uh or is it blended. So that's a question for whomever because of course we know that in LTFM it's same for same. If we're talking about blending old and new then we're fighting right up against that. It's going to require some give and take on both sides in my imagination but I'm not a builder. So that's why I'm asking this question. So that is the question. The design costs, how do you aortion them or do you even need to? And um so that's I'll stop right there for that question because that's that's kind of starts my questions. >> Um I'm going to go Thank you. I'm going to go back uh director Basset to does Viva matter? Yes, it matters. It always matters. I'm asking >> um as far as the blending of old to new I the focus on design cost is a little bit confusing to me um because it if you're doing a design cost you're either just design indicates new otherwise it's more like a I'm thinking more replacement um if you are looking at changing adding on to the circles that would be um that would be a referendum. That would be a building construction that is new because you can't you can't alter or change or add on to without that being the referendum. So if you're talking about blending a roof or a roof line, yes, there's a distinction, but now you're getting into such minutia. I'm not sure that it matters because we would be all in at that point of [clears throat] whatever it is. So arguably it would be referendum and not LTFM unless >> okay >> it unless something didn't pass then the only option we have is LTFM. Um >> well and here here's the reason I asked this question. If we're putting this energy into designing for new or old or for what we where we want to go, it's kind of a it's kind of the physical part question to the curriculum question discussion we just had a minute ago. You know, in some ways, however, u because of course, you know, one of the questions that I continue to ask is if our referendum fails because they have failed before. I I'm not predicting it. I'm not advocating for it. I'm not doing any of that. It's just simply a business question. So if the uh if in fact we are able to design to some of these wonderful things we've seen, design toward that. It also influences what the question is, what the referendum question is or could be. And I'm not suggesting that we have two or three questions. Some districts do have two or three questions for right as you know. So it's not impossible to have a couple questions. But in order to know what your question needs to be, you need to know where you're trying to go. So for me when I talk about design what I think about is uh if we're if we say we really want to have some equity and we want and we end up with do buildings for a while you know I mean I hear people saying we we may get there and we may very well if we go with some of the projections we've got about cost. There is some debate about the length of time and how long is going to be before we get there. So I'm not going down that road. I'm just saying uh that uh as we go down this pathway if we end up having the two buildings and if our design work has showed us best practices for example in the safety that got my attention in the safety area we've just passed a a safety and tech levy so can some of those funds be captured into some of those things that we want to do with LTFM them at maybe a lower cost. Uh I will tell you that those are important questions, you know. Um I'm really happy to see the high school here because we've been doing a lot of talk about high school. So great. I mean, so I I really really enjoy this. I'm with this presentation. That's good. Um however, I'm also thinking about the fe theaters. That's not what this meeting is. But standards for the curriculum, they have to meet the state standards. But standards for when I think about equity, and I got some feedback from the community, which I know it's true, is that if and so I'm going to take a little segue and talk about elementary. If we have six elementary buildings and they're all at different stages of readiness or whatever, how do we what is the standard that we're going to set to say we want to reach for all of these buildings? That is an important question because if we want to keep people here, we have to what is our standard? What are we trying to make sure we have half of the question to the arts and innovation? So, right now it's there. I don't know what that is other than the state standard. We know we have to do some of those things. But if we have the flexibility to dream some and I like to think that if we're going to go out for a referendum and what I think I heard and that's kind of a question is that there's enough money in it for the elementaryaries is what I think I heard. Can can that be verified? I think I heard that from you Dr. Madell. there's money already into it. It talks about the elementaryaries. If there is, what is the standard we're trying to hit for all of them so that we have equity? That is just as important because if we don't have feeders feeding into the middle school, then to the high school, what are we doing? So, and and that's not this meeting, but I've just been trying to show you the picture I'm looking at is the big picture and trying to look at um if we don't pass the referendum, what can we do or do we need to do to bring equity to the two high schools for a period of time in terms of design? What do we need to do in terms of design to get there? What are the elements that are important to be in it if we're preaching for equity? And if we want to be positioned at some point, we don't want to over we don't want to over prove it. If we're going to end up going to one high school, but you know, but if we already know that the site that's ideal for that, I getting indicators that we do that the site for that would be Cooper. So, I mean, I'm just saying if that's where we, you know, so there's some known. So, if we're preparing for the eventuality, so some improvements to Cooper will happen. So, so, so this is important for what I'm hearing you talk about, but at the same time, I don't have a sense for what where the differentiation is between the money and the bonding and the LTFM when it comes to what is the standard that we're going to try to meet. And all of our elementaryaries don't need the same thing. We just invested a lot of money in seed. It's on a site that's already pretty much ready for whatever kind of environmental stuff we want to do. I mean I you know who knows what's going to start fair crystal I don't even know but um but you so so who who is the best person we can >> we can a bunch of us can answer start and I'm happy to say something >> I would like to address the uh the equity piece how do we address the equity piece with our high school specific to the facilities we cannot >> we can't um because the only thing we can do in absence of a bond is long-term facility maintenance which remain which means that we can repair like for like there is no chance of addressing inequities between the sites as it relates to a facility without a bond can happen. Can I ask >> director if I could say director I have a question to this I I want to respond what because my question goes to what she's saying then I really want to hear what everybody else has to say. So uh so then Kristen maybe uh what I maybe misspoke because referendum means we can ask for any number we want based on the design of what we think we want and if we can design for if we're heading in the direction of Cooper we can design and create what we think we need there and maybe we don't need to ask for all of it because we're not going there right now. That is a possibility. >> That that is a possibility. Then for clarification, your question was not how do we do this if it gets voted down, which would indicate that there is no referendum. You're saying a variation of what's so I would just clarify that [snorts] we're not able to do this. We still reduction. >> So we more than likely would need to if we kept both of those buildings and we don't have anything else. We are going to have to reconfigure one of those high schools to house additional programs as we consolidate. That would be what happens next. >> And so, >> right, >> by doing that, we would probably have less space to do things that you would even do a smaller referendum for. So I think back to Kristen's original statement without a referendum that the ability to provide equitable spaces between the two high schools one would not be I would argue is not desirable. It's not feasible and it's not sustaining. >> Well, Dr. Mal, I think that maybe uh I don't think you're understanding where I'm coming from. I'm saying to you, if we go for a referendum that stops short of what we've talked about so far, that that takes us directly to one high school right now at Armstrong and does all the the repairs we need for the elementaryaries. My question began with design. So if the design is contemplating what we need to get to the place we want to be at Cooper at a particular point in time, the ask can be different because we still will need to do certain things to bring it up to where we think it needs to be. That's a separate question. It ask for a separate dollar amount perhaps in a referendum. So the other part of it is the elementary schools. Now [snorts] those are my questions. Now those are the answers I'm looking for. And so uh I you know and maybe not all of that in this meeting because this is not designed for the elementary schools right now. But the standard for what it is we think is going to make those schools be equitable to so I really focus when I talk about equity I'm really more talking about the elementaryaries quite frankly because the high schools are the high schools and and but the elementaryaries are all over the board. So, till two meetings ago, we presented to the board and gave you the assumptions for each one of the elementary schools, including the including the topographical plans of what would change for each elementary school to make them in this concept the design that would be providing equitable programming for all the remaining elementary schools. >> We had it down to the granular level of actual the >> April 20th. >> Well, if I could just say this, if I if I knew the answer, I wouldn't ask the question. I'm I mean I mean I'm not so I'm saying if we have that information in a schematic >> that talks about we have those maps that you've shown here's the thing but at the same time we have not talked about arts and innovation we've not talked about the various programs that we believe are important to go into those buildings we've not done that you know you a topical to me a topographical map does not equate to that kind of information I I that doesn't, you know, that doesn't get cuz we have not had those conversations now. Maybe we're just talking about steam. Maybe it boils down to science, technology, engineering, math, and arts. Maybe that's what we're talking about. I don't know that cuz we have not really nailed that down. But knowing what you want influences what you ask for. >> So, we did talk about learning. So there yeah your question was what was the equable equitable pieces of the elementary school? So I just want to go through what what Dr. McDonald just said. Okay, >> that was something we heard loud and clear from our community was having some outdoor learning opportunity. So in every single one of these maps, we see that outdoor learning space. Now going back to what what DJ had talked about with curriculum, right? So is that science curriculum kinds of things with planting? Is that right? And and those are going to be things we're not going to decide today because the expertise of our teachers will help us design that. We also have flex spaces in every single one of these buildings. Again, that's going to look different. We heard some different ways that they saw flex learning um shared. We talked about some kind of not necessarily a stage, but what is an arts area for each building. So, we did talk about some of these things. It was April 20th's presentation. >> I remember that presentation and so the presentation was kind of high level and we saw pictures. [clears throat] I was here. So, I'm just saying I'm just asking for a more granular level of information about what we think that might be and what we think the cost for that might be. That's that's all I'm asking for to have it broken out and differentiated. It's not, you know, I'm not asking for [clears throat] anything that we haven't that you haven't already contemplated because I asked that question that night. I said, I'm sure you've already worked on this. It's not new. I mean, I know you must be working on elementary stuff. And you said the answer was yes. >> Yeah. So from from right now we're in the midst we've had multiple rounds just like we have this >> Can you talk I'm sorry I have >> Yeah. So we've had multiple rounds of meetings with >> um your department leads and your elementary principles. Right. So we're looking at six neighborhood elementary schools and we are will come back with conceptual floor plans for all six. Now all buildings look different but we're going to have the same number of classrooms. We're going to have the same number of breakout rooms. We're going to have a traditional art room. We're also going to have a performing arts/band orchestra room. We're going to have a music room. We're going to have the same a very similar meeting with your special ed staff. Uh centerbased programs and then uh spent resource rooms in each class in each building. We are looking to make sure our media centers are the same size. We are looking to make sure we have at least 6,000 square ft of gym space at everyone. So, we are getting equity. That's what we are building right now. That's what you see. that the buildings are going to be very much they're going to look different cuz they're different vintages. >> Yes. >> But they're going to have the same amenities. >> Well, thank you. >> That's all I'm going to ask my question, you know, and so and if we know what that is and we should know what it is. We should know what it is before the midnight hour. We should know what it is now and the public should know what that is because what you just said is valuable. So if we know what all of those elements are that we're visioning and we understand what the cost of that is, that's concrete data. >> Okay. >> We've got we've given that that >> I'm not going to sit here and be told that we haven't given information. >> I think I think what Helen's asking for, right, is that list that we just heard there. Exactly. Right. Like >> what what does each Right. We don't have a list that that says at each elementary we're striving like we had 29 classrooms if I remember like there was a classroom number and there's like that but it wasn't we're going to have this much gym space we're have this kind of media center like I think that's what Helen's asking is that correct >> I'm asking I just think I just have a list of the this is these are the commonalities that we expect at all the elementaryaries that's >> so as I shared in the last presentation that I gave what would be coming a week from day >> would be the next layer of that detail. >> Well, thank you Dr. McDall. And here's the thing. Um, so I think sometimes we may be talking past each other and dialogue helps people stop doing that. No, I I you know, so I I'm not here to make, you know, say you didn't do this or you didn't do that. I'm just here asking the questions of things that are still remaining for me. I'm not trying to ask Director Hillbrand's questions, director Budo's questions. These are my questions and they come and and thank you for DJ for understanding that. I'm really glad you were here because that's what I want to hear, you know, and not [laughter] only that, you know, once we understand that and you've already done this costing models, we have some idea about what that might cost. And so then if we marry that to whatever else is going on, we get we get a range of costs, which [snorts] is what the board and the community deserves to have. That's not impossible to ask for. It's known information and it's not an adversarial discussion. >> I don't think it has to be either at all. >> I'm not an adversarial. No, I think I think what I would what I would offer though is is in the course of this questioning there were comments made like we don't want that at the last hour and and I think and I think that makes it sound like we're we don't have a plan forward and part of this public conversation right is that I want to be sure that as we're working to earn trust from our community that our community understands that yep there's a process and and Dr. McDonald's points. >> I appreciate >> Yeah. Okay. You know, I mean, I appreciate that. And that's why I say continued dialogue. A lot of people because I don't think I said anything negative about anybody cuz that's got my personality. >> And I apologize. The reason you haven't had that detail yet is we just got through the third round of meetings with your elementary staff, >> right? >> You know, we we we met with them. What what do you want to see in your buildings? We came up with a concept. We went back, we tested it, refined it. We came back. We tested it again. So, we just finished our third round last week. Tomorrow I'm actually finishing budgeting details at each elementary. So as Dr. D said we wouldn't ready for next week. >> That sounds really good. And so um >> but anyway so I wanted other questions. So I think >> I think Kristen had a response. I was prepared. Did you have a is it? >> Well I do but I you know I don't want to interrupt Kristen. So if she has something to say we want to hear. >> I do I do. Thank you Helen. Um, you know, I think where where I grow concerned in the course of of the dialogue and in everybody's everybody's thinking at different ways, um, when we talk when facilities are mentioned and multiple buildings are mentioned and can we just do this holistically, I know the focus is on the facilities, right? But it also then confuses confuses people because it's like, well, we're just talking about facilities and we're not talking about students. And you know, in listening to now almost what an hour and a half of conversation, we can do anything. We can't do everything like we don't have the funds for that. And so the best way to provide the most opportunity for our students is to free it up from the facilities and push it towards the classroom and the programming. To do that, you need less spaces. Pick the space. Don't does it. I mean, the high school is the most expensive. And so when talking about we'll just do this at two high schools, that does come with a cost to the operational savings. No different than doing things differently at elementary. And I just don't want that to get lost as part of the decision when talking about what facilities looks like because yes, there's the facility expense. But we all know, Dr. McDow explained it. You know, if you're running three institutions and you're paying three sets of insuranceances and three sets of utilities and three sets of property taxes and you know, the garbage man show has to show up at three different places. That's very different than one. Mhm. >> Well, you know what, director uh Kristen, that is the reason that we've closed buildings already. So, I mean, I we are all on the I'm saying I'm on that page. We've been on that page and tonight most of this time, this hour and a half, >> we heard from our senior leaders in the buildings, which was very valuable. Just a few questions that you've gotten from the board, but this time that we've had this hour and a half, we have dedicated toward what it was intended to be. So, I do have another question and my question has to do with I think I asked it already, but I'm not sure I got the answer about the safety levy that we already have, the technology and safety levy that's passed. Some of those dollars could be married with some of these other things because that's the money we just asked for. So, I don't know to what extent and I am curious about to what extent that we're capturing some of that. Well, I don't need to know the detail of that. I'm just saying the understanding that it's we can do it. Well, >> the the question was pretty prescriptive. The review and comment was pretty prescriptive in that it, you know, you're talking technology use, you're talking cameras, and you're talking secured entrances. So, anything that goes above and beyond that, no, we can't. If it's within the guise of the review and comments and on the on the ballot, yes. >> Right. Because we Exactly. And that's really what I'm saying. I was just making sure that I understood that what we've already done with our technology levy, some of the safety things can be addressed through that. based on my answer that I just gave. Yes. >> Yeah. Exactly. I mean, I was just was checking my understanding of that was it. So, you know, the answer is yes, you know, and so I think that uh those kind of are my questions. And so, if I understand uh that we're going to be getting information about the more specific things that you've learned that are going to be in the elementary, I think that that will be good. If we are now talking about six as opposed to seven and that seems to be kind of being nailed down, that would be good because I been a little fuzzy. >> No, good. Well, I'm sorry. Six neighborhood plus your RSI. So, seven. >> So, seven. So, so RSI is seven. Okay. All right. So, the six elementary [clears throat] neighborhood schools, you know, is going to be that. Okay. So, that'll be two and the cost cost that we're projecting for each one of those schools. So, we know what the total number of that is. I'm interested in, you know, and uh so >> good. >> Okay. We haven't talked long yet. Dr. Long. >> Sure. Yeah. First off, um I feel like we keep using equity as if it means equal and it does not mean that. [clears throat] So, we don't want equal. I want equity for our students. I don't want equal. I don't want the same thing for everybody because not all of our students are the same. So, I just want to guys to be aware of that when you're talking because that's how you guys are using equity as if you're using it to say equal. We want equity, not equal. Um, my first question is I was wondering what was the financial standing of Whitebear Lake when they went out for this bond? Anyone can get that information? >> Yeah, I mean, I can get that information. Thank you. Appreciate that. Another one. >> No, that's it for now. >> Okay. Did you have any anything else you wanted to say? Caroline bring Director Long. >> Okay. All the directors had a chance to say something. Does anyone have another follow up or anything? All right. Thank you so much. I don't see any. >> No, no, that I something. >> I just before they leave or I don't know, maybe they're going to stay all night. I just think that [clears throat] um as a superintendent and I was not a part of your preparing for this presentation, watching your excitement and enthusiasm about what's possible for our students um is really amazing. And I know that a lot of you have been here for a while, so you haven't been in some of the other places working in some of the other spaces. So for you to come back with so much excitement about what's possible um really matters. I agree with what I heard before is hearing directly from you um was amazing. So, thanks for the time that it took to do your learning and thanks for an opportunity to come back and share with us and um be fun to see have teachers and other staff be a part of it as well. >> Before I wrap up, Director Long, >> sorry. Yeah, I did remember I did have one more question. I was just wondering when teachers will have an opportunity to walk through that space. Just wondering about their take on some of those classrooms and windows and see-throughness. So the way that the process works right now is get through this phase. The board makes its decision as to what you are or you aren't going to do. um will enter a phase of true design cycling with Nexus and with which is where we'll have design teams really for each site for sure each level but there'll be special ed will have a design team music will have a design team so [clears throat] that'll be the point in time when we get to all of the here's what we really like about the space the way it was explained to us from mold is right now we are in the phase of trying to figure out how much clay is it going to take to do this? And the next phase will be how do we shape the claim? That's when we need all of the input from everybody on the design, the people that will be in those spaces. >> So, they won't get a chance to walk through White Bear Lake and we're saying that'll be coming up after the design or during the design. >> During the design, after the referendum, post referendum. Yeah. There's no reason to bring hundreds of people through there until the public commence. >> [clears throat] >> So the only other thing and I don't remember exactly director there would have I can't remember exactly who went on the tour when the vision team members went uh to five different districts I think we went to and I I I don't remember exactly but there would have been some staff on that but I can't I can't remember exactly who was there that would have been the only other um time that other people um on staff might ing some of those pieces. >> It's a really important part of the whole process having gone through a couple two three of these. That is the piece that has the most impact. What does the space actually end up looking like? Because every district is different and every context is different. >> Yeah. And I just know from my classroom, I have a big glass door. My kids are always pulling the blinds down when they get in there because they just don't want other people looking in on them. So that concerns me when we have talk about glass walls and things like that. >> Lots of different spaces. >> I would like to say thank you so much for this and the presentation and it makes me excited for you as our educational learners, our educational leaders and for our learners and our teachers. >> Well, you are too. Yes. Thank you. It's just like so many wonderful possibilities. Thanks for coming and um I just wonder Mr. Nervy how do you take your coffee? [laughter] [laughter] >> Well, you're welcome to stay >> but it is a really nice night [laughter] and had a request for a short break. >> So, we're going to take >> we're going to take a five minute break. Be back at 8. Thank you. Oh my gosh. And we are back. Slightly smaller group of people, but we are ready to continue. I'm going to send it right over to Assistant Superintendent McDall. >> Thank you. I have a little shorter presentation this time, but because we're together, I want to make sure we're all up to speed and reminding people what's happening with the bigger picture of facilities programming and long-term planning. So, we have our famous short-term timeline. You'll see that the red line has moved into May now. And so we are around the area of public input and our survey where we're at still leading up to that magic date for the board June 15th so that we can if we need to get a review in Colorado July 6th where we have been here is you can see from a community engagement and voice perspective in April we had our vision plus meeting. We had a community conversation. In the last uh week, we have finished our third and Wednesday. We'll finish our fourth community meeting. On Wednesday of this week, the Morris Leman residential survey goes out and will be out for the next week and a half. So, that is ready to be presented to you as a board on June 1st. >> [snorts] >> We are also on a grand tour of staff meetings uh pretty much every day at least one if not two staff meetings that we are going through a condensed slide deck of what people who have shown up to the community engagement meeting. We have a condensed staff version of that to try and just make sure people are a seeing topically what the information is of all that's going on, b having an opportunity to uh scan a QR code and ask us questions that they think of and c we're trying to leave enough time so that we can have staff at each building at least ask us a couple few questions before we have to leave or they have to leave. [snorts] So we are working on the community engagement and voice and I know Dr. Staro is setting up student meetings. >> Met with the group at Cooper today. Uh it was fantastic. They had great questions as well. So really fun. So we'll try to um get dates at Armstrong and uh high view yet. So yeah. >> So circling back our vision we've been working from is you we've talked a little bit about this. is nothing new, but it's one high school to middle school, 6 to 8, middle, elementary schools, that district-wide identity and figuring out consistent programming for all. We've gone through this operationalization of the vision. You've all seen this multiple times of what that looks like to we're working from the idea of creating a single high school on the Cooper and uh New Hope Learning Center site, renovating Armstrong, renovating Sanberg, renovating Plymouth, establishing six neighborhood schools, and repurposing Fair Crystal. So, this is the general vision we've been working off of. That vision [snorts] uh translates into some phasing details that we've talked about and so a lot of people ask the question why are we doing stuff right now as you can see due to closures for next year while ESC and I view with the fair crystal and that's in place it isn't until 2031 or 2032 that we would at the earliest see all of this come to final fruition because all the moving parts much different than just doing a single school or even two schools This is a is a gigantic for next year. What we've been sharing with people is that we both on the leftand side have a new set of buildings or reduced set of buildings but our significant staple programming has not changed. Right? We have two comprehensive high schools, two comprehensive middle schools, the middle school immersion program, six neighborhood elementaryaries, three mega elementarymentaries with transportation, the early learning center, the ALC or High View, the online or virtual academy adult academic program, and the transitions program. It's all still intact for next year. You've seen this before. I'm putting it up as part of this slide deck just so that the community can see. Again, this is what that vision looks like on a map in its current state. Not that it wouldn't change, but this is what all the moving parts move into for 2030. I want to the the meat and potatoes of tonight is high school. We've had the the high school teams, middle school teams talk, but what I want to make sure to do is share with you as a board the one slide and the one piece of information we didn't share when we did elementary and middle school last time on the 20th. You remember I shared the assumptions we initially worked off of to come up with the square footage footprint map for elementary schools and middle schools. This is a a broad sweep look at the assumptions that we have initially started with to come up with what a single high school would look at. A capacity of 3,000 with enrollment around 2850 2900. We are operating off of around 118 needed learning spaces. I'm not going to read them all to you, but they're inclusive of all those different spaces. um regular classrooms, specialty spaces, special education, um planning spaces, outdoor learning, outdoor dining, all of that. In addition to that, it's high school, so we got a big focus on activities and athletics. So, there's a whole lot of stuff that's included at a high school that isn't necessarily included at elementary or middle schools. We're talking the weight rooms, fitness rooms, game gyms, eight basketball courts, we're a walking track, two mats for practice wrestling mats, uh [clears throat] our outdoor uh stadium to house 4,000 people, a game gym to house 3,500 to 4,000 people. So, lots of different stuff for the high school assumption. So, I have two more slides for you. The first slide, what you're looking at, no different than what we did for elementary and middle school, is you are seeing what the expanded footprint of a single site high school would look like. The white areas and the crossed area is the existing footprint of Cooper High School. Right now, the brown areas are what it would be added, what would be added on to Cooper High School. You'll notice as we talked ear in the earlier presentation, we would be making use of the spaces between the circles and between the other parts of it of the building and then we would be adding north, south, east, and west to make this uh happen. What I'm going to talk through, I'm going to work from the north down to the south of the map. So, we're just doing the building. The next slide I'm going to talk about exterior spaces. So that north space there in brown um is where on the right hand side that's where you would have uh right now your automotive, your arts, all of the CTE type spaces. You'll see in the next slide that there is a parking lot that's going to go up there. So we need to do things like making sure we have access to asphalt if we're going to make it into a space that has garage doors, being able to get things in as you move through. Then uh the building from north to south what ends up happening and on Monday you're going to see the interior detail from okay the interior details as you move the space gets configured and reconfigured into additional learning spaces because we're adding the number of kids. So to get to that 118 learning spaces you got to add classrooms in there. And then uh as you move down to that crisscross area, that's right around where the gyms, the eight gyms will be configured. U new locker rooms and then that giant uh student union space comes right through the middle there. So you'll see that and it winds around right between where the top circle and [clears throat] the word Robinsdale uh is right there. The media center lives right between the two circles on the right hand side. Um, and then that brown area on the far left, that is the expanded music and art suite. So, my last slide for you tonight is the outdoor topographical space. So, what would happen on this site as it sits right now is we work again north to south. You can see the addition of a soccer practice field. There's bus parking. Right now, the road that's on the far right going north and south, that's where our buses line up on the road. So, we would be changing this up in this idea to get the buses off the road, have a bus turn around and parking up there. And now it kind of makes sense why we put CTE on the top side cuz that's the asphalt we could connect to. You'll see additional parking on the left hand side of the building that connects to that big current lot on the west or left side of the building. um the additional visitor parking and then you'll see one of the biggest changes is where New Hope Learning Center is right now becomes the baseball, softball, and tennis fields. So, like I said, a much smaller presentation, but I wanted to make sure that before we got to next Monday where we do the interiors of buildings that I gave you the exterior footprint of what the space would look like from a topographical view. At this point, we can take questions. We have facilities people here at Nexus here. One auditorium, two auditoriums, 27 auditoriums, how many auditoriums? >> One auditorium, one black box. So, we're trying to use the existing auditorium and an expand and a nice black box. >> Okay. So, make make the current one much bigger. I'm guessing >> this current plan you're first going to see is to keep the current auditorium the current size, but rather Yeah. auditoriums you really can't make bigger because they're structurally designed for the capacity they have. So you either have you have to live within the structure you have or you knock it down and so it comes to a cost standpoint. So once you see the initial cost for the base program and you say we really want a new auditorium we work out what added cost to get. >> Yep. Good questions. >> Yep. We had the same question. >> Was that it or did you have another one? >> That was it. >> Okay. Director >> just a quick question. I just can't read. What is this orange strip next to the um >> Oh, that is the home. So, we would be updating the home uh stands. >> Oh, the talking to your ads. It'd be great to get for between four. They'd love 5,000 sweet seats. They said a minimum of 4,000 seats. So, we're just acknowledging we're going to have to make the home grandstands larger. They've also asked for a new concessions uh restroom area. You still have the porta potties, but they'd like to have some indoor restrooms that are heated. Um, and then we probably have to expand the visitor seating a little bit too, which means that long chunk pit will move as well. Soccer will come back with that that practice field, soccer field, whatever you want to call it. You can do it with natural grass. We'll give you a a budget to do turf if you want to do artificial turf. The ads also said they were working up different reconfigurations. This was their initial rendering for the baseball softball. We worked through four different iterations this morning on it. We're trying to find a way that we can get when it's not baseball season, can we use the outfields for two additional soccer fields. So, we're trying to maximize the number of fields we can get on site. And then we're also acknowledging you're still going to have great campus over at Armstrong. You're going to want to make use of it somehow. So, we're also going to be meeting with the city y talk [clears throat] about our plans here and make sure that it's copacetic with them. explore any any um any ways we can uh that would allow us to expand parking. We want to maximize parking of course as well and we have talked about storm water runoff and all that with them so that we're just beginning to have those conversations too long. >> So this is in the city of New Hope, right? >> Yeah. Yes. >> Okay. So yeah, it is good that we and can we get something in writing from them too about that because I don't want like what we had with CTE. >> Yeah. So we're we're in contact with them and we'll be meeting with them all along the way because in fairness to all of you, it would not make sense to to go through much farther than this drawing without [clears throat] making sure we've got all of our tees crossed and our eyes dotted around. What can we do? What can we do? So, I got to get their blessing. >> Yep. >> Can we get some of it in writing those? I don't want [clears throat] to >> Yeah, it'll all be it'll it'll all be as per building uh code, ordinance, and any type of amendments, CPS, all that kind of stuff. What else am I missing? >> Okay. Then I'm also kind of wondering too, you know, kind of back to what Director Basset was saying. And I feel like, you know, she there there was a lot of validity in what she's saying. I feel like, you know, it's hard to really see this. I feel like there's just so many parts missing. You know, again, as a teacher, you kind of think of backwards planning, you know, and I feel like we've made so many decisions already that we should have heard all of this information that we're hearing now before we made those decisions. So, how can we kind of frontload some of this for us? So, we're getting a lot more information than what we're currently getting right now um around a lot of these things. I'm just getting a lot of questions from the public and I don't even know how to answer them because I haven't been given that information. So, I guess I just would like a lot more detailed information. I feel like the public is asking for that, too. Um I think you know what uh [clears throat] director Basset brought up in when we were talking in the first round is was very valid. I mean even all the changes that we're going to be making to the middle I mean the elementary schools too, you know. Um there's just just people are just hungry for information about this and they don't feel satisfied with the information that they're hearing. And for me, you know, I'm going to vote the way my constituents want me to vote. So, and maybe that's a good segue to again a week from today. So, as we've kind of had the back to our plan, right, we're in that public input and survey stage trying to get you set up for the June 1st meeting. So, tonight was to get as much information as we could with the high school. That's a pretty big project in this whole grand scheme of things. Um isn't any less or more important than any of the other ones, but it's a it's a big one. That sets us up for a week from today on the 20th, which is where we will come back with the detailed the next level of detailed drawings um for all K12 buildings as well as updated costings and things of that nature that go with it. So you be able to ask those questions. We then don't have a meeting the week of the 25th. So that meeting is the Peter Leatherman information. So as we've kind of talked about all the way through this, our goal has been to get you all of the information by June 1st so that you can decide between June 1st, June 8th, and June 15th what next steps you like to take. [cough] So, [clears throat] we don't have a budget right now, but we're on time and on track. >> So, um I have kind of an SOP question and I'm looking at they're not numerated, but that programming uh and building building and programming for 26. And I see here, I just want to make sure my eyes are right here. Three magnet elementary schools are remain with transportation. Am I I'm just going to verify that. for this coming school year. >> Yes. But we we haven't anticipated what we're thinking for 27 or we have or have not. >> Well, I'll just say this assumptions for just like we have these high school planning assumptions. Uh I'm I'm believing that based on what I've heard here tonight that we're going to have similar set of assumptions for elementary next Monday. Right. And then um I do think that because one of the things that has come forward that's been concerning about the number of times that some of our students will have to move based on building closures and I think one of the enduring questions in the community is this whole question of magnet transportation. My belief is that if we can forecast out and when I say forecast I mean there not really going to be a forecast company. You can pretty much count on that in 27 X goes away. X in this case [clears throat] I have believe it's transportation magnet transportation. I that's an assumption. I've got we've heard it then they didn't hear it and we've talked about it but it's not clear. So in 27 based on our sob transportation for magnets goes away with the exception of RSI or or perhaps even RSI. Can I just ask you to think about that and I and I think forecasting for that would be really really good. Um just off of a Hellen's note in our SOD plan we made some assumptions in that plan that for 2728 school year there was no transportation at the magnet schools. Is there something else? I'm trying to remember what else was in there. >> What I would say is um for the SOD plan and and again it was there was no board vote per se that that writing. Yeah. like well I mean it's in the sod plan but it's not said certain >> the items that were still um >> in the next two years if you will the items that were on the table were magnet transportation the remainder of IB programming because that exists at Cooper for this next year and then and then it would be um potential for additional facility closures were the items that were listed >> okay I was trying to remember what was in Well, >> that was that was what I believed. >> I should that was my recollection. I do think that there's value in pulling out those things and helping people understand that these are tied to so and even though you know this is maybe year 27 or 28 but here's what it is. Uh because um everybody you know I don't know but it seems to me that people are focused on whatever the conversation of the moment is. They get all excited about that and they forget about other things and then it's a surprise you know. So, um I think the more we the more we can forecast the better. >> I think that's um but will you would you go to the phasing slide? I think director Basset, you know, it's it's one of those things where as we're especially as we're doing staff meetings in every school. Again, this is, you know, number one, board hasn't made a decision for sure about going out. Number two, this is potential phasing, but as we go out to your point just now, director Basset, all what people are focused on is, oh, in two years this, in three years this. So, right, we we want to give all of the information and possibilities that we can right now. And it certainly certainly causes some some stress, which we understand. >> What does in particular about transportation? cuz you know that whole conversation about transportation triggered the closure of the same night >> for sure. And it wasn't it I wasn't talking specific to that. I was talking just the the what's next, right? Because there's so many different things that we're talking about. It's complex >> and and so my all of my comments go toward trying to make things as clear as possible. Forecast as much as we can. >> That's what we've been doing. >> Yeah. No, I'm not saying that you just kind of restating what I said. >> Yeah. Dr. Long. >> Yeah. So, we have been spending I feel like a lot of time talking about as if the bond has already passed or referendum that we've gone out for. I guess I would like to see equal amount of time spent on what will happen if it doesn't and we haven't really and there might be one slide or two slides in the thing in our presentation when we get them. Guess I would really like to see more planning about what what will it look like for us if that does not go through. Um I know last time we had the financial adviser come through and he talked about the the pay go thing. Uh you know what about more information around that and what that would look like if you know the referendum doesn't pass. Uh, so I was wondering if maybe we could just get some more information about the whatifs, you know, included in this. We seem to really be focused on that it is going to pass. And I guess I want us to be prepared for the whatifs too in this planning. I think the the way I phrase it, we have the one slide from the previous PowerPoint that kind of is like here's the LTFM and at the bottom it's like we have two high schools, we have two middle schools, we have some random number of elementary schools that we're guessing on, right? Like I think it would be good to say we would end up in a world with eight elementary middle schools, right? I don't know what the number is. I don't know if you can get into seven. I don't know if you could fit everyone in the seven plus RSI. I don't know what that's [clears throat] I I think the hard part with projecting that out is that it's not just a facility discussion at that point. It's a programming reduction discussion and everything becomes a micro domino. But you but you could at the high level say with current programming >> we'd be here but we're probably going to have to shrink programming as well at the same time because of budget and other things. >> Yeah. I mean the slide that that we had on that day um [clears throat] really you're looking at we'll have to do something different with said earlier be creating additional space because the first move in this thing is by 2030 to figure out what we're doing with the programming at CLC. It's got to go somewhere. >> So you got to create space for that. Um and the rest of it then becomes one level programming conversation. For example, far side say 700 and stay in that building drop to 500 and move to a smaller building offload the building. It's like I said it at that point in time it truly becomes a what aren't we doing for programming and what are we doing and that answer will dictate what facility you can make simply because of space availability and getting to a balanced budget because you're not out of SOD right but I mean those things are getting like if it were to fail right like play the game for a hot moment in our heads Right. Yep. >> To your point, right? >> Armstrong's the bigger high school. Cooper's the smaller high school. You try to find every empty spot you can at Cooper High School to stuff whatever, correct? RTC, I view View, RVA, whatever the case might be. Then community ed has to go to some building, right? Like, is that what you're kind of asking for, director? Like something to that degree? Well, that [clears throat] and more. Yeah. Yeah. Like what what will we be planning for if this doesn't pass? What will we be planning for if we decide to use the what was it? LTFM pay as you go cuz there was one that they said we could just vote on as a board, right? >> Yeah. >> You can do anything as a board. >> Yeah. So, what what do all these other options that we have look like? >> Yeah. So, >> and what are their possibilities? you know, >> so the >> Okay, >> but the LTFM is just repair the building. We're not adding >> reconigure. You can't reconigure anything, just fix. >> We'll still have some capital funds, too. So, you know, what will those be? What can we do with them? I mean, we've made improvements to buildings along the way, like see, you know, I remember going a couple years ago going around to all the open houses and just being amazed at being at this open house and they were under construction. They had doors open, big fans, you know. So, C has gone through some major upgrades, you know. You know, so like clearly, even though we haven't gone out for a bond before, we've done some renovating and some upgrading of buildings that we have here. So, what what does that look like then going forward for us? we've somehow managed to do before without going out for a bond referendum and upgrading some of these buildings and creating some of these spaces. Were all these like extra spaces like the outdoor classrooms, were those all paid for by PTO dollars, PTA dollars? Like what what you know, what are we looking at here? >> Patient. I've been saying this week I'm chill. That's my new phrase. Um you know I in a different way I've asked the same question and I think that I feel very clear about some of the challenges and dangers around that you expressed a moment ago. I think what this three of us on the board are saying is that maybe more I don't know but I think and I've said it before having that information clearly stated about the you know I mean I'm not even saying if the revenue I think this goes into all the questions we ask about the ask itself the fundamental ask is at stake and for the community you feel like they want to buy into that whatever that is a vision needs to be there because I really do believe that we need to be trying to improve our elementary buildings and if that [cough and clears throat] more money to ask for at a bond I'm there you know so I'm saying the more we understand what that is and what what the standard is that we're thinking about and what the assumptions are that you're basing it on what the cost is overall if the referendum for the one high school doesn't pass as it's been presented and you've done an excellent job of marching it right down the road. That's a compliment. What we're asking for is if it in the past, what are we going to do? It's just simply put, you know, and so just drafting that out so that it's kind of clear so we can understand that because we'll still need some design stuff, the work that's already been put in, invested in design. Can I [clears throat] can I ask the question a different way? Oh, sorry. >> I think that director >> Oh, I apologize. It's >> okay. Being invisible. >> No, no. I I didn't see I That's okay. You're right. >> Uh, one of the things that really concerns me is I would really like to see us frame this as investment versus making do. um because uh the information that has been presented that I have seen uh so far with the pictures and the reports from all these people they're talking in terms of investment. [clears throat] um to be to be able to relate the story of making do is important because I think that the story of making do is a real slam against the students and the people in my community in this community and it really um we as a board under a governing majority have asked the administration to take this plan this far and we have received back the information very specifically uh that we asked for. Are there blank spaces? Of course, you know, but overall that 50,000 ft view that we asked for, that is what we have received. And I'm kind of really tired as a board member of the negativity uh placed upon uh the investment that we're asking for. And so, um, I think that we impact the community when we start to talk very negatively about a dream that we're sort of pursuing. And, and I think our kids earn and and deserve so much better than what they've gotten in the past 20 years. And it was time for this community to speak in ter of an investment. And and I as a board member, I'm really tired of being browbey with well when we don't and when we can't and when we whatever. We've done that for 30 years in this community and it keeps leading us to the same spot. It was we're not a destination district and people have fled >> and we keep beating that same drum that somehow it's okay if we ask for less. And from my perspective as a board member, I think it's important to ask for the moon, sun, and stars for our kids. It's what I asked for as a single mom from my kids. I wanted them to open their hearts and minds to the possibility that so many great things exist in front of them. And I have a really strong feeling that when we want to talk about um uh [clears throat] the planning or the provide visions or whatever, if we're not asking for the moon, sun and stars, we failed them. Simply we have this opportunity at this point and we keep having negative conversations at the table. Of course, do we need a plan B? Of course. And I don't see this team as not being able to provide us with a plan B. But [laughter] I would ask as a governing body that we could support at least at least until we along the way support the work that's being done. Support the work that we are paying for to have them done and refer to it as an investment. If we lose, we lose. I'm not going to tell anybody. I told you so. I'm out here to do the moon, sun, and stars. And guess what? If we only get to the moon and the sun, oh my god, we've taken the kids in this district so much further than what they have right now and where we're going right now. >> So I the negativity, if I seem short-tempered about it, it's because what we should be agreeing to in this governing body is do we want better for our kids? We can't compete. We have Bass Lake Road up there which is any of the kids on this side of the district, they can now flee to those very fine private schools. We don't have that here. My kids in Crystal and Robin still over here. They depend on this school district to ask for the moon, sun, and stars for them. Our community depends on that. We have a great burden to bear within this. But I'm not going to knuckle down the ruling and we better not ask for anything great for these kids. Because when I was a student here in the 60s, we had everything. They asked for the moon and stars. EJ Cooper not only asked for it, he got it from this community. And for us to think that we cannot get that from this community just is beyond my ability to hold sanity in my head. So, and if any of you have been in sales, here's the one thing I know about sales. cost is the least of anything that people utilize in making a purchase. So, it's what we're saying about that purchase. We're saying, "Well, you know, maybe we want just a Kia instead." I want my kids driving a Lexus in this community. And if that's too much to ask for, I will relate it to the sports stuff that the state is putting into St. Paul and Minneapolis. They want to redesign Target Center there. And Bob, you and I I mentioned that to you at one night and I said, "Yeah, how can they ask for that kind of money and in knowing what schools are going through?" And you said to me, well, you know, I think uh [clears throat] profit is a is is part of that equation, you know, and I'm here to tell you that if you put more um onus [clears throat] on brick and mortar to make profit for your community and you don't put that same thing on your children, we've failed. So, and I have listened to this stuff. I've heard the community. Nobody's talking off the same plans. It's all the what if scary stuff. Oh, the boogeyman's coming to town. We're not going to be able to pass this. So, in the future, I'm going to hold tight and hold hard to understanding that this is an investment. And just so that every one of you are very clear, I am going to ask for the moon, sun, and stars for those kids and hope that we get there. And you guys have already and please, please do not dim what I'm saying with a remark to it. And that's what you guys have already provided to us. And I thank what the staff has done and I I'm done. I've made my piece and said what I need to say because I've not said it for months. But there we go. >> Okay. Here's the order. Superintendent Stalo, Director Bren. >> Oh, wait. >> Superintendent Stalo and then I've got um Director and Director Bass. >> Well, there are certainly um obviously we said this months ago, right? Obviously, if if we're moving in a direction of planning, and again, it's ultimately up to the board. We're we're working we're working to a June 15th decision by the board. Um, so we're working on the plan that has been moving along per board direction. I think the other thing that's really important for the board to consider is we we are putting a whole lot of planning in place to get you to a place where you have what you need to make a decision by June 15th. [clears throat] Obviously, if the bond if you decide to go out doesn't pass, there's going to be here's what we're going to do. There's also another thousand whatifs. Just saying. So if you go out and it doesn't pass by 10 votes, you might have a different response than if it fails by a large margin. So, so I think that there can there's eventually potentially multiple whatifs because we've seen it done a lot of different ways in a lot of different school districts about the if it doesn't and it's very narrow margin, you might have a very different decision about what's next. >> Director. >> Yeah. First of all, I I agree with most of what um what Director Bowman had to say. I I believe that our kids deserve the best. Um and I also agree 100% that one of the big things we have to keep in mind is that our biggest competitor also just passed a big referendum to build and reneer, [clears throat] you know, new school, new high school, you know, all of that. And and That's the market that we're in and we have to I think a lot of times as schools and school districts we forget that it's a competitive market and we have to compete. We have to market ourselves. We have to compete and we we have and some of that is the reality of big beautiful high school next door. We're going to have to compete with that. That is the reality and and that is on the table and that is a big piece of it and so we have to keep that in mind. In addition to the fact that our kids do deserve great things. They deserve these great spaces. Also our neighbor to the east has beautiful CTE spaces, right? The beautiful wonderful opportunities for their students. We should we need to be providing that here, right? We have so much competition around us and I know we can be providing these great things. We have the teachers, we have the talent, we have the kids with the talent and drive and desire to learn. We just need to give them the tools in terms of the space, right? And so we have this great opportunity which was afforded to us by by this unfortunate you know sod and we [snorts] need to give people we need to help people see the opportunity that's in front of us because I'm really afraid if this does fail that we are it's we're going to self-destruct sort of because people will start to leave and we'll have fewer numbers and fewer numbers right and so we really I think to your point need to get behind behind this in a real way or it won't pass because if we're not behind it in a real way it definitely it can't pass right and so that is our jobs right now if it passes it doesn't pass I mean I think our job is to put it out there to the public and the public decides right we don't decide for the public that's their job our job is to put it out there for them but if if we can't be out there speaking positively about it because of course and I think you make a good 2 so many parameters also can change between now and then that whatever happens in November um will make a different where we are in November is so different from where we are now that that will make a difference in what that plan B would be anyway that it's hard to say exactly I'm sure you have lots of ideas in your head if this then that but I agree that it would be hard to come up with a concrete plan B I'm sure um there are nebulous ideas out there but anyway I so I just wanted to agree and say that we need to be the biggest um supporters of this idea or it won't get off the ground. I urge all of you to to be on board with this. >> Thank you. >> Well, you know, uh I am amazed by the thought that uh that it's native to do business as usual, which is to talk about the alternatives, you know. Um, I don't don't feel negative because you know what? It's not about me and it's not about anybody sitting around this table quite frankly. It's about the students themselves and it's about the families that support this district. And so, uh, I am not [snorts] negative and I don't feel like when anybody asks a question about a small alternative information that's a negative. So I think that we all are on the same page of wanting what the kids deserve to the extent we can provide it. I don't I'm not going to cast this burden on anyone with that, you know, I mean because I believe everybody wants that. That's not unique to anyone director. We we why are we running and why are we doing this if we don't feel that way? So that's that's a given and I should have been, you know, feeling that way for a long time, you know. So for me, it's about having the best information and the most information possible. I 100% agree that whatever questions we put out there, the public will decide. Crafting the questions are is kind of where I'm going because there has to be a vision for the young families. They're not thinking about the high school right now. They're thinking about what's happening with my kid next year and the year after that and do I even want to put my child in this district for the ones who are having brand new babies. That's all where my energy has been this evening. It's not negative. You know, I mean, we have to also help create the vision for them. And I appreciate Dr. Mau that you took some time to talk with me a little bit about that a few little while ago. That's important. And and and I'm not clear about it. So we can't be clear with them because we're not clear. But we're going to get clarity on Monday. That'll be helpful to get that additional information. I think just like director Hillbrand said, is how we talk to each other and how we talk to the public and providing with them with the absolute best information is the job. It's not what I want. I mean, I had what I want. We have a brand new early child and education center right over there in Zamber, you know. I mean, I'm just saying, you know, but I tamp that down, you know. So, the point is it's not what any one person wants. It's the accurate information for the public so they can make informed decisions about what they believe that they're they can tolerate in terms of their expenditures because we live in the real world. You know, people are going to vote with their pocketbooks. They're going to vote with what they think their family, the capacity they have. We are not Weep. We are not St. Park. We are not Hopkins. This is the Robbinsdale School District with seven cities in it and the majority of them only two cities h have half of the Golden Valley in and have they don't even have the biggest bud. The 100% of the students who live in New Hope are in this catchment zone. 100% of the students who live in Crystal, 100% of the kids who live in Robinsdale. You know, that's who our people are. And so if I look at that, I cannot ignore the pe the people we're serving. That's not a negative. That's just being that's what they expect us to do. They expect us to think about them. You know, their children are a part of that. So I I I don't agree that we are all on some different page where people who are asking questions and that hasn't been said but I that's kind of how I've been feeling like but I I continue to ask the question and I'm going to continue to ask the questions that I think are important questions to ask and it's not negative. I'm not mad at anybody sitting around this table. It's not personal. It's business. And asking for a point B for plan B. I've been asking for that for the last month and a half. It's the same question and I'm not I don't want to be disparaged for asking those questions because I don't disparage others, you know, and I don't deserve >> Yeah. So, [clears throat] >> for the first time, I'm going to say I'm getting a little confused at the board table. As a board, I think we all know the direction the school district will head into come November if the bond fails. It will more than likely be business as usual. Programs will have to suffer. There may be more school closures. There will be angry parents. Whether the board is completely going out or not, these are the realities that we are going to face. So for us to not have that at the background knowing that yes that is the truth in which we are financially is not going to change unless we can convince the community to help us get to the next level. Right? When we are talking about capturing students that live in our district going to other districts or maybe the product we are providing is not that good. This is our opportunity to upgrade that product to attract students back. It's hard to not sit here and believe that board members are not seeing that picture. I'm not saying we are not, but it sounds to me like some of us are not. Let's all get the information we are getting. allow the community to make the decisions that will help bring our students to the same level as the neighboring districts. For each board member negativity or comments that don't support this, I would imagine there will be few thousand of your followers that are not going to support you. I don't know for sure but I'm just thinking [clears throat] we have gone in the direction of please help us design this and that and that and that and we've we've gone into this this far. Why are we now stepping back asking for what we know will happen December 1st if the bond fails? There is a plan for that. We live through a little bit of it just the last few months and there will be more of that if the bonding fails, right? So, let's all gather our constituents and tell people what our students deserve. If you are saying you you believe in it, then let your actions and your words support it as well. I'm done. Thank you. your phone and then send them off. >> Um yeah, I you know to say that this the discussion is not negative to me is inaccurate because when the discussion revolves around we don't get this information and we don't we need to make sure this information is accurate. Those are innuendos being made at this board table about our our administrative staff that add and feed to the negative frenzy that's going on in this community. And you know people I've seen it out there in social media. Everyone's like, "Oh, words count. Words count. Words count." Only when you're trying to win the argument to your side. If we're going to believe that words count at this board table, then what we really need to be talking about is we need to be making truthful statements. We we need to be making statements about what we've received already. Uh uh we need to be careful of those things that we say because um I'm here to tell you the words sound negative and I'm tired of it. We haven't heard. I've heard. I've listened. I've learned. you know, many of the questions are not really teaching me anything new because we've had it during our board meetings. So, I'm concerned about the fact that we still keep trying to twist it into something negative. So, what I would just ask that when we when we're talking about these things, we not insert our negative uh [clears throat] innuendos within it that the sky is falling. So because to your point, Director MH, we already know that when if it should not pass, you know, we've just we haven't seen weeping like we will see at that point. Um because that's also been very clear because it means jobs from this district and it means cramming kids into buildings and doing the things that we all want to do. So I am just going to remind us again that asking questions is not negative but there's enough negative talk about the way the questions are asked and the way concepts are delivered that the implication is that it's negative and I would really love to see us either just support it or not support it. That's far more honest. Far more honest >> I I I actually have a I have a question about um subject on the table. How much money do we have in our building construction fund that's not LTFM? So, if I look at like page six, it tells me there's $5.6 million next year. >> All LTM. >> That's all L. So, is So, do we have no money nonLTFM to use for buildings? >> Uh, whatever would be in our capital balance we could potentially use. I want a few million dollars in capital but again that's used for f furniture fixtures equipment right like it's all things but that would be the only other >> okay and that's what I was just trying to it's like minus bond money the only thing we have to actually change and renovate the buildings is about $2 million laying around >> roughly in the capital fun >> and that would wipe out >> right and that would be terrible I get that but I'm just saying >> but that the answer is yes to that specific question >> that's all I want to Thank you. >> Okay. So, I have a selfish question. So, ESC is closed. Where is the boardroom going to be? Um, we will be at Fair Crystal and we don't have the exact time. So, again, as we talked about before, this will be um we won't all move out of here. We don't have to be moved out before school starts. it would actually be a negative to have our enrollment center moved before school start. So we've got to get all of the other moves happen first and then at some point we talked last week about is MEA the right time. So at the point that we're moved over there then we um had talked about our the board meetings would be on the stage there. We've got the equipment there to do it. [clears throat] We have to figure out what else we need but that's where that that's where it would be. And then my other followup is um so I'm going to vote like I said earlier the way my constituents want me to vote. They would like some more information about if this bond does not pass. So you know if you want to change my mind about how I need to vote uh it would be really great if they could get those answers so that they could tell me differently. Thank you. >> Executive Director Williams. U thank you uh chairman Becker u you know I've been listening to tonight's conversation and just all the conversations over all the meetings and I think that um we talk about a bond doesn't pass and I think last week when we got the presentation around the bonding um and then what the cost would be monthly um one of the things that was discussed but if a bond doesn't pass you're going to go with your LTFM plan you're going to be approving your LTFM plan here next month so that that's what's going to happen from a facility standpoint point if a bond doesn't pass cuz that's what you're going to approve. If the bond does pass from a facility standpoint, my understanding is that then you can modify that LTF plan. So that's your facilities plan because you're going to approve that if a bond doesn't pass. What we're going to be at is now you know if a bond does not pass, which I hate to put negatives in this in a university, but it's just the reality, right? You need to talk about those possibilities. Um then you're going to be at a at a point where you got to dodge your budget, right? So you got your fertilities part taken care of plan because you're not going to make modifications if the bodies and plans I don't even know if it's allowable. That's your plan that you've approved. Um so then you go down to you talk about programming, you talk about staffing, you talk about enclosures. Those are all decisions that the board has to decide on. So we can put forth a million different options, but it really going to come down to what is the board's desire for the district to be if the bond doesn't pass. What schools do you want to close? How big do you want RSI to be? what program are you? What are you going to prioritize? Because you're going to have to vote on all those pieces from a facility standpoint. You're going to vote on that in two weeks or four weeks, whatever. But yeah. >> Yeah. >> I think it's you. >> Um so I guess the thing that I'm thinking about is um having things moving forward in a way. I don't, you know, I I believe that this community, because I've watched them different situations, they're going to do what they want to do. The seven of us, we may think we have this cloud or that cloud, you know, but I'm not confused. The community is going to do what the community wants to do. It's just that simple. I'm not going to take responsibility for if they decide yes or no. And that's my opinion and that's been my observation over the 24 years. The community does what they want to do. I don't try to tell them what to do. They're going to get to vote. In the meantime, because I have a vote, my little vote, what that I have, I'm just asking the kind of questions that I think are important. And uh and I think that that that's my responsibility, which I take lightly, and I'm just as passionate about my service as anybody sitting around this state. And so I appreciate it when I have an opportunity to maybe talk with, you know, staff and say, "Well, here's what I really mean." because they didn't understand we're all different. We come from different cultures. We're different people. Maybe even some different We're Gen X, whatever. We're different. That's okay. But the one thing we don't want to do, and I have really resisted that, and I'm going to continue to resist it. The one thing we're not going to do is go back to squabbbling and arguing and name calling and rolling and all that nonsense and not take care of the people's business. I believe that we have made some errors on this board because we were not taking care of the people's business. We're in the personality stuff. Everybody's allowed to have a personality. Everybody, you know, I don't have they don't get need approval from me to be who they are and I don't need approval from anybody else. You know, I'm just I like to color within the lines. So, I just think that I don't want any any ideas out there that we're going to be directing our constituents to do any kind of thing. We may be influenced by them and that's okay. Well, if we're influenced by the people that we serve, that's there's nothing wrong with that, you know, but they're going to vote the way they want to vote. So, I'm not taking responsibility for that. No, I don't want that even floating in the air, you know. >> But I don't want anybody voting who is not informed. And I want to make sure that we inform them of this opportunity and the vision and the possibility for our kids. And that is a responsibility on us to make sure people understand what could be and should be for our kids. That's on us. >> And and what and what what's going to happen if and here's the thing. And if we don't do this, here's what you can expect. Forecasting. I just this is all I ask for. Let's forecast some of the things that we think might be likely and we're an to be. I mean, that's just I'll tell you what, the trusting nature where I sat and just kind of expected what was going to happen and I've been disappointed, you know. So, I've been one of the most trusting people around this table. That doesn't have anything to do with anybody who's sitting here right now. So, I'm just saying for me to ask questions, it's just because I'm doing my due diligence has nothing to do with anybody else. >> And I I'm sorry. I'm sorry, but and I just I appreciate what you just said at the tale of that because you're right. As you look around, most of the leaders that are sitting at this table have been here for less than 20 months. So I hear and and I appreciate how you just said that because you said that there have been times that you have trusted >> years. >> Yep. So all I ask all I ask is any of what you feel because of that experience you still are fair and ask the questions and all of that with the team in front of you right now. >> And I really work to do that. I don't >> and and and I and I'm also one who doesn't believe in surprises. I send you pretty much everything's going on that I thinking about I send you. So I just want to make it clear. I'm not going you know I mean I'm not trusting. People like to talk about how things were not the way they should have been in the past. Well I I don't you know without specifics I'm not going there you know. I mean I don't want to be negative but at the same time you know I think I've seen the public do what they want to do and they get to do it. Okay. Okay. Turkey B. >> Yes. >> Um, nobody in this community trusts. That is part of the issue and you know as it's part it is our job to ask the questions but the community is the community trust is not there. We do know that the community is going to do what they want to do, but this board influences what they want to do and the things that we say. And I'm watching it manifest itself out there in social media and in emails and whatever. And it is a reflection of the tone that's coming from here. And our responsibility is to be able to um in make, you know, influence things in a positive direction. And that's my concern. You're right. The community will do whatever they want to do, but if they're always if the information is always being badmouthed, if the information is always that I got you, if the information is always see it just proves more lack of trust, it reinforces them to make negative choices. That is my point in this. And our responsibility is to be positive about what we're presenting to this community. It's a disservice if we don't because for all your years of not trusting things, I've been on the community end of it where we have not trusted things. So, it's a two-way street. So, all I'm saying is we influence those decisions and we need to be talking about the changes that have been made in this administration and how [clears throat] we can how we we've got the information. We have information now that we've never seen before in this district. So, I'm just saying we need to be careful and I don't want to have that abridged by anyone else. I would just like to have that stand. >> And I would just like, [laughter] you know, you're not the only person in this room. Everybody, everybody, everything that everybody has said tonight, it stands. >> Superintendent's turn. >> Um, so I just want to also point out like I hear the questions, what if it doesn't and director law and you as well, what if the bond doesn't pass? I I do just want to put out on the public record that in every single staff meeting that we've been doing as well as the three community meetings that we've done so far as well as the student meeting that I did today, there's a slide specifically that says why a voter approved bond. I think you all have seen this. So right talks about the vision, talks about the smaller footprint, talks about the opportunity for guaranteed and viable experience for students, arts and innovation, right? So it has that and then two slides later it says what if no lock. So the points there continue to reduce footprint and staffing patch and repair with long-term facility dollars light for light. reconfigure locations, capacities, facilities, do our best with what we have. So, just I just want to be really public that it's not as if we haven't talked at all about about what if there is no bond. And to executive director Williams's um comments, there will be then decisions by the board in terms of right which buildings, how much staff, what to do with the long-term facility maintenance, um all of that. So, I just wanted to point out for the public and remind the board that those are things we're already talking about right now. Why and what if it doesn't? >> Okay. Uh just I'm going to see if anybody else has something because you've spoken. >> Anybody else have a >> Well, I guess I'm just asking for equal time for both of those. I feel like, you know, from what [clears throat] I'm getting, people still want more information about that. I tell them I don't know the answers to that. So, I'm expecting that then they happen to hear at these meetings. Otherwise, I wouldn't be asking for that. Okay. >> Okay. And I didn't say that information wasn't given. I'm just asking for >> equal time because we spent so much time on it passing, but some more time on what if it doesn't and really paint the picture for them, you know. >> Yeah. And you know I I I so one of this will be this will be good for you to support and help us with this because one of the most difficult things that I have ever done and again I've done more work preboard making a decision with this bond than I ever have. Um because if the board decides to move forward then we really continue to do the community engagement including that question of of what if not. One of the things that's really hard with it and and maybe it'll be different here, but what I've experienced in other districts is well, it's just threats, right? If if you say these things are going to happen, then they're just threats. So, we'll we'll definitely by the time should the board decide to go out for a bond, by the time we get that um presentation that we'll do hundreds of times, we we will definitely have more in there. Again, I don't know the level of specifics because the board will be voting on some of that, but I think as we look at the so plan, how much million will have to be cutting, we'll definitely get more information. particular. >> Well, u you know, superintendent, I really appreciate you're talking about the human element uh in all of this because um it is important and you know, when the person writes a thesis paper and you have to put the arguments in and you have to say what you know, hey, you should know here's a minority blah blah blah. That is critical. And uh I really like the the presentation that you did at Cooper. Uh and when you got to the ends of the slide, I do think because we have had conversation about we don't want to do doom and gloom, we don't want to do threat, but you we want to remind you there's a downside and here are some of the major things we think we know. And I think that that's important because it's real, you know, and so it's not negative. It's just just what's real. And then the more clear we get on that, I think the better. And so my I'm a big cheerleader for what's going on in elementary. So I'm okay with that. And there's some pause in the room with no hands up and I don't have anything else on the agenda. But I do want to tell everybody uh at our next study session on May 18th, Gail Gilman will be meeting with us to talk about our board self-evaluation. So I have an email ready to hit send to all of you for when this meeting is over with the results of our self-evaluation for you to be familiar with before Gail speaks with us. But this is going to be our opportunity to talk about how the board is working and how a top level board will be working and is it that way or what? Anyway, so that's next week and you'll be getting that from me as soon as I hit set. It's all set to go. Okay. >> Y >> uh other than that, >> have a great rest of your evening. >> Whatever's left, you've got slightly less than three hours. >> Thank you everybody. Thank you.