[Music] It is 60 1 and a half on Monday, August 18th, 2025. We are in the boardroom and I am calling this meeting of the Robbinsdale Area School Board to order. Um, will the clerk please read the role? >> Thank you. I Yes, indeed. Uh, director Basset >> here. >> Director Bowman is here. Uh, Chair Evans Becker, >> I am here. >> Director Hillbrand >> here. >> Director Holmes >> here. >> Director Long >> here. >> Director Wuto >> here. >> And Dr. Stala >> here. >> We are all here. All right. The first thing up on our agenda is approval of the agenda. Do I have a move to approve the agenda? >> I'll move. >> Thank you. Is there a second? >> I'll second. Moved by Director Holmes, seconded by Director Bowman. All in favor, please say I. >> I. >> Oppos say nay. We have an agenda. It is a big night here tonight. Tonight, the Robbinsdale School Board members welcome members of the District Indian American Par American Indian Parent Advisory Council, their families, and the Robbinsdale community to witness the inaugural reading of the Robbinsdale Area Schools land acknowledgement. And to start us off, I would like to say bu Han Makuapi. And I would like to introduce Nation Wright. Nation Wright is a member of the Leech Lake Band of Ajiway. And he will honor he will sing an honor song with a hand drum for us before we do the reading and recognize our flags. Thank you. Welcome. >> Thank you. >> Okay. Stand up. I was taught to honor indigenous people. So for those who don't know, an honor song is a song we sing to kind of honor or acknowledge and lift up. Honor those who have worked hard [Music] Hey. [Music] I am [Music] Hallelujah. [Music] I [Music] am [Music] [Music] I [Music] am. [Music] Hey, [Music] I [Music] got it. [Music] I [Music] say Hallelujah. [Music] Hallelujah. [Music] Oh, big witch. Thank you. >> Big witch. Thank you. >> Wow. Way to kick off our inaugural land acknowledgement reading. Thank you. It's been a while in coming, but it's very important that we read this our land acknowledgement. After tonight, it will be read at the start of all of our schoolboard meetings and at different events across the district. It will be read. So, it's my honor to read the land acknowledgement now. We acknowledge Robinsdale Area Schools is located on the homelands of the Dakota and Ojiway people. We recognize the painful history of genocide and forced assimilation of the indigenous inhabitants of this land. We honor and respect the many indigenous 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. But wait, there's more. You may have noticed something different in the boardroom. We are also displaying for the first time in the boardroom the the flags of the 11 tribal nations in Minnesota. And in case people out there don't know what the 11 tribal nations in Minnesota are, these are federally recognized tribal nations. Boy Fort Band of Chipua, Fondelac Band of Superior, Superior Chipua, Grand Portage Band of Superior Chipua, Leech Lake Band of Ojiway, Lower Sue Indian Community, Dakota, Max Band of Ojiway, Prairie Island Indian Community, Dakota, Red Lake Nation, Red Lake Band of Chipua Indians, Shakabe Medaka Midwakutan Sue Community Dakota, Upper Sue Community Dakota, and the White Earth Nation. And each one of those are up here and are going to be displayed in our boardroom. This is a big deal. Thank you everyone who made this happen. And I think we deserve to have a picture of our people who came here from the tribal nations to support us in our reading. And we support you by reading it. So, let's let's do a room photo. Oh, okay. >> Stand by her. Stand by her. >> Beautiful. Choose the fabric [Music] there. >> Did you a long journey to hear >> this colors? She was um learning drum. stand. >> I know they actually use it in >> closer in here. Thank you. [Music] >> You can see you >> Thank you everybody. Oh yeah. [Music] >> Be by myself. [Music] this morning. He's like, "Oh, no. I don't think it'll fine." If you guys, >> let me know. [Music] >> I think they're all the same. >> Okay. Wake up. I like the comfy recliner. Okay. >> All right. Um, as part of this, I'd like to recognize our superintendent, Dr. Stallow. >> Yeah. I just want to uh congratulate and thank everyone for being a part of this. And I also want to welcome uh Betsy Blackhawk. Uh, and I know uh Dr. Ben Burgess was also going to try to be here from the Minnesota Department of Education, Office of American Indian. Thank you for being here and uh for celebrating this really important moment with all of us. >> Oh, hi there. >> Thank you. >> Historic. >> Right. Good to go. All right. Now we move on to less exciting things. The consent agenda is up next. Items in the consent agenda are considered to be routine in nature and will be enacted with one motion. There'll be no separate discussion of these items unless a board member so requests but in which event the item will be removed as a consent agenda item and addressed. Consent agenda items are as follows. Uh an extended field field trip for PMS. Um the minutes for the business meetings from July 21st and August 4th and the study session on July 21st. the dispersements for August 19th and the business office monthly contract report, community education monthly contracts, July dispersements, and personal report. Personnel reports for licensed and non-licensed staff. Do I have a move to approve the consent agenda? >> I'll move approval. >> Second. >> Moved by Director Bowman, seconded by Director Wuto. Um, this is a voice vote because it involves money. Will the clerk take the vote? >> Yes, I'm prepared. Um, Director Basset, >> I abstain. >> Director Bowman votes yes. Uh, Chair Evans Becker, >> yes. >> Director Hillbrand, >> yes. >> Director Holmes, >> no. >> Director Long, >> no. >> Director Wuto, >> yes. >> Prevails by four votes. >> So, the vote was four to two to one. >> Correct. >> Okay. Four yes. Two no. >> One extension. >> Extension. The consent agenda is approved. Now we're going to move on to unfinished business. >> And we can move right past that >> because it's just >> because it's there is none. So we're going to move to new business. Uh preparing for the launch of the 2526 academic year. Take it away, Assistant Superintendent McDow. I'm excited tonight to share with you in preparation for launch. >> That's in support of our mission. hire and educate all learners to the develop their unique potential and positively contribute to the community. Our collective work is focused on achieving this mission and tonight I would like to share some of the work we've been engaged in. Our back to school mailer is our widest reaching communication. It's delivered to all district residents the week of August 11th this year. It's available also at every school. It's responsive to our April 2024 Morris Leatherman survey that told us a printed mailer is our community's number one preferred source of district news and it includes key back- to-school details and stories that share our work and impact ensuring equity access equitable access for everyone. Our digital hub which resides at ardale.orgts org/bts puts back to school information at everyone's fingertips, translated into each visitor's preferred language and linked in high visibility spots on every district and school website. We're enforcing these updates with regular social media posts so the information stays top of mind for our families. Transportation has been a consistent communication priority since March. Starting with Minneapolis transportation changes and continuing through bus opt-in reminders in the spring and bus postcard changes this summer. We've shared these updates in infinite campus e newswsletters school phone calls and included them in our back to school mailer. This week's e newswsletter launches our digital communications for the school year. It includes timely updates, key stories, and sharable school content schools can feature in their own newsletters, helping each of us reach families who rely on email as their primary connection. We'll also be communicating in coming days and weeks about our parent portal. It's a vital tool that helps families stay connected every day. This is our central hub for grades, schedules, attendance, transportation, and more. And we encourage every family to use it as their primary source for real-time information. We also know that using a parent portal can feel challenging and for some families, especially when there's language or technology barriers, this is the case. So, we do have multiple layers of support. We have a step-by-step video tutorials in English, Spanish, and Somali. And our family and community engagement specialists along with our technology staff are standing by ready to help. Families can also visit our tools for families and technology pages, which is directly linked off of our main website. For open houses, we will also have a simple one-pager that staff can share with families so that they can make getting started even easier. Every student in Robbinsdale automatically receives free breakfast and lunch through Minnesota's free school meals program. Families don't have to do anything to get it. In addition to free meals, we continue to encourage every family to complete the educational benefits application each year because it can save families money on activities, athletic fees, testing, internet service, and other school related costs. It also helps the district secure additional state and federal funding that goes directly back into the classrooms, our technology and impacts all the kids um in addition to the families that uh apply. We've communicated this message broadly already and we've made it easy for schools to share. A toolkit is available that includes social media posts, flyers, and QR code codes and other resources so that schools, especially during this back- tochool time, can keep the information in front of our families. We will continue to remind and encourage families to apply throughout the year because every completed application makes a difference for all of our kids and it's simple and a confidential process. We're also getting staff ready. On August 12th, our district leaders gathered for the system leaders advance. This is a time to align, connect, and prepare for the year ahead. The day was centered on shared responsibility for our district priorities, strengthening our leadership systems and fostering collaboration across teams. leaders reflected on their own professional growth, identified challenges and opportunities, and focused on how we can collectively support our students, staff, and community. This work really sets a strong foundation for the rest of the year, ensuring that when the first day arrives, we are all ready to lead together with clarity and purpose. In addition to that, on August 14th and 15th, our principles gathered with us for the principal building blocks workshop. Two days were dedicated to strengthening leadership capacity and preparing for a successful year. We began with intentional work around trust, knowing that trust is a foundation for everything that we do as leaders. Principles engaged in breakout sessions covering a range of critical topics. Implementing Witten wisdom with fidelity, ensuring systems consistency across schools, hearing updates from each of the departments, strengthening our MTSS framework, and reviewing safety and security protocols. These sessions along with additional updates on district priorities help ensure our leaders are ini are aligned, informed, and ready to lead their buildings with confidence. On Monday, August 25th from 8 to 9:30 at Cooper High School, we will all come together for our district staff kickoff. This is one of the new times, a few times during the year when our entire Ardale team is in the same space. A moment to connect, to celebrate, and to set the tone for the year ahead. We'll officially launch our 2526 theme. Take yourself on, believe, belong, become, and spend time focusing on work and relationships that will define this year. The program is designed to inspire, energize, and remind us all that we are all part of the same mission, serving our students and community together. We all know that open houses are a key part of how we welcome students and families into the new school year, giving families the chance to meet teachers and staff, explore buildings, ask questions, and get comfortable before the first day of school. We've we have events happening across all grade levels and programs beginning Tuesday, August 26th and running through Thursday, August 28th, plus some special celebrations at our high schools and unique events for our youngest learners. These gatherings set the stage for a strong connection from the very start. In addition, you'll see on the screen now, we have two free vaccine clinics that are up and coming. The first one, August 26, from 3:00 to 7:00 p.m. at Meto Lake Elementary and the second, Wednesday, August 27th, from 2:30 to 6:30 at Armstrong High School. Our start of the school year schedule is intentionally staggered to make transition smoother for students and staff. On Tuesday, September 2nd, grades 1 through 5, 6 and 9, begin the year, giving our transition grades 6 and 9th a chance to get used to their new schools before the hallways are fully filled with kids. At middle school, this includes our web student leaders who help welcome and guide the younger students. And then on Wednesday, September 3rd, grades 7 through 8, 10 through 12 join them to begin the school year together. Kindergarten does look a little different. September 2nd and 3rd are set aside for one-on-one welcome meetings with teachers and families, helping to ease nerves and build a strong home school partnership. Then on September 4th, students with last names A through M start, followed by N through Z on September 5th with all kindergarteners coming together September 8th. And that is how we're getting ready for the start of the school year. >> Sounds amazing. Thank you for that. It's very informative. Uh Director Holmes, did you have a question? >> Did you ready? I'm ready. Um >> just backing up to the busing notifications that implements and seeing a lot of chatter out there. I know our date has shifted because we're still working on rerouting of buses and making sure all of those routes get implemented. So, just want to reiterate that for families. I believe it's August 20th. It had shifted from the 15th. Correct me if I'm wrong anywhere. Um, and then people are asking a couple more questions. Just passing today. Hey, that transportation tab isn't there. Is it going to be live on the 20th and that's why it's not there? Do you >> I will take a stab at it. Um it's I believe the 21st, but I'm going to turn it over to uh our CFO who is uh helping that team make sure they are ready to go before they hit the on button uh and give everybody the information. >> Good evening. Uh yes, we are set to have that information in Infinite Campus on the 20th. >> So it's natural for that transportation tab to be missing. Correct. It's people can't even see it. So I >> I can't say what's natural in Infinite Campus. I'm saying we're set to go live on the 20th. Like the information will be there. >> So just for the people who are looking for it, it was postponed just to get the rerouting done. It'll be live on the 20th. And if they still have questions or comments, you want them to reach out to the transportation office directly. >> Yes, please. >> Okay. Thank you. >> Okay. Director Bowman. >> Quick question. I know that you mentioned that the language options of this information are English, Spanish, and Somali. And I'm wondering uh what happens if you have a a choice that isn't of those three. Are there mechanisms or places where people can go to get other translation service help with other translation services? So there are um the the easiest way is to contact the school at this point or to contact our contact our enrollment center at this point to help get um exactly what information families would need or um the language whether it's through the language line or some of the other mechanisms that we have um inside of the district. >> Sounds good. Thank you. >> Thank you. uh director. >> Um so I'm wondering about uh access to the parent portal. I kind of saw online that there were some people who were saying that they might not have access because they don't have Wi-Fi or whatever it might be in their house. So what are we doing to make sure that those who can't access the parent portal can get that information that they need from their from us? So the information in the parent portal if they don't have ready ready internet access again they would want to connect with their school directly and get the information directly from the school principal the clerical staff that's in uh the main office to begin with so that they can make sure that they're connected with their teachers in the manner they need to be. And is there any possibility of flyers that might be sent home for those families? >> The I'm not sure what the flyers would contain um >> going on at the school. >> So that was part of the mailings that have been going out. So we've got the hard copy mailings that are going out. We've got the emails that are going out and then we've got um uh any of the phone calls that the infinite campus or um losing the name of our online um the caller there, the caller that the uh schools use to go out to families. All four of those options would be how >> robocall. The robocall. Sorry. Yeah. Thank you. I don't see any more questions. Thank you very much. That's very complete. Next thing on our agenda is the nutrition services RFP for fresh produce. And I'm going to turn this one over to Kristen Hohheisel, our chief financial officer. >> I always get a little confused if you should be at the podium or at the table. So, >> as long as you're on a microphone, I'm good. >> Okay. Thank you. Good evening, Chair Evans Becker, uh, Superintendent Stalo, directors. Uh what is in front of you tonight is uh fresh produce vendor. We went out for request for proposal and that was advertised starting July 24th in our local paper and on the website and again uh stayed live on the website but again on the local paper on the 31st. We had uh two interested parties to provide the uh fresh produce and the the highest the best vidder bidder as far as dollar value goes was Bix's produce company who met the terms um of the bid which included things like product line and capacity and their ability to respond plus the lowest price. Um we would be looking at entering into an agreement with them for one year with the option to uh continue that for an additional four use four years s should we so choose and the last time that we had gone out was 2022. So I would ask uh for approval of Bix Produce Company as the lowest qualified bidder. >> Thank you. I have a quick question. When we can after the first year we can approve it for four years. Is it just like four years or is it one year, one year, one year? >> I believe it's singular years. >> Thank you. Okay. Does anybody have any questions about this? Uh, director Hillenbrand, >> just want to understand it says the the pricing proposal, but then it says estimated annual cost and it's significantly higher. I just want to understand what the difference is between those two numbers. So, it says the the pricing proposal is 193,000, but then it says estimated annual cost of the contract is 275,000. That's the that would be the base pricing. We we order additional items. >> Got it. >> Thank you. >> So, we anticipate it costing up to 275 with the additional items that we order. >> Got it. Um, and I would guess summer school is a component of that and how many we're serving. This would be for the school year and the base cost. >> Got it. Okay. Thank you. That's very helpful. >> Director Holmes, did you have a question? >> I do. So, this is um just produce vendor just since we're on the lunch topic in general. When do we do and this will probably get back to me, but when do we choose a main vendor for the main foods? >> I I am not prepared to answer that. So, I can respond. I'm just not prepared to answer. >> Thank you. I'm just wondering why we don't do them at the same time. I know it's probably off years and all that, but just that's been a topic of discussion for >> Got it. >> many students minds. Thank you. You're welcome. >> Okay. Director Bassid, you have a question? >> I do. So, um, is this $275,000 the same as a not to exceed clause in the contract? >> It is not. Again, it would depend on the number of meals that we're serving, what is going on. Again, the distribution during summer school. It's just that would be the estimate of what we would anticipate spending over the course of a year. >> So, we don't have a not to exceed clause in that contract. >> We do not that would be highly unusual, I would think, because again, it would be based on participation. question since the breakfast. >> I have a >> Oh, you're not done. >> No, I have a follow-up. So, it's the same question, same same situation. And so, I guess what I'm wondering is if um it exceeds the cost that you have there and even exceeds 275,000 that then come back to the board. And and and what my reference point is when we have our physical plans and construction and there's a contingency and and if there's a change, it comes back to the board. and and I I guess I didn't know how that equated. >> So there is no equation is that if I'm understanding you correctly, >> you are understanding correctly. So the base bid would be would be on an estimate of the number of students that we're serving and what we're serving in a school year. Should there be any variation? Again, it's to establish essentially who is the most responsible lowest bidder. That's what you're trying to establish by that do by the first dollar amount. by the second dollar amount, you're essentially saying this is what we believe we average spend in a year. Now, again, that can eb and flow based on um what is being ordered, the number of students that are being served um and what is happening. It would again not be typical um coming back to the board because it's based on the consumer as opposed to when you're looking at a construction project if you're adding a roof or there's uh overages or that's that's not based on individual usage. I understand what you're saying, but so essentially there really is no policy uh related to food services um that caps or that requires you to come back. Uh so if it were to exceed that, we may or may not see that, but that's a policy decision. It's not certain, you know, I mean or there is a policy decision or the lack of one. um >> is the reason, you know, I mean, I understand what you're saying to me, but but based on what you're saying, I'm understanding that there's no policy that prohibits it. Basically, >> there's no policy that >> requires it or requires it. >> Fair. Yes. There's no policy that does either. I would say to that um if you if again product needs to become in part you do that in the approval of the food service budget because that allows for the revenue and the you know what you're taking in for what people are spending or the state or federal dollars also the expenditures. Um it is to cause containment the only way beyond a bidding situation to curtail um if you have need for it's like your house if you're consuming the groceries you need to buy more groceries. I don't understand what coming back um to I don't know how we would do that midstream to come back to the board and say can we get approval to buy more groceries >> director I didn't necessarily ask for that I really I really was just trying to understand the relationship between construction contracts and how this works and how this estimated annual cost compares to a not to exceed cost >> original question so my apologies lifetime consumerism versus more of like a fixed anticipated rate. >> Well, thank you. >> You're welcome. >> Okay. And I just have question clarification yet. The food is reimbursed by the state because we have free breakfast and we have free lunch. So although we're paying for it, we're reimbursed by the state for the breakfast and the lunch in the long run. >> A type A lunch. >> Yes. >> Okay. Thank you. Okay. So what we need then if there are no more questions is a motion to approve the Bix Produce Company to provide fresh produce for the 2526 school year. Do I have a mo person to move that? >> So moved. >> Moved by director Hillenbrand. Seconded by >> I'll second. >> Director Holmes. This is a voice vote because it involves money. Please take it. Clerk. >> Thank you. Director Basset. >> Yes. >> Director Bowman votes yes. Chair Evans Becker. >> Yes. >> Director Hillenbrand. Yes. >> Director Holmes. >> Yes. >> Director Long. >> Yes. >> Director Wuto. >> Yes. >> 70. >> We are unanimous. We have a contract. >> My computer up. Okay. So, the next thing on our new business is the resolution for acceptance of donations. Um, each month we accept our donations at each meeting. Do I have a move to accept those donations? >> I'll move it. >> Moved by Director Bowman. Would you like to do the seconding then? Seconded by Director and Hill. Director Hillbrand. >> Hey, let's accept those donations in a vote. Roll call. >> I'm ready. Director Basset. >> Yes. >> Director Bowman votes yes. Chair Evans Becker. >> Yes. >> Director Hillenbrand. >> Yes. >> Director Holmes. >> Yes. >> Director Long, >> yes. >> Director Wu, >> yes. 70. >> Oh my, it's unanimous. We're accepting those donations. Thank you very much for those donations. All right, moving on. Number eight, policy. We have a second read on some policies. Who from the policy committee is speaking? Director WHO, are you talking? >> Uh, we've not had a meeting since our last meeting, but there hasn't been any changes. There hasn't been any changes >> because in order to vote on it, we look at it as a board for a second time. >> Yes. >> Well, I understand that, but there was some comments at the first read and so as I talked to director, he mentioned to me that they hadn't taken that question up because they hadn't had a meeting. So, normally if there were questions during the first read, then it would go back to the committee and the committee would have an opportunity to discuss it and whatever. and that hasn't happened because they haven't had a meeting. So, I guess I'm thinking that the second read would come after they actually had a meeting and decided that they were or were not going to take whatever action related to our conversation at the board table. >> Thank you, Director WHO. >> Yeah, none of the policies in front of us today uh were discussed at our last meeting. So, these were all >> not your meeting but the board meeting, >> right? These were brought to the board two or three uh meetings ago, not the last for the first reading and there were no concerns that were brought up pertaining to these very policies. >> I brought one up. That's why I'm raising it. I asked a question. >> Dr. Basso, would you like to be recognized? >> Oh, sure. Yeah. Thanks. Uh I I brought one that's the only reason I'm asking is because >> I raised a question about >> which policy was your question on >> 102.1 and uh the question was about communication and about um the standardization or not uh because in some of the policies it actually talks about how the policy will be communicated and we have that discussion at the board table during the first read and so it was believe that I heard that they were going have a meeting and discuss it. So that's the only reason I'm asking. Well, if they haven't had a meeting, which they say they have not, then it has not been discussed. >> Dr. Huto. >> Yeah, I think for the communication piece that was brought up, the standard or the prevailing process is to direct people to the website where the policies are normally posted. Now if there is any other means of communication that are requested then that might need to go through the proper channels either through the chair or the policy committee to be able for us to be able to discuss that >> long. Is there a chance that we can send this back to the policy committee? Because I also had some concerns at that time too that we talked about it at our last meeting wanting to know like community input especially those who are affected by this policy. Um I am concerned that there's no student centered metrics in this equity policy. Um, and I'm concerned about how, you know, some of the vagueness in the wording and how if it's vague, how are we going to make sure that when we're connecting it to other policies that people are following through on our equity policy? So, that is my question to can we send it back to the policy committee since we are talking about it, we might as well work on it. >> Director Bowman, >> uh, yes. uh it's really difficult working on the policy committee when people make statements about when things are particularly vague and then they don't point out what is particularly vague. So it would be really helpful to the policy committee to know specifically uh because otherwise we're just guessing we're just taking guesses at what it is people mean about why it isn't acceptable when it comes to community uh communications. First of all, this is standardized to the rest of our policies. Second of all, when it comes to communication, that really is the role of the administration and the superintendent's office. For the most part, it is uh so there's that. And then if we are vague, where are we vague? because I just leave it at that, you know, to talk about the things that need to be um reh or to discussed without clearly pointing out where the issue is is rather unfair to the policy committee. >> Director Hillbrand. >> Yeah, I was just going to say um a couple things. one is um you know I think that the having uh community input in the the I guess we call them APS but in how they how this equity gets imple equity policy gets implemented I mean that's how we do it too with like we look at our other policies and then the handbook right is the AP essentially and how it gets implemented and that's where community input is huge hugely put in place and that seems to align then with the way we do the other policies and then APS but the other pieces yeah I would hugely appreciate if you have suggestions you know to give wording or redline things that'd be really helpful instead of us trying to guess what you're looking for and then the the third piece I would say to it also is that I recall Caroline from the last meeting you said you know about different groups that would be included And I think that's one of the things is that equity policies to some degree need to be vague because there are lots of groups and and there are new groups learn about right and that we gain understanding of and I don't want to keep I don't want to lock it in by naming every single group because then we'll inevitably be locking out some other group. So I think we need to be really thoughtful too that to some degree we need to be talking about how to be inclusive instead of by naming and then becoming in exclusive. Um because I can say as a member of a minority group that is probably never going to be listed but yet has the highest rates of biased crimes committed against them in this country but is never going to be listed in any of these policies. So, I just I think that we need to be thoughtful about these things. >> I'm keeping a list over here. >> Long. >> Yes, it's me. Yeah. And sorry, just to I'm we're writing down a list over here so that we don't miss anybody. Just so that people know. >> We have we have Lon Holmes, Bowman, Evans, Becker, Bbass. >> Okay. So, one of the examples of vagueness is utilizes culturally responsive teaching. So, what's the training? What are the resources? what are the benchmarks that will support this? >> Um, that's what I'm talking about. Um, also there are some inconsist inconsistencies in the language of, you know, for high expectation for all. What does that mean? That's kind of vague. >> Um, so those are the kinds of things that I'm talking about. >> Okay. So, >> Dr. Holmes. >> Yeah. I mean, uh, we're already a couple rounds into questions here, and I think they're all valid. And the questions that Director Long and and, um, director Basset, those were posed at the previous meeting. So, if you hadn't met in the time frame, I guess it should have come back the following meeting in my mind. And I really want to operate on the the what we tell our students, no question is a dumb question. And if it's not clear to some board members, then that means it's not clear to other people. So, I think we are being thoughtful and purposeful in this. Um and then in in regards to the handbook, the um safety and security committee we have not met since March and the handbook was left off as kind of one of our last unknowns as what is that process for gathering input and the person that was working on that has since left our district. Um so we had some open-ended questions actually quite a few around that process there that were tied to that and the input and these policies. And then in addition to that, it was brought up um you know, I think mid year last year and I heard Director Long say, "What are those metrics?" So these are questions we're not getting answers to and that continued to arise. So if we pass this policy, it means it's going back into line and we're not going to come back to it. I would support pushing or pulling this from the agenda tonight. I move to pull it and move it to a work session if that's what you're looking for for more specific feedback because it sounds like there are multiple pe people giving um input on it. >> Is that a motion? >> It is a motion. >> It's a motion. >> Okay. Would you accept in your motion to send it back to policy with written comments from board members to them? >> You know, I'm going to I I'm going to lean into my um colleague who brought up the the motions and if you seconded if you're acceptable to that because it's not just one. It sounds like there's multiple. So, if we're going to get our arms around a policy, my preference would be to have it at a work session, um, you know, equity is really important in this district, but if they feel they can get their concerns across to the policy committee, um, I would accept that, but I'm going to lean into Director Bowman or I'm sorry, Director Basset and Director Long. >> It is actually Bowman and then Basset. >> I'll yield for now. Well, I I was going to say and and I believe I just don't have those notes in front of me, but when this was coming for the first read, one of my concerns was metrics. How are we going to measure it? I just can't remember because I don't have my notes in front of me and I'm not going to speak out speak out of school. But the reality is that we just uh made I think a significant move toward uh recognizing um you know one of our important a very important special population. We have a number of them in this district without metric and equity is the policy that is the pour over policy of everything. It pours over all of it. It's supposed to be integrated. It's supposed to live in what we do without any metrics, without any kind of definition about what do we mean when we do this? How what are we measuring? What does it ma what does it mean? >> How do we even know when we're making progress? And I raised those questions. I've raised them before, but I think I may have had I broke them down prior to the the last meeting. Whether or not I actually shared those I I I don't at this moment I have to say I don't I don't recall. So, I'm not going to say that I shared them last time, but they're they're readily on my mind. And I fully agree with uh I think with sister with director Holmes here that perhaps a work session might be better if we're going to do things that rec that represent equity in this district. It is not going to be a performative check a box if it's not real. >> With that I won't accept the amendment. >> Director. >> Yeah. I again I don't disagree with requesting for metrics that promote what we are uh putting in our policies right but one thing that I think we have to remember as a board is that our policies cannot be including managerial data data that is coming from what the administration is doing I'm sure by mid year if we request for that data it will be But we I don't see a way for us to link that into our policy statement. And if there is, please suggest that in writing so that the policy committee will have a headway to be able to do that because I think the the way to govern what other people do is what we are supposed to be doing. And then we can request for the data when it's due. We we can't have a place to say well we want 80% of this and that today at the beginning of the school year when nothing has been implemented by the administration >> but the policy should be able to tell us that okay we will be looking at this midyear or by the end of the school year right so I don't see where we are tying these managerial data items to the policies that we all agreed upon by looking at them on the first read that they are from the MSBA. And if you look at the changes, some of the changes here are basically dates. Some of the revisions are words or things that were mistyped. So I don't see where the drastic changes are that is requesting us to pull all these back before the start of the school year. >> Thank you. >> So as a member of the policy committee, you are supporting approving it. >> I mean you Okay. Uh, Director Bowman. >> Um, I also want to say at this point that as a board member uh that came on board in 2023, I have asked a number of times for uh because this policy was first approved in 2018. The policy never seems to be a policy until we bring it to the table. And yet no background work is done. no um no documentation of where the gaps are at. Uh I asked for well over two years where we were with our equity plan, how it synced up with our policy and I never once never once from some of my esteemed colleagues who have been here a long time ever got an answer for that. And then I found out after the fact when leadership changed that we never really had an equity plan in this district. So I'm all for making sure that our equity policy is is uh one of those policies that other school districts come to us and look for and want to see what we're doing here with an equity policy. I'm not willing to have the policy committee take sort of this hit for equity discussions when um anytime I asked for it in the past it was never done. I never received any answers. So my recommendation and I will support director Wuto also. I support we we I support the approval of this particular policy and if there is further indepth working things that we need to have around those policies that this particular policy that would be something at a work session because again we as the policy committee is part of how we do our work. We have these uh documents come out they're redlined. Our expectation is that board members would redline uh also themselves or at least you're really word smithing at this point. You should be coming back to this uh to our board members on the policy committee with specifics. I have been I have participated with many comments about the equity policy again over the last couple years because I've been on that policy committee through 22 and 23 and 24 and I don't know I've been on it forever. Um, but we never get anything concrete. So, I would challenge this board to go ahead approve the equity policy as it stands and if there's work then bring the work to us that needs to be done because we're not seeing the work and but we keep getting accused like we're not doing it like we're not doing it. I haven't seen anything in writing. It's not up to us to rewrite these things in a vacuum. So, if we can see work from people who want to have legitimate changes be made, great. That would be really helpful. But I'm not willing to sit here and make it look like the policy committee isn't do up to the task of what we're doing and moving forward in the way a policy committee should be moving forward. >> Thank you. Okay. We have a motion on the floor to send 102.1 to a work session is what you were thinking, right? Okay. And um do you have something different to add or something new to add? >> I have something different to add. And what I have to add is that when I started this question and conversation, what I asked was what I had asked at the last meeting. And the fact is there has not been a meeting. That last meeting was a first read. Typically the committee gets an opportunity to go back and talk about it and think about it. That has not happened. That's where this started from. And then each director then has had shared some of the things that they have concerns about. And then I shared something that I had a concern about. Now, uh, I don't need to denigrate anybody else, any of their questions, any of their concerns, talk about past practice, because no one director, including the chair, can just make policy by themselves. So, the board who didn't did or didn't do whatever they did or didn't do, the seven of us here cannot answer to that tonight. And I have never disparaged former directors for any for the 20 years I've been on this board. I never talk about what previous directors did or didn't do and make speeches about that. That's not why I'm here. I asked my question. It was a legitimate question. Other directors asked their questions. It doesn't require a speech. It's it's normal. And the committee bring it back. And then a director said, "Well, maybe we should have a work session." Based on the conversation I heard, this is not a control issue. This is not a a management issue. This is vision. It's up to this board to set vision along with the administration. It's not the administration's job. It's the board's job to help set vision and direction. That is our job. And then when we come back to it, if there's some policies and procedures and that need some administration muscle or management, that's the administration's job. They implement We are well within our rights to talk about things that concern us, particularly in an in an equity policy when we have over 60% of our students are students of color. I'm not going to be lectured to about what other people did or didn't do because I don't do that to other people. >> Okay. Uh Director Long. Well, if we are going to be voting to pass this equity policy, I'm going to be voting no then because this, as Director Holmes had pointed out, this isn't the first time that I've asked for changes um while I've been elected in this seat to the equity policy. I have been asking for a couple years and so now I'm done asking and I'm just going to vote no on this until those changes get put in there that I've been asking for. >> Thank you, >> Director Holmes. And then Director Bowman. For me, again, I'm going to reiterate with some new points to it. Once we pass a policy, it gets kicked back into the cycle and that's been shown and we don't revisit it again until it comes through on the cycle. That was made clear in the last two conversations when we've talked about policy. So, when I have two colleagues who are black women with concerns about our equity policy, I'm going to use my privilege and listen. It requires a conversation. This district is talking about privilege. It's talking about white privilege. I know that's going on at the vision team. I know it's going on at the board. I agree. We have talked about equity since we were elected. Director Bowman with vaguess, which is all the more reason I think it should be supported going back to a work session so we can move forward together. With that, I do have specifics. There are three of us who have been working on specific goals and how we want to tie our policies to moving that. And one thing we did find out was about Cooper High School's math um proficiency ratings and talking about students of color. And that's our high school with the the largest um black population. So we've been delving into that as a group. And so when we're talking about the equity policy and how we're going to go through SOD and allocate resources, it's really really important that we pay attention to our equity policy and that we have the tools to hold accountability after this policy has been passed to measure it to make sure we're targeting the students we want to target, those that need help. And you're right, Director Helen Brand, there's a whole bunch of them, but we do have some specific information around certain groups that could use our immediate help as we're going through these challenging times. Again, these are uncomfortable conversations that haven't been dive dove into prior and I'm okay recognizing that now is the time to do it. And that's why I will be voting no, too. And I I hope I hope that we don't get to that and I hope we can go to a work session and turn this around within a couple of meetings. It's not that complicated. Um and I'm going to continue to support Director Long and Director Basset and working through their points. I would prefer to do it as a board so I can hear about it at the table, look at different perspectives, give my input. That's how a board should be working. Thank you. Director Bowman. >> Yes. Um I it's getting messy up here with um the point of it is with this is I would be more than willing to bring it to a work session under the following um uh sort of rules if you will that we work at it word by word line by line because um I uh of the the vagueness that keeps coming back of it's not right, it didn't this, it's not that. We want to get this right. We most definitely want to get this right. And so I would vote I I would However it turns out whether we support it tonight or not, I am unwilling to sit in a room and kick around vague notions about equity. If we're going to do a review of our equity policy as a board, we need to do it line by line, word by word, so we can fully words smmith it to the expectations of each board member at the table. I am more than happy to go through that exercise. In my career life, as I've worked on compliance and policy, it's always been done from a line by line, read it out loud, wordsmith it. It is the most horrible putsy kind of work, but is it is where you get better institutions in better organizations. So if we can do it that way, I don't have a problem with it. I I'm not here to tell you when to put it on the calendar or those kind of things, but the only way it will be advant is to sit down and word by word, line by line, go through that policy uh the way it's intended to go through. And then everybody then we can stop right there. We can make notes specifically so that by the time we get done we will know everyone has had their say in that. >> Dr. Helenbrand. >> Yeah I was just going to say that I I agree with you Director Holmes and and I I am fine with any suggested changes. My frustration is just that we never received any. >> Right. >> Right. There's nobody sent in. Hey, I I think it should say this or we need to have this added in or we need language that suggests this. Not I'm not even saying like a full sentence or con fully constructed paragraph. Nobody has sent anything in and then it gets to here and it's and and then it that's the frustration. So it's not allowing the policy committee process to work and this isn't the first right because we have another one on the work session tonight. So that's this is the second policy in the matter of a couple of meetings that we've run into the same situation. So if we're going to have a policy committee Helen's trying to get your attention and it's very distracting so >> better name. >> Um so if we're going to have a policy committee then then we we need to have a policy committee. we're not going to I don't want to spin my wheels meeting every you know meeting two hours a month or whatever we're doing to do this work and then have it still go to a work session right that's not a good use of our time or our staff time and so I guess that is the frustration more so than I fully on board with the ideas and concepts um also I have to say that most districts don't even have an equity policy it's not an MSBA thing right and so this was completely constructed by Robbinsdale School Board in whenever it was first >> created. I think it's a great I don't Can you stop shaking your head at me? I this was this is not an MSBA thing. This there is no MSBA model policy. It's a great thing. I think it's fantastic, but if it's causing all this constrnation, you know what what is the purpose of it, right? And then again to say the policy is the vision. It's not the metrics, right? Because the metrics are going to change, right? Whatever maybe the let's call talk about like graduation rate gaps from year to year. We're going to be focusing on different on different student groups or different gaps. The gaps are going to change. They're going to shrink. Our goals are going to be different. Um and so that's all going to be looking different. We're going to be implementing different strategies. So you're not going to build that in to a policy which you're not going to build the metrics into a policy. You're going to say this is our policy. This is our vision. This is our this is the kind of place we want to be. And now administration make this the place. So I'm confused when you're talking about metrics what and the policy about what you want to see there. So again, if you gave us something concrete, we could either say, "Oh, this makes sense," or, "Oh, this doesn't make sense to us," and ask you questions. But but when when we're just hearing vague things, it's just it's a very frustrating thing. So, I guess what I'm asking for is if we're going to have a policy committee, which a may be a question, but b if we are going to that that we get more, you know, at the first read if you and I understand you're not going to look at it before the first read because you're not on the policy committee and you got 27 other things going on. That might be a low number. Um, but once it is and if you see something you don't like that you just send an email and maybe it goes through or whatever and give us the the concrete feedback and then we can we can use that to help refine it and and take in your feedback. But we can't with just vague conversation at the board table. >> Director Basset. >> Well, um, I don't think anybody disagrees, you know. Um, so I guess what I would say is that um, one of the reasons that I don't send you comments, I had some that were pointed to the policy committee, but I sent them in my Friday notes to the superintendent is because I don't know who the chair is and you don't have a chair. So if I send it to the committee, what that hasn't been announced to me. So let me just finish. Everybody else had an opportunity to finish uninterrupted. So please allow me to as well. So if I send I have not sent to you one an email I have thought about it because if I send it to you that makes four of us and that's a quorum. Now if I'm learning tonight that director of WHO is now the chair of the policy committee. That's news is is I don't know if it's accurate but I mean so he can refute it. He's sitting right here. I mean if you are or not but that's never been communicated to me as a board director. that he's now the chair. It's been the and even on our documents is the committee, the committee, the committee. So, it's a little difficult to know who to send it to. And I've had questions before, but I hesitated because who do I send this to? So, I I don't want to belabor it. I I And and here's my thing. We have a policy committee, and initially I rebooted our policy committee in November of 2022 before some directors even were here. and it had three directors on it and one of the things that we talked about then was the process and it was moving and then things got derailed in 23 we won't go into all that but I'm saying work had been going on and happening and there was a cheer we've not had that so now if there is one we can send stuff to to the chair and we can move on but the way we had initially talked about it which can change was that if there was something that was a little controversial or very important arose to a certain level it would come to a work session. That was the agreement. This the equity policy and I will say the same things things I said a few minutes ago in a district this diverse and a policy that we are trying to craft based on what's happening in other and nationally across the country and other districts. We may not be doing it in MSBA, but there are other districts across this country that have equity policies. I could point to Connecticut and a number of other places. So maybe you just have not been exposed to them, but they exist. And so what I'm saying is that so that's why we had it. If it was controversial, it would come to a work session. So asking for something to come to a work session is respectful of the your fellow directors. That's respect. Let's have it at a work session and talk about it. What's wrong with discussion? And we do need to we haven't had the conversation about setting goals for this board. But that's off topic now. I mean I I don't you know that's my perception. That's Helen Basset's perception. We have not had in my opinion a discussion about the the the the last strategic plan that we had that was asked about can we talk about can we talk about as a board some directors here told me that they hadn't had a conversation have discussion about it. So, don't tell me we've talked about goals and and director uh Evans Becker, excuse me, director Evans Becker, >> we've had a couple of speeches that went on for several minutes and you did not interrupt them. >> I was so talking about equity. I'm I'm talking about equity. Some others were not. >> They were talking about other things. I'm clear about what I'm talking about is equity. I'm clear about the importance of the policy. I'm clear about what we've had in the past. So, it didn't just spring up recently that we never had anything before. It's not true. I'm tired of hearing untrue things thrown about like it's true and that's it. It's not true. >> Point of order. >> State your point of order. >> My point of order is that we're off topic and we're being lectured and we're having chaos thrown up here at the table. We're having shades cast upon board members. Point of order. Let's get back to business and get the job for the kids done at this table. >> Okay. Right. >> I have the sense that people know how they're going to vote on this motion and we could talk it all to pieces, but is there anybody who doesn't know how they're going to vote on the mo the motion to move it to a work session? >> I have a point of order, too. >> What's your point of order? My point of order is it seems uh really interesting that during our conversation we have a black woman who she was policed for what she was choosing to do with her body. But then we have somebody else over here who's choosing to make noise, who's choosing to bring up other things. And that person is allowed to do that. They're also allowed to go off and talk about chaos and whatever other negative innuations they want to put insinuations they want to put in there about the rest of us board members. And nothing is doing is about that. We're sitting here talking about equity and we're watching unequitable things happen to schoolboard members up here and we're watching other people use their privilege up here. Like when is that going to stop? And then you want to call out somebody out of order because somebody's using their privilege up here to call that person out of order while we're talking about equity and a person of color out of order while we're talking about equity. We really need to talk about equity as a board. >> Okay. >> Call the question. >> Chair, >> I'm Yes. >> Can we go with the lawyer now who's not elected? >> Stop. >> Chair, I'd like to offer clarification on what a point of order is and how it can be used. Would that be helpful? >> No. >> Yes. >> I'm the chair. Um, >> we need to finish it. >> Is it brief? Okay. So, a point of order is a request for the chair to make a ruling on a rule that has been violated. It's not a a speaking motion. It's a a brief um request and the chair makes a ruling. >> Thank you. Okay. I believe everybody knows how they're going to vote on the motion. >> I will restate the motion. The motion is to send uh 102.1 to a work session. It was seconded by uh was it was made by home seconded by Basset. >> Great. >> Okay. All in favor of sending 102.1 to a work session, please say I. >> I oppose say no. >> No. >> No. >> Take a roll, please. >> Uh yeah. Let me get All right. And the motion is on whether or not we're sending the equity policy back to or into a work session. Not back to the committee. >> 102.1 to a work session. >> To a work session. >> All right. Director Basset, I vote yes. >> Uh, Director Bowman, I abstain. Direct Chair Evans Becker. >> No. Director Hillbrand, >> no. >> Director Holmes, >> yes. >> Director Long, >> yes. >> Director Wuto, >> no. >> Okay, so we have >> 33. >> 33. The motion is defeated. Is there a move to approve policy 102.1? >> So move. >> It's been moved by Director Wuto. Is there a second? >> I'll second. >> Seconded by Director Bowman. I believe everybody's probably ready to vote. They've spoken already. Um, all in favor of approving 102.1, please say I. >> I. >> I. >> Oppose. Say nay. >> No. >> No. >> Roll call. That's really >> all right. Director Basset. >> We are voting on 102.1. >> Wait. Which one? >> 102. >> Director. >> No. No. >> This is voting on to approve 10. Okay. >> I was just restating the motion. >> So, the motion was defeated. I'm a little bit lost. The motion. >> The motion to move to a work session was defeated. So now we have a move to approve the policy and that is what we're voting on and we need to have a division of the house. So please do a roll call. >> We'll do uh to approve the policy. Director Basset >> no. >> Director Bowman votes yes. Director Evans Becker >> yes. >> Director Hillbrand >> yes. >> Director Holmes >> no. >> Director Long >> no. >> Director Wuto >> yes. >> Prevails 43. >> And policy 102.1 has been approved. Is there a move to approve policy 53 534 school meals? >> So moved >> and moved by Hillibbrand. Seconded by WO. See no hands. All in favor of approve approving policy 534 uh school meals. Please say I. >> I. >> Oppose say nay. We have policy 534. Administrative reports. Superintendent Stalo. >> Well actually the report that I have in the board uh packet this evening is very similar to what Dr. McDow did. did a fantastic job of sharing. So, the only addition that I would like to uh share is uh right there. Uh thank you very much, Molly. Um on August 9th, our community came together at Lake View Terrace Park for the great Rdale get together and it truly lived up to its name. Even with the rain, there was an incredible energy in the air. Uh this is more than just the event. It was a chance to connect and reconnect after the summer to celebrate all that makes Ardale school special and to build excitement for this school year. Um, I would like you just to flip through to two slides, Molly. Uh, and, uh, Dr. McDowell also talked about the system leader advance. I just wanted to note the excellent picture of the amazing leaders in our organization preparing for the return of all staff and students. And uh lastly on slide eight please if you just advance a little bit right there you can see the logo of the theme for the year take yourself on believe belong. Um Dr. McDonald did speak to that. I also want to make sure that all staff are hearing the uh expectation and invitation for you to attend the all district event and board members uh certainly hope that you are able to join us as well. Again, that'll kick off at 8 o'clock till 9:30 on August 25th. Come early and get a great seat. Thank you very much. >> And a parking place. >> And a parking place. >> Thank you. Okay. Thank you very much. Um item B is the redesign update. Executive E. Executive Director of Community Education Anthony Williams. >> Yes. Thank you, uh, Chair Evans Becker, members of the board, Superintendent Stallow. Um I just wanted to provide a brief update about um the status of Robbinsdale Area Redesign. Um we recently um hired a new uh community partnership and resource coordinator um Naisha Smith who's who's back there um who who's uh many people know her from the work that she's done with uh full service community schools. Um so she stepped into this role as the community partnership and resource coordinator who or specialist which will also coordinate the Robindale area redesign. Um we myself um Naisha um Beth and and and uh other members have met with and chair well director uh Basset has also been a part of sort of the process. We met with the um redesign uh board on Wednesday to give the update and you know uh just talk about where we are um with Robins redesign knowing that there had been sort of a a gap in uh in in leadership in that way. Um, right now we're in the process of really focusing on getting the redesign report completed um and and onboarding Nisha into that role. So, I mean I'm excited to have someone um capable. I'm not not saying that the other people were not capable, but you know, I'm excited to have someone as capable as Naisha step into that space and look forward to her leadership um and Robin's area redesign. >> Thank you and welcome Naisha. Director Basset. Yeah. Um, thank you, Director Williams. And, uh, I'm really excited that, uh, Miss, Miss Naisha is going to be joining that team. Um, I was very troubled when I came on to redesign a board in January and I I there were no meetings until like February, March. I think the first my first one was March or April. Um the board now under the guard leadership of of the um volunteer coordinator is is moving forward at a wonderful clip from a very precarious place and redesign has been a part of this district for many many years um probably 25 or more and uh I believe is is now poised to move forward. So I really appreciate Director Williams uh you know leadership there. I appreciate Miss Naisha's leadership as she's coming on board and uh Miss Akquila, she's doing a fantastic job and I appreciate that and I'm really happy about theou that we've worked on and we look forward to that being finalized and all of our finances being in sync. So that'll be a good thing. Thank you. Thank you for your work >> and thank you for being on that committee. Director Basset on that board. Uh Director Huto, did you have a hand up? >> Yes, please. and not related to the the last uh ended topic but I just want to make remarks on the policy committee chair issue. Uh we don't have a chair but I believe at our last board meeting at this table it was made known to the public and board members that questions can be directed or emailed to me. >> Okay. Uh secondly, I do want the community to also know one thing that the just ended communication or com deliberation on uh equity is not an issue that I am not aware of as a black man in this community. However, if we follow policy properly, this board did approve a way to do policy on January 21st, 2025. >> Point of order. >> Policy development, adoption, implementation, and review. So, if the community has concerns about any policy, policy number 208 will direct people to the right place to make sure that those things are looked at properly. Thank you. >> Your point of order. >> Well, I had said mentioned something to you first before Director Holmes mentioned a point of order because it's not a part of the topic right now. We were on administrative reports. I mean, I'd appreciate the update, but it this wasn't the time for that, right? >> It probably should have happened when we were discussing the um the policy, but I cut off the discussion. And so I think that's probably why fitted in there. I felt we were ready to vote and that was a piece of information. >> Yeah. So this was out of order that conversation should have happened. >> Oh, it should have happened earlier. Okay. >> Should have happened earlier. All right. Future events. I think they will be scrolling. And does anybody else have any future events? We'll see everybody at the back to the get together. And we do have a work session following this meeting. Is there a move to adjurnn? >> So moved. Second. >> Moved and seconded to adjurnn. All in favor, please say I. >> I. >> Nay or journ. >> Work session will start at 7:32.2. [Music] I had in my stack of papers and Kristen decided she was going to pass it around. So, if you've read it, just >> I highlighted it. >> I'm a sharer. I'm sorry. >> Do the crew like >> Sorry. >> That's a disadvantage of sitting on this side of the room. >> All right, it appears we are welcome to the schoolboard study session. And it's Monday, August 18th, 2025. It is 7:35 p.m. We're in the boardroom. I'm Rita Evans, Becker, board chair, and we're going to go this way around. Um, Caroline Long, school board member. Amy O'Harn, executive director of human resources. >> Renee Bowman, board clerk. >> Terry Stall, superintendent. >> Helen B, school board. >> Wood, school board. >> Tim Holmes, school board. >> Amina Brown, school board. Kristen Hisel, chief financial officer. >> Bob McDow, assistant superintendent. Awesome member >> Molly Olsson, executive assistant to the superintendent and school board attorney. >> Thank you. Okay. Purpose and agenda. We have our working document. Superintendent. >> Thank you. The purpose of board study sessions is for the administration and the board to share information and to engage in discussions on topics of schoolboard business in order to best prepare for effective and efficient decision making and action at the board table. Uh in front of us tonight is the board of education working document. Again this document the board is is responsible for all of the work in this in terms of approvals. This document points out just in each of these areas um of the board role what that work is. So tonight under district governance and policy the board uh has uh made the request to talk about C501 also going to be talking about board committees meals and additional study sessions requested for this fall related to the oversight of operations. Uh Dr. Dao will share information regarding the e-learning plan that requires both board approval and communication to families at the start of the the school year. CFO Hokisel will also share information about partnerships both in terms of our long-term facility maintenance work and a partnership with the city of Crystal. Um related to governance, the board will discuss some uh bylaws in the area superintendent relationship. The board will review the superintendent goals and in community engagement, the board will hear a brief update on the reimagine artill process. Super. All right, let's get started. Um, the first thing is the committee conversation. I want to kick this off with saying I think we should eliminate our two ad hoc committees. And so I think that's where I what I'd like to start the conversation by. The time that we started those ad hoc committees was a different time for the board. There were different things going on in the district. Now for safety, we have new safety people hired. We have safety committee in the district. And it's it's an administrative role that's being done well by the administration now. And as far as the transportation, the facilities, the facilities, we finished our transportation work and the facility things that are going to be happening are going to be whole board work as we discuss um our strategies for SOB and what's coming up. And so I would like to suggest that we eliminate both of our ad hoc committees. Does anybody want to say anything? home. >> Which order would you like to address them in? >> Your choice. Let's start with safety. >> Well, I know we began the discussion last time um about the facilities committee. That's where we were. I went back and listened to the entire work session, so I timed it out. Um to be frank, it's not a surprise that that's what you're suggesting. Um I'm going to start with the facilities one actually because my thoughts are there >> and the decisions that this board is facing um I think it was outlined quite clearly by a number of us and we were brainstorming ideas on how to accelerate the information how we're going to bridge the gap with the community. Um, we haven't talked about timelines to communicating. The vision team recommendations are starting to get out into the public already. They are um quite radical in my opinion and I think we have a huge bridge to cover with getting our community up to speed and what we're going to be tasked with voting on in 12 weeks. So I think that commute that that committee whatever it was we were having lengthy debate on that. We were making some progress. So to cut the conversation short right now and say we're going to dismantle it. I think we're doing a disservice to the conversation that we had in our July 21st work session. Um where a number of questions were posed. There were a number of suggestions that came up. I have them tracked if we want to get into them, but I'm going to let the other directors speak for themselves on their points. Um, because we talked about partnering with FAC in some way. We talked about laying out how that the board can get out to the community and partner with them. Um, there were a variety of things that came up. So, I'm really concerned and disappointed that that's a recommendation coming right now. And you don't think that if the committee were to stay in operational mode that anything that committee would bring back wouldn't just be rehashed and redone by the board anyway. And again, this is going to overlap with the vision 2030 team conversation. So I'll reiterate it there. No, I think that group can come up and talk about the one-pager salient points that come out of these lengthy reports that that team has been processing that we've been processing on board. Figure out a way how to start getting that information out to the community. Um that that's part of the job and that we're facing an SO plan that needs to be submitted that doesn't mean a lot to the community and the decisions we're up against. We're talking now there's school closures on the table. I've heard referendum talk. I've heard um you know ripping down both high schools and raising money for one new high school. These are all big things that I think we should get our arms around quicker, sooner rather than later so we can lead the discussion and not have things circulate out there because what we're going to do is really going to be something we're all on board with or at least informed on. And that's the conversation we had last time where we all didn't feel like we were up to speed. We can't point to the website and say, "Oh, all of the information's there." And so again, my my points are going to stand we have a huge huge lift ahead of us. And I think that's a tool. It's not about regurgitating information. For me, it's about identifying ways that we can get additional information out there, how we can get feedback from the community. Nobody's going to want their schools closed. So, what are people's hot points? Um, you know, what is it Spanish versus STEM continuing? These are all things that can happen concurrently and only benefit us as a board. Again, the decisions we are tasked with, I do not com feel comfortable with the information flow and the way it's coming. There's a lot of it out there. I think that group can also look at some of the data we've already had come in, prepare it all together because it's not just about one team. We have so much data that we have to condense and some people may use it, some people won't won't, but I will because my my vote is not going to be based on just one group. It won't because we've been discussing this for two years. I think there's a role and I think in my last sentence, I'm sorry, we were making some headway on figuring out what that group could do. >> Dr. I would agree with that too cuz you know whatever it is we choose to do close schools we have issues with that warehouse you know that's something that that committee should be talking about you know um and making sure that we are staying up to date on what that information is without going months without hearing about it. Um especially, you know, if we close schools, we're going to need that committee to be doing some work for us around that. If we don't close schools, but repurpose schools, we're going to be needing that committee even after the redesign process to be doing some work around that, too. So, I find that committee to be something that's useful, something that we should keep as a way of getting the communication that the board needs to have to the board. we're still kind of having these communication legs that where there are commu where some of our schoolboard members are getting the information and the rest of us aren't. And so as we have proven from the safety and security one, we definitely whatever information we got, we shared with everybody. It was in a memo. And that's the same thing that was happening with the transportation and facilities one. We had mapped it all out what that transportation and facilities committee was supposed to do. So do it and keep us informed. >> Any other comments about getting rid of either committee of the ad hoc? Dr. >> Yeah. Um I know that adop committees normally are supposed to be temporal. Um the I'm not sure what specific tax these very communities were taxed with in previously. Um however looking into the future without really having enough information I will agree with the chair that we as a board can always form ad hop comm committees as needed to address different issues. I don't think we have to keep one that has been in existence without a specific objective or goal in mind. So I will agree with the chair that it can be suspended or ended now and if there is a need the board sees a need for a committee to be formed we also do. >> Dr. message. >> The board at the time saw a need for the committee and the board empowered the committee and you were on the committee and really what ended up happening is that you and the superintendent decided not to have more meetings and uh and I had there was a community person who came to our last meeting and we were poised to go and do some additional work. I mean this is just these are just the facts as I recall them. So it's not do anything other than just report the facts. The fact of the matter is is that had we had that committee, a committee such as that in place, perhaps those committee members could have been in a better position to even discuss some of the things that were coming down the pike, for example, with the warehouse. Maybe not specifically because but that's just an example of the kind of thing that could be discussed. I think and when we talk about um going forward all the things that are on the table for the school district I do think there's a need for the committee and and quite frankly if you were a member of the committee and I don't know if you lost interest or decided not to come back but when director Vento left you just decided not to have committee meetings anymore and I sent notes and asked when are we going to have a meeting and that was just ignored and then they were getting ready to just take it off the table. I don't like the way that happened. It was not transparent. I didn't get the respect of the conversation about it. I had talked to a couple people in the community about it because that's what we typically have done in the past and I didn't appreciate it. I'm just being honest about it. I don't leave being sideways. I think the committee is needed. Um, and I do not agree with disbanding it. Now what I will say is that there may come a time when the board wants to sunset it but that's a agreed upon discussed collective decision is not the decision of the chair alone. The chairs certainly can and we know chairs can you know suggest committees board members can chairs can assign someone to a committee. No, that's not in question. But I like to work with chairs who respect their colleagues and include their colleagues voices because their colleagues matter whether I agree with them all the time or not. That is important. Not just unilaterally deciding, oh well, we're not going to do this or deciding with the superintendent. I work with a number of superintendents and usually they let the board hatch it out. And I'm saying I'm guessing I think we need to have the committee. I think if we're going to talk about sunsetting it, I don't think it just is an abrupt conversation that you propose because you think it's time for it to go. I think that I don't have a problem. I think I've shared this with our superintendent at some point and how committees do go away. But I think that's the board's decision, the full board. >> Thank you. Yeah. So again I I would like since we are all discussing this I would like to know if members of that committee are here just can you tell us what your current issues are that you're addressing not into the future of expectations that you are hearing from the community. Having been on the committee and having actually generated a couple of different reports and shared them, I not at this moment at this time, but I'd be happy to before we make a decision like this, I'd be happy to pull together the notes I have and the reports I put together about work on the committee because I actually pulled together some of the first reports for that committee. So, I have no problem with that. >> Dr. Holmes, >> thank you. >> So, I'm going to speak emphatically against disbanding the safety and security ad hoc committee. I'm also shocked that you're recommending that recognizing that both committee members have told you we haven't been able to secure meeting with administration since March. >> We left items unressed such as the student handbook process and protocols in place. Saying we have a new administration in place is not enough for me. We worked endlessly with the prior administration. We're making great headway. So, we can also come prepared and tell you because we provided detailed memos about what our outstanding questions were. We were addressing student concerns around vaping and locked bathrooms in all of our high schools where they came numerous times in numerous capacities to tell us that those issues were occurring. So, our work was timely. It was responsive to student needs. We have a safety and security levy that just passed that the community is looking for updates on. Buildings are getting updated with those measures. The list is endless. In fact, I would suggest we make it a permanent committee because it's top of mind for students, parents, and staff. I'll go the exact opposite way. I think it's a good partnership. Um, at no time has administration talked to us about the work we've conducted. Meetings just ended and it's the same pattern and that's alarming to me. These are approved by the board. It's honoring the work that was done by the board prior to this. We sat with a prior consultant and spoke about safety and security for nearly a half of a day and hashed through page after page after page of items that we wanted to address. That's what formulated the resolution to format in the first place. So, we can provide the resolution. We can provide those dates if you're looking for it. But I am I'm really I guess insulted that this is the format that we're going about trying to dismantle, especially recognizing how votes have gone. And so if we're going to have a conversation, I echo director Basset and say it should be known that that was what was going to be presented and I could have come to because we have detailed detailed notes and we've kept you updated. the board, not you, the board updated on what is going on. I would question whether the work of that's going on was going on in the safety committee was actually governance work or it was management management and administrative getting our fingers where our fingers don't go. And that's a conversation that overlaps because we are entrusted with the care and management of this district. And in numerous meetings, we identified numerous things that were being told that were in place for our students and staff that were not. So that is part of our oversight role. And again, if we want to get into that conversation, we could come back and I will gladly have it in very fine detail because the safety and security presentations that have come have been the exact same thing. It's repetition. I believe it's director long and then director. Yeah, I would like to echo what Director Holmes is saying about the safety and security committee. I don't think that that's a committee that we have disbanded. I have at several board meetings given the report saying we're waiting for dates. We're waiting for dates. The last time we had a meeting, we were told that, you know, the superintendent would get together with some employees that were usually supposed to be at the meeting who now are no longer with us and give us some dates and then that never happened. So, what happens with somebody not following through on what they say to somebody? So, all of a sudden, it's just dropped without nothing. We're mid work, midstream. You know, we even we're supposed to be getting a draft from an attorney. What happened to that? Was that just a lie told to us as a committee? Is this was this the plan all along? This just feels really isy. It feels I'm not sure what words to put on it, but it it it's not sitting well at all. And I'm sure if anybody was to sit there and say, "Well, why isn't your committee meeting?" And then we tell them why. They're going to want to know, "Well, why why we're somebody's boss that that person is not following through on what they should be following through on." There is a lot of work that we are doing. And you might say, "Maybe our fingers are getting down there." But then when I hear from parents in the community, well, my kids getting drugs in your bathroom. I'm thinking about suing you. Well, when does that become then my responsibility? I don't want to be sued for that. I'd rather be proactive than reactive to something like that. Or other concerns that I've heard from parents about prank phone calls and things like that. I would rather us figure out how can we be proactive and put some things in place so students are learning the skills they need to learn so things like this aren't happening at our schools and we were starting to have some of those conversations too along with the handbook the handbook needing to look at what are the skills that our students need to learn so we're not continuing to have some of these behavior issues within our schools this is their ground where they're practicing and they're testing things out how can we teach them these things so that they can say, "Oh, well, maybe maybe not that one or maybe, you know, from what I heard from my teacher, I shouldn't." We were doing a lot of work. We had detailed memos. The fact that our committee wasn't meeting wasn't because of us. We were ready to do the work and we still are. And there's still a lot of work for us to do. >> Uh, Director Hill. >> Yeah. So having not been involved because yes these companies have met since I've been on board. So I guess a few things. One is to director's point, you know, what was the end date or the end goal of these temporary committees? And then my other broad question is, you know, are these are is this work already being done by other committees within the district and other people within the district where maybe they're committees that um have trouble scrolling now. um you know like we have representatives I don't know if that's appropriate or not but also to what um director Becker was saying too is that you know the role of governance versus the role of management and and where that falls in office because yes you know we should be setting and looking at policy but not the uh day-to-day you know implementation of the work and so that's those are my questions and or concerns on these. You know, if it's ad hoc, then it should have had, you know, like a short-term goal and an end. Um, and if there's something that should be a committee of the board, then it should be in terms of some sort of governance of the work um as opposed to managing the work. So again, I was not part of these. I don't know. So I I don't know what the work was being done. It was just mine's office. >> Thank you, director Bass. >> Yep. Well, um I'm glad you asked that question. So, because actually dated dated November 6 of 2023, uh from our uh law firm at the time, which is um Red with Roswick in Morning, uh the request for an opinion because I requested uh because I, you know, I think it's important to for people to understand that the board must this is quoted under Minnesota 123.0 02.7 subdivision one. The board must have the general charge of the business of the district, the school houses and the interest of the schools thereof. The board's authority to govern, manage, control the district to carry out its duties and responsibilities and to conduct the business of the district includes implied powers in addition to any specific power granted by the legislature. And there's some other citations. There are a long list of things that the board is responsible for. This board, the board is empowered to hire a superintendent to superintend the district to manage the district. That does not mean that the board cannot discuss, contemplate and consider issues that have to do with the management of the organization. Uh, I routinely say because I routinely believe in and I do not meddle in whatever is going on with what the superintendent and her team good because I'm not doing it. So, I'm glad they're doing it and and if I need something, I ask them. I ask her, you know, I mean, they've been trained to do this. But by no means does it mean that school board members can't ask questions about the operations and other things. I'm not saying that you said that, but you seem to ask this. Many people seem to be confused about what is management and what is implementation and what is the board's role in terms of governance. One of the comments I made today is that it might be useful that document that we have here is to name it if it's a school board's work but the school board's working document. You know, it's confusing when you have all this stuff on here because ultimately the board's responsible, you know, and so it gets confusing to people who are lay people and even people who are on the board are confused sometimes. you know, if I'm calling up the staff now, our executive secretary, she reports to the school board and to the superintendent. We usually go through the chair, but the fact of the matter is is the board is its own distinct entity that governs the district. And so I I I'm not I don't play games. I don't I I don't have time for that. But the reality is that the things that we're talking about that we were talking about on that ad hoc committee were important. I believe and I think that if we want to have a conversation about another conversation about our ad hoc committees and if we want to talk about some deliverables that you'd like to see from committees, I think that's fair. If you want to talk about when might they sunset, I think that's fair. That's a school board discussion. We don't need permission to have that conversation. And it's not adversarial. No. Most of the time when I talk about things, they're not adversarial. I'm not the one calling the lawyer all the time. They don't take that. It hasn't taken it in over 20 years. I don't see that happening all across maybe in the larger districts like Minneapolis. I don't see that happening in other school boards. They work it out among themselves. They don't need all this arbitration. It's nonsense. What is the goal here? If the goal is we will never be able to work together as a team. If people can't come and talk about things that of concern to them that are school business and if we wander off and it seems like we may say, "Well, let's just send that over to the superintendent." That would be an appropriate response if people are going off track. But just to talk about the issues as we see them and concerns, we are elected by the people in this community to be their ears, eyes, and their and work for them. That's who we work for. We work for the people and we hire superintendent who manages all that. And we try to hire a competent one with competent team members and then we turn it over. That does not mean we never get to have a conversation about anything ever again. And anybody who's under that impression, if I need to send you a copy of this document, I will because this is, you know, what our legal counsel, who was duly selected by the whole board, not me. And this is guidance that they provided. And I don't think they would have provided this guidance if it wasn't accurate. They're very wellrespected law firm. And I think I actually sent it all to you all, but people won't seem to want to talk about it's the board is the, you know, you're out of you're digging down deep. Well, then just stop doing it. If somebody's bringing up something that's inappropriate, and it really is inappropriate or they require some kind of action by management, turn it over to them. That's why they're getting paid. We're not getting paid. That's why we hire competent staff and pay them. And the superintendent may need a market adjustment. That's why she said that. But they only But that doesn't mean they're not between us and the community. In my opinion, we are the ones elected by the community, not the administration. >> Uh, director Bowman RH and then Holmes. >> Well, I can speak to the safety committee. We the safety committee was formed because uh we had uh incompetency as far as it came to leadership in this district. We were getting zero answers. We were getting we were getting nothing to us. It looked like a house of cards. And so that uh committee was formed in response to incompetent leadership that was running the district at the time. when for me uh customarily uh the um safety committee, the safety work and the transportation work is work of the superintendent and we have a competent superintendent and it was hired and unanimously by this board and I was chair at the time and in the uh in the space where Dr. and um acclimating oursel to the district. Yeah, there were probably things that meetings that didn't happen that maybe people are disappointed about that didn't happen. But the reality of it is is that the work was not being ignored. The work was being done by the administration. Um we govern superintendent is our business person. I know we have the right to talk about anything we want to all the time. uh we do that sort of all the time. Uh I am not confused about anything. I am more than willing to put the work of the superintendent into the hands of the superintendent and our committee. And if um the one thing I know that's customarial customary is that there's if there's something that we know is going to be controversial to the board, then of course it comes to the board. But the safety and the transportation stuff are tied to the operations of this district. So I can't support at this point because we have new leadership. We have new very competent leadership. We have new cabinet members, new very competent cabinet members. And uh really the safety committee and the transportation committee under the way in which they were created have become obsolete because they serve no purpose under the new administration. And that's why I would be voting to uh uh going to to to suspend them. And you're right, we probably should have put dates on the front of them. They were ad hoc committees. Live and learn, you know, now we want to pick at each other because well, we didn't put a date on it. The point of it is is that they're obsolete committees. And they're obsolete because we have competence at the top that has her that has cabinet people that have those giant jobs assigned to them. I mean outside of me saying Terry make sure that these kids get are well taken care of the safety level all day that's about the level of my expertise in this my expectation is that the administration will create a safe environment for our kids and it is provable and it will be provable right now being able to prove anything is because we've come from a house of cards administrative district administration to a district to a administration that's finally building the foundation once again in this district. So of course there's still maybe nothing there, here, there, maybe everywhere, you know, but the point of it is is that that's Terry's job and I have every confidence in the world that Terry and her team are addressing those things. The other side of it is I am unwilling to have discussions about safety or transportation done by a committee where the work is going to be synthesized and then I don't have I don't have privy to all of it. The whole board needs to talk about the safety when it comes to safety discussions as brought forward by the administration. The whole board needs to talk about transportation. When Kristen or Terry bring us transportation issue, that doesn't even belong in a committee that belongs at the feet of all the board members. So, I just think we should get rid of it and try to work effectively and efficiently where we're kind and respectful to one another and and move this forward. And please, Helen, please Helen, please. I would be replacing people's bodies for equity. >> That's >> I just it is a legitimate question because when we work later on there's another thing on the agenda something that I'll bring up at that point but it's not point at this point. My vote it's time for it to go away. Let's move forward. >> Thank you. Um the next person is director MH then director Holmes and then I think >> Basset has her hand >> and then director Basset >> and I would like to say something to you. >> Okay. and director Wong and then I think we can put this together one way or the other. >> Yeah. I think the the other point that I just or maybe a reminder that I want all of us to be aware of is the chair did not bring this topic as a video to us today. Right? We keep talking about why are we not discussing different things as a board. I think that is the environment that she just created for us to discuss this issue. So we should be a little bit respectful of the chair or of the position really when these things are brought up because it shouldn't become an issue of her making a decision for us. I I I didn't hear that in a way right she brought it up and said in my view this is what I think we should do and all of us are contributing to that. Now, if you have a a supporting argument that might change somebody's thinking about it, that is what I want to hear, right? And if you don't really just the personal exchange of you did this or you should have done that, I don't think is going to help us redirect to where we need to go. So if there is no other comment from anybody that is going to help each other change our thinking of how we might vote or decide, let's just move forward so we can move on to the next agenda. So we are not here till midnight today. >> You're on this director, but you have to wait for Director Holmes. >> Sorry. Um Yes. And director Bowman, you haven't attended a safety and security meeting since July of 2024. >> And let me address that. >> I'm not done. Thank you. >> But when we get to I get to address. >> You resigned from your committees when you resigned from chair. So Gita was supposed to come on and has never attended as well. So we've had I think four to six meetings since then where work has continued and lots of questions have been put into place. Um, beyond that, we also have a state auditor on record for um the LA last community driven audit that puts um a lot of authority and accountability and oversight on this board. Um, we have the data practices office stating that a lot of oversight is done by this board. Happy to give that to you as I've checked in something on things. VOSA as well. Um there are a lot of and and the the legal opinion that is a lot of entities telling us oh I almost forgot Moody's when they downgraded us last time saying that we didn't have proper internal controls and board oversight at that time. Those are very very important prominent entities that are relying on the board's authority and what we need to do. Um loving this district and participating in this district does not mean you blindly cheer on everything. >> So I think um again I'll reiterate what Director Basset said. If if this is a conversation I I really would have appreciated the heads up. we're going to be putting it on the table to disband it. And I could have come with handouts. So, I'm asking you to honor the work that has been put in by your colleagues before you. Just because you're not aware doesn't mean there wasn't extensive work. And I'm going to tell you that the safety and security presentations that were delivered publicly were the same ones that we heard prior. doesn't mean there aren't internal protocols in place, but we should be able to communicate that clearly and effectively to the public as a school board. And I would challenge any one of you right now to list something related to that because I know I'm on the ad hoc committee and I can't give you a lot. We also voted to bring Sandy Hook Promise programs in here which has extensive capable reporting abilities that we've asked to get reports on that empowers students. It empowers students to change their culture and climate within their schools. We talk about student voice major free initiative supported across this country and by the Senate. Chief, police police chief Green. I met with him when I campaigned. He testified on the Senate floor of the importance of Sandy Hill Promise programs. The board, we voted it in. Do we know anything that's going on with it? No. That's a problem because it empowers student voice because we already admit we can't we can't policy our way out of this but we put very very good tools in place and we should be able to articulate that out to our families our students tell them what we're doing on based techniques. I'll tell you right now the answer is every district has that problem. That's not enough for me. It's not enough for our students. They should be able to use bathrooms. >> Well, I'll just say that I appreciate the comment that you made, director, because this and I appreciate what Holmes has said. What I would like to do is to have our committee come back together. I would like for the committee to have the conversation. There's some of the questions that have been raised. What would be the proper role based on where we are now as we look at where we were? And if we think it should be sunset, when do we think a good time for that is? I don't like to just lurge from just come to a come to a meeting, receive a bombshell, decide on it, and move on. I mean, I like thoughtful discussion. And so, if our committee can have thoughtful discussion about where we are now, where we need to go, what work is happening now that maybe uh we don't need to do or should do. But I can tell you one thing for sure. If we have a presentation from an architect who's going to be doing our long-term facilities management, if we're talking about a referendum and some other stuff, the long-term facilities maintenance and all those kinds of things, I want an opportunity to talk with somebody who knows what's going on to ask my questions, not 10 minutes in a work session. I mean, it's ridiculous. This document that we've got about the architectural agreement that's supposed to happen September 5th 15th or September 13th is 2 pages long. Now, for the people around the table who say we have competent staff, yeah, and so it'd be nice to be able to talk to some of them or whoever the vendor is and kind of go through some questions at a pace where we can really understand and deliver. So, when I come back and I say something to my colleagues, I'm speaking from a place where I have confidence in what was said. But the times I have met with the with the administrative staff and have been a lot. The times I have, we had a great conversation. We got stuff. We I understood stuff. That's the purpose. They come to these ad hoc committee meetings. It's not often a vacuum someplace. We're looking for that information. And so I think at a minimum I think if we're going to be making some decisions, I think the committee needs to come together and we need to kind of assess where we are. We need to ask ourselves that questions, those questions as a committee, together little report that we can give to people who weren't there if they want to, you know, and then really kind of look at where are we now and hear from the administration, from the superintendent, you know, here if this is where you were, this is where the the committees are reimagining committee going and we think that there may be not, you know, whatever it is that that comes out of that, you know, I mean, I just don't understand what the the the danger is of having communication and discussion. That's purposeful. I don't come up here and sit around to make up stuff. Nobody's got time for that. You know, it would be concrete and purposeful and I think it should stay. I think we should have a a reasonable conversation about sun setting. Not an abrupt I think it should deny it because well, wow. But we can have that conversation. What does sun setting look like of the two committees? Which one should go forward? If if any. I think those are fair conversations to have, you know, but but I I I just I worry when you have a school board that's that's go that is in really has responsibility for a $300 million operation and we're afraid to have conversations with each other. That is unacceptable to me. And I it makes me crazy. I don't even understand it. What's wrong with conversation? What's wrong with discussion and debate? What's wrong with receiving information so you can make good decisions? We have packets that are over 200 pages long. And maybe other people are more swift than I am, but I know I need the paper so I can look at it, so I can mark it, so I can. That's a lot of information to take in if you're supposed to be governing. And I'll tell you something, after where we've been last year fiscally in this district, I'm not one who wants to sit around and just not be looking. Due diligence is I think that's what due diligence is. And so I appreciate your question and I hope I've answered it. We need to we'll come back and bring you some information if you you're interested. Really hope you would be. Dr. >> Yeah, I agree with, you know, what Basset has said and what Holmes has said. I mean, we should have had some kind of heads up. I mean, we have a resolution in place for our committee. Like, let's go back and look at that resolution. Let's update people who haven't been here, who don't know about it, what that resolution is doing. >> There was work that we still have to do. there was work that we were doing and I don't know does that need to be on somebody's performance that we didn't get to meet that that wasn't on us that's not right and then now to have this conversation is this like fascist what is this I don't get this at all like couldn't we have given the committees heads up about what was going on couldn't maybe this have been brought to the committees first we were asking for a meeting I've been asking and asking and giving it in my board updates. This is utterly disrespectful and and it it really shows. It really shows where the values are. Really does. It's No, it's shocking. It's What about the resolution? Let's go back and look at that. Where is that paperwork at right now? Do you have that printed off for this discussion? I mean, I was at agenda setting. I didn't even know that this was supposed to be our discussion. How was I supposed to know? There wasn't a heads up about any of that. So, this decision was just made with who who made it that that that this is what the topic would be cuz it wasn't discussed at agenda setting that that's what that topic would be. I don't know what board committees mean. I don't know what that meant. It could have meant anything. >> Now I'm done. Thank you. Great. >> I'm next. I thought I guess >> this was discussed at a previous work session and I would I brought that it up to to sum down to get rid of those two uh ad hoc committees for our discussion today. We started this discussion was mentioned at the last work session. All those ad hoc committees were started when the district was in a different place at a different time with the resolution that does not necessarily reflect where we are now. And I believe that the work of those committees is actually administration work or work for the full board and that is why I still believe they should be eliminated. And so what now in order to get us to the rest of the agenda, can I just see hand a thumb up for getting rid of those two committees or a thumb down for getting rid of those two committees and we can like move on for now. This isn't binding because it's not an important meeting with a motion. I just No, I just want to quantify your statement of being discussed in last work session because like I said, I went back and watched it. That agenda was loaded and we breezed through a number of items. So it was approached. It was not discussed. Okay. But it was one before that. Thank you. It was one before that. So it was a month ago. So semantics. All right. Thumb up or thumb down for some for getting rid of those. One, two, three, four up. One, two. >> I don't approve of this. I think that I I don't approve of it at all and I think it's inappropriate. We have the board. We have a board resolutions that establish these committees and I believe that we reasonable requests have been made to come back and talk about what the committees have been doing to give the board me other directors cuz somebody said all the whole board I don't have a problem with that to give the board reports about what's been doing and to actually identify a sunset date that would be something I would support you know I mean if I don't need it and then we look at what the what the work has been done by the different committees But we honor the resolutions that were passed that established them. Not just in a meeting where nobody knew and then gotcha. >> I would consider this a gotcha, but I'm not saying I'm just speaking for myself. Uh, Chair Evans Becker, I'm just speaking for myself and saying >> some of the comments that have been heard where people have said, "I'm not sure what the committee's been doing." and we've got a couple of new board members and we've had others who have said I'm willing to bring information forward for the committees and I you know I mean I think you hear some I mean I I've said I'm willing to listen and talk about when should we sun sunset them. I'm interested in talking I've talked about bridging with our red deciding committee for a while. I'm I'm interested in let's figure out what we do next. Not just a thumbs up, a thumbs down. Get rid of them. No, >> not from a board resolution that was established by this board in the duly held board meeting. >> Thank you. >> We're going to move on. >> Okay. >> I got the feeling from the board. I know who's in favor and who's not in favor of it. It's not a binding thing because there is a motion. We're not in the in the session, but I got the idea. It's time to move on. Let's just talk briefly about food at the board meetings. It cost between $2 and $300 to feed us at every board meeting. And I want to know how people feel about not having food, having director. >> So I've brought this up a few times. I think that we should not be spending money feeding us. We're adults. we can feed ourselves. And frankly, districts don't feed employees because that is uh not allowed except in certain circumstances when they have to be in place for a certain amount of time and on and on. And so, and yes, districts can feed members of the public, which is why they can feed us, but we're sort of an in between. And I think that we should, if you think about that, you know, $400 a month, that's a lot of money that could be going to the students. So, personally, I I mean, if it's there, I don't want to waste it, but if it wasn't there, I could figure out that myself. So, >> thank you. Other board members have opinions. >> Dr. Um, I think it's funny what we attribute a lot of money to and what we attribute not a lot of money to when we're talking about 30400 versus 15 and 17% increases and it'll go to the students or not. Um, for the public, we make about $6,000 a year. So, if you translate that to meetings, this becomes a voluntary role. And so, what you're doing, I don't care really. I mean, it's an equitable thing, too, because I'm working two additional part-time jobs, and I have a family to get dinner, too. So, to have dinner here is nice for me because I'm juggling and juggling and juggling. So, it says a lot about, I guess, what we're putting value on. To make this a point about a lot of money, it's not. It's not. And yeah, there are other venues that, you know, food is supplied. um if we're going that route, we should talk about budgets for the vision team, all of these things. So, it it's just when we pick and choose when we're addressing specific items and not others, it's almost like comical to me at this point. Um you all are going to do it, so I mean, well, at this point, we might as well. But, um I think the public should know we don't get paid a lot. We we don't give ourselves raises and we have a we have a problem with people running for public office and this is another reason why I mean that's you know the ISC group I remember discussions around well people don't come because we don't provide food it's always during dinner people value their dinner time um this is just again to bring this up like this I'm kind of speechless at this Director Pass I >> I think director L would >> okay director >> yeah I would agree I think you know when you give the amount that you gave and you said oh well this could go to students well what about somebody who's getting a 15 to 17% increase what is that amount especially when they're already making a six figure salary I think that's a lot more than what it is costing to feed our board that could go to students so when we talk about that and that has just been passed and that has been something that we were told we couldn't have a discussion around that oh they just get to have that money and oh their contract is coming up again so let's talk about giving them more money sorry my throat's getting dry can somebody else go so I can deal with my dry throat coming [Music] >> yeah so again I I've made this decision that I will continue to do this >> this was a suggestion that was brought on. And so our point should not be attacking each other. If I'm not going to support that, I will tell the the board and say, "Well, in my view, I I don't think the $400 is that much. So, let's just keep the food, right? And just leave it at that. Let's let's try to keep ourselves in a respectful manner so we can move forward and make decisions that need to be made. there's a lot of work ahead of us, right? And the I don't even have a word for it, right? It's like she she brought up a suggestion. If you are not in agreement with it, I'm just going to say, well, you know, actually, I come straight from work, I shower, and I get here. So, staying here till midnight without food could mean a lot to my blood sugar levels. And then I'm just going to make that suggestion and maybe that'll change her mind on what she she's suggesting. Right? Let's let's start being a little more proactive in the decisions that we are trying to take and stop the personal attacks on comparing values or whatever we are trying to >> know director thank you for those comments I just think those comments should be unilaterally applied across the board you know not selectively so I totally agree with you I made the same speech about 20 minutes ago you know a little more flowery you know same speech Um, you know, so my thought is I I'll say this, uh, but and I this I also advocate it when we're on the main network. School board service should not be for the elite or who think they're elite. School board service should be available to the common person who wants to serve. And if they're willing to sacrifice for the however much we get Whatever it is 8,000 >> just shy of 8,000 8,000 just under 8,000. Yeah. But you know in Texas it's less than that. I mean whatever 6 to 8,000 6,000 7,000 when you break that down into the amount of hours and times and I will tell you that last year I just retired. If I had to come from 6:00 in the morning till midnight here and not get a meal, that's ridiculous. I mean, I think we ought to just also use some common sense. And I think Director Holmes is right. I mean, these are the amount of money we're talking about for these meals is is is not important. What's most important to me is that the directors who come here, who have jobs, who have families who are putting the time in and putting the work in, that if we can provide a meal for them to help them do things more easily, we ought to do it. You know, and I agree. If we can spend money on everything else, but we can't spend money on that, then we have a problem. And I'll say it again, school board service should not be for the people who think they're elite or who in fact may have a little income. It shouldn't be. The parents who come and put their children in our trust should have enough respect that we don't make it a federal case to give them a meal. And I and I'll go further in saying the money that they spend on transportation. I haven't taken a transportation check from this district in probably 15 years. I do less travel than I used to, but I and I've served with many directors who act that same way. So don't dive in the middle. >> Okay. So I get the feeling there are four four board members that prefer to keep the code. Is that correct? One, two, three, four. >> Neutral. You're >> neutral. Well, at least three. contract moment. Do you have a feeling? >> No, I'm neutral. >> Okay. I just have to say that the fact that we cannot be district staff. So, district staff, I mean, and I, by the way, I work just as long and just as hard as anybody else sitting in this room. I come here straight from work. Maybe I try to squeeze in an errand like I did today. I actually didn't have lunch today because I was doing interviews, right? Like it I get all those things, but I also see that we can't feed staff and then we're sitting here feeding ourselves. It doesn't feel right to me. And it doesn't feel right that we get $200 catered. I mean, they're not fancy just for the public. kids, but it is cost money and it's catered in for us when um when there are other needs in the district. So, I'm just I'm just speaking my my piece on that and I think we need to be thoughtful about how that looks to to other folks as well. And I'll just leave it at that and it's fine. I, you know, it's just if we weren't on the school board, we'd still be juggling our kids and our families and feeding ourselves and feeding them. And I'm doing all those same things as well. So, I'm not coming from a place of of some sort of privilege where I have some chef feeding me every day, you know. Um, I don't >> Can I finish my statements? >> Yes. Now that you can speak again and then >> Yeah. Um, so yeah, I'm going to go back because yeah, it is it's about values when you're going to bring this up, but yet spend all that money on pay raises for people who probably didn't need them right now. They already took the job at that base salary. Why do they need pay raises a week a couple months into their job and then to us for us not to even have a discussion about that? So yeah, I'm going to bring that up again because that's bothersome to me and it's bothersome to the community and the little money that we're talking about here compared to that that sends a huge value statement to our community too. And then you want to bridge that with well that could be spent on the students so could those pay raises too. And then when we get to talking about other people they will have nothing. So that's what we're talking about too for our our school board. Our school board has nothing because we're not valued at all like the other people who are already making big bokeh bucks. Is that where our money is that where our values are? Is that where they lie? That's really what's upsetting me here about it. It's more of a value thing and it's insulting. And that's what these conversations seem to go around. And I'm sorry maybe I'm not eloquent enough to use all the right terms or whatever it is I might need to use for this. But when we're talking about the area that we're living in, we're talking about union members. We're talking about workingclass families. That's what should be making up this school board. That's what we're talking about where we're coming from. We're not talking about those people who are fine in rich settings, vocations all the time, or whatever it is they might need to do with their money, don't have a problem with paycheck to paycheck. Some of us who are sitting on the board now you don't even know we might be having problems with paycheck to paycheck and now this is what you want to talk about with what we make and all the hours that we put in all the long hours and then you want to say staff doesn't have a right to that food staff always partaked in it until recently I don't know the last couple meetings they haven't but otherwise staff always was over there with the food too so I don't understand what that comment is about too or what that change was, but that change wasn't communicated to me. And so then still, there's a lot of stuff that's not being communicated to us. Somebody's making these decisions somewhere, but it's certainly not here at this table. And it's certainly leaving us out of it. But then this decision is made about what's going to happen for us without us. This that sounds no I know you're bringing up right now, but the decision was already made. That seems very fascist to me. Yeah, I just want to clarif [Music] >> whether board members are in favor or not in favor. And that's the second time you brought up fascist at this meeting. >> Yeah, it is. And I'll bring it up some more, too. >> Okay. >> Second here. >> It's going to be Director Bowman and then Director Hilling. If you two want to get on, just raise your hand. >> Okay. Uh, chair, could I have director Hillbrand finish her comment, I believe, and I'll go after her. >> Yeah, I just want to clarify the way state law is interpreted at most districts is that you cannot feed staff unless they are required to be at a place for at least >> their meal hour, >> over their meal hour and for a certain number of it's like four hours or three. It depends. Each school district interprets it differently. So yes, like tonight because they have to be here for a certain number of hours, they could eat the food, but you can't buy lunch for staff. You can't buy dinner for staff. And in fact, um I think that was part of that at one point that $40 readjustment we had to make because they did buy pizza for staff, right? And they couldn't because the staff hadn't been in the building required to be there for that certain number of hours. So district cannot buy food for staff except under very specific circumstances. That is what I was saying. Not that they can't under this circumstance, but that we they can't just say we're going to buy all the teachers lunch too for example. Sorry, I just wanted to be clear. >> Thank you for clarifying that. >> I can go I can go on the last but I have a clarification when the time comes. Bowman and then you >> we've been all over the map with this conversation and when it comes to talking about privilege and people working as board members and all of that other kind of stuff. I have a 30-year track record telling people that we never pay board members or council members enough money because I know how many hours go into the work done by board and council members. Um uh so you know if we really wanted to put our money where our mouth is or the lack of money that we have where our mouth is, we would have long been advocating for adequate board pay in this district and we have not. We just have not. We've always accepted it as a volunteer position. One of the things that I have rallied for for years has been uh low pay on these boards is what keeps people off these boards because if you're a youngest single mom and you have child care expenses, you can't run for the board. You can't pay for your child care expenses with what the board gets paid. So, there's sort of a lot of inequities in all of that. I doubt we can fix it. Uh but on this particular one, Director Hillbrand, you won me over to uh your side because in service in the board, I've never wanted to have something service to the board or service to the council. I never wanted to have something that the rank and file of the employees uh uh did not have access or could not have. So, uh, I'll I I'm moving my neutral into supporting, uh, uh, what Director Hill is saying that we can't be treated special. >> Superintendent Stall and then Director, >> I just wanted to clarify, Director Long, I heard you say that you don't know what's changed, but the last couple of meetings, staff haven't eaten. I don't know if you're talking about the staff in this room, but I know four of us at this table ate dinner before the meeting tonight. So, I'm not sure what you meant by something's changed and you didn't know about it, but I if you were talking about the staff sitting at this table, I can confirm that Corbus ate tonight. >> Thank you for your clarification, >> Dr. Ben. Thank you. >> Well, I do appreciate your comments, Director Brand. Um, and I think I saw director kind of coaching a little bit over there. Um the reality is that uh if I understood you correctly if it's if they're here all day across a certain period of time and as you know our school work maybe don't start 6:00 and they may well go to 10 11:00. So under those circumstances they are able >> and they happen. >> Well, exactly. So I'm just saying so I mean that's mostly the circumstance I see them in. So the circumstance I see them in is one that they're they can have. We're not saying go out and buy a lunch. You know that's a whole different ballgame. So, I'm glad you clarified that because the impression I was getting was that there was something else and based on the practices that we have here. They can't eat because we're here from 6:00 until who knows when. We're trying to get up by 10. So, thank you for that clarification. I appreciate that. >> With that, we put our guests here. I'll just I'll just add that when I was mayor of Crystal uh and we in 2008 when we had the markets crashed uh we took away we just we didn't take anything away but it was another expense and being accountable to the taxpayer where we didn't pay for any more meals um for council members and but the other thing is is please uh bring your own bag lunch or whatever you're welcome to sit here and feed yourself is the route that we took. at that point. So it isn't Yeah. And then people were adult and just brought their own something to eat and we went on with our business. >> One thing that hasn't been mentioned is the amount of time that Molly Olsen spends figuring out what to order, getting the orders taken care of, going down, meeting them, setting it up, putting it out, and then cleaning up the mess, and then dealing with it the next day also if there are leftovers. And to me that's a big consideration also because that takes a lot of her time when she should be working with other board things or with the superintendent. >> So do we have any consensus or are we dead? Why don't we take one away? Would that be a consensus? When I joined the board, we had I never knew which meeting it was. It was like, "Oh, there's food." And then the next meeting, "Oh, there's no food." And I didn't eat. And then the next meeting there was food. And it turned out that on the ones where there was a listening session and a board meeting anyway, when there was it was when it was known that it was going to be a long one. So that would be the board meeting and the work session, there would be. And then the listing session, board meeting, the way we have it now, there wouldn't. So should we compromise that way? Is that your suggestion? >> That we're trying in that fashion. If you're looking for consensus, that's something I would be willing to give in. I think this is a conversation that shouldn't have been had. But if you're looking for consensus, I would concede there. I will compromise that way. We can start we can start with the compromise that way. I would say that u compromise suggestion is on the nights that we have the study sessions, there's still food. And on the night that said that's just the listening session and the business meeting, we don't have food. Can I see thumbs? >> May I make an alternate suggestion? >> Oh, sure. >> What if we just had something lighter? Something not like a full meal, but if it was just something more >> snacky >> everyone or >> Yeah, but at both that way because otherwise I don't know, but I would find hard to remember. When will there be food, not be food, you know? Okay. But something just >> lighter so it's less work doesn't have to be ordered and brought in and like could be >> okay. So do you want to go back and do the ones for the once a month or just want to vote on the >> She said both I that's great too. Okay. So if you like something a lot lighter >> and both thumbs >> I would vote for that. >> Okay. I see. You're still want >> Okay, we have enough thumbs up. We're gonna give it a try something lighter. >> Great. Thank you. >> Okay, >> that was fun. [Music] >> Discussion of policy 501 school weapons. Uh, this was requested to be put on here. I think it was director Holmes that you were requesting, right? >> Yes. So, would you like to start us off? Are we and I just want to ask are we going to work like actually word smith it because I opened up a copy and I can put suggested edits on it if that's what we're going to do. I don't mind doing that. >> And I also I have a question before that. You keep mentioning guests. Do we have do we want to bump this? I are we >> are they coming for a topic? >> Yes. >> I'm confused on that. >> Do we need to search something? They they are here to uh when we get to the agenda item for the long-term facility maintenance, they are here for that. >> Should we swap it out? Is everybody in agreement that we'll swap it out for our guests? >> Be respectful. >> I I Is anybody disagree? >> All right. Instead of going to the um policy one, then let's scoot on down to >> item five. >> 5B. And so that will be Christian home and the topic is launch LTFM partners project. Yes, I will ask uh friends and Ellie up. They are from Nexus. Um and I do have one additional handout that they had provided me earlier today. um with the help of explaining the Helen pulled it up. I don't know 102 102 doc 102 pages of documents. >> Come on. I think it was >> a lot of legal item. So the reason uh that this has come forward as an agenda item is that as we look at still again not doing uh the large facility stuff, we're trying to uh get help with the long-term facility maintenance things. Uh as far as like the schoolboard crew plan work still needs to get done. we don't have staff in place that can support the type of work that that is typically done. And so we have um historically hired out a company to help us do this work. And so to do that, we're actually starting to achieve projects up for next summer already where we're um designing going out for bid um facilitating that whole process essentially awarding at the end of the day. And I'll let them speak to it uh as we look into next summer's projects or potentially an overlap because we have different fiscal years. There's an overlap um in there. This isn't this isn't a by name lock us down in perpetuity whatever that could look like. It's just to help support um as we move through the next year. So ultimately it would it would be great if um in a future meeting we could come to an agreement that we would receive some help um in doing that. But I wanted to give you an opportunity to review um and ask the questions and why we would be looking at this and what the agreements say as we move forward to seek approval at a future meeting. So I will hand it over to uh Brent and Ellie to kind of just give you a well we'll start with a brief explanation of what those agreements mean um and then open it up for questions. >> Perfect. Thank you. Thank you very much board members. Um so what you had in that 88 page document was a grouping of three AIA. AIA stands for American Institute of Architects. These are standard industry professional service agreements, right? These are and I put put you at ease. These are the same type of agreements that you signed the people digital LTFM worked last year, the year before. Every construction project, every school district in Minnesota signs these. No school district does this stuff on their own. when you're you're a public entity. So, you have to follow the municipal contracting law, which means all your work over $175,000 needs to be bid out. As you know, in order to do that, you need blueprints and specifications. So, you're bidding apples to apples. You have to submit to state plan review, state health department review, state plumbing review. So, you need you need professionals to do all that for you. That's all these what these documents do for you. There are three documents and this little handout that Kristen passed around. Um the two documents the B 101 and the 144 just define our agreement between Nexus as your professional services provider. We work for you and the roles and responsibilities of us and you to to perform engineering construction management or the engineering architecture commissioning and program management. The other the other one, the B1 the B144 lays out the ground rules as far as being your construction manager, right? We're not a contractor. We work for you guys. We make sure we give you the best possible price on the street, right? But you get the best possible price. We need to hold them accountable for quality and we need to hold them accountable for schedule and budget, of course, right? Because what does every contractor come back for? Dangerous. I don't know the word. Um, so that's that's that's the that's really what these documents do. Um the the other one is a A232. It was the last agreement in that bundle of 88 that just basically lays out the terms and conditions of how Nexus the district and your future prime contractors how we all work together because as you know in Minnesota when we bid project work the contractors are actually contracted legally between you and them. We work as your on your behalf to manage them. Right? So that's that's really what we're doing here. So, um, these these are agreements you've done before. Um, are the the roles and responsibilities are standard. The fees in there are equal to or less than what you've been paying in the past. I'm not privy to all your previous contracts. Don't don't pretend to be. I've seen enough of them though to know that we're we're below. So, saving you a little bit of money there. Um, with that, I mean, we can go into much details. I'm no lawyer but I can >> we can talk about >> oh don't say that to this other thing I should mention is you must you might on the very first page count it finds that this is for the projects you the long-term maintenance plan which you've already approved and you also put in your capital levy projects because we know there's some there's some secure entrance stuff that you want to get done right and if you want to be getting any construction done starting next spring we live in a state that snows heavy, you do a lot of work starting the spring. If you're going to start working in the spring, you should be bidding January, February. If you're bidding January, February, I just can't back up. We need to be designing six months ahead of that. So, uh, working with your director of facilities on Marine Mullen, she's like, I'm getting nervous for next summer already. We need to let's let's get this let's get this in place. So, that's what uh preempted all this all this effort. So it the agreement is just for fiscal year um if you see in the first page it's just for fiscal year 26 27 it because that's telling you things you already know but when we do our our construction season the summer but that that bridges two fiscal years >> right so that's why we said fiscal year 26 to fiscal 27 so um but this is the agreement expiration date is the end of calendar 27 doesn't mean you can't you earn your we earn our keep and you like the services we're providing you can always renew it but there's a definite sunset on this as good. So, >> Director Bass, >> so um I just want to make sure I'm tracking. So, um so you're you're managing the construction teams that we actually hire. >> We're actually Yes. But two things we're we're we're actually managing two things. We're we are we are providing the professional services. So the architects, engineers, civil engineers, electrical engineers, mechanical, those those are all being pro provided by us, hired by us and managed by us. And then when the blueprints are done, we actually put all the bid documents together, publicly advertise, you guys open them up in the boardroom, award to the lowest responsible bidder, and then we have people on site that manage the contractors as well. We do both. >> Well, that's what I thought you said. I was I just asked you the first question. I wasn't going to go down the list. Oh, I mean, so, so my main question really kind of had to do with design. So, the designs for the for the buildings that you think are appropriate for what we're trying to achieve, you would be doing that design work. >> Yes. >> Working with your district to come up with the right design. Like we put together design. >> We know we're in the picture. >> There she is. >> Right. But no, we work we put together a design committee that helps with the design committee. >> Yes. >> Okay. That's we won't worry about that right now because somebody's gonna say best management. >> I'm just kidding. You know I have to listen these meetings are long and I have a little fun. So okay. So yeah. So very good. So you're you're going to be working with the design team to come up with the designs for the various buildings and that's going to be based upon what the the need is that has been articulated to you. >> Correct. Correct. >> Okay. And so, um, and then you're going to manage these projects as they get off the ground and make sure they're meeting the SK timelines and staying within the money. >> Exactly. >> Um, Jud. >> Yeah. Um, I need to back up, please. I understand what you said and explained. That's clear to me. Thank you. Um, you said we we haven't had this in the past. >> You haven't had them in the past? >> Them in the past. Okay. So, how is bringing them in? If we're required to do bids, >> why is this not in the same situation? >> No, it isn't. I uh what I meant by that statement is that there was a different vendor that wasn't Nexus. It was Cross Anderson that was here before. They would just be replacing. >> Yeah. Remember their letterhead and all of this stuff. So why are we not bidding out this service? >> Um I would say at this point we are not bidding out this service in part due to um the pricing difference we've seen thus far. Um and and again we can I would say that the experience thus far with knowing that the scope is limited with summer LTFM projects and their familiarity with having gone through the buildings um is a plus like the depth that they went through because it's a finite amount of time because they are market competitive. if not less. That would be the reason why we haven't gone out to bid for the vendor. >> And I guess that's what that's what I'm still not tracking on because the facility study alone crossed over 175. So how are we not bidding? I don't >> that that's a that is a component of that's a component of vision. We're trying to keep LTFM and what has to be done separate from the movement of all things district design in the future. We're try literally trying to separate the stuff that we need to do annually and being cautious that there's going to have to be building decisions to a wholesale, let's call it a wholesale change in the district. >> I'm still not with you. I'm sorry. It's just going to take a little bit because this is all happening at the same time. So, I would hope as we're making these decisions, >> there's going to be overlap with our LTFM plan, there is just because we I I understand we have to keep for insurance purposes and but it for instance, if we made a decision to close a school, >> that would also determine are we going to sell it? Are we going to rip it down? What are we going to do? So, I would assume that LTFM on that building would halt until a final decision is made on that. >> I would argue LTFM on >> Well, they're nodding, so be careful. >> Well, no, no, no. And I don't even have to look at them. I would I would argue that LTFM on most things that are either aren't mission critical, like we absolutely needed to get the building open this year, regardless of whether it closes or not. um if it's not 1,00% mission critical or if it's you know is there a potential for we I mean I've said that all along I've said that for a year we've totally haunted those projects right so then we're just we're doing rifts we're doing parking lots we're doing sidewalks and areas that >> yes >> so when when the board approved the LTFM plan this summer for next year it was with the intent of there. And again, the safety and security projects that they mentioned like with the levy, the vote, >> that's been very intentional not to just move forward because what if a component was with a building that is no longer that is going to be shut? >> Yeah, I'm with you on all of that. I still >> so but we still just need to do if once the decision is made let's say come January of these are the buildings we can then slightly pivot for some LTFM right like you can think you're going to be painting this building but you're really painting Sonic I mean right you can pivot your projects the bigger stuff that's already planned is stuff that is work that we would that we would see happening maybe independent of that decision and we could still pause it if we needed it to if we needed to. >> Can I give a couple examples please? >> So the other thing that I think um when Marine first talked to us about she just talked kind of about this bridge plan like making sure that and we said in hindsight we should have this conversation probably when you approve long-term facility maintenance. We just we didn't think of it right. So that's why we need to come now. But be be between right now and whenever y'all decide what those next decisions are going to be, there's work that has to get done, not only in the long-term facility plan that you approve, but work that just comes up. So here's two examples she shared with me about new new needs as they come up. Um the Armstrong High School cast concrete window sill that started slipping off the building last week. She showed me a photo. um we'll need to make the repair but also investigate the cause and address any large scope. So one example a second one um Cooper High School water intrusion through the walls and the site storm water management that's flooding mechanical tunnels again a photo um this will have to be combi a combined civil project to redirect storm water and a construction project to identify cause and make needed repairs to the foundation and exterior walls. So, just some of those things that we've got the long-term facility maintenance plan that we have planned projects for for this year into next year. And then just some of those things that come up as we go. And she really called it this bridge. We need a bridge plan to make sure we have somebody helping manage um current work as you all make decisions about future work. >> Okay. So, can I just It's related to this. Yeah. Followup. So this is so how in in the the individuals we have in place under our own chart how does this not fall in their wheelhouse if it's just management is it too too many projects too much like what what is the press for hiring a consultant to manage >> it you we don't have the capacity to it it's it's truly the um the expertise like you start talking about the engineering components we don't have an engineer on staff um the the um when you when you look at literally the initial design to final commissioning, we don't have people on staff that can do that sort of work. >> An architect. >> Yeah. Like I mean, how I I just want to because it's another it's another cost. >> I understand. >> And so I'm trying to figure out what is actually needed versus wanted in the capacity that we have in staffing. So I'm coming along with you. I just >> No, I I >> So maybe it's a come back to question too, but I don't if that's okay. >> No, it's a very fair question and I'm here to tell you that every school district doesn't know every school district in the state of Minnesota who does a large scale construction project over $170,000 outsources it to professional engineers and architects. You have to professionally stamp it. You have to have errors and admissions insurance. It's nothing that a school district can do on their own. This isn't a want, it's a require. >> No. Well, and I assume we have contracts and stuff with the vendors we hire. I'm trying to figure out why we need the >> layer. >> So the vendors you hire but so I'm trying to give So our proposal here is to provide all the source accountability is what we're really providing here for you. Right. Right. So the person who's designing it who the person who's in all your meetings and all your task force meetings with vision 2030 and the LTFM planning so we know what the left hand and the right hand are doing. Right. So we don't waste taxpayer money. Person doing the design and telling the public this is what we're going to do is the same people that are going to go get you the best possible price and manage the project. So what was planned and promised to the community actually gets built and delivered. That's what that's the service we're trying to do. The you're not paying any more to this contract than what you paid to I don't need to name the people but the the three you use three different vendors last year to do three components. If you add together what you pay those three feewise, you get the same thing from us because whole sorts coming in. But >> see, now we're talking and that's what I would like to see, >> right? And then you ask another question. Um, professional services. So all the construction, all the hard construction, 85% what you spend on a project is hard bid out, right? >> Y >> professional services doesn't fall under the bid laws. It's like hiring your lawyer. You don't hire a lawyer here who's the cheapest lawyer in town. You do an RFQ. You figure out what's your, you know, are they good or not? They know what they're doing. That's why you hire architects and chairs the same way. It's a professional service. But um that's that's that's what we will provide you. And the the the big thing here is is you guys got a lot going on. Not going to lie. You got your your vision 2030 planning, right? So we want to make sure that nothing not one dime gets spent that should have got spent based on what you guys decide in the next 12 months. >> So in closing, that would be helpful for for me for comparison purposes. If we use three different vendors and we're saying that this is cheaper, that would be beneficial in showing how that's going to save money in the long run. >> Okay. Thank you. >> Uh director and then director. >> Yeah. So, Director Holmes kind of brought up some of my questions because I was like, don't we have an architect on staff? Like, why isn't our architect on staff involved in this? And then what is our architect on staff doing? What is their role then? Um because I thought they were managing the LTFM plans. >> They were. So So that's if you recall when when we started the reimagine. So when when we initially got engaged with Nexus, when we were starting the design of the reimagine because of our architect's experience with St. all public schools. We pulled her in to help us design and plan and organize some of that process and that's why we needed support to back what she was doing. So, is that who you you're referring to when you're talking about that person who's in or is that a separate nexus staff that's in a part of these redesign meetings? >> So, the architect of record. So the people go to school and get an architecture degree. You can be a practicing architect, you can do planning, you can do community involvement, you can do lots of things, or you can be a architect of record, which is a person who puts their stamp on the drawing and signs it because they're legally responsible. Something doesn't go right. Um, your internal architect helps with the planning uh piece. She's done a great job with vision 2030 stuff. That's really where she's got frankly say that's where she's spending majority of her time when it comes to executing projects getting work done getting blueprints drawn. She doesn't have draftsman doesn't have drafters working for her. She doesn't have production team. So that's where we come. >> She doesn't stamp the drawings. >> Yeah. That's what we come. >> So then you have to bring in >> So we will interface with Yes. >> Right. So she's the person that you're referring to when you talk about the person who's a part of the reimagine team that's giving you the information. or no. Is there another person? >> It's a whole team. It's a whole team. I see three people on this table that are part of the >> vision 2030. So, >> the LTFM plan, the long-term study maintenance plan was about deferred maintenance in your existing buildings. Right. We assisted Marine and Melissa, your your director. So, and your inter architect on assessing every was it 3 million square feet if I remember every square foot of your building. So, what's burnout? what needs to be fixed. Now, we don't want to we don't want to fix something that might not be here in two years. We've got to be smart about it, but that's we we had the resources to get through 3 million square ft and we did that 3 months or whatever it was. >> So, >> okay. So, then after you've created these plans or whatever and you go out for your bids, >> are those bids going to come back to us? Are we going to know about what those bids are? >> 100%. They legally they legally have to >> and the plans for whatever construction like entryway you had mentioned that >> you see that back to us. >> Yep. >> Okay. And then what about possible discounts since we're all just going through you guys. What other possible discounts can you give us? >> Discounts as far as >> money. Well for money. um we can we can put the projects together. That's why we're trying to get out ahead of things. I don't want to we um the sooner I can bid work on your behalf in the calendar year, the better discount I can get. The sooner the it how we package different projects and break I'll give example. We can order all the HVAC equipment and not run that through the contractor and save you all the sales tax. Right. There's there's some things we can do to save you money through the bid process. Yes. >> Okay. And then will you be informing us of those things that you might be doing for us that are cost saving? >> For sure. >> Thank you. >> Yep. All through the through the appropriate channels that we deal with. Yeah. >> Sorry about >> uh let's see. >> Uh director. >> Yeah. So I just have a couple things. One is um okay. So, so currently included, I'm just clarifying what I heard. I think is uh or included in this is the LTFM plan for this coming year and say the some of the safe and secure entrances, right? >> And there are there is the ability to make adjustments though as needed like when pieces are falling off of a building, things like that. >> If something comes up, we have some in place where we can just go, >> right? Um, so I guess my big question is and I I director Holmes started to ask the question a little bit is because it your services, but I just don't understand and this is more of a statuto question. It's just why didn't we have to bid out for their services? I'm not >> because they're professional service. >> Got it. Okay. >> Can you elaborate on that? So, professional services um and and Brent had said like when you hire I'll say legal um construction managers, people that I would even uh people that provide a skill but there it's not necess I mean I hate to say it's not tangible. It is tangible, but I I would even say like an accountant. There's not a product like you're >> you're municipal adviser and you're >> Yeah, you're a municipal adviser that you're you're you're more like hiring a person or a firm. We're not the we're not throwing >> you can't look at the roof and say that's done. You're it's more about area of expertise, you know, what they bring, da da da that you aren't required to bid. None of professional services require a bit. >> Okay. Also, one more thing I just wanted to say. You said thousand% so I'm a little bit worried at you as our CFO. >> That's just complaints about Helen was looking at me. I felt the pressure. [Laughter] >> So, I have a question and I know section six is the cost, but I don't see any numbers in section six. So >> extra cost. >> So So go uh the fees are are typical industry fees. Like I said, they're at or below what you've paid for previous consultants. If you go to section, I think it's page 28, section 11. Section 11.1 is the fees. So you're going to see a non. So one thing I wanted to point out, the very first center of the page here, it says master agreement for fiscal year 26 27. The reason we say master agreement is if you go to the end of the first group in the exhibit A, it says for there's no scope of work attached to this. There's no specific project. This lays out the the if you want to provide these services, this is what we charge and you just got to tell us when you want to do a project. We don't do a project until you got >> and agree on the scale. >> Yeah. So you you release you release individual projects and so once you do that we'll do what's called a work order. It'll be a two two-page agreement that references the terms and conditions here that will say this is spec specific project we want you to do. This is specific budget and this is a specific schedule. >> Got it. And then those would be the specific fees that would block. >> Exactly. >> I got the fees thing. I just didn't see the total >> there's no scope because the fees are in section 11. >> Okay, >> Director Long, what about faulty work? What happens if there's faulty work after the process is done, >> right? So, um, depending on what the work is, you usually have a 12-month warranty on everything from your contractors. So that's one of the nice thing about having one throat to choke because accountability is is was it a design issue or was it a construction issue? Because if you don't have one entity doing managing this, you're going to get this and someone's going to and then you end up with litigation. >> So you guys had a one throat choke. You come to us for any problem. And it's our job to go find out did the architect or the engineer screw it up and they have to go use airs emissions insurance or did the contractor not follow the specifications and the um you know u right way to do it so it's follow directions then it's up to them. >> Sure. So that's that's like because you're an owner's rep like you you work for us and are responsible >> right? So I I just it is different than what some other firms do. >> Yeah. >> And this happens a lot. >> A lot >> in a typical owner's rep. There's our people that are there's one man shops that do owner rep services, but they have no have no AIA agreement with their customers. They're they're just in third layer. And you can think of us as owners rep on steroids because it doesn't matter if it's construction or if it's signed. tax is figured out. We're paid. You were hired to figure it out. >> Dr. Basset. >> Well, I think my kind of a general comment and uh which really kind of goes to the range of this discussion and the fact that it's changed in some ways than the way it has been done in the past and the districts have an engineer, you know, how much they were involved in and the kind of way they presented it and they worked with Krauss Anderson and all that. I guess that it's important for a board to be intelligent enough about whatever they're voting on to be able to vote adequately and not get left, for example, with a warehouse that they're in a 10-year lease for. I'm being very serious. So, when people are asking questions or bringing information to the board early so the board can get their questions out is important. >> Yeah. because all of us are not going to be on this board forever and you need a knowledgeable board who know the questions to ask, who can kick the tires, who understand what's going on. So when the superintendent comes forward, well, trust your superintendent, but your superintendent should be asking questions. You know, I mean, this is not a party. People are elected by the people to come here and do their job. So if they don't understand what their job is or they don't understand the complexity of the project, that's a disservice to the public. So, uh, so this is just a general comment because we're just meeting you for the first time. >> So, the questions that are coming to you are because people need context. >> You can't just bring them something and if they're voting and don't know what they're voting on, they don't need to be in the office. >> That is why I I I I'm saying I'm just making my comments. >> Okay? >> And and so that's why I'm making my comments. I'm just saying as I'm also saying this to my fellow colleagues because there seems to be tensions often when people ask questions. I mean seriously and if people asking questions because they need to know the answer the next time the situation comes up they'll have the answers. >> We welcome it. That's >> well and they should have the answers because they're the ones make the decision. >> Dr. Holmes, do you have another question? >> Yes, I have two. Um which begs the question there and with if it's a professional service how they came about as was it just through the vision team plan like how was this firm chosen or came forward and then in as far as hourly rates is there anything in here I tried to go through it but I mean this is like you go to the lowest person possible when you're starting a project or but you know because obviously it It extends from $295 an hour to 83 the poor intern down here. Um, but do you try to go with the least billable hour? How is that? >> So, so it's not that's why I point to 11.1 section I think it's page 28. >> Page what? 28. >> 20. Sorry. Sorry. >> Okay. We'll just keep talking >> page 21. Sorry, article page 21. First 21 >> and it was from Utah. >> Oh, sorry. >> So 11.5. That's the section on page 21 you're talking about. >> Uh no about 11.1 higher. >> Got it. Okay. >> I'm not there because my pages go and then I have got pages for the board packet. So I've got stuff. >> I think it's packet number 21. >> Article 11. The page that starts with article 11. >> And then number in the 40s. I'm getting there. >> Is it contract pollution liability at the top of yours? >> Compensation >> article 11. You might be in the >> insurance. >> All right. Thank you >> with you. >> Okay. All right. So, this lays out um fees for different for different roles, right? So program management like a construction manager manages all the contractors on the job site right make sure that they're following quality they're not getting each other's way they're saying schedule site safe all that program manager especially in a district where you're working with um multiple funding sources complex projects got the vision thing happening you need someone to make sure that you're spending your money wisely taxpayers money I should say wisely so the program management role is 2% of the total project cost and that is to manage this entire behemoth of of a project. You then lease out for architectural services what we charge engineering services. Engineering could be civil engineering, structural engineering, mechanical, electrical, things like that. Um I quote right below where it says engineering says please note I want to call that out to everybody. Please note because what people um it says right there architecture engineering service are not additive. So, what what we mean by that, because people tend to go through and add this up and go, "Holy smokes, that's a big number." Um, I'll use a simple house as an example. Your house, you've got your wood floors and your ceilings and your roof and all that. That's the general construction portion of it. >> That would be done by an architect on his blueprints. Your plumbing, your HV, your your furnace unit, your electrical power coming in, that's all done by electrical engineers engineers, right? So they do different things. So when you add them together, when you blend architecture engineer together, depending on the project, it's probably blends between 7 and 8%. >> Okay. >> Okay. >> So I just want you to add those. That's all I'm saying. >> Okay. >> And then um commissioning those next bullet up there is commissioning services. It's a state requirement. It's on all um mechanical systems, building automation systems, and some of your some of your high priority life safety type electrical systems. So, it just lays out what our fee percentages are if you hire us to do those items on these projects. So, the hourly rate thing, the reason I'm telling you this is this is what determines when you tell us this is the project you want to do and here's the budget. We then break that budget down into general construction, mechanical, electrical, site work. We break it into the different buckets and then apply these fees to get a lump sum contract number your guard rails on your >> Yeah. And that will come back as a work order for you. So the hourly rate thing well I'm sorry this long answer to your question is the hourly rate thing only comes into play if there's services you ask us to do that are outside this >> scope >> so and with I'm sorry pairing on that a roof repair we wouldn't necessarily need to engage >> I'm correct >> okay >> correct >> thank you >> and every project is in a different complexity so you know what I mean like like you touched on the commissioning you're not going to commission a a roof you know what I mean like there's different things, but those are the fees if you had to do even >> I just don't want to be laying on an for something that we can manage and it's absolutely within our >> I would say that a fair amount of the projects that we are completing this past summer with roofs and parking lots and whatever >> whatever >> we did. >> Yes. And that will continue. >> Yes. like that. >> It's when we get beyond our ability and expertise >> that that's when you lean into the help. >> So, so like a roof roof leak, you you call your your service provider. They fix that. >> You're replacing a $2 million roof that you're putting on the on the street for bids. Then you'd have a a roof engineer design that, stamp it, put the bids out. So, the small stuff, no, you're not. To that point, is there a fiscal cut point or just project based or is it dollar based? The cut point. >> Oh, when we're involved, >> yes, >> project bases, whatever you tell us, you need us. >> Anybody else have any other questions so that they will be able to vote when we bring it to a meeting next time. >> Thank you for being here. Yeah, absolutely. I will make sure when it comes to the board that I do have um if and if you think of anything else, please forward the questions to Terry, but I will uh address director's questions about the comparison from the prior vendor. So, you have that as well. >> Not so fast. >> Not so fast. >> Dr. Long has a question. Oh, >> sorry. Just clarifying. I just want to make sure if as we're thinking about the information that you've given us now and these contracts, you have questions on the day of, we'll be able to ask them. >> Yes, absolutely. >> Okay. >> Or if you get it in your packet and you have questions occur to you, get the questions into our superintendent ahead of time and then we'll have the answers before the meeting. >> But yes. >> Okay. Yeah. Thank you. >> Okay. Thank you very much at our next appointment. >> Oh, I was say that it's 9:20, so I wonder if you want to prioritize. >> Yeah, I was doing the same thing. Get the staff out of here. >> Okay, let's take a look. >> Well, I think next up should probably be the course playground. >> I can do that relatively quickly. >> Okay. and then we'll jump backwards to >> um so the city of Crystal has it in in a little bit it was unbeknownst to me but has come forward they have been working on um play area like the design of play area restoration they have involved um both the forest school community and they have had reached out to Alyssa our in-house architect um to make sure that they're meeting industry standards. Anyway, they are looking to um essentially apply for a Henipin County youth activities grant and with that grant they need our partnership um or you know to support where they would fund uh some of the work that's going on. When you're looking at a play area, there's a surrounding building. I think that was once used for a pool or something that they would look to make a picnic area. Um they're looking to do this project. They are looking for our partnership in that we would essentially re do the surface area of the playground. So they would buy the the equipment and do that. We would do the surface area. Um everything else would be funded by them because they have heard from me. We do not know what schools are going to be in existence and we cannot put money behind it to support it. All of that said, what would be coming uh to the school board is in the past and then I will look for direction to say if you'd like it to look different, please let me know. In the past, the district has entered into agreements that I in my personal opinion don't favor the school district. I think we hand over our property um to cities a lot and they control what is actually ours. I would be looking to bring an agreement or bring a what I'm telling the city they would need to do is make the donation >> no different than anything else to come forward to the district and donate the equipment that would be placed on our property. Where the agreement would come in is we would say who's going to maintain it. They would have the right, they don't control the right to after school hours or whatever, but the community would have the right to use it, but the district controls it. We're working on that agreement now. I believe it should come forward to you as a donation because it is going to be on our property and that agreement should reflect we don't lose controlling interest in our property. That that's the thought behind it. That's the way we're the direction we're moving. It would come in September. The grant is due in September. Again, if it's not funded, I don't even know what would come of this, but I just wanted to get it on your radar. And please let me know if there's anything that seems unsavory about it before we get way too far down the road. >> But you're not today. >> Uh so um so so does this agreement that you're working on? >> Do you perceive this agreement becoming kind of a template for how we would enter into negotiated agreements? Uh, as I understand we might be involved in kind of a situation with one of the cities on some of our property all right now. >> Yeah. >> I I you know it's interesting. I don't I don't see any negotiated agreement as it relates to our property to be honest with you. It's our property. Um, again, you guys are the I I don't have that vote. Um, that's just my personal opinion and how I would approach conversations unless you tell me otherwise. I I think that's the good conversation and I think it's well thought out. >> I do too. >> Yeah. I was just going to say that when I when I worked here and I was in charge of the facility stuff and trying to figure out the city is who owned what, who was in charge of maintaining what, it was anything can tell you. It's a big mess. And um I 100% I think two things like you said and I I think you addressed them both, but yes, who's going to maintain it, you know, as soon as something breaks or also who's liable for anything that happens on that property or on that equipment, but also um yeah, who has priority use because you have adventure club after school, you have summer, they like to have summer park programs, we have summer adventure club or other and summer um super summer stuff uh super summer super summer >> explorers and so you know making sure that I I mean I'm sure we're fine with sharing it to some degree but making sure that our programs get um priority priority or at least equal um access and so um just that those are my concerns that I see when these spaces just to make sure that's on the radar. I'm sure Anthony already put that on your radar. >> I mean, you raised a val point. You know, I think we right now with that with that space, we need to share, you know, with the city of Crystal and Chester building itself before. So, you know, I think we have a good working relationship where we have access, you know. Yeah, there there's always things to improve upon, but I think we >> you've been you've been here, you know, >> and you know, there's some are better sharers than others. >> Yeah. >> Well, and in all reality is this is a political thing and so to me it it needs to be a donation. Um >> and if it's not, you know, then it's the political push of what you could be walking away from. But on the flip side, yeah, but then we're also walking away from the ability to use our own land >> on the other side. So, >> okay. So, Dr. Long, >> define what you mean by surface. You said that we would be doing the surface. >> It would be uh like it wouldn't be wood chips, but like wood chips, you know, like the the the square area where the playground what's under the bottom of the landing area of where kids would >> Okay. So concrete or whatever that might be. >> Well, it could be concrete, but whatever it is. Yes. >> Or the mushy mushy. Yeah. >> Those are the >> I think we do wood. >> Yeah. >> But sand is always fun. >> We have like a litter box. >> Yeah. My other question is so what happens? So it's the the equipment is donated to us. Mhm. >> So then what happens if it gets destroyed somehow like lightning strikes one of the things and it melts or something like that? Then we would be >> then it would for us to replace that. Okay. >> It would be thank you for your gift. No different than if someone were to hand over anything for the classroom and we gladly accepted it and becomes ours. So in those other for instances then were they the ones responsible for replacing damaged property or was it kind of a gray area? >> It's a super mixed bag. >> It really is. Um my biggest and you guys heard me mention this at uh a different meeting. My biggest thing is like our community gyms. It's like we literally handed over the keys to our building and said you use it when you want to. And it didn't matter what we had. We do have other areas within the district that it's like controlling interest depends on the hour and the agreement at the flavor of the day like however they could get the deal done. There is zero consistency. There's not necessarily any understanding. There could be something sitting in Plymouth that completely different than something in New Hope. Yeah. >> And so it's just again my my belief is to protect the district and in the best interest of the district. It's just ours and we're more than happy to allow people to to use. They're just not going to dictate. >> And so you will continue to work with >> in that direction. >> Yes. And then if it works out in that direction, >> it will come to >> it will come back to us for a vote in time to apply for the grant >> it as they would submit a donation. And oh, by the way, there would be a a use agreement in place that would be coming as well. >> Yes. >> And so Kristen, will that need to come will that need to come September 3rd in order to meet the deadline for the grant? I think we're okay on the 23rd, but the 23rd might be heavy. So, I don't know. >> Well, if it's ready, we could bring it and then if you have questions, it's not as urgent that we approve it that night. >> Right now, I'm just trying to figure out property lines. That's literally all I need to as soon as I can figure out property lines to figure out what lies where, that helps me frame what I'm going to say. This is what it needs to look like. >> Okay. >> Doesn't the city of Crystal have a map? Maybe >> they have drawers. >> Well, that whole property belongs to >> It might be a field trip for you. It might be. >> Okay. >> Whole property is an island. I mean, there's not >> there's three. >> And the building actually I can give you historical points. There used to be a waiting pool there. That's the pool that I'm >> and then when the new school was built at the turn of the century, uh it was decided by the city to not maintain it and whatever. I think the pool was been up for a little bit. So that would have been something that park recreations the city I think had oversight on. >> But you're saying the building is on our land. I I believe that that building is on is um because it used to belong I mean when you go back to these agreements you're exactly right on the lack dasical reciprocal handshake wink sort of things that were not bad I'm not saying they're bad but they weren't formal like what you're talking about. So, I'm going to guess that that building belongs to the district. >> It does. >> And and the and the dis and the city would have to prove through their their drawings that it does not, but that was all a part of the the forest school piece of land. >> Director Bass, I think you had a comment on that, too. >> Well, I did. Director Bert does belong to the district. the building does, >> but they've been running it. I mean, that that's the piece. They've been running it since there's been running it and that's been that's been the piece of it. Why that building is still standing is still a mystery to us since the pool is actually gone. Why was that building left? Who made the decision to leave the building? >> We just of course let >> reclaim our building. But I think part of that went down with the fact that we were allowed to only tear down so much when we tore down the school. Might be part of it because I was on the board of So, but that I'm going to say it belongs to the district. >> Okay. Well, there's a way to find out on your superintendent. >> No, before I was just going to do a request on prioritizing. >> Okay. I know I know that we are required to uh short at the start of the year we are required to communicate our e-learning um plan to our families. So I think it's vital that we review this talk about this tonight um in order to see where it goes and have time for everything. >> Okay. So that would mean Dr. Bob McDow is up. All right. So, you have uh in your packet there are two two PDFs in there. One is the the first one is the one we're looking at. So, for those that don't know, the way the process is intended to work is for e-learning days to become something that the district can use. The district needs to with the with a lead representation res representative of the teachers group come to an agreement on what those e-learning days would look like. An e-learning day under statute is the day that we can put into place based on inclement weather. That's that's what that is. Uh, so every every fall at the at the start of the school year, if the district intends to utilize e-learning days, it needs to have that e-learning plan approved by the school. So, I don't know historically how it's happened, but that's the way it's that's what that's why this is coming through. >> We've approved it in the past. >> Yep. And so, the document that I found this summer Well, maybe you haven't. >> No, we haven't done it timely. >> You may not have done it timely. I noticed on the document that I saw when I first got here, it didn't have evidence of the teacher representative on it. And so I wanted to make sure that whatever we were bringing to you, we had that I dotted and t crossed. And then along the way came the calendar discussion about short minutes. So then I started digging into this idea of what I know some other districts have done. They call them flex days, blended learning days, yada yada yada. Essentially, it's a way to hold the same exact concept of an e-learning day and get credit for the day with students. And so, under statute, it's technically called a blended learning day. So, here's where it all gets confused. So, under statute, there's an item called a blended learning day. It's exactly what you might think when we're talking digital learning. It's technically instruction that is a combination of in-person and digital learning which can be done synchronously or asynchronously. So, playing with that a bit, doing a little bit more digging. Um, what I'm arguing we're able to do is we can do the same concept as e-learning, call it a blended learning, a flex day, same thing that right now currently if you went to Farmington's website, Princeton's website or Monovide's website, they have these posted that this is what they've been doing. And so bringing all that back to the e-learning document that's in front of me to try and get two things done at once and not have to bring it back and explain it. I've incorporated and you'll see highlighted in yellow blended learning components into the e-learning day. So that if you as a board would approve this, that at least gives us the ability to figure out how we might do this because part two of this whole process if the board approves it is we still have to get an MOU with the teachers union. So that's the second document that's in there. So Amy and I have been working with the teachers union kind of going back and forth right now. What might this look like? From our perspective, what we would like to do is use this upcoming year and you'll see in thatou draft that's in there. We put a sunset date on there. >> We would like to in this year figure out how might this work if we utilize our two days that are current two of the professional development days, right? Because what ends up happening with a lot of the districts when they start to pull this off is they just pick a day and then all your elementary families go crazy because wait a minute, you're having our kids stay home when you actually could be in school. So our thought process is let's try this this year because we know we're short with our seniors. This would be a way for us to do the blended learning on two of the PD days. be able to count the days, see how it works, get a lot of the unintended kinks out of it. For this reason, the latest data I could find, over 90% of our families have access to internet of some sort. uh the ability for us to provide a couple days to a week for students who wouldn't complete the work on a blended learning day would still be there. No different than if your kid was sick from school on today. So we would follow the same procedures and protocols that are in place with e-learning. The only difference would be if we decide to use blended learning, we would notify no less than 5 days in advance. So everything would be planned out. The elementary teachers could make sure that the um devices go home with the elementary kids in a timely fashion. The teachers would have stuff posted. We provide time on what we would end up doing is shorting the amount of time that we provide professional development and allow for 90 minutes or a couple hours in there for the student con or for the teacher contact office hour time. So meet the minimum requirements for it. So, that's a long winded way to say I'm trying to get two things into one here and I want the board to be on the front end of it so that if we can figure out how to do it, none of you are going, "Wait a minute, we didn't hear about this way back." I just want you to have the heads up and be able to say, "Yeah, that sounds like something to try since we're in front of it." Or, "Nope, get the highlighted stuff out of there and just do the e-learning and then we'll go on with it and we'll have to figure something else out." So that's what I'm sharing. >> So does November 4th and February 23rd put together give us the right amount of hours then for our high school? >> I believe it should be close should be really close to the hour you need for high school if we can make those two days work >> for the seniors. for the seniors. >> So theou will stipulates that it is just for the seniors for those two dates that they will have that blended learning. >> So elementary will not have that blended learning. You just said elementary. >> So what I'm saying is we're choosing the PD days because they're already days that we would be off school. So there's nothing to I don't want you as board members getting concerned that we're going to all of a sudden say we're changing that calendar and taking the day that sorry for the confusion on that. >> We don't have to do everybody the whole district. >> You could just do the seniors. You could just do the high schools. >> Thank you. >> Yeah. >> And it's a day that kids are already off. >> Kids are already off. >> Thank you. Questions. Director Long. Well, I think you and I have to do rock, paper, scissors because we put our hands up at the same time. >> Well, I called and you go. >> Okay. >> Um, what about the prep time for teachers for setting up for blended learning? >> So, that's part of the So, two parts to that. If it's planned in advance, the teacher should already have stuff organized for the day. It's just putting it into whatever digital format would need to be put into that. Um, and so that's why we want to give them as much advanced notice as possible in order to put that together. >> Okay. So, I'm hoping whatever contract or you come up with will have some prep time considerations in there for teachers around that will take time. >> Well, I think so there's two hours built into the PD day also for that time. So they have the planning time to plan for the day and then the assignments at secondary are posted on schooly. So the students have access to their schooly account to get their assignments to start with. >> And it's no different than what is hap if it's just the high schools that end up doing this. It's no different than what happens historically on graduation day. >> We count as an e-learning day. >> So prep. So you will also be considering prep time for setting up leg. Well, it's the same same thing. So they are planning for their day. They're loading their lessons on schooly. They do the same thing other than now they're going to have two hours of contact time that they're going to be available for students but not teaching on that day on their PD day on their PD. >> Okay. So they won't be their PDS that they need to be involved with >> after that. So the whole day is 5 hours and 10 minutes. So they'll have 3 hours and 10 minutes of PD >> instead of 5 hours and 10 minutes. Okay. Well, I'll be interested to see what the teacher representatives have to say about what they need for prep time for that. >> Well, they have an agreement here. Like I said, we're I mean, >> you said they were going back and forth, but so I don't really know, but I I want that to be considered the work that they have to put into setting this up. That's part of a teacher's work, too. >> Dude, then director, >> I just wanted to say I really appreciate the creative problem solving. Um, I love this because I'm a rule follower and I like being compliant. So, I really appreciate it and um yeah, especially those seniors don't have those two days. So, they're going to whine, but um if you do this, but it's it evens it all out. And and I see you did involve a lot of people involved in teaching and learning, but I I I am a little bit curious what um more of the direct classroom folks have to say. Um, but I love I love that the creative thinking >> and if it if it works out and it does work and we can figure out an amicable way of doing this, what other districts have done way on the front end to your I think to your point Caroline is they've actually worked out days in the year that are set aside just as these days so that they can have a way to build in more professional development for teachers can not miss days of counting. So that that ends up coming up. It's the other reason why I want to try and get this organized from the board's perspective is so then when it comes to calendar time, we maybe have a little more flexibility of how might we want to do things. Not saying that we have to, but at least it's there as an option. And if it doesn't go the way we want it to go, the MOU is only for the year and then we don't do it. But like I said, I just want you on the front end. No one what we're trying to figure out how to do so you're not surprised. >> Director Holmes, thank you. >> Um, so I'm trying to connect the dots with the inclement weather because if we're only given five, >> so then for seniors, does that mean we're down to three for increment weather? >> No, because e-learning is entirely different than blended learning, >> right? No, I understand that concept, but it's under I'm trying to understand the outline because it goes B and C. So, if we have three negative 50 windchill days and two ginormous snow storms, that's still protected. >> Yep. You get five. >> Mhm. >> So, okay. >> Y >> I just don't understand the layout of it then with the B and C under the E. only because I wanted to make sure that we were calling out here's what e-learning is and here's what blended learning is because that tends to confuse people if you don't put the definition because >> it's not clear and it's very convoluted in statute of where they live and how it works. >> Yeah. And that's what I'm trying to translate to everyday families. What does this mean if we get those >> 24 in of snow two times in our solar vortex whatever? >> Yeah. Those will be non-instructional days. We get five of those per year. We can still do that. >> Correct. Yeah. Those e-learning days are sacred days for inclement weather. >> And then those PD days that we're identifying November 4th and February 23rd, right? >> That's only for seniors, but they will remain >> in days learning >> through 11. >> And we may have to go. I don't know that we can guarantee it will just be seniors because you've got teachers that teach seniors and juniors and so like I said we've got to navigate. >> So that's why I just want to be crystal clear what we're telling families. >> Okay. >> And so to your point that's why I wanted to have this conversation first. >> If the board is on board with it then we can figure out the details around here's how that that works. >> Okay. I'll say I'm on board. Anybody else on board? I'm bored. So at this if if you are at this >> I don't know I need to hear about this prep time stuff >> if so if you are on board what as a board what needs to happen is this the your document in this will come to the next business meeting for approval and then that checks the box of you've approved the e-learning time for the year so that we can get those five days because you have to have that board approved in order to get the e-learning days. I'll at this point I'm going to keep the blended learning days in there and we're going to continue to work to figure out can we get this to work for this year and if it works well we'll be back and is this a calendar thing that the board wants to entertain we'll be forward and we see where it goes. So to Director Long's point, so if we bring this to the next meeting for approval to be in compliance with before the school or right at the front of the school year, one day after whatever, >> um, how is that is that the timeline you're on with RFT then to getting theou? >> That can wait. Theou can be whenever we get to it as long as we do it well in advance of >> because I I would really like to communicate with families like three weeks out at it. It's getting people used to that this is the way we were going to try this. So, it needs we we need to have it we need to get theou done sooner than later so we can get the communication process out and to teachers and to students and avoid any misfires. >> Yeah. I just what I'm trying to avoid is cramming this down RFT's throat for lack of I mean for directness sake you initiated if there's back and forth. So is there is this palatable to >> Yeah. So we started that >> approaching on their PD a month ago. >> The RF has been in conversation with us. I mean it's been back and forth and it's been a dialogue. It has not been >> Yeah. I wouldn't have brought it here. So I started with the teachers union. I started with Peter that if that conversation would have shown no interest I wouldn't have kept going. So, I'm trying to do it in such a way so that the people that need to be in the loop for the next decision have already been talked to. Otherwise, it's just >> okay. >> Yeah, that's my feedback. I like getting those hours back for seniors because I think that was a big oversight on our end. And then as long as you're >> into conversations with RF, I mean, those are big factors. >> Yep. Agreed. >> So, thank you. Okay. So, I guess we can say we have consensus that we're on board and we'll see you at another meeting. >> Yeah, we'll bring it to the business meeting and that it'll be the same thing. >> Okay, thanks. Thank you. Okay, superintendent. There's one other timely um there's one other and I know it's all important, but my contract states that no later than September 1st of each year, the board and superintendent shall meet to discuss and agree on annual goals. um and the instrument. So, I brought the idea to you at the last study session, mapped out and said the areas of the goals. I didn't hear anything between then and now. I made a couple of changes to that, but what you have in the packet um are current goals as they exist. And I just don't want to get in a place where I haven't abided by the contract to get those goals and have it be an issue down the road. So, I would like is that where we're pivoting to? >> That that's my request because otherwise I'm going to be in violation of the contract and I don't I feel like that's going to be an issue down the road. >> I can agree to that. Anybody have a problem with going to that? >> Okay. >> She's making sure we're all on board going to that topic. >> Oh, yeah. That's what I thought. That's what I was. And so, I didn't get any nos on that. So, I'm going to move us to that topic. Okay. So, basically there are three goals, three main goals that you're setting that you would like to set for yourself this year, which to me appear to be totally in line with the direction we want the district to be going. I mean, implement the vision team recommendations. um do the S so plan, figure out the SO plan and invest in improving culture, climate and trust with staff, families and community members. Those are the overarching goals that you are setting suggesting for things that needed to be worked on. Thank you. >> Correct. Um the areas that I spoke to in the document, previous document that you saw um also addressed the two things that they also addressed was um the fact that there was uh change over in some of the senior leadership team. So a goal around building that team. I'm going to do that no matter what. And the second piece was leading the district system of continuous improvement. Obviously that's my job. I'm going to do that no matter what. what Barb Dorne had reminded me and I shared with you um the last time we met and then in the answers to the questions that y'all sent. Barb Dorne's helped me think about this. She just said um all districts have high priorities and these are important higher priorities. These are even more important and then the highest priorities these are the most important and what the superintendent's performance expectations should be based on. Um, superintendents are still responsible for everything else, but the highest priority set the performance expectations. Um, I can't imagine anything more. There's a lot that's really really important. But in terms of what we have to do as a district for the sustainability of our school district, um, determining how to move forward with the reimagine work that then will come to you and the decision making with you around what that means. for buildings, for boundaries, for staffing, for potential future um facilities, projects and bond. Um really is vital within that obviously is all the work around that I will be expected to lead around um academics, teaching and learning and the student experience as part of that work as well. I think embedded in that and in some absolutely embedded in but I think it is very um deserving of a call out in terms of goals and the work that we are going to all have to do this year is the is the statutory that plan and then I think through all of it you know the most important thing for our internal staff and students and families and external community stakeholders are through a lot of change and through managing the changes that are coming our way. How do we build sustained trust in that? Um so that they know that the decisions that you all are making, the recommendations that we're making, how we implement the decisions that you make all earn trust in our community. So to be clear with goal number one we had the evidence of performance and then the standards that it would hit and that is what we would be doing our rating on. Yeah. what what what when Barb spoke with me after the last evaluation, she really encouraged me and I didn't do a great job of it um to cut back from the numbers of standards and elements. I just it was hard to do that as I looked at the scope of the work especially as it got to that last goal because I think it really is the communication and visibility both with internal and external stakeholders. So I felt it was important to keep it all but certainly okay director Holmes. >> Yeah. So thank you for that. I think from our last the July 21st work session, it got cut really short and you did bring up the contract piece of it and I thank you for that and I thank you for it now because we either need to schedule another meeting or potentially extend it because what we were all talking about was the importance around that conversation and giving it the time that it deserves. And for me, these goals, um, while they make sense, and I I like the effort you put into them, mine are about performance metrics and how do we quantify if we're what the choices we're making, where we're allocating funds, how are we ensuring that it's making the difference we want to see. And so mine were, you know, we started brainstorming, three of us, about specifics. and I I really came around to an academic one and tying it to our posted district literacy goal um and that was online and um we fell short of that I think and so I would like to put it in in quantitative numbers and an example of that um you know by the end of the 20 I'm sorry our literacy goal was by the end of 2425 school year the percentage of students in Arddale that read at or above grade level as determined by meeting standards on the Minnesota reading MCA will increase from 40.3 to 50. That was that was not mine. That was our online. So I would like to see around academics something more in that um area. And um so I was tying my my ideas to that. We brainstormed it was a draft but here's a sample. The percentage of Ardell students who are proficient in reading will increase from 41.3% which is that number we just had on the MCAs that was provided to us um in 2025 to 51.3 by 2030 tying it to what we're doing with our vision planning um then you can also add on an ELLL component there. you know, where do we want to see those gains there and really see if the decisions we're implementing or the programs we're implementing. I mean, we're pushing big on um I'm not going to get all of our programs in there, but there are different, you know, whether it's the science of reading, all of those areas that we've talked about through the past 18 months, implementing those, is it really making the move we want to? We're putting an investment into catalyst now. Is it really helping? Um, and it's the same thing too for our math. And I really wanted to focus in on Cooper on the percentage of Cooper High School students. So, tie it overall to our math overall. But then Cooper for me based on their set plan, their school improvement plan um really needs some attention and accountability from the board increasing math profic proficiency from 8.7% you guys to 15% by the end of next school year. I want to start putting measurements in there. Um so that goes around an academic area and then um you know programmatic too. We talked about capture rate as we're making these large decisions with the vision team. Are we making any grounds with our capture rate? That's important to me. Um sitting at 62.5% is is hard to swallow for me. And so as we're making these decisions moving forward and creating these big plans isn't the right right thing we're doing. So allows me to decide, okay, we need to pivot. It's not working. It's not working. Um, and then also I wanted to see maybe a goal about engagement around um the the dashboard we keep talking about. We talked about Educ Climber and that's for me transparency and accountability to our public and to the board and tracking things like equity um behaviorals attendance things that we've talked about. So getting that dashboard up and running and phasing that would be important for me too. So, that's kind of the direction I was going and I don't know how long we're going to be allowed to talk here since we're ding at 10. Um, but those are the kind of concrete examples I was looking for and hoping to build on and have a conversation around and I've got many other things. Um, but I'll obviously everybody else can talk. It's just I think I conveyed last time how important it is to me for us to come up with what those goals look like together and then tying it in and marrying it to what you're doing and having it measured because I did a lot of reflection after the evaluation too and really struggled with that. I know um the it just it's it's kind of meldable and there's nothing to you know subjective versus objective. I'm trying to take that out of it and and talk numbers and goals for our students, our schools, things that we want to see. So, those are just some examples of what I'm after um and where my priorities lie. >> Um I appreciate what you have you have to say about essentially smart work. Actually, smart goals now because want to be inclusive and equitable as well. But I and I think that is maybe something that's missing here because it does seem a little big and amorphous. But mine I would caution too about too many goals. Um you know the district I work in came up with a strategic plan with something like 20 goals and then after the first year they realized oh they asked the board can you just focus on three three things because like it's too much to do that many things. So I think while like you named a lot of things so I think we really >> well it is it is a lot you you can't focus well on 20 things or 10 things right you you really need to we I agree with you on making them more tangible and measurable I think that's important for the superintendent as well right but I I also think that the number of them we really need to to narrow down to what is the what are the most critical things in this one year because you can really only focus on so many things at once. Is it literacy which I think is probably I think my someone said today the social justice issue of our time um is it math? Is it is it um opportunity gap? I mean there are so many different pieces, right? So, it could be a lot of things, but I think you can only really put put your eggs in so many baskets before before something's going to fall, right? Those maybe mixed metaphors, but the point is that I think those are all really important things. And I think that's what superintendent was getting to about saying like the the important things, the more important things, and the most important things because we know they're all really important, but what are the the most important we can focus on? So I was saying yes and let's narrow it down a little bit. >> Those were just examples >> in expressing the desire to have a conversation. Yeah. >> Um you all ask me to come with examples and language. So I have a abundance because I realized we are seven individuals. And so that's what I did and I came and you know we started brainstorming that and so I guess my main point was yes we are up against the September 1st contract but last for the July 21st work session only giving 8 minutes to this conversation is not sufficient and we keep pushing it off and so I really really want to give the time so we end up in a good space as a leadership team here at the end of this And so for me um you know it's categorizing I agree we've got to be focused in but it it's got to be on I guess my priorities would be academic um operational and engagement and within that then we can talk specifics and that's what I was trying to go to. So that still I can still condense it to three um sod we all are required to do that now unfortunately because of what we fell into. It just has to happen. It has to. We have a January 31st deadline. Um, so that's that's where I am. And I guess just tying it to specifics so we can all be very clear because I think that rubric not reducing everything you were talking about. I would agree with that. You know, Barb's recommendations, it gets very wordy and dicey that rubric. And so be very specific and um agree hopefully with areas of focus. But those are my recommendations. Academic, operational um and engagement because those are things that we've been focusing on and I think those are three important things and I don't think that's putting all the eggs in a basket. Hopefully we're not, you know, we're already dropping them to be honest. You know, our academics we haven't focused enough in on. So um as we as new systems are going into place, as we make budgetary decisions and SOD decisions, this is a great time to use performance metrics to benchmark where we are and then we can give accountability to the public. So you want to measure the superintendent's performance on the scores of the kids. >> It's a goal that you well just in terms of what are we what we're implementing. I do >> I think it's it's all it's all of our dis and our budgetary decisions, right? It's it's not just the super it's all of us. This isn't about pointing fingers. This is about recognizing where we are academically and saying yes, we have a five alarm fire and we want to help these students. We are in the business of education. So I don't see it as a bad thing. I really don't. It's not it's this is giving focus and then allowing us to say okay where can you divert funds and to me the Cooper student body needs our help. I mean among other areas that I had to pick and choose and when I was looking at SIP plans that really was alarming to me and quite frankly sad that we haven't talked about that before as a board I I felt like I hadn't done my job to be honest when you're in a single digit and talk about vision vision academically that's where I am. >> Yeah. Um when we talk about performance, I think there are different levels of measuring success, right? Um based on some of these goals that superintendent has put across. Um I think yes, maybe some objectivity might be needed to make sure that when we come to the evaluation table next time, people know what they are measuring versus the generality of it. agree with that. Um, however, I think I will caution all of us to make sure we understand the fact that student performance has an umbrella to it and should not only be on the superintendent. So, if we are talking about hair evaluation, what happens at a classroom level matters, what happens in my house matters, right? There there's so much more to it. So what she can control is what I see here in some of the goals is how is she engaging her staff. What type of opportunities is she creating for the community to be able to be involved in the decision making? I I see those here and I think that is all the control she has. Now with that, she's not going to change how students take tests or the type of students that are in the classrooms or the way teachers deliver material. Right? There could be disciplinary actions when needed when people are not following those things that she's suggesting. But it will be really hard to Yes, I would love to see our test scores go up and I think she will be the first one to speak to that that that will be a good success for her to market on. But I find it really difficult to say that just because you were in the hospital and you were given a pill, you go home and you don't take the pill and something happens to you, then the surgeon or the doctor should be at fault. Right? That is kind of what I'm hearing here is that we can do everything right in the classroom and the test results may still not change. That should not be on the head of the superintendent. So I I would like to say that if there's any adjustments that we want to look at, it should be based on some of the goals that are here like uh I think it was goal number three when I was reviewing board material. So I I put down you know can we show four specific examples when it comes to evaluation time right she should give us four examples of things that decisions that she has taken from the community and implemented throughout the year so if those four are in there then I know okay that is highly effective now if there's only three in there that rates down to effective and if there is less than three then the decision will be made. Is it one or is it two? Right. Those were the specifics that I would like to see and not necessarily change the whole cont. >> Well, I think there should be a goal in here about academic achievement. Now, my approach was somewhat different than uh director Holmes, although I agree with and we did have some discussions about goal setting. When I talk about goal setting, I think that what we have done in the past and you were present um chair Evans Becker when the board at that time in the last four or five years you've been here actually looked at the rubric and identify not a whole bunch I agree with we don't want to have a whole plethora but the board took some opportunity to look at some of those things that were important to the board and we came to consensus I I so my take is to say I'd like to see a goal in here about academic achievement and I would leave it to the superintendent you know the whole waterfront to look to see which one of those seems like a reasonable look. Uh I happen to agree and and I have looked at the academic achievement. In fact, I did a whole presentation a couple years ago and I shared it with this board, my presentation about the the horrible situation that we had for black girls when they were reading at 28% literacy. That's unacceptable. And you can't raise a family with 28% literacy. And I did a whole paper on the whole thing. So yeah, I have looked at it, you know, and so what I'm saying is I'd like to see a goal in here because we've got one about the leadership and implementation of statutory operating debt. That's good. We've got to invest in improving the culture, climate, and I would say academics because for the same arguments that were just made a few minutes ago, how you're going to make sure you improve the culture, climate, and the trust with staff and families. I mean, there's that same one or two step removed from that. Our whole business is academics and to not have a goal in here about academics for me would just be I don't even understand it, you know, for a superintendent. That's the job. That's why we hire a person who we believe has experience in helping lead an organization that can get there. That's the point. That's the point of hiring an exe an exec or brand new person over here or assistant superintendent who has some background in teaching and learning and academics is to hire somebody who can help marshall sources who could who can answer those questions for us. That's the point of having a leader select somebody to help us do that. So yeah, the superintendent has touch and reach in areas and then it's if it's important to us then my expectation is that I don't have to micromanage the superintendent that she's going to put the systems in place to be able to kind of figure it out. And this is not a new concept for directors who maybe haven't been on a board before and that's not porative or putting people down or anything like that. I'm just saying Robbinsdale area school board directors have asked for a specific academic achievement for superintendent historically. They've even been specific enough to say that they want to have them third grade reading levels improved several years in a row. I mean, so that's not a foreign concept. That's an expectation, you know. Um but I think I have enough respect for a superintendent to say you know you think about what area of academics that you want to focus on and and come forward with that you know that's not micromanaging that's the expectation I have you know I would start doing some of the management people are accusing us of go into the classroom you know but uh that digest but I'm very serious about what I'm talking about these academics what with the numbers that we have for our students and particularly with the high percentage of students of color that we have in this district were failing. It would be derelct in my opinion not to have a goal to improve those scores. >> Director Hillbrand then director Bowman and Superintendent S. I guess real quick before I think somebody else will turn you. >> Well, somebody I'm sorry if I missed you earlier. >> Okay. Um, so all I say is that I and maybe Yel speak to this, but the improving the culture, climate, trust with staff, families, and community members. You can't improve academic achievement until you've built that trust. So that's also a piece of >> true, you know, I just have to say I I'm allowed to have my opinion and say, >> but you're always, you know, correcting somebody else. What's your thought about the if you don't have a suggestion? >> I'm not. Hold on. I'm not correcting anyone. I'm just saying as I'm looking at it, this is my thought. >> That's my turn. >> Thank you. I will. I'm just I'm I'm had it with that. I'm tired of it. >> Stop then. >> The superintendent can justify whatever I asked her for. If she understands it, let her understand it. If you don't think it's possible, that's your opinion. >> That's literally what I just said. >> Well, I know, but I'm So then what is your problem? I'm I'm really done with this. >> It's after 10 o'clock at night and I don't need you telling me what to think. What to say? >> You always critiquing. >> I wasn't critiquing a thing. >> Sting an opinion. Let her state her opinion. Let her finish. >> Let her finish her opinion. >> No, that's what I said. Enough. >> Dr. Bess. >> I don't really understand what's going on right now, but you need to stop. >> I was very plain spoken. >> You need to stop. >> Okay. But I think you heard me. >> Yeah, I heard you being rude. You need to stop. >> I heard No, I wasn't being rude. >> Helen, both of you. >> Just both of you stop for just a second. >> Both of us can stop. >> I didn't start. She's the >> So, what I'm trying to say is that you can't you can't move forward with any initiative. You can't do anything until you've created trust with people. And so, you cannot to me you're laying a foundation. You need to lay a groundwork. I'm not saying that there shouldn't be or couldn't be academic goals. All I'm saying is that to me that's the first part. That's all I was trying to say. Has nothing to do with you. Has nothing to do with anybody else in the room except that I know from my work that I had to do in in other in my personal experience that is what I've experienced. That's all. That may or may not be what she is thinking and that's why I said she can correct me if that's that's not the case. >> Thank you. >> All right. Next up is Director Bowman. Thank you. >> Um I agree with what you're saying about the layman foundation. That's what this is about. We you know to jump into of course academics is number one. Uh but um at the same time it's sort of like an everything in life is a process. I don't want to even at 10:15 trying to get into creating some analogy for that. I see that you have Dr. I see that you have uh goals around academics and the first goal which is successfully implement reimagine vision 2013 recommendations based on the schoolboard direction of implementation right there on evidence of performance is to implement the vision of academics teachings and learning and student experience to me that is your academic goal that is the academic goals that that um are built into the three goals uh in this particular particular rubric because it was earlier mentioned academic operational engagement. So goal number one to me really takes care of a lot of academic and operational uh items. I think that goal number two is going to take care of more of the operational items because we're in we're in statutory operating deficit or debt. And goal number three three is the engagement. So I think that you've uh quite well covered the academic operational and engagement for the next year. Personally, what I what I understand about this is that it's um these are all stepping stones for the three-year contract that we have with you. Um and that um I am confident after the 150 page document we received last year of evidence demonstrating the work that had been done uh uh that this will all be touched on in your evidence to us. So, I'm happy with what you've uh put together and I can see how uh academics operation and engagement uh play in all three of these goals. >> Thank you. Uh, Superintendent Stello, >> I think that I just want to be really clear to the board and to the public that that an omission of an academic goal by no way, shape, or form is an indication of that not being a primary focus of what we do. What I said to you at the beginning of this is that what I took off the goals and I'm happy to put in the goals is the district system of continuous improvement. The seven years that I was a superintendent, that was my goal. The district system of continuous improvement with the nine leading the nine teams that are leading work aligned to academics, a sense of belonging, engagement, and partnership. That's how my goals and my evaluation for seven years as a superintendent were done was through those academic belonging engagement all of those. So that is work as I said at the beginning of this that I'm going to do no matter what you're going to be held accountable to the foundation of the academics here. What I have come to understand more in the last three months than I did the first year was the lack of where we are in terms of a foundation for academics with standards with a guaranteed and viable curriculum with resource alignment with curricular mapping with assessments with ensuring that algebra 1 and algebra 2 teachers talk to each other to know who's teaching what standards. So, I'm happy to be held accountable for creating the conditions and setting the systems for that work. And if the board wants to do me to do something with literacy goals, happy to do that. I just know that the impact that will happen here is going to take some time. It's taking some time with our budget. It's taking some time with facilities. It's taking some time with creating a culture, trust, and community internally and externally for our community and certainly with moving the needle on academics. But I don't want there to be a question that that is exactly the most important work that we do every single day is to make sure our kids have what they need. And my job in that is to make sure I'm hiring amazing leaders who are working with our leaders to ensure that the support and resources that our teachers need occur so that our kids get the excellence of instruction that they deserve. So, I'm happy to do whatever the board decides and wants me to do. I'm going to do all of this no matter what. And I hope you've seen that in the last year. You've seen that in me. But I just wanted to be really clear that there's nobody in this community that doesn't see my value on academics and ensuring um that our students have what they need to be successful way beyond here. >> Thank you. All right, Georgia. Thank you for waiting. help us. >> You're passing. >> Yeah. >> Okay. Well, that brings us to Dr. Long. >> Yeah. I guess I am concerned about goal number one. I feel like that is coming to an end and maybe that should have been something that was a goal last year. Um I just don't understand why it would be a goal going into this current year. I have not in the past especially when I first came on this board there was a a big focus on we need to be talking about student academics and this past year there hasn't been a lot of that there hasn't been a lot of when when are we going to talk about these MCA scores and what does that mean or even a presentation of them so I would like to see some kind of academic goal for students for me too I would like to see some kind of goal around How do we get student involvement on our board? I mean, that's something that's been talked about for a while besides just that student committee. How do we get more student involvement, maybe even one sitting at our board? And to clarify, um the vision 2030 team hasn't even made the recommendations yet. And so this goal is about implementing the recommendations. It's not about getting the recommendations. It's about implementing them. Whether it means closing schools or changing programs or refocusing whatever >> that doesn't seem a valid goal for me. That's all the work that's been done to >> Yeah, that's all the work that has been done >> to get the ideas, but the ideas are there now and to implement them and to get things going to put them to bring them to life and to get things done about them. That's what I'm thinking that that goal number one means. Yeah. >> Again, if you want me to comment on that. Um again what going by what Barb Thorn said what is the most important work of this year I believe the most important perk the biggest work the heaviest lift is whatever those recommendations are working with y'all on whatever decisions you make and then implementing those decisions which is going to meet boundaries closing schools consolidating school staffing I've experienced that at a smaller scale than this and I know the time and energy and attention to engagement and communication and the thousand moving parts. So whether you all want that to be a goal or not, that will be a significant part of how I and my team spend our time this year. And I guess if I could continue with my comments too, like where is the resolution around reimagine? Like we didn't even talk about that as a board like what our expectations were, what what were why this was being started, none of that. What would this budget be? Like I'm just having huge issues around that whole thing. There was no resolution, no board included. It was just done. Um, and yeah, I feel like you said, yeah, that was the work, but moving forward, what about our students? I would like to say that the board had a lot of discussion and a lot of um input. I mean way back when before the vision team was put together we they she came to us and where's the resolution around that? >> We we knew that it was going to be a representation of the whole district and we knew how how people were going to be coming and we knew board members weren't going to be on it because we wanted to be community input. We talked that all through things that were told to us. That piece was told to us because I remember board members saying that they wanted to be involved or they wanted to at least go and hear what it was. But then again, that wasn't something that we were allowed to make a decision on. So, where was the board input into that? >> There wasn't. Okay, we're off track. The next one up is Director Bowman, then Director Holmes, then Director Hill. I was just going to say water and get us back on track. That's >> Thank you. I'll take you up. Um I uh I don't if we don't have a if we don't have a foundation of an institution by which to achieve the goals that are being set, there's no reason to set academic goals. And the question I raise when it's told to us uh by director Basset that we need specific achievement goals and the previous boards have done that as an outsider I look at that statement and ask where did that get us? We have over all the years that apparently this board has discussed specific achievement goals or whatever. Where's got us? It never got us. Wait, that's a rhetorical question. It never got us anywhere. We have nothing measurable that proves that that methodology got us anywhere. The only thing I have left is my trust in the superintendent that we hired to lay out a body of work, to lay out a plan, to put together committees, to to do that kind of work to get us to the point where we might even be able to dream about raising academic goals in this community because we don't have the infrastructure. Uh uh if we we heard Dr. solo talk about the state of our curriculum and learning and how poor that was. How can we uh expect uh to raise achievements until district leadership has done a full analysis of what we're doing in curriculum and learning where our failures are and what we're going to do what can we then do what will be brought to us to say this is how we can improve academic achievement. But to say that in the past boards have set those specific goals. I'm going to make the statement that it didn't matter. It didn't count. We never got close to them. And in fact, it looks like we really went backwards. So, as a board member, I'm going to really look for new and different things that I know that are really truly a part of organizational development to help us raise those achievement goals. And without a redeveloped organization, a re-imagined organization that's fully functioning with a full structure around it, we can't set those achievement goals. And that's just the reality because to say we want them, so what? All the rest of the board said they wanted them. Did we get there? No. And nobody held accountability. Nobody was calling names. They just went into the next year. Another goal. Let's do this. Let's do that. So that's my concern on that. I just wanted to make that point that um yeah, >> I'm happy with these myself. >> Uh the next one up is homes and then that's it. >> So coming you just said we haven't even seen the vision team's presentation and that's not coming. It's we're a month out. So that's why I'm struggling with goal number one because we're setting a goal and we haven't even seen the presentation. And I expressed numerous times like through this whole process that will be one component for me to make these decisions because when that team was formed, we were still uncovering the the nightmares of the financial decisions or indecisions. There were two things happening, right? That's what we were fighting since the fall. We get to and here's where we are. And they do overlap. Those are very real things because of all and this is why I wish we would have clarified if we're going to decide this tonight because I'm running out of steam here to get coherent sentences. Part of the reason that we are in a financial downfall is because our enrollment has been declining and that's been presented over and over and over and over again. So tracking our capture rate and how we're reaching out to people why they've left. There are exit surveys for our students who are choosing to enroll in other places. Just found that out. So to me, this isn't a us versus you. This is a yes, we are recognizing the inadequacies we had in this district and how each layer we peel back. There's something else that needs to be fixed. And we have an oversight role here like I said before from state auditor data practices modis council. So we do owe some of that and that's all of us together. I can't approve a goal when I haven't even seen that plan that's based on 25 to 46 people. I can't do that. That's dare election. Talk about dare election and duties. Wow, that's one component because we've also had demographers that came before and talked to us about those things. So part of the SOD plan for me is going to be stabilizing our income. What are we doing to gain some of that capture rate back our funding? We know that parents have come and spoken about academics. We know some of the reasons when they've shared it with us at listening hours or or emails. Academics are important. We're not meeting their needs here. We're not meeting their needs there. And now it turns out that there's that survey. So what are we doing to change that? That's why I can't get on board with these goals because and and what we just went through like there's too much mushiness and we said we were going to talk about a board to make sure we were all kind of on the same page and now I feel like we're not allowed to have that discussion. I cannot prove goals when I haven't seen the plan and it like there are so many other surveys and components that are going to go into our decision. We cannot put 20 30 team with this much authority and responsibility for setting the direction. It's it's what we have to come to. Yes, they've done work and it's important and I'm looking forward to hearing it and it's going to be huge and community already knows it and I it's seeping out there and people like anyway, how how do you approve goal number one? I guess I'm looking for somebody to explain that to me. Okay. Well, it says >> it says it's rhetorical based on the board evidence based on direction. >> So, it's not just and and and how is consensus working so far with that because to director Long's point to get to that point, I'm not I I'm not agreeing to putting 2030 in there. They're just not because it wasn't an improved process and there were concerns and questions leading up to it and we can continue to have this battle, but I I want to go in to academics. I really feel a strong need. Yes, there are 77 components that go into it. And I also know that I've had students struggle and I'm feeling very specific and nothing has changed in my kids' academic careers. So, I'm trying to change the trajectory of that. if we're not listening to the criticism and trying to write that and I know there's a gazillion different components that's why I'm focusing in on academic achievement and we had a literacy goal stated online the district so I guess for that rationale what why what are we doing to change that because we didn't hit we did not hit it and this won't fall solely on the superintendent's shoulders because this will fall on all of saying, "Well, gee, we should have directed or, you know, more budget here or we should have tracked the comp dollars to make sure it was tracking, you know, maybe we need more ELLL teachers or whatever. There are cazillion different components we can look at. Academic achievement is tough for me. It really, really is." And that filters down into are we giving our students the proper supports because we can get into what we do know. You know, small class size matters. Well, we're not paying attention to that. So, I want some real measurements here. Director Hill, I have your name, but I have your name. I can't tell if it's under point of >> Oh, that's right. Okay. That's right. >> Well, I'll just say that um I focused on academic achievement as well. I you know I mean I just said to the superintendent I will restate it for emphasis that u I'll leave it to her to kind of figure out where how that might land with where she is already. Uh and then in fact I saw as I looked at the climate and the other one I saw potentially a place that you could weave that in. I really like all the things that you were saying a few minutes ago about the seven years you worked on in your previous district and you listed all the kinds of things related to continuous improvement that actually can help move the new needle. >> So sounds like to me you're well verssed in that. So >> I did it here. >> Well, >> no, it's the same system. I'm just I'm just clarifying. It's not something different than >> I appreciate that here. Yeah. Okay. Well, I mean the main point I was making is that I can say for you to kind of determine where that is, but I agree with Director Holmes having some definition around some objectivity around it would be helpful so that we kind of know if we're moving the needle and uh and I do want to turn to you director Hillbrand and I want to apologize for being passionate. I am passionate about this and I don't apologize for that. I do apologize for me for interrupting you. I do apologize for that. But I feel like often when I say stuff people come I have to do this big explanation about what I mean. I don't really question other people. If you have a thought you you put it out on the table and you say I think it should be this. I let it you know okay I I contemplate that. That's how I feel. Could be not real. But every time I say something I you're saying my words back to me and asking me questions. I'm like what the hell? What the hell? You know that's how I feel. But but I'm woman enough to say I didn't I'm not angry with you. I didn't mean that for you. But I just wish that people would speak for themselves and respect what other people said that the clarifying question to the individual. Okay. But every time that's how it feels to me. You have something novel or that you have thinking about this and you speak to that. Great. >> Okay. >> You know um but excuse me. Can we get back to the >> I am I am I want this conversation now. Yeah. >> And so I believe I've said to the superintendent what it is that I need to say to the superintendent. I think I've said to director Hillbrand what I need to say to her. >> Okay. I believe that >> I can tell you that one last name and that is that one of the reasons that we abandon conversations that we had had before about academic achievement is for the last two years the focus has been on other things that were not of my making or choosing. So to the point that there we haven't been talking about academics, there are some people who were leading a lot of discussion that was not about academics and it wasn't me. So I just want to make that clear. Um, I find it really disturbing in this body to sit here and listen to somebody mention that three of the board members are meeting separately and now they've come up with the conclusion that we're not legal in what we've done with re-imagine or we didn't approve it or we didn't this or we didn't that. What have we been doing all these months? It started with our superintendent with it uh uh the community meeting to begin to launch the whole thing. Uh I am stunned to know that we have three board members that meet in their own separate meetings away from these tables. And I'm also stunned now to be told that it's not legal. It's not, you know, you're not going to negate the work that the body's doing by making those allegations at this point of the whole thing. I just I don't understand that kind of work. It's not work. It's chaos and it's disrespectful to everyone who shows up and brings their best to the table. Uh it it it almost looks like sour grapes. I didn't get my way, so I'm not going to support this. And I'm going to tell you it wasn't legal. we can't do it. Where are we going with this? So, so, and I want that as part of my public record. I'm tired of that uh chaos that comes back months later and distorts the truth. If you f I mean, it distorts it. And then here's what happens. Then we've got to spend hundreds of hours scurrying through old meeting minutes and watching videos and trying to figure out what was said here and there and the other way. We have put this in place when we hired this superintendent last year. We knew we had to reimagine. We knew we were in the garbage pits with this district and we set out on that journey together and now we're here in August and we're getting accused by other board members of doing something that supposedly wasn't talked about or that wasn't voted on or whatever the uh issue is. That's the illness on the board. That's the dysfunction on the board. And and until we can clear that up, then we got nowhere to go. We could just stand here all day long and argue about how each other voted because that's all we're going to do at this table. And I'm just really Yeah. >> Yeah. Can we bring it back to topic? It's 10:30. Thank you. >> Right. It is 10:30, but I'm here to tell you for all the nonsense I hear at the table to have it be placed out into the public that somehow we're not acting in a legal and upright manner when we have acted in a legal and upright manner. And I'm unwilling to have that tossed out in such a cavalier manner. I don't care what time of the day it is. >> I'm done. Thank you, >> Director Long. Director Bass, you have something else? >> Yeah. So there was just a lot of negative rhetoric back to I'm just going to pinpoint equity in that needle right there when other people are being called out for doing that same exact thing but not so negative. My whole thing is I I really need some goals that I can look at that are measurable that there's no like measurableness to this. That's really you know what I have a lot of issue in. You know, things seem to be a lot of subjective stuff like what community members are important because the care team position petition came to us a couple times, but it didn't seem like those community members were important to build trust with them. Um, I still am just really having Yeah. Car team. Yeah. Car team petition. Capital C, capital V, capital R, capital E. I remember getting a couple emails from that and that was just brushed over. The board never even discussed that at all, nor I don't feel like it was addressed in any capacity in any of the budget things that we did. So clearly there wasn't trust building there. What happened with that? So how do I make that more measurable so that I know exactly what I'm looking at? Because otherwise for me it just seems extremely subjective like who who are the community members that we're building trust with that we want to have on our side. Is it the whole community or is or are there select community members? There's I just need more that's just one example that I'm saying for this. Um I I just need it to be more not so subjective because then it gets hard when we sit here and we talk about it at the table because then it's like we all come with our own perspectives and our own point of views and our own backgrounds about what that might mean. And I want to take some of that um vagueness out of it for all of us. And how do we do that? >> So you're saying something other than a rubric is what you're thinking. >> Yeah. Yeah. You know, I mean, you know, uh Director Hill and Brandon brought up earlier about, you know, like smarty goals. I mean, you know, they have to be smarty. I mean maybe smart goals like what what what is something that's concrete in that that we can all equally get our hands on and kind of have the same meaning around it you know. I still though really would like something about academics. I am not like pigeon holding as to what that would be but Dr. Basset. >> Yeah. I just want to say I I would appreciate not having uh things attributed to me that aren't true. Um you know uh so some comments that were made and you direct you directed them at me director Bowman. Some things just >> I think that we're off topic as >> some things were you directed to me a few minutes ago were not true. I'm just saying just like as you wanted to have it in the record >> direct them at you. >> Excuse me. >> You weren't the one that said it. >> Oh I I don't know. But I'm just saying to you, you said some things about me that weren't true. >> I don't know why. Well, well, I'm just saying that's what I heard. >> You can shake your head all day long. Are you gonna, you know, >> Well, I doubt it. But anyway, so um I I do doubt it because quite often, you know, we hear speeches and you don't say a word. If I if I say two things and I go a little bit, it >> stop then stop. I have not heard you say that or do that to anybody else. I haven't. You really have. >> I'll get to her in just a minute. Okay, great. But I was in I did have the floor and she was shaking her head saying no, no, no. And all I said very respectfully and I will say it again for emphasis. You were saying some things and you mentioned my name and they were not true. Shake your head all you want to. Don't use my name. If you can't say something specifically that I did, don't use my name. I don't use yours. And I've not been in this room saying anything against you or anybody else. I speak for myself. I don't do all that other stuff that you do. I don't do it. I don't need to. I don't know what's what's going on with you, but >> Okay. Can we get off of the personal stuff and get >> Well, that's exactly that's exactly what I do. When she called my name on the speak up when she does stuff like that and the wheels are falling off the bus here. >> Can I propose I want the superintendent's point about being out of contract. I want the majority to say we have to continue this conversation. So we will not be viewed as out of contract by not having it set because we don't have it done. >> That's right. >> And the next meeting is after September 1st. So on record, this board will not view you as out of >> I just I just want for the record again >> and propose I'm sorry and propose that we schedule a specific meeting because there are three weeks in between the two where we can finalize this. I'm asking and that's what I asked for last time where we can come together and just focus on this with the expectation that we will walk out with three goals. I don't think that's a lot to ask. There's three weeks in between those two meetings. Ask a clarifier. Who sets the goals? Do the superintendent set goals? >> I've never set their goals. I've never not so I'm not sure how this board and if this board wants to write my goals, this board can certainly write my goals. I have a lot of really important work to do. I hope that you have watched me in the last year work my tail off in service to this district. I don't have time for this. I've spent a lot of time on this already. If there's a different goal that you can all come to consensus with, let me know what it is and I I am fine with that. I'm meeting with Barb Dorne tomorrow. If there's some help she can give, I'm I'm happy to get advice from her. She's helped us facilitate before. >> It's not set contracting this one. >> We're definitely This is still working. >> Thank you for on this. All right. Where was the forum here? >> No, >> we're not. Okay. Derek. >> Yeah. I I think it's it's really really really difficult to to see where we are heading if as a board we cannot 2 and 1/2 hour meeting come out with already set objectives or goals tweak it whatever we want to tweak it and make it appropriate for the superintendent's evaluation at the end of the school year. It it's it's mindblowing that we get ourselves into such a a mind track that we cannot come back regroup and say okay goal number one does not sound good to me or this is what I want inserted there and we can move on to the next one and the next one. We can have 15 meetings in a week with the track record we have. We will never get to a decision point. we will never. >> So it's really really hard to to keep hearing the concept of can we come back to it or can we come back to it if we can do the easiest things of setting a goal that I I I don't get it as a board I think we are failing our students we are failing the community >> and we don't do board evaluations >> a lot of the things that are being discussed are valuable things that we do want to Student success is necessary, but until we get community engagement, we will not get student success. And I think all of us will agree with that. So, how do we make that a measurable goal if it doesn't sound measurable to me? I want to make that measurable, right? Why can't we as seven elected officials be on track to make such a decision in 3 hours? because it's a >> and yet we need another day and another day and another day to make this decision >> and we still won't have a decision >> and we still won't get to that decision. >> I think that in the board the superintendent sets the goals I can live with these goals. I think these are amazing goals and admin academic achievement is always part of the work. So I am supportive of the goals. I support her work. I mean she's worked her tail off. And let's see which ones again. >> That's not the debate for me like and it it's I recognize the importance of this and it's not coming back and coming back. It's the time that we have allocated. Did you all look at the agenda we had tonight? There was a lot. It still is. The the purpose of restructuring that the way it was we were supposed to have one or two topics. This is valid and I asked for time in July for this. I asked for time at the end of the review so we could focus on it. I'm not going to be the bad guy here because I have questions and points I want to discuss with my colleagues. I think it's important and the reason I'm saying come back to it is because our first meeting is right after school and I don't we don't even have a purpose and then our second meeting in September. We're getting the vision team recommendations. So, I suggested one in the 3-week interim so we could set it. I think all of us because there was frustration with feedback in how it was given with the evaluation and so we agreed that we were going to have the conversation. It's been asked. It can't be penciled in in jam-packed work sessions. We did eight minutes on it July 21st. Eight minutes. That is not okay. and it was expressed then we need more time and now tonight it got down and down. So, it's the same problem and I don't think that falls it's a it's a it's a scheduling thing and so to me you have the ability to call a special meeting as chair and you've heard your board members and we've heard the superintendent say we need time and it's not about word smithing it's about all of us being heard and that's what we had talked about at the end of your evaluation and I thought we had agreed to it in all honesty that we were going to have further conversation Dr. >> Yeah. So again, these board packets came to us and we all reviewed it, right? We were supposed to send questions, concerns where they were supposed to go. I get it. The the materials were heavy, but it is our work to dive through it. What was important was for you to maybe reset goals. Then I will expect that when you are coming to the board table on a day that you know these discussions are going to happen, you come up with your goals so that you can say goal number four, would you mind doing this instead of that? Goal number two, would you mind doing this instead of that? And not the fact that well I I haven't seen any of my sports performance goals in here. So until you put that in, I don't think this is going to be the right discussion for me to have >> your perspective. >> Right. Again, we can deliberate on setting goals or looking at goals that a professional has set for herself and tweak it and just move on and don't make it take four hours on this topic. Massive. >> Well, director and also director Evans Becker. Um, actually last year the superintendent set her goals I believe, but prior to that under other superintendent, it was a more of a collaborative approach. That's what I'm used to is that the board and the superintendent together set the goals. So if the superintendent goes off and comes back with her goals and you haven't had the opportunity to have input into them and we seem to have I think some disagreement about how to arrive at that. I know for myself I'm reluctant. I don't want I want to go forward. If anybody wants to go forward is me. I never would have signed up to serve again had I not really been sincere about wanting to go forward for this community. So having said that, I'm trying to work within this existing process. The superintendent set her goals. That's a departure and you've been present when the board directors have worked with the superintendent to identify the priority areas and the others. It was a collaborative conversation and in fact with one of the last superintendents when we weren't going to meet the date the superintendent asked could we set it back and we had anou and I signed it to set back the meeting time when we would come together. So this is not the first time we've missed those dates. So I just like to set the record because people say things and I'm like well I was here so that didn't happen you know uh because the superintendent setting the goals is a collaborative thing so what directors are saying now is very appropriate is unfortunate that it didn't happen synchronously but at the time we were actually figuring out what they're going to be that's what I see has been the biggest challenge and what I've tried to do is just work with what was there but I am committed to is concerned and wanting to and and I thought it was quite respectful for me to say I'd like you to take a look at and see what you can weave in in terms of the academics. I wasn't trying to put it on anybody in anything, you know, and they're not even questioning that, you know, and so um I just needed to say that and if I'm saying something that's out of turn because you said the superintendent always does it, that's not true. That's not how we've operated. who've been sitting there and been present for at least three or four iterations where the board of the superintendent different superintendent worked together to figure out which aid or three or four or five or whatever. That's what we've done. So I'm already moving out of my comfort zone and did last year and embrace that when the goals were brought I didn't call them extinct. I want I said okay fine let's work with that. Now we're coming to another year and I had things I said in the evaluation but I I'm into trying to support us going forward in a good way especially for our superintendent. So when I talk about academics for me that's important and has just as much merit as everything else and I believe that you have the professional acumen to be able to kind of look at your plans and see where like this fit. I don't think there's anything wrong with it. I want a critique on it. >> Yeah, I guess I'm just going to reiterate. I mean, you know, it's good to have conversation and discussion. I don't want to be sitting there again with goals that I don't feel like are measurable and then leave us all to be like, well, what do you mean? And then the other person's like, well, what do you mean? So, and two, the other times that those things were brought up, just like whatever this board board I say that this board um board plan that we have the board of education agenda documents, you know, it seems like we just quickly talk about them. You know, like you said, 8 minutes, five minutes, and then we're off. And so like I I don't have time to address it. I didn't have time to address it in any of those other meetings. If we're going to ramp our meetings like this and then rush through some things like even looking at this, I printed it off which was on the agenda today. We didn't even talk about it today cuz I was going to say when we talked about it today, there's something that I brought up that I want to change that I thought I we all agreed was going to change and it hasn't been changed on this document. It's still the same. But so I'm just using that to prove a point so that I'm not saying stuff that's so vague, you know? So how how are we going to do this where we you know where we can get things where we give input to things and we see input being given back? What is it going to take for us to commit the time to do that and to really have these discussions? I mean, I'm fine with agreeing to it, disagree with anybody. But if I feel like my voice is never being heard in anything, well then, yeah, that's when I'm going to have a problem with it. Especially when, you know, I have community members coming up and saying things to me about what they foresee. But then if my voice has no weight, no value, I don't get to say, let's let's try and make this more measurable so that we can all come to the same understanding when we're sitting at the table. then in the final end talking about it. That's what I would like to see. >> Dr. room. I I hear what you're saying about the time and honestly and I think we can all agree on it now whether or not we agree that we waste our time on the same that certain discussions A, B or C are waste of time but we waste our time on certain discussions spending we spend way too much time on things certain things and then we don't have enough time for the important things and so that is something we need to manage because yeah we run out of time for these things Because we're focusing on the wrong things. >> Agreed. >> Now, what I think are the wrong things might not be what you think or you think or you think are the wrong things, but we're focusing on >> I agree. >> So, can I propose that the board can make a decision today on when we want to make sure these goals are set by? >> That's right. >> And also, I don't think the board decided. You brought it up, but I don't think the board decided on it. I'm sorry. So that we can have a set date and time to prepare with our individual goals as necessary so that when that day comes and we don't have our material, we can move forward with certain objectives for the superintendent. >> What I suggested somewhere in that 3 week period um I'm not going to be here. >> I'm not going to be here in that three week period. >> I'm not available. >> Yeah. Third and >> between the 3rd and the 23rd. What? >> 23rd, I think it is. >> I'm pretty sure that's 2. >> Is that >> I'm available? The 21st and the 22nd. >> What do you What are you saying? >> I'm available the 21st and the 22nd >> of I can't of September of what? >> Yes. >> Okay. >> The 21st and 22nd. >> That's it. No, >> for me and you're not available 22nd, >> correct? But I'm just one person >> and I'm not sure I have to I'm taking a three-day trip. >> Is it is it during the second or the third week? Is the twin is the third week? Yeah, >> it's the fourth week to push it into October. >> I don't think it's fair to >> I don't think so either. Can we approve any of these goals tonight? I mean, I I'm willing to approve it. >> I don't. >> So, what's on the work session agenda for the third? >> Yeah, the third. >> I think it's not. It's listening time. There's not a work session on the third. It's listening time and then the board meeting. >> We can add potential close. >> Can we add a work session for only the Senate? Yeah. Can't do >> a work session with only this for the third. No, >> we can't. Okay. >> I I I'm seeing a yes and a no >> and a yes. >> Yeah. >> That's what we need to do. >> What are we saying? What's the proposal >> on the third? >> Okay. >> Have a work session with only this on it. >> Do you want to see if Barb Dorne or somebody could facilitate because I I just don't I don't trust what's going to happen in another three hours here. >> I I think that would be a great idea. >> I I mean, >> can we do a thumbs up >> for for Listen, I think that Gail Gil I think there's some other people on the on the MSBA staff that perhaps could facilitate this and Gail Gim would be one because I think we have too many people trying to do board development. If that's who you feel comfortable with, >> it's not about it's about she has been with y'all since the process started through the search through I I just I feel like there has to be other perspective because this just has not been an issue for me in seven years as a superintendent and this just I don't know that other superintendent are going through this right now as they set goals. board. Bob Dorne is invested in us being successful, our district being successful, and our superintendent being successful. I would say she would be a great person to facilitate. >> I'll take that. >> So, what date are we talking about? >> Both. >> Well, I think we should have >> September person. >> She works for MSBA and she does board training. >> Board training here. >> We don't do board training. >> Okay. So, that's like come on. I said wait. Okay, Dr. >> Yeah. I think one of the main things I've heard >> throughout the night is academic goals, right? I want to ask the board or I want to ask if there is a switch of one of these goals to make it academic enough based on your suggestions. Will that satisfy the requirement for us to move forward with the goals in front of us? And if that is the case, then we could have the superintendent look through the goals she has set, revise one of them to maybe suit the language that we are looking for and send it back to the board. >> I can [Music] think What did you say? Kim had her hand up also. But we'll go Kim. I'll go direct. >> Me first. and then >> Bowman and then homes. Um, I would say it needs to be an addition because I think the other three co goals that are currently set are so important to the fundamental new foundation being built in this district that uh the academic one should be a separate one because I am not willing to to cheat on the most fundamental foundational work that needs to be done in this district that will elevate academics. So I would say academics is number four. That's what I would vote for. >> Okay. Yet do we need to have the work session? Did you want to speak before? >> I did. Okay. Go ahead. Because I'm speaking to the work session. I think we should have the work session. You all have called it at 10:00 before and we're not calling it now. I don't think this is productive. I think we can add a work session specific to this. That can be a point that we discuss. Everybody can have their collective thoughts ready. We can interact with each other better at that date. Okay. So, we're talking September 3rd with Barb and Gail. If Barb and or >> whatever >> with Barb with a facilitator from MSBA [Music] >> with the goal of coming out >> and goals. The only topic at the work session is >> finalizing the goals. >> Will that work for use of an end? >> It it will if what I've heard is a lot of things. I am happy to add an academic goal. I think it needs to be both a progress >> and I mean a just so much of where we are right now is so much system improvement and so that's going to have to be a part of it and we can have an outcome. I don't know that it's going to be MCAs but I can look at that. I just need to know, am I bringing a revision to you or is this a blank slate? Cuz I just simply don't have the time to revise if it's then going to be starting over as a blank slate. So, I just need >> bring number four. >> Okay. I I agree with that. >> And can I add? >> No. >> Okay. Uh go Bowman. >> Okay. But first, we're talking September. Let's have a thumbs up for sure. September 3rd study session. >> I have one question about that. That's what I'm trying to >> Okay, go ahead. >> Okay. My question about that is our guarantee from MSBA search firm uh is the working with Barb Doran over the three years of our contract. That was part of the agreement that we work with Barb. And and at this point, I don't want to bring someone else in that hasn't been involved because part of our guarantee by MSBA that we would be successful at this placement was working with Barb and under their things. What are we going to what are we going to add to the situation by bringing in another voice that's never been here? That's my real concern because Barb is the expert on this at this point. is hired by this board. Go ahead, >> Richard Holmes. >> Um, I think there was a lot of talk about objectivity though. So, if there are any other revisions that you're willing to bring, too, that would help break through some of that. I'm more than willing to listen to that. But I think the whole thing I'm I'll be prepared to speak to each of them, you know, and then with the facilitator, I'm hoping we're going to we have to land it. that is the agree upon here. So it's kind of both for me. Academics is there and then just the measurements is really important. So we are not in this position when we get to the end of the year and after we have mid year in there too but those are those are important. Thank you. >> And will Barb Dorne be available? What's our contingency if Barb is not because I'm not willing to engage in this if Barb's not here. I think we asked Gail. >> She's one board member. >> She's Thank you. You're one board member. If the rest of the board members are comfortable with someone other than Barb, if Barb happens to not be available, can we proceed with I'd say four? Yes. Already? >> Yeah, I think we have to >> proceed with somebody else from MSBA. >> Go for it. But no one voids our contract with the search firm. Just saying. I just say I'm just going to share with you Gilman works for SBA. They were going to say no. Stop >> hold and we have a we have four board members saying somebody else remembers she's not available. We're going to do it on the 3rd of September come Hector High water item. >> Yeah. We'll figure there are other people in MSBA. We'll >> we'll find somebody that can do this. >> And that's our expectation to director's point. Come with your points. We're finalizing. >> So that's that's Wait a second. Just a quick question. Would you rather people send their points ahead? >> No. No. Okay. Just come. >> Okay. Okay. Okay. Yeah, we are officially when you're ready.