September 15th and I call to order this regular meeting of the Richfield School Board. Attending this evening's board meeting live and in the boardroom are board members Paula Cole, Kandalis, Tim Pollace, Kirk Spencer, and I'm board chair Carter. We're joined by student representative Singular Vanessa Rosa Miguel. Like was Tiana gonna be here today? >> We thought Tia would be here but she was unable to make it it looks like. >> Okay, that works out. Um also at the table we have Superintendent Steve Yunowski and assistant to the superintendent Cassandra Guam. Other members of the district leadership team are in attendance and may be participating throughout the meeting as well. Richfield Public Schools mission is to inspire, empower each individual to learn, grow, and excel. and we aim to keep that focus at the heart of our discussions this evening. Thanks to all of all of you joining us live here in the boardroom. We also want to thank those of you streaming the meeting or watching it after the fact via YouTube. We appreciate when people bear witness to our meetings where we conduct the necessary official business of the district. Um tonight and actually see if I can do this. I'm going to go a little off script. Yeah, >> because um I I wanted to do this actually at our previous meeting and I want to start something new going forward. >> Um so normally we um in large events we read the land acknowledgement and so I'd like to get in a habit of us doing that at the beginning of the school year. So I'm going to read it tonight. Um and I make sure I read the right quote of it. So, um, before we begin, I'd like to start by acknowledging that we're located on the ancestral land of the Dakota people who have lived on and care for the land since time immemorial. Indigenous nations have long have a long history of stewardship and preservation of the local area. We're grateful for the guardianship of these lands which hold historical, spiritual, and personal significance to the Dakota people. to read our district's full land acknowledgement statement. Please visit the district website or take the time to view the display at our building interest in the main office. So again, new tradition would like us to start doing that at the beginning of the school year going forward. Uh with that done, um we'll move on to the first item of our business, which is the agenda. Uh the agenda is normally routine, but we have one small change tonight. Um we need to pull out the approval. It's um under new business the authorization of board member to substitute be employed on a casual temporary basis. It's the only change. >> That is correct. >> Good even uh I would take a motion to approve the agenda as amended. >> With that change I will move the amended agenda. >> Thank you. >> I second. We have a motion by director Paulus and a second by Director Cole. Any questions or comments bring it to a vote. All in favor, please say I. I. >> All post, please say nay. The chair votes I. And we have an approved agenda. Moving right along. Uh brings us uh to information and proposals. Tonight is a night for public comment. Uh we didn't have anybody sign up tonight. So that will bring us to the next um public comment will be October. didn't write that date down. >> The second meeting in October. >> Thank you. The second meeting in October. That's easy enough. You can find the specific date on our website. >> The 27th. >> The 2 sec 27th. That's right. I did have that written down because it is a special meeting. >> It's a late one. Yep. >> It's a late one. It's not our normal third meeting. So, incorrect. It's actually the fourth week of the month. >> Fair point. >> Yeah. Because we're we're handling it for um election, right? >> The election. Yeah. >> Yeah. >> Uh let's see what else. Um, and also I think one of the things to point out too is public comment needs to be done by noon the day of. >> Correct. >> Something just to keep in mind. Uh, with that that brings us over to Superintendent Neski for our superintendent update. >> All right. So, we have two items tonight on the superintendent uh update. Um, second part will be me presenting a second draft of superintendent goals. Um, part of my public evaluation process for 2025 2026. Um, and before I do that, we are going to turn things over to Amy Scory Cler and Abby Dubet to talk about Centennial After School and our proposed programming. This is a presentation, the information component. Uh, there is a vote because we wanted to be very uh public and transparent about uh what we're talking about. Just as a reminder, the 21st Century Grant, which has paid for free afterchool programming for our students at all of our sites, um, has run out. Um the federal government froze all grant funding. Um and so we currently have um extended day partners at our other three elementaryaries, but they do not have the capacity to do that at Centennial. Um and so we have tasked our team in community ed with coming up with creative ideas. And so Amy and Abby are here to present that to you tonight. So please take it away. >> Great. Thank you. So good evening, Superintendent Yowski, Chairman Carter, and members of the school board. Um, as Steve said, I'm Amy Skyer, director of community ed. Um, Abby Dubet is the youth program coordinator for Richfield Community Ed. She plans array of enrichment activities and recreational opportunities for youth as well as a lot of family programs um through community ed. So, we're here to talk today about Centennial. Um, as Steve set the the or superintendent Yowski set the context, um, through the 21st century grant, Centennial Elementary has had free afterchool programming for about six years, um, called Beacons and it was running at their site and um, Richfield Public Schools applied to be part of that. Again, it's been a great program at the Centennial, at middle school, and at the high school. Um and because of a federal funding freeze, um we did not get that grant this year. So um the funding actually got frozen in July and then was later released in early August, I believe, but um the it affected the timeline enough that MDE decided not to run a new cohort of grants this fall. um we found that out on August 25th um that that would not happen and that the funds will be considered for the following year um for Richfield, but we also know that federal funds for 21st century are kind of in flux. Um all federal funds right now are. So kind of trying to think of a plan for this year and plans that possibly might impact going forward. Um, and you know, when we were thinking about Centennial in particular, some of the Beacons programming might still happen at the middle school and high school because they have some alternative funding sources. Um, it won't be as robust as if they have 21st century, but there will be a little bit with the Centennial program. 21st Century was the only funding source and so that program will just not happen there. And we know with um it being young children that um a lot of families relied on the beacons program for child care. All of our other sites have childare. They have a fun club um at Sheridan RDLS and at STEM. Um and so we started thinking about what that might mean for families and exploring what fee based options might be able to be available at Centennial if the grant did not come through. um talked with Boys and Girls Club who ran the Beacon site to see if maybe there was a way to sort of do a partnership. Talked with fun club, they didn't really have the capacity to get something up and running that quickly. So started looking at a community run model. Um but we knew with that community run model, we would be on a really tight timeline and we weren't 100% sure of what the need was. And so, um, knowing that it might require some subsidization from the district to make it happen, um, before we, uh, went too far, we also started, we did a survey of Centennial families and we got really specific with them because we thought, well, we can ask, do you want after school? And probably a lot of people would say yes, but we we got really specific and said, if we ran this program, if it started October 1st, if this was the cost, would you sign up? and we did have about 55 students that indicated or families that indicated their 55 students would enroll. That shows the grade breakdown. So, we feel like there is definitely a need um and that there probably will be a a fairly large number of kids who would enroll. Um let's see, we can go to the next one. As I said, there will be a little bit of financial risk. Um, school age care programs are funded really only on parent fees and at $20 a day we would need around 40 to 45 somewhere in there consistently attending students to really break even on the program. Um, with uncertainty of enrollment because we don't really I mean people said they might sign up or they would sign up but they haven't signed up yet. And then the fact that we will be offering that sliding scale it's hard to know exactly how much we'll bring in. um estimated potential risk of 65,000, but it's dependent on that enrollment and daily participation. I think there's a good chance we um would not overexpend by quite that much, but I think there's also a good chance it won't like cover all of its costs. So, I think we're talking somewhere in that ballpark. And the general community uh budget right now does not have a fund balance. So, any deficit would need to be covered by the district's general fund. That's why we're here. You know, we have a lot of programs we start up all the time that we know we can cover the costs and this is one of those that we wanted to make sure that the board was on on board with. Uh staffing we had um knowing this was a possibility, we went ahead and posted positions on August 17th. In the last couple weeks, we've been doing interviews. Um, we plan to hire one full-time site lead and then two to three part-time staff that kind of depending on where the numbers really are when people register. We've identified a strong site lead candidate and working on selection of part-time staff but wouldn't make official offers until we know this has been um approved. And let's see, next one is just the next steps. So, uh we're asking for program approval tonight. We would then go ahead and finalize staffing. That's the most important component. Opening a formal registration possibly by the end of this week. Uh we'll be doing some snack and meal planning, working with our nutrition services to make sure that's all good. Um space setup, getting some materials, and then working on daily schedules and routines, which that site leader once they're up and running can really work on some of that. Um and then later in the board agenda, we'll ask you to authorize. uh program would start October 1st, go through June 5th, every day after school until 6 PM. Uh total projected budget, kind of hard to say when we don't know the numbers, but I think it'll be about 115,000. And then that revenue is the part that is a little harder to guess just based on how many kids and how many of them qualify for free or reduced lunch. >> What questions do you have for us? And again for the board, the hope is that uh these two present that they don't have to stay for a vote and that I can represent and answer any questions, but we don't need to keep them around for an hour. So we would love any questions that you might have uh to pop through in this time window. >> Any meeting is going to be super exciting. You're welcome to stay. >> Yeah. >> Thank you. >> So or just follow along on YouTube. >> Also true. >> Double speed tomorrow. >> 55 seems like about how we money we had in the past. 55 kids. >> I think Beacons had more like 90 enrolled, but >> maybe on a given day, >> 55 because not every kid necessarily comes every day. So they might have been the 50 60. So if we had 55 enroll, we might have a high day of 40 or 50, you know, it kind of depends on >> who comes every day. >> Well, I get the feeling, too, that if you if if you build it, they will come, so to speak. It's a great program. I mean, I was there um when they had it and it was it was good. But how is this going to look different from regular beacons? >> I think it will be similar. Um you know, we'll be trying to do some of the same creative and exciting opportunities. Um school age care though is very much, you know, designed kind of for uh the the working family that needs a place for their kids to be after school. And so, um, one of the kind of the ethos of school age care is you're going to offer a lot of activity, but very choice-based also that some kids are like, I just really want to chill out or play outside. And that that's okay, too. So, there'll be some activities going as well as just um free time, like we're out of school and we get to >> kind of um be together. >> And the staffing may look different. >> Yeah. >> Say that again. >> The staffing may look different as well. >> Yeah. >> Yeah. Okay. I I think Beacons had more staff probably, >> but we I mean we have ratios we'll be operating on 1 to 15 and probably a goal of um less than that if the program's really small. It's hard to run, you know, when when there's no principal, nurse, you know, all kind of that extra folks after school, you do need fairly low ratio for after school, especially as you're getting started. Okay. >> Thank you. I have I have a question about the the fees that were they are are we fixed on those or could they go down? Could they is there is there anything that would make it easier for families to sign up? >> The the $20 a day is really what the market rate is. If you look around after school, especially if you get out of school on the early side before 3 p.m., that's pretty much a regular rate. Um, and so that was sort of what we looked at more the market rate for that top rate. Um, and then also looked at like if we did that main if that was our main rate, how would we make it work? And then the adding the sub um the free and reduced lunch rates is a lot because with this program being so new, we wouldn't be able to jump on most childc cares would use uh Washington or not Washington, sorry, Henipin County assistance or um CCAP dollars so that families could get free childare. with this program being so new, we probably wouldn't be able to get certified till late in the year to even start doing CCAP dollars. So, just knowing that in order to make it a little more accessible, um I think it's pretty normal in with a lot of our free and reduced um athletics and things like that to have it be about half off. >> That makes sense. Thank you. >> This is very thoughtful. um appreciate that the the balance that you're seeking to achieve between meeting the the need and also making it a a an easy transition also for for the students in particular and uh I I look forward to seeing what what happens. Uh I agree with director Lista. I I think people will come. Um and it's definely safer also for the students to be in that environment that's familiar and also for for the families. So just want to say thank you. >> And it looks like it's me for questions. Um, so I guess a couple quick ones just um did you do a projection of like what it would look like if somebody if each of the three different um three three different types of payments were to be for the whole time period >> I didn't say that question. >> No. Yeah. No, I had a little spreadsheet and we put in like if everybody was free and reduced, what would the revenue look like versus if it was a mix >> versus if everybody was full paying kind of >> and that's where there's that that what we think is probably the max risk. But we'll see what kind of plays out for real. So then that spreadsheet came up with roughly 50,000 as revenue >> 665 I think it was >> as the max risk estimate around more likely 50 to 40 is more likely realistic >> for the revenue which then puts us at 65 for risk. >> No for the loss. So if you took look at how much it's going to cost >> 115. >> Yep. And then you how much revenue could come in? >> That's what I was asking. >> That could be Yeah. Right. Short by 65,000. >> Yeah. That's what I was wondering. So it sounded like 50,000 was what you think you're going to get for revenue because you've got 65,000 short, >> right? No, it's more like 60 something we think we would get. Yeah. So yeah. >> Okay. So So maximum risk of 65. >> Yeah. >> But you think you're actually going to pull in more. Okay. Um and then so so then my actual other question was is if if I was paying $20 a day, did you run the numbers on I can't do that math fast my head for October 1st until June 5th, what that number would look like? >> It depends on how many kids there are. Just me, my kid, right? I'm 20 bucks. >> Oh, like how much it costs? I think it's around 400 to 450 a month depending on how many days because, you know, December has a lot less days in our school calendar than October, for example. >> The the reason Well, I say the reason why I'm asking is we um I don't remember what it was for, but we had done kind of a spreadsheet similar for the parents so they could look and see to understand what it would mean for them, right? just to help them understand the cost when they're signing up for this >> versus I mean $20 a day doesn't sound bad uh big picture it doesn't sound bad but it's it's like as you start to add it up maybe like but then I yeah I could handle that right because of what I'm getting so >> so I hear you so as we do our work um if this moves forward as we do our work advertising to the central commu or centennial community we should make sure we play some of those out so for example 150 days at $20 a day um if we're to start with 150 days that's $3,000 um so the max is somewhere around $3,000 for one student, but we can certainly make sure that that gets shared out um as as comprehensively as possible >> in your one pager because I think the transparency of selling it is like here's why you know we're trying to help out and well I mean you already did that with the survey but how do we best communicate >> what is it that wouldn't be transparent I'm sorry I don't think I'm following >> well that we've got the numbers here but just helping the families to understand what what it would look like >> multiplying it >> yeah if you're paid once a month how much your paycheck is going to go towards your child's after school again. >> Okay. >> I say we we had done something like this. I'm forgetting which program it was where we had had that kind of that schedule schedule if you will so that people could understand what commitment their family is making by signing up for something like this. I don't remember exactly what it was for, but I remember the flyer and like because we had talked about it, we asked questions and then it came back at like the next meeting for what we're going to show. And I uh what this made me think about is I know a fun club you can choose Monday, Wednesday, Tuesday, Thursday, all days. Like is there going to be a minimum days per week to signing up like fun club is? >> We do the same as fun club. They do a minimum of three days. >> Minimum of three. Okay. >> Yeah. >> Perfect. Thank you. >> Any more questions? Then thank you again. You're welcome to stay, but we've got you covered. If not, we've asked our questions. >> They're going to cry all the way to their cars. >> Yeah, right. They're going to laugh all the way to their cars. They're going to watch it on YouTube. >> All right, transitioning to superintendent goals, part of my public evaluation process. Um, and just laying that out. Um for the second draft, we took input at our last meeting, made a few adjustments, have some additional information to share. Um but grabbing this to either move forward with and help guide our admin team members and our leadership teams um and to continue moving ourselves forward. So as we always do, we remind of that process uh similar to QC comp um 35% of it is tied to student achievement specific data based on our gains. uh process goals are those strategic plans strategies and activities um designed to improve our district. Um and then uh that final 30% really related to the overall evaluation that comes in in the spring. Um and so coming back to um our measures um looking at um that common measure of assessment proficiency and gap closure, I did receive a question about why did we pick these specific points? uh really looking at growth in our FastBridge CBM reading in fifth grade and also looking at it in eighth grade and also reducing the gap for our students of color. Um those are the transition points between our grades. Um and so fifth grade is the end of elementary school, eighth grade is the end of middle school. Um and as we know we have vision cards with comprehensive data looks. Um but these are sort of that summary data looking at the synthesis of all of our work in elementary. Um and then in middle um moving on um looking at our growth um really in addition to proficiency and so really looking at third grade in regard to reading and 8th grade in regard to math um and research data shows that third grade is one of those really important points um in regard to reading because students move from learning to read to reading to learn. Um and then in eighth grade having students proficient in math in regarding to algebra that is one of those areas that also is sort of a future telling point. And so that's why we picked some of these um as our high leverage area to focus on for my goals. And both of those really looking at uh some gains from where we have been in the past. Uh then looking at uh continuing our gains in regard to MCAs and also making sure to outline um that we are continuing to close the gap between ourselves and the state of Minnesota. Um and so really looking at my evaluation in relation to that specific to third grade and eighth grade um and then also the summary of our middle school MCAs and the summary of our elementary MCAs. Um, and as you know, in all of these areas, according to board guidance, um, and our overall equity vision, uh, making sure that as we make those gains, uh, we continue to close the gap between white students and our students of color, uh, one of those ongoing focal points of our district. Uh, continuing on with graduation rate, um, and continuing our focal point on graduation rate with a goal of, uh, 90% graduation rate across the board and in every category. Uh we did take a look and reflect on the information in the box um because as we know the state of Minnesota does not publish graduation rate or any data uh for groups of demographic categories where there are fewer than 10. And so we wanted to basically explain that we are reporting our work with native indigenous students while the state might not. Um and so what you see on there is you see um a wide ranging set of numbers for our indigenous group. um because MDE and what we put in is MDE doesn't publicly report those groups um if there are fewer than 10 and so in our years shown uh the number of group the number of students ranges from three to 11 and so while the state of Minnesota in 21 22 23 24 only reported one time um how our indigenous students did uh we reported all of them in every single year um and again our gain um our goal is to make sure that we are at 90% or higher um in each of those categories and we want to be transparent in that so we hope that the uh revisions that we put into that box um more clearly describes that and more clearly describes that this this chart is actually really around continuing graduation rate uh gains and continuing gap closure um for all groups regardless of what the state decides to report. We're going to report on everyone. Uh then are some of those process goals and the really the things that we are going to take as strategic plan actions. Um that ties specifically to my evaluation. Um and so really looking around um in the data area um continuing our work with um administration and leadership use of data in decision- making um and using that as a process. And so as a reminder, processes are guided by the actions that we take. If we pick the right processes, we should lead to those gains we're looking at. And so each of our admin team and teacher leaders, uh we continue to want to deepen our use of data. Uh so at Prepfest on August 4th, we trained everyone. uh we have school improvement plans and initial student did during opening week training and then we'll be having um and my next update which actually comes in February uh we'll have had data teams and progress monitoring meetings in each of our schools next week and the week after to make sure that we're using that data to target the needs of our actual students. Um similarly uh making sure that um since we do have fastbridge as a systemwide assessment and progress monitoring and adjusting what we are doing based on what the data suggests is a high goal. It was one of the areas that we noted as improvement in our last year's goals and our our data didn't show what we were hoping. So we're looking at making sure that we actually implement screening for 95% of our students um twice per month for those receiving tier three interventions. And so when you think about what that means uh we are progress monitoring all of our students. that's considered tier one. Uh tier two is students giving second level instruction or a second dose of instruction. And tier three are those needing the largest amount of inter intervention. And so our system is set up uh to progress monitor those students twice a month and make sure that we are intervening with those supports. We believe that if we are able to do that effectively, that is where we'll see those achievement gains that we're looking for in the first part of my evaluation. And so we began that at Connect and Assess. um one of our district's commitments to beginning that process early, which happens during workshop week. FastBridge assessments are in process um across all of our schools. Um and that is something that we'll be continuing to do um in an ongoing basis in the months ahead. Equity communication um improving our communication to all families about activities and scholarship activi uh scholarship opportunities. So, as we know in our survey data, um information about um opportunities to participate in in activities um was something that we had the lowest amount of report. We did look and that question was asked to all of our families. Um and so we did take a look um at the data to be able to report back. Um in 2425 um we had 530 students that were registered for an activity. Uh 37.2% 2% of those uh received a free or reduced discount and only 9% or 5% of our students, 28 of them utilize scholarships. Um so with only 5% of our students utilizing scholarships, it indicates we probably need to figure out um a better way to communicate that um and communicate that data differently. Um so if you add it all together um those who received any form of discount between free and reduced uh scholarships but then there also is a third uh sport free up to 49% of our students did receive some form of a discount for participating in activities. Um, nonetheless, only 65% of our secondary students were aware and only 60% of our elementary students were aware. Um, with 68 and 69% saying they're not a barrier, which means that in that 30% um, we need to figure out um, how to continue communicating scholarships specifically and reduced fees specifically in a way um, that increases engagement. Um, one of those things that is our our overall goals um, maintaining representation. We had a great increase in our survey participation data. Um it was approximately 500 students the year before um or 500 families um in 2425 as a reminder 1,335 parents guardians participated in the survey. Um and it was highly representative of our community. Um and so as a district that is uh 72% students of color, uh district is representative. And so we were very proud of the outreach and strong work that we did to engage and make sure that we are gathering voice um and we want to continue to do that in all of the things that we do both our survey um but then also in our strategic plan process which we know will be occurring um from December on through the spring. And so we want to make sure that we are extending that action and those activities into both of those areas. Um, as you know, uh, we continue on in, uh, the read act. And so, one of our leadership goals is continuing to lead our district through phase one and phase two. Uh, we are coming towards the second half or end component of phase one. 85% of our uh, staff members have completed units one through four of the synchronous component. Um and we have multiple staff who are trained um and able to implement that at the site level. Um and so despite the fact that students are still coming out of college without having been trained uh despite the fact that we might get uh new staff from districts um who are coming in um without that training. So for example, 12 of them have not begun. um we have the ability um to train them internally and so we have made sure that we have set ourselves up to systemically utilize the readact training um across our entire system. And then additionally, as you know, we believe in leading um and so every single one of our instructional management team members have completed letters for administrators um and so completed the entire course um and expected to do that and continue utilizing that um as we update our teacher evaluation rubrics and the things that we're looking at in terms of what our look fors are in the classroom. Then our strategic plan. So, we've talked about um at our previous meeting that timeline and that process. Um we plan to have that published by the end of summer 2026. Um but this fall we'll be having a study session coming up actually at our next meeting. Um and then we will continue on beginning with the engagement process and really doing outreach and input from the January to March uh before we create that draft and push that forward to uh share that plan with our community. And just as a reminder for all of those watching on YouTube, uh we are a strategic plan guided district and so this is a time where your voice will actually guide a significant amount of the efforts um over the coming years in Richfield public schools. Then finally, my evaluation of my goals wrap up. Uh we have a parent and staff survey. You all do a survey of my direct reports. Um you all will give feedback on my overall performance and then we'll have a close session for the evaluative process. uh which then leads to a public reporting and then we circle right back and begin the process again. So with that, I will pause and see if we're ready to move forward with these um or if there are other questions or things you'd like edited or changed in round two um of a presentation you all saw with some revisions from last meeting. my teacher brain. If I go from the expected outcomes in part one and I connect them to the processes plan, I do see that connection going backwards. So I feel very uh positive that if we do these processes that we will see the the results that that we are expecting. And I know that last year was the first was the the graduation cohort of the the COVID year. Um and and we saw losses represented in in those. So I I I really hope that well hope is not a strategy but I look forward to seeing uh the students you know go back to those levels and even go beyond. >> Yeah. So just to remind the board um in COVID there were approximately 12 students um that we were not able to track where they went. Um 12 students that actually represents 4% of our grad rate. Um and we did not really realize until four years later um that that was going to show up. We have learned from that. Um there are some similar things occurring as we think about our current enrollment as some students are not returning to us and we don't now currently have documentation on where we are. Um and so what we are doing um we typically have systems of followup um but we're going to make sure that students who have not enrolled in another school um and might have gone to a different country that we are basically putting our sleuth hats on. We are keeping a spreadsheet of all of those students. we are tracking them down even if it requires international communication and we are making sure we know where students are because if a student falls um um ends up in a situation where immigration changes their country of residence. Um if we don't know where they are attending school, they count as a Richfield High School dropout. Um and so it is a way that the federal government policies might indirectly um hamper a graduation rate that may or may not have anything to do with the work that we do. Uh but it is our responsibility and we now know uh mistake on my part. card. I own it 110%. Um that it is our job to track down um where every student lands um and be able to document that for the overall system uh because we also want them to get um on their record where they are and where they're continuing to progress in schools. >> When you say we want them to get on their record, um there's a lot of pronouns that are vague in there. We want who to get on record, >> our students. Our students. So when we document in our records, our students have they end up coded for the state of Minnesota where they are next. And so if a student transfers, let's say to Bloomington public schools, there's a particular code. If they transfer to a charter school, there's a particular code. If they transfer out of state, there's a particular code. If they transfer out of country, there's a particular code. The ones that count as dropouts are then counted as the state of Minnesota as a dropout are students we have no code for, which is basically a no record code. We don't want that to be on their record in the state of Minnesota as much as we don't want it to be on the high school record. Does that make sense? >> So, we don't want it to be on the students record. And and I guess I don't I mean that that's understandable, but I guess it requires us to to be able to to find them where if they go and they they it's difficult to present to them what what the burden like what the the downside of that is where they might not worry about what's happening. >> Correct. >> To their Minnesota education record. >> Correct. often there is some form of ability to communicate cross country um to determine if a student has enrolled let's say in in a >> in a high school in Canada. >> Yeah. >> Um we haven't always um once a student um does not return to us at a certain point we stop. >> Um we now know that they are coded as the state of Minnesota as a dropout. So if they came back 5 years later they would be coded as a Minnesota dropout. Um and so we don't know what the implications of that are for them um in that system. There might be none uh >> but we haven't looked at that. >> Okay. >> Yeah. So we're we're just wanting to do everything we can to diligently follow up to the extent that we possibly can. >> Do we do this from K through 12? >> Um we are doing the best that we can for all of our students. Yes. >> Okay. >> Yes. >> Yeah. But but the specific record of of drop of being coded as a drop out is those who have already enrolled in high school. So anyone who started it was attended nth grade or later in Minnesota and left in last school of record was here. >> Correct. The consequence for a kindergartener or first grader is not the same. Um there isn't consideration for on a state record a high school dropout. >> Right. >> Um and there isn't the same implication. >> I guess that was my question. >> We're trying to find out either way. there is extra there's extra critical um importance to figuring out the 9th through 12th graders >> and I know that we have a lot of that information because of the reports that we see of where did our kids go and where are we getting students from but what it sounds like there's a group that goes off >> right the biggest challenge pretty typically you'll receive a records request from the district that they are going to that will happen in the state of Minnesota that will often happen outside of the state of Minnesota. When a student goes to a school in another country, we often do not get a record request. And so then it is >> do you choose to follow up or do you not choose to follow up and we are going to choose very significantly to follow up at this point? Um wanting to make sure that those ended up coded correctly for that student's record and for our high school's record. >> How long does it take to be like considered a dropout? like is there a process you have to go through to like consider that they're a dropout or is it like a time frame? >> Got it. That's an interesting question. So, uh students once they pass the date of their anticipated graduation, >> um they're counted in that way. And so, if a student, let's say, was here for the first month of 9th grade and then I'll just keep using Canada, went to Canada, >> um if they passed their anticipated graduation date four years later and we never knew where they were, um they would be considered a dropout. if they came back to any school in the state of Minnesota um and we then had record um they would then be enrolled in that school and it would not be coded in the same way and m Minnesota would not have that on the record. >> Okay. Okay, cool. Thank you. >> Great question. >> Are you thinking of moving to Canada? >> I think we all are. Um, I appreciate that we're measuring not only outcomes but some of the inputs as well. In particular, the fast bridge reassessments that are going on on a twice a month basis. And I'm wondering if there's other inputs that would be good for us to be considering that are not, you know, once we realize they haven't graduated in June, there's not there's not as much we can do to to remedy that. And so one one item that comes to mind um is like attendance rates if if something like that is is valuable to measure too. >> So yes and they don't end up in my goals. So what I can tell you is there's a set of data that are used that don't become part of my evaluation. Um and so the high school and the middle school are utilizing course pass rate. Um they are doing um assignment complete or not assignment they're doing um proficiency based on assessments um and they are monitoring that um they are also doing um they use a thing called sabers um which is about social emotional and how is our social emotional culture and climate and how are people feeling and then they are also doing attendance rate um and so they have down at those uh more micro levels uh they're monitoring and a lot of those end up presented in the vision cards >> okay thank Thank you. >> Your plan with this was to like that this would be it after this discussion this is it going forward. >> Uh if there is significant input that requires revision I can bring it back um or we can move forward with this even if there are small revisions and bring it back in in mid year January February um with the update and and make some of those refinements. I asked just because I'm just as I listen to questions and reflect I'm like I feel I feel like we're we're in the details a lot which is good and bad right as the leader of our district right like there's some some of the very uh data driven goals right of student performance and achievements right we want to have certain very specific metrics but then on the flip side I'm like I feel like some of this is very prescriptive like we're trying to get down very detailed for for these goals where it's like again your goals are bigger words. Um, come up with a strategic plan. Right? So, that was just more my reflection. I don't necessarily have a >> So, I'd say try to delineate between the process goals and then some of those achievement goals. So, I, as you know, supervised the principles um and so Stacy Collins, our high school principal, has course pass rate, has um student engagement goals in her evaluation. Um, and she would be down in the finer points of the high school. If you think about I also supervise at this point with no assistant superintendent. I'm supervising teaching and learning. Um and so Rachel Jensen um who is overseeing some of that work. Uh she is in charge of and has more detailed goals on what does readact training look like? How do we implement fast bridge and the assessments and progress monitoring at the elementary schools and then how do we train to make sure our instructional coaches and our team members have the training uh to be able to implement that larger data goal. Um and so if you think about me overseeing it's my job to train and prep all of our leaders with the admin or with the data goals the skills to utilize the data then people who are my direct reports are then that next level of supporting that at the next level and then the instructional coaches at the elementary are trained to the next level and they are working at the teacher level. So for me, even though the most important thing happens in the classroom with the teacher, um my job is to support the system um that then in each level uh supports it down to that granular level, >> right? We can only impose goals on one person if the if enough of the six of us agree. >> Yes. >> For anybody who needs that reminder, this is our one employee. More questions or comments about his goals? This these goals always makes me very excited about project management and like there's a lot I've learned here for my personal life about this. So they're really good. It's fun. I think it's fun. >> Well, I am very fortunate to have team members who are very good project managers um who are very supportive in supporting others. It's very helpful >> and I appreciate you share that piece of because that that like when I think about your work, I've been here long enough like I I understand that connection, but I'm glad you share that how that is connected to your direct reports, individual goals and their process goals. Uh because like you said, you're you're you're preparing the the leadership and managing the the system that connects it all. >> Yeah. Yeah. And as Tim pointed out, your leverage of supervising me um guides my leverage of supervising my team um who supervises and works with their team. And it has to be these systems of expectations. What are we trying to accomplish? How do we support that? And the support systems are very important. And then that other word accountability is how do we make sure that we are reporting back and just sort of sharing how we are doing whether that is successful or not and then how we're adjusting based based on that. more questions, comments. Okay. So, then it looks like we'll see this in a while. >> Yes, you will. >> Good luck. >> Good luck. See you next year. >> The next item for approval is uh is a consent agenda which contains a collection. >> Commendations. >> Sorry, commendations. I just skipped. There's a big bunch of commendations. >> There is. There's actually two even though it looks large. Um so Richfield Public Schools would like to commend the staff of Richfield High School. So there was an anonymous communication um specifically sent um obviously it was challenging last Thursday. Hi there. Just a quick note after yesterday's open house. I've been reflecting on the experience of being welcomed in a school building after hours after a long day, long couple of weeks, long string of entirely too unprecedented times. And I wanted to say thank you. It's so clear that the adults at RHS are a team for our community's kids. Faculty, support staff across all departments, nutrition personnel, bus drivers, pair professionals, and admin. I am grateful. RHS is an asset in our community, and I'm happy that my child is there. So, we want to thank our RHF staff members for their dedication, showing up for our students and families, especially during those difficult times. We want to share that you are appreciated. So, thanks to that um adult that wanted to share that out. Um and then um RA RPS would like to celebrate our high school technology interns for their outstanding work this summer, providing great support to the IT department and helped the district get to a level of readiness that allowed our year to start strong for both staff and students. So we want to recognize Kayn Bayan, Carlos uh Rosillus Chavez, Jack Fel, Jordan Tim, Maxwell Montiel, and PJ Oongo. Additionally, we also want to recognize George Annie and Erin Garerink who supervised and guided our student interns to success. So, great job everyone and we appreciate those high school IT interns and our IT team. Then finally, um we have um our typical acknowledgement of employee appreciation day. So, a reminder that September 23rd is edtech day where we celebrate staff members who work in the tech department. Uh, so they play a vital role in keeping our schools connected, secure, and running smoothly every day. Their expertise, dedication, and behind-the-scenes efforts ensure that students and educators have reliable access to the technology, tools, and systems they need to succeed. We deeply appreciate their commitment to innovation, problem solving, and continuous support across the district. We appreciate you edtech folk, and September 26th is human resource professional day. HR staff work tirelessly to recruit, support, and retain the dedicated professionals serving our schools. Their commitment to fostering a positive and supportive work environment helps ensure that every student benefits from a strong, stable, and motivated team. We're deeply grateful for their professionalism and care that helps RPS thrive. So, thank you HR team members. >> Thank you for that. Now we can move to the consent agenda. The next item for approv is the consent agenda which contains a collection of routine or fairly routine business items that we consent to pass in bulk without individual discussion. I'll pause for a moment to see if there any questions or requests before we proceed hearing. And seeing none, is there a motion to approve the consent agenda as presented? >> Some moved. >> Second. >> We got a race. We have a motion by director Cole and a second by Director Spencer. Any questions, comments hearing and seeing none, bring to vote. All in favor, please say I. >> I. I. >> All post, please say nay. The chair votes I. And the consent agenda is approved. Moves us on to old business. We have a couple items tonight for us before us. Uh policy 101, harassment prohibition and administrative guidelines 103.2. Second read. >> Absolutely. So, this and bullying prohibition are both going to be in their second read. Uh, they've been reviewed by the Student Support Services Department with some suggested changes. Policy will be reviewed by Safe and Supportive Schools. Um, but it will not come back till October 27th. So, you're not going to see that at our next meeting. You're going to see that in a couple of meetings. Um, and so, uh, just as a reminder, the policy itself had some minor changes. Um you'll note on um there there are some small changes based on statutory language um in regard to protected classification on page two. Um you will see in regard to sexual orientation and that specific statutory language on page three. Um but those are the main and non-significant changes in regard to um the policy itself. When we look at the guideline, um we also wanted to make sure that we are adding in that we have an online form mirroring the reporting form as an option. Um as we look at the work in regard to these forms, um we work collaboratively with students or families who are making these reports or staff uh because we do have a system for documenting all for all um reports of bullying or harassment um and then also the responses to the incident. And so you'll see some relatively significant uh drafted updates to those forms um describing what parents and guardians can do uh describing what we will be doing as a school. Um and so this uh took a significant amount of input and feedback in regard to language. And so you'll see those um again as a second read. It's not for passage tonight. Um that is for your review um and for added input. And again, a reminder, we won't be back until October 27th um after we have had those additional voices in um looking at this policy and um and guideline for updates, >> questions, comments. >> I had a a comment about the the administrative guidelines. Um there there are parts in there where we we start listing resources for parents or students or or folks to you know for for where to get supports or information or other information. Um you know for example if you feel your child is being bullied or your child is is acting as a a bully harasser or witnessing it and and I wonder if it's the right place for that mater for that information. Um I would think that would be more in a parent or student handbook >> and not necessarily within a guideline um an administrative guideline which tells the you know the administrators as well as the community this is how we will handle your complaints and concerns um you know just like there must be other parental resources that we have that we aren't placing into administrative guidelines and I I just think we should focus all of the such resources at least in one place >> and not have you know it's okay if we leave them here, but then we have to put them also in the in the student parent handbook for for the the different schools. Um because I don't think it's reasonable to expect people to go to our policies and our guidelines to find, you know, to find general information about what do I do with this bad with this bad situation. >> Yeah, I agree. They'll go to the handbook before they go to the policy. >> Yeah, Mr. Palace had shared some of that feedback prior to the meeting. And so we want to make sure um as we are updating that we take a look at each of the student handbooks um and make sure that the parent handbooks and that we have those resources and those supports in all of the areas. Um and so one of the things the board has often done is made sure that our practices align to the actual policy and the guidelines. Um and so obviously one of the checks we're going to need to do is make sure that we have that in place uh prior to October 27th so we can report back. Um, and if not, we can look at updating our student handbooks to make sure that we have resources and supports um, documented in all the locations where people can access them. More questions or comments? And really, the questions or comments could be about both or either, right? >> Yes. When we transition to the next, I'm basically not going to give a big explanation. It is very similar. Uh there are small changes in regard to the bullying policy also. And then the guideline is a very similar set of updates which will have the same thing. So I'm not going to fully repeat myself, but yes, we can take feedback on harassment uh policy and guideline. And if you would like, you could certainly do the other one um at the same time. Um or obviously, as you know, we now have somewhere in the six week range before this comes back as we gather that voice. And so uh we are open to um any feedback um at any time then we'll make updates based on the input. >> Both are going to the same committee right? >> Correct. >> They both Yes. >> I didn't mean to slow us down. It's their questions, comments. >> Do we know what the safe and supportive schedule is? What policies they're going to be looking at yet? Um yes we do. >> Yep. So I can share that out with the board um in a Friday update. I'll make sure to do that. Um and they are gathering the safe and supportive schools committee and I believe we are working on on getting all the dates published and updated for all of our committees and all our advisories. >> Okay. >> Okay. Any other questions, comments? >> Um the the bullying reporting form is in the handbook, Tim. Um, but there's not a lot of details on it. So, it might be a good reason to just revise that. >> Yeah, >> thanks for looking for that. >> Any other questions or comments? >> Not seeing head nodding or shaking. There we go. Okay. Uh, then if not, then that'll bring us to new business. So, skip right through. So the first item on the list we bumped brings us the preliminary levy certification 2025 payable 2026. Thank you very much. Um we have for your approval tonight a request to authorize the maximum for the levy amount. Um this is a proposed levy um and which we have to submit prior to September 30th. This is what generates the information that then rolls into the taxpayer notifications and then in December you'll have the chance to see the truth and taxation presentation um as well as make a make final determinations. So this is a pretty routine process where we authorize the maximum levy. There's still a number of working parts that come together as part of that process here between now and the beginning of October um in including additional calculations coming from the state as well. Um in the packet you do have kind of a highlight of the current status of the levy um which breaks it down by the different categories of levy authority. You'll notice that there are a number of areas that um there are reductions currently. Most of those are tied in with re projected reduced enrollment for the 2627 school year. Um one of the things to note that we were watching is um number nine the referendum technology. This has been an area that we have been seen we've seen increasing because of increased property values. You'll notice this is the first year where there's an actual decrease in that referendum for technology because the um abatements in the district and other um increases have not been occurring at the same rate um as they were historically. So there is projected a slight decline in that referendum technology levy authority this time. Um you'll also see on line 20 the largest increases in the abatement and other adjustments. So because of those changes in property valuations, um there's authority that the district has to um levy authority for that specifically. So couple of highlights there. Um again, this is just um a request to certify the maximum at this point. Um and then final decisions will be made in December when the board approves the final levy for payable 26. Are there any questions? Why are we looking at a enrollment reduction in 2627? >> Um we use a number of different models which kind of um factor in what our projected enrollment changes will be. Um we've seen um slight declines every year. Last year we saw an increase but even previous years to that we've had slight declines in our enrollment. So that is factored in as part of this projection. >> Thank you. more questions, comments motion. Just just for clarity, this this is a preliminary and we finalize it in December. So, we have the and this is the max. So, in December, we have the option to peel back if if we see a reason or a cause to. >> Correct. >> Okay. And I'll just articulate one other piece. It's included in in the board action, but it also does set that truth and taxation presentation for the December 1 board meeting um at that regular schedule meeting at 7 p.m. >> I will move the item as presented. >> I'll second it. >> We have a motion by Director Paul and a second by Director Liss. Any discussion, comments, questions? Hearing none, we'll bring it to a vote. All in favor, please say I. I. >> I. >> All post, please say nay. Chair votes I. And the proposed levy is approved. Brings us to the afterchool care program that we heard about earlier. Unless you want me to get more detail at Centennial Elementary School. >> Come on, Craig. You got this. >> Okay. Yeah. So, um, this does have a request for the board to authorize our, uh, Richfield Public Schools Community Education to open the afterchool child care program at Centennial Elementary School for the year. Um, as the board heard, um, earlier today about the preparation that's gone into that program. Um, the potential fees that are associated with that and then just kind of the financial implications of it may end up impacting our general fund. Um, and given the priority to make sure our families have appropriate after school childcare at Centennial, um, it is the recommendation that that program be approved by the board tonight. [Music] >> Well, I move that we accept the afterchool care program at Centennial Elementary School. >> There's no questions. We asked all our questions before. >> Well played, sir. >> I have a second. Look at you guys. We have a motion by director listen and a second by director Paulus. It was kind of fun seeing them together like that. Uh any more questions? Because to Kan's point, we asked them all earlier. >> Uh I I do have one follow-up question. I'd just like maybe a request that we get an update on what we believe the financials will be once we see enrollment. So maybe December, January, if we can get an update on >> All right. Both Mr. Holy and MissWam noting that down. And so we will definitely have an update. Um, early winter, December, give or take. Any more questions or comments? Anyone? >> Okay. If not, then we'll bring it to we'll bring it to a vote. All in favor, please say I. >> I. I >> oppose a chair votes I and we have approved the after school care program at Centennial Elementary School. Next is the property liability fleet professional and faithful performance and cyber liability insurance renewal. That's a mouthful. >> Very good. Thank you very much. Uh we do have uh again also requesting your authorization for the administration to retain our current insurance um carriers for our property liability fleet professional faithful performance and cyber insurance coverages as indicated in the packet below. You can see the sidebyside um premiums from 2425 and what the changes for 2526. Uh we've worked with Steve Gillette and Debbie Thurer from Dolphins Insurance again um to secure these coverages or get quotes on these coverages with this recommendation moving forward. Uh you can see overall with that um package there's a net reduction of $18,77 year-over-year. Um which is about a 2.75% um reduction overall. Um the property values were all increased as part of this coverage um as far as our facilities as well as updated equipments um equipment lists and details regarding our student and employee status. uh the premium largest premium increases were in the general liability umbrella and the school psychologist professional liability even though some of those were smaller amounts and then the largest decrease is in the automobile policy. Um there's a packet of additional information that's also included in the packet that um provides information about losses over the previous years and things like that if the board is interested. Otherwise, we would request your approval for um renewal of these coverages with the current carriers with those uh premiums that were identified. [Music] >> Questions, comments? I don't other than I it looks reasonable to me and you know I ask periodically if we consider our limits and >> or if we have you know additional deductibles that would be useful information to have. I think we're I think it was within the document that we're keeping all the limits the same as expiring. >> Yeah. >> But at some point those limits lose their >> their oomph as inflation increases the amount of damage. I mean within property it's baked in but within the the casualty lines it's not. And so at some point, you know, we may consider additional limit. >> Um yeah, and I think we've looked at some changes in the past. We do have some statutory limitations on our um liability as well. >> Um so I I'll we'll double check and make sure, but I don't believe those have changed necessarily. So, >> and that that I'm not I hadn't factored that in. Thank you. >> More questions or comments. For a motion, >> I will move that we authorize the administration to retain the current carriers for property liability fleet professional faithful performance and cyber insurance coverages as indicated. >> I'll second. You like call that? >> I'm I'm going to just say we have a motion by Dr. Spencer, second by director Paul. Um, again, a mouthful. Any more questions or comments? I like the head shaking. Then I know I go ahead and bring it to a vote. All in favor, please say I. >> I. >> All post, please say nay. The chair votes I. And we have an approved policy for insurance updates. Brings us to policy 715, purchasing administrative guidelines 75.1. >> All right, first read. And so as a reminder, this is just to refamiliarize ourselves before the editing um second read and finalization process. So this just outlines uh the methodologies, rules and regulations by which the district goes about uh purchasing and also clarifying the documentation and avoidance of any factual or appearance of the fact of conflicts of interest. Um so that's the guideline and then the purchasing talks about vendors, tax, conflicts of interest, procurement and all of those particular processes. So we have that in front of you along with the MSBA model policy. again for that read over. Um, and we will have those edits and updates for our next board meeting and are certainly able to take any form of input now um, or in the coming weeks ahead, questions, comments, seeing head shaking. Good thing brings us to the last item on the agenda or in new business, which is donations. >> All right. And so recommended you accept the following with gratitude. The RHS girls volleyball team received a donation of $1,200 from the Fred Babcock VFW number 5555. So thank you to the Fred Babcock VFW5555. >> I'll move that we accept the donation with gratitude. >> I'll second that. >> We have a motion by Director Paul and a second by Director Liss. All in favor please say I. I >> oppose please say nay. The chair votes I and we accept the donation with gratitude. Brings us to advanced planning. Um first item is a legislative update which there is something in the packet. >> Yes, we actually placed an update in the packet because as there are significant bills um and we don't do this often but there's a pretty significant bill that has a reasonable chance of moving forward. the US House advance the spending bill uh decreasing the federal funding by about 15% or 12 billion from current levels. Really wanted to outline those top three bullets. Two of which uh we have direct access and one we have indirect access. Uh teacher training title 2 and English learner support title three funds. Those are at significant risk as are full service community schools and adult education. Um and then finally, preschool development grants and child care access for parents in schools, which does some indirect funding. And so those are all areas that uh we do not currently have planned for future reductions, but are currently in a bill to be reduced at the federal government. Uh there are also some policies that are within this bill for us to be aware of. Uh there are um provisions banning federal funds um for participating in certain diversity, equity, inclusion or critical race theory actions um blocking schools um that receive funds from allowing transgender girls and women to complete in compete in athletics. Um and then uh preventing the education department or the federal department from enforcing new rules on sex discrimination, uh student loan forgiveness or some other areas. And so, uh, we just need to be aware that currently there is, um, moving forward a federal bill that would impact funding and then also have some possibilities. Uh, we don't really know the implications of what it would be, um, for how certain, um, things are implemented across different districts in the country. Uh, we don't know what that might mean from a poly policy perspective, but we just wanted to make sure the board was aware of that. questions. >> Is this one of those funding cuts that would shine upon us immediately without warning? Um, other than the vote, >> um, we don't believe title 2, three, I mean, we we do not currently have a full service community school grant. Um, we have are are part of a consortium, Metro South AB. Um we do receive a reasonable amount of title two funds and of title three funds. Um and so we don't believe they would be removed immediately. Um we believe they would not be in the next budget. Um and so if that makes sense, but you never know uh because we have seen things move forward and all of a sudden funding freeze or disappear um which is what happened with 21st century grant funds. And so it is certainly possible that funds we had anticipated um do not arrive. Okay, that's that's what I was getting at. I think >> we are hopeful that that doesn't happen as a as now we're not sending what had been promised, but >> we don't know, >> right? As director Cole said on a prior one, hope is is unfortunately isn't a strategy or a plan and so the past practice has been expect >> uh in case. Yes. So, we want to be aware of that possibility. >> All right. Thank you. Other comments or questions on this? >> Nothing that can be said in public. >> Uh I will take that as a move to the next item, information and questions from the board. Suggested future agenda items. >> I'm sorry. Before we move on, I noticed that we were handed a packet. >> I'm sorry. I before we move on, I noticed we were handed a packet of MSBA uh information about about upcoming meetings and training sessions. And um I noticed that there's a phase three and phase four uh school board member training class that that that is scheduled within here. Um there's a student board representative event and there's also they're they're doing phase one and phase two in December, not January. And so for our not yet elected but likely to be elected two candidates, we should be reaching out to them to make sure that they are aware of it and can can plan on either December or January for that sort of important and necessary training to get um as up to speed as they can for phases one and two. But for those who are already on the board, phase three and phase four are important just to to go hear the stories uh and and hear from what what a best practice would be from a board. Thank you for that reminder. We will make sure to transparently communicate to our um likely elect or at the very least our candidates um the dates of MSBA training because that is expected of new board members. Um, I also I didn't get an opportunity to uh speak when the commendations were me were mentioned, but I was also here for the evening of um orientation for the high school uh last Thursday. Um, and really appreciate the teachers and staff that were here on a very long day, very difficult day. Um, all with smiling faces. I was here until after 7 o'clock because my son wasn't able to come until towards the end. And despite the fact that we were walking the halls at 7:05, um teachers were still very happy to talk to us and excited that that we were there to talk to them. So just want to echo that gratitude of um the teachers and staff that were here that evening. >> Yeah, extreme extremely impressive how they they were able to just compartmentalize and move forward and handle the task at hand um on an extremely long day. I also visited just to say hello. >> Administratively, I would echo that gratitude. I would just say, you know, one of the hardest things when you have a hard day in school um is it's our adults who know they have to be there for the kids. So the conversation about whether you cancel an open house or whether you make changes um there are people in our community who have to be together for them to feel okay. And so it's our job as the professionals um to show up and our our team does an incredible job of doing that. So I'm very proud of them for that work. >> I think we said to say we all are >> and we all are. Thank you. >> I I want to uh give a a shout out to our Richfield High School leadership throughout the way that they have handled perceived threats, the way that they have guided the students and also the level of communication. There are things that sometimes our kids don't tell us, but that the teachers know about and and and and I have felt this week that leadership at the high school is is is seeing students as if they're really their own kids. Uh I I've sense uh that empathy. Uh and and as a parent uh it can be hard in the morning to see all your kids going to school and it is really reassuring to know that they're coming here and they have that supportive group of adults uh guiding them. So thank you. Anything else? I've not suggested future agenda items. >> Oh, wait. Can I suggest? Okay. Um Okay. So, the first thing is taking more precaution when um dropping off students near the buses. >> Um I realize that there's a lot of traffic, a lot of students crossing, and it's like it becomes very messy for the bus drivers, for the parents, and the students. and it puts everyone at risk. And then another thing was um adding a English class for DLI students. I feel like maybe expanding um more knowledge into English would be beneficial that way. I don't know, maybe it'll work out for future classes and future opportunities. Yeah. For DLI students, >> we will pass both those recommendations on to Richfield High School. So, I'll repeat those because I know MissWam was typing furiously. Uh, one is extra support supervision at bus drop off pickup to make sure that kids who are being dropped, I'll just say out loud, on the wrong side of the street where they're not supposed to, um, are getting better supervision and more safety. And then I also heard us examining enrollment and need for a possible English class in the dual language component um, and making sure that we're offering that at the high school. So, I will be following up with the high school admin. So, thank you. Thank you. Any other suggested or future agenda items? I think we've got a lot coming up in the future. So, don't know if we need more. Okay. Future meeting dates. Um again, we've got October 6th. Remember that's a study session. So, we'll be starting at five o'clock. Be a full night that night. And then, um because of upcoming elections, we've got October 27th, which is why we're pushing back one week from our normal schedule. Um so, that'll be our uh public comment night. Which brings us to our normal time, which we would be adjourning, but we're not tonight. We are moving into close session uh to discuss labor negotiations. Uh as such, we'll consider a motion to move into close session as allowed by Minnesota State Statute 13D30 Do3. I say it so many times, I'm not sure why I slow down. For labor negotiation strategy, >> I'll move that we enter close session as allowed by statute 133 for the purpose of labor negotiations strategy. a tough one there. We have a motion by director Palace and a second by director Spencer. All in favor, please say I. >> I. I. >> All post say nay. Chair votes I. And we will move into close session. Um after brief brief recess, the board will begin a close session in a private room. We'll return to this meeting room to officially adjourn, but upon completion of the closed session, there will not be any further business other than to adjurnn. For those following live uh following on the live stream, this will be the end of the session. Thank you for attending.