It is 7 so loud. It is 7 p.m. on July 14th, 2025 and I call to order this regular meeting of the Richfield School Board. Attending this meet this evening's board meeting live and in the boardroom are board members Rachel Banks Cupcho Ken Liss Tim Pus and I'm board chair Eric Carter. We are specially graced with the presence of one of our student representatives Vanessa Rosa Miguel. Also at the table we have superintendent Stevenski and assistant to superintendent Cassandra Quan. Other members of the district leadership are in attendance and may be participating throughout the meeting as well. Bridgefield Public School's mission is to inspire and empower each individual to learn, grow, and excel. And we aim to keep that folks at the heart of our discussion this evening. Thanks to all of us joining here live and in the boardroom. We also want to thank those streaming the meeting or watching it after the fact via YouTube at 1.25 or 1.5 speed. We appreciate when people bear witness to our meetings when we conduct the necessary official business of the district. Our first item of business this evening is to approve the agenda before us. As approved, the agenda is routine business item. I'll briefly pause to see if there are any comments or questions related to the agenda. Hearing and seeing none. Do we have a motion that we accept the agenda as presented? Second it. We have a motion by director banks and a second by director Liss. 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. Uh, tonight is a public comment night, but we do not have anybody signed up. It is my understanding. Um, the next opportunity, I should know the exact date. I do not. It is August the second and the third meeting of August. It sounds like the 20 18th was close. Okay. Not uh with that. Um, I'll talk about that later, but you can find it online at Richville Public Schools website menu about schoolboard public comments. I'm trying to see if I can go ahead and mess up Tim's comment of the 1.25 speed. Uh, now over to Superintendent Uneski for the independent updates. All right, two items on the superintendent update for today. Uh, we will have health services supervisor Michelle Whiteside who is already up on the microphone just awaiting pushing that little button to turn her red into green. She'll be presenting an update and a summary of our health services uh work in this past school year. Um and then I will be sharing um some of my time in a delegation to China along with MDE and a set of other superintendents. That let's turn it over to health services supervisor Michelle Whiteside. Take it away. Hi everyone. I think I've met everybody here. Um my name is Michelle Whiteside. I'm the health service supervisor. Um, this is my third time doing a presentation. Have my partner Darby with me, but today is her birthday, so I I gave her the night off. Um, okay. Thank you guys for having me here today. Um, I also want to thank my team for their passion um, for health and wellness and showing up for our kids um, every day and being part of a team that we can be proud of by doing our best. We're all here to ensure that our students are receiving the best education and health care possible. Uh the agenda tonight uh we'll talk about the new health service structure, benefits for health um student health and education, our big wins, the things that we're most proud of, and our data. So you see that there's um three licensed school nurses um outlined or shaded in blue. We each will have three buildings um and will be overseeing the health pair professionals at each site. I will be directly overseeing them Sheridan Hills and Centennial. Derby will be primarily officing out of Richfield Middle School. Um, but she will also be overseeing the nursing responsibilities at Central and Transition Plus. Libby is our high school nurse. Um, she will be overseeing the students at REP and then also RDLS. of the nursing responsibilities include training staff um and educating our educators on health conditions. Um being the point of contact for medical concerns and emergencies, writing and reviewing all individual health care plans and 504s that are medical related. Monitor med reconciliation and also compliance. We're the care managers for students with chronic health concerns and medical procedures um in school. Last year we wrote 275 special education screening reports and we reviewed about 400 early childhood screenings. The nurses provide resources for families for health care, dental, and insurance. We also are capturing revenue for a district through third party billing. um for our nursing services. Having school health is important. We have an impact on educational outcomes such as increased test scores and also improving public health. We do this by providing vision and hearing screenings, providing resources for formal eye exams um and glasses for our students, monitoring disease surveillance, and also hosting immunization clinics. On this slide, um the benefits for student health service and education. Um, I wanted to put this picture on here again just to remind you that the nurse is encompassing the whole student, the family, and the school community. Um, everything that we do, uh, we play a critical role in improving attendance, reducing health disparities, and supporting student success. We are part of the solution to having a safe and healthy school. I would like to share a couple um real life examples of the benefit of having health service in education. Student was brought into the health office from gym class with chest pain. The licensed school nurse called the family to inform them and found out that he had an undocumented heart history. The nurse recommended that the family take the student to the emergency room um and have a heart test done. Turns out that the student um needed to wear a heart monitor and then also ultimately received a procedure to fix his heart. Another um example is a student came um in with tooth pain that was radiating down his neck. Um the nurse recommended he goes to the ER and he got IV antibiotics for three days in the hospital and returned to school healthy. Lastly, um a special education student that sometimes requires assistance with toileting in the health office. Her staff created a way to communicate while keeping her integrity and privacy. We have just a hand cut out right outside the bathroom door. and if she needs assistance in that particular time that she's in there, she just gives it a high five and walks right in. That helps um preserve her integrity, also her privacy, provide care in inclusive and collaborative manner that respects and values diversity within our school community. We promote the equitable treatment of all of our students. Our immunization work continues. Um, set up a district-wide texting alert for families to get caught up on their immunizations through the state of Minnesota. I collaborated with the department of health, our student information coordinator, our IT department, and also our student information IT department for this along with Mick, which is the Minnesota immunization information connection. It took about two months to complete a full district list. Four messages were sent um to families. They were generic. They protected all sensitive patient health information. They came to them in their own language. The messages were sent in two categories of age ranges, birth to 11 and 11 to 18 years old. and they read something like this. Um, a child in your house ages birth to 11 um may need this. Please contact your provider or your someone in the school um to see what is needed to be up to date. I'm happy to report that we had 167 students immunized because of this program. there um was a federal resention of funding for this. So, future work has been um paused for now, but it's very important to me and our community. Um I'm just going to keep checking and making sure if if it comes back, I'm going to do it again. It was hard, but worth it. Um we hosted three grant-f funed vaccine clinics last fall. We did give 348 immunizations. Um promoted multiple Minnesota Department of Health um community vaccine clinics as well. Since COVID um many children are undervaccinated um continues to be something that we're we're working on. You can see that kindergarten students are the lowest vaccinated grade in our district. Art of Health Services's job is a statewide immunization report that's due every December 1st. nurses um and health paras. We make phone calls, we send out messages, immunization letters, parent squares, um follow-up calls with lots of resource information trying to get our kids vaccinated um so that we can have the best numbers, vaccines um in for that report in December. Um this is obviously important work because of the measles. We all know that there's five um measles cases in Minnesota up to the state. Um and our work helps prevent schoolwide and community outbreaks. This year the nurses um worked within our professional learning community and our overall goal was to keep students in the classroom by reducing unnecessary health office visits. Our work focused on tracking three highfrequency reasons that um students come to the health office. Band-aids, headaches, and stomach aches. We collected data over twoe periods um starting in December. And um we discussed different strategies and made action plans on what um we found with our data. The first item that we focused on um tracking was band-aids. We had um kids come in districtwide prek through 12 um and they spent 6 hours and 30 minutes in the health office just to get a band-aid that assessment done. Um most of those kids were coming from mobile classes such as and also our youngest learners um prek to two grade two about were coming in have cool band-aids or something. Oh, okay. I was going to say maybe just get really ugly band-aids or they won't want one. a bandage or magic bandage or I mean especially um the next um two weeks we did focus on headaches that was in January. The number of students who visited the health office for headaches was 154. most of those coming from our high school. Um and our middle school 36 hours and three minutes. Um students spent at the high school in two weeks and the middle school they spent 6 hours and 50 minutes. Um we noted what had been tried before they came into our health office and what we did while they were in our health office during um this data collection. So next we um stomach aches. Students spent a total of 69 hours and 43 minutes in the health office districtwide um for stomach aches. And just for reference, there are 75 hours in of school in two weeks. We asked the reason the student thought they had a stomach ache. We also asked again like what did you try prior to coming here? And then we also documented what we did while they were there in the health office. We encouraged students to use water bottles, um, have a snack from the share cart or use the bathroom. I found it interesting that we had more secondary students coming in for headaches and more elementary students coming in for stomach aches. Our job in the health office as health professionals to lean in and ask the questions of our children. These are are these sematic sensations because of anxiety, worry, class avoidance, test, bullying, something at home. Sometimes it takes a lot of detective work and we don't do this work alone. We had 79 secondary visits for headaches and 160 elementary visits for stomach aches. So, our plan of action was to make sure that every single teacher in every single building has band-aids in their in their rooms. Um, we did do some mobile packs for our PE um teachers just so that that's not an excuse to leave class anymore. Your teacher has a band-aid and they're not cool. Um, second, we handed out this poster of the seven B's, and this is why you should be visiting the nurse's office. Um, bleeding, breathing bad, broken bones, barfing or burning up, beastings, or a big bump. We asked the teachers to talk to their students about this poster and post it up in the classrooms. um and if started to use it less like oh that's not on the list I'm sorry you have to stay in class and learn um but next we did student and staff education we did staff meetings advisory slides and we did a daily staff email kind of breaking down each part of the seven Bs we focused on encouraging students to utilize water bottles snacks over-the-counter medications with for our high schoolers. We wanted to empower teachers to utilize safe spaces in classrooms for students who just simply needed a break. Next, um all health offices see 27 to 40 students per day on average. Our elementary is represented in red and secondary is represented in blue. After we um did all the data collection and the education and all the things for the students and the staff um there was a difference of 9 to 932 less monthly health visits um for the study that we did. My goal would have um be to have these numbers decrease even more. I would love to see the elementarymentaries um always consistently under 2,000 kids a month and secondary I'd like to see less than a thousand. 23% of children ages 3 to 17 are diagnosed with behavioral or mental health conditions. Seeing an upward trend of kids coming to school with daily medications. Our elementarymentaries are managing 32 students with daily medications and our secondaries is managing 38 medications including multiple students with type. Here the elementary schools are managing 106 students with as needed medications. Secondary schools have 101 students with as needed med medications. This includes albuterol inhalers, EpiPens, uh rescue medications for seizures, ibuprofen for headaches or um cickle cell. The licensed school nurse again trains district staff on how to recognize symptoms, administer these rescue medications, and the proper steps to take once they are given. We have 273 individual health care plans um in our district. That is the nurse's care plan um for each student that has a health condition with rescue medication in our offices and a few others. Um, we had 69 individual health care plans last year and this year we have 117 secondary individual healthcare plans. nurses um last year had 68 plans each and this year will increase to 91 plans each and each um nurse has to maintain their building's plans 504s as well. So there's 25 medical 504s throughout um the district and then the um bar on the graph represents the special education screenings for 240 74 students I'm sorry completed last year 166 um secondary ones we have 273 students with individual health care plans covering 300 over 300 different health conditions health disparities ities affect millions of children with over 9 million children ages 6 to 18 living in poverty and 3.3 million lacking health insurance in 20 that's through the census. Reason I'm sharing this data with you is because of our district. We know that um we have 53% of students that are eligible for free and reduced lunch. 70 that come from diverse backgrounds and 24% that are English learners. These students have higher needs for resources as they have more barriers to re and reduced access to medical care. Sorry. Kids don't need appointments to come to the health office. They don't need referrals. They don't need a car to get there. um they they don't um need insurance and that advances health equity for everyone. Some of our students we are their healthc care provider that sometimes on Monday mornings go see the nurse. Um so asthma is represented um mostly by our students. Um that's almost half of the um plans that we oversee and and children that um have those plans. We strive to get um medical orders from doctors every single year. Um we talk to parents. We find out um you know what their triggers are. Um, if it's exercise induced, some kids have weird orders about like air quality stuff. Um, seasonal allergies, elevator use, um, and the buddies system for kids that are having trouble breathing that we don't send anybody alone. One in 13 kids have food allergies. We have to share this info with the kitchen staff um instructional staff for that individual student um and also work with the families to make their plans. Students with food allergies, seizures, and diabetes require the most individual staff instruction. Other health conditions include migraines. 28% of teens have migraines. unknown or known which was a new statistic for me. Um we have nine children with GJ tubes um with feedings or not. We have health um heart defects and kids with hearing loss, colostomy bags and prosthetic braces. We are the bridge for health and education. Our mission is to optimize students health and academic achievement. Thank you. Great job and thank you for all the information. I'm sure they're I I have a question about the structure for the the upcoming year. There there's one unnamed floater float health par profofessional. Is does that mean one of the the existing health par profofessionals will be rotating around like so for example Alicia might leave Sheridan Hills to float to support somewhere else or is there a yet to be hired yet to be hired. Sorry I totally forgot about that person. Um yet to be hired and they will work opposite of the middle school and high school nurses. Um, so potentially they'd be covering the middle school one or one and a half days a week. One or one and a half days a week. And with with this chart, does this I believe represents a change from last year in terms of how it was laid out. So I'm guessing that there's like one fewer per fewer people. Okay. Yes. I will say, you know, one of my days as a sub at Sheridan Hills, Alicia was kept very busy with my fed work that that there was a a run on on bumped heads. Kids were running into walls seemingly every 15 minutes. I'm glad you weren't counting stats that day. Mr. Holdy, let's make sure Mr. Pace is no longer PE subbing. Those darn PE class. Um, thank you. I one thing I'm glad to see Muna unquit and is is still back at Centennial you know having been to all the different schools and you know every time I work with special ed you sometimes sometimes have to take a kid to the nurse and I've just been really impressed with the professionalism of these health paras and the nurses in every school I mean it's they see so much I never realized that ice and band-aids were magic. I mean, I always keep band-aids and sometimes you can't even see the cut, but put it on, boom, they're ready to go. But it's just the professionalism and because they get caught with all kinds of interesting things as you showed in your in your last um uh slide and they just keep on moving. great nurses and health care professionals and I feel like we do a really great job and we can be proud of the work that we do. Michelle, at the beginning of your presentation, um I thought you said something about helping like families get insurance. Did you mention that? So, so you do like menure navigation or we connect them with portico downstairs and the health resource center. So families then you do that in lie of families like coming here, right? Okay. Right. If somebody needs to be directed, that's where we Okay. Um and then when you brought up the the 53 of free reduced, I think we we talked about that at one of our last meetings. I think that number is probably higher. Yeah, I think yeah, a lot of people don't end up filling filling out the form that probably a lot of really good and valuable information and very proud of your Well, nice try. I've got a couple questions. Not so fast. Not so fast. Questions. Um, so the text messages, have there been any challenges with them being perceived as fake? Actually, um, not with our parent square messages, but the the Mick texting program um, for immunizations. We did get a few calls from parents saying, "Is this real? Is this, you know, should we be really paying attention to this?" But um other than that, Parent Square is amazing because it can I can talk to somebody who speaks um and um yeah, it's it's really really helpful. Perfect. That was going to be my next question is what about parent square? So, I wasn't sure when I saw that note if it was like you were saying you're using one tool versus another, especially as we're pushing for parent square. So, good job. Um, you know, uh, and I don't know this may be a question not necessarily for you, but like when we talk about the classrooms and I know that, um, some teachers will ask at the beginning of the year for items that they need. Are we suggesting to teachers that they ask for band-aids as well or is that just something we're supplying? as of I mean this year we did supply them but that would be a nice thing to add to the list. Talk to um director Rachel Jensen um and see if we buy requests for elementary and then the reason why I asked too is then the next one is going to be kind of I think we talked about it before about like the band-aids and the color of the band. Um are they just the standard band-aids or are standard? But um they are the kind that are um fabric and so they're not as plasticy or looking I should say they're more towards the color of a majority of our students. Everybody loves Mickey Mouse. We do not give out Mickey. Yeah, this is exactly the point. It's just Again, I've wanted to plant that seed and give people uh and then my last question. Um so, so if I follow along kind of what you're tracking, the headaches and stomach aches, uh don't fall in the seven Bs. um are they discouraged them from going to the health office or what we um decided to tell teachers was they have classroom and if a student is saying that they have a headache or a stomach ache to maybe give them a little bit of time in their safe space before sending them down. I think um for elementary we said give them 10 minutes and for um secondary level we also said like five to 10 minutes depending like it I had one question is like a um the health office no I think um there might be a situation that bigger than the health office. Um, but we um for our frequent flyers, that's what we call them. Um, we try to reach out to the parents and and tell them that they're coming to our office many times during the week and have them have a talk with them. We also do it in partnership with the teachers, look for patterns to see maybe their class and so they come down and they have a instant headache every day at one o'clock. So, um, We try to work um with parents, with teachers, trying to like see what's really going on with the student, especially if we see patterns. That's it. That's all I had. Thank you. Questions? Thank you. Appreciate you. Thank you. All right. So, there's our summary for the year on our health services. a lot of action happening in our health programming. Uh second um a very light presentation um about um I recently was selected and was on a delegation to China and so I want to appreciate the board for allowing me that professional development opportunity. Um it was um co-sponsored by the Minnesota Department of Education um and then also a set of school systems. Um and so realistically um China works together with Chinese immersions and also those who are forerrunners in education in the state of Minnesota um to try to create partnerships of schools um and also um in Minnesota but also in the education system in China. And so what their goal um is for us to learn about the Chinese education system and also um create and collaborate partners. Um and so we visited three different cities in Beijing, Hanghu, and Shanghai. Um I threw up the delegation members on there including the uh deputy commissioner from the department of education. Um and then um a set of educators um most of those representing school districts that offer Chinese immersion or Chinese programming. Um we were selected I believe because of my previous role on Pellsby and in teacher education. Um and then Allegraas Mishik, our former board member um as the director of Perpet Center for Arts Education was selected because they actually have hosted Chinese partnerships and exchange programs in the past because of their dormitories. Um and so we had the opportunity to go to three different visits and so I'll just give you a little update starting with Beijing. Um about half of the visits were educational in purpose and half of it was tourist in purpose with the overall creating that partnership but also creating that positive feeling and connection to China. Um and so each of our educational visits followed a very interesting format. They were very formal. Uh we went to the center for language and education cooperation where they talked about the importance of the Chinese language and Chinese language as a content is seen as very important in that country. Um and so where we have social studies and uh we often have it as foreign language or multilingualism um language as a concept as a concept unto itself um is a very significant curriculum and they they were very clear in sharing that. Um we also learned about the background of the education system in China. Uh we visited one of their universities that offers teacher prep programs and they were one of the main sponsors of that trip. uh they are looking for professional development partners in the larger scheme of things. Um and then um one of the things that they also do is provide opportunities for their students. So they're looking for exchange partnerships. So Beijing 21st Century School was a K12 private school we visited um seeking school partners. Each of these school visits went like this. You sat around a table, your name was on the table much like ours. There was a formal introduction of everyone, their name and their title um all the way around the room. Then the Chinese delegation would share their information and perspective. The Minnesota delegation would share our information and perspective all very formally. Uh then there was an informal set of opportunity for conversation and dialogue. Then there was a gift exchange or sharing of tokens from um a district or from China. Um and then there was a group photo. And so you can see some of the examples of group photos. And then uh business cards were exchanged and we moved on. Um and so it was it was just a a very interesting set of visits and yet it all followed a just a very similar recipe at each of those visits. Uh then also they uh they gave opportunity to explore um China and some of the things that are amazing about China. So we went to the great wall of China, Tianaan Square and the temple of heaven including going to the forbidden city um and then also the llama temple. So there was uh some tourism built into the trip uh really to give an experience of this is what China is like in addition to this is what Chinese education is like. And I think part of that is around those student exchanges that that some of the schools were looking for um to make sure that people were comfortable with all the things that would happen for their students um if they were to take up that type of a partnership um and partner with China. Um, after Beijing, we moved on to Hanghu. Um, Hanghu was more the type of small city that you might live in, 15 million people as opposed to the 30 to 40 million in Beijing and Shanghai. Uh, we actually visited two schools there. Uh, Greentown Yahwa Primary School at which we actually participated in AI and STEM conference. Um, our current superintendent of the year, Dr. Lorie Putnham from St. Cloud uh, public schools presented there and then they offered some in-depth student tours. Um, you can see Wendy there giving the peace sign. She and I uh painted a fan together. Um, which was a lot of fun. Um, I I picked the most shy student. Um, and and we just sort of hung out and had a pretty good time. Um, and so I had her laughing and being kind of kind of goofy a little bit like me by the end of the by the end of the visit. And then we went to Hungju Foreign Language School and they are a secondary school also. They call them sister schools. So they are looking for and specifically sponsoring trips like this to find uh sister school partners uh partners for whom to have exchanges back and forth. Uh some of the cool things you can see if you look in the bottom left corner with the kids on the playground that is a robot dog they had to play with every day. Uh the robots were some of the things that they programmed and those dragons I just thought they were pretty cool. That was part of their art show of their sixth graders who were moving on to the next level. in Hanghu. We did some sightseeing including a wetland park, a silk market. We actually had the opportunity to go to Alibaba headquarters. Um and uh we went to West Lake. In the left corner, you can see uh that's actually a float. It's an entire show um that occurs on top of a lake. Um and so it's a it's a very famous and cool opportunity. And all of us came away from Hungu with a with a very positive feeling. Uh from there, we took the train over to Shanghai. Uh this was our first set of public schools that we visited. Um and the public schools were also looking to start some American school partnerships. Whereas the previous schools, the 21st century school in Beijing and the Hungju foreign languages, they had had partnerships. This was a group trying to get their first partnerships off the ground. And then we also um went to the UNESCO teacher education center which is a national training site. And so a lot of the teachers in China uh go to Shanghai for specific training on how to be more effective teachers. Um, and so that was one of the things that they did. Um, in Shanghai, um, we went to UG Garden, the Starbucks, the largest Starbucks reserve roaster in the world. Uh, they were actually opening a fancy store and that is the flagship if you look at that giant silver ship. Um, and we also looked at the skyline on a dragon boat. Very exciting. Um, and so from the trip, um, one of the things we were asked to reflect on throughout was really, um, possible next steps like if there are things we would actually do with this. Um, and so of the options that were really there, we exchanged email contacts across all visits. So there's an opportunity for communication back and forth. Uh, one of the things and what I would say is our most likely Richfield Public Schools step is to participate in a consortium of districts who support a Chinese educator visit. And so while the Chinese uh supported us, um, it would be likely that China could come here on a trip and we would host them coming to visit into our schools and see some of the cool things that we have. Uh the other thing that actually interested me was exploring options for teacher exchange. And so one of the things um they're very interested is sending teachers to America to come and teach as an exchange program or hosting our teachers. And it wouldn't have to be Chinese language, although um we could offer Chinese language as an option one year uh to see if that was something we were interested in. But they have science teachers and social studies teachers. Um and so an opportunity to do that and then an opportunity to send one of our teachers there. Um there also are options with the UNESCO teacher center and this is probably why I was on the trip um which is in teacher professional development is there's online collaborative professional development. So even though we're on opposite sides of the world uh doing some professional development together um through the magic of technology and one we probably wouldn't do um is exploring options for student exchanges and visits. And so they were very interested in Chinese immersion schools. We are a we're a district that does not offer that. I don't anticipate that being something we would do in the future. Um but we could certainly support as they look for those partnerships with some of the other folks who are on the trip because most of the other programs um did have that as one of the things that they could do. Uh so from there again I just want to appreciate the board. Uh you can see some of the examples of the things that were exchanged um when the board meeting is over there's a table for you all to look at. If any of those uh tickle your fancy they have shared those things with Richfield Public Schools. Um we also have materials from all of the locations we went to. Um and again I just want to share my appreciation. It was fun and a great learning opportunity for me. So thank you all. Questions, comments? How long is the flight? Uh so it was about 18 hours uh into Beijing was 14 hours from so we went 14 hours on the way to Seoul from Minneapolis from Minneapolis to Seoul. Then there was a 2-hour layover and about 2 hours into Beijing. Uh but we left on the 16th and arrived on the 18th just after midnight. So it was uh you also lose about 12 or 13 hours. And then on the way back we flew back back through Seattle. Um and we left at about 5:30 p.m. and got in at about 1 in the morning. Um and so you gain that 13 hours in that direction. I'm not a plane sleeper, so I was wonderfully awake the whole time. I did learn that uh jet lag isn't just you can't sleep at the right time because I was able to sleep at the right time but I was very tired for for about five or six days after that as I was trying to what a lot of it is is actually dehydration drank 8 ounces per every um travel hour not flight hour travel hour former flight attendant I can tell you that that is a lot of water well the more you tremendously. Other questions, comments? All right. Well, thank you for that update. The next item on the agenda is approval of 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 are any questions or requests before we proceed. Maybe again I'm trying to compete with Tim in this whole I can talk fast getting it down. Was that a motion? I move to uh uh ex Yes. I move to accept the pres consent agenda as presented. Words. I will second. Perfect. We have a motion by director Banks Cupro to approve the consent agenda as presented and a second by director Paulus. Any discussion? Hearing and seeing none, we'll bring it to a vote. All in favor, please say I. I. I. I. All post, please say nay. The chair votes I. And the consent agenda is approved. Brings us to old business. We have a couple policies before this evening to continue to review and or take possible action. First item is policy 411, local and out of state travel. It's our third read. This is our third read and so I'm asking for uh recommended passage. Uh it did get reviewed by finance department. They also added a very small checkbox for personal airline travel benefit to make that very easy. Um just to check that that is occurring. Uh one of the things I did because it's so exciting watch the board meeting during my plane flight. Um I watched the tape. I did not think about the one and a half speed. So I I should listen better in the long run. Well, time you were invested in it taking as long as possible. Exactly. Exactly. And so that is one of the statutory expectations um is is reviewing those things. Um and so there have not been um major changes. Um just to recclarify the airline travel credit is so if you are receiving some form of travel credit um then that just does need to be shared that is being done by a checkbox on that form um as you apply for the ability to travel forms are attached and so with that we have it in front of you uh for recommended passage tonight but when you say need to be sure it just needs to be indicated as information. So, checking that box would satisfy the statutory requirement. I'll move that we accept the local and out of state travel policy as presented. I second it. We have a motion by Director Palace and a second by Director Liss to approve the policy 411 as presented. More discussion about Hearing and seeing none, we'll bring to a vote. All in favor, please say I. I. I. All post, please say a. The chair votes I. And policy 411 is approved. Brings us to policy 710, pettyash and administrative guideline 710.1. It's a second read. All right. So, second read of pettyash um to reduce the volume of check requests for transactions under $100. So things happened to update um our policy in regard to um branding and those were basically um the major within this policy. And so we have that again just as an update not asking for a vote tonight but just as a reminder of this is what it will look like for our third reading. None will bring us right along to new business. We have one item, two items on the agenda for new business. The first is policy 712, credit card usage and administrative guidelines 712.1. It's our first read. All right. So, as you know, first reads are to refamiliarize ourselves. So, the public uh the credit card usage policy is to establish a criteria of how you use credit cards in relation to the school district um and how that will occur. And so making sure that people understand that all purchases comply with uh district regulations and state regulations, what is acceptable and what is unacceptable and the processes for doing that. So we have that for you for your refamiliarization tonight. I will come back for a second and then ultimately a third questions or comments on that. All righty, let's move right along. Brings us to the last item we have the agenda, donations. All right, so we had one donation. Sharon Hills Elementary received a donation of $1,331 cents from the Ordway Center for the Performing Arts for Fieldrip Transportation. So, thank you for that donation. Much gratitude. Have a motion by director banks to approve the with much gratitude and a second by director Paulus. All in favor please say I. I. I. All post please say a. The chair votes I and we have accepted the donations with much gratitude. Brings us on to advanced planning. First update is legislative update. All right. So, since we last met, um the president of the United States had an executive order that froze uh federal grant funding to the tune of around $6 billion um across the country. Uh the challenge for us specifically as a public school system is we are recipients of the 21st century grant which pays for our partnership with the Beacons Network, the Boys and Girls Club, and the YMCA. Um and so our afterchool programming outside of Richfield fund club uh which is a pay um child care program all of our programming um that is beyond um ALC academics is paid for by that grant. Um and so at present uh we are working with our partners um to try to figure out what to do. Um we had not anticipated well we had expected to hear back about the grant in early May. We have not heard um whether we would theoretically be recipients or not. Um and we do not know if these funds will get unfrozen or not. They had been approved by Congress. Um they were in the budget, but um at present everything is up in the air. So we're trying to figure out um we still have Richfield Fund Club. We still would have extended targeted services programming which is um pretty much core reading and math after school programming but a lot of the robust programming we have that makes us all smile. Um those are the things we are questioning um what and how to do. Um so I don't have any answers for you this evening. I don't know if that funding will get unfrozen or melted. Um wow, not even a smile. Um we don't know if that will be released that funding um but we will um be looking in the next couple of weeks and certainly um by the second meeting in August we will have some draft plans for what we're going to do uh because we clearly have to have that answered before the school year starts. Bad jokes get a smirk. That's makes sense. A bad joke, right? I'm just like over here just thinking about just why all things are well and we had one of our leaders come and present recently and obviously all the board members were very pleased with that. Um we have again these this is some really good programming and some great stuff that we Yeah. No, I know I know I know exactly what you're talking about. Yes. And it is very challenging to have it stop. Yeah. Dismal. We are hopeful that perhaps that will change. Um and so but we just don't know. questions or comments about the legislative update moves us to information and questions from the board. Future agenda items and then on to future meeting dates. Next board meeting dates. Now that I've flipped the agenda for August 4th and August 18th, which is the important one, which is our next opportunity for public comment again, if somebody would like to present board brings us to our final item of business is normally to adjourn. Tonight we have a close session. Uh as such, we now consider a motion to move into close session for 13 DO3, labor negotiation strategy. I'll move that we enter close session as allowed by Minnesota statute 13D of purpose of labor negotiations stretch. I'll second that. We have a motion by director Paulus, which I'm not going to recite the whole thing and a second by director Liss to move into close session. All in favor, please say I. I. Please say nay. The chair votes I. And we are now moving into close session. After brief brief recess, the board will begin a close session in a private room. We'll return to the meeting to officially adjourn. upon completion of the close session but there be no further business other than to adjourn the meeting. For those following the live stream, this will end our session. Thank you.