Oh, too far. Oh my gosh, you can start the pledge. >> Technology is fun. >> Okay, all of us will need to stand up for the pledge of allegiance. I pledge >> I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Okay, we're good. Okay. Magic. Mr. Raymond Hurst, can you take roll please? >> Ms. Keefer and Ms. Rainmaker are absent. So, the rest are here. >> We'll start with approval of the agenda. Is there any new business to bring before the board? Hearing none, seek approval of the agenda agenda. >> So moved. >> Second. >> I have a motion by Will Welch and a second by Mr. Geiss. All of those in favor signify by saying aye. >> Aye. >> Aye. >> Opposing sign? Motion carries 5-0. I don't remember how many of us are here. The next is approval of the consent agenda items A and B. Anybody need any of those moved to discuss separately? >> So moved. >> Seek approval then of the consent agenda. >> So moved. >> Second. >> I have a motion by Mr. Raman and a second by Mr. Welch. All of those in favor signify by saying aye. >> Aye. >> Opposing sign? Motion carries 5-0. The next is resolution for accepting donations and we have quite a few donations this time. Um so, $500 from the Legion for bikes for bike break fair and bike rodeo. Um and then 200 from Walmart South, 300 from Scheels, and 175 from First Farmers for end-of-year bike prize, and then some anonymous donations for the eighth-grade field trip. So, lots of donations. We very much appreciate all those donations and all those things are things that I know the kids are very much looking forward to for the end of the year. Any questions or comments on the donation? Okay, so this is a resolution, so I'll seek a motion first. >> So moved. >> Second. >> A motion by Mr. Geiss is seconded by Mr. Wollman. Um Mr. Geiss? >> Aye. >> Mr. Wollman? >> Aye. >> Mr. Raymaker? >> Aye. >> Oh my gosh, Mr. Raymaker first. All right. See, Mr. Waltz? >> Aye. >> And an aye for myself. Five zero. With two ayes. Okay, we have Next up, the high school student council. So, we have Landon, Piper, Cadence, and Matthew at grade That's who it is. Okay. Thank you. >> Good evening. My name is Landon Hay. We want to start off our presentation by saying thank you for giving us the opportunity to present to you this year. We are also here with our new school board representatives for next school year. >> Hi, my name is Piper DeYoung. I'm going to be a junior next year. >> I'm Cadence Tristano. I'll be a senior. >> Thanks. >> Unfortunately, Lexi Bonrock and Savannah Winback both were unable to attend this meeting tonight. But they do have a message that they would like me to share with you all all of you. And that is they are extremely grateful for this past school year and the experience they got working in our community. They are excited to pass the torch on to the next generation school board reps. And tonight we are here to share several updates including student council elections, new members, crush cans and staff appreciation, our visit to the state capitol, safety awareness week with Minnesota Towards Zero Deaths, and upcoming events. This April we held our annual student council election. Our 2026-2027 student council executive board will include Bailey Shoemaker as president, Jenna Kime as vice president, Sadie Romans as secretary, Lyle McConnell as treasurer, and Elise Campbell as parliamentarian. Our new school board representatives Cadence Wiersgalla and Piper DeYoung. The The class presidents are Jenna Kime for seniors, Elise Campbell for juniors, Sadie Romans for sophomores, and Natalie Peterson for freshmen. Please advance. >> We have 30 members this year, which is the highest number of applications we have received in the past few years. It is exciting to see the strong level of participation and commitment to school spirit at Sartell High School. Please advance. >> Do you want to talk about this one? Crush cans. >> Oh, yeah. Sorry. Earlier this spring we handed out complimentary cards and students had the option to attach them to a pop can to send to a friend or a loved one. We also had school-wide dress-up days or a school-wide dress-up day where we all wore pink and red. >> Additionally, before spring break we wrote the staff thank you cards attached to a sweet treat. It is also National Teacher Appreciation Week and School Nurse Week. So, we want to take a moment to give a big, well-deserved thank you to all of the amazing staff who serve, work, care for, and make a difference in our school community every single day. Please advance. >> One of the most memorable events that we participated in this year was a visit to the state capital. Sam Jagisch, Matthew and Chris Waters, Lexi Bonrock, Mrs. Morlock, and Ms. Motley met with several represen- representatives to discuss important topics affecting our school and community. We would now like to invite Matthew Waters up to share more about who we met with and what we discussed. >> Hi, I'm Matthew and I was part of the delegation that went to the capital along with a couple of other students and then our advisor, Ms. Motley, joined us and Principal Katie Morlock. So, as you can see here, those were the people we had the pleasure of meeting with. So, Senator Dornink, Senator Nelson, Representative Quam, Representative Davis, and then a final meeting with Governor Tim Walz. During our visit to the state capital, we discussed how inadequate state aid and unfunded mandates continue to strain district budgets, emphasizing the need for basic formula increases above inflation and raising the local operating level revenue or LOR to $979 per pupil. We highlighted the financial risks of the compensatory hold harmless expiring in 2026 and the the potential loss of $325,000 in excess and specialized transportation funding along with approximately $200,000 in new mandated costs for the summer summer unemployment, which is 2/3 of the employee salary, the employer paid family and medical leave, and the READ Act training. Altogether, our request represented over $600,000 in essential funding protections and savings needed to avoid cuts to student-facing programs and staff as well. Legislators heard exactly how each issue directly impacted Sherburne's ability to maintain our programming, staffing, and equitable opportunities for our students. Here's kind of a summary of the five requests that we made. And then if you would advance, you can see some photos. So this was with Senator Nelson, Dornik, Governor Tim Walz. This was the student delegation in the governor's office. And then this was us outside the capital. That kind of concludes my synopsis. Is there any questions about our capital visit or just the experience? >> How responsive were they to you? Were they Were they just listening but not really listening? >> Yeah. Um there's definitely a lot of pointing fingers. And I think some of these some of these legislators are very strong voices within legislator. But one thing we pointed out is that Ruth Bader Ginsburg said that fight for the things you care about in a way which in a way in which brings people towards your cause. And I think that's a good way to think about it. Sometimes uh they get engaged in personalities and that can stop the meaningful work that that needs to happen. So I thought they they heard us and we definitely got our points across. And so we're looking forward to action on that. And even just being there and making sure they hear. I think there's a lot of talking, but the ability to hear the actual needs of constituents. And I think I think we did a a good job at that. >> I'll mention Kim Springer who is the lobbyist that assists us with our work is going to give Stewartville students their own day. >> Oh, nice. >> We will not have to share with anybody else when you visit the legislators next year. So you'll have your full 15 minutes with each legislator and you won't have to share your time with any other constituents. So, they're so impressed with our group and how well-versed you are and articulate about the issues and so totally amazing. >> Mhm. So, far I >> Yeah. >> Yeah, so it was really cool. >> Yep. So, we're the only high school that's going to have that opportunity. Just saying. >> Well, thank you guys for going to that, you know, Mississippi school and go up there and speak for the school and I mean things that we feel like we're fighting for all the time. I think it's good for them to hear it from kids, too. So, really appreciate you doing that. >> And one of the students had like a parent who was able to get in contact with the governor, which was a unique opportunity just to hear from someone in a different branch of government and their role. So, it was just it was a like a conversation centered around just like the environment and ways that, you know, we have to push past this hot mess of a division. So, yeah. >> Thank you. >> That's cool. >> Cool. >> I'll mention one more thing. The amount of work that the team puts in before they go and the preparation so that they can speak intelligently about the issues is tremendous. So, thank you to your investment of the time and the resources to make this work. >> Yeah. And we really appreciate Mrs. Selfer's had a lot of information provided to us and when we had questions about like specific data, she was always there. So, and of course, Ms. Watley and Ms. Morlock as well. So, thank you. >> Thank you for representing us. Well done. >> Last week was the week of prom and student council teamed up with NHS to put on various activities to advocate for MN Towards Zero Deaths, which is a program that was launched in 2003 focused on reducing traffic-related fatalities and injuries. The program's goal is to reduce traffic fatalities to no more than 225 by the year 2030. >> Um, we had various activities throughout the week such as reaction time competitions where students had to see how fast they could react to each other and to catch a ruler ruler and NJHS helped spread safety awareness in the school parking lot. >> We also had a school-wide game of bingo while reading out statistics about impaired driving as well as held trivia during lunch hours. One of the most fun and impactful days, however, was Friday, the day before prom, where we had a vision impairment goggles, a plinko, a virtual driving simulator, and pedal carts. >> Please advance. >> We have a few people to We have a few people to thank for making this week possible. Thank you to Mrs. Kiefer for partnering with us and helping organize the events. We also want to give a huge thank you to Olmsted County office officer Nate Jacobson and Jessica Schop Schleck from the Minnesota State Patrol office for also helping helping us support our safety awareness week. Finally, we also want to thank Ms. Prevey and Mrs. Hallback for helping set up prom. It was great It was a great and memorable day and none of it would go None of it would have been possible without them and the prom committee. Please advance. >> Um, and then to end our school year, we're planning a community service project with partner partnering with NJ NHS, Key Club, and Art Club. We will be writing appreciation cards for patients and employees at Mayo Clinic in Rochester. We have also opened this opportunity to all the students to join us in the library and take part in this project. It has been a great way to bring our school together in meaningful cause. >> Wednesday was our first meeting of the new term with all new student council members, which means that it is time for homecoming planning. Homecoming 2026 will take place from September 21st through 26th. Additional details will come within the first few weeks of September. Um, we are also excited to begin the planning process, especially with so many new faces in student council. But lastly, before we leave tonight, we would like to invite a few of our seniors to share their favorite high school memories, whether it's from student council, sports, or activities, or a moment in the classroom. >> As Matt makes his way up here, um, I would say my favorite memory was within the student council, and it was being able to attend um, SED conference, which is a Southeastern district division, sorry, conference. And it's just it's held at one school, and it's with all the student councils from all surrounding schools, surrounding schools. So, such as us, Blue Earth, Mayo, all them. And it was just a great time. Um, it was a great great time to get like new ideas from different schools, and see what the different schools are doing in their student council. So. >> I would say my like most memorable experience was probably my trip to the state capital. Um, but my probably my favorite aspect about the group is just the personal growth that I've seen in myself. I would say before I was a pretty reserved person, and I feel like I've grown as a leader, and it's nice when you're able to pair that personal growth with affecting your community, your school community. Um, so I think that'd be probably like the biggest aspect. Also, just really proud of like our senior class in general. Um, little biased, but I think we did a we did a really good job. Like this year was done well. Like all of our big activities, we went to, you know, really stretch what we could do, and and try different things. So, I I think I'm just really proud of our senior class for the work we have put into the student council. So, >> On behalf of student council, we would like to thank you for your time tonight and for the opportunity to present to all of you throughout the school year. And Mrs. Selphers, we also extend our appreciation and wish you the very best in your retirement. So, thank you all so much for all that you do. And is there any questions? >> I just think it was amazing all the community service you guys did this year. >> I'm not sure if it's all you guys did a really good job receiving on that those aspects. Cool to see. >> I agree with you, Matthew, when you say you guys did so much. Every time you come in here, I'm like, "How are you doing all of this?" And I'm like, you know, being in other activities, going to school, all these things. You always blow me away with all the things you're always doing. So, I would agree with you. You guys have gone above and beyond. >> Well, we have a good advisor who pushes us. She sends you new things. >> She has She does a lot of work. >> She actually has a lot on her table, um, juggling teaching classes and also in a class yourself with college and stuff and just being an amazing advisor. >> One year of grad school left. That's a lot to do, too. >> Well, we're proud to have you represent Story City. You guys have done an amazing job. Thank you to Miss Botley for your leadership, as well. >> Thank you, guys. >> Well done. >> Yes. Thank you. You're certainly welcome to stay to the meeting, or if you would like to vacate, you can do that, too. Whatever you prefer. Okay, on to Aim 1, High Student Achievement. We have nothing there this evening. Aim 2, a Safe, Welcoming, and Engaging Learning Environment. Nothing there, either, tonight. So, then on to Aim 3, Effective and Efficient Operations. We have Consider and Adopt the resolution for discontinuance of positions. There's two positions that we're looking at tonight. Do you want to talk through it, or >> Um the information was shared with the board. Um this is primarily due to restructuring of the management and leadership structure for community education. >> Okay. So, we're going to start with the community education one. It is a resolution, so we'll take a motion and then a roll call vote as well. >> So moved. >> So moved. >> Second. >> So, a motion by Mr. Welch and a second by Mr. Geiss. Um Mr. Geiss? >> Aye. >> Mr. Wolman? >> Aye. >> Mr. Adenhorse? >> Aye. >> Mr. Welch? >> Aye. >> And I for myself. Motion passes 5-0 with two absent. And we'll do the same for the second position here. >> So moved. >> Second. >> Okay. So, a motion by Mr. Adenhorse and a second by Mr. Wolman. Mr. Geiss? >> Aye. >> Mr. Wolman? >> Aye. >> Mr. Adenhorse? >> Aye. >> Mr. Welch? >> Aye. >> And I for myself. Motion carries 5-0 with two absent. Did you get all that right? >> Yep. >> Okay. And you got it all down there, too? >> Okay. >> Perfect. Okay. Moving on to item 3B, consider and approve the implementation of district-issued Chromebooks. >> We have Mr. Conger here to walk us through his proposal. This is a proposal also from the district leadership team, so it's not just Mr. Conger. >> Well, good evening. Um so, my proposal is to transition um from BYOD to school-issued Chromebooks for grades 5 through 9. Um currently, in case you're going all um when the kids come into fifth grade, they get a brand new Chromebook Um they're not allowed to go BYOD in fifth grade. So every fifth grader gets a Chromebook. Once they get to sixth grade, they can have the option to go BYOD or stay with the school issued Chromebook. Um so with that being said, right now in grades So right now fifth grade through eighth grade all have Chromebooks, school issued Chromebooks. Um ninth grade the high school I should say ninth grade through 12th grade are using Windows devices which few years ago I came and I proposed the change to Chromebooks so that we decided to do. Um In sixth through eighth grade, the BYOD we have about 44 students with BYODs which bring either Chromebooks, Macbooks, Windows devices, iPads, whatever it may be. So my proposal is to make it so that any student who are in the grades with Chromebooks have to use a school issued Chromebook. And the reasoning for that is number one um classroom management for the for the teachers. Um not only is every student going to be will then be using the same device which makes it easier for the teacher. They don't have to worry about making sure software works on all the devices. Um but also with that they will be able to manage the classroom a little bit easier. We're using a um some new software called Securely Classroom which allows the teacher to monitor the the Chromebooks in the classroom to try to keep students on task. Uh one of the big things that we've seen and what kind of happened obviously mostly after COVID is kids have kind of want to be on these on their devices constantly, right? And without being able to see their screens, you really don't have an idea what they're Are they on task or are they not on task? Um and they're very good at minimizing their screen before the teacher obviously can make their way around to see if they're making sure that they're doing the work they're supposed to. Uh so with the change of going to school issued Chromebooks, that would allow the teachers to see every screen in their classroom. To push out certain websites and make sure that the students are staying on task. And not only that, but these devices don't need to be used every hour of every day. So that allows the teacher if they needed if they wanted to, they could stop shut that Chromebook down for that hour and the students wouldn't need need to get them out. Um another thing would be um the operational side of things and a thing with the Chromebook is we no longer have to worry about uh well, they can obviously they can get malware and stuff on them, but we can control them a little bit better on the tech side of things. We can push out the apps, we can push out extensions. Um we can block URLs a little bit easier. Um if they become lost, we can lock them down so that they can't be used. Um and the update side of things, the Chromebooks update on their own. So what happens now with the Windows devices is we update them in there in the summer and then it's really on the student if they're going to update them throughout. The Chromebooks, they update usually in the background without even the student needing to restart the Chromebook. If there is a need for the restart, we can restart them remotely um to make sure that that update applies. Um and then just with Google using everything with Google, it's just seamlessly it's easier to use with the Chromebook. Um and then if from our side of things like I kind of mentioned, uh troubleshooting, managing, all of that has become simpler. Um and this will also allow making sure, you know, that the devices are connecting to the wireless they should be connecting to. VPNs can be shut off on them so that students can't get around the filter. Make it again, just making sure students are staying on task for the most part. Um so what what I'm hoping to do is just to change this. Like I said, going through grades will be grades 5 through 9 next year. Um if they are currently BYOD, which I like as you can see there's about 44 of them. 44 students right now in grades 6 through 8 that are currently BYOD. We would ask those families to switch over to our Chromebook so that every student's using the same device. Classroom management. Um the And the nice thing is with the Chromebooks is when the student takes that Chromebook home, they're still being filtered as if they were at school site. So as a parent, you don't have to worry about them going to sites that are inappropriate or social media and not having to really worry about that because they're being filtered just like they are at the school. Um and then down the line if if need be, we can actually shut those Chromebooks down at 10:00 at night so you don't have to worry about them taking it, sneaking into their bedroom, and getting on YouTube or whatever till what who knows what time. So there's a lot more options available to us from the IT point of view if everyone's using the same device. So um that's my recommendation. Um if you have any you know questions, feel free here. >> So it would extend to 10th grade so >> Yeah, so as that ninth grader, yeah, they're going to just go up. So they're going to be 5 to 10. >> in high school right now that's BYOD would continue >> Yes, so any No. So any high school student 9 through 12 >> So any high school student 9 through 12 right now or so next year will be 10 through 12. >> Yeah. >> Um they would be allowed to use their current BYOD still. It would be any student within that grade level that has school-issued Chromebooks. So 5 through 9 next year. And then as that yeah, as they progress. So in 3 years, 4 years, whatever it is, we'll be 5 through 12 Chromebooks. >> Yeah. >> Required. Required, yeah. >> Provided or required? >> Provided by the Yeah. So it'll be a school-issued Chromebook. School-issued. >> So it'll change each year. Yeah. >> Yeah, so when the current ninth graders are in 10th grade, they'll take their Chromebook with them and then they'll just progress through the grades. >> So during the summer, what we do with the Chromebook during the summer is we we call it wiping, so it just wipes it out. Clears everything on it, starts it fresh, updates it, and then again throughout the throughout the year then we don't have to worry about updating them. They're just automatically receiving the updates it needs. >> So what I I guess what I'm asking is, you know, it'll be policy for next year's 10th graders. Are the are I'm sorry, 2 years from now. Next year's 9th graders and then 2 years will we have to are you going to be changing policy for the next few years? >> No, once you if you approve this motion um those 9th graders when next year's 9th graders will have Chromebooks. >> Yes. >> When they become 10th graders they'll move to 10th grade with their Chromebook and then 11th and then 12th. So that's a >> Yeah, but every every 10th grader before them could be BYOD. >> Right, the current >> Yes, those >> 10th graders, 11th, and 12th until they graduate will be BYOD and then phased out. >> Yeah, so those slowly phase out the slowly phase out the BYOD. >> If they would have an argument like I want to have my own device. You know. >> 10th through 12th next year can. >> Yes. >> After that, they're going to Chromebooks. >> Says the policy. >> This motion right here that you approved is saying that as they as the current next year's 9th graders are going to have Chromebooks. As they progress to 10th grade, they'll keep their Chromebooks, they won't be BYOD for them. And then they progress to 11th grade >> Same. >> But I think it's pretty clear what you're saying though. Is it written in policy or handbooks or anything anywhere that we would have to >> Yeah, it would change based on your recommendation. Based on the motion that you adopted. >> Right, right. Yeah, so once we once if this gets approved then next fall 5th through 9th grades will all have a school issued Chromebook. >> Yeah. >> And then those grade levels will know that they just they won't be able to go BYOD, they'll just keep using that Chromebook. When we that Chromebook has 10 to 11 years of updates and all that stuff on them. Really it comes down to your responsibility of just making sure the Chromebook is safe, I guess. Don't break it. >> But the policy that we have, the BYOD policy, will be updated to reflect whatever the board adopts. >> What you know additional costs over time you know, compared to what costs have historically been the last >> So the prices of Chromebooks have gone up up here this year because of the data warehouses that are being built. The chips that go into them are driving the prices up. They are hoping by next So we ordered I had I caught wind of it from our vendor and we ordered the Chromebooks for next year's incoming fifth graders. We ordered them as soon as we could because we knew that price was going up. They're hoping by next year everything kind of calms down and they can the chips cuz right now that they're just using so many of these Intel chips that the price is going up. They're hoping that that stock can be you know could be driven up and then hopefully the prices go down. We're not going to cross our fingers on that but we'll see. Um And yeah, we're not making any changes to the tech fees at this point or anything like that. We'll keep those the same. >> I think what we want to see is um the increase in efficiency in the IT department and what >> and the operational >> And then operations from the teachers' perspective. >> And it's very easy for a teacher to manage that. >> And the operational >> So we started implementing this new software, I'm going to say about two months ago and it's in just that fifth grade fifth through eighth grade using it and the teachers absolutely love it. Of course, the students didn't really enjoy that video but the teachers, you know they're right now they can't see all the screens because there's there's a couple of BYOD kids in each class and so they'll see most of them but they love the the opportunity to just be able to you know, push out say IXL. And this fifth grade does this. They they push out IXL. They ask the student to do so many problems in IXL. Once they verify that student does it, now all of a sudden they can push out a link and say, "Okay, you want to play a math game? We're going to let you play a math game because you finished your assignment." So, they're using this kind of rewarding system too to to do everything. So. >> And I think the amount of time that Excuse me, the IT department is doing in tracking kids who are maybe venturing into websites or using the devices inappropriately. We just want to get control of that and ensure that the students are safe online and this is one way to get that accomplished. >> That's my biggest worry with the BYOD right now is the cybersecurity aspect of it because we're asking kids who who knows what they do when they go home on that laptop. And now they're bringing it down to our network and we have no I mean, we have Article 10 place that can seize things, but still it's we don't know what they're bringing onto the network. Um so, this will give a little bit more safety on that side of things also. >> Is there any um you know, with our cybersecurity insurance policy or whatever we call it, is there any benefit to going this route in terms of that policy? >> our agent and saying that >> It seemed like it would offer some more security, so. >> And that'll be a question even with Article 10 when that renewal comes up because I can't remember I think it's uh the number of devices and with Chromebooks kind of being again, you know, make it a little tougher, I guess, on that side of thing and um I think that should drive that down the number of devices down once we get more Chromebooks instead of Windows devices, so. >> You think your liability would be reduced by quite a bit? I think it would. >> Cuz we can block you like you know, EXE files on the Chromebooks from running and all that kind of stuff. >> It just >> way easier to manage. >> Yeah. >> So, they would use the same Chromebook from fifth grade to senior? >> Yep. >> And then is there a recycle or we >> So, by the time they get to be a senior, you can you can recycle them at a you know, you can get a few bucks for them. And we'll do that, obviously. >> I don't know if we'll reuse that cuz I mean, like that's a long time to keep them already. >> That's 8 years on one device, which in device terms is ancient, isn't >> Well, I mean >> They're web-based. >> Everything's web-based. Everything's ran by an app. It's really what it is is a glorified phone, right? The Chromebook. >> hardware in there, though. >> You still got the hardware in there, but again, it depend you know, we're being asked a lot from the student side of things to make sure that they're >> Being asked to do less. >> They also having kids at home for 3 years. >> Yeah, well, that's the cost. >> I mean, obviously there's going to be extensive cases that are going to be needed. >> It's probably not what's inside is the case. >> So, are they break it or they responsible for replacing it? >> They buy insurance. >> Yep, they get insurance on it, yep. Um what we notice with the Chromebooks for the majority of it is screens. Um the keys you know, there's keys missing, but you really got to pick at those keys to get them off. I've I've had to do it myself. The ones that are usually missing are the arrow keys where they play games. Um but a lot of times if you ask a student if you want to replace those keys, they'll be like, "No, cuz it's not affecting them." It's you know, now there are keys that affect them, but then if they want to replace then yes, that is a cost to the parents for that replacement. >> The battery life for that many years is >> Yep, that should all hold up. That'll be another concern, but yeah. I mean, we haven't ever I mean, right now we have the Windows devices that the students use. They get those devices they were getting those devices at 6th grade and those they hold them on to a seniors and they seem to work fine. Yep. >> Yeah, I think it's way as a former teacher, way easier to have all the kids on the same device than trying to especially if they don't know how to run their device very well then you're trying to help them on a device that you don't know versus everybody the same, it's a lot easier. So. >> And this will be easier for testing, MCA testing. It's very simple. They They just sign out of the Chromebook and there's a little kiosk button that they click and it takes them into the testing software. There is very I mean we don't even have to go out to BCI like in fifth grade when they test. They just They did Even the middle school this year barely any issues cuz everything was on Chromebooks. >> Way more efficient in tracking kids on and installing software. >> Well, Windows devices always have some kind of program running on the backside and then they'll get kicked out of the testing software because game bar or something will pop up. So Yeah, this way makes it way easier. >> Any other questions? Okay. I'll seek a motion then. >> So >> Motion by Mr. Rice, second by Mr. Arndt. All those in favor signify by saying I. >> I. >> Opposed say nay. Motion carries by zero. Thank you very much for all your work on this. Appreciated. >> I need to leave. I'm going to go watch the Wild game. >> Okay, on to item 3C, consider approved to use up to an additional $25,000 of funds from capital outlay for the Diamond Club softball and baseball proposal, which we originally talked about back in in February. >> So, um there's a couple of things going on here. One, um expenses are higher than anticipated and that is just what's happening with all things that are related to equipment and construction. Um two, the um Diamond Club is actively working on getting their funds raised through the fundraisers. If they raise more than what is needed, then we're going to not have to dip into this 25,000. So, we have enough capital outlay to address this. We're very, very grateful to the Diamond Club for what they are contributing to this project. Um, it is a safety concern. Um, when I was at the game the other night, definitely an issue with heads up and balls flying everywhere. So, >> Almost got hit by a ball on Saturday. >> There you go. So, um, we're very grateful to the Diamond Club for contributing to this project. Um, and Dan and I very do feel very confident that we have the capital outlay that we can allocate towards this so that the project can get started. Dan, do you want to add anything? >> Um, so there I met with uh Mark Schmitz. We've actually met a couple times or at least even through email just to have him keep me updated as we knew they needed to be able to order things by June 1st was kind of that deadline to be able to get things to happen in the fall. So, the last time we met last week, then we kind of just district at least they brought forward are are we was the district willing to do this to help us get there so we don't have to delay this for another year. So, um, I felt comfortable in bringing that request as long as they're continuing on their piece. They do have some uh, a few donors who have committed, but they haven't told them the amount yet. So, they had some of that still hanging around. They've also applied for a number of grants through various different programs. Um, and those So, those deadlines aren't happening yet, so they don't know. So, there's some of those pieces that still could come into play. Once we get to that point, um, but I felt like we could In order to be able to move forward, we basically needed to to do this to be able to get things rolling by by June 1st to make sure that the product or anything was getting ordered. They do also have some potential in-kind donations that will happen mostly labor-related. And we don't have to put a number on that right now. They're going to be able to do it till that takes place and then then whomever is is willing to do that um puts forward that that type of in-kind donation on their on their invoice. So, there is some potential to reduce even the cost a little bit on this um but there's still a few things up in the air that ultimately we won't know until we get past the the deadline we kind of set to be able to get this thing in motion. >> Can we structure that in such a way that okay, the school school will front the extra 25,000 up front? But the Diamond Club has to fund it get it back to us. >> If you so choose, we can structure it >> I kind of feel like okay, we made an agreement. Everybody was in agreement on this and now we're trying to renegotiate the agreement and I liken it to I signed a contract at the elevator to sell 5,000 bushels of corn at 450. Minus the basis which is about 50 cents. Well, today new crop corn is at $5. If I go back to the elevator and say I don't want to I don't want to honor that contract, what do you think's going to happen to me? That's my take on it. I have no problem fronting them the money but I think we should get it back. >> Whatever way you guys want to do it. >> Well, I think that's a fair concern. >> Yeah, I think that's their intent. >> And I don't I don't think they're yeah, this this seemed to be more of a the timeline situation of being able to get all the stuff done. Um they've they've been a group that in the past has had no problems with whatever things we had had in place as far as meeting certain things or coming through in And end with us up fronting in of the costs, even with the sand mine project. It was some of that happened up front, some of it kind of came in over the course of the couple of years. So, um I I have no issues with trusting the fact that they would be able to get to that point. >> It's It's cash flow issue. >> Basically not necessarily a funding issue. >> Basically, at this point, they're they're still pretty positive that they can get to what they anticipated they would get to. Um it was more along the lines of just not going in another year so they can figure out know. Come up with 25,000 more. Um so, that's really where it's at, but it's it's entirely up to you if that's the recommendation we'll make. Then we do that, then I can relay that message, and I guess ultimately it's kind of up to them to decide then too at that point on their end. >> So, um there'd have to be somebody to revise the wording of the motion that we currently have on the agenda. So. >> I was That was more just my take on it. I mean, what's everybody else's >> I I don't disagree with you. I mean, if their intention is to raise the money, they're just th- it's a timing issue right now. A- And if we if we give the additional funds, um and then they raise all the money, it you know, why did we give them the funds? >> Mhm. >> So, their intention is to raise the money. >> There are a lot of you know, where is paper good intentions too, where if we don't have it in the writing, >> Right. >> They could >> Right. I I agree with you, Aaron. I do. >> So, so I don't I don't know. >> How How can we reword this? >> The initial $25,000 was due Um >> Contingent on inability to >> Um >> raise sufficient. >> With the intention that the funds will be repaid to the district? >> Yeah. If their goals aren't met. I mean, if they raise $24,000, we then would have agreed to $1,000. Right? >> Okay, so if someone's going to make that motion, you have to state it. >> Are we still on Are we still on all on the same page? >> Well, you can make a motion and then we can get a first and second and then we would go to the vote if that's >> Well, now that we're we're all thinking the same way on the revised motion. >> Yeah, Bill vote. You mean that Well, vote to So, you make a motion, we'll Your motion, somebody would second. If somebody seconds, we'll go to a vote and then >> So, are Aaron, are you thinking that we if they come up even if they come up short that with their best effort, they come up short they eventually have to pay us back the whole 25 >> That's my That was my thinking is I have no problem giving you the money. But, I think it needs to be repaid and then if it's a year, two years, whatever it is, but until before we start the second or third phase, I think they're talking three phases. That that 25,000 if that's what it takes. >> Yeah. >> That's what it takes before we we start the third phase. >> Would the motion say to be repaid before the start of phase three? Whatever that I don't know how that would work out. If anybody's got any >> Well, city three we could have to bend on whether or not that was something that even district was going to contribute towards if it's a if it's entirely their doing then I guess that's I don't know. I don't I guess I don't have any reason to believe that they won't follow through, but at the same time I want to make sure we word this correctly. So, how would you how would you word it? How would you word it? I I would word it somewhere along the same lines of of with the intent that this is pre or um payback to the district. >> I'll leave it at that. >> I don't know that a timeline is necessary. >> Right now. >> So, um after February 23rd, 2026, {comma} with the intent the additional funds will be repaid to the district. Period. >> Yeah. Yeah, that does not put in a timeline. It's putting a expectation out there. >> Is intent the right word? Cuz intent could >> will >> With the expectation >> Yeah, with you did you use that the funds will be repaid? >> Yeah. >> Do you want to read that again, Belinda? >> Now I lost it. So, you had >> So, after February >> expectation that additional funds will be repaid to the district. Okay. >> Yes. >> I'll read it back. >> And you use the word expectation. Right? >> That's >> Yeah. >> That's what we are saying. >> The expectation that it will >> Yes, that it will be repaid. >> With the expectation that the additional funds will be repaid to the district. >> Yeah. >> Okay. With the expectation that the additional funds will be repaid to the district. Okay. That's your motion. >> So, then somebody's going to make that motion. >> So, should I just >> Okay. I mean, it's a mess, but >> I move that we approve to use >> an additional 25 >> up to an additional 25,000. I move that we approve up to an additional $25,000 of funds from capital outlay for the Diamond Club softball baseball proposal originally approved on February 23rd, 2026 with the >> expectation >> expectation that the additional funds will be repaid to the school district. >> So, are we putting you down as making the motion? >> So, motion by Mr. Waldman. Is there a second? >> I'll second. >> Seconded by Mr. Walsh. All those in favor, signify by saying aye. >> Aye. >> Opposed, same sign. Motion carries 5-0. Okay. You good with that? Then, Dan, anything else? >> I'm good. >> All right. Thanks, Dan. >> Thank you. Okay, next on item 3D, discussion of the operating referendum background and election information. Prepared by Ehlers. >> Dan is going to lead this. >> Dan is going to lead us through it. Okay. >> All right, you go ahead and hit that. So, um basically, this comes from Ehlers, which is our financial advisors um to most anything we do regarding operating levies, bonds, those types of situations. So, um I'll just kind of quickly go through this and and eventually get to the back to the some of the more important pieces um in regards to our operating levy situations. So, um the operating referendum um we can only do this in November um of each year and you're able to do a levy up to 10 years, that's the maximum. Um, it allows your district to generate additional revenue. Um, some districts will qualify for state aid. Um, in most cases uh we usually do not fall into those categories um just from a uh the standpoint of the formulas and that that they use to determine that. Um, one thing to keep in mind on the operating referendum than a bond is that those taxes are spread on referendum market value and they're also taxed or not taxed on your egg land um or your seasonal recreational property with the exception of house, garage, and one acre. Um, and then you can use that revenue for for virtually any type of operating or capital expenses that you have. Um, one of the things that I talk about every December when we go through the levy is the general general education revenue formula and that not keeping pace with inflation. So, these pieces here in the next slide that talks about or shows that gap are things that I've included in that for a number of years now and that gap continues to exist. So, um currently as of today if the allowance increased with the would have increased with inflation, we'd have $1,420 more per student which would be about $3 million a year. So, sizable amount. Um, and then on that page you can kind of see that gap there of basically how that has trended. Um, it was a little tighter back in the early 2000s and it has just continued to grow um as things have gone on. So, Um, on the next slide then we have our referendum allowances. So, this kind of shows the election year and then the year that those taxes would be collected, and then for us the fiscal year which we had received those revenues. Um so, we're good right now all the way through the 29-30 school year. Um once that point happens, then it will drop off. So, what they're showing on the right side for board renewal, the earliest that you could renew would be July of '27. Um and the deadline would be June 15th of '29 to be able to just do a board renewal, go through that process. Um if you wanted to do something different such as a a revoke and replace type situation, you can go whenever you want to do that. Um and we'll talk about that a little bit more as we go. >> So, let's just talk about that renewal piece. Boards can renew now for every 10 years at the current rate. >> Without having a vote. >> Without having a vote. >> Yeah, okay. >> If you're going to renew and revoke, that means you take off what is being collected now and increase it or change the amount, then you have to go to an election. Okay? >> Um on the next slide then you can see the total school tax comparison of some uh area districts um and where we rank on those. So, we're sec- second in on that column at $1,077 in uh total school tax, and this is on an estimated market value with $300,000 a home. Um and then you can see where other districts uh fall in line there. Um some of those districts um if we look right smack in the middle at Castle Manorville at $1,211, they don't have an operating levy. So, that is all bond. Um So, that's ours includes the bonds and the operating levy pieces. So, um just uh to give a little perspective there on that piece. Um on the next page then we we show where we're at on a per pupil basis at $246, which outside of Dover-Eyota and Kasson-Mantorville, don't have an operating levy, we're nearly at the bottom um, in comparison to where some of the other area districts are at this point in time. >> What's what's what's the size comparison just for >> Um, for the districts? >> Yeah. >> Byron, Stewartville, and Kasson. >> What are the three >> Stewartville. >> Um, >> The rest are smaller. >> Yeah, Chatfield's at about 960, Rochester's a lot bigger. Stewartville's 460, um, Kingsland's not too far or too much bigger than that. And Hayfield I think is around 600 or so. Uh, then the property type in the district. So, what this kind of talks about here is basically showing our market value and the breakdown of the percentages. Uh, most of it made up of residential housing and then qualifying ag land. And then as you move over to the next column, that's our referendum market value percent. Um, so what ends up happening there, if you see on the qualifying ag land uh, percent, that gets applied to that is zero as they wouldn't have anything being taken out for an operating levy situation, which means that uh, more of that falls into your residential homestead area. Um, and also your commercial and industrial areas as well. If you look at the far column down in that tax capacity, so that would be for any other taxes. So, if we did a million dollars or something like that, then you can see the ag land piece comes back in. So, it does then help reduce some of the other pieces as far as the the percentage amount that is being, um, taxed by by the the certain piece or whether it be our residential homestead piece or ag land or commercial. So. Okay. Um So then you've got 39% of the total levy um for your operating Wait, let me rephrase that. Operating referendum and local optional revenue, your equity and transition make up 39% of our total levy currently. And then our capital project bonds, um that makes up 61% of our current levy. So some of the provisions that we have, uh your tax levies as I mentioned are spread on referendum referendum market value. Your property taxes are not levied on your seasonal recreational property or your egg land and buildings with the exception of the house, garage, and 1 acre. And almost all other property pays the same tax tax uh per dollar amount of market value. Most other school levies are spread on your net tax capacity, which we kind of just showed there. Um and then the operating referendum revenue amounts can qualify for state equalization aid depending on the district's uh referendum market value per resident pupil. All right. Now, this shows our estimated tax impact options. So I had them run on the first column a revenue increase that would equate to 500,000, then 750,000, and then a million dollars. So on the second line down, that would be the new total amount per um pupil that we would that we would put in place. And then on the bottom, you can see the impact on an annual basis depending on your estimated market value for your residential homestead or any apartments or any commercial industrial property at that time. Any questions on this part? >> That bottom number, is that per pupil on. >> This one is the 481. >> Okay. >> Cuz right now we have two >> Well, 246 if you were to add that to the 235. >> The additional and this was called the additional 40 is 235. Add that to the 241 that we had or 246 that we had right now we be about $500 per kid. It would increase our revenue by half a million. Our total revenue that we collect would be just over a million dollars. And then the tax impact increase would be this whole column right here. So, on a $400,000 house it would be $166 a year increase. If you wanted to raise an additional 750 it almost be $600 per kid. And on a $400,000 house it's $249 increase per year. And then the last one if you wanted to go to 1.5 million total additional million dollars on $400,000 house it's $333 extra beyond what they're paying right now. >> What's that do for our impending deficit? Dan. >> Um >> I didn't hear the question. >> The pending deficit. >> Okay. >> Well, if you did if you did this if you did a let's say you did a Wilson Reversal situation and I'm I'm just going to make the assumption we would look to tie it to inflation which is typically what's happening now. Um by doing that I I think that would significantly help that. The piece there that comes into play is knowing that you've generated this additional revenue and not doing things that basically put you right back into the same position. >> Yeah, I >> I don't Yeah, I don't probably don't even mention what those things are, but usually it has to do with with staffing and contractual type situations where some districts have had issues where they'll they'll get this additional revenue and then of course the next contract settlement all of the sudden it disappears and now you can't make it the rest of the way to the situation. >> have to not do that. >> Just got to be mindful Just got to be mindful of that cuz typically that doesn't sit well with the public once they approve something like that and then all of a sudden >> Yeah, and then again a few years down the road, yeah. >> Well, I hope we don't start cutting. This is going to help us permit cutting in the next three years. >> So that the combination of this additional revenue and doing things >> Yeah, so that was kind of my question is like what's the break even Which one of those options is a break even closest to the break even point or that you know, not not undercutting where we're still chasing our tail, but not making it so that we look like we're just collecting money. >> Right. >> Right. >> Uh >> Good question. >> That is a good question and I'm not sure how I would want to answer that. >> Um I think you'd have to really look at our enrollment projections which are always >> Well, yeah, cuz right now >> kind of in the dark. >> And right now they're you know, they're back to the lowest they've been in >> Mhm. >> in 12 years, you know, so Um that part and that you know, trying to figure out 10 years from now do we think that that's going to stay the same become less probably >> the next foreseeable future that we know of, they're not, right? So what's that differential? >> Yeah, we we had to cut we ended up cutting 450 this year. >> Mhm. >> Year before was >> Eight. >> Eight. >> 15. >> Before my time was one 1.6. >> 1.4. >> 1.6. >> So in three years we're averaging >> 3 million. >> million dollars. Yeah, million dollars. Thank you. Kind of cuts your number right there. >> I think, you know, part of what the board will have to talk about with the admin team is when you have enrollment that is not growing because you don't have the residencies in the district to support growing enrollment. That doesn't mean you maintain the level of staffing that you have. >> Yeah. >> And so those are the difficult conversations. How do we maintain fiscal health and be financially responsible? You can be fiscally healthy and then become irresponsible with your finances by funding things that you can't afford because you don't have the enrollment. So that's that conversation that gets really challenging. You want to maintain programs, you want to maintain opportunities, but you're not going to be able to be overstaffed. >> I think it's >> I think so we can kind of like I said, we we know who's in the door in kindergarten right now, right? So we know what 10 years worth of enrollment on that end as they go through school. So we have and we know birth rates, everything else is trending down or flat. So for the again, for the foreseeable future, I mean, nobody no financial analyst can project 10 years out and have a say that they're going to be perfect, right? So this is we're using we would use the best data we have, which is what we know. >> Right. >> And project that out knowing that birth rates aren't increasing dramatically. >> Right. But I I don't think we can say we're putting this one in and it's going to >> Solve our >> So say we're not going to do any cuts because as these smaller class sizes move up and now like our middle school high school right now don't have that small don't have the small class sizes, but they're coming. We have to not undercut ourselves so we're chasing our tails, but not maybe maybe not do the million because then in 5 years we're not going to need We're not going to have the expenses to justify it. >> Do we have to pull in a million every year? >> You don't have to. You can Each year you can choose to >> We can vote to not >> love a different amount. >> Well, as your enrollment changes, this number goes up or down. >> For sure. >> Yeah. If enrollment goes down, your >> per student >> revenue will go down. >> And there's the way that we've kind of started to look at things now is not necessarily Each year we look at this stuff in in greater detail than what we typically have in the past. And a part of the conversation is when it comes to reductions, there's really two pieces. Number one, there's the financial piece, but number two, there's also the enrollment piece. Just just because you might be in a good position financially, but you've lost X number of kids, doesn't mean you shouldn't cut a section. >> Yeah. Do you need to Do you need >> So, there's those two pieces that we have conversations on because if you don't, eventually you're going to have to, and then that's probably about 2 or 3 years too late. >> There's a financial There's a financial have to, and there's an operational have to. >> Yes. >> You have to but you want your finances to support your operations, not over support your operations cuz we're a not-for-profit. >> And I think Dan's purpose tonight is to increase awareness and understanding of how this all works. Um there will be a board where you're sitting around this table saying, "Okay, what's our number?" >> Yeah. >> So, tonight is more awareness and understanding of the foundational concepts. Um but there Yeah, you're moving towards a decision of what's our number. >> All right. >> Is there any way to put together this I know the financials and all the board board and stuff we talk about at board meetings is is on the website, but is there some way we can put this together in an easily digestible format for Joe and Jane homeowner uh to understand where we're at? I think you >> We maybe could a little bit. Um I think the the I mean the church element where we're at currently per people type funding in comparison is pretty easy to >> Yeah. >> understand and see what's going on. Um it's it's a pretty straightforward one. >> Yeah. >> I mean yeah, that >> I got a lot of metrics there in the country. >> Yeah, show you the version that we currently are experiencing. >> I I also don't know if that has always resonated with the public. >> I don't know. >> So, it's there's a lot of this like >> Yeah, cuz we always kind of try to gauge where we're at with our peers in the communities and we still struggle to convince despite those facts that our our schools are less funded than some of our neighbors are, our students are. And I don't know, that doesn't seem to hit very hard. >> So, I guess at this point, you know, number one this this the silver's kind of so more of an informational gives you gives you an idea and at least starts the ball rolling as far as I wanted to make sure we could at least see what type of an impact it maybe has and and get a feel for that. Um we can talk about what number we feel like it should be next month when I bring forward next year's preliminary budget. Um I'll have a five-year in there as well that we can take a look at. Um, that's as far out as I as I go because actually in years four and five it's not really worth even looking at that, but at least we can >> So, is it even five year or four or five? >> At least we can get an idea of where it's where it's going and then in there what I can do is I can I can change the levy amount and it'll reflect what that impact is and at least give us an idea where would we be from a fund balance standpoint if we maintained. Um, it takes into account things like expenses will increase by a certain percentage each year. Just a real high-level ballpark, but it gives us an idea of what we're looking at there, so. Um, but I can have that piece. >> I mean, that calendar up there said 26. I mean, you said this is very preliminary, but I don't see you know, six months down the road as very preliminary. I see that as >> I I didn't ask them to do that. >> Oh, that's an election timeline. >> Election timeline for you? >> Yeah, 2026 election timeline. >> Well, so I had them put them in as the current situation. It doesn't mean that we're we're having to look at that. That was more so so that you could say, "Okay, if we wanted to do something if we wanted to do something, how soon can we do it?" >> Yeah. >> Was really what that was for and then from that standpoint if you want to wait a year, it's just about everything out. >> Yeah. >> From that and you can see when it would it be impacted and when we would receive the funding and all. >> Can can I tell you trying to sell something like this for November with the the climate of the economy right now? >> And I don't know that that you're in the position where that's that's super necessary. I mean, if we were if we were looking at, you know, having to cut a million plus a year from I might be saying, "Okay, let's just let's just go for it." >> Take a shot. >> If they say no, your current one's still in place. Okay. But, um, I don't I don't think we're in that dire need. >> Okay, I just saw that and then >> So yeah, so I don't want people to think that we're planning this in November like of 26 cuz that's not the case necessarily. That's just showing what could you do if you wanted to and then if you want to push it out, you push it out another year and that just moves everything. >> This is going to take a lot of So, a lot of work to sell. I'm not going to lie, I saw that thing and got to got to look at my idea of my house one acre and my garage is going to fall on my That's not an insignificant hit. >> So if you did go in November of 26, then additional revenue shows up in 27, 28. That's that piece that is just foundational for you to understand. If you wait until November of 27, then this money will flow into the district 28, 29. >> So when's our current levy? >> It was 29, 30 was the last 30 years of the 30 to be funded. >> And with the current levy that we have in place, it was 500 a year, 500,000 a year and what we did to combat inflation is we took off the front end and put those funds, tried to be fiscally responsible with those funds on the back end but inflation has risen faster. >> We felt so good and gobbled it up. >> But we really, you know, it and it was based on what we did then. So it was a solid plan at the time. >> You could also think you imagine if we didn't. >> Yes. We'd be a lot worse. >> That would be really ugly. >> What we were able to put away and use at the later dates of the later years of the current levy just is not enough because inflation went faster than what we anticipated. So those are the snowball kinds of things that have been happening. Um >> I think I know >> And then the number of unfunded mandates that were passed that weren't in existence when we passed this levy. >> Or cuts. >> Right? Or or the cuts that the legislature has made to our revenue. So, you've got a lot of different balls in the air that we didn't anticipate at the time. We had no idea that unemployment was going to be a thing for hourly workers. >> Yeah. >> We didn't know that paid family medical leave premiums would be required by the district to be paid. All of those things are new expenses and we are not generating on the operating levy enough to pay for those because we never anticipated that to happen. So, all of those things are considerations as well, but you just don't know what the legislature is going to do. >> So, this is just a discussion tonight, but is this like is there an intent to bring it back around in the next couple months or is it just kind of like here's some information or what's the What was the intent or plan? >> Well, I think at June when we look at the proposed budget for next year, which we have to adopt by June 30th, we need to you know, jump in a little bit further and see where the board's appetite is for what do you think would be your preference or your desires. Um if 2026 is not, then we start to think about, okay, what does 2027 look like then? Where are we going to be financially by then? And what will our number be? And maybe if you want to know what your number would be if we went out in 26 versus what the number would be in 27, that might be helpful for you to try and figure that out. >> what happens? We just have to keep talking about it. Just so we're always on the same page and so it you know, when you have those communication those conversations in the public that it's not like something new. >> Yeah, cuz if we keep talking about it, that that's going to float out into the public, which is a good thing. >> Right. You know, whether regardless of what you're going to do or what the number is or whatever, just like you keep talking about it like it's an option. And you know, just >> Or it's an inevitable inevitable >> Yeah, of course it's inevitable, but like a when or what, you know? But yeah, I think it's important that, you know, routinely to talk about, >> Yeah. >> to see what it looks like. >> Yeah, I feel like the 26 seems a little like over there. >> Well, yeah, I didn't Right. >> also the permanent school fund that's in the legislature right now that we pass that will be on the ballot in November that people would vote yes or no on to that people are saying that >> just just >> It just might not be the best timing for that because people are going to say, "Well, I can vote yes for this permanent school fund that costs me no money. Why would I vote yes even though it's not that much money?" But it's Yes, there's something coming that's in the legislature right now, too, that could cause elections in the fall that we should watch. >> Even though it would be like a pretty big task to take on, but talking about it hypothetically, I think it's also, you know, important just so >> Yeah. Yeah. So. Okay. All right. Any others? >> Any other discussion? >> Thank you, Dan, for putting this out. >> information. I appreciate it. >> Okay. Next up is the consider adopt a resolution to limit the enrollment of non-resident school pupils in a few different grade levels. >> Yes. So, um, we know how many sections that we will have next year and we're beginning to make those plans. Um, some of these grade levels were already closed and so we're just continuing with the closure of those. So, 6th, 7th, and 8th grade were already closed this year. We're going to continue to have those closed next year. Um, K and 1 were closed this year, so now they're becoming 1 and 2 next year. So, um, just making sure that we stay within those guidelines and and have the numbers in place that we need to have. >> Any questions then? Done this a few times. >> Yeah. >> Okay. Seek a motion then. >> So >> Second. >> Okay. Motion Motion by Mr. Roach, second Geist. And it is roll call, so Geist. >> I sorry. Mr. Bowman. >> I. >> Mr. Ravenhorse. >> I. >> Mr. Wells. >> I. >> I for myself. Motion passes 5-0. And the last thing on the agenda is adjournment, so I'll just seek a motion. >> Move to >> Second. >> Motion by Mr. Bowman, second by Mr. Geist. Meeting is closed at 8:12. Oh gosh, I should have taken a hold of that first. All those in favor of closing the You guys, why didn't you say anything? >> You just moved. Yeah, you're going. >> All those in favor of closing the meeting or meeting adjourning the meeting. >> I. >> I. >> Okay. >> to have you screw up. >> I said I screwed up twice. What are you talking about? 8:12. Meeting is adjourned. Good.