Yeah. >> Okay. >> But I mean, I don't know. I just >> Yeah. >> From what we can tell. >> Yep. No, thank you. Yeah. >> Okay. I think we got the YouTube thing ready to roll. >> Perfect. >> So, uh that means whenever we get live >> Yeah, you can go live. That's fine. >> We are live. >> Oh, we are live. >> 20 seconds. >> Oh, we're live. Okay, perfect. >> Yeah. So, that's stuff just trying to Oh, she's calling me. I got it. >> Hey, it's Nicole. What's up? >> Really? It's locked. It's just >> Okay, we'll come down. Someone's coming down. >> Oh, got it. The door again. >> It was just open. >> It was good for you, right? >> Yeah. Yeah, we we all got it for me. >> Don't worry. It was good for you. >> Yeah. Sometimes you just really have to >> have issues with that thing because we could I couldn't get in for a meeting at today at 5:45 and he said he had a program for 5:30 >> and then Josh is messing it. So we just stay open tonight until [snorts] system's not working very well. up there and then I move back to >> hopefully it's nice here and I mean It's really >> Yes. >> going to voicemail. So, obviously >> and I knew she was coming cuz I talked to her at 3:00. [clears throat] >> That's weird. >> But when I was here the other day and met with Guy, I couldn't get out the side that we all normally come in. I had to go out the other side. Yeah. at all. >> It's comfy. [clears throat] >> I was going to say this is this is the best it's been all >> summer. [laughter] >> Yeah. I don't think the air conditioner really like makes it cooler. I think it just takes the humidity off. >> I'll just wait for them if that's okay because we know they're coming. >> Yeah, once they walk in the door, you can gustle. >> Sorry. No, it's okay. >> You're here. >> All right. It's 7 o'clock. I now call this board meeting to order. Please rise for the pledge of allegiance. I aliance 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. >> Mr. Ray, will you please take? >> All board members are present >> except for except for Will. Gez, we're missing one. We're missing Mr. Welsh. That's okay. >> Okay. Thank you. Are there any Is there any new business to bring before the board? Hearing none. I would seek a motion for approval of the agenda. >> Second. >> I have a motion by Miss Cook and a second by Miss Kefir. All those in favor signify by saying I. >> I. Closing sign. >> Motion carries 6. [clears throat] Next item on the agenda is consent agenda items A through C. Is there any item? >> So moved. >> Second. >> I have a motion by Mr. Ravenhorse and a second by Mr. Gist. All those in favor signify by saying I. >> I. >> I. Same sign. Motion carries 6. [snorts] Next item on the agenda is item 6, AM1. We don't have anything tonight, so we'll go down to 7 AM2. Uh a new teacher orientation. That schedule was attached. Mr. Johnson's going to add a few things. Yeah, we've uh we've had our first meeting with new staff members uh last week on on Wednesday. Um we'll be bringing them back on Tuesday and Wednesday of next week. Um on Tuesday, the main plan is that they're going to spend time with their mentors uh with with principles. Uh and then we've got a little team building for the afternoon as well. Um, and then as far as the 19th goes, uh, largely it's going to be some district uh, le things, that'll be my opportunity to kind of chat with all of them, uh, in a large group. Uh, and then it's a lot of setting up their classrooms and really trying to just make sure that they've got things buttoned up and ready to go for the school year. So, >> does anyone have any questions? How many new staff? >> Oh, I got 18. >> Okay. Yeah, it's it's quite a number. >> Yeah. Awesome. >> Thank you. Uh B is the staff back to school workshop for certified staff >> and those were all attached and Mr. Johnson was going to add a couple things to both of them. >> Yeah, I'll just give you give you kind of the highlights. We've got the the specific schedules for um all of the the staff attached. Uh essentially Monday is going to be spent with kind of the district welcome there as well and some district level things and then they're going to break out into their building level meetings. We do have a little bit of curriculum work there with the new social studies curriculum as well. Um Tuesday is largely going to be technology training. Uh Joel will take them for for that. Uh and then we've got some time set aside for general ed and special ed collaboration. Um so just making sure that all of our kids with special needs will will be taken care of as well. Um, and then Wednesday, all of our staff will be uh experiencing a training with mental health and suicide prevention. Uh, and so we'll have everybody together in a large group for that one. Uh, and then there's a little more time built in for collaboration between special educators and and general ed folks. Uh, and then Thursday, Friday is flex time for them. So, they can choose how they use that time. And, uh, just got to get ready to roll. >> It'll be meet the teacher and that is on D back to school schedules. >> Yeah, we just uh this this will actually be going out to our families on on um Wednesday of this week. Uh but we've got enough stuff going in different directions that we thought that it would be important to set this uh calendar up so that people know what days they're supposed to be here and when depending on what what age their kids are. Um, so we put that together with the times so that hopefully everybody will get to the right spots at the right times and and all of those things, but that that's just attached for your information so that you kind of know what's going on as well. >> Great. Thank you. Anyone have any questions? >> I commented, I love the maroon and gold. We threw that in there for all the parents. >> Get them all ready to come back. >> All right. Well, those were um all just uhformational items. So, we'll go down to item eight, which is AIM three. And it's [clears throat] a is discussion for open enrollment um transportation fees. And it was brought to um mine and Mr. Johnson's attention that um we were with increasing the rate had um lost some students um to their other districts that they belong to. So, um I asked Mr. shorter to come and give us a bit of an update to see if um the reason why we put discussion slashdecision is because just so the board's aware after we discussed if we want to change it, somebody would have to make a motion to change the enrollment fee for busing from $2 back to one to leaving it the same. But because we've already changed it to two, we would have to make a motion to change that. So, just so everyone on the board is aware, depending on how the discussion goes, if it wants to be changed, a motion will need to be had. And if the board decides after discussion, no one wants to make a motion, then it will stay at $2. Does that make sense to everyone before we start? Okay. Dan, do you want to just add what you kind of shared with me? [clears throat] >> Yeah. So, um, what we've some of the situations we've come across is again, some feedback that's come in on on some decisions that are being made as far as parents choosing to enroll their students or enroll them back in their their residential district, if you will. Um, and ultimately as I look at those situations and I look at the reasoning we made this decision, um, ultimately was to meet a budget reduction number type situation was to generate an additional up to $20,000 of revenue. Um, so as we look at that and we look at the potential um, in losing students ultimately for ease of purposes, I typically look at the revenue of the student at $10,000 each um, depending on on the basic aid formula and then some of the categoricals that come with it. It gets very close to that as an average per student. So ultimately the decision to have two students leave us and go back to their their resident district takes that reduction that we thought we were ultimately making and wipes it out. Anything beyond that ultimately then makes that decision to do that have a negative impact on us directly. So um I realized that a decision um to amend what initially was done has already happened and ultimately this is another situation that ultimately the discussion is is taking place on and as a board again it's your decision. Um, if I if I could ultimately go back, I think I probably would have maybe tried to say something about this a little little earlier, but ultimately I think too when we made the initial disc discussion or decision last year to do the $1, we did have discussion on one or two, landed ultimately back on one and said, "Well, let's re-evaluate the next year kind of based on what we hear or what happens with that decision." and and I think for the most part there was little to to no opposition at that time. Uh people may have been opposed to it but didn't necessarily provide that feedback um at that point in time, but I think we're we're definitely hearing a little more and seeing a little more impact in this decision now than what I think we would have wanted. So, um, rather than just kind of ignore it and let it go and write it out, I I felt as if I needed to at least open it open it up and and see whether there would be a willingness to have a discussion on it again going forward based on the the potential impact that it's having currently. Obviously, the decision for students to or parents to move their kids to another district or whether it be their resident district or somewhere else. Um, can we pinpoint the exact reason for that? No, not necessarily. Um, but I think we have a little bit of a feeling that this may have have been one of those situations where we maybe went a little bit farther than they're willing to accept and and ultimately some of that I think could be a direct result of of the situation to move that from one to $2. Um, but again, not not anything that we can necessarily pinpoint. Obviously, people are going to to say things and put things out there ultimately that, oh, I'm going to do this if you don't do this type of thing and and all that stuff. And, you know, we don't want to base decisions that we make as a as a border district on those types of things. Um, but I do think there's a little bit more of more of a a situation happening here that that could potentially have a much more negative impact than we intended from the beginning. So that's kind of why I brought it up. And ultimately, I guess it's [snorts] up to you guys to decide and discuss. And if you want to do something different, that's ultimately your choice. I have no skin in the game in this one way or another. just want to do to make sure that I don't want to have to be like six months down the road come back and say, "Well, we know for sure that these situations took place and the impact of that is a negative x amount." Um, and have to try to correct something that we did. I feel like if we can, even though we're late in making that a potential change again, if you decide to go that route, I feel like it's it's better now than ultimately waiting until another six months or so down the road. So, anyways, I I'll answer any any questions you may have, otherwise I'll let you guys know that and handle your discussion. >> Well, and the families that already paid they already paid the $2, they would get credit back. address the the refunds. >> Yep. We'll take care of that stuff on our end. Not not ideal um from our standpoint. Obviously creates a little more work, but definitely if if there's a change, we will address that internally and get that taken care of. >> Well, I appreciate [clears throat] you bringing it up. Before school starts is beneficial. So, um if the board would like to [clears throat] discuss >> I've heard from one family. Have there been more? We have heard from a few. Now whether or not those changes have actually taken place, we're not sure yet. Do know of [clears throat] at least two that have made a change. Whether or not, like I said, whether or not that was driven because of this situation. >> Yeah. >> Um can't say for sure, but we do know that they were not happy initially with that change. I think as a board as a whole, I think we've only really received maybe one or two emails when we Yeah, it might have been two. It one that was forwarded to us that went to the wrong spot, but um I agree. I think it was more there was a lot of chatter, you know, just on like the social media outlets that people use. Um but um I I uh appreciate Dan coming forward and saying something. So, and I appreciate his opinion with being our financial adviser. So, um, again, I I mean, the point is we want the students to be here in our district. We don't want to lose them, >> but are they gone already? >> Yeah. Even Even if we made the change and we're back to zero, >> right? >> Are they gone? And then do we look >> Yeah, maybe. I mean, it just depends on if we're trying to like, you know, stop further [clears throat] bleeding or >> do we look trying to think of the right word here. I want to say incompetent, but >> wishy-washy. >> Yeah. [laughter] Yeah. >> Is a good word. >> I don't think I don't think any of us At least I wouldn't agree to go back to zero because diesel and not transportation costs in general are doing nothing but go up. So I totally support leaving it as at a dollar and if we have this conversation again in the spring when we have to do alignments, maybe we defer from raising the bus fee and try and find somewhere else. I don't know. I well I mean as far as like the the logistics on the decision making process it's um it's hard to know where the line is until you step on it you know >> right >> especially when you don't really get much feedback so we make this decision with the information that we have and we think it'll help. We don't get much feedback but I also think we didn't get much feedback because >> people weren't making the payments immediately after our decision. So like there was a pretty good time elapse until they start making the payments and then you start well hearing a hell of a lot more about it, right? So I mean yeah it does look indecisive but it also looks like now that we have more information. I don't think there's anything wrong with trying to do right you know with the when when you get the right correct amount of information at the time. So, I mean, it wouldn't bother me to go back to the $1 and just leave it at that and, you know, be done with it. But, >> so, how do we make up that though? >> Or I mean, >> well, that becomes my job. [laughter] >> So, it's doable. >> Yes. uh in in my [clears throat] email initially to Nicole and guy about just this this whole thing that was on my mind about it was >> we're talking about $20,000 in a $27 million budget. There are a lot of variables and things that could happen that that can easily address that. Um, now there's just as much that could potentially go wrong, too. But in in the big picture of things, it it's a very small piece that I think the impact that potentially could come of it doesn't quite balance out enough to make it worth pursuing. >> Yeah. That could be bigger that you're trying to cover really students. >> Yes. >> So, but I also completely understand the the optics situation as well. So, it's a tricky. >> So, when kids unenroll, do we ask where why [clears throat] >> um >> and get that information? Not just like where are you going, but more of a why you're leaving? >> I don't know if we're specific in that. >> Okay. >> Um I know that sometimes I believe in conversation it's they they may just give that information >> without us even necessarily asking. Um, so all I all I know is that I've had one conversation with within the district office and was made aware of one family with three students that was making that decision um to do that which then kind of immediately I was like well wait a minute if that >> three students now >> three now >> going the other direction that wasn't the intent and and that just kind of ultimately led to whether or not we should revisit. I really think we're dealing with the law of unintended consequences on this. [clears throat] >> I I think as far as optics are concerned, I mean, yeah, you're going to have to deal with that for sure. I think that forging ahead with a decision that you know might have been wrong is irresponsible. I And but if you know I mean and this is this is on an individual basis, right? Everybody has their own feelings about it. But if you know that it's probably not the greatest decision that was made and then you correct it, if if if they want to call that wishy-washy, I guess that it can be called that. But I don't know. I never see a problem with trying to make something right later. >> I agree. So with that said, it's it's completely up to the board if someone wants to make a motion. >> What's the what's the just I'm just going to ask that. What's the impact of just redoing the whole damn thing? >> So, um, well, the first year we generated about 22,000. On our estimate, we used 20 just as a as a park. So, we we would expect to be in that 40,000 neighborhood as a whole. But I also don't know if that's the I don't think we should do that personally only because um surrounding districts are charging too and we were right in the middle with the >> dollar. Yeah. No, I know. >> And then another thing is that when we increased the two, we put a cat, right? >> So now when we go backwards, it's the way it was, right? I would assume because like a family of three then is going to be would be paying $3 a day versus four. >> Four. >> Mhm. >> Right. So they're still saving. But a family of six, which I mean, do we even have really that? I don't even know. I mean, how many families do we have that are over three? No, they didn't because they they quoted our school board meeting and said that it was like less than four families that had more than three that would even benefit from the cap that we set. >> Right. Okay. [snorts] I'm just thinking out loud, you know. >> No, I know. I'm just remembering that that meeting >> and reading that. >> I think there was one family that >> Yeah. So if they stay, they're actually looking at that increase >> if we don't do a tap at the $1, >> right? >> And maybe try on to something, we just repeal the whole thing. I mean, yeah. Surrounding districts, yes. I'm thinking to the northwest of here, yes, they have it. But any of our districts to the south of us, they don't. Do they? Does not I know that I'm aware of? I don't think there are any down there that are. I think typically they're the ones surrounding near Rochester directly >> on the outskirts of that. And the benefit to having zero would be to attract more which would >> it'd be less of a barrier >> less of a barrier and would which would help with programming you know keeping more students >> let's just said we gain for because you do that's that's the that's the ambiguity of the situation right do we gain for because we repeal it and people oh well they're not charging for transportation we'll go to court I mean >> yeah no shell like a shell That's why I said repeal it because there is no one known. Then we know what we know. People are either going to come. That's not a decision maker >> for anybody to leave to come. It may be a decision maker to come but not to leave. >> And ultimately you want them to come because we we provide a better higher education, right? Like that's why you want them to choose Stewartville, not because it's free or it costs less or you know, whatever it may be. Well, honestly, it might be easier for him to get here than at school in beyond. >> Um, >> I mean, what's So, like you said, Dan, we have a multi-million dollar budget. 40,000 in that is a lever somewhere or a few levers to pull, >> right? >> If we lose a family of five kids because even if we go back, they're still now they're paying more than they would because we had a cap and they say, "Well, I'm not doing this." Well, that's 50 >> 50 grand right there. Yeah. Can we do Can we do it with no fee? >> Can we? Yes. >> Does it make it harder? >> Harder. Yes. But obviously it's I mean at some point here um you know our audits in September. Uh you know I'll have a better idea of how that all turns out. We'll we'll move into budget revisions around December time frame. At that point in time, um, we'll do the same thing we kind of did last year where if we feel like the following year, we're we're going to need to make some decisions. We will we will move that process up and get that timeline in place a lot sooner than we normally would. Um, and you know, obviously enrollment is going to continue to really drive certain things. um we're we're going to be in a potentially in a reduction type mode regardless just because of the the enrollment and the need to align correctly. It's I don't consider [clears throat] that to be reductions because of >> because of your financial situation just because of proper alignment. >> Um if if you let that go then it will be financially driven from that standpoint. um if you wait too long. But um other than that, I mean, I I feel like I guess I to be honest, I didn't expect that ultimately a full repeal would be something that would be considered, but um I could certainly see the impact of that, [snorts] what that could have potentially on positive side of things. So, I'm I I would tell you that if you decide to go that route as a board, I will find a way to make that work. >> But I won't tell you that that doesn't mean that come spring we don't have to make some more decisions >> that ultimately will have to you're going to have to incorporate. >> It's just going to change the decision we make in the dollar. So it'll it'll it'll mean ultimately you either find additional re revenue from other some other source >> or we reduce >> expenditures in some other area >> but you'll have a better idea next spring of what that going to be. >> Correct. >> Right. >> Yeah. Easier to put your finger on it. >> Yes. It's not as ambiguous. >> And this this might be another ambiguous thing but Troy has talked about it. I've talked about it. We charge kids to park in the parking lot. >> Yeah, we we we brought that up last time. I mean, that would definitely be something we could consider. >> Well, that's what if so, we have time to >> to do something >> to do something to come up with the out of the box >> ideas in order to get to that number, knowing that in the spring we're going to have something. And we knew this. We've known this for >> Yeah. At least we can. >> This is your five years. communicate these things are being talked about >> now, >> you know, rather than being blindsided and you know, >> do we do we have to talk to the city? You know, because knowing me, how I was in high school, I didn't have any money. Okay, I'll go park on the street. >> Well, there's no parking on the street. There already is signs. >> How far do they want? >> I'm third. >> Oh, that far you're saying. Okay. But I'm regardless, I'm just saying we have >> there's other things we can we can come forward. >> So the paying to park would be a conversation for this spring. >> Yeah. >> No, I'm not saying we have to start here >> two weeks before school starts, but >> Right. >> This is more of a >> Yeah, we're talking about we're making cuts next year. So this >> forward planning, you know. Okay. So we talk about ways to remedy the situation in the spring. Maybe we just Yep. We suck it up. We repeal the whole thing here for this year knowing that we got to have a plan going into spring. >> Yeah. >> So, so that's what I'm hearing is that's what the board is kind of thinking. So, if that's what you want to do instead of keeping it at $2, lowering it to a dollar or taking it all off the table, we I would just need a motion and then a second and we'll vote. >> Yeah, I would say I think it's a again it's a small enough contribution or the negative impacts are going to be a hell of a lot more impactful than us taking that off >> and we don't then we don't come back and revisit this again >> right >> because >> we don't need to talk about it >> yeah we don't we're done >> right >> so I would make a motion right >> I'm sorry with declining enrollment too it's just anything [snorts] like you said removing barriers would be wise Yes. >> So, I would make a motion to repeal the open enrolled transportation fee >> completely. >> So, we're saying that because a dollar for a family of three would cost more than what they would pay now >> or a family of four would be would be net would be neutral above four. Family of three would save a little bit. >> Put a cap on. We did the I It might have been when you were >> No. Yeah, we remember we did the cab. I didn't have over three kids. >> Yep. >> We capped it. >> Yep. >> So, >> what is it at? Is it like at Capp it at two? So, it would have been $4. >> Yep. Yep. >> Family four. Now, it's at about 600 or >> four at one. This is why I got repeal openly student transportation. >> And then you just have to say Trogeist made the motion. >> So can we get updates then Dan too? Like if you notice any just curious like oh yeah came back or we're still losing some. I mean it would just be good to know >> or when or when you do your Mr. Johnson when you do your superintendent update when you give us the enrollment update. I will >> if you somehow at the next the next meeting is tough because it's two weeks away but in the middle of September we might know [clears throat] if we >> or if the district admin are asking why I mean it just be good to know because I do think decisions like this that we make at the table in good intent have consequences that we don't realize and then I think it's important to come back and talk about them but I don't think this is probably the only one that we you know there's others class sizes everything that are hard to go back on >> and I think we did talk about like what happens if we lose families, right? >> Yes, we do. >> But once again, you just don't know where the line is until you cross it. A lot of especially with something like this because there's really no information to really go off of to know what the tolerance or anything is. So, >> and then the intent >> that's going to sound bad, but the intent isn't to try to find where the line is and just go under it. That's not the intent either. You know, I don't want to sit there and squeeze everybody for whatever they got. That's not the intent at all. There's yeah, we have to make hard decisions with the budget and sometimes when we make them, they have consequences that we don't realize or that are having a negative impact. But I think it's good for us to get that information. That's I appreciate you, Dan, bringing this forward because >> we didn't foresee that necessarily. So, >> if we know why kids are leaving or the impact that's had, then we can have these discussions, which I think is important. >> Yeah. Like especially when you do have a reason, like we're always wondering why are we losing? Like that's the hard part is to find the reason. Once you have the reason, it's like, oh my gosh, you're something we can do. >> It's actually something you can do. >> Yeah. >> So, yeah. >> So, just so we're clear, Mr. G made a motion to repeal the open enrollment transportation fee. So, I would need a second. >> I'll second. >> You will. Okay. And Miss Cook seconds. All those in favor signify by saying I. >> I. I >> oppose same sign. >> Okay, motion carries 6. Thank you everyone for that really good discussion. I really appreciate it when everyone has an input. >> Okay, next question. We should have said this, figured this out before we voted. How are we going to communicate this? >> Yeah, we communicate >> that would be >> I've got a letter going out to all of our families on Wednesday. >> Okay. Um and certainly would include that there. >> Can we target the open enroll? >> We would need it individually probably because they're going to be getting credit. >> Yes. >> I believe we have the list of because obviously collecting payments. We're going to know who that is. >> Laura's got that list. We could look at something to directly [clears throat] inform them. >> Yeah. >> Um as soon as we can >> because sometimes you get a letter from the school and you're like, "Oh, yeah. It's just the normal." >> Yeah. [laughter] It's the normal beginning of school. You get all sorts of emails from the school, from coaches, from everybody else. So, just to make sure that those people know >> this should be a mailed letter, like physical. Well, it could be emailed and mailed >> maybe. But did not. >> Yeah, I agree with you. >> Paper copy for those. Yeah. >> And you know, even it's probably too late for those families that chose to leave. At least, hey, we heard you. Maybe it's too late, but we heard you. >> Agreed. >> So, we'll want to we'll want to make sure that we get that information out. >> Yeah. And we will we will provide in there a little bit of a synopsis. >> Yeah. Just a little bit what >> explanation of how we got here and why we're doing what we're doing. >> Okay. >> We'll work on those and they can expect we'll let them know and they can expect to see those things take place. Just >> think that tomorrow all of a sudden it's going to >> Yeah. Yeah. >> be back on their credit card or back. >> Take us a little bit of time to process all that stuff. Okay, thank you. Good question as well. Um, all right. Next item on the agenda is nine and that is adjournment. So, I would seek a motion. >> Second. >> Okay. I have a motion by Mr. Lman and a second by Mr. G. >> All those in favor signify by saying I. >> I. Both same sign. >> Okay. Meeting is adjourned at 7:32 p.m. Everyone, real quick before you leave, Mr. Johnson and I and a few other board members have decided that the next meeting will be the last meeting in this room. >> Yes, >> we will be moving to we'll finish August in here and we'll be moving to Mr. Johnson's office. Um given we're going to give Joe enough time to get live stream set up, microphone set up, tables set up, Josh has still got his helpers. So we will [clears throat] get that boardroom set up for September. See? >> Oh, that's