Yeah. Thank you. I don't know if I need to do this. Do I? >> Yeah. >> I'll call this meeting back to order. Thank you for the allowing us to take a recess. Um, next up, uh, is the consent agenda. Does any board member have, uh, anything that they'd like to board member or community member to, uh, pull from the consent agenda? >> Uh, yes. Oh my gosh, that's a loud mic. >> Oh my word, I've never sat in this spectator. Thank you. Wow, I better sit back a few because I'm loud to begin with. Um, I would like to pull uh 6E. Uh name the school district legal council please for further discussion. Okay. Any any other things wanting to be pulled? Okay. Hearing none, we will uh move 6E uh down to where seven is and we'll just move everything else down. Um, with that, I'd like to entertain a motion uh to approve the consent agenda less item E. >> Do I have a second? >> Second. >> All in favor? >> I opposed. >> That passes 70. Uh next we will uh take item E, name of the school district and legal council. Director Atinson. Um so do you want to take a motion? Second. Oh yes, I do. Thank you. I'll take a motion. Thank you. >> Second. >> And a second. All in favor? >> No discussion. >> Oh discussion. Yeah, please. >> So thank you. Um, so the way that it's written in our board packet here, it says that we've listed three legal councils, which I'm happy to see that we've dialed that back. Um, I think we had five last year, so we still have three listed. Um, giving our district, you know, the opportunity to use different legal for different reasons, which I think is good to get different perspectives as well. Um but it does say in the in the packet here that as the school district legal so it's these are all dis school districts legal counsel but it says only the superintendent and the executive director of administrative services or their designated res representatives are authorized to initiate contact with legal counsel on behalf of the school district. And so my question is, and I checked around with a couple other boards, typically the board as a total, you'd need board majority. If the board needed legal counsel for any specific reason, um it doesn't the way this is written, we don't have this doesn't allow us as a board to use these legal counsels. So, I I would like to propose um adding in there um language that basically says the superintendent, the board um with board majority um and then the the other list of different administrators to be able to use legal counsel. >> Uh is there any other um discussion based on that? Director Smith >> may so what is what would we need legal counsel on? I'm just I'm trying to understand better. >> Yeah. So if so let's say our board um there's a board member facing legal issues and we as a board need to reach out and get legal advice from our legal on how to handle a situation. Um that would be an example of where would we go for legal service or legal counsel if we do not have as a board if we do not h have authorization to use these um legal services who would the board have and maybe Dr. Thomas, based on your previous experience, you can ask you can answer how the board has used legal counsel. >> So, uh, my experiences has been, um, with the two districts, uh, serving as a superintendent is that the board has worked through the superintendent for legal counsel on all matters. Um, so it was just initiated, you know, by myself or, uh, in this case, uh, director Cthine on behalf of the board. So that was still brokered accordingly whatever the purpose would be. So that's that's been my experience. >> So it would go basically through you. >> Yeah. And I know you all have access to MSBA council and a lot of you reach out directly to MSBA. Um but in terms of um these and again this might not be exhausted but these are our primary contacts. But yeah, if if a board member um and I and I would say with the chair would say, "Hey, we would like to pursue X, Y, and Z on this issue," then that would be something that we would broker the conversation, you know, I guess on behalf of that board. >> Yeah, I think you bring up a really great point. Um I know I've reached out to Oh, I'm sorry. Two two speaks per right? >> No, we can have a till of 10 minutes each on the top. >> No, it's it's two >> two times. Robert's rules of order is discussed on a on a motion two times per item. >> I don't think I spoken yet. I basically gave why I brought this forward. So, go ahead. >> Yeah. Well, I I would just like to say based on um the officers uh the officer's MSBA training that I've attended to twice, um legal counsel can be like like Dr. Thomas said sought through him and MSBA does offer I mean they their legal attorney is available to us. I mean he offers his phone number to us all. So um I'm just trying to understand um we have access to legal advice and you're requesting direct more a more direct access to the district's legal. No, I would never advocate for an individual board member to access our legal counsel. What I'm trying to understand is I have gone to MSBA and multiple things and Terry Mororrow will say we don't give legal advice. Consult your legal counsel. And I'm sure you've heard that said as well. And so I'm just saying the way this is written, it doesn't read that if there is an issue that the board wants legal counsel on, we as a board as a majority should be able to go to the legal counsel. If it's through the superintendent, that's fine to seek legal counsel. But the way this is written right here that doesn't give us the authority >> like even if there was an incident where >> actual you know anything like let's say there is no >> so I kind of understand >> um I would defer to director France you have sat as chair um just to kind of because I don't see that we've had any problem accessing legal when needed. Um so I'm just I hear what you're saying, Director Atinson, that you you're you're saying that uh the language written doesn't allow access if the uh will of the board was to and I just don't believe that to be the case. I believe that if the board needed it would be through the access is is there. First of all, we're voting on representation for the district as a whole, not for individual board issues. So that's the one thing to keep in mind here. And the only exception that I'm sure you've listened to is if let's say there's an issue with the superintendent and therefore we would go through the chair the chair and as well as director Kern it would not be you alone because you are not legally even though you can sign the legal obligation of the lawyers are to the district itself. Um and then also MSBA um does provide legal guidance but they will not replace our own district legal guidance because we are independent school district. So, when we have questions on um let's say policy or whatever, they do give legal guidance, but they will say that because we're an independent school district that um if there's any further questions to uh to have the superintendent or the director of business services contact our representative legal counsel in order to make the final interpretation on our behalf because we're independent. Um and so that's the way it's always been. But there, you know, I don't know any board in the state of Minnesota that allows individual board members to contact the legal offices uh representing the district as a whole because we as an independent can't do that. Now, we can as a quorum vote to ask uh and we've done that multiple times to ask uh to ask the superintendent and business services to contact legal for advice and and that has is usually the the protocol for that and I don't believe anyone's ever said no. Uh I think the only question is is how much do we want to do that because it's not cheap. >> Dr. Smith. >> Yeah. The only other point that I was going to make is is it to echo that um with Dr. Mr. Thomas, with the superintendent being a non- voting member of the board, I think it's already pretty clearly stated that the board does have access to legal counsel. It's just it's through the superintendent who is a member of the board, just a non- voting member. >> Any other um any other input from other directors? >> My only other the last feedback, I never intended to say an individual board member would contact um legal. I know it's happened in the past and we've incurred legal fees for that and it's it's not okay. Um, but is there any language that can be added that if legal counsel was to be contacted on behalf of the board, it would be a quorum of the board that would need to be >> I I feel like that's just what we do. So, >> that's not what be done in past. I mean, >> Director Atinson, it's we're we're not debating that. Well, I'm just trying to get clarity because what is listed here >> and director Atinson, >> we we we're trying to follow Robert's rules of order guidance a little bit more closely. You brought a suggestion. >> Um we >> Can we hear from other board members then, please? >> Can we what? >> Can we hear from other board members then, please? I brought concerned. Yes, >> that's what I asked. >> Okay. Thank you. >> Anybody else have anything else to add? hearing none. And with a a motion and a second on the table, um I'll take a vote. Are we all in favor of uh the school district legal council say I? >> I. >> And opposed? All in favor? 7 to zero. All right. Uh moving on. Uh the next uh agenda item is the 2026 board compensation and it's my recommendation that we uh leave all all the board um compensation to be the same for the year 2026. So I will entertain a motion um and a second for that. So made second. Director France. All in favor? >> I >> opposed. That passes 70. Uh next up is the approval of board committee assignments for 2026. And um now that we have the um chair, vice chair, and treasurer, we can uh take those and and enter those in. But nothing else has changed. So I will pass those out. Yeah, I think that so I will uh entertain a a motion to approve the board committee assignments for 2026. And if we need to take a moment to look at them, that's fine, too. I was able to um honor all the board members requests. Uh, so hopefully there's no surprises. Um, I would just like to, um, I think I sent this to in an email. Um, we've never listed the APAC committee on our board committees and the APAC committee is a it is a um district-wide committee. So, I would like to make the suggestion to add the APAC committee to our committee roster. I know in the past our chair has attended those meetings. Um, but just adding some transparency of our support for that committee on our roster. >> There's there's not a motion and a second on the table yet for the committee assignments. So, um we can once we have the first and second, we will um have discussion and >> I'll make a motion. >> Thank you. Second >> and a second by Director Smith. All right. And uh Director Atinson, if you want to if there's anything else you wanted to add. I'd like to make a motion to amend our um to amend our committee roster to add the APAC committee to the uh districtwide committees. Is there a second? >> Second. >> Okay. So, the amended motion would be approving the um board committee assignments with an addition of an APAC advisory committee. uh and discussion on that. >> Director France. >> Um my only question is is because we don't list that committee and our current policies um maybe that should be held to the retreat uh when we are discussing uh the board policies and then also engage the APAC committee itself uh because we have not had a previous representative of the board there. that has been usually handled by uh a director and the superintendent and then of course the chair has been able to attend but they are not an actual designated member of the committee. So right now this follows our existing policy. Uh adding the APAC committee would not follow that policy but I would be in favor of adding that to a point of discussion when we do discuss the the the policies that do contain our listed committees >> in the handbook. Any other >> Can we just double check? I thought it was in 213. >> No, it's not. Okay. >> Been a management council. That's not been a board committee historically. And just recently, I think uh former Chair White joined per my request um pending our last uh letter. So I asked him to join me in uh the AP pack council um at the very end of the year but it wasn't a standing thing that the former chair participated in. That was my that was my ask of him. >> And I think um my concern would be anytime adding an advisory council it creates more work for district um administration. Um and given the uh state of our resources uh that being stretched as thin as they are that would be a um a concern of mine and I would just say that wasn't that wasn't the intent. It's an existing committee. I think what Dr. Thomas said is it's a management committee and and a chair was already attending it. I just thought it would show our support for the committee that we, you know, basically, but I'm happy. We can move it to the board handbook and talk about it under our 213 committee. I'm fine with that. So, that's fine. >> Um, so, so we're going to res resend this mo amended motion. Go. >> We have to vote on it. We have to vote on the amended motion with including the APAC committee. >> Correct. >> I'm going to take a roll call vote on that. Um we'll start with you, Director Atinson. >> Nate. >> Yes. >> Sorry. Would I can I just restate the motion? So the motion would be approving of the board committee assignments uh with the amendment or with the addition of adding an APAC advisory committee. Uh so we will vote on that. I'll take a roll call vote. Uh we'll start with you director Atkins. Oh, sorry. >> Sorry. And knowing that we're going to move it to a discussion >> moving it >> later in the month. >> Right. >> Thank you. >> Yes. But that's not that wasn't the motion. It's not part of the motion but just part of the understanding. >> It's kind of the understanding. Absolutely. Yes. Director Atinson. So I >> Director Johnson >> I. >> Director Mason. >> Uh nay. With the understanding it's going to be >> director Olstead. >> Nay. >> Director France. >> Nay. >> Director Miss Smith. >> Nay. >> And I'm a nay. Um so that fails and we will go back to the original. We'll go back to I'll take a motion to approve the board committee's assignment as laid out. Can I >> Can I get a motion? >> One more thing before I make that. Um I just wanted to um just say very quickly the Southwest Metro meeting is on Tuesdays at 5:30, not 6. >> Just wanted to make that. >> Oh, a correction. >> Clerical correction. >> Okay. >> Thank you. >> Thank you. So, can I get a motion to approve the board committee assignments as handed out. So, >> Director Olstead and Director France. Thank you. All in favor? >> I I opposed. >> That passes 70. Next up is uh open discussion of meeting and procedures format. I'd like to say that uh we've re recently reviewed our meeting and procedures format during our 200 policies review and adoption. Um but I will open up uh that agenda item to any discussion. Hearing none, we'll go down to the next agenda item, the inservice discussion. Um if there are any any requests, I will uh receive them here. Um my only question is and I was going to bring this to your attention. So the board retreat is on January 27th. that is following the Tuesday following a board meeting and just knowing how long our staff you know are here on board meetings and then I was just wondering there was another date proposed and I just didn't know if that other date worked better for the majority was >> the 22nd I believe >> it was the 20th it was one week prior >> and that one did not work for a majority of the board members >> okay I just want to bring attention that it's the following of of a board of board so And that was vetted with Martha and the staff. Anything else? Hearing none, I will take a motion for adjourning. A motion and a second. So made. >> All in favor? >> I >> opposed. We will adjourn. We'll take a short recess and then move to our regular scheduled meet our regular meeting of the board. away. >> Um, there's like pros and cons to both. You know, a lot of it is like money and then Yeah. I also want to stay close to home. Yeah. >> Yeah. So, Good evening everyone >> again. Thank you. Uh I'm going to call this regular meeting of the board of education today, January 12th at 6:06 p.m. to order. Please rise with me again for the pledge of allegiance as able. I pledge algiance 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. >> Uh all board members are present and we will uh start off with Laker Pride. Thank you, Chair Bullan. Um Thomas, >> this evening, uh we've got two points, uh to recognize. Um first are the fourth grade teachers, uh at uh um Red Tail Ridge, uh through strong collaboration, purposeful use of data, and faithful implementation of the Bridges math curriculum. This team achieved impressive growth on FastBridge, and strong MCA math results last year as well. And so tonight, we'd like to highlight the data practices that uh contributed to that team success. And with that, uh, Principal Yeter is here, and I'll turn it over to you. >> Good evening, Chair Bullan and board directors. Um, and Dr. Thomas, it is my pleasure to be here to highlight our fourth grade Red Hill Ridge team. Um, as Dr. Thomas mentioned, we saw some wonderful amazing growth in our fastbridge math and we've been seeing that as we've been implementing it now for our third year. And um back in October, uh Jenny Zambush and Jen Maloney uh connected with me and said, "We've got some additional data here. We really want um to show you and your fourth grade team, and we really want to dig deeper and ask them questions on what are they actually doing to get these results." So, I have here with me, come on up. >> I want to introduce the four teachers here. First is Sarah Hog, Miranda Hanstead, Karen Gro, and Aaron Roberts. And I also want to recognize Lisa Logger, who was a fourth grade teacher last year, um, who worked on that team as well, um, that helped with these with these amazing results. So, I'm going to let Jen Maloney share kind of what we went through, what they found, and what we found out about this amazing learning team. Pull up the presentation. How do I help? >> I don't know where it is. Sorry. Do you know? >> I know it's not there. >> Yeah. try this one. >> Yeah. Yep. Hopefully. There we go. >> Okay. >> Perfect. I will start out just talking through um the data that we looked at with the team and then I'm hoping you all want to talk about like what you shared. Um so one of the opportunities we get um in assessment and continuous improvement department is to continually look at how are we doing as a system? um what can we learn from the staff that are utilizing the amazing resources they have and leaning into those instructional practices and where do we have pockets that look different than the rest of the district? Jenny and I actually got to do a road show including some teams here in the audience as well along with this fourth grade team about why were your results looking different. Can you tell us a little bit more about what you're doing in your classroom every single day with your learners that are yielding these type of results? Um, another fun fact with this team, I know that this isn't the first year we should have been doing this conversation with you. So, kudos to you as well. Um, so first we looked at their FastBridge data. So, fourth grade last year from fall, winter, spring all the way on the lefth hand side, right? We have a lot of learners over that benchmark expectation and a shrinking number of students who who are are needing some additional support. I know that this was also a team that was early adopters of using tools within bridges like a screener where we are checking a month before a unit starts. What skills do you have prerequisite skills you have under control as a learner and where can we shore up some things before that unit even starts. So instead of thinking about it as responsive or reactive, right, we're being proactive and this team went allin on that approach and I think that yielded them some great results last year. Additionally, when you think about that, like right, we talked about going deep before and that rigor when you have results that look like this where 87% of your students are over that threshold of of the benchmark that sustains it when you're going deep so that when they come in this fall, that same group of learners, there's no such thing as a summer slide, right? They don't they don't regress because you know that what you're doing sticks and it's not just a quick and easy fix. We're not teaching them tricks. We're not teaching them songs. We're really going deep with our resource. Um so that they maintain that and and and our middle school friends will be excited that they maintain that so they can go even deeper when they get to you guys. Um and then we looked at their um like Barb said, we looked at their MCA results notably right and we would assume or right we would we would surely hope that we are outperforming the state. What stood out to me in this one though particularly was that top blue category that your exceeds mark. And so my question for this group is whoa that looks really different um than maybe the the rest or some other um neighboring school districts or even locally here. What did you do to get that result? That was very intriguing to me. Um, I know for a fact this group is not coming and knocking on my door saying, "I need extra things. I need enrichment things. I need to figure out a way to do pull out." They're doing this with the resource that's provided to them within their own classroom through those practices. I also know this is a team that will say come to our learning team and talk about our data with us. We want to like analyze our tests. How are we scoring them? You guys have been lock step on on what does it mean to be get an exceeds in one class? is the same as the other class or what it means to pass a test is the same. Um, I think that this is really important and I think our middle school colleagues in math will agree with me here. This isn't just in one strand or one subject. This is you're growing that depth and understanding across the math spectrum whether it be geometry and measurement data analysis. So their school results are on the left hand side. You can see every strand is strong. Sometimes, you know, if we're only emphasizing that procedural fluency, that number and operation segment might be stronger than the others, but we're fading off. Nope. This team was able to have strong results in all four categories in the MCAs. Um, so we looked at that together as well. Um, and then the questions that we just had for them like what are you doing to move those students beyond that surface level understanding to really go deeper in your reasoning application? What has shifted? what is your team doing differently, right? So that they're able to because to get to that exceeds, remember we did this exercise, was it last year already? Um last year already that you know we were talking about what does it mean to be at a meets level or exceeds on that MCA or really just understanding the standard at that level. To be able to do that, you have to prepare kids for that. That can't just be like that doesn't accidentally just happen. So we really want to talk to them about how did you get them ready for those more complex tasks and then what would you share with other colleagues like what would you let go of what would you do differently that's what we were trying to learn from them do you want to talk about your reflections or would you like me to okay go ahead >> I can go >> please >> so to answer some of those questions um well first and foremost we stuck to the curriculum Sarah and I were um part of the some of the teachers that piloted um the curriculum and then before we adopted it as a school district. And so, first and foremost, we are teaching what is in the curriculum. Um, Jennifer mentioned some of the things about like the enrichment and stuff. There's all of that built into the curriculum. Um, and to push some of our learners who might need the extra challenge or who are showing good understanding, making them explain how it is that they got that answer because a lot of them struggle with that. when we first implemented this curriculum, they could solve it quickly, but they had no idea how they did it or they weren't able to verbalize that. They just said, "Well, I just did it." So, we really push them to explain their thinking, teach other students their strategies. Um, we're in a part of our curriculum right now where they're testing out different strategies. they solve the problem one way, but then they're challenged to can you find another way to solve that problem, which was more efficient? So, just finding opportunities in our curriculum that way to push our students thinking even further and having to have those conversations with their peers really does challenge and push um all of our learners. Um we bring all screeners um checkpoints assessments together as a team um and we talk about our results especially with the screeners and checkpoints if we see oh our group of students are struggling with this concept or this type of question like what are we going to do in our next lesson to really hit that or um to kind of address those situations um those kind of concepts with our students. Um trying to think of what else we talked about but it our number so part of our curriculum is also doing number corner and um teaching that every day. Our number corner usually addresses concepts that are going to be coming um up in our next unit. So I think it was like our October number corner for um was addressing uh fractions and then in our next unit was our fraction unit. So we're getting um they're getting their toes dipped into these different concepts to prepare them for the unit where it is that focus of the whole unit. So, um doing our workplaces and finding if uh using the screeners if we have students who are showing that they struggle with something going to maybe third grades number corner games or or sorry, workplace games and pulling those and working with a small group of students um before we get to that unit so that we can maybe have a little refresher or practice those skills. by so by the time we get to that unit, they have a little more confidence or they remembered what they did in third grade and are ready for um for that coming unit. So, we're trying to just really incorporate everything that the curriculum has and um use everything in there to meet all the needs of our students. >> Great job. >> Sounds great. Thanks. >> And they're underscoring their own technique. I mean, the the the the teaching techniques here are are amazing and these folks are always willing to open their classroom doors for anybody to come watch and they're always asking reflective questions about what do we need to do next? How can we even get better? So, I just appreciate you all so much. Thank you. >> Thanks. >> Thank you. >> Very promising and um thank you for your Thank you for sharing. Very promising as always. I think Sarah has. What do you want next? >> Thank you team. Thank you. >> Thank you. >> Okay. Yeah. Uh and then the second I'll turn on my microphone. Um also just want to uh give recognition for um our 202526 ASBO meritorious budget award. This is our second year in row that Prior Lake Savage Area Schools um received um the ASBO international meritorious budget award. Um, this national honor recognizes the district's commitment to clear, transparent, and well-communicated uh, budget practices. Um, I can't tell you the amount of times I actually hear community members reference the budget book um, and different questions that they might have um, and it's something that we've posted and and made available. Um, the meritorious budget award is presented to school districts whose budget documents meet high national standards for financial planning and public communication. Budgets are reviewed by experienced school finance professionals to ensure they are accurate, comprehensive, and easy for community members to understand. And this recognition reflects um our district's ongoing dedication to responsible um financial stewardship and open communication with students, staff, and families and our taxpayers. And I want to um uh really thank uh uh Lisa and the entire business staff um along with uh Christy and Liz who've done a lot of uh the design aspect of this and numerous other senior leaders who've contributed um to the content uh within the book. And so on behalf of um us here at the district, Lisa, I want to congratulate you and I'll turn it to you for any comments that you might have. >> Thank you, Dr. Thomas. Um, I would say that the um the work that was put into this book by Andrea Bradford and Christy Musman and Liz um as well was immense. And um I I know when I started having seen the book for the first time um wondering about the second year of this and and trying to maintain that quality as we move forward. I think it's something that it's it's a dedication to doing something that we know is um the right thing for our community so they can better understand our budget. Budget can be difficult when it comes to schools. So um I think that they've done a great job and I appreciate all their work. Thank you. >> Thank you. Yes. Welld deserved. Well deserved. Thank you. A lot of work. >> All right. Next up on the agenda is the superintendent report. Dr. Thomas. >> Uh yeah, just uh three quick things. Um just this past week, uh you may have seen we did story time live again. Um this is um our opportunity to welcome our incoming future kindergarteners. uh and it was a great opportunity to uh connect with uh students and families and and community members who dialed in for that Facebook live event. Um building excitement for kindergarten as well as our ability to promote literacy and um and also um continues to help families remember to uh enroll um as soon as possible. So that was a really fun event. Um, I also wanted to just share uh with our broader community that uh uh we went through the process of going through uh boundary adjustments and uh we've gotten a few emails that have come into the to the board and to to my office as well. And I just want to um share with our community that um we understand that change u particularly boundaries can be a very impactful thing um with our community and with our families. And we've certainly heard a few stories of some impacts and and that's very real for our families. I want to just honor that. Um we also know that we are um planning boundaries for you know 8,500 students and we cannot customize to all the unique situations that families might find themselves in and so know that you know our hearts understand you know the situations that some of our families are are going through. Um but we also have to look at the greater good and the total the total picture. So just to give a quick iteration of of that process. So we're holding to our boundary adjustments um uh as they currently are. Uh and then we will start our staffing process in uh midFebruaryish time frame. Um and that allows us to begin to see how many classroom sections and FTE etc that we're going to need um for the upcoming school year. Um we will close out the school year and then monitor enrollment throughout the summer and kind of pick that back up in August where we do kind of a month-long review of of uh what happened. I'm sorry, in September where we do a month-long review as to the ins and outs over the summer. And then, as many of you know, October one is when we um have our counts um having a line drawn from where we begin that count process, which doesn't get rectified until December. But generally speaking, um we then spend from October to December um scrubbing all the enrollment counts also consolid uh cooperating with MDE to make sure all of our data systems are on the same page. And then here we are and we start the whole routine over again. And I just really wanted to be a little bit more open around that process so that our community understands this isn't just a random thing that we do. This is a very regular cadence that we do this and as necessary and and as eligible. There are unique um situations that we take into consideration and certainly families can talk with their um local school administrator about that as well. So I just want to give a quick update on those boundary adjustments. Um and then lastly uh I know as part of our calendar conversation uh couple months ago um there were some questions around uh using Red Tail Ridge as a polling site. And so I just want to share that, you know, we'll continue to evaluate um options that are before us, but in our conversations with Scott County and trying to see if we can mitigate, you know, that that uh site, um what we are learning at this time is that excuse me, um another site would have to commensurate site would have to be um given towards that area, which is within a onem area radius of that current voting site. And for us, that leaves us one of two schools. So, we're going to basically shift from one school to one of other two schools. So, at this time, there's no alternative um to to a polling site, but if things change, I'll just let you know the board and our community know if there's any if there will be any kind of changes um to that site in the future. So, those are my uh quick uh reports. >> Thank you. Uh next up, our uh a space for proclamation. Uh tonight we will have a proclamation on Minnesota par educators appreciation week and uh given that I had the honor to work um as a parah I would be honored to give this proclamation. Prior Lake Savage Area Schools recognizes January 26 through 30th 2026 as PAR education educators appreciation week. Our parah educators are vital to our district's mission and our student success. This week we express our heartfelt thanks and gratitude to their dedication. Whereas we recognize they collaborate with teachers to provide care support and a high quality education. Our parah educators contribute to instructional support and individual student assistance that fosters educational success. And whereas the support and services provided by PAR educators are essential to student achievement, enhancing the effectiveness of our schools. And whereas Prior Lake Savage Area Schools is committed to excellence in education and recognize the important role that PAR educators play in ensuring educational success. And therefore, let it be resolved. The board of education extends its appreciation, encourages the entire PLSAS community to join in expressing personal thanks to our PAR educators for their unwavering dedication and commitment to our students. >> Thank you. >> Thank you, Chair Bullian and board for recognizing this group. Um, I'm here because the majority of our special ed or the majority of our PAR educators across our our district are special ed, but I do want to recognize that there are other people in the role on that PAR contract, too. And we appreciate them just as much because regardless of um the assignment that APA holds, each and every one of them play a critical role in student success. They support students. They strengthen classrooms. and um thank you again um for recognizing them because they truly do advance our commitment to student centered schools. So appreciate that. >> Thank you. >> Uh next up is the open open forum. Um in accordance to our policy, a 15minute time period is set aside. Uh and we have three speakers tonight. It looks like uh the first first up is Sarah Strey. Is this >> Strey and this is on funding concerns. Put my glasses on. makes me look smart. Good evening, members of the board and superintendent Thomas. My name is Sarah Stregy and I am the co-vice president of PLSEA. I stand here tonight representing the hundreds of educators who make up the Prior Lake Savage Schools. The recent $4.1 million budget reduction package isn't just a line item on a spreadsheet. It is a lived reality every day in our classrooms. I will be sharing feedback from our teachers describing their current classroom realities. First, from an elementary school teacher. As class sizes continue to grow, students academic, emotional, and behavioral needs continue to increase. Please be a partner. Advocate for teachers. Work with us. We need meaningful action for meaningful change. Help us by passing levies, funding classrooms, and supporting the everinccreasing student needs by advocating for the lived realities of teachers. Please stand by us on this journey toward progress. From a high school teacher, I am writing to let you know how challenging it is to teach a lab class when I have 39 students in a room, but lab space for only 24. As much as I'd love to give KI to get kids into the lab, it's just not safe or practical to do so. From an elementary school teacher, I have 28 third graders. My students with learning disabilities have me to read and scribe for them in the classroom. My students needing reading interventions get them from me. Small group inter instruction for math is planned and delivered by me. Enrichment for gifted and talented students is provided by me. Behavior interventions are supported by me. All of my students need me. In other districts, there are multiple interventionists hired for these different situations. My plate is so full that things are falling off every day. Our students deserve better. and from a high school teacher. Prior Lake likes to compare itself to other large suburban schools like Minnetonka, Weisetta, and Dina. However, we cannot serve up serve up a world-class education with our current class sizes. I teach 36 more students this year than last year, which is the equivalency of an entire um additional classroom. This exposes how paying less per pupil yields a cheaper result. My students are crammed in a small room at the high school, and we do the best with what we have. However, it is not a world-class environment, nor does it help us compete with other suburban schools. We are a district that prides ourselves on academic excellence. It's on our banners. It's frequently referenced by you folks here, and it's what every parent at Prior Lake Savage expects when they drop their children off at our doors. But tonight I have to speak frankly to you. There is a widening chasm between the excellence we promise and the resources that you folks are providing us. We are asking or we are being asked to build a worldclass future for our students using a foundation that is being systematically dismantled. And we need you to do better. Thank you. Next, next speaker. Yeah. Um, good evening members of the board, Superintendent Thomas. My name is Ally Havora. I am also co-vice president um of PLSEA and I also have some messages and lived experiences I will be sharing from our teachers. So, first from a middle school teacher, they say, "We need to advocate for all students. There are too many students in each class with needs that are difficult to meet with the limited resources we have. We need smaller class sizes to best support student learning. From an elementary teacher, I want to share my reality this year with you. 28 years of teaching in the Prior Lake Savage schools, 27 kindergarten students, six ELEL students, three students in the PST or SPED referral process, three readers who need to be challenged, two life skills students, one identified SPED student, one student with aggressive behaviors, and only one teacher in the class to meet all of these needs. Please consider lowering the discussion cap of 26 to something more reasonable. Our learners deserve less students in a classroom so their teachers can meet their needs. Also, from an elementary teacher, I'm writing to you because I have 29 second graders in class this year. This is the second year that I've had the highest class size at my grade level in the district. It is not easy to be able to do what I hope to do with behaviors and space issues. I cannot create an appropriate learning environment that meets everyone's needs. another elementary teacher. In 20 years of teaching, this is the hardest one yet. The needs of kids are increasing with less Paris support and larger class sizes. My heartbreaks for these kids not getting what they need and what they deserve. So, keeping all of these stories in mind and thinking about the read act and everything that comes with that, literacy excellence cannot be achieved through mandates alone. It requires pair of professionals, reading interventionists, and manageable workloads. You cannot cut the supports for reading and then expect the scores to rise. The board's strict adherence to the optimizing of resources has resulted in the elimination of Laker online, the scaling back or at times not even replacing technology and next year the closure the closure of Westwood. We are seeing the Laker Advantage being chipped away. Maximizing resources such as these actually could incentivize revenue. Instead, the choice has been to cut, cut, and then cut some more. students, families, and staff deserve better than the actions of the board over the past few years. Thank you. >> Thank you. >> Hi, Chair Brillian. Uh, members of the board, Superintendent Thomas, good evening. Uh, my name is Joe Mesnik, president of the PLSEA, and I also have some messages that our teachers have shared with you. You will all receive some postcards this evening or in the future days here with Martha giving them to you. Um, from a middle school teacher, as we explore levy options, I hope it becomes clear to PL that PLSAS has a revenue issue. We are at the bottom when it compared to other uh local districts uh in per pupil funding. Years of understanding are years of underfunding are taking a toll on our system. At the middle school, we have one reading and one math interventionist for the whole entire campus. Our schools need more support and that takes money. Please, I implore you to support a levy to bring our district to at least the funding average. from an elementary teacher. I would like you to really understand what my reality is currently. I've had more students this year than any other. This year, my conference slots were overfilled. I had to schedule 50 additional minutes outside of this time for conferences. As a parent of three children, I no longer make enough money in this district to support my family. We utilized the free lunches at the park this past summer that the Burnsville school district provided. I have a student in my class this year who is very aggressive and harms his classmates or myself daily, almost daily, pardon me. I wish I had space to write more. Please come to our schools and talk with teachers to see for yourself. As you have heard tonight, teachers see the impact of increased class size targets every day. When a kindergartener or a fourth grade teacher has several additional students, that isn't just more desks. It is fewer minutes for one-on-one intervention. It is less time to spot a child who's struggling emotionally. Currently, PLSAS spends less per pupil than the any surrounding suburban district. Our educators are tired of being told to do more with less. Placing signs in our buildings that say world class wildly misrepresent what happens at the d as a direct result of multiple years of balancing a budget through cuts. When we lose electives at the secondary level and support staff at the elementary level, we aren't just saving money, we are limiting the opportunities for all of our students. We understand the financial constraints in the outcome of the 2024 levy. However, the budget is a reflection of values and priorities. We urge this board to move beyond the mantra of fiscal responsibility and a return to committed educational leadership. We need a budget that prioritizes the classroom. At some point, this board needs to act together together to create revenue streams instead of a constant reduction. We need a plan that ensures teachers aren't burnt out by October because they are playing the role of teacher, interventionist, counselor, and security guard all at once. In closing, the teachers of PLCA want to be your partners moving forward, but partnership requires transparency and shared admission that the current path is unsustainable. If we want to return Prior Lake Savage to being a destination district, then we must invest in the students who learn and the teachers who deliver that education every single day. Prior Lake Savage students deserve excellence, not just the bare minimum that a depleted budget allows. Our community, teachers, and most importantly, our students deserve more than last place. Let's work together to find a way back to the standards this community expects. Thank you very much. Next up on the agenda, we have the consent agenda. Uh, I like to entertain a motion to approve the consent agenda. >> So made >> by Director France. >> Second. >> Second by Director Olstead. All in favor? I >> I >> opposed. That passes 70. >> Um, >> yes. >> Um, could I just mention on the consent agenda that um we have a district retirement uh and I just want to recognize um Katie Sherman um who is the current fivehawks principal. Um she has spent six years with us here in Prior Lake Savage area schools and I just want to thank her for um her time and dedication to our community but also her 34 years in public education. Um she will be greatly missed and we wish her well on her retirement. >> Yes. Best wishes. >> Thank you. >> Thank you. Thank you Dr. Thomas. Uh next on the agenda is the resolution for acceptance of gifts. Uh, I'll entertain a motion to accept the gifts. >> So made um by Director Atinson, second >> by Director Smith. Uh and the gifts are uh the donors are Prior Lake Rotary Foundation in the amount of $1,832.14 literacy support materials at Edgewood School. Uh next donor is Heather Austerberg in the amount of $375 for first grade classroom items for Red Tail Ridge. Next donor is Prior Lake Rotary uh for gift cards for the Bridges um Bridges ALC gift cards. Uh next is Blue Vera Equipment Solutions in the amount of $5,700 for donation uh to the Minaps program. Uh Nate Hack. Uh we accept these um we accept these donations with gratitude. Uh I will this is a roll call vote. Uh so we'll start with you. Director Atinson >> I. >> Director Johnson >> I. >> Director Mason >> I. >> Director Olstead >> I. >> Director France >> I. >> Director Smith >> I. >> And I that passes 70. Uh next up is uh personnel items. Director Cawthorne, >> not at this time. >> None at that time. Okay. Uh uh we have no unfinished business at this time. Uh next on the agenda is new business. Uh first up is the revised revenue and expenditure budget for fiscal year uh 2526. And I will entertain a motion uh and a second for that by director France by director Mason and uh director Ryder. >> Thank you. >> There are three documents included in tonight's uh agenda. And I would like to start with the fiscal year 26 summary page fund balance where um as we last spoke about the revised budget, the desire of the board at that point was for us to come back with a budget that was no longer showing a deficit for the current fiscal year as well as replenishing our unassigned fund balance above the 8% which is in policy as what we will strive for. So, as you can see by the summary page, fund balance for uh January 12th to 26, uh we are at 8.46. Going to enlarge this just so I can make sure I'm seeing it right. 8.46% for unassigned fund balance and we do have a uh revenues in excess of expenditures by 646,602. There is a second document, the one that is stated or labeled FY26 adopted to revised budget and you can see a little bit more detail of how it is that we got to that point. Um the revenue sources is really where much of this came in. So the first step was after the last discussion to go back and verify our enrollment within the newest model that we could get as well as then also utilizing the November 30th revenue projection model that the Minnesota Department of Education put out with those updates. the um assumptions that are made previously in the model would have taken you back to the prior year as an identification of what you would anticipate seeing in those uh state categorical aids. And by using the November 30th model, it actually ties it now straight to the dollars that are being allocated to districts at this point in time and being paid out on a metered basis. So, we were able to capture quite a bit more revenue in our budget um than had previously been identified at the adopted because at the adopted time, you just don't know these things yet. And as more information becomes available, that's why you revised the budget mid year. So, with that in mind, there was an additional um if I go to the bottom of that sheet, you'll see for the revenues, we had talked about the $3.4 million for special ed. We had discussed that. But in addition, there was another million dollars 81 1 million81,650 that was identified. Some of this was grants. Some of it was um dollars that were coming in higher than we anticipated. Some of this um you would anticipate seeing um at this time of year, but you may not necessarily see at the beginning of the year. So that total revenue change is 4.577 million and on the expenditure side much of those expenditures are very similar to what we saw before. You will see there are two added revenues um for added revenue for the fees charged for ACT FY26. So we are looking to charge for the ACT exam and that would generate 43,500. We are also looking for um revenue that is going to be coming in for remarketing agreements of legacy devices in essence old devices that we are selling back and receiving revenue for. So with that 52,744 that added and contributed to the revenue change and then in addition we went back through and found another 79940 of reductions in expenditures that would not be made for the remainder of the year. So along with everything else we had talked about as far as adjustments to the expenditure budget, we um had a net change in fund balance of 1,62940 and that has shifted the um revenues to exceed now the expenditures and the amount of that ex um excess is 646,602. The third document that you have is the resolution and in the resolution it does include all of the other funds as well as the general fund which is what has been our discussion mostly to date. Um but this shows all the revenue and all the expenditures and it is this that um the motion is for the the ask is for the board to approve the district's revised 2526 budget. Um, with this, there is an anticipated increase to the overall fund balance and an anticipated restoration of the unassigned fund balance to above 8%. And so with that, that concludes my um discussion of the revised budget. I'll open it up for discussion or questions. Director Mason, >> I just I know we have gone through a few iterations and um taking the feedback of the finance committee. I think >> Director France. >> Yes. Thank you very very much for this. Um and you did portend uh the uh changes and I'm glad that they did come out somewhat in our favor. Um I have a couple questions about the ACT charging as well as the red reduction in expenditures from departments. >> Um how much will families uh and what will that be required to pay individually and what will that do to our requirement um to have um uh college readiness assessment as we're supposed to do by statute? Do we if people refuse to pay that put us in jeopardy? So um as I understand there is um a fee that can be charged. I mean essentially the schools are asked to provide the test right but we are not asked to necessarily bear the full cost of preparing that providing that test. If a student were to go elsewhere to um take the ACT, they would find that their test cost would be um in upwards of $70. Okay. So, what we're looking to do is charge $60 for these exams and that saves them some dollars. Um I'm sorry, it says $58. Um so with regard to this, there are some schools around us and statewide that absolutely do have um the opportunity for families to contribute towards this cost and then there are some that that don't. So it is kind of a which way do you go with that? um in taking a look at this. This does not um if there's someone who is not able to pay uh free reduced eligible certainly that is a waiver and um would be acknowledged and understood. We would be utilizing our student data system to be able to put these fees out there on the family accounts and then um if there is an eligibility that would be waved at that point. What happens? You didn't the second half of that question was um we have a requirement to have some sort of college assessment, college readiness assessment. Um if families just decide not to take it at all this year. What is that? Do we have any control over that? Do we should we um is there going to be any type of I don't knowide that because it's the first time I think we've ever done it. >> Yeah. This the Yeah. And and again, there's mixed districts in terms of charging for fees or or not charging for fees. It's kind of all over the board. Um our obligation is to offer the the um assessment um if families because even now even paying for it, families can still choose and not to take it. So there's no right there's they just don't show or whatever. So So that's that's not a penalty on on the district itself. Okay. I just didn't know if we drop below a threshold or something like that that >> then we have to have some other method of college readiness assessment. >> I would I don't know. >> We have no it's not something that would be on our end. It would be something that would still be a family component. >> And where were the reduction in expenses made on the 79,940? Most of those adjustments were made in the area of curriculum in slowing down our process of implementation. Any other comments, questions hearing? None. I was just going to say I thank you for your hard work on this. Um I think it's our community um how do I say is will appreciate the fact that we're operating with a positive fund balance and that we're not in a statutory um operating situation. Grateful the for the additional revenue that we received um to be able to help balance out this budget. So thank you for all your hard work. A roll call vote is requested. I'll start with you. Uh Director Atinson >> I. >> Director Johnson >> I. >> Director Mason >> I. Director Olstead >> I. >> Director France >> I. >> Director Smith >> I >> and I. That is passes 70. >> Next up is uh the operating levy discussion. This is report only and no board action is requested. Dr. Thomas. >> Yes. Uh thank you Sher Bullan. Uh members of the board. Um just sharing tonight uh our first conversation with you and really trying to get shared understanding on um the financial aspects of the levy and then based upon various thresholds um that the board is comfortable with should this be the direction that we move forward with we'll then bring bring forth a programmatic plan that aligns to that um that uh financial dollar amount. Um and just to give the board another update in terms of timing. So, as we looked further into uh when we would go for a levy, uh as we shared with you before, there were about three opportunities for us to go forward. One would be May, one would be August, and the other would be um your more standard November time frame. Um the May and August, uh as I shared earlier, would only be eligible for a mail-in ballot. Um, and as we were costing this out and Martha um, checked into kind of where this would fall in terms of the mailings and etc. We are upwards of $115,000 that would cost us if we were to go outside of the traditional November timeline. So, um, I don't believe it would be feasible or in this uh, district's best interest considering our financial situation that we would go for a voting process. that would be maybe not the norm and pro perhaps suspect with someone in our community uh versus going to a traditional poll and I don't think it would be 115,000 wise spent. So our recommendation as we continue to move forward is building out conversations that would be in alignment with our more traditional November timeline. And as we get the um presentation pulled we will uh begin. technology. >> Sorry, just one moment. >> Um, I'm going to see if Liz can come up here. I just saw it for a split second. >> Oh, wait. Maybe this is >> Never mind. >> Okay. Now, how do I get that? So, it's a PDF. >> Oh, I see. >> We can just use a PDF >> and just scroll. Let's just do >> I just have to scroll it. Sorry. That's right. Thank you for your patience. >> No problem. Thank you. >> So, we have asked Ellers and Associates to assist us in preparing slides that will assist us all in learning a little bit about our options. And the first thing we want to talk about was alluded to earlier by by some folks as well. And the seven county metro area school districts. As you take a look at what it is that each school district may have, that which is in orange is the operating levy and that which is in blue is a capital projects refer um levy. And as you can see then um there is some dollar amounts that are listed here with um make this just a little bit bigger um where you can see like the cap is at at that 2226 amount and you can see where those are. you're looking for our district, you do need to go down a ways. As we are um on the list down here as 624 and we only have our operating levy, there is no capital projects levy for us. So that's where things stand at this point in time. So let's now talk about what it is that tax base for by property type looks like. For us, we are largely a residential homestead district. Um, with under the referendum calculations, it's 76.5% being residential homestead, 17.8% other residential and then you see the other amounts for commercial and industrial. There's a separate calculation called net tax capacity and um that is used for some of the calculations and that is 72.2% residential. A lot of times these are different largely different in other districts that may have um significant more commercial industrial than compared to us. And that means then that there may be more decisions made one way or the other based on those percentages. But for us they're very very much similar. And as we take a closer look then at our property data over the years, you can see that the average residential estimated market value from 2018 was 333,887. Now that same home may be 521036 as an average residential estimated market value. So this is the crux of our issue. We have um a gened formula that is calculated and the dotted line that you see on this graph is what we have received over the years. The solid line is what could have been received if it were based upon inflation. And so what we now see happening significantly more now than ever before is this gap between the two numbers. And that is the gened formula allowance. that is dollars coming to school districts that allows us to use those dollars towards what our needs are regardless of what um they are. So meaning that it doesn't have to be a restricted means to use the funds. It's however we need to use those funds. So that is our great concern. As we take a look at our options, we have the operating referendum option. There are six points here that are talked about. These six points identified on this slide are all about the operating referendum and so you can only do this in November. The amount is stated per pupil. The current is 623.97 per pupil unit. Our cap is 2398 per pupil unit, a maximum of 10 years and it is spread on the referendum market value. It may be used for any operating or capital expenditure. So it's broad use. So that's what an operating referendum can bring you. So taking a look at our voter approved referendum allowances currently we have the one at 623.97. And you can see that this is one in which the board does have the ability to renew this without voter approval. And that renewal pro um period of time began July 1, 2025 and does run through June 15th of 2027. So at any given time, the board could choose to renew as is. Ours does not have inflation on it, and it would continue as that for another 10 years then if it were approved for renewal. Where did it start? It started at the $923.97 approved authority per pupil unit. And with this, you can see over the years, we asked the question, what if it had had inflation attached to it? what would that have brought us from a revenue perspective? And that's what's in the last column to the right. Um, I honestly didn't realize that it would be this much money over a 10-year period. >> Um, it's pretty significant when you look at that. And it it shocked me myself, too, as well. So it turns out that 12,597,504 is additional revenue that could have been received if we just had had the inflation factor on the question. What would that have meant for a taxpayers? So this is a graph that shows that if the 2017 voter approved operating referendum authority had included an inflation adjustment, we would have received approximately $12.6 $6 million in additional funding. The taxes attributable to that referendum would have remained relatively stable. Those are the ones that are the orange line that you see going across the top of the page. What actually was the amount that taxpayers needed to pay, you see in the dark blue line. Um, so it didn't it didn't result in the fact that um that referendum cost that same amount from there every 10 years because of the growth of our referendum market value in our community. It did spread that load, you might say. And so therefore, the average home didn't have to pay as much towards it. Okay. So the average home as you see in 2018 333,887 at the bottom of that graph all the way up to the current or a projected amount of 536771 for 2027. And so the point being that an inflationary clause although it might sound like a lot when you consider the growth of a community as well at the same time it doesn't end up being much more. There's really only a $24 difference between the lowest point and the highest or the um the ending point of 3.95. Um I guess it's uh 29 $52 from the highest point. So, um, that's just a bit of information about that tax impact and how it might sound like a lot, but when it comes to actual calculations, it turns out it doesn't end up being as much out of the pocket. Our schoolboard renewal information, this is statewide. This is showing each year the schools that had the opportunity to renew their referendums and what did they do about it. Did they revoke and replace? Did they ask voters for something brand new? Did they board approve it? And so you can see that in the last three years, we have had four different revoke and replaces. Otherwise, largely districts have chosen to re board renew. Uh when you board renew, it is as it was presented and voted on initially that is renewed. for 27 and 28. There is still some districts that have authorities out there. We are in the bottom row. We are part of the 34. Okay. So, that needs to be decided. Okay. So, let's talk a little bit about a tax impact. What if we were to do something a little different? Um, we have two examples here for an increase to our current referendum. So, this is all considering above and beyond what we currently are at. Okay. The table shows the estimated market value of homes in our district with a tax impact shown. The first column is adding $364 per pupil unit generating approximately 3,341 or 344141. The second column is adding uh $762 per pupil unit generating approximately $7,646. So you can see that an average home highlighted in bold $525,000 that's $180 a year or $15 a month. The 30 the 377 is almost at $32 per month. So those are two options that we have before us. When talking about uh budget options, language has to state that per pupil amount shall increase annually by in rate of inflation if that's the intent. Annual inflation factor is not determined by us as a school district. Rather, that is factors that are provided by the Minnesota Department of Education. So, we don't know where those numbers are going to land exactly. That's dependent upon what the Minnesota Department of Education determines. When looking at operating referendum ballot options, there's some sample language that you see here. This is just two examples. The first paragraph is an example of a straight increase with inflation. Um, actually I don't see inflation in there. That's without inflation. Oh, no. It is increase each year by the rate of inflation, beginning with taxes payable in 2028. So, that's language that you could expect to see on a ballot if it were just that. Um, next then, the second paragraph is an example of a revoke of the current referendum and replacement with a levy amount increased each year with inflation. So the first paragraph is if you wanted to just have the board renew what we have and do something additional by itself with inflation, then you could see that possibly happening that way, right? The second paragraph is revoking what we currently have and um of the 62397 per pupil and replacing it with authorization with a new authorization put in the dollar amount and the proposed referendum revenue authorization would be applicable for 10 years and increase each year at the rate of inflation beginning with taxes payable 2028. So th those are two examples of what that ballot language might look like. In both cases, you have to say that it's going to be an increase to taxes. Um, that's just how that works. There is another avenue and that's a capital projects levy referendum. This is different in that it is not based upon the referendum market value, but rather it is based upon the tax rate, the net tax capacity. So a tax rate is set and is applied each year generating revenue through property taxes for maximum 10 years and in this case the money may be used for technology and capital projects but it's restricted to the statute that defines how you use capital money and that's the only thing you can use those funds for. This levy is calculated on the net tax capacity of the district and not the referendum market value as is stated. Um, so how do they compare? So as you take a look at this comparison, what they're based upon is different. So for example, the referendum market value that is going to be based upon the per pupils served. So over the years with declining enrollment, you have less referendum money than coming forward toward you. With net tax capacity, it's based upon the growth of your community. If your community is growing, then you're going to see an increase in those dollars. If the um valuation within your community is declining, you would see a decline in those dollars. Funding source, there is some opportunity for state aid when you're talking about an operating referendum. There is not with a capital projects levy. Uh the authority under the operating is per pupil whereas it's that tax rate for the capital project levy. There is an inflationary factor available for the operating referendum but not with the capital project levy. There is a maximum amount for the operating referendum of 2398 per pupil. There is no maximum on the capital project levy. The allowable uses are different. Any type of operating expenses available under the operating levy. You're restricted to technology or capital expenditures under the capital project levy. Both have a maximum length of 10 years. One of them does allow for a board automatic renewal one time and that is under the operating referendum, not the capital projects levy. Um the tax impact of an operating referendum versus a capital projects levy. This is where when I mentioned earlier that some districts around us may have very different rates um mostly because they have a difference in the commercial and industrial percentage. And when that's the case, you see very big differences between what an operating capital or operating referendum tax impact is compared to the capital projects levy. But because we are mostly residential um community and district, you're going to see that that's very close. In fact, it's um you know, the the dollar amounts that it the tax impact is per valuation of home is very minimal. It does increase with the commercial and apartments and residential but not with the residential homes. So when would new revenue be available? Should there be a vote on November 3rd, 2026 for an operating referendum vote? That information then would be included in our tax levy and approved by the board certified on in December of 2026. The taxes would be collected in the calendar year 2027 by our taxpayer from our taxpayers and it would be available to us for our budget of 2728 school year. That is when we would recognize those funds. If it were voted upon in November of 26, there would be no gap from our current levy funding to whatever would be approved at that point in time for the next year. Um, should it be delayed in any way, there would be a gap. Um, adopting a resolution would require calling an election by the board by August 11th of 2026 and holding that special election on November 3rd, 2026. In addition, there is another page in your packet that lays out, and I'm going to try and pull this up here. So the attempt here was to lay out our five-year projection. Oh, hang on. And provide for you what does that look like with the various options. Okay. So the first set of numbers we see here are our current referendum renewed by the school board. This is making the assumption that the renewal by the school board would occur and we would continue as we have currently at the 639 sorry 623.97. Um you can see that there is I pulled out the referendum property taxes separate from all other revenue. Uh just so you could see for our purposes kind of what that is. This isn't exact um but it is something that is an estimate. And as you can tell the expenditures then are our five-year projections. The change in fund balance. This all has shifted a little bit because of those enrollment projections being modified. But we are still showing that under the current status we would need to have a $3 million reduction considered in the 27 budget in order to maintain an unassigned fund balance of 8%. So the question was how much do we need in order to maintain that same 8% in the following year of fiscal year 28 and that looks like a ne um coming up with reductions of $9.2 2 million. Beyond that, there was no presumption of adjustments for expenditures. It's basically just showing you what that um ending fund balance would look like. And we would be in SOD in 29. So, let's look at the next option. a revoke and renew at the $15 per month increase on an average home or $3.344 million available to us. So, as you can see, um this then shows we'd still need the $3 million that we're talking about for fiscal year 27 in order to maintain that 8.03%. And for fiscal year 28, we would still be looking at needing an adjustment there for $6.1 million, even though the referendum increased. Okay? And beyond that, it would be now fiscal year 30 when we're technically in SOD, but very close to it in 29. Our third option shown here is a revoke and renew for the $7 million. And that is with an increase to the average home per month of $31.42. And again, you're seeing the assumption that we're going to need to do that $3 million adjustment in 27 in order to maintain the 8% fund balance unassigned. And that that figure would need to be at least a 2.8 8 million in the second year of 28 to maintain the 8%. We would still be positive percentage in 29 if we made no adjustments in that year, but likely we would choose to do something. Um, but it does show you then the SOD would occur in fiscal year 20, fisc fiscal year 30, excuse me, with a negative 4.68%. Bottom line is this is not a um solution for us long term. We've got to figure something out here. Um it might be something we talk about as to like what's our first step and then what's the second step. But um this does kind of share with you what that impact is. I'd be happy to show it in other forms and fashion as you desire. Um just wanted a starting point to have that conversation. Thank you very much. >> Um I have a couple questions. Um I the first question I have is when I look at the five-year forecast um and I compare it to what's in the ameritus budget book of um you you give a five-year forecast in that book as well. And the expenses for 26 um in the budget book are at 125 million. So there's a $6 million differential there. And then you go the next year and it gets about to be an $8 million differential, meaning you're showing higher expenses on here than what's in the American in the merit budget book that's online. Right. >> Can you help me understand um >> why that diff that's different? And then I have another question after you're done answering that. >> Sure. >> Metorious budget award is based upon the adopted budget and that's what was known at the time of the adopted budget. So when that was completed, we used Tammy's information from when that was developed and her five-year projections that she presented to you at that time. Since then, we had the fiscal year 25 audit complete. The um increase in expenditures, particularly in transportation and in special education, and those are real expenditures that are not going to go away, right? So not only did 25 increase, but we anticipate 26 will increase for those reasons as well. So what you're seeing now is updated information based upon what we now know and it there is an increase there is no doubt. >> Um and then I think just like with this last adopted budget where you know the expectation was to work within revenues um work with with our expenses within the revenues we receive. I think it'd be helpful to see a budget that um or a budget forecast that shows us working within our revenue expenses because just I mean that's our policy. Our policy says we're supposed to do that. We're doing it this year for the f first time that I've been on the board. Um and I'm grateful for that. Um, and so, um, I think it's great to, you know, it's it's good to show numbers of what the expenses could be, but I I think it's helpful, and I think we're hearing this out of the, um, out of the finance committee as well, is that, um, you know, showing reflecting a forecast that shows includes the expenses or I'm sorry, the reductions that will be made with the consolidation of schools is important um, not only in the 26 and 27 7 year, but there's going to be a reduction in staff. And so, um I don't I don't know how to say it, but basically like I'm just like it's great to show worst case scenario. I understand that, but wouldn't it be the expectation that would we would work within the revenue that we received as per our policy >> and then showing what does that forecast look like every year because I think the picture is going to look very different. And I would say if you go back to the ameritus budget book award, it's much closer to that. It's not exact, but that's just my feedback. So, so our um starting from our revised budget and moving forward, I think that the -3 million that you see listed under the FY27 budget is that presumption of what it is that those savings would be related to the consolidation as well as other things that need to be identified and confirmed throughout our budget to equate to that $3 million reduction so that we would end up with um expenditures that are less than the revenues that we have identified. side. Um, additionally, we as is the case in every uh revenue forecast that you would see, people are more conservative on the revenue side when it comes to things like the federal funds. Uh, we are basically working off from what is anticipated to be more of a 90% of your usual initial grant award. And so that can shift things a little bit too. Um there's no doubt in my mind that when you revise a budget, the closer you are to being, you know, in the mix and seeing that revenue actually being paid out, you're more confident about those figures, right? Uh you don't know that information in May and June of the previous year, but you do know it when you get to the point of um January of the current year. So the revised budget, I feel, is far more accurate with regard to what our revenues will be. But it is true that the assumptions moving forward are somewhat more conservative on the revenue side. On the expenditure side, um it is a conservative approach and we have talked about those percentages that we're putting in there and I've done it on a line item basis so that we can try and um identify those expenses that are a little bit more than than normal um more than the average and those that are less. For example, supplies. We didn't put any percentage increase on those. We're asking ourselves to live within that, right? And all of those measures have helped to keep that -2.735 that you see under fiscal 27 as low as it is. It could be higher if we weren't doing that. So, it is my attempt at trying to identify what I think those numbers would be in order to keep us where our budget is, matching more closely with the revenue. Um, and I guess the the point being that sometimes there there may be a need for us keeping in mind the fact that your special education funding comes a year later. There may be sometimes where we do spend the previous year and then the revenue will come in the in the coming year. Um, that's just how that revenue works and so we'll have to keep that in mind also as we work forward. >> Thank you, Director Ryder. Does any other directors have any other questions or concerns? Director Smith? >> Yeah, thank you. Um, so I have a couple of questions myself. Um, so on slide one, um, when we talked about comparing ourselves to other districts um, in terms of what we, um, have authorized and us being towards the the bottom of that um, that chart. Um it doesn't say anything in there about um district size and I'm just wondering is there what would be the best way to kind of ascertain how we fit into not only what is being what other boards have authorized in terms of uh um a levy amount but also where the where we compare in size as well. Is that something that we could look at or is that something that how would what would be the best way to to get that information? >> I could pull together some information with regard to size districts of similar size if that would be useful to the board um identifying of this list which ones are more closely aligned um with with regard to size. >> Yeah. I I just think that it's um it's helpful. I mean this is helpful. No doubt of of course it is. But also I just think at the um at the same time understanding in terms of um student population and and what we're kind of looking at there there that might be additional information that that could be helpful. Um and I also just want to understand so with the general education formula because we're talking about um inflation and how um critical that can be um not only for the general education formula but for our own levy discussion. Um if I'm understanding that correctly and you can correct me if I'm wrong, please do. Um but for um fiscal year I believe it's it's hard to look at it on there but I believe it's fiscal year 24 or 25. Um if there had been inflation well what was what the general education formula actually was was 7,281 and if with inflation that number would have been 8,665 and that's a difference of $13.15 million. So that's just a that's just inflation on a large scale, but I do think that your slides um further on in this presentation really do illustrate the point that that does make a considerable difference. Um there's also I had a question about so when we look at the slide if existing referendum authority had inflation in it and we look at those numbers there um and I'll look at the blue line um on that graph just because those were the actual numbers >> um when we talk about the tax impact. So going two slides forward and it says estimated annual tax impact 180 or 377 is that and again I know that there's some different options there because there's in addition to or repeal and replace um but if if we just added to that would those would that tax impact be added to these numbers? >> Yes. So the 180 would be or the 377 >> depending upon which one was would be added on top of the blue line. >> Now moving forward if inflation of tied to it. >> Yes. >> Then you will find that that line will look a little bit more like the orange line as far as trend. >> Yep. Yep. Okay. Thank you. >> Um and then I just have two final questions. Um one just to understand um with the forecast the five-year forecast there. >> Yes. >> Um when we talk about our total revenue and our total expenses um and having a balanced budget, the line item where it says adjustment to expenditures, that is where we're accounting for that. Correct. >> That was my attempt for those two years. Yes. >> Okay. So what director Atinson was asking for is in fact reflected on on this because we are saying we're going to have to adjust our expenses to match our revenues by this amount. >> Okay. Thank you. Um and then I guess just as a final question, what is So we've all agreed that this is not a long-term solution. Um and you mentioned earlier that this may be a first step. Would you be able to comment on what a second step might be or is that just is that something that's unknown right now? >> I think it's something we can have further conversation about at the next workshop for example. We have some information we've also gathered with regard to what does our overall debt look like on the long-term basis >> and what might then be some options for us as we move forward. We felt it was a little much to bring forward at this moment but um we do have some information being prepared for that purpose. Okay, great. >> Thanks so much. I appreciate it. >> Any other board members? Director France. >> Um, yes. So, first of all, thank you very much for this very thorough analysis. Obviously, there's more options available to us. Um, but going back to the is there a way that we could find out how much we would actually need in order to have uh a full schedule, not the cheapest schedule available to students. Um, as well as do what we said our priorities were, which is maintain class sizes. Instead, just look at this this these numbers. And I understand there's a lot more analysis that needs to get done. There's a a lot more uh discussion but um these numbers are maintaining status quo as much as we can with the with the options and the finances of those you know where we sit in comparative districts that you had on that graph. um what would it really cost for us to have a full schedule for? Um that I what I understand most of those other school districts actually have and what would it cost long term as far as how much we would have to put in there in order to maintain our class size objectives or keep them at a reasonable um going forward. Um that those are the two things that I would like to see in there. Uh and not just kind of maintaining the status quo >> with an inflationary factor. >> Director France, um that's point well taken and that is something that Dr. Anderson and his team have begun to um scope out. So we do we actually do have a a kind of a plan that would align to various checkpoints. We just starting tonight building our some shared understanding of some initial dollars and cents um before we go into what would it actually take to build out the comparative schedules or the comparative offerings that so often may be discussed at this dis from neighboring districts etc. So that is something that we do plan to bring to the board. >> Okay. Thank you. >> Yep. >> Thank you. >> Can I sorry? Yeah, director clarifying by full schedule >> like a seven period day versus six. Yeah. >> Thank you. >> Which allows the kids uh our students more curriculum, more options that some of the other schools can offer or your our regular uh regular school day could offer that we can't. >> Director Mason. >> Yeah, just a couple the 2024 >> 2024 levy amount >> last levy that we went for >> oh um300 something I thought it was 1,836 it was >> 40ome dollars a month >> I'm sorry I mean you can you can please verify that for you but that's what I recall >> based upon home value and a few >> different yeah it was a the home values were lower. I think it would be helpful to compare that to the two. I was just curious when I thought about that. >> Um, yeah. And then on the five-year projection too, I think you know I guess kind of more the expenses that you're showing on this. I think we spoke about this and from what I understand like after 2026 27 going forward in the expenditures you are not yet reflecting the building closure or any other assumptions of reductions. Right now it's just a carry forward plus some percent correct. Um So we're not like adjusting for um EDM or you know the building closure is not in there yet etc. Right. And not >> I would say it's included in the 3 million that is shown under fiscal year 27. >> That's okay. So that's basically cut >> and I you know I think that the numbers we're talking about for the consolidation are are less than the 3 mil but yep. >> Okay. Um and then I guess you know the only other comment too is just um going back to uh I believe it was the June meeting levy feedback from our community with that director Mason. Um, I did pull that and that was an additional $45 a month. Um, which totaled $1803 per student which at that time put us kind of in a little bit below midpoint of some of the comparable districts. Um, but that was the that was the total. >> Director Johnson, >> just one thing. Um, Director Ryder, when you um, and it kind of adds on a little bit to everyone. I know you're going to compare to other districts. Um, when looking if we could get as close to our our own, i.e. the residential side versus like a heavy commercial, >> that would be super helpful. >> Hard to do. >> I mean, It's really hard to do >> when we're uh preparing any items to go out that that will be a main point. >> Um >> it's reality >> that that we need to >> you know >> I can appreciate that. Yep. >> It would be greatly appreciated >> and thank you again like this is phenomenal work as usual. >> So greatly appreciate it. >> Um I just have one last question. when you I I understand. Thank you for putting the unit uh the ADM projections for students. When you're looking at the expenditures, are you also making adjustments for staff based on the reduction of ADM because we're losing about 200 students from um where we were in 2627. So, are you also making the cuts to the staff that would be reflective of because when I looked at I went back and looked at your 5-year forecast um in October and that expenditure number is the same and I know that we're going to be making there will be naturally there will be some staff reductions due to the building consolidation. So, I wanted to just ask that question. >> Right. So, the expenditures line that you see is a complete roll forward. Okay. So for instance, if we were to reduce three million in fiscal year 27, that's going to reduce your expenditures and then when you apply the percentage same percentage increases to those, it's going to be less than the 136 you're seeing in the next year, right? So that would be cumulative, right? So you have a point there. The um 9.2 2 million that you see listed though under fiscal 28 is indicative of what would be needed in order to bring us to the point that we would anticipate being at if we wanted an 8% fund balance unassigned. Right. >> And so part of that 9.2 would absolutely have to be staffing adjustments. Um so line expenditures line is entirely roll forward and the adjustments to expenditures is an anticipated need for us to be able to maintain. Once you get past 28, that number becomes so large. We are we are at a point where we are already to the bone. >> And so it's very difficult to come up with where am I going to find $9.2 million. >> And that that's that's just our reality too. >> Any final thoughts? I want to thank you Director Ryder. Um this is uh a lot of information a lot uh we have important decisions to make going forward regarding this. So I appreciate all the questions and um the the start of this you know conversation. Uh we'll be processing together and moving moving forward together. >> Thank you. >> Thank you. Uh, next up on the agenda is the uh 2026 final legislative platform. I will entertain a motion uh to ex um I will make entertain a motion for that to to approve that. >> Director Johnson, was that you director Mason? Thank you. I'll open it up for discussion. hearing. No discussion. >> There's definitely going to be discussion. Sorry, I thought Dr. Thomas was going to lead. So, this this obviously looks very different than where we were at um the last time. Um and so um based on the feedback of Director Johnson and I, we were up at the delegate assembly. We provided some additional feedback to Dr. Thomas on things that had passed at the delegate assembly. Um the one thing on this platform that never passed at the Del Gail assembly and I was um firmly against and stood up against this um was and I wanted to actually provide more information to our board about the PSO reform um and so there was a lot of talk about PSO reform and there's actually for our board just to so that you know there is actually a work group that was formed. It's called Minnesota P20 Education Partnership and it's a work group that is working on um reforming PSO. So, as a parent who has had students who have gone through the PSA program, PSO program, um I've seen the benefits. I've also seen the challenges. And so, I fully support this workg group and I I feel like um you know there there are some changes that need to be made to the PSO program. But the one thing that I caution and the reason that this one bullet point did not pass um at delegate assembly and the bullet point that it is is number two. It says, "Prevent duplicate state payments when equivalent concurrent enrollment courses are offered in high schools." Um, the reason that this did not pass is because the whole point of reforming the PSO program was not to take away educational opportunities away from students, but to do things like um change the reimbursement rates or put more guard rails in place so that parents have access or schools have access to um whether or not that student is is succeeding at a PSO level. Um, also there's some other guidelines that are listed here that would basically change the guardrails of the per the PSO program. But the thing that I just really want to caution on this second bullet point is that the reason that this specific bullet point did not pass is because it takes away students um student opportunities. And I know the the argument is well it has to be offered as a college level class at the high school and if it's offered as a college level high school course at the high school then they wouldn't be able to take it as a PCO course because I understand that from a school standpoint you're losing the the ADM for that. But I I'm gonna give a perfect example and um um I I know a student who's taking um PSO chemistry up at PSC up at Normanddale currently. In order for them to take um to get a college credit for chemistry, they'd have to take AP chemistry. And AP chemistry, there's a path of what they have to take in order to get the AP chemistry. So, if you just take a student who maybe is not like super into um science or whatever and they want to go to Normandale and they want to get that chemistry credit, we know that that chemistry course at Normandale is probably not as hard as that AP chemistry course. And so, you're basically taking away from an opportunity away from a student um because they would have to at the high school, they'd have to go through the honors path to get to that AP chemistry course. Um that's just one example. Um there was a myriad of other examples that were um talked about at the delegate assembly. So I just wanted to point that out because I think the whole point of reforming it there's a lot of work to be done but nobody felt that we should be taking away opportunity away from students. >> Thank you Director Atkins and and um and yeah and that was going to I was going to um so sorry but I was trying to get who was going to go first. >> Who's on first? That was my fault. I should have called on him and please going forward raise your hand. I'll call on directors that'll help us. >> No worries. And so, um, you know, so after, uh, the delegate assembly, uh, I did have a conversation with Director Atinson and Johnson, um, and then, um, we pulled together a lot of bullets based upon what passed and didn't pass at the assembly. And so, we carried over some bullets. That was probably one that was missed in terms of because there was like several line items within these big sections. And so so I apologize that that one might not have had the support of MSBA. So we can certainly revise that um on on this. I think everything else we captured accordingly. >> Yeah. >> Um so that would be the one bullet uh under PSO that um just given the uh where MSBA MSBA stood um we want we would we would want to be in alignment with that. And so we would retract that bullet. Um to Director Atinson's point about this work group. Um uh Chad and I at the high school were part of some of the um field interviews that they were doing. Um so our district was represented in that along with several others. Um just initially as they're starting to frame that and definitely a lot of work. I I absolutely agree there's a lot of work that needs to be done with regards to PSO in the state of Minnesota. So, um, if it's the will of the board, we would, um, ask that you take action on this, u minus the second bullet, um, that did not pass through the MSBA assembly. >> Good. Any other, uh, comments or discussion, questions? Director France. >> Um, well, first of all, thank you for consolidating this. I know that a couple years in a row we started off with a lot of different um options and um we're not really focusing. So I I do appreciate the succinctness of the way this is. I I do um ask and I I have a lot of experience with the PSO also is that um we do focus on um the opportunities available by school district. Uh I understand we haven't always agreed with the MSBA. Um I do think this is a very complicated issue. >> Um it's going to be different uh by student, by family, uh etc. And of course, the goal is to maximize the opportunities without allowing the PSO process to actually um take away from what is supposed to be the rigor involved in the in the PSO. um not as a duplicate for high school classes um or as a as a replacement for online, but it's every class is going to be different. >> And um I I just, you know, we need reform, but what I'd like to have in here is the opportunity for school districts to also have a little bit more say because each student is going to be different. And when we try to normalize something across the state, >> um it just seems it just seems disingenuous to each student's personal experience. >> Yeah, I I don't I I agree. And I would say just some of my initial conversations with our superintendence group and some of the initial pilot conversations with the work group that's um starting up. I do believe there's going to be a statewide model of PSO. Um that will be the governing model. Um there will be some autonomy um within districts and that's mainly going to be on helping your local community understand if you are in a position where you can offer college and schools or CIS CIS sorry um I think that's going to be the breath of autonomy. I think billing is going to be another uh area that um will have some local control. Uh but I also believe there may be some parameters around what would be eligible for state reimbursement that's going to be something separate with higher education reform. So I think a lot of what both of you are saying is actually the work of this work group and and um so I'm confident about this work group to be able to flush out much more than what we have here um and get to the nuance I think that you're speaking of um as well as stand alone as we would need to um at the local level particular like I said on a couple of those measures as I mentioned earlier. So, yeah. >> Thank you. >> Anyone else? Director Alstead. >> Um, thank Yes. Thank you uh for this. Um, couple of there's a couple of um bullet points um that kind of don't match style. So, I was just wondering if we wanted to take those out and use as talking points versus having them on the platform. Um I am talking about um in the last three sections, the last bullets when we're talking about dollar amounts. >> Yeah. >> Um and it they're they're great facts to have. I just from a matching the the >> uh design standpoint um we use as talking points instead. Um and I just want to make sure that these numbers have been vetted. >> They have been. So, um, thank you for your feedback on that, Director Olstead. And um this actually does mirror what we did last year where we had bullets plus um projected uh costs to our to our district. One of the things um and Director Johnson mentioned this when he was down um for MSBA day, not to steal your thunder, but um you know we have a very succinct platform compared to some other neighboring districts that have multiple pages um and brochures and all of that. Um the one thing that he observed is that our our one-sided um approach actually made it into the stack that the elected official kept and with that comes now the talking points of financial realities. you all can have that still with um you know conversation points, but I would I would encourage the board to consider staying consistent with what we did last year, which was pretty impactful, and that was to have both talking points and what are the key dollar amounts that are really most impactful because they're wanting to know dollars and cents when it comes to our our piece. And so we can say it that day. Maybe they're taking notes. But to to Director France's point, if we want to have our autonomous voice land, I definitely want to make sure that we talk about some big bucket impacts um that hit us. So that's why we kept it the same. >> Totally. >> And they are and they are updated. I'm sorry. And you asked if they were revised. These are revised >> or vetted. >> Vetted. They're they're Yeah, they're they're carryovers, but we've adjusted based upon new projections. >> Y >> thank you so much. And I I think that's fair. >> I appreciate >> Director Johnson. >> Oh, I was just going to say the same thing. watched uh with Chair Bullion there, you know, them take a stack of the other persons that was in the same room with us and put it on the floor and hours that they were taking notes on and put it directly into their their notebook. So the difference between the two ma makes a you know so >> anyone else? So, uh, with the motion on the table to accept the legislative platform, we need to do I need to take it back or do can I modify the motion? >> Modify the motion. Okay. So, we're going to I'm going to modify the motion to uh approve this less the second bullet point under reforming postsecary enrollment options. Um, do I have >> So made Thank you, Director Johnson. And do I have a second? >> Director Smith. Thank you. Uh, all in favor? >> I >> I >> opposed. >> That passes 70. All right. Next up is policy. We have no uh policies at this time. Uh and then the next item is administrative reports, >> administrators. >> Yes. Thank you. >> Thank you. >> My report, Superintendent Thomas beat me to the punch, but it's going back to the consent agenda to uh recognize uh principal Katie Sherman as well. So just wanted to pass on uh since joining our district in 2020 from Kenyan Wanamingo schools. Katie has been a valued member of our leadership team and with 34 years of experience in public education, she has brought strong instructional leadership and a deep commitment to building meaningful relationships. Her dedication to collaboration with teachers, families, and students, and her focus on improving learning for all children has made a lasting impact on Five Hawks in our district as a whole. I did ask her colleagues to share some words that summarize Principal Sherman. And these are some themes that came up. Uh a consistent, encouraging, caring colleague. She's thoughtful advocate, insightful, and persistent. Resilient and a lifelong learner. And she's committed and articulate school leader. Uh thoughtfulness, call to action, and sense of humor. An amazing colleague, passionate about learning, dedicated to staff and students, positive forward thinking, and always puts the needs of student first. Student- centered leader who builds strong relationships with students, their families, and staff. And I find it truly amazing after 34 years of public school service to hear those kinds of words from your colleagues is a sign of Principal Sherman's dedicated commitment to all the family, staff, and district she has served she has served over her career. And I'd like to extend my personal gratitude to Principal Sherman for her years of service. Thank you. >> Yes. Yeah. Thank you so much. Uh those are wonderful words that match her the welldeserved. Thank you, Katie. Um, any other administrative reports? None. All right, we'll move on to board reports, student reports. >> First, I just want to touch up on the red tail teachers that were here earlier. Um, I was a red tail kid back in the day and so I appreciate them for all the work they're doing for those kids. you know, from just teaching us basic algebra to all the high school level math we do. Like I'm in Cal 3 now and so without them I couldn't have gotten to those points and so shout out to them. I also want to go back to what the teachers were saying about class sizes. Um, you know, definitely as a student, we're seeing it as well. You know, if I think back to like my kindergarten class, we had like 18 to 19 students and now they're saying classes are pushing 30 students. You know, when they're talking about the science labs, 39 students, you know, they're definitely not exaggerating. We see it every day at the high school. And so, you know, just definitely listen to those teachers and, you know, what they're saying about the class sizes stuff is definitely true. Um, on another note, um, I was able to get some student feedback about some pressing issues, I would say. Obviously, you guys know there was, um, a situation that happened a few days ago with um, federal officers and all that. And so I feel like as my job as the student representative, you know, regardless of whether or not I agree with these students, you know, I need to, you know, project their voice out and make sure that they're heard because, you know, we're we're really we're, you know, we're all one school district. We're all one team. Everyone's voice deserves to be heard. And so I'm going to read this off real quick. Today I'm here to share a consistent concern I hear from my peers. The need for our schools to be a true sanctionary for learning. Currently many students are feeling a frightened sense of anxiety. Whether that stems from the fear of school violence or the uncertainty caused by the presence of federal law enforcement in the neighborhoods. Regardless of one's personal politics, we can all agree that a student who is preoccupied with their physical safety or the safety of their family cannot focus on their studies. My goal is to ensure that our district remains a place where every student feels secure from the moment they step into school and until they return home so that their only job while in the halls is to be a student. And so that's what I have to say regarding that issue. Um, on another note, you know, end of the quarter is coming up for high school students. We're trying to overcome that post holiday slump, I would say. And so, um, another highlight, our Minkcaps program. They had some alumni come back to talk about, you know, their insight on college and future professions. And so, that was definitely good for them to hear from older mentors and all that. um for our seniors, you know, trying to figure out FASA and finishing up college applications and getting some results back. I know I've been trying to work with that stuff as well. And so that's what's going on with some of our upper classmen. And then juniors are starting to prep for ACT, all the standardized testing coming up. And so that's always big as well. Um for sports, the basketball teams are doing really well. Boys basketball beat Lakeville South by 30 and then they beat Burnsville by 40. So that's huge. And then girls basketball, they played Burnsville on mental health awareness night and they beat them by 56 points. So that's a lot of points. >> That's a lot of points. >> And then our girls hockey, they played on Saturday, won 90-0 against East View. And boys hockey has a big game against Lakeville South tomorrow as well. And then the wrestling team, they had a meet last Thursday, beating both Lakeville South and East View. And you know, I would say they dominated the competition very well. As for student council, we had the opportunity to go carolling over break. We had a lot of fun singing out in the cold and we were able to raise over $500 as well. And so that that was huge. We're also very excited to announce some of our winter events coming up. We are partnering with our unified club to do a fun dance for students with special needs. We're also planning our annual dodgeball tournament, our winter carnival, and then a new um schoolwide girls basketball event. And so we're excited for that. And then finally, we're planning another new event called Lakers on Ice, which will be held at Lakefront. There's going to be hot chocolate, figure skating, and a bunch of fun activities for students to do. and so very optimistic about what we have coming up this winter and I'm excited to share more with you guys about that. So, thank you. >> Thank you for that board report. Um I have a question for you. I don't mean to put you on the spot, but the $500 that you raised uh for when you were caroling, uh what does that go toward? >> Um we're still deciding either um Make a Wish or Salvation Army. And so, >> Very good. So, is this your first year caroling? I I remember two years ago we did it. Okay. And I remember freshman year we did it too. And so I think yeah we just try and do it when we remember I guess. >> Very good. Thank you. Thank you for that report. Uh other board reports. We can start with you Dr. Atinson. >> Yeah I have a brief report. Thank you. I just um on December um December 11th I attended the early childhood committee. Um it's been a pleasure serving on that committee, especially um meeting some of the parents that are um uh involved in that committee and they're just doing a um a lot of planning for the year for fundraising. um they'll do their book swap that that like they've done in the past and then some of their fundraising ideas um are they do an art sale and then they'll have some upcoming um events with Elderise Bakery and then of course they're starting to plan for their um teacher appreciation um May 4th through the 8th. So um Vicky um Spieler does a phenomenal job of leading that committee and I think I think Dustin will be you're on the comm. So, um, it's it's a wonderful committee to attend. They'll be you'll you'll enjoy you'll enjoy it. It's been a pleasure to especially, like I said, to getting to know the parents there. So, >> thank you, >> Director Johnson. >> Um, real quick, you you all received the extensive notes from uh, PAA and LABC, so I won't go over everything. So, just wanted to give a shout out to, you know, parents, coaches, janitors, everyone else that helped out with the abundance of tournaments and everything that still went on uh over the break and continue to go on as our student rep said. And um yeah, so thanks for all of that. >> Um yes, we had a finance committee on the 6th, I believe it was. Um, so went through a lot of what we went through tonight with the 2526 budget adjustments as well as the forecast for the following year back, you know, just a great meeting. That was fantasting for that program and >> if it if it gets cold our ice. >> Yeah. >> Wow. >> So, um would love the community support for that. Uh and then events. So, they talked about the kindness dance. Very good. Thank you, Dr. Olen. >> Um I'm actually really enjoying the notes from everybody's committee meeting. So I I like that we're doing that um now. That's really helpful. Um we do not have a teaching and learning um meeting uh in January. So we'll be planning soon for February. Um, a couple of notes on Southwest Metro. Um, really excited to continue serving on that much. I love serving there. Um, Superintendent Horton um, uh, is actually presenting um, at our MSBA conference later this week. Um, so that's Thursday in uh, an afternoon session. So excited for that. And speaking of Superintendent Horton, he was um named SUP of the year by the district administration national awards of distinction um across six categories. So um that's just a nice feather in his cap. He's doing really good work over there. Um and our next meeting is on the 20th. >> Very good, Dr. France. >> Um yes. Um so I attended scale and it was the first uh meeting of the new year. Uh the SMSC uh hosted and gave an extensive update on their number of community engagements, their investments, new business ventures, engagement with U ofM for investing in uh tech environment and their new uh actually existing companies that they already own uh as well as their new investments. uh and uh and uh capping the presentation off with the addition of a male bison to help grow the herd uh that we can all see. Um the majority of the meeting was an update on the county controlled substance abuse and um everything from drug arrests to what they're seeing in their um and their statistics and findings. But most importantly, what it highlighted was the incredible work of our county health professionals and our law enforcement. Um that uh the actual impact of those programs are really showing a benefit. Uh of course they didn't have 2025 numbers, but through 2024 those numbers had decreased quite a bit. They're also seeing um a huge shift in drug use uh to uh and they've seen been seeing this for a while. Of course, meth is growing quite a bit. Uh and then there were some um comments on uh different issues uh occurring because of marijuana and the high and the higher percentage of THC in them and the impact and uh the number of people that are actually in treatment for that right now as well. Um so it was a very very good presentation that should be up on the skill website pretty soon. So I hope everyone takes a look at it. Uh on the other side, um the Minap's business uh program for their uh business sponsorship. They will be doing their presentations on the 20th. Um I had an opportunity to spend several hours this morning with the Minap's business team and I will be back there tomorrow. Um they're doing incredible work. The program uh is is just um outstanding and we should be really really proud of it. And then finally, I did listen to the story time which uh the one thing I missed is the dog. You usually have the dog. >> Um yeah. So um that was uh that was a lot of fun actually. Uh and your ability to half sing the book was also interesting. >> I was a drummer, not a singer. >> Yeah. But you did a good job. It was uh it was enlightening and entertaining >> and hopefully a lot of people were able to log into that. So that's it. Thank you, Director Smith. >> Um, clearly I don't have any committees. Oh, but now I do. So, that's exciting. Um, but I I do feel just compelled to to comment on um the incredible work from the folks from Laker Pride at at Red Tail Ridge and and Principal Yeter, Jen Maloney, um, and the four teachers that were here presenting on those results. and and I I think it's a a real case study on what can happen and and the the results that can be achieved when people work together. Um and I think it's it's a valuable lesson for for us to carry into this new year. And I I really think that it's um it's a testament to principal yeter to inviting those questions and saying yes, help us dig into this information more. um they mentioned that it's a it's a testament to the teachers being early adopters and saying yes, we we want to learn more. We want to to do better with this curriculum. And I just um I think it's again I think it's a a very um well done example and and a testament to what can we we can achieve in our schools if we work together. >> Thank you. Uh next up is future events. Um we have a bunch of things listed. Martin Luther King Day is January 19th. no school uh E through 12 uh end of the second quarter and first semester is January 22nd. Um I won't we can all read our own agendas, right? I won't go through them all. Um so what I will do is take a a motion to adjourn. >> So >> by director Smith and a second >> second >> and that oh all I have to ask all in favor >> I >> opposed. All right, that passes 70. We are adjourned and we will be um uh we are going to be transitioning into a closed session and Martha shared with me that I need to read this in public. The meeting will now be closed in accordance with open meeting law for the purpose of discussing negotiation strateg strategy. We will take a 5m minute break and come back for our close session.