like to call to order the Shocki School District uh school board business meeting for November 17, 2025. Tiffany, can you please do the role? >> Here, >> Valdez >> here. >> Peterson >> here. >> Smith >> here. >> Aldridge >> here. >> Johnson >> here. Brophie >> here, >> Brian >> here, >> and Sha >> here. >> Please join me in the pledge of allegiance. >> 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. It is with great sadness that the district communicated the passing of Ashley Ashley layment on Thursday evening of last week. Ashley joined Chakby public schools in 2012 and started at Sunpath Elementary in the food and nutrition services department. She then transitioned to a building and grounds role at the Kata Learning Center. In 2018, Ashley was selected as the district's central duplicating lead, formerly at Central Family Center and now at the district office. During her time in the district, Ashley provided incredible support to all buildings and staff members and care deeply about her work. In 2023, Ashley was recognized by her peers as the district office employee of the year. Please join me in honoring Ashley and her family with a moment of silence. Thank you. >> Normally, it says the uh the favorite part of our meeting, Saber Pride. It's kind of tough to follow that unfortunately, but uh we will move on to our Saber Pride uh and start with item 3.1, our fall athletics and activities uh report. And here to present is uh we'll start with Andy Brown, our activities director. Welcome, Andy. >> All right. All right. Thanks. Uh greetings board, students, superintendent. Um always good to be here. It's kind of wild. I'm sure like this point in the year you always hear like how have we come so far already? Like there's a lot ahead of us, but we've already got things wrapping up and uh new things are starting and so on. Um and I have not been here since uh I think it was it was either late May, I believe. And so there even some things from our summer activities that we just wanted to uh um to go over. Um so uh kind of in chronological order here, we'll go back to first um uh speech. The last time I was here, I said we had a few students qualify for NSDA nationals, including Brian um who's sitting over here. Um but they went in in uh June and um the NSDA is the much more difficult of the two national tournaments that we have sent students to and I think we've had one finalist before. Um and this year we had um two finalists um and a national champion which is a first for us. So, Bushra Muhammad and Fatima Ahmed and they're both here and they'll probably come up right now. STAND. [applause] And what's really cool about this is um during the regular season in speech, they competed together in a duo category um and took seventh in state, right? Okay. Sixth, sorry. Sorry. Sixth in state. and um and then that category is not offered at the nationals and so they split and did new things um and so um Busher was a champion in poetry um and Fodma was a champion in expository. So we're incredibly proud of them. It's really exciting. Busher's actually graduated so she's um currently taking classes at Normandale and headed to the University of Minnesota um in the uh in the spring semester here. So um we're just really proud of them. The trophy, you can kind of tell it's pretty big. And that's like a that's not just a cheapy plastic one. That one's actually heavy. Literally. So, yeah. So, there's that. We got our certificates. [applause] >> You'd like to give a five minute speech on this. >> Thank you. This is cool. Thank you so much. >> All right. Um and next just a a recap of our uh marching band season. Um you've heard a lot of updates um here over the years. So this is stuff that we kind of previewed, but this year we added um color guard purchased a new banner that you can see right in the front there. Um uh and so that's really exciting. I think we had eight color guard in addition to the two carrying the banner there. Um we marched in the state fair as we have done annually now for um three years. Um and also brought students um to participate in this U of M high school band day. So our students are actually sprinkled in that photo there. So they get um delivered to a practice location um one of the used practice fields at about 500 a.m. and um get to do some things. They don't do a whole lot of actual marching and formation there, but they learn how to get into this formation. Um, and then get to play at halftime. We had some color guard members there as well. Um, so a variety of marching bands from across um the state all play together with the U of M band. Um, so they got to do that. So that's a really good um, you know, cool uh, every time I say it, it sounds like I'm trying to be so punny, but it's another step forward um, with the uh, with the marching band. And um we have some ideas about how to take kind of a another little one next year and just keep just keep trying to grow the program a little bit. It'll do a do a little bit more every time. So there's that. Um mountain biking um concluded uh another season here. The team finished 15th um in a very competitive um division and um just a few highlights as sent uh over to me by the coaches. Um I'll get I'll skip one and then come back to it. Um, we had two students qualified to ride varsity next season. In the mountain biking world, you have to um, basically perform high enough to get to that. We don't just get to say these are varsity kids. They have to be riding fast enough. So, um, Penny Reese is our first girl to qualify for varsity uh, riding ever. Um, and uh, and Owen Riley is the first um, sophomore to qualify for riding varsity. So, if you've been around a few years, you remember might remember me talking about the first time we had ever gotten a rider qualified for varsity, and that was uh that was a few years ago. Um, and uh, if memory serves me, Penny finished sixth at the state tournament in the in the JV bracket as well. Um, and then it's just interesting to note that um, Ella Bird and Keenan Meyer, the first two seventh year seniors that we graduated. And that doesn't mean they repeated senior year that many times. It just means that they started as sixth graders. So, we had them um all the way in. Um so, they they were on the mountain biking team for seven years. Um which is pretty impressive. Um and then um Oliver Reese was our undefeated state champion as a sixth grader and he's here. So, we'll get him in just a second here as well. Um so, he won every race that he entered um as a sixth grader and then won um the the state final race which is at Mount Ko in Mano. So, um very bright future. I don't know how early they let you qualify for varsity, but uh he will he'll be on that list before too long. So, and we can say that we knew him when [laughter] so that's really good. And then um so we'll honor Oliver in just a second. I also just wanted to give a shout out to um Kyle Sabota um who's been our assistant coach for I believe 11 years. I think I have that right. Um and Kyle has been very instrumental in the building of the program. um and uh is um stepping down uh intends to continue volunteer coaching here and there, but um is just ready to pass some of the reigns of the program on and Kyle has just done such an incredible job for us over the years building that program. So, I just wanted to uh recognize him and he's here so Kyle can wave and we can tell him what a great job he's done. And whenever I talk to the mountain biking coaches that about anything that's going on, it's just amazing how student centered they are and just thinking how can we create the best experience for kids at all times. And then uh we'll have Oliver come up for the photo. We'll give a round of applause to OUR [applause] [applause] well done. >> Great job. All right. All right. We'll keep moving through. Um, Trap Club has a season summer into the fall as well. Finished second in their conference. Uh, one highlight was Wyatt Gustoson was fifth in the conference in scoring average. Um, 10 of the 14 um students competed well enough to uh earn a varsity letter. Um, and over the course of the season they recorded six perfect 25s, which means that they send 25 of the clay pigeons up and they got all 25 of them in a round. So, that's a pretty impressive um impressive thing to do. So, um, just to recap there, they've, uh, had kind of some struggles and numbers here and there, dipping down a little bit, but there's a new um, setup to have two different seasons, which they're kind of hoping is going to give them an opportunity to to recruit and get a little bit more um, middle school [clears throat] fall play. um just uh opened and wrapped last weekend. Um it was called Everything You Always Wanted to Know About Your Teachers. Um but we're afraid to ask. Um and so kind of like last year's show, which was the first year of the middle school play, um we're just trying to do something that's a lot of small vignettes, so a lot of kids get an opportunity to get on stage and say a couple lines and so on. Um but we had 61 kids audition um for this and we they they made the cast as big as they could, I think, in this play. um when it was over 40 and um we that means we have to start talking about what it looks like to do two plays at the middle school level just create a better opportunity. Um you know if we have this many kids showing up we want to try to find better places for all of them. So a good a good problem to have for sure. Um and then we have um debate is currently in season um and competing at the varsity level um which is for for the most part other than a couple kids who said I think I can try it even though they weren't really ready for it. Um we now have kids competing at the varsity level um in about our fifth serious year of debate here and Rohan Bicati was our first ever tournament champ taking first place at a tournament in Minnetonka. Um they are not done with their season yet though. So, um, and of course it just goes on and on and on and there's so many things happening. So, just to pull out a few, um, our Alice group had the Fiesta Latina, which is sort of a in some ways a miniature, more focused version of the big culture fest that we do. Um, and they do that during Latin American Heritage Month. Um, OSA, we've sent kids to the fall leadership conference. Um, DECA had kids go to the back to business conference that they have. Um, our unlimited dance group um, performed at the pepfest football games. Um they've got uh basketball they're taking a brief hiatus and then we'll resume um in order to perform at some basketball halftimes. Um we got through homecoming week. Student council hosted a really successful um powderpuff game again. Raised about $3500 for the Pinky Swear Foundation. Um our chess club season just sort of wrapped. There's a conference tournament um like all the way in February. um but their regular competition schedule is over and we had by far our most successful individual sophomore Sam Soulberg um went uh 61 and one um and so we've um we've our best uh players have always floated a little below 500 in the conference schedule because there's some real powerhouse teams um but Sam Soulberg is a is a real wizard there. So, um, we've had a jazz concert, um, where they played as they usually do in the fall with, um, we they open essentially for a local big band that comes and plays, and that was a lot of fun. Um, Red Red Cross Club, Epic Blood Drive, and, um, uh, the yearbook club is getting that thing going. So, um, that's like I mean, we're just barely touching on it, but just trying to, you know, give you that little flavor of of how many, um, big and exciting things are going on, um, with our students. um coming soon as in uh 3 days from now um is Legally Blonde, their fall musical here. Um and so that's uh Thursday through Sunday, two shows on Saturday. I will see you all there. Tickets on Go Band. All right. And and I think and then I just had a couple other things um just to touch on real quick that are coming up. Our middle school musical in January, a little late, starts in January. Um we'll perform I think the first weekend in March is going to be Mary Poppins. Um, LEAD is sponsoring a big uh toy drive as they usually do in cooperation with uh with Mikasa and um so they'll be running that soon. Um our competition oneact play is a show called Badger. Um it's kind of a Rosie the Riveter story taking place in um Wisconsin. Um so come see it anyway. And um and choir and band concerts of course in December and so many things. So um that's just giving you the whole flavor there. I will um turn it over to Matt um in a moment here and then I'll see you again to tell you about some new quotes a little further down the agenda. Have we got any questions or anything curious about? Anything you want to hear a little more detail about? >> All right. Thank you. >> Okay. Thanks. See you again real soon. >> All right. Next up is our athletics director, Matt Hansen. And he has several guests with him. So, we'll give him a little time to make it weigh in. [laughter] >> Oh, I'm stand [laughter] right there. So, right. Okay. So, uh, our first group that we're going to recognize are is our swim team and coach Alex Krat has a few words to talk about our season. >> Yeah. So, um, to start off through our, uh, regular season, our conference season, the girls ended up getting third, um, which is a really great place to be, especially in our difficult conference. Um, and then that transitioned into sections where we placed third there. and even a steeper competition. We had to go against Edina and Minnetonka. Um and then that transitioned into this team here, our state team. Um starting from the left to to right, we have Elena Brinkman, a senior. And then we have Maline Hansen who is a senior. Grace um I always mess up your last name. Grow Grace Cramer. God junior. [laughter] Maline Francois who is Miranda. >> Miranda. Did I I messed that up earlier this season. Miranda Francois who is a freshman who did really good at state this year. And then we have Gabriella Morris um who is a 10th grader and then 11th grader going to be a senior. and then Tiffy [laughter] who is a junior. And then um we have Haley Kern who is a senior. And then we have Kaylee Thon who is a ninth grader and then Jillian Stenzel who is a 10th grader and then Janessa Centers who is a 10th grader. And so that's our state team and then we'll go through the results kind of at state. Um starting with the 200 medley relay, we qualified for finals and we got eighth place and then the next we had the two three. Um we had a state champion, Lexi Tippy. Very hard feed to be a state champion, especially this not even a senior. So we get to have her back um to be able to go again. And then the 200 IM we had Janessa who got sixth place there. And then next event uh we had the 200 freestyle relay which got eighth place. And then we had the 100 butterfly where we got third place. And then the 100 freestyle we got third place. And then the 100 breaststroke we got seventh place. So, especially um how that state tournament kind of goes is that you need to make finals on the first day and that is top 16 um with a lot of talented teams um and even with smaller schools can have that great swimmer that takes another spot. So, to have so many finalists that made top eight is a is an awesome awesome place to be especially with all the young talent that's still on the team. Um yeah, you guys have any questions? It was awesome. >> I think Yeah. Were you handing out medals? >> Pretty awesome. We had a lot of a lot of kids out there. >> Yeah. >> And I was I was supposed to be there. I was pitching for somebody that night. So >> Oh, really? Well, thanks for being there and thank you guys for all your support. Um and our ad. So um thank you guys very much. [applause] We'll just take it this way. They're all so nice. Go underneath your head. >> You want the chair? >> There we go. >> This goes well. Taking all our photos back. >> Thank you. >> Chicken hands. Thank you. [laughter] >> Congratulations. >> Congratulations. Why are you so old? >> Um, my first name is wrong. We'll [laughter] get you. >> All right, next up uh pinch hitting for coach Haskins because he is at our uh track and field conference meeting this uh this evening is coach Seal and she'll tell us a little bit about the season and about Owen. So, our 2025 cross country season was a great season for our teams. Both the boys and girls team had smaller and younger teams this year, but we have a cute a few key upper classmen leaders. And this team showed a lot of dedication and improvement throughout the season, which was highlighted on our team trip to Sou Falls, where many of our runners had their season PRs. A major highlight for our season was Owen Stewie. Stewie rebroke his own school record this year, improving his best time from last year from 1537 to 1449 in the 5K. That's real fast. That's crazy fast. Um, this time is now 55 seconds faster than the previous school record holder. So Owen qualified for the Minnesota State High School Cross Country meet this year and placed second at state. And honestly, I think he would have gotten first, but we had a crazy kid who was there before him. Um, this is the highest Shakabe cross country boys ever finish in school history. So, he is at the top of all of our records. Um, and congratulations to Owen on a great cross country season and cross country career. [applause] There it is. Perfect. That's awesome. >> And then our last team to qualify for state uh this fall was our adapted soccer team. And coach Jeff Hager is here to talk about our season. I'm coach Havier. I've been coaching this this um team for about five years now. And we ended up taking in eight games. We were eight and two or six and two in the season, 6 and0 in our um conference. Hope ever state and we end up getting four place in state. [applause] Two of my players here are Isaac. He's a sophom sophomore at high school and Kelly who is a eighth grader. >> Yes, >> eighth grade. And then two other players, we have um Gavin Reamers in 10th grade and then Drew Hennon who's one of our student managers who are able to make it tonight. [clears throat] What's that? >> All right, guys. Say calivers. [laughter] >> Sorry, smile. Thanks for having >> All right. It's always nice to be able to celebrate not only with our coaches, but also with our athletes when they're able to be here. Uh, next up is our football team. And our football team, a little bit of an up and down season this year. They started the season on a tremendous high. They beat Lakeville South, who ended up being uh state semi-finalist at home. Uh it was a really crazy game. Came down a couple fourth down stops. It was really fun to watch them. Uh but we kind of had the injury bug this year and so we ended up four and four in the regular season. Um we ended up hosting Still Water in the first round of the playoffs. Uh we beat Stillwater and then we were on the road uh for the section championship uh up in Centennial. We played a really really good first half. second half we just didn't uh come out on top. But um at one point we played the season with 10 of our starters out with injury. So uh in 6A it's a very grinding schedule. So when you lose about half of your starters uh sometimes the wins don't come your way. But uh still a really good uh season for our boys. Uh the third place uh finish excuse me the fifth place finish ended up getting us 12th players selected to the all district team which is a quite an accomplishment there. Uh some of our athletes will still receive honors as we continue on in the next couple weeks. Um and then we look forward to seeing what we can do next year. This group of seniors was one of our better groups to come through winning some uh district titles, section titles, and then making it to the bank last year. So, a lot to be proud of with our football group. Uh and a good group coming next year. Our next team is our girls tennis team. And our tennis team had about a 500 season. They finished the season at 7 and8 on the year. Uh it was fifth place in the South Suburban Conference. Uh their first round match up in sections was against the defending section champions in Eden Prairie. And we had a thrilling 43 match. Uh it was over three hours which is uh pretty fun. That means most of the individual matches were going to three sets which is really cool. Uh we eventually uh that second round we lost to Minnetonka who ended up going to state this year uh and finishing I believe in third place there. Um as individuals all of our girls competed very well in the section tournament. It's one of the tournaments that I helped run for the state high school league. So it's fun to see our girls not only in the regular season but also competing in the section tournament as well. Uh this year we changed locations for our section tournament. We usually go down to Gastavis, but being a more metro uh section as they added a third class this year, we were up at 98th Street in Bloomington. So, it was a little bit of a different venue. Uh, but our girls played really well. Again, we have a little bit of a younger team, so we should be returning quite a few of them for next year. Uh, our next group to talk about is our girls volleyball team. Uh, it was a little bit of a tougher season for volleyball. Uh we started off a little bit on the losing streak. So we were uh it took a little bit while to get our uh first win, but we ended up 11 and 17 overall. It was good enough for seventh place in the South Suburban Conference uh at one point. Uh so we started a little bit slow. We got hot right in the middle. We won seven of nine matches uh in the middle of our season uh before we had a few tough losses at the end of the season. Um, as we've talked in the past, the South Suburban Conference and then region 2A are incredibly uh competitive. Uh, to show like how strong we were this year in volleyball. We had three of the top four teams in the state in our section. So, uh, the state champion, the runner up, and the third place team all in the South Suburban, and arguably Egan should have beat uh, another team so we could have had half of the field from our uh, section or a conference alone. So, a very very tough uh conference that we participate in just with a ton of depth. Uh we were on the road for our first round matchup. It ended up against uh Fire Lake and we lost in three sets. But uh as a whole uh was a really good group of girls uh only graduating a few. So we look to have a little bit better season next year, bounce back with a few more wins um from our girls volleyball team. Uh our next group is our girls soccer team. Uh last year our girls soccer team was four games under 500. Uh and so this year they were 97 and one which was really uh a great accomplishment for this group. Uh they were fifth place in the conference. Uh this again is one of our younger teams. Uh we had a couple older girls Emily Lopez, Emily Lee, uh Reese Craig, but the rest of our team was mostly ninth and tth graders. So to finish with an above 500 record against um a really good uh competitive section and region is a is quite an accomplishment. Uh we ran into the Lakers again, so we had quite a few match ups when it was us versus Prior Lake at the end this year. Uh and they were a little bit better than us. Uh we're down two to one just into the second half playing well. Uh but they were pretty strong, so they scored a few at the end uh to secure the win. But similar to what we've heard with some of our girls sports this year, uh very very young group of fall athletes, so we look forward to a bright future for our girls soccer team as well. And then our final team uh tonight is boys soccer. Uh, and boy soccer, if you remember last year, they lost just an absolute heartbreaker to Minnotonka in double overtime. Uh, so and they they had quite a few seniors, so we didn't weren't quite sure what this year was going to be. Uh, but they had a strong season. Uh, they were 65 and five, so quite a few ties on the year. And, um, the regular season had a little bit of a change in the last two years for boys and girls soccer. They weren't allowed to play overtime. So, if you ended at the end of regulation, it was just a tie. It used to be that you played overtime. I'm not sure what the statistics were if anybody scored in those five minutes, but uh it's just uh it's a non-factor this year, last year, and this year uh until you get to playoffs. So, uh but they were fourth place in the conference. Um we played quite a few onegoal games, which was a testament to not only our players, but our coaching staff keeping our boys into it all the way till the end. Uh we ended up losing to Eden Prairie in the first round of the playoffs, two to nothing. Uh but again, just played well in the uh the entirety of the season and that game. Uh as I've stated before, Coach Poppin does a great job. Uh he's one of our coaches that really focuses not only on our season, but also on the community aspect. And so we had quite a few events where um we engage the entire soccer community throughout the not only the season, but the summer. So, it's always fun to see our boy soccer do well. Uh and then the last item to talk about is we had signing day last Wednesday. So, we had five athletes uh sign their uh letter of intent or contracts as they're now becoming with the NCA. Uh and so from left to right on the uh picture is Satie Hall and she's going to play basketball at Houston University. Next to Satie is Emily Lopez. Uh she's going to play soccer at Indiana State University. In the middle is Kaiser Borin and he signed to play baseball at Southwest Minnesota State University. Uh going to UMD is Kaden Olsen for baseball as well. And then on our far right is Kyler Walters and he's going to wrestle at the University of Wyoming. So uh this is one of three opportunities for our students to sign. We'll have one that's more specific to football uh in December and then we'll have a spring one where we kind of get everybody that we may have missed early, middle or late and then that will happen in May. So um good group there and we look forward to a bigger group uh once we get towards the end of the season. So that's our fall athletics and we're already into winter. We started the girls hockey has already had a couple games. They play tomorrow night and then uh we basketball rest in at first practice today and we'll get into some more games throughout the weekend. Any questions? >> Thank you, Matt. >> All right. Thank you. >> Uh continuing our saber pride. Next up is item 3.2, 2, our Minnesota Community Education Association statewide project award and Tiffany Olsen, our director of communications and strategic development will present. >> Yes. And I am really just the messenger as I uh normally am chair Smith and good news. Uh so we'll have Lisa on our director of community ed and and those that she may have with Bill her introduced here in a second and I just get to coach you so that it's not awkward telling yourself you can share a couple extra details but if you want to introduce Lisa we can help with you. >> Sure. Um I'm Chris Younger. She is a program coordinator for community ed and focuses in on youth enrichment and Joel Moulder and he's on the RBTC board of directors. So, we've had the pleasure of highlighting many awards. Community Ed has been here before in front of you um for various reasons. Obviously, your theater is great too within the district partnerships. Last week of October is when you got to uh receive this award and I believe it was nine other districts it looked like received awards of some capacity for community education. So, in good company on that side, too. Um awards highlighting uh just the innovation and impact. So, I want to bring out those two words when it was shared with us. What this group did together, uh, those are two things that stood out and paraphrasing information that uh, Lisa has shared with us is that the partnership has been very strong since 2012. Um, and together you've produced 30 plays engaging over a thousand young performers. Um, and really just trying to speak to what we do as a community. So like your 60-second rundown of how awesome all of this is, if you can share the excitement that you all had at the last week of October. I know our board would love to experience that as well. Sure. >> Well, I think for us it's just highlighting the partnership that we've had with RBTC and being able to show that off not only to the state organization but here at the board level. Um because it's been going on for so long. Um it just has been a great honor to work with RBTC and to um provide opportunities for youth. Um you know it's really a feeder program for the plays that you saw on the screen earlier for middle school and for high school and things like that and they start at the community ed level and they start with RBTC and our community ed programs. So, I'll let you guys if you want to say anything too. You kind of said it all, but yeah, don't give you anything. >> Speaking from RBTC, it really has been great to work with community ed throughout these years uh helping engage young people uh all the way up to uh adults uh in community theater as we grow our program. So, it's been a great great partnership. >> We're all very proud and this I just brought the boys. You can see [laughter] We should do a picture since you got me award. Let's go and do a quick picture. >> I don't know if we say culver. One, two, three. >> Colders. [laughter] Oh, we were really doing it. >> I guess we really free advertising. >> Next on our agenda is item four, the consideration of the agenda is presented. >> So move [clears throat] second. We have a motion by Roi and a second by Aldrich. Any discussion? Seeing none, all those in favor? >> I opposed. Carries. >> Next on our agenda is item five, public comment. This is the time where members of the public can participate in the meeting without being part of the meeting agenda. A member of the public may address the board on an agenda topic or on another topic. We allocate a total of 15 minutes for public comment at this meeting. Each individual speaker may speak for up to 2.5 minutes. Requests are not processed on an overall first come first- serve basis. There is an element of first come first serve representing a specific viewpoint on a particular topic. If more than six speakers sign up for public comment, topics and speakers will be prioritized. Topics on this evening's agenda take priority over those topics not on the agenda. Speakers living within the school district take priority over those from outside the district. When speakers plan to share differing perspectives on the same topic, an effort is made to balance the quantity of speakers on each side of the topic. Public comment is conducted in accordance with schoolboard policy 206, which can be found on the school district website. Persons who wish to address the school board during public comment must sign up prior to the start of the schoolboard meeting and should provide their name and the subject to which comments pertain. Only those persons who have been recognized by the board chair will be allowed to speak during public comment or at any time during the schoolboard meeting for that matter. No personal attacks will be allowed on any district employee, including schoolboard members. As a reminder, schoolboard members will typically only listen and not interact in any way with a public comment speaker. The board may at its discretion ask questions for clarification of an issue. We have one person signed up tonight and that is Marlene Bad Warrior. Welcome. Y hello, good evening. My name is Marlin Bad Warrior. I am of the saltwater clan, born for the charcoal streak division of the red running into the water people clan me. My maternal grandfathers of the tangle clan and my paternal grandfathers are of the bitter water clan. This is how I recognize myself as a now. Thank you board members and administration for hearing my words this evening in support of the Dakota language and culture course approval into the curriculum. As the current Native American parent committee chair, the approval of an indigenous language being integrated into the curriculum would be a positive step in the direction of acknowledging the original peoples of this area, the Shakpewakin Dakota. We are all aware of the damage that boarding school institutions have had on our tribal nations and the significant loss of language and culture in that era. While many people har continue to harbor ill feelings from this time, there are many of us who to who look instead to create collaborative opportunities for our children to have their culture and language reintegrated within their school spaces. One of the prevailing factors of Native American student retainment in education is the ability for their culture and identities to be seen. With this approval, you are showing these students you value their cultural education just as much as they do. As a parent of a lot child, I speak on behalf of this future of his future and that of all Dakota children to have the privilege of not only learning foreign languages in this space but also their own languages. On behalf of the parent committee, we hope for a unanimous decision of support to show recipiosity to the Shaki tribe and their continuous giving to this community. >> Thank you so much for this time. >> Thank you. Thank you. Next on our agenda is item six, the consent agenda. And Tiffany has it posted on the on the screen. We got personnel items, board minutes, bills, authorizations, wires, equipment sales, field trip approvals. >> Mr. Chair, does this mean that board members get to go to Costa Rica and go on the skiing if we approve yet? There are some really nice looking fields. [laughter] >> I'll make a motion to approve the concept. >> I'll second. >> We have a motion by Peterson, a second by Aldridge. Any discussion? >> Mr. Chair, just one question. I noticed a couple of these like DECA and I believe trip they fall outside of what would be the traditional school year but they still require board approval for the policy field trips. Thank you. I see that we're approving the new head uh coach here today. And I just wanted to thank Jenny Carlson for her previous further discussion. Seeing none, all those in favor? Post. Motion carries. Next in our agenda is uh a resolution for donations approval. >> And Tiffany has the donations up on the screen. Make a motion to approve. Second. A motion by Brophie, a second by Johnson. >> Any uh discussion? Just want to acknowledge the generosity from community. This goes on and on. >> Very generous. >> Including holders including [laughter] >> see no further discussion. Tiffany can please do the role. >> Zed. >> Yes. >> Valdez. >> Yes. >> Peterson. >> Yes. >> Smith. >> Yes. >> Aldridge. >> Yes. >> Johnson. >> Yes. >> Trophy. >> Yes. Resolution passes. Uh, next on our agenda are two action items. Uh, starting with 8.1. This is student club activity edition. Uh, andy Brown, our activities director, is back to present. >> Student club editions brought to you by Chipotle. [laughter] Just get the right. All right. Can't help myself. Okay. Um, so, uh, just, um, three things to, um, talk about really quickly. Um, it's been a little while since we've, um, popped up here. The, uh, rise of, uh, student clubs has slowed down a little bit. Um, because I think because I say yes so much, we get all sorts of things. So, just a reminder of kind of how how we typically do it is when students come to me, um we have an application that they need to fill out, has board policies attached to it, and I meet with them and talk to them about some good practices and um usually don't bring them to the board until they um prove to have legs a little bit because sometimes kids have a couple interest meetings and no one really shows up and then they go. So, usually that's kind of how that works. Um, typically for studentr run clubs, um, we, uh, um, we find, um, a staff advisor and I talk with them about kind of how, um, intense they want their involvement to be. Sometimes it's just being in the room and other times it's helping out a lot more um, and pay them a small step. And then there's another tier, and I'll explain that in a minute. I'm just kind of reminding you because these two clubs fall in some different spots. So, um, Club America um, is a student run club. Um, that'll be the third that kind of fall on our on our bottom tier. And this is um a club. I'll kind of pull it right from the uh application here which I had open just a moment ago. Um that they're about um basically creating a safe and open environment for people to share thoughts and opinions um uh learn from each other and deepen an understanding of political and faith-based topics. So when we hear those political and faith-based within the within the school district, we just make sure that uh um it falls a little bit differently. So this lands in kind of the same tier as our Fellowship of Christian Athletes and our Muslim Student Association. So, according to equal access laws, we give them a place and we um find I help them find supervision. A lot of times the kids find it on their own, but that's a supervisor, not an adviser. And then we don't spend any school resources on groups like this other than, you know, the the cost incurred of like, you know, using a room with the lights on, um a space on the website, things like that. Um and then they have um a disclaimer as well that goes on the signs that they put in the school um on their website, things like that. So, um, yeah, so that's just kind of where this one sits. So, this club, uh, has, uh, hasn't really quite kicked off yet, um, but just, uh, just just given that nature of it, we ran it through right away. Um, so their goal is basically just to to create a little forum for kids to, you know, broaden their understanding of of various issues. So, there's that one, the STEM club, um, started by a student named D. Wright, uh, supervised by, um, Charles Ry, who's an accurate physics teacher. um and they're just kind of um engaged in just trying to figure out ways for kids to explore areas of STEM uh part maybe particularly the science aspect beyond what the curriculum has. So trying to find some kids who maybe want to um do some projects, take some outings, do some things like that. The first thing they're looking at, they just started exploring if there's a way to do kind of a schoolwide science fair. Um kind of a almost anacronistic idea when you think about it and we have so many of those things going on. Um, but like I said, they're just interested in stuff that's um that goes outside of the uh um you know, outside of what's already in the curriculum. Um, I also want to talk about girls flag football. I don't know if we need to take the action first and I'll come back to that or do you want me to keep going? >> Is that uh elsewhere on the agenda or what? >> If you do have it is in this >> just a little but it's more information. >> This is justformational. Why don't we Why don't we vote first on the action item? >> Okay. or if we have questions and I guess I did one question. So with respect to Stan, does some of that potentially dovtail into we've got some great partners with our academy champions opportunities there? Is it a you know I know it's outside you mentioned outside the curriculum >> but certainly have networks. >> Yeah, certainly could. Yeah, they're just a little like just kind of getting off the ground and you know student who is really really passionate about getting getting something like this going and they're just trying to kind of figure out their direction based on the kids who are showing up and what they want to do. So yeah, I think we'll I'll be really aware of it at least whenever they bring the things. So yeah, thanks for reminding. >> I'll make a motion to approve the club's additions as presented. >> Second motion by Peterson, a second by Aldrich. Any further discussion? Seeing none, all those in favor? >> I opposed. [cough] [clears throat] And then you had aformational item about the uh the girls play football. >> Yeah. So just so just because it kind of falls under this, just wanted to give you an update because I know people are talking about it and I've gotten some questions about it. So the brief history is that girls flag football started kind of a a small pilot league two years ago. Um sponsored by the Vikings. Um and I want to say it had like eight teams in it. Might have been just a little bit larger than that. Um and so following that there we got a little a few questions here and there about are we going to bring this to to Shockby next year? and I kind of shocked around the the communication that I'd received about it, trying to see if we could find a coach, knowing it probably kind of be volunteer, see if there's anyone who was really willing to to spearhead it. And uh I'll own that. I didn't I didn't look real hard um but pushed it around to a few people that I knew that I thought might be interested. asked a number of people to pass it on um through the football association and things, but um didn't really uh didn't really find anyone who was willing to kind of take it on with sort of this, you know, um just nebulous approach or this sort of up in the air. I don't know if I can compensate things like that. And then um and then just about everybody else added it. I think us entire lake are like the just about the only schools in the metro that didn't jump on girls flag football. So, of course, now we've gotten even more questions because it's been more visible. So, um, so we started talking about it over the summer even, um, and Jamie Gman, who's our girls hockey coach, um, was willing to kind of just spearhead it, uh, for now and kind of be the, um, you know, sort of program manager as we looked into it. So, where we're at now is that we have a grant in to the, um, to the Vikings. Um, they that, uh, they provide money, kind of startup funds. Um, and we've talked to a number of other coaches of other programs and kind of created a budget. Um, but I don't really have an ask yet because the ask is a little dependent on a grant and some of those things in terms of what we might need to get and what um what we can do. And so in terms of if we're going to be able to pay coaches or just need to ask for volunteers this year and so on. Um we've also done a couple things to figure out interest and um feasibility and we had um 182 7th through 12th graders respond to our survey and say I'd be interested in playing flag football. That's only like four times as many as we can handle on three roster. So, but it's a very um encouraging sign. Um so, we have that. Um and then, um Jamie held just a free to attend kind of a flag football try it before the weather gets bad basically. Um and ran a couple sessions and had over 60 kids show up to that and just kind of see what it's about. So, we know that the interest is there. Um and then we're just trying to look in. We should hear about the grant in December. Um and then I'll likely come back with a more refined ask of we want to support this as an activity. Um I know the state high school league will be um looking at it, but for now the mode is just kind of um to sponsor it and and fit it in under my activities umbrella and see where we can go with it. So um and we have talked about also because of those big numbers um and the rosters are are pretty small um even if we have varsity JB and nth grade that they intend to have. Um, so we're talking about maybe there's possibility there for um, an intramural league, which Chris Younger is finding out right now that she'll probably help me. [laughter] So we we've run our intram murals through community ed and it's a really good way to run those. So that's something that we've talked about. If our interest stays high, we might need to do that as a supplement um, as well in the spring. So happy to field any questions about that too if we have. So >> I just know as of this afternoon, the meeting I was in, there's 100. Yeah. >> Yeah. It's crazy. And it's it's five on five and I think the roster max is 15 and so varsity JP and nth grade as well. Still only 45 slots there. So yeah. So we'll kind of see how it shakes out. >> And I think the grant is three years. Is that accurate or do you have to apply every year? >> Nothing that I saw was about recurring funds at least in the application portion of it that has it. So I'm not totally sure. Okay. >> So, not tonight, but it probably see me again. >> Thank you. >> Next on our agenda is another action item. >> Oh, okay. Item 8.2, school calendars for 2627 and 2728. And Dr. Redmond will present. >> Yeah. And you'll notice Dale Anderson saying was on the agenda item. I think that's really in recognition of you know there are a lot of people involved. Dale does an incredible amount of work in terms of helping coordinate and uh kind of take a look at this from multiple perspectives. But we've shared this previously and it uh the calendar fits our our typical parameters and we present uh the next two years of K12 school calendars as often happens. Um you know we approve this the K12 calendar and then we come back and look [cough and clears throat] into the early learning. Uh they they build you know kind of with that if you will through their program. So happy to try to answer questions. Otherwise, uh, you know, it's an action item and certainly would recommend approval. A lot of a lot of really good work has gone into this for couple months now. It's well done and meets all those those criteria that we've shared previously. Comment from Dr. Would you share again the only part of this that might be a little unusual that parents and students might ask about is the starting before Labor Day and how it fits into the the school calendar and timelines to work better this way. >> Yeah. If you pop back up, we've got uh I believe it would be the two dates this coming year and the following year where Labor Day I think is as late as it can be and one day from being as late as it can be. And so state legislature has given uh school districts in Minnesota uh permission for next school year and the year that follows to start the school start the school year prior to Labor Day, which both of these calendars do. Uh the expectation would be that the following year, the third year out, we'd be back to starting after Labor Day. It's just with the uh exceptional late Labor Days the next two years. If we started after, we would be getting out close, you know, kind of pushing into mid June. And so, uh, this will actually in terms of the days on a calendar feel pretty similar to previous years, just happens that with, you know, that Labor Day is going to fall a little bit later. And we've done a number of things, you know, to accommodate the long weekends still for Labor Day and things like that. So, we think it's a pretty good uh uh kind of a way to handle that kind of unusual two-year calendar situation. Thank you for asking. Should have mentioned that. >> I have one question. Uh for the 2728 school year, it looks like our fall break or the old MEA, whatever you refer to it now as, seems like it might be a week later than typical years. Um the year before it's the 13th, 14th, 15th when I'm looking at the calendar here, 14, 15, 16. So I know that we've had some discussions about this um at state high school week because of many schools starting early before Labor Day and the way things fall that it potentially um might conflict with how football playoffs and regular season. Um, so I just want to make sure that those dates are >> Is it the third Thursday of the month? That's probably right. It starts on the first October 27th starts on the 1st. That makes sense. >> Yeah, I just looked it up. It's October 21, 2027. And that is also because of the late labor date, too. I think some of that timing every what seven years or six years >> it would be. >> Thank you. Glad >> and just a quick comment, it's noted on here, but it also uh since graduation ceremony follows this calendar as well because typically graduation is the Saturday following that call the end of the school year. So graduation is there a week earlier for both as well. Further discussion I just add my thanks to Dale for his work on this. Um, see no further discussion. All those in favor? >> I post a motion. >> Oh, I'm sorry. >> I guess I'll make a motion to approve. >> This is a team effort for watching. >> Everybody keeps me honest. Okay. >> Motion to approve. >> A motion by Valdez. Second. Second by Broy. Thank you. [cough] [clears throat] >> See no further discussion. All those in favor? I opposed. Motion carries. Thank you. Uh we move to a couple information items. Item 9.1, our monthly budget uh update with uh our finance director, David Kasich. Welcome. >> First time I get to do this you so I'm excited. Uh so this is what you're looking at is the general fund for October 31st. It is our budget to actuals for FY2526. If you take a look at state aids, we are trending at 15.68%. It is down from previous fiscal years, but that is because Minnesota state can meter meter their payments. So, we will receive those later on. We will receive those payments. I I would see those trend that those numbers would increase as we move through all the fiscal year. Federal aids are on par with fiscal year. You may ask, how are we negative $4,600? That is due to our accounting standards. We do book receivables as of June 30th and then reverse those receivables as July 1st, which we are looking to receive that additional $4,260. And then as we move through in the next few weeks or so, we should start drawing down on those federal aids um for our federal programs. Uh property taxes, we did receive our one-time payment in October. We'll receive another one in November. So that is 9,446,000. So that is trending on par with previous fiscal years. our local fees interest etc um is a little bit above par. It is mostly because our interest rate and revenue is doing better than budgeted. So we will when we come revise we'll increase those numbers um and that is at a million 57,493. If I turn your attention to expenditures, um salary and wages are slightly above previous fiscal years. Um due to our positive trend in enrollment, um seeing numbers that are better than our budget numbers, we've added some staff to keep the enrollment class sizes down to what we had proved. Um so those are trending on par with previous fiscal years except for those additional staff. We will revise the budget and you'll see that adjustment in roughly around February. Um that goes also for employee benefits that is trending just a little above um previous fiscal years at $6.1 million. Um and that is due to those additions to staffing. Uh purchase services is trending on par at 24.66% of previous fiscal years and along with supplies that is a little bit above that is due to prepaids. It's an expenditure that happens in June but the really expenditure is recognized in July. So that is just accounting standards as Jobridge would know. Um equipment is trending on par is slightly down but this is due to timing um when we are doing projects LTFM projects around the district when we're make making those equipment purchases. Other expenditures this is another one is trending above where we were previous fiscal year. This is another prepaid we we saw the expenditure come in in June. We booked it as a prepaid recognized July expenditure overall. Um, I think we're looking good for this fiscal year. As time goes on, we'll get a better estimate where we're s where we're sitting budget to actuals. Any questions? >> Um, considering we are $13 million over expenditures over received, how we cash flow? >> Fantastic question. We are doing great on cash flows because we receive in June and May we receive tax payments for this current fiscal year FY26 20 or FY20 526. We received those in the previous fiscal year. So we doing well on cash flows. We do have that money sitting in the bank account. >> Thank you questions. >> Thank you David. Next on our agenda is item 9.2, comprehensive achievement and civic readiness and achievement and integration. And here to present are Ray Bettton and Sarah Wearberg. Welcome. >> I think M's gonna stay back there. Okay. I'm setting a timer for us just just so that we stay on schedule. So um I'm going to present on last year's comprehensive achievement and civic readiness plan. So this will be 2004 2005 data and this will ceue up to talk about our achievement and integration plan and hopefully you'll see how they're connected and related to each other. So now this plan it is a it's an annual requirement through MDE. It has replaced world's best workforce. So you've seen this in different iterations. It is just more of a rebrand but very similar packaging. There are five CACR goal areas. First one, all students ready for school. Second one, close the achievement gaps between student groups. Third one, all students ready for college career. Fourth, all students graduate. And fifth, all students prepare to be lifelong learners. So, with each goal area, districts will choose a metric and they'll follow that metric throughout the years um to track their progress. Uh what I want to do for you is just quickly point out the connections between our five CCR goal areas and our current programming. So this is similar to our district strategic plan. These are big areas that we are working towards uh with all of the programming that we offer. So the federal programming, the state programming and local programming, all of this aligns to those five CACR goal areas. So the first goal, all students ready for school. Uh the metric that we've been following is 60% of our incoming kindergarten students will be low risk on the fall fast reading assessment. Our goal is 60%. So last year 55.2% of incoming kindergarten students were at low risk in the fall. For that second area, closing the achievement gap between student groups. Our goal, the percentage of Hispanic students enrolled in Shakape who are proficient on the NCAA and MTAS reading tests will increase from 30.1% in the spring of 2022 to 40.1% by spring of 2025. So you'll notice that that is a multi it is a multi-year goal. Uh we are at 31%. The second goal in this category, the percentage of black students enrolled in Shakipi public schools who are proficient on MCN MTAS reading tests will increase from 45.3% to 55.3%. Our result was 38.5% of black students who proficient. The next goal area, all students ready for career in college. Um the our poll our first goal was the percentage of black students enrolled in Shakabe public schools who are proficient on the MCA and our test math tests will increase from 45.3% to 55.3%. Last spring we were at 24.8% of black students proficient. Second goal percentage of students enrolled in Sh public schools who are proficient on the math MCA math tests will increase from 37.8%. So this is all students in spring of 2022 to 45% by spring of 2025. So we were at 42.8%. All students graduating. Our goal um Shakip High School ended the 2022 23 school year with 80.73% of students on track to graduate. Uh the goal was moving that up to 85%. Uh last year we had 90.45% 45% of shopping high school students on track to graduate. Last one, all students prepared to be lifelong learners. The average the goal was our average ACT score for all shopping students will in increase from a composite score of 20 to a composite score of 21 by spring of 2025. Our average composite score was 19.5. So that's kind of big picture state of the union. Um we are doing some things really really well. We have a lot of things to celebrate. There are some things that we need to focus on and we really need to focus on how our student groups are doing especially our Hispanic and black students. So that is something we're paying a lot of attention to and Rey gets to talk about some of our efforts through the achievement and integration program. >> Oh I took more time. I'm sorry. You get five minutes left. >> No problem. No problem. [clears throat] Um thanks for having me. Um I'm going to talk about our achievement and integration. Um what I do just >> All right. So the first thing um I've got five goals I'm going to share with you tonight. Um these are those progress report goals that I kind of talk about each year around this time. Um this will be the last year of these goals that we've been doing for three years. Um I'll talk to you at the end about you know what's going to be coming forward after that. But what you see in bold are the bucket areas for the MBE. um wants us to look at for each district that are part of the ANI program. Sort of our first goal um we looked at our black and Hispanic students when it comes to uh uh kids enrolling concurrent or um advanced placement courses. Um 16.3% of Shocki students um in grades 6 through 12 are Hispanic. 9.6 6 of those students are enrolled in um concurrent or uh advanced placement courses. We're trying to get that same number, that 16.3 to be the same representation in those advanced placement courses, which would be at that one. If we talk about the ratio uh with our black students at 16.3, believe it or not, we had Perry run those numbers three or four times because we're like, are you sure that's the right 16.3? It is. 16.3 uh% of our shock students are black. 11.6 Six of them are enrolled in advanced placement courses. How we how they got there? Uh we looked at AVID, our AVID programming, our caring committee conversations, which I'll talk about a little bit later. Positive peer campaigning um which you know having kids talk about their experiences in those class u in those classes. And then uh teacher talent scouts, teachers, you know, saying, "Hey, uh I mean I I've had teachers come up to my own son and say, "Hey, I think you should get into this class. You seem to be doing really well in this. Why won't you get into this advanced placement course?" And you know, so it's having the teachers get out there and talk to these kids as well, trying to get more kids involved. Um, goal two, um, you know, 85% um, is the is the state goal for graduation rate on time. Um, is that's the state goal. If you look to the right there in the box, you know, you [snorts] look at our subgroups, um, there's a 90.5 90.45 four or five and then there's our American Indian seven all all seven of our American Indian group 100% Asian black Hispanic group was the only one that fell a little short of the 85% um again how did we get there you know we've got our our our specialist working our check and connect groups um our affinity groups AVID caring committee conversation and then just more cultural mirrors you know we're looking at you know adding more teachers of color to our district uh parents professionals just I mean all all around the district that number's gone up. Um and having those kids have those conversations and things like that I think has helped us. Goal three, our family engagement nights um for our for our black families. Um we started this goal two years ago. Um uh you know and I think the big thing was we had last year we had over 175 families attend different family engagement nights across the district. And I think one of the biggest things was our cultural liaison. Um, a lot of times we're doing a lot of um translations, documents, and we changed their role to cultural family leaison. We wanted to really get our co our cultural leaison out more with the families. Uh, especially with our newcomer families, working with our uh you guys see what Claudia is doing in the front and just more of those things and, you know, getting those communications with our admin teams. Um, and also with our equity team and our CFLs all working together for these family events, we felt like that's been a big thing. And um, it's it's still that number is still 175, but we got to get that up higher. So, we're still doing some things with that as well. Goal four, um, this is a goal that uh, two years ago that MDE of all A&I programs, a teacher equity goal to get more teachers of color in your district. What are you doing? Um, we've got the grow your own program which has been going awesome for us. Um, if you guys know Yael with Paul, he just uh did this grow your own your own program for the past year and a half and now is a teacher at Eagle Creek High Eagle Creek High School, Eagle Creek Elementary School. Um, and and doing a good job there. Um, you know, and still getting supports from those uh from from Minnesota State Mano. Um, so I think the grow your own program has been awesome. Um and then just continued focus on diversity, equity, and inclusion to ensure all students benefit from various various perspectives. Um district commitment to hiring staff who represent our students. Um with our leadership group that we meet every morning um every other week, we have someone that talks about including Keith Gray. We talk about um teacher equity and what we can do to get more teachers into our district. Right. in the last goal. U certainly not the um but our caring committee conversation something I'm really proud of. It's something that um I got together with eight years ago with Jordan and Prior League schools. Um we called it the World Cafe then, but now we've renamed it and rebranded as a caring committee conversation. Proud to say we've got now over eight districts that attend this event. Our our first event is December 12th. Um, this one will be in Jordan and it's really about self-confidence, social emotional skills, elevating voice, um, advocates how you guys got to hear me for change, leadership skills, and connectedness to school. Um, uh, how we got there, um, studentled discussions, uh, guest speakers. We're actually going to do one, just to let you know, we're going to do one that's just shocky focused with our teachers um and with um uh student affinity group leaders are going to meet with just our teachers and do we're going to do one just with just shocky. Um that I may, you know, if you guys want to come with that, I can get those dates and times out as well. Um we think that's going to be good. But this is something it's real work, real real words, real voices, real time, real alignment. Um, we've had uh guest speakers. Um, we've had uh models um we had a model from Sud um from Sudan uh dark her hair shorter than mine talked about her hurdles and things that she had to do to get to where she's at now and now she's in the Ralph Lauren magazines and she was able to speak on that. So kids can kind of see like you know my skin tone and I'm I I'm beautiful. A lot of people when they're I shouldn't say a lot of people, but some kids feel like their skin tone keeps them out of magazines, keeps them out of things that they want to do. And to have people come in that can talk about the hurdles that they went through, but hey, I've opened doors for you. You can do this. And it's not going to be easy if those are good. You know, we had CJ Ham come in and talk about his experience being in Duth um as a young African-American male and how, you know, he's been on and if you know anything about CJ Ham, he gets on that platform. He really works with kids a lot, but he talks about that as well. So, um, we've had to humanize my hoodie people to come in and talk as well. So, we get guest speakers that talk about these things. So, again, real worlds, real real words, real voices, real time, real alignment. I know I'm over time. Last thing, upcoming three grant, uh, uh, I'm going to need some help with this, right? And so, we're looking at our LTE that help with this group, our teachers, community leaders. I would like uh someone from the board to be a part of this group as well. Um student right student members, equity specialists um for my Indian education staff and our cultural leazison to really come together um to strengthen our district's commitment to equity, inclusion and belonging for every student and design a new three-year plan for our next um achievement integration cycle. question. >> Yes. >> Jim, did you want to say something? >> Oh, yeah. If I could share, Smith, I just want to say, you know, one of the things I just want to comment on listening to to Ray talk, you know, I hope that everyone recognizes that we make we hit some goals, we don't hit some goals, but this team is so actionoriented. You know, whether it's shifting the CFLs from we just interpret to we're true cultural family liaison, trying to make sure that all of our families have access, you know, all of the work that's gone into recruiting people and now retaining people in the grow your own program. We didn't just find all those people. there was a lot of work and effort and thought that went into it. You know, the the carrying committee conversations, the way it helps move things forward. I mean, this is just a a real action focused group. And I think that the actions that they're taking, you know, show up as you start to see um you know, the the way our courses are starting to become more reflective of our student body. They're not there yet, but you see that growth on an incremental basis. And I just want to thank Ray and his team for that. Um I just have a couple of questions in regards to I think it's slide starting at slide six. Obviously some of those numbers what we were hoping to achieve with the goals um and our results obviously didn't hit the mark and I'm wondering is part of it the offsc what what kind of factor does that play into our results because I know that a lot of people you opt out of taken the MCAs especially at the high school level. Um so what does that play into this number? Is this a pure real number or is it not really? >> That's a really good question. I we are digging into trying to figure out exactly what is the opt out. Breaking it down by demographic is a little bit more tricky. So I can work on that and see if I can get some raw data to report back to you. I will say that the achievement gap is backed up by our fast scores too and some of our other metrics. So that the MCA may be softish, but I think we still have reason to to focus some energy on the gap. And I would assume that with uh the reading scores obviously now that we have uh we're implementing new curriculum that's state required as well as the math that we're just implementing new curriculum as well in our district that that could have an impact on members moving forward as well. Positively >> yes that was our hope that was the intention behind Absolutely. >> Yeah. Just to build on that I have a similar question. I'm just curious about the analysis behind the the results and you know if is do we do we understand the cause of the drop in some numbers and I'm not expecting that's very >> Mr. Just to add to that too, I know it's a little out of context for the but ACT, right? That's probably a little more pro right to take that. Do we know what percent of participation participate in ACT and then even in that context? I mean, we don't want to forget about 2020, but does any of that kind of translate into there's still some of that aftermath of some of the distance learning, right? Just relative to where ACTs are trending. We don't have to answer that here, but I think there's a correlation. I pulled together some participation data in the ACT comparative to other districts around us too just so we have a sense of how the universe and then also the MC [clears throat] >> is there another >> well just in the same kind of saying like what's the demographic what's the participation um who opts out right >> I know what I love a lot of people are taking the ACT versus the MCAs are not necessarily doing full there's a lot of talk at the state level of not of taking 11th grade out of the MCAs and replacing it with the required ACT test instead. >> Yeah. >> Because kids are taking it if they're going to go into any sort of a fouryear postsecary institution after they graduate that's more open than >> agre and that that's the same context of you know how much weight is given to one or the other. Great questions. Thank you. >> Thank you. Appreciate it. >> I think I stay. All right. >> You do you. Uh, next is an action item. Item 10.1 course proposals. And Sarah is here to present again. And I didn't give you the title last time. You're assistant director of LP. So, >> uh, and this one should be fairly short. So what I will do is I'll give you an overview of the three new courses that we are proposing. There's additionally a bunch of revisions to course titles or course desript descriptions are mostly just updates bringing a description up to our new curriculum or um bringing it up. We had an industry partner recommend some changes to a pathway description just to bring it up to industry standards. So those are more of the stylistic additions to um the revisions. But we have three really exciting new courses that we are proposing. The first one you heard about from Moren in public comment and that is Dakota language and culture. Um and then the two other ones are unifi art and unifi robotics. So if you're familiar with unifi programming, we already have unifi and so these are courses that are all about inclusion and partnership. Uh you'll have students with developmental delays and you'll pair them with a mentor teach mentor student or a partner student and they are in class together. So the theme behind all of these course proposals is is everyone belongs, everyone has a space, and so we're really excited to get to propose these courses for you. So you'll see uh the revised courses here. So quick name change to AP Spanish L Culture. Uh it was formerly Spanish for Spanish speakers 3. Those students all took the AP test. So we're just officially changing the name so we can line it with AP. So rather than I'm doing it as an independent study and they'll just do it as part of the course. Um and then humanities is changing from an English credit to an elective credit because we have our common lit English 9, 10, 11, and 12. We're breaking apart intro manufacturing and construction into two separate courses so that they more pathways and then robotic process automation is being titled AI and automation. And then for social studies dropping modern US history and not world history and just title them US history and world history which is more accurate representation of the interesting part is a new course description. So this is Dakota language one and so you heard about the importance of this course from my name. Uh we are so excited to offer this for our students for all of our students. So this course is not just for native students. It's for any student who's interested in understanding more about language and culture. And you'll see the course description and essential skills in the unified AR. Again, I'm focusing on some pretty cool art projects in critical thinking and analysis and problem solving, communication, and quantitative skills. by matching our our partner students and our special ed students. And then again, same thing for unified robotics. So unified robotics is relatively new in the unified world, but there are um many schools in Minnesota that have started. I think it's a competition. Um so it's really getting some traction and we've got passionate teachers that wanted to add this to our portfolio. So I think makes the most senses to answer any questions about those three new courses. Um, I didn't get any emails about questions over the revision. So, I'll just let that go unless anybody has a specific question. So, any questions about the three courses? >> No question, but I'm just I feel a little language I would love to [clears throat] chair. >> Um, who would teach the Dakota language class? >> That is a great question. We are looking for the right fit. There's a lot of community experts around town that we could hire and contract with. I know we also have some staff that are highly qualified to teach. >> Thank you for that question. Yeah, the further discussion I saw reference to Legos. So >> I'm highly qualified in the Lego category. >> I would entertain a motion. >> Second motion by Brophy and a second by Aldidge. Any further discussion? >> Seeing none, all those in favor? >> I opposed. Motion carries. Thank you. >> Thank you, sir. [clears throat] >> Next on our agenda is another action item, item 10.2, Pearson Early Learning Center Curriculum Adoption. And here to present is Miss Summer, our assistant director of LTE. And could you introduce your guest? >> I will introduce my guest. Thank you so much for having me tonight. This is Sarah Molen. She is our administrator at Pearson Early Learning Center. So, I asked her to join me. um in the event that you have questions that I can't answer tonight. So, we are here tonight asking approval for a resource for Pearson uh early learning center. And um just want to kind of remind you of our process. We did follow the district process with a comprehensive needs assessment and then our articulation team. and our articulation team spent quite a bit of time determining our guiding principles, reviewing um guidelines for both parent aware programs and voluntary prek programs. Um and then they went through a study of those a variety of resources that were on those approved lists uh and made a final decision and that is what we're bringing here for you tonight. So um the clear winner was the creative curriculum and this is a comprehensive curriculum meant to integrate um language, literacy, numeracy um through contentbased studies, so science and social studies. And that was a really important um guiding principle for our team of teachers that we would adopt something that would be comprehensive in nature. The curriculum aligns very well to the core values established by the teacher teams and these are listed here. I think um key in that was developmentally appropriate practice that really is whole child focused um and grounded in datadriven decisions. So um this particular curriculum aligns perfectly with our TSOL assessment system that we already have in place. Um, and that was really important to the teachers that there was this match and this alignment so they could be making instructional decisions in the moment to support those uh early learners. Like I mentioned, it is a comprehensive approach. Um, that idea of an integrated curriculum was really crucial to the teachers. Um, and that was something that that they were really excited about in regards to this resource. Um, and then again, I spoke about the datadriven decision making. Um, TS Gold is our assessment system that we've had since 2018 at Pearson. And, um, we're kind of refreshing that and really doing intentional professional development this year. Um, and TS Gold aligns to all of the early learning standards. Um and this particular resource will pinpoint um ways in which teachers can respond to those various needs for students whether it is a literacy need or a numeracy need or even something around executive functioning or social learning. Um so it's very geared towards studentdriven decision making. Should this be approved, our next steps would be to work again with this articulation team as early adopters. They would receive these resources and some um training initially to kind of get started this spring. They'd like to test it out. Uh and then we have a plan to do some full training at Pearson uh hopefully in May during a professional development day. So all teachers are kind of onboarded into this resource and then an additional day in August specific to the roll out of the units of study that they will be doing throughout the course of the year. I think that's that's all I have tonight. question >> please. Uh thank you guys for coming in and I know that you've carved out some time for me individually but prior to this too few questions one and and this is something we talked about then and it's kind of come up a little further more a little more research put into this I know that there's other components to this this particular curriculum including a tool is it called goldfinch I believe that it's an additional tool and we did sort of discussed about just the adaption process of this and how it would fit but it sounds like that. A lot of people that have used this curriculum in the past find this to be a pretty positive tool and it's maybe something um looks like we're doing a little bit of a preview to this spring that maybe is what we have access to to see that and maybe try and use that to determine whether it's something that we want to use down the road. So, at this point, we have not looked at adopting supplemental resources to the creative classroom. Um, for a couple of reasons, uh, the gold finch is, um, it is, from what we've seen and what we've gathered from our vendor, um, it's it's it's definitely the TS gold, but it kind of takes that teacher piece, the observational piece out of it. So, the students are being assessed on an iPad. Um, and Pearson has really stuck tight to the legislation regarding iPad and tech use at the early learning stages. So, we're not sure yet if that's really a need. Um, we'd like to get that tier one in place and use this resource in our threes and our fours programs before we look at adding supplemental resources. Well, in our in our previous presentation actually worked out great here, the CACR team. One of their goals was student readiness going into Katy Garden, which like I said, shared in person that are private that we've had some good success there. But, um, a tool like this would really help that crew, you know, for for early screening and things of that nature. Do we have any other tools that we're going to use for early screening to try to help find students that potentially need extra help before they get to bed? >> I would say that the TS Gold assessment tool already does a lot of the things that we're talking about. It's looking at the whole child. The social emotional is so key in our early learning years that they are with their peers and really learning what school is all about. But it's also looking at that literacy and the language and the numeracy and um all the different components that come with um a holistic look at a child. And I would also say that we do talk about the tiers and the different um things that come with teaching the whole group. tier one. And then what does the TS school assessment tell us? That the the students that need that extra helping, if you will, the tier two of some students and pull them to the side and do an extra small group lesson. And then perhaps is there one or two students that need that additional tier three support that that is already in place with the TS gold assessment and we are doing it to full fidelity now and excited to be able to do that fall, the winter, the spring to be able to have those color bands and tell us that data already. So I don't think at this point that there is another um thing needed to look specifically at that literacy. >> Mr. Chair, if I can expand on that and no, I'm aligning with Mr. Zivic in terms of is this a good time to invest in that or at least do like a proof of concept? Not to suggest that the other assessment tools aren't great, but from an IT lens, because I've seen this build before, you implement a partial solution only to learn later down the road. Gosh, I really wish we would have invested in that other capability. Uh because the cost implemented later in terms of touching me twice, you know, whether it's favorable terms of your vendors, all of those things. uh it's more strategic to solve that in the beginning and have it than try to realize and retrofit it after the fact. Um there are soft costs associated with trying to collect information and put it in another tool, right? And trying to move information around. It just seems like that we may be losing an opportunity to capture some of that by only looking at certain components. >> I hear what you're saying. um is a very expensive add-on. Yep. Uh $10 a month per child. So, uh that's one thing that we're considering. Um in addition, I I don't think it's a loss because we are already using that same assessment just through the observational piece of teachers. So, we're pretty fortunate at Pearson. We have uh pair of professionals and teachers and special education educators that are going to do the assessing all together collaboratively. Um not every preschool program has the luxury of having staff that assess in that same way >> and and that's fair. I'm not certain certainly not challenging all the work and you know the you know the cohorts that have looked at this. Um it's again just more of like what's the relative cost to early detection that you know prek to kindergarten readiness. Uh does that position the district in a better you know better light in terms of you know a marketing perspective come to shock if we look at the tools we have in place. Um you know is it expensive? Yes. But what's the cost of that? Do we are we giving our parent educators the right tools to be able to complete that assessment? And I'm asking more probably figuratively. I'm not suggesting it's not happening, right? Is this a goldfinch tool? So that's supplemental heard. You say I mean are are other schools comparative comparative schools using it? Is it is it a common thing or is is this a this is like a marketed add-on? I'm just trying to grasp what it is. >> It's a it's a new marketed add-on. So, I think again we feel pretty confident with TS Gold and the assessments that we're using to identify early risk indicators for reading, for math, um for social emotional learning, the components that are part of that well-rounded child development. We we feel really confident in the TS school assessment system that we have and there is not a state expectation to do something above and beyond what the holistic piece that TS code is giving us. And so that is a piece to think about is that isn't a state conversation or a state expectation to have something like this. Did I hear this correctly? We've been using the TSO screener since like 2018. >> Yes, the assessment has been in check school since 2018, but not to full fidelity. There were using it in some ways, but not to all of the things that it can offer until this school year. So, right now, we're doing a fall assessment that just ended and we'll have a winter window and then a spring window to really use that color standing that was shown on there around where are the students expected to fall with their peers in that age level and then where are the students that are above that and where are the students that are not there yet and so that's going to inform our teachers of where to put their efforts in for tier two and tier two tier three >> then communicated to the parents >> yeah good question >> sorry for all the questions what's the term term. In terms of this agreement, is this an annual renewal? Is this a multi-year agreement? >> Yes, we're looking at a multi-year agreement. Um, five years with the cloud. So, included in the um bundle would be nine physical units of study. Um and then access to the cloud which provides additional units of study and a lot of resources to respond to the data for teachers um in the moment intervention type responses or extension responses that are all aligned to those units of study >> flat cost over the course of that five years. Is it paid every year or is it >> So, we are looking to do a one-time purchase um for all five years kind of like we did with our foundation skills and arts and leather. >> Sorry. I I do a lot of team negotiation. So, I'm just reliving some experience from recent weeks. So, it's from that perspective. >> I mean, that's a that's a good strategy as well. It's typically you get favorability in terms of one maybe it's more of a com and I appreciate your time to walk through some of this with me as well and help me understand more about what's what this is all about as far as our early learners go. But I think one of the things that it might be good to share is how does this curriculum help transition into our new curriculum? um that we're implementing in with the react and uh and blank. Um so maybe you can explain how this will help build some of that foundational piece to help with kids that come into kindergarten so we have a higher maybe success rate or a higher reading level when they come in that they are ready for kindergarten. >> I want to say and then you can jump in. >> Yeah. Um, so I think one of the really important pieces in preparation for kindergarten is that whole child development. And we hear that from our kindergarten teachers. They're not as worried about kids entering with knowing all 26 letters and sounds, but more importantly that they have the skill set developed um so that when they get to kindergarten then they can, you know, build on that foundation, learn their letters, learn their sounds, learn those numbers. So this particular resource does a lot around those early foundational skills. Um a lot of book reading, planting oral language, vocabulary, talking with kids, environmental print, really important things that that we want our kids to have foundationally so that when they get to school, they can layer on some of those abstract concepts of what a letter is and what sounds are. Um, I don't know phonics is a huge piece too that letters pointing out very clear to us in in early childhood we knew that right the letters training really lifted that back up of how important the phonics approaches are. I also would add and this is so exciting to have um this opportunity to think about uh curriculum that's going to be consistent across the classrooms at Pearson. right now it's a little bit of this, a little bit of that, and somebody's doing this in this room. And so really having that clear um road mapap, if you will, to have um that goes in alignment with the assessment tool because they're both from that same company. Um teaching strategies and to have them both um tie in together and to be beautifully knit to to have these moments in the classroom and organically be collecting that data for our assessment tool. that it will be aligned. So excited and just really um thankful for this opportunity to um be talking about it and and then moving forward. To me, that's a big piece, right? I mean, if you if you're doing something different before they get to school and then they get to school and we're now all of a sudden a different curriculum, then that is going to make it more challenging for students. just like we're implementing new curriculum for students that are already in school and we're doing teaching things differently than we have in the past. And so you're going to have pockets of kids that are maybe in the older elementary classes that might struggle a little bit because they're having to learn things a little bit differently because they're being taught differently than what they're used to. So to me it seems like if we have some curriculum that's going to work well with what we're [snorts] doing now in the elementary schools that makes it a speed transition. I I think that it's what you're suggesting makes sense. Your subject matter experts more than I am on this. But I also know the requirements for early childhood are different than they are for K12. So there that's the other piece that we need to make sure that we're meeting those requirements for those students in those prek classrooms versus looking at living. Can I expect like based on the curriculum that is statemandated right from perspective versus I believe the assessment tools currently are not in scope right is that I mean presuming that that's going to be the case going forward or we're going to find later that it is mandated to implement more strategic assessment capabilities. I don't anticipate that they're going to change what's currently out there for child. >> It's getting up into the vent system pretty good. Um, this is an action item. So, um, >> I'll make a motion to approve Pearson early curriculum that >> I will second. So, we have a motion by Peterson, second by Smith. Uh, discussion [clears throat] haven't met with them and I think this is a great I'm excited for the kids to have it. I wish we would just at least pilot this option to find out what it if it really is as good as others have said. If it's not and it cost too much that we understand that I'm pretty sure that the the company would allow us to do that. >> We can know maybe we're missing we don't know that that's all I ask that Any further discussion? Seeing none, all those in favor? >> I opposed. >> Motion carries. Thank you. >> Thank you. >> Next is another action item, uh, item 10.3, school age care, and Lisa Ron, our director of community education represent. Welcome, Lisa. Thank you, Chair Smith, and and thank you for allowing me to come and um speak about now a proposal for school care um was here in September, as you recall, and then again in November. So, um this is a proposal that we're seeking approval for um and so I'll go through um through that tonight and then answer any questions you may have. So, just a refresher of the benefits of bringing school age care in house. Um we had um talked about this in our previous meetings as well about aligning programming with district values and academic goals. Provide enrichment opportunities and academic support for students. Strengthen partnerships with families, schools and community ed staff will be public school public school staff which will align with district expectations of employees and provide job opportunities and strengthen our programs through reinvestment. And so what I'm going to present to you today is a a summary of a business plan. Um it's fluid. So um you know I'm I'm going through it now and then we'll have after this what we call an implementation team that'll be getting together to um work on timelines and and more detailed information. But I will go through this with you and like I said hopefully answer any questions you have. So, um, executive summary and mission, and we've talked a lot about this, but I'll I'll read that and and, um, the school age care program will provide a safe, engaging, and enriching environment for students before and after school, on non-school days, and throughout the summer. The program supports families by offering extended day supervision and learning opportunities that align with district goals and supports our compelling vision. Operating at district school sites, the program will serve students in kindergarten through grade 5 with flexible scheduling options for families. The program emphasizes academic support, enrichment, recreation, and social development through structured and playbased activities with the mission to provide highquality, affordable, and accessible care that supports the academic and social emotional growth of children while meeting the needs of families for safe, supervised, and enriching before and after school summer care. And I went through this um in October. So none of this has changed, but this is basically what a program before and after school, non-school and early release days and summer program would look like. [snorts] We would be keeping the same hours that the Y currently has um and offering care on the same types of days with the non-school days of early release and then summer. And our goal and objectives are to provide quality care to support learning to promote social emotional development to engage families and then we have to ensure sustainability so that um we operate at um basically a cost recovery model but also maintain affordability for our families with curriculum and um programming. We want that balance of structured learning time but also choice-based recreation. We understand that the kids have been in school all day. Um and while they will need academic support with daily homework as needed, um we also want to provide enrichment opportunities with art, music and cooking and the like. Uh we want physical activity with gym activities and outdoor games. um do the social development and then um have themed the learning with weekly or monthly themes um just to keep that curiosity and engagement going. And on this slide we have possible um staffing structures um and typically this is what other programs that run them through school districts what a staffing structure might look like. having a program manager, um an office assistant to do registration and tuition building. Um each site would have a supervisor, a lead teacher, and then teacher assistance. And the ratio of um staff to students is typically a 1 to 15. Um and we would provide training which would include CPR, first aid. Um CCAP is that county um assistance program. they have their own training that we would have to go through that's required for staff and then behavior guidance um mandated reported reporting training and um you know district orientation type training and then the facility use um basically we would be hosting this at all five schools during the school year um reducing uh the number of sites in the summer due to enrollment um um reduction and using cafeteria, media centers, um STEM and art rooms, gymnasiums, outdoor spaces, um having a quiet space for um project work and homework. And then um using our own spaces for field trip opportunities, which means like bringing the field trips inhouse um and um along with, you know, during the summer program when we'd be going out as well. So all of that is very similar to what's being used currently. And then we um would be doing a lot of marketing and out outreach um you know starting in 2026 um with that list there. I won't read all of those, but we'd be working with our communications department um and coming up with a very comprehensive communications plan um and marketing so that our families are aware of um the change and that um we um you know will be able to recruit and retain the kids um in the various ways that you see here. And financially, um, our revenue source is going to be generated from the fees that, um, families will pay, um, during the school year, on the early release days, and during summer with summer tuition. And then obviously we'd look at potential partnerships and or grants for funding. And then the expenses are typically just like the school district, the major expense is going to be the staffing um, with wages and benefits. And then we'll have I mentioned this before um an increased um cost for supplies and equipment in the beginning. Um that cost I would anticipate that first year to be higher and then would level out um the following years. Then we'd have the cost of field trips and transportation to those field trips. Um and then administrative costs um that relates to like our registration program and the program needs to be a self- sustaining um feebased model. So um in in my working history, school age care is typically a self- sustaining um program and and typically will generate revenue that can be reinvested in in the district or other programs and within itself. Also wanting to have evaluation and continuous improvement. So we'd include family surveys um so we can get regular feedback. Um staff development with the ongoing training and performance evaluations. Um student outcomes with observation of engagement, social skills and academic growth. and then doing an annual review of enrollment and financing um and finances and the quality of the program. So, this is a lot to look at and I don't know if you had a chance before, but um put in a timeline from November all the way through um starting in fall of 2026. This is what I would say is fluid and could could change here and there and be tweaked, but gives you a general idea of the work that needs to be done. um you know as we move would would move forward if approved um to open in September of 2026. Just going to go to the next slide. Um, our plan would be to open uh during connect and assess at one site, which is what they do currently at the YMCA, and then launch the full program the first day of school um in September. And then our first uh non-school days would be that MEA break. And then I just want to reiterate that um I know I have our partners behind me here from the Y. We have had a over a 30-year partnership with the YMCA. The YMCA has provided high quality child care um with families that have been satisfied um for that 30ome years and we really have appreciated that partnership um with the YMCA and all the work that has been done um during that partnership. So I am available for questions. Yeah, I would just start by saying I I agree with the YMCA and both both my boys. Uh we started there 17 years ago. They did the Y all the way through um elementary and and as well as the summer and and so yeah, it was it was a great experience for them. Um so I'll leave with that. Um you know, that said, I I really I think this is a good move for the for the district from my point of view. Um um I just I just like the alignment with what what we're capable of doing. >> Yeah. Thank you, Mr. Chair. Just a couple questions. So the startup cost you alluded to is that come out of the community budget. >> Yeah. and and David and I talked a little bit about startup costs and we need to order supplies and we can do that over the summer but have it come out of fiscal year um 2627 so that's the year that we'd be bringing in revenue so that'll help with some of that y >> and I didn't know if there maybe even a separate fund or how to account for it all those up and then I know we had talked about this previously I used the word curriculum loosely we hear a lot about curricul programming uh particularly like some of the activities in the STEM. Does some of that support kind of align more with time? And I we've got some experts in the room that can probably speak to that like because you you know they're like you said they're in school a lot >> but how does that you know from students and what perspective align with some of the other classroom work that's happening? >> Great great question. Um our intent would be to work with Nika. Nika will not write the curriculum for you know before and after but we would work with her to make sure that the curriculum that we are writing and and establishing would align with some of the wind time or the steep um STEM activities um things like that. So our fully intend to work with her not create more work. [laughter] I'm sure they >> but I think it's a great I do think it is a great opportunity um for us to at least for the students that are attending school age care will get that um added >> bonus bonus I guess I have one question just so I'm clear um would this start with summer programming or it would start next school year >> it'll start next school >> y >> so um Our intent would be to have the Y continue to finish out their contract. So their contract goes all the way through summer and then we would start in fall. And I echo what Jeff said. My son went through my program also for many years and we were very satisfied and very happy with what he got to do and the services that the line provided field trips in the summer and that sort of thing. So very appreciative of everything that district >> and I wasn't here in 2020. I came in 2021, but I heard that the YMCA rocked it out of the park for co so and all the child care requirements that were um you know that we had to go through and in those um in that year. I just like just like my daughter for the Y program. I love the field trips they get after after school care. It was phenomenal. And um just really like to thank the wife for all the years. >> Yeah, I my kids are actually still going there and they love it and you know it's it's great. It's great that we offer that type of service and have them here to have done that. The benefits to the district for doing this I feel are are great, you know, for the staff and students. So, it's great. >> I'll make a motion to approve the school age care as presented by >> I'll second motion by Peterson, second by Aldrich. Any further discussion? Seeing none, all those in favor? >> Oppos? Motion carries. Next is another action item item 10.4 Minnesota State High School League uh form A and B foundation grant. Dr. >> Yeah, we mentioned this before. Um I'm going to share this in simplest form. Um this is uh approval which means that we can participate the Minnesota State High School League Foundation uh the profit sharing that goes with that and then the grants for a variety of uh development opportunities professional learning student development and it's something we've participated in for years. I know on their language they use the word resolution. We do not need a resolution. It's just an action item for us. Um happy to attempt to answer any questions. >> So, what would a no? >> Well, it would mean we're not participating in their foundation, which means we lose some profit sharing and we lose the ability to get uh via grants, free professional learning, a lot of those things that we like to do at the student athletes and students who are in arts. in terms of all the valuable lessons that they help share with us. So, um I part of me even there has to be a statutory reason they asked us to approve this because this is one of those like it kind of only benefits us. I don't I can't think of any reasons not to do it. I mean, it's the money that the foundation gets where they then turn around and and award grants to all the people that apply basically comes from the the state high school league is in a sense sales tax exempt and so they have to record all of that to the state of Minnesota, what that sales tax would pay on like ticket fees and all kinds of things. Then the state turns around and issues that dollar amount to the foundation for the foundation which is a completely separate board that's connected with the state high school then awards grants to different school districts. They've done a lot with a um they've done a lot for um inner city youth athletics and making sure that they have equipment um safe equipment for them to use in their programs. So it it is a really good thing for um schools all across the state to be able to tap into for additional funds for equipment or other things for students. >> That was just an example. But I mean they don't you have like field trip or you know if you're going to go out state for a baseball trip or volleyball whatever it is they don't do that. This is specifically for student needs in programs. Um equipment is is one thing. AEDs has been a huge thing that they provided a lot of grants for because as we know they're very expensive. We're very fortunate in our community that we have somebody that's kind of led the charge to get AEDs in all of our facilities, but there are a lot of districts, especially rural districts that are not as fortunate. And so they um and the National Federation of High Schools also will sometimes match grants as well. They will provide money into the states different associations for um specific things like because they they know the importance of having >> Should I have you present? [laughter] >> Well, I mean, you know, to Dr. point like if we're going to be part of the league, we must be part of the foundation that's also part of the league. Like I see >> no reason not to. >> I mean the students help us not. >> Entertain a motion. So move by Broy. I will second. Second by Smith. Any discussion? See none. All those in favor I post. brief departure from action items to do a policy reading. >> Here we go. Item 11.1 is a proposed update to policy 701 and Johnson. >> Yeah. So, I think we touched on this [clears throat] um at our last meeting. So, the this one uh is really easy to read because all the policy changes are in one place at the bottom of the document. Um, and I'm not going to read them all out loud, but it just puts some uh uh kind of guardrails, I guess, on the purchasing process. And as far as like um the uh amounts that require uh more stringent requirements as the amounts increase. >> Yeah, the stuff in blue uh actually came from ISD 196. Uh it aligns with state statutes for school district saying exactly align. We did add one change to that and that's that red word and which was a board suggestion board member suggestion that rather than having it say or superintendent or director of finance to have both sign off >> well that's bad typing on my part. Uh >> I didn't know if there was a strike through to indicate that there was a change. No, I just wanted it to look like that. >> Just >> maybe make it slash and or No, >> no, I'm kidding. I apologize. That's That's me. >> It's okay. >> I was I was a check and you guys passed >> pass the test. >> Um, so this is not an action item. >> No. So, uh, and we are not this is not included in the approval policies that we're voting on 12.23. >> Correct. >> We'll be voting on this at a later date. Great question. We decided to run it through the typical, you know, first reading, second reading, and approval. Um, you know, is there would it be nice to have? Yes. Is there a level of urgency to do a one meeting approval? No. So, it's kind of out of sequence of the other ones, but uh thought that made sense. >> Any more questions or discussion on this? See none, we will move on. Thank you, Chad. Uh, back to action items. Uh, item 12.1, Toro groundmaster 5900 purchase. >> And, uh, David Grasovich, our director of finance is back and we have Ed Z as well, our director of facilities. >> Hi, we've come for recommended action is to approve grounds master 5900. That's what we're seeking approval on. It is to kind of what kind of the gist of stories. We have some older ground masters right now. We have a 12 foot that is 14 years old and then we have another 16T ground master which is 11 years old. The maintenance on these are becoming more costly and they're becoming past their usable life. And we would like to bring in a new grounds master to bring in to make sure that we are getting to our grounds, you know, athletic fields, school sites, you know, our green spaces. to make sure those are cut in a timely fashion since we do rent those out for facilities and our athletic team to use them. Um, so that's just something I've worked with Ed. We attached is the Minnesota is MTI quote. It's under Minnesota state contract which provides us the best pricing. Um, it allows us not to get multiple quotes. There is really only one provider other than another one that's in Minnesota, but it is another portion of Toro and it just it doesn't meet their requirements. They only have a 12T. We're looking for a 16 ft uh grounds master to meet these capabilities. It has road speed um which allows you to go a little over quicker down the road so you don't have to load it onto a truck and trailer allows the our grounds crew to just drive it to the next site. Um the plan is to have the 12-footer at Saber Fields. Uh this 16footer to move around the district and the second one that we have are having repaired at West Middle School to make sure that all our grounds are maintained in a reasonable time fashion. Yeah, we we uh had a presentation about this in the the finance and facilities meeting as well. And uh it's my understanding that if the policy that we just reviewed had been approved already that you would not need a vote tonight that you would fit within the the new policy. >> That is >> so but we're just doing a vote on this uh because the the other policy has not been improved in yet. >> Yes. Mr. Chair, just a couple quick questions. Uh, does this come out of LTFM or is there a >> It will be operating capital. And so our buildings and grounds gets roughly around $100,000. And what we'll do is for the next four fiscal years, we'll reduce that budget uh that our grounds group gets um to recoup these costs of a one-time purchase. >> And then I believe it's going to be um stored at Saber Fields or is it where is the unit actually going to when not in use? where is it going to reside? >> The new one will be out at a ground shop and the 12footer will also be out at a ground shop and we're looking at keeping the older grounds master in the garage at West Middle School. So always at West Middle School one pepper just no ongoing >> just one pepper just no ongoing. And you looked at a lease option as well. >> We did look at a lease option which was roughly $20,000 less, but by the end of the lease, you don't own anything outright. So if we were to, you know, replace something in the future, we'd have some trade in value towards the next one. >> Make a motion to approve the ground. I was really hoping for [laughter] a motion by Peterson, a second by Valdez. Any further discussion? >> It is available for rent. I can vote by like four minutes. >> I would like to point out that in the facilities meeting, I did ask if we could have a credit for kids like the entrepreneur to to mow the lawn. He said that that was shot down due to child labor. They would still need the lawn mower to pull it. >> Yeah. Well, >> no, they're personal lawn mowers. They just show up and or you know, use scissors or something. >> See, no further discussion. Uh, all those in favor? >> I opposed. Motion carries. Thank you. >> Thank you. >> Another action item. Uh, next in our agenda item 12.2, approval of policies. and Chad Johnson will present. >> Uh yeah, so this is our third goound. Um time to approve these policy changes. Um if you recall, a lot of them are just uh because it's time for them to be reviewed. Um and there's no actual changes. I think the most substantive change in here was related to the um uh classification of directory information and who's allowed to share that. So yeah, I guess just um last chance for question discussion. Motion to approve. >> Motion by Valdez. I have a second. Second by Smith. Any further discussion? Seeing none. All those in favor? I oppos. Motion carries. Thank you, Chad. >> Next on our agenda is another action item item 12.3 memorandum of understanding with the shock area Catholic schools sheltering and evacuation and Jim McCaus our assistant superintendent represent. Yes, chair chair Smith, members of the board. Uh you've heard me talk about reunification a lot. Uh there was a recent news story that of the 25 largest districts in the Twin Cities metropolitan area, 20 are now using the I Love You guys Foundation protocol, which uh we have been using now for three years, and I would say we are on the front end of that. A year ago, uh Southwest Metro indicated they wanted to start uh work on the I love you guys protocol. They requested a memorandum of understanding to use our facilities and um and also to work with can of Christian can Christian said to make sure that our plan would work for them. We now have the same ask uh from Shock Perry Shakp Catholic Schools U Sachs and again they're just requesting that they can have access to our plans work with Canon to tailor them uh to their needs and then have access to our facilities in the event they would need to reunify. questions referenced to both the high school and some path. Is that for redundancy? Is there a primary secondary preference? >> So we every school has an evacuation site. Um what we try to do with the evacuation site is make it the closest school possible. So like if there were to be an event, students could walk to it. students. So if Sachs were to need to evacuate, students would walk to Sun Path. Then buses would pick the students up at Sunpath and take them to the high school for the actual reunification. >> Yeah, we only have well, we have two reunification sites intentionally to keep the plan as simple as possible for first responders. The secondary reunification site is the community center, which would only be used by the high school. >> Right. But in this context makes sense that some path is walking distance. Yes. Students become high school students actually. So it makes sense to partner with them. >> Absolutely. Our SRO's in Canada have been working with them throughout the fall to help them with with their plans. >> And we have a good working relationship with other transportation and other services in the district. that we shared with. So I think it makes perfect sense. So I'll make a motion to approve to Catholic schools for sheltering and navigation. Motion by Peterson, second by Aldrich. Any further discussion? Just a comment to credit to Ken team and all the work you've done. Clearly it bs well for our district to be able to provide this. Thank you. No further discussion. All those in favor? I opposed. Motion carries. Thank you, Jim. >> Next on our agenda is item 12.4 resolution for combined polling place 2026 and Dr. Le will present. >> Yeah, this is something that uh we bring up every year about this time. Um, we have absolutely no plans to run any elections next year, but I think that this is typically, you know, according to state law, you need to have it approved but for December 31st. And so I just put this before you. It's the same location. Some of the language, you know, there there's always statutory updates, but basically says if we for some reason had to run an election next year on our own, we would run it at West Middle School as a primary site. as it's a general election year. Um, and there are nothing that I have any idea that we would even propose for next year as a school district. Uh, this is really going above and beyond just u in case of I don't know the one in a million exception to something and I don't even know what that is. [clears throat] >> Let's just say 10 moves out of the district. We would have to have or would you do a hold in let's just say he moves in January? we would have to have a special election because he he was less than two years. >> Yeah, that's why he said him and not >> right because that rule just changed. So if you are more than two years out from your term end if you're less than two years >> so so if it was like January we do it right away. If it was August we'd probably just do it in January. Well, so Prior Lake just did this and they waited almost a full year before they did the special election. >> So it could theoretically be on election day, November 26. >> Theoretically, it could, >> but if it happened, well, it wouldn't be next year anyway. >> And I haven't won the lottery yet. I have a hot ticket. So >> I think in that situation they had somebody that resigned in September, January would have been the two year mark. So it was just short of the two month mark. So then they had to appoint somebody and then that they had a special election then. >> So that would be the most likely exceptional situation. >> Appreciate that. I'll make a motion to approve this as long as Tim is okay with it. >> I'll second. >> Motion by Brophy, a second by Aldrich. Any further discussion? See none. All those in favor? I opposed. Motion carries. Dr. Re will present again on this next one. This is another action item 12.5 compensatory web. >> Yeah, we shared a lot of information in the wrap. We shared some at the finance committee. Um not going to there's a two-year state law statutory change for this school year and next school year. Uh in regards to compensatory revenue, there's a lot of kind of unsettledness with this particular funding area. Um we had a late legislative decision this year that provided a hold harmless and added some revenue. Um but the the law allows a school board um to shift the district and building levels instead of being 80% buildings, 20% district to 60% buildings, 40% district. The total amount being spent doesn't change. uh in this school year with that late shift. Um we decided we you know the the choice would have been to go with how we had already budgeted in you know in the spring and staff for this school year or to rip it all apart late in the summer uh and try to put something together which we didn't think was a good idea. So that that money becomes one one time um you know revenue [clears throat] for us moving forward. Uh the action item is simply for the board to approve the you know to allow the school district to uh move the building percentage if you will allocation of compensatory revenue as low as 60% which is what's allowed in the statute. The note which is in italics on the bottom is actually very important here. Um the building compensatory revenue allocation for next school year. Uh we're currently planning to do that at 70%. Uh we have some concerns. We don't think the hold harmless there's a good chance the hold harmless revenue for this year will not carry over for next year. There's actually a task force looking at this. And then just another note that was added just a little bit ago, the building allocation percentage for this school year with that old harmless revenue uh even with is still at 71.7% of that you know the new total if you will. So um that is you know we we don't expect to go to that 60%. Uh I think it's prudent to go to 70% with the unsettled nature of the revenue um and to take a kind of a broader perspective uh and certainly in light of of you know tighter budgets and things like that. Uh and we're continuing a you know to spend within our means including in in this area of our budget. That's I think as brief as I can explain that there's a lot of moving pieces there. Dr. This applies to this current school year when we say fiscal 26. >> Uh this current school year and next school year. >> Okay. Because it's like >> oh 26 it's not 26 27 27 28. >> No 25 26 26 27. >> So it's kind of retro into this school year because it would previously have been required to be at 80%. >> Yes. per >> and we're at 71.7 and >> seems to be the prudent move right now rather than building percentages shifted the total the total amount shifted it's all staffed it's working fairly well and it just seems to not go back and rip that apart I'll make a motion to approve. >> Second motion by Peterson and second by Brophie. Any further discussion? Seeing none. All those in favor? I opposed. Motion carried. Right. That concludes our action items. We are on item 13, committee reports and other information. Uh let's uh start uh with Nick tonight. >> All right. Um yeah, we had the finance facilities commission meeting prior to this where we learned a lot about compensatory revenue as well as lawnmowers. So I don't know what else happened last >> Caroline. Um, we had a short community engagement meeting tonight where we talked about how the board can continue to be engaged and how we incorporate our student school board members. We do have some upcoming events on musical which I'm going to attend and the red oak winter carnival which is in December and get conferences. So these are other opportunities for engagement. >> Christie, >> uh yeah, got Southwest Metro board meeting tomorrow night for November. Um full agenda just like we have here tonight. Um I was at scale on Friday and just wanted to bring everyone up to date. be reviewed in uh the legislative platform for Scott County which includes schools. Um and so this is the platform that the county um resources that they use for the lobbying at the capital as well as the lobbyists that they contract with um supports and helps um elevate Scott Tone's needs in particular areas. Um and it's interesting um the areas of housing, unfunded mandates and cough ships, um roads and bridges and then bonding projects which includes the shock at the innovation center. Um those are all some of the priorities and when you think about um all of those things, everything kind of works together. So if you don't have housing, if you don't have affordable housing, you're not going to have students people wanting to move to Sacramento because they don't have housing. So it hurts the school districts. We don't have good roads. We can't have good roads for buses to travel on. So I mean it all intertwines and it's really cool to see how it all um supports each other especially that innovation center. I think that could be a huge opportunity for our students as well with themies. Um so hopefully we can get the rest of that funding with the body session. And then uh just a couple other things. NSBA delegate assembly is coming up December 5th and 6th and Jeff is one of the delegates representing Shak that so that'll be good to have representation there. And then just a reminder that the leadership conference is coming up January 15th and 16th at the Minneapolis Convention Center. Registration is open. So those that are planning to attend or want to attend Tiffany and she can get everybody registered for our district. there is no charge to attend the conference. That's all paid for by sponsors um and exhibitors. So that's really good. And then prior to the leadership conference, there are a bunch of early bird sessions. Um I believe phase three will be um available to be taken as well as there's now a phase five that's being offered and phase five is um more of the advocacy piece of of being a school board member and how to be a good advocate for your school district and that will be presented by police. So, um, they've offered it before. It's never been a phase five, per se, but they have done it before and it it is really, really good. So, I kind of recommend that. And then just one last thing, we nobody's really talked about it tonight, and I know we can miss election results, but I just want to, you know, thank our community for their overwhelming response and, uh, support of our school districts on November 4th. Um we were I feel very fortunate to live in a community that supports public education like SH does. Um and that's a huge vote um for our school's future and our students futures. And so I'm very appreciative and grateful for every single person that went out and voted on can't add to that. Um I uh had finance and facilities uh uh last or before this meeting. Um I'll be at the academyy's steering committee meeting on Thursday. Also attending legally blonde this weekend. Really looking forward to that. Looking forward [snorts] to the uh the delegate assembly and the leadership conference. And u that's it for me. >> Uh I had a couple of meetings today. one was three minutes. So, I'll just let Chad and Chris or Caroline talk about that. Finance facilities, we went over a lot of stuff uh in this meeting that we did there. Uh we covered some insurance um that we're going to have to get uh insurance always goes up, but workers comp, we had some good news on that one. So, um it was relatively the same. I the rates went down more salary. That was that was actually a good surprise that that the workers comp was pretty much the same. Property casually can't get away from uh the increase there as we've all seen on our own uh properties. But um yeah, as Christie said, everybody that went out to uh vote on November 4th, right? Yeah. Um just want to thank everybody for uh uh using their voice. uh and uh giving and showing the support uh in the industry. >> Joe, Chad, >> uh yeah, um community [clears throat] engagement. One of the things we talked about, it's up on the the screen now, but November conference is probably too tight of a turnaround for considering they've already started. The next ones tomorrow night, but just uh it's a good way to get our faces out there and give people an opportunity to engage with us, ask questions, share concerns. Um so consider showing up for conferences um like we did uh with the get out the vote effort. And then also um December 6 is like the Shaki downtown holiday fest. So, we're going to have sounds like a table there. Uh TBD exactly where um but uh probably looking for someone to stab that. >> I am a member of the Pearson Parent Advisory Council. We say that five times fast. So, we obviously talked about the prek curriculum today. They're super excited about the implementation. um as well as some of the kind of the fundraising you know mechanics for you know whether it's um pieces for the staff during conferences and things like that because the the pack isn't technically a 501c3 like a traditional PT organization so with support from Tiffany and Sarah just to make sure that we're following the right protocols in terms of call fundraising however you describe that so it was a good healthy conversation as Uh last night was the end of uh season banquet for the shocking month. >> Um can't take credit although uh Oliver was part of the green one coach team for a while until he literally flew through there one practice >> clearly became faster than his coaches. But uh just kudos again uh to both Oliver and Anthony who did incredible incredible season honored a lot of the seniors including our name today but we have about a dozen seniors that were graduating many years in the country. So that was was part of that. um for community engagement. We talked about how to increase um student school work member presence in our community and how we can incorporate more of that role into um the middle schools, the elementaryaries and the high school. So tomorrow I'm having a meeting with Mr. to speak about that. um just some ideas that I had and some ideas that I came across from the Minnesota school board student representative event. It was really insightful. So, I'm excited to spearhead that >> Brian stole my thunder. He and I are meeting in 12 hours and two minutes at the high school to uh discuss some really good ideas that he had that day and um I'm looking forward to the followup and I look forward to Brian and Brian being able to share those uh with the whole board. I know we invited Shaie as well. She's going to test first block tomorrow, so she's unable to make it. >> Tiffany, >> sure enough, I just want to echo the sentiments to the community and specifically call out the election judges that you folks all approved during that time. There's some individuals um especially our head judges um going just by first names for their preference, but we have Grant and Josh. And if it wasn't for those two community members, uh stepping up as head judges, it would not smooth just because they come with years of experience to make it that way. Uh and then also we have folks working here in the absentee room, some that volunteer to come every single day to and it was really a public service piece. So I don't know what we would do without those folks. They do the training, they keep up their training and I'm very grateful. And they also brought a lot of good baked goods and snacks. So I appreciate their kindness all around. Anything else? >> No. Just thankful to be here and excited to have everyone on the finance and facilities committee. I'm surprised you guys talk about more. >> Do you get to drive to do more? >> You know, I'm going to have to take a picture with [laughter] >> Thank you, David. Dr. Les, I >> think you guys have said it all. Well done. >> All right. With that, we will get item 14, upcoming meetings and important events. It's dates. It's been up on the screen for a while. Um, got Legally Blonde this weekend. Uh, conferences coming up starting tomorrow, Chad said. Anything else you want to bring attention to, Tiffany? >> Uh, no. Just be on the lookout for continued engagement. Feel free to connect with me if your calendar gets crazy. I can help narrow it down for you. >> I'll call you. >> With that, I would entertain a motion to move. Second >> motion by second by Aldrich. Any discussion? Seeing none, all those in favor? I post.