like to call to order the Shaki school board regular business meeting for September 15, 2025. Tiffany, can you please do the role? >> Zitic >> here. >> Valdez >> here. >> Peterson >> here. >> Smith >> here. >> Aldridge >> here. >> Johnson >> here. >> Brophie >> here. >> Brian >> here. >> And Shaa. Please join me in the pledge of allegiance. >> I aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Good evening. Welcome everybody. It's nice to see a nearly full full room here. We get to start with our uh our favorite event of the night. Saber Pride and first up is item 3.1, our National Merit Scholar. And uh Tiffany will uh introduce him. >> Yeah, sure you come on up. We can see wherever it works. We have four options here. Um we have Shhan here. I'm going to say a lot of great things about him, but the most important part about the Saber Pride is he is actually going to share a little bit about his journey. We have his family in the audience here. A few reminders that uh Mr. Flicky and I have pulled together just for the importance of this 2026 semi finalist designation. There are commended students as well which we're going to keep you waited with dated breath on that. Comes in a special red folder envelope that has not been handd delivered. >> I will let you know. >> I have been waiting. Mr. Py will make sure we get that. But uh for this year, there's about 1.3 million juniors in about 20,000 high schools that are entered into this national merit scholarship program. Um there's an initial screening of entrance and obviously Shrehan is one that really excelled at that. Um their pool that he is sitting in represents less than 1% of US high school seniors and it includes the highest scoring entrance in each state. Um, and that number is also for Joe and those that like numbers and things of that nature. It's proportional to the state's percentage of graduating seniors. Just so we have that in there. Um, and then now Shan is going to go ahead and uh submit an application where there's a lot of detail. You have to get recommendations. You really have to put in a ton of extra effort to hopefully get to that finalist level. Um, includes an essay and many other things I know that you're working hard on. Um, this is the 71st annual National Merit uh scholarship program and what they're all working towards is roughly $26 million in scholarships that ends up being awarded in spring of 2026. Um, and when I say 26 million, that's roughly 7,000 scholarships. So, they're really working towards some pieces that are supported by the community to help Shrehan and many others move on uh with their education, what they're interested in. Shakape has uh since I've been here, so roughly six years, we've been proud to have students anywhere from one to about five students that have made that semi finalist designation and commended students. So, we are really excited each year Shakipi and our amazing students are able to be a part of this. Uh but we what we wanted to do today, we had a couple questions. We gave them to Tree Hunt, so we didn't just put him on the spot here. Um but thought it's more important that you get to know him. Uh and then if there's anything else the board wants to ask before we celebrate with a certificate and a photo. So the first thing we'll do this a little opra style here is what your largest source of motivation has been both in school and your personal life. Ra. >> Yeah. I think it's definitely just realizing that a lot of people out there won't have as much opportunities as me. just taking advantage of the fact that I should be grateful of the opportunities that I have because a lot of disparities both across the world and even in the state and just pursuing every opportunity that's been handed to me has been my central motivation. So I think one more thing is also being afraid of not taking the risk that I wish I did in the past because time is finite and I wish that there were a lot of things in the past that I did commit to and that's a special motivation that I still have today. >> And you're involved in a lot of things. We talked about DECA, track, speech. Um, you're also B&E Academy as well, still business and entrepreneurship. So, what are you thinking your intended path is after graduation? >> Yeah. So, I've been applying to colleges and a lot of my main interests have been finance and math or maybe even an intersection of both. I think the main reasons for this just has been because I've always loved math and I think I've always been pretty good at it compared to other subjects as well. But I think another major reason for business has been because I love problem solving. Also critical thinking when it comes to building things that you can call your own. Also just working hard every day and building things that eventually you get to use in the future. >> I barrel our portrait of our graduate too. Is there anything that you can share in high school that has helped shaped your journey whether it's pursuing math financial or just in general feeling the confidence to do what you're doing? Yeah, I think the B& Academy has definitely helped bolster my interest in business and also opportunities that I've had taking classes here at the high school have also allowed me to see what I'll be doing potentially after high school and all these things have really helped pace my interest for the future and beyond that as well. >> As you can tell, he's speechless together, right? We just sent an email and you're just rocking it. Um, do you want to share anything from a goal perspective for the rest of your time here in Shaki High School? >> Yeah, I think with this being my last year in high school, I definitely want to spend these last couple days making sure that I can look back to my final year of high school and know that I've spent doing it everything that I possibly could do and also looking back to it and the memories that I've made during this time period and also just being proud of the fact that I've come all this way and you know I worked hard every single day and pursued my goals. >> Fantastic. anything else the board would like to add otherwise we want to build upon that pride make sure we recognize him but anything else chair Smith that we'd like to to honor Shan for >> I'm just curious if you'd like to share where where you're looking to to go to college have to >> um I think a lot of it depends where the national merit scholarship leads me to but right now I'm looking at the University of Minnesota Michigan lot of the state schools also somewhere on the east coast as well still haven't narrowed down yet, but probably depending on where I get into, I'll definitely know more. >> Great. >> Fantastic. We'll all give him a round of applause. Come on over. >> Yeah, absolutely. Take this one. >> Absolutely. >> Take this one first. >> Yeah. [Music] >> All right. >> Great. Thank you very much. >> Thank you so much. >> Thank you. >> Yes. [Music] [Music] Next on our agenda is item 3.2, the MSBA schoolboard appreciation month recognition, and uh Tiffany Olsson, our director of communications and strategic development, will present again. >> Yes. And the fun part of my role is I'm not really presenting on behalf of me. I'm presenting upon the entire district here. So just forget that it's me and these words are from everyone. Um we'll just have some scrolling photos on here. But there's a few great things in front of you today to celebrate school board appreciation month. This is uh the month where Minnesota school board association which Christy is the president on um does recognize student school board and also regular school board member. I think the theme this year Christy forgive me if I'm wrong on here but guiding light for student success. Uh and that obviously aligns well with the vision and mission that we work together on. There's some great stuff in front of me. I know it's distracting but it's distracting in the best way. For those that can't see it over here, we have some fantastic work from Trish Boltman's class, second grade class that uh at Red Oak Elementary congratulating the board. We did not tell them what we were looking for. We said, "Would you like to be a part of this recognition?" And this is the creativity that they came up with. So, they weave that into the school day. And I don't think anything could be better than looking at those kiddos that are all holding up their school board letters. uh in front of you. Each school board member as well has a postcard that was provided by Eagle Creek and either a teacher or staff member um puts just their thoughts in general about your commitments and what you do and the reason that you have different schools here is you've made an impact in each building and our greater community. And that's what we went with for the theme a little bit along with the guiding lights. um and wanted to share just a few things about how you've impacted each of our our 10 schools across you know the various acres of land that we have thousand plus staff members and just in greater shakapi alone we have 48,000 residents and then obviously you're thinking about we have some townships we have prior lake savage in certain areas as well so uh a few things just to keep in mind there are roughly 331 I'm get nervous when I say these in front of Christy but public school districts with 2,000 public schools that I found uh with 13 districts that are within MSBA. So, you are a part of a very elite group, but a very large group that is working to serve our students. Um, from the school perspective, you saw Red Oak, you saw Eagle Creek, um Pearson wanted to make sure it's him. Your involvement in the parent advisory council is very important and your motivation and things you're doing to help our youngest learners move ahead. It's very much appreciated. um east and west. We had our principal share. We actually have I believe most of our Clayton Ellis is here and we have Gwen Chase as well. Just a pivotal piece with Joe and Chad showing up to our open houses, how you're connecting with our middle school students. You're finding your way to to be able to be there. Caroline, your involvement in support of school activities and everything you're doing from some of the events that you run after school, whether it's basketball, the other events that you're at. Jeff and Christy, we had to only take five or six photos of you because there's about 500 cuz you're always where we need you to be and more. Whether it's DC, you're showing up at community events, staff events, um just appreciate everything that you're doing of being present and listening. Nick, it was really fun to go back and go, "Okay, Nick's only been on since January." And I had about 15 things with literacy that you were connected to where you were supporting events. You were there, you were present. Um, I know Nika, Sarah, and many others were very appreciative of that. And then Shauna and Brian, they'll share with you probably at a later date, but they're doing things to connect and present in front of their peers and some classes and just overall the school board. Um, we appreciate your trust and support that you provide, Superintendent Redmond and Assistant Superintendent Mowsuch. And the certificates that are in front of you, we had to make a special one for Christie because it was weird to have her sign her own certificate. My name is >> But we hope that it can be hung proudly. We are grateful that we have a professional, dedicated, humble, downto- earthth and intelligent board. And all those words were chosen very specifically for all those around here. You're committed to serving each and every students. And on behalf of the entire district, again, I'm just the communications messenger here. We want to congratulate you. That's all I have. Um, thank you. It's always it's always tough to have this on the agenda during during a schoolboard meeting that's run by the school board to honor the school board, but uh I just if everybody in the in the room here before you leave, yeah, please look at the uh the mural up up front here. It is really special. That's really neat and and appreciate the uh the recognition. >> Uh next on our agenda is uh item four, the consideration of the agenda as presented. >> I'll make a motion to approve. >> Second make a motion to remove item 65 agenda. >> Okay. So we have a a motion and a second to approve the agenda as presented. Um and so uh Chad is amending the motion to remove out of the consent items um item 6.5 uh to discuss as a separate item. Uh so that would be a separate action item for 6.5. I will second uh Chad's uh motion to amend. Um and so we have a motion and a second on the amendment. Uh is there any discussion on the amendment? >> We're going to put that on the agenda. >> Uh thank you. Um why don't we uh move that to immediately after the consent agenda if if uh there's no objection. So before the item seven donations approval, [Music] >> we need to roll back our >> No, we're so we'll we need to vote on the amendment and then we'll vote on the on the overall. Um any further discussion on the amendment? >> Seeing none, all those in favor? I opposed All right, the amendment passes. And so now we're going to vote on the uh on the the agenda as presented with 6.5 removed. Any discussion? Seeing none, all those in favor? >> I opposed. Motion carries. So consent agenda is um approved with item 6.5 moved to discuss immediately after. Next in 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. The sign up for public comment has been conducted online and in person prior to this evening's meeting. No one has signed up for public comment prior to this evening's meeting. We will move on to the next item on the agenda. Next on our agenda is item six, consent items with the uh the caveat that 6.5 has been removed. You can see that there's personnel items, uh, school or meeting minutes, bills and authorizations, wires, and, um, and then 6.6, the extended field trip request for TLC. >> I'll make a motion to approve as amended. >> Second. We have a motion by Peterson, a second by Aldrich. Any discussion? Seeing none, all those in favor? I opposed. Motion carries. Uh so next is the uh previous item 6.5. We're going to discuss that as an individual item. This is the baseball extended field trip request to Florida. Um Chad, you had requested the amendment. Do you want to begin the discussion? >> Yeah. So I can share a concern that was shared with me by a parent. Um and I have the notes from the club that support this that the the trip is invite only. Um it is um families are told that it is optional. However, uh players that don't go are um benched for the first two games of the season, which uh seems to me a punishment. Um, and for that reason, um, uh, ideally I'd like them to reconsider that decision before I can say yes to this. >> Yeah, that's somewhere in somebody actually confirmed that. >> Yeah, they forwarded me an email. I can I can forward it to the group. I'm going to do that right now. But uh what it says here um the plan is 24 to 28 players um confirmed selection will start with returning varsity junior varsity players but not mandatory but those opting out will be benched first two games of the season. >> So this is for jars players. >> So that's the invite only >> and they have to be invited >> right. So they they want to take 24 to 28 players. They're going to start selecting players from returning varsity and junior varsity players. Um, and then anyone that is invited and doesn't go is benched for two games, >> but it's considered optional. >> I think there's a lot of missing information associated with this. I don't know if uh Mr. is here if he knows anything about this and can address it. But I would I would suggest that my opinion I'd like to have more information and uh maybe Matt Hansen can um provide more information in regards to this and I'd like to table this uh decision until we have more information. Yeah, that's great. >> So, uh, so just technical terms, so we want to postpone this to another day. >> Uh, do you want to make a motion to that effect or >> Yeah, I mean, I'll make a motion that we table the um extended field trip for the baseball team until the board has further information to um be able to make the right decision um in regards to this trip. Um, and I would suggest that maybe have somebody be at the next meeting and maybe that and baseball coach to address the situation. >> I second that. >> All right. So, we have a we have a motion to uh to move this event to the next move this action item to the next schoolboard meeting which is what October 6. So just to be specific and uh request uh Matt Hansen or appropriate person who can address our concerns uh to be present that evening. >> Can I ask one question on these dates? Is that over spring break? >> Yes. [Music] >> So we have a motion in a second. So discussion. So Tim followition based on this. Does the Minnesota Sports League have any position on this as well? What would you think would be their position? >> The only position the state high school would have it would be in regards to the number of games that are allowed to play um in a season. There are some limitations. I don't know what that number is off the top of my head, but there are limitations with number of games that a team can play in a given season. >> By the way, this does say that days after when school is in session, too. So it does appear that it's not all over 25th 26 days. >> Yeah. >> Has this been done in the past? Has the baseball team ever gone out of state like this to >> Yes. And I don't Yeah, we'll we're happy to dig in and find the specifics and more information. Yeah. I don't know. I don't know if they've gone to the same place, same >> and I'm my my only concern with postponement, you know, with the lack of information is is there some deadline we're going to miss if we wait too many weeks to to decide on this. Um it it feels like there shouldn't be, but um if this does put people in a bind, we may we may have to visit this more quickly than based on what I'm seeing here, I'm hopeful two weeks. multiling this effort three weeks. >> Oh, three. Okay, thank you. >> What options would we have if there's a deadline between now and 3 days from now? decision. >> The deadline. >> If it was that if if the if the uh the implications were were strong that if we didn't get get it approved in time, we'd have to call special session and we would need, you know, four board members to do that. And the rules allow now for Zoom meetings, right? Or like scenarios like that be less disruptive. >> All right. So, we have the motion to postpone until October 6. Uh motion and a second. Any further discussion? Seeing none, all those in favor? I >> opposed. Motion carries. [Music] Uh, next on our agenda is item seven, donations approval. This is a resolution uh to approve the donations as accepted and you can see them listed up there. Um, [Music] call specific robotic arm. >> Yes, >> that's impressive. >> Saw that too. >> I believe was in here as well. [Music] >> I will make a motion to approve the donations. >> Second. Motion by Aldrich and a second by Johnson. Any discussion? >> I just want I just want to really quickly thank everybody for their donations. A lot of fantastic uh donations on this list. [Music] See no further discussion. Tiffany, can you please do the role? >> Sitk, >> yes. >> Valdez, >> yes. >> Peterson, >> yes. >> Smith, >> yes. >> Aldridge, >> yes. >> Johnson, >> yes. >> Broy, >> yes. >> Resolution passes. Next in our agenda are two information items. Item 8.1, assessment for learning update. And uh here to present are our secondary principal team, Clayton Ellis from East Middle School, Quinn Chase from West Middle School, Eric Service from Takata, and Jeff from Hopkins High School. >> All right. Good evening, Chair Smith, members of the board. >> Evening. Um so the secondary principles um along with myself we have the privilege of serving on the assessment for learning ASL task force that we are diving into our second year and it's my pleasure to introduce uh two of the teacher members of this team. We've got Courtney McNeely and Kelly Keaney. So they are going to just give an update on the great work that has taken place and what we have ahead of us. So without further ado, I will hand it over to both of you. >> All right. Well, good evening, Chair Smith and Superintendent Redmond and the rest of the members of the board. I'm Kelly David and I'm Courtney McNeely and we are grateful for the invitation to update you on all the hard work that our AFL task force has been doing over the last year or so in all of our 612 sites. So, our objectives actually. So, our objectives is we're going to talk about what were our accompl accomplishments last year, give you some updates on how we are continuing to implement all seven AFL strategies, and then review our goals and action plan for the upcoming school year. [Music] So we find this work passionate because it connects really well with SHAP's compelling mission and specifically the responsibility that we all share to make sure that each and every student receives a quality education and we share the board's understanding that these teaching practices are a priority for all teachers in all of our classrooms. So this is what we've done so far. Our task force began in 2024. It's composed of teachers at all of our secondary sites and those teachers spread in a variety of subject areas so that every area is covered. We meet monthly after school. We just met today after school. And then our mission is to continue to ensure that all seven strategies are in all classrooms for our teachers. Um so as Kelly mentioned, it's a group of passionate um educators and we really uh are focused on our beliefs and what we commit to. And so just to kind of overview some of the beliefs for assessment for learning, we believe that as it's implemented as a whole system with fidelity, integrity, each and every one of our students can receive that high quality core instruction and that our students can gain purpose and confidence and agency in their learning. and then our secondary shocki educators enhance their effectiveness by working together. So there's one piece of this that's really important that we want to highlight and that's that notion of student agency. This is really a key element of AFL which is why we value these strategies so much. So when we have these strategies we can see our students have that agency to become more active partners in their learning make choices of their own learning. Their voice is included. They set goals. They monitor those goals and work towards that progress. So, our AFL task force has accomplished a lot over the last school year. Specifically, we built out a system to monitor the implementation. Teachers are evaluated by AFL task force members in all of the secondary buildings. We've provided professional development on some of our early release days around improving the AFL strategies. and we've created opportunities for teachers to observe each other. So our biggest project was creating the system to monitor implementation. So task force members used a checklist to gather the data every single quarter except for quarter 1. That's when we created that checklist. We implemented it quarters 2, three, and four. And then data was analyzed at our task force meetings. It was brought back to our site teams and all of the secondary buildings and then distributed to the staff at those buildings as well. So what you're looking at on this screen is collected as a whole the data results of if it was observed in that classroom walkthrough by the AFL task force members and this is all 612 data combined. We had very relative similar breakdowns when it was based each individual school alone. So we looked at our strategies and whether the observation occurred beginning, middle or end of class. So we understand as educators that some of these strategies are going to often be seen at a specific time during the class period. So we made sure that each teacher was observed at that those three different time frames of a class. And yeah, that's >> this is another way to see it. So, it's a little bit more visually descriptive. You can see where some of our strengths lie, where some of our areas for improvement are as well. And then once again, we went over all of this visual data with all of our staff um so that they could see what would have been collected. [Music] So then we used this to for another enhancing teacher leadership AFL task force members were invited and encouraged to share ideas and advice with colleagues. So this might have been in a mini lesson on AFL strategy and creating some modeling of what can we do in some of our classrooms or finding another teacher that's doing it really well and enforcing that to everybody else. Um other times it meant engaging with our staff community and reflection on our task walk our task force walkth through data. We created professional development on our early release days. or early release at the secondary sites have been primarily focused on improving our AFL strategies in our classrooms. And then after a mini PD, giving PLC members time to improve that and actually create systems and structures for the following couple of weeks in their classes. Finally, something new that we did last year, we got a lot out of observing the teachers of the AFL task force members. And we thought all teachers could also get a lot out of observing their peers and what's going well in other classrooms and kind of stealing ideas from other teachers within your own building. And so we created time where you observed two other teachers in your building and then you were looking specifically for AFL strategies or developmental design strategies that you could use in your own classroom. And this shows that majority of the teachers at all secondary sites really appreciated this time and the way that we scheduled our our um time to get into other classrooms and see what we could do. So with all this exciting work happening kind of what's next for this school year and beyond um our goals for the 25 to 26 school year is really to build leadership capacity within our sites um with our knowledge and our strategies um and with our task force teachers so they can be leaders of change and then really to focus on continuing to improve the implementation of AFL strategies as a entire systems they're not in isolation especally especially focusing on strategies 2, four, and seven. And then to engage in additional research or excuse me, engage in research on additional methods of improvement. So, how do we make this happen? Um, some of our task force time this year is going to be spent on learning how change happens in organizations and what leaders need to do to improve change readiness. And then we're going to spend time uh focusing on our facilitation skills and building that high quality PE. So in our session we just had today, we're working on some upcoming PD. So it's coming from the whole task force. And then lastly, we really want this group to be dreaming big for all of our kids. So we'll continue to engage in the research of best practice. As we pointed out earlier, strategies four and seven are our priorities in all 612 buildings. Um, our plan is to lean into those strong structures that Kelly talked about that we built last year with the walkthroughs implementation um to attend to the growth needed in these strategies and maintain our improvement with our PD. There's really kind of different layers of PD that's happening. So it'll be embedded in our district PD but also be a focus of our PLC conversations on those instructional strategies. We have our weekly PLC meetings. Um as we mentioned earlier it'll be within our early release time and then also individual building PD which will be different layers where this is happening. Any questions for us? >> Mr. First, I think this is exceptional work and always kind of reinventing that assessment the criteria which we're trying to measure that success. I sounds disingenuous as a math teacher about uh doing these measurements. Um but just using like strategy to example of an adequate range of examples models are used to demonstrate. So is purposes of this assessment the how are you training or what does that uh professional development look like to make sure the assessment is being carried out consistently I'm envisioning like uh you know an Olympic gymnast being judged by this panel of expert how how do you determine uh that measurement and that structure to make sure that we're assessing consistently across buildings and >> last year we did a lot of work actually where the principles went into each of their schools and they videotaped a couple of lessons and then at one of our task force meetings. We watched that lesson and we each individually graded how we thought it was showing and then we were comparing those scores so we could come to some more consistency on what does count for showing strategy 2, what counts for showing strategy 4, what happens if we don't see it, can we ask the student if they know what they're doing? and we dove into that conversation so that we could come up with consistency in all buildings. >> I saw a co cohort kind of model and you're everyone's looking at the the same footage as well. >> Exactly. >> Excellent. >> And within our PE, we're working on collecting examples within different subject areas, different classrooms, different grade levels of what that wide range of strong and weak work will look like. So we have examples that teachers can walk away with. Do the teachers volunteer to be filmed or they they asked and >> the principles asked and it was like a ball >> and everyone's excited to do it. Yes, they were >> I mean it's an opportunity you're you're not being >> it's it's not part of your your professional rating, right? It's it's all toward improvement. So >> yes, exactly. it was not going towards any documented >> I just had a um a comment and a question. So um I thought this data with um the strategies 1 through 7 as the bar graph was very insightful to see as a just kind of visually instead of more stat statistically. But as a student, I found it was most shocking that strategy 4 and strategy 7 were the two strategies that were less observed and had a lower percentage rate when they both um regard stuff about self assessment and student reflection. And kind of as a student myself, that's how I learn and how I retain information in the classroom. So my question to you is, is there a certain reason why these percentages are so low? Is it because the teachers didn't get to this point in the class? Did they run out of time or what's the kind of reason for these percentages being so low? >> That's a great question and we just spent some time working on that this afternoon. Um, I would say four and seven because they're about self- assessment and reflection. oftentimes our teachers have those things in place, but when you just walk in for an observation, like in the middle of a lesson, you might not see that. And so, if we're doing these observations, we're only observing, we're only collecting data on what we can observe in that moment. And some of those things are things that are going along with structures and routines in the classroom um behind the scenes. >> Yeah. >> And it is conversations that we're going to be having too. So for upcoming PD, we're looking at strategy 7. That's what I was helping plan today. And we were talking in our group about do we think that teachers are doing this more often than what we were able to see. Is that why our number is low or are we truly not doing this enough right now and we need more clarification around that? And so we're going to be having students self assess or sorry teachers self assess at the PD where do they think they're at with some of these skills and then start to gauge do we have discrepancies on what our data is showing and is there maybe some ways that we can kind of figure out how to observe that um or how to get the knowledge that yeah these things are happening in our classrooms. that like that makes a little more sense because I was kind of confused how these um data points were very low when I know these are the certain strategies that teachers use to help ingrain knowledge and retain knowledge in students brains. >> You are an exceptional student too right now. But I think Brian, you bring up a really good point because, right, say if I'm say if I'm just doing a walk through, right, and if I'm in Kelly's classroom for 20 minutes, right, this is a this is a system. So just because something is not observed, it's like kind of the old traditional way of thinking is like, oh, I got to hit all the marks. I need to hit everything. But we know depending on the timing of the class and what's happening, you just may not observe that. But what that does is that can open up, you know, like for example, I'm going into a lot of math classrooms this year, right? So just because something is not observed there's a conversation after hey you know what tell me more or tell me more about you know let's say we do let's just take strap two for example what does that look like in your class classroom in your math classroom when we're talking about this and so just because I don't see it you know it can create dialogue of what that looks like because from the student end of things you might be like you know what I I experienced this in my class this is this is a way that I learn and I see this with my teachers and so that's that's kind of as we go through this work we're trying to you know we we certainly want to have data, we want to have measurements, but we also realize too that some of these strategies that, you know, might need to dig a little bit deeper to kind of really get to the, you know, to the core of what's really happening day in and day out. So that's, yeah, like I said, that's something that we just talked about about an hour ago. One quick one on the professional development for the teachers. Is this something that's more mandatory or a participation level for everybody? Is everybody on board for this? Has it been generally wellreceived? >> I think it's been pretty well received, especially when it's being created by the teachers that are on the AFL task force. That then comes across really nicely with our staff in our buildings because we are one of them. And then it is everybody PD on an early release day is a mandatory thing. And so everybody is going to be at these PD sessions and then you are given that time where and you're filling out forms at the end of like this is what our PLC was working on today. This is what we were trying to accomplish and then you also have that accountability within your own PLC of we all are responsible for working on this task today and trying to improve some of these strategies. Gotcha. >> Okay. Follow up then is so this is more of a shift of the professional development being led by teachers. Is that part of this group or is that because professional development sounds? >> Yeah. >> Thank you, [Music] >> Kelly Courtney. Thank you very much. >> Thank you. Thank you so much, >> Principal Flicky and the other principles here. Thank you as well. Thank you. Thank you. Next on our agenda is another information item item 8.2 before after school care study update. And here to present is Lisa Ron, our director of community education. Welcome, Lisa. Thank you, Chair Smith, and thank you, board, for uh giving me the opportunity to talk to you about a school age care study that we've been doing in our community education department. And of course, we always start with our compelling vision. And um I think you'll see nicely how this will um the study fits into our compelling vision of um the support for each and every student. So um I just want to make a clarification. SAC is school age care and it is not area Catholic schools not studying um a transition from that to um you know that and I know it gets confusing um sack is a word that is used kind of universally throughout the state for school age care. So um and we've been exploring the idea of bringing school age care inhouse. Um currently the YMCA provides this service and the program has been successful over many many years. Um and we believe though that um it's in the best interest of our families, students and school district to transition this program underneath shop public schools. And just a couple little facts here. Um we are one of only three um out of 54 metro school districts that does use the YMCA for school age care. Um there's Shaki who does it, Mountains View and Rosemont Apple Valley Egan which is one school district and our neighboring school districts of Prior Lake, Eden Prairie, Burnsville, Egan Savage, Jordan, Eastern Parker County, Bloomington all run school age child care through their community ed department underneath the school district. And also um we are a part of the Minnesota Community Education Association um as far as um Shockbe Community Ed and that um has a school age care group that meets monthly offers professional development specifically uh designed for um school age care professionals. And um there's also a um school age care director's form that has about 71 school districts that are involved in that. So there is a lot of support um through the organization and through the director's form um for school districts that run school age care. Um and next I'm going to talk a little bit about some of what we believe um the benefits of bringing school age care inhouse. Um we think that aligning program with district values and academic goals is key and staff can collaborate with teachers and principles to ensure consistency in expectations, language and support for students. It can also provide an intentional extension of the school day which reinforces that compelling vision of unwavering support for each of our students. We could strengthen partnerships with family, schools, and community ed. And so families um can will be able to give direct feedback to the school district um about school age care. And then schools will have um staff that work an extended day possibly in school age care. Parents receiving that daily contact with the same school staff not only in school but then outside of the school day in the school age care program which can lead to stronger school connection with students and families. Um the school age care can support our youth enrichment program um to ensure a smooth transition at the school level when we in community at run after school classes. Um that's a popular one for having um school age care support that youth enrichment um process after school. And we believe that we can um reach additional students and families who have not been able to participate under um the current model. Another benefit is that staff would be shakip public school staff which will align with the expectations of employees and provide job opportunities. So having uh staff be district staff will allow for training and alignment with all district expectations. And we potentially could have full-time opportunities with benefits for existing part-time staff. So I would give a a pair professional as an example. They currently have a six-hour day. potentially they could have an eight-hour day with benefits if they worked either before or after school in um a school age care program and then did their during the school day um par job. And um it could enhance recruitment efforts to help strengthen our um retention of staff. Um also with the staff training, I just want to mention like this fall we're all doing our staff training. um it's all in a portal that's about two hours long and all shock staff are required to do that. In this case, the school age care staff would also be required to do that. So it would be maintaining the same type of um staff expectations um as our other staff. And then um we could strengthen our programs through reinvestment. So we could ensure that funds um will directly support Shakipi learners through services um for school age care and other youth programs and expanding our opportunities. Another way that we can strengthen programs is that we could partner with the human services academy um to provide work experience for those students and then we could provide enrichment opportunities and academic support for students. So, we could partner with the existing um youth enrichment program like I I mentioned before and expand options. We could establish homework help programs that support students um and parents and then um we could work with our um LTE department for opportunities that they would um like to see um either before or after school. And the next slide I have listed some of the responsibilities that would occur um with this sort of transition. Um as you can see there almost every department would have some sort of touching on this and some sort of responsibilities to help support school age care. um with um each of them. I'm not going to read all those bullet points, but you can see there that you know um a successful program would definitely rely on um each of these departments helping to support that um through through the transition and then and moving forward. And so what we've done is we have a uh school age care work group. Um they met last week um and um they have met also last year and and the start of like initial conversations but um we came put this presentation together to just come with an initial sharing of this is our intent to study this. Um we communicated last week to the YMCA that we had an intent to study this and then um we'll begin gathering information um throughout the next few months. Um the the larger group will meet again in October and November. We have a subgroup um that's what I call the worker bees and those are the folks that are going to be getting job descriptions, salaries, um current rates for surrounding uh child carees uh connecting with other um school age care programs that are run through community ed. So um we want to be as mindful as we can about being um collecting this data and being as accurate as possible. Um so you know we would like to you know would possibly seek um approval in November um and then if that were to happen then we would you know be boots on the ground um with uh running a program possibly in the fall um of 2026. [Music] So >> question >> will there be a cost savings so a benefit you know to move from the YMCA to you know community? >> Yes. So so you mean a cost savings for parents or for >> or could be for parents or or both because I'm assuming like the the child care would go just like the YMCA like how long it stays open. Yep. >> Um but is there cost savings. >> So what would happen is the revenue that's generated for school age care would go directly to CH public schools versus going to the YMCA. So currently YMCA pays they have a lease and so they pay a monthly fee. Um and so I would I guess I would maintain that they're paying that monthly fee and they're obviously making revenue on top of the what they're paying us. So um we would keep that you know uh revenue from parents tuition and then that would get reinvested into our own programs and our own students. [Music] >> I have a few questions. Um so my son went through the YC program many years ago. Um had a great experience. I know they did a lot of field trips. a lot of learning opportunities be in those field trips. Um I know that was always a highlight of at least the summer program. Um and so I'm concerned about losing some of that. I don't know what the plan would be if we would move in house would offer the same opportunities for the students that they currently have to. Um, you know, I I do like the fact that we would try to tie some of our curriculum and the learnings. I can see STEM potentially falling into some activities after school as part of our only in-house program. Um, so I I think that's a positive. Um but another thing do you know how many kids are currently in the program during school and how many of them are participating in the summer exact number. So currently right now um at the start of the school year and this could change because oftentimes it increases in the school year. We have 191 students at all five schools that go are in attendance in the morning and 115 in the afternoon. um compared to last year um we had 230 in the morning and 135 in the afternoon. Summer numbers um if you went to the YMCA, you know they reduce down to two sites and and most school age programs all through the state will do the same thing because um of staffing reasons and then numbers of of students. But um currently at in in the summer of 2025 there was an average of 123 students at Jackson and 118 at Red Oak. Last summer there was an average of 138 at Red Oak and 168 at Sun. So we've we've seen a drop in a little bit of a drop. Do we do we think that could be tied to the experience that the kids have had or do you think it's a tie to the drop in enrollment that we've seen? >> I think I can't I can't specifically answer that question because I don't think that's been asked to the parents who've dropped out. I can speculate, but um I would say that I don't believe that it has to do with any dissatisfaction of the YMCA that I'm aware of. I do know that we get copies of parent surveys and all of those surveys that I've received copies of um have been positive. Um it could be a lot of folks talk about um the postcoid um numbers have dropped in overall in school age care because a lot of parents are working from home and and they can manage the um after school or before school time but not the full summer time, right? because they have um you know it's a shorter period of time. So I've heard that speculation of that might be a reason why numbers have dropped. >> I just I worry that a lot of people are going back to the office and that those numbers might jump back up. >> Can I address your field trip question and your summer question? Um it's pretty typical for all school age care programs to have a pretty robust um field trip schedule in the summer and um more um exciting opportunities for the kids. And so I would not see that change. Um and also you know our intent is not to change the hours of the program or even the um rates of the program because we don't want to have any you know we want to keep the transition as minimal as possible for parents. >> My only last question is do we have any idea how many employees you would need to do this internally? >> Um depending on enrollment and staffing is always based on enrollment especially if you get certified. So currently um there's a there would be a director of the program or a supervisor of the program. Then you typically would have a lead at um a lead director or a lead supervisor at each school underneath them. Then they have uh lead teachers and then assistants. So depending on enrollment, you know, you could have your your lead and then you've got five um leads for each school and then you have the assistance. So um I I would my guess would be approximately 40 >> and do you think we have any challenges filling those spots? >> We talked about that in our meeting. Um, I, you know, Keith was at our meeting cuz he's part of our, our work study group and, you know, he feels like it actually might help because it will provide full-time opportunities for staff and so it might help with retention and it um, but you know, we have difficulty finding parents, but maybe this would be the reason that they would apply or want to keep a job. That would be my concern. Is the challenge in finding Paris for just school day? Yeah. >> And if that's who we're looking to try to build this program, >> is that going to be a challenge? And it wouldn't only be parents because you know that would be an option for for those folks. But um often times our before and after school staff are high school students or college students too. Would there be a way to try to survey our employees to see what kind of interest that there might be before we would make a decision? So, I I know we're not making a decision tonight, but I would hate to have to make a decision on this in November, not knowing what kind of interest we had staff wise because I don't I would hate to commit to a a program internally and then not have the staff for it and then I'll let Keith answer the question. However, I will tell you that, you know, um, the YMCA has staff and I don't I don't expect that we would have huge difficulties finding the staff for this. It's a pretty it's a pretty common job and um we shouldn't we shouldn't have a whole lot of difficulty. >> I I think we I think we could attract people from the existing program. I'm pretty confident in that because I know some of those folks have actually asked us about jobs in our district not associated with this program. So I think there's a capability. Yeah, we could do a survey among existing staff. It might actually attract a whole new group of people who are really looking for a full-time job, but might why they might not be attracted to our current pair of jobs is because it isn't all year round, whereas we could actually offer all year round jobs and it might really enhance our reach. That's what I'm thinking. In a previous, you know, school district We had a lot of staff members working like I might come to I might come to before and after school. I might work first shift morning. Then I might fill out my rest of my schedule in school during the day. a whole new segment of employees who started their day at the school and then work after school which actually makes it attractive because you have less split >> shifts. >> Would they be like affiliated? Well, I mean that that we could talk about, but it could go a lot different ways. >> You answer my question. So I mean I see so many benefits particular I mean we just saw you know in terms of assessment and being able to have consistency um even to the extent we can provide additional support to students if it's warranted by call early detection if you will for those that are in the program. Uh and does this extend is this K5 or does it include early childhood as well? Well, I have a lot of vision, but right now I'm talking about K5. >> Okay. Y >> um and then really my only question in terms of enrollment and and I'll say it this way because I went through a unique space where I was engaged in a project that was going to be called two to three months of duration. And so I really only needed that before after a window of opportunity. It was clunky at best to enroll in the YMCA program. um recognizing there's consistency in curriculum and some of these other activities would there be flexibility for parents to kind of fly in fly out as they need those services or is it really more like hey I either I'm either in the program or I'm not tough question to answer without knowing enrollment and things like that and staffing so that would depend it would depend on if the program is full or has availability and has the staffing to support that so in in a model that I have done in the past in in a different district. Yes, we would allow for those um pick your day or your pick your month is what you're talking about. But, you know, to help better serve families. [Music] >> I had most of my questions answered, but I just thought I would say as a parent, I had two kids go through the YMCA program. Um, and perfectly happy with it, but I think this sounds great. that there's so many opportunities by having the school age care. >> Yeah. I mean, I think Mike and I have talked about this too and we have appreciated our partnership with the YMCA tremendously. They have really served served us well and it isn't about that. >> But it's also very compelling that we're one of three districts, right, among the the larger move. So it does speak volumes to maybe that consistency and reinforcing learning consistent with the curriculum and the delivery all the things we just talked about the assessment learning. >> I thank you Lisa. Um I think it also has a lot of potential like a lot of great ideas and things can come from this by having the school involved with this extra time that are mostly our students. Um, I mean, I know you're early on and figuring this all out, but do you think this is going to be some sort of budget neutral type thing or is it going to be a revenue source or a cost? >> I think in the the initial year, um, you're going to see a little bit of a deficit because you're going to have to provide salaries like at least for that leader, the leadership role first before actually you're getting the tuition in. Um, in my experience in um, the other districts I've been and in almost every district that I know of, it's a revenue generating um, program. Okay. The followup to that would be it's currently run through a private organization YMCA and if we create that a public entity type situation through the schools is there going to be some sort of qualification process for maybe access to others that wouldn't normally get or be able to afford the YMCA programs that would have to >> Yes. >> Yeah. >> Yep. So in in financially and also um we can I think that you know being a school district program we can provide supports that students might need that they might not um be able to get through a private entity. [Music] >> We have a current contract with the wine and we have to opt out or is it just is it year by year? >> It's year by year. So it goes through August. The end of August of this here. >> Okay. So, it would start up >> if if everything goes this way. All right. Thank you. >> I just like to also mention that um in point I I think the fourth benefit that you stated was the sorry was the partnership with the human service academy and I thought that was really engaging just from a student standpoint. I'm not a part of the human services academy, but I know a lot of my friends and a lot of my peers that would appeal to them and that would be something that students would want to join. As well as you mentioned jobs throughout the summer or after school. Um I know my I guess struggle with finding a job was really hard. I applied to so many would get back to me. But having this program just available to students would um also again appeal to them and definitely if I had um if this was actually enacted and was already set in stone maybe like a year ago, I would definitely be one to apply for a job like this. >> Discussion. Thank you, Lisa. uh done with this topic. Don't go anywhere. >> No, I won't go anywhere. >> Great presentation. Thank you. Uh next on our agenda is an action item, item 9.1, uh storm swimming lease. Uh and we set here to present. >> Yeah. So, um we currently have a lease with Storm that um is set to expire. And so, this is basically the same lease. Um the differences that um are from the previous lease to this one is that um it was a nine-month lease before because the the lease came came later um in the fall. And so um this one it would be September through August. what would be a 12-month lease and then a little bit of an increase in um the monthly payment from 1860 to 1935 due to an increase in um their usage of the pool. Um but those are really the only changes to this lease. A quick question and I know this has come up general question not specifically with access to the pools. Um, but it's been called out that as we lease spaces, there's the wear and tear, the utilization. I know nothing about like pool filtration or any of the, you know, uh, chlorine, you know, and so that additional usage and such. Does this lease effectively cover any of the the maintenance that would result from additional utilization? Um, how does that fit into the whole facilities and long-term facilities making? >> I think that general maintenance of the pool would not fall under this lease. Is there anything in particular that was needed? Um, we talk about um some of that revenue that's generated from facilities and and what can that pay for and it could pay for some improvements um depending on what's decided here at the board level. It's just it's just more like if you're you if it's being utilized, you know, you get more vials, if you will. Um the presumption is there'll be mechanical or something else that you know may need to be replaced sooner rather than later. And does the revenue, you know, to some degree offset some of that expense? It was just again more of a general question. >> Yes. Okay. I can, you know, two pieces there because I think that's maybe a little bit of confusion. I think kind of the day-to-day operational expenses and I know we're not, you know, a little bit electricity and those things. Those are typically priced into our rental or lease rates and if you remember and I you got to help correct me. We generated, you know, from our our renting spaces last year, I believe we put $250 million 250 Yeah, I'd be crazy. >> Wow. Oh, 250,000 um into an account which is the part of that is to do those more long-term kind of improvements and renewal and all of those things. And again, that'd be one of those that we now have that system in place moving forward. So that, you know, it's kind of a both end if that makes sense. I think that the pool um you know Ed's not here but I think the pool maintenance remains the same from day to day with the checking and everything like that has to remain the same every day no matter what >> right so and that's why I was trying to be more general I know there's conversations that come up that you're utilizing I'll just say the main stage you know we get more feet on the dance floor the floor is going to probably be more TLC sooner rather than later based on utilization Maybe the pool is a different scenario, but just wanted to call that out as we're looking at and it's a great testament to the spaces available in the district for such things. So certainly in favor of this and understand it's really just a renewal with a 12 month instead of a 9 monthly ask that question. Then we can make a motion to approve the agreement with South and I'll second. Motion by Peterson and a second by Roie. Further discussion? Seeing none, all those in favor? I opposed. Motion carries. Thank you, Lisa. Next on our agenda is another action item. Item 9.2, 2 truth in taxation required preliminary action and here to present for the first time is David Dresovich our director of finance and operations. Welcome David. >> Thank you. Thank you everyone for having me. I wanted to tell everyone before I was coming up my watch kept saying that I hit 120 beats per second per minute. Thanks watch. I was like first time presenting I was like I I wear the watch to tell me how low my heart rate is not how high it is causing a little more stress than I needed. Um so good evening. Um I'm here to present the truth and taxation of credit preliminary action. Um this is the purpose of this memo is to update the school board on the 25 pay 26 annual 11 process timeline. This is an annual process required by Minnesota state statute that we every district must bring to their board. Um the timeline as of today, September 15th, the 2025 payable 26 proposed levy for the schoolboard. Action is action is to begin with a formal process to fund the payment of the school district's obligations. Uh the information to turn levy is typically incomplete in September from MD as they're just running through the process. I know they're a little bit behind this year with law law and bo's retirement. Um so they're still working through that. The re recommended action to the school board is to defer the specifics of the final tax levy amounts until the December truth and taxation meeting uh by certifying the levy to the max in September. While it's not great language, no district likes saying levy to the max. It is something that is required by this Minnesota state statute. What it really allows the district to do is the flexibility to recognize levy adjustments as they come through before those final numbers are done. uh November 25th, 2025, dis uh district taxpayers will receive the proposed proposed estimated t property taxes um for the tax payable in 26. Uh and then December 15th, I'll come back to you with the truths and taxation presentation and the school board will recommend the recommendation to certify the final act taxes payable for 26. uh all districts must hold uh truth and taxation between November 24th and December 28th and it's the purpose of certifying the final levy for taxes both payable in 2026. Um school board action item administration recommends the school board to approve the proposed levy taxables payable in 26. It says 25 on there. It's one of my errors. I'm sorry. uh at the maximum amount levy limitation certification report from Minnesota Department of Education is included. It is the second slide on there and is available for that. It'll be a print out that the schoolboard clerk will sign. I will u make a motion to approve pending the clerical update on 2025 to 2026 Joe I don't know if this is the time you ask your question that's in December okay >> I'll second >> I didn't want to tease it out we have a motion by bro a second by Aldridge any discussion I you're you're you did great your your your pulse can go down. >> Like I said, I wear the watch for to tell me how low my pulse is so I can feel good. Now it's over there. It's like it's been 120 beats. So we haven't done really any strenuous activity lately. So thank you. >> Any further discussion? Seeing none, all those in favor? >> I opposed. Motion carries. Thank you, David. Thank you. >> Next on our agenda is another action item 9.3 paid family medical leave program provider and Keith Gray our director of human resources is here to present. Welcome Keith. >> Good evening. Um so those of you who are following the legislature there um is a new um paid family and medical leave that's occurring in January. Um and part of that program sort of established at the state level. Um they've organized and planned for all districts to pay a per a certain percentage to the state to cover the cost of these leaves. And that's 888. And in most districts they're um splitting that 044 to the district.44 to employees. So that's coming. Um, but one of the options that we have is we can do this with a private entity with a with a company who would also administer this contribution to pay this particular plan. Um so when when we were evaluating that as an insurance committee, one of the things we were evaluating and hearing from others other states that have done this was the first year administration of it, the early development of the program by the various states. How is that experience from a customer service perspective? And then also what's the likely cost of this? How how likely do we think there's going to be no increase the second year because it'll be a new program. Will a lot of people take take advantage of it or or just a few? So, we don't know any of those factors, but we got a bid from our current um short-term disability, long-term disability company. The convenience of that is the programs can be easily managed and integrated and aligned when you do that. So most school districts have sought a bid from private agency. Not all of them have gotten good bids, so to speak. We got a bid that made it 888 in year one and 88 in year two. uh the state legislature had a cap on what you could do in year two, but it was greater than 0.8. So, we looked at that as an opportunity maybe to go with somebody that already has has administration of these types of plans and also is going to guarantee that we don't have an increase the following year of the program. Um, we don't have to stay with it after the first year, but we can if we want to. So, we would reconsider that at that particular point in time. Watch how it goes with the state, what's the experience from customer service. But if it follows other states, um, as you can imagine, developing a program and implementing and all that is pretty complicated. There hasn't been great customer service at the very outset of most programs, meaning payments were slow. And as you know, somebody who's on an unpaid leave, amount of money coming in is a significant issue, you know, in terms of how you can do as a family when you're not working and you're on this kind of a leave. So we also think it's pretty critical that we have timely issuance of payments when people are taking these paid leaves. So this is outside the administration of the school district both the state program and this program. We can certainly help guide people in corrections but it's mostly you connect if we were doing a state program you connect with the state and find out much like you would for unemployment. Um and then with the private vendor, same thing. You connect with the private vendor and say, "Hey, I want you know I want to participate in this plan. Here's my situation." So they gather all the documents, determine whether you're eligible and go forward. And then also advise you your options with long-term disability and short-term disability and whether the public plans you will. So here tonight we're really we're really asking for your approval of um going with the private company. Again same cost we think same cost year one we think that there would be better customer service with a company that already does this for a living and then um year two the possibility of having the same rate increase. So that's my presentation. You guys have questions. >> I have one question. So and this is where I'm still confused as um as of January. Um short-term disability does paid family medical leave kind of replace that or you don't need short-term disability. um personal thought, analytical thought. It's it it does make one everybody will need to evaluate their own situation. Our short-term disability is a personal voluntary program. I think a lot of people who are taking that need to assess their their position on it and decide whether they would use a leave or whether they would use short-term disability. >> But both will continue to be available. >> Both Well, both would be available. You certainly couldn't be using both at the same time. >> You could. >> No, I don't think I would think so. No, but you know, you could the the pay it's a we have a little bit of the payment of what you get. They've got a calculator. It's not straightforward, but you know, there's calculator. So, simplifying that, uh the higher the higher amount that you make, the less percentage of your check you're actually going to get on this leave. It certainly supplies you money, but it's not going to be a higher percentage. The lower like let's say you're a starting teacher, it's really quite good. You know, because our long-term disability is 66, you know, 66%. That under that calculator, lower people on the lower edge of the salary schedule are going to do closer to like 70 and 80, you know, so it that fluctuates. So that those are some of the decisions that you can make. If I took church and disability, am I going to get a higher percentage than I would if I used this plan? >> Um, you know, those are some things people are going to have to think about. >> Right. Um, so this applies to all district employees. There's no >> all state employees. >> All state employees. Um and then this isn't an opt in or opt out. It just exists. Okay. >> Yeah. This is this is a required program. >> Yeah. That's why tonight we're really talking about should we go private, should we stay, >> right? >> Yeah, that's part of it. Thank you. Uh secondly, uh so do I understand this right? Metife or or the private party is administrating this at no cost to us and is that are they getting >> well I mean they're they're they're um they're doing what every insurance company there's a margin in there um >> the 088 though is paid for44 by the district 44 is coming out of the checks right >> same yeah it's the same it's we're going to be paying 088% this coming year no matter what whether we go with private entity or whether we go but the But >> that doesn't change for the employees or us. >> So have we figured out is this is an additional cost that we did not incur this year, right? Coming up next year, this 444% that district >> um we we did plan out. >> Okay. >> And you know this program begins January 1. So with the calendar year which makes it a little messy. approximate cost of for the district for the next year. >> Just to clarify now, I don't think I might answer to clarify. One of the things that makes most districts cautious is here is because most every employee we have in the district, we have a need to replace them when somebody's on leave. Teachers, clerical staff, and you know, depending on the period, the amount of time Um, so a lot of our staff, you know, custodians, we need people to clear a building, food service, we need people to help do food service. So there are substitute costs that are associated with it. And so one of the things as we've talked about is we have no idea what that's going to be. How vigorous are people going to be taking this in, which is also the kind of a large unknown in terms of what's the actual cost of this going to be? Because if you think about this is insurance program insurance are you pay a premium and then we pay out costs and if you're you know you're lucky you're not drawing more cost than you are to premium but that is a fear you know that and then they might have to implement that increase. So what we're what I'm saying tonight is a bit of a hedge against that because it's not going to go up above you know 888. Now on the other hand let's say they do the state program is not going to increase then you know then monetarily you might want to look at the next year and see what you think but we don't have any idea what the utilization will be because it's really a an unknown thing. get some new benefit that hasn't been really exercised here in Minnesota. So I guess a question along those lines is then you just have a natural point where you will you will re-evaluate this. >> I think uh it's attractive that you get the second year longer. I think it will grow in participation as where it spreads or even as you know other people use it and realize that it's available. It might not take right away where the first year it might not be. That's just a that's just a gut feeling other give you just the dynamic at Shaka View public schools we have a high number of people taking child care and child birth leaps and right now fathers don't have that ability to be out much I think what I think our leave now is five days they would be able to take much more than Um, so, you know, you could have a whole segment of people that you've never had out for that length of time taking that that potential option. And I, you know, I'm assuming that childc care leave um, for our younger staff who don't have a lot of sick leave already available and child, you know, a lot of folks take child care leaves unpaid. this is going to be an option where I can actually for bonding take a longer period of time. So that is just so so really unpredict or you know not predictable in this. It's going to slip enrollment forms in front of all these people taking children to to our schools [Music] real quick. The cost for the district for the next year. You can answer that question. >> The cost of the district. >> Yes. How much will this cost the district? >> Oh, total amount >> approximately >> I44 is4. >> Bear with me. >> I can get to it. I have a number. >> I think it's somewhere if my math is somewhat close 320 to 350,000. [Music] >> Is that January? >> That is January. Again, it's only a happy year this year, right? >> Oh, true. >> That's right. Yeah. And the unknown is the substit. [Music] >> Okay. Yeah. >> So, yeah, about 250,000 a year if you >> Is that what you got? this one. So, we know how many districts are thinking like an outside provider. Is it half the districts are doing this? Are most districts looking at doing this? My turn. >> I think I think every district who went out to bid can't say this for sure, but the ones that I've been in contact with, but I I'm on list, sir. A lot of people were asking, "What are you thinking?" and everyone who got um a good bid from an outside vendor meaning a good bid meaning I don't think anybody got better than that. Um they were going and it's mostly big districts because small districts are a lot more they're not insurance companies aren't thinking they're going to come out with a little district because it only takes one or two >> to really throw you out. Um, so we we were lucky enough to get one and I think most of the large districts got good bids. I mean, companies that do this work, they were out there getting preapproved by the state of Minnesota really quickly and because they see this as a potential, you know, winner. >> But so they've been they've been jumping on it. But everybody, you know, like I've got colleagues who have answered saying, "We didn't get a good bid. we did a good bit. Um, and so those are going to go with the state for sure, you know. So, but I think it's mostly larger districts because we all got decent. >> Be interesting to see how this all >> Yeah. I I just would like to make a comment and it it really is mostly appreciation for Keith, for you and your team, but also for our insurance committee. I I think the time and I've been able to follow up, you know, over an extended period of time with, you know, checking in with Keith and with, you know, so many moving parts and having somebody that's also dealing with our short-term disability, long-term disability. And I think in this case the known especially in that year too it's one less moving part as we kind of sort all this out and you know usage rates which I think at Nick's point you know in the half year that it kicks off you know will that be a good measure and a predictor of the future I'm not so sure you know as as time goes on but I think also having the expertise you know to lean on in this case of you know that private vendor I think also you know may prove very very useful and so and just appreciate I know they put a lot of time and energy uh and study into it and we are you know it's trying to have some you know stability even though this there's a lot of unknowns and so I think uh I think they've chosen and kind of put what they you know the best thinking that they can into this and feel that uh you know this is the right way forward at this time and obviously will be evaluated as we, you know, get into that second year. We we we reviewed this our last insurance committee meeting. You know, we when the time it took to approve it was mostly the time of presentation. The group was unanimous saying, "Yeah, we should do that." Um, and you know, they're they're obviously all tied into cost, but you know, the the predictability of what kind of service delivery we're going to get um seems better privately than it does to develop program because I I know all of you probably have parts in your business where you're developing a product or you're developing something. Uh that's not good. That that's not first year usually. Great. It takes it takes a while to work that out. These private vendors have worked this out. They already have ways to vet your claim. Um and so the state of Minnesota is going to try to create that and you know time this was passed. So I think yeah it's a good Entertain motion. >> Motion to approve. Motion by Johnson. I have a second by Peterson. Uh any further discussion? Seeing none, all those in favor? I opposed. Motion carries. Thank you. Uh next on our agenda is another action item 9.4. uh the academy championing agreement with Grace Home Construction and Tiffany Olsen, our director of communications and strategic development will present. >> Hello again, Jerry Smith, members of the board. I'm excited as I was before last time I was up here to share good news. I have good stuff to share. Um so we as you know have many academy champions that support ourmies at the high school. Listed in front of you here and in your board packets are the those folks that are considered academy champions and as a reminder that's 600 hours per year of time talent and the treasure is the time and talents that's part of that we have everyone from SMS and trust city county valley fair has been doing a fantastic job with ninth grade and you can see those for B&E um and health science and as you know bear crop science has been a fantastic partner with us for the engineering and manufacturing academy. Uh you saw on donations in the past month or so as they dissolved their location here in Shak as a whole but crop science um is no longer in this location as part of that they did need to end their relationship with us as an academy champion. Um but I can guarantee you that uh their presence will live on for all the donations and support that they've provided. So, as part of that process, we did look for uh a new partner and one that came up naturally was Greystone Construction. If you're not familiar with their office, it's over by Canterbury and many of the new developments that you see here in Shock and Beyond are led by them. Um few technical reminders on the bottom left. Uh the agreements that we do have with our academy champions. Appreciated working uh alongside Mike and Jeff and others. uh we have aligned them. So that's in general they are all five years where the renewal opportunities come up June 2028. Valley Fair is a little bit different because they were our first um this is the first time they were working with us as an academy champion. We'll discuss with them uh coming up soon to see hopefully a renewal from them for June 2026. But with that in mind, uh this is a reminder again, it's a little tough to see on the screen, but this is a matrix of those 600 hours per year and what that entails that Academy Champion is really committing to again most of their time and presence and knowledge for both our students and our staff. Uh you can see on here um everything from serving as a shocks host site. Greystone is committed to that this school year. Um they are an avid career expo exhibitor. They handle industry tours. They have our teachers go there for teacher externships. Um, pretty much everything that you could do and then things that we haven't even done. Greystone has been a part um of the community. Uh, Bryce Hutler, I amum I serve with him on the Shock Chamber board. He is very involved in the community. He's a Shak graduate. Uh, Mike and I were there recently. Their director of HR was just beyond belief about what this does. And this is their own post that they put out there. And the fun thing is um if you were in one of our academy steering committees a couple years ago, that gal on the bottom right, Haley, she was actually in the meeting that Mike and I had. She was an intern and part of the whole journey with this academy and is now um promoted and a manager at Greystone. So they just have all the cool stories that you could think of and more. So it was a very natural fit uh to have them come in for ENM. So really the requested action for you today in your board agenda, you will see that their board has approved the partnership and needing approval from you as a school board. Uh from the timeline perspective, we want to make sure everything's aligned. So their agreement would go to June 2028, a little bit shorter obviously, but to align with the rest of our champions. Um, and so we're looking for formal approval for that agreement. If approved, we have a tenative signing event that we're working through details on timing. Haven't put it on calendars yet pending everything, but we're hoping to have a signing event uh over the lunch hour on October 9th. Uh, and looking to have academy tours from students and they're going to bring a lot of their staff so they can see what they're committing to. So, I put that requested action in front of you and happy to answer any questions, but uh, Dr. Redmond. Is there anything that I missed from the the meeting that we had with them? >> No, but I might add just a couple. Number one, really appreciate uh Tiffany's work on this as well and and the others and um you know, the uh Bayer leaving our community is certainly, you know, we we have a good partner, you know, moving out of the community and you go, "Oh my gosh, what do we do next?" And you know the the obvious direction or what appeared to be the obvious direction was hey Greystone is already a tremendous partner. They just hadn't you know committed to being at the level of academy champion but in many ways we're already meeting that are very close. And so uh this it you know as we work forward it's one of those it just makes so much sense and um you know they're a great company. they they're they're committed to uh you know serving our students and our communities. And so from my perspective, this is a tremendous opportunity and one that uh you know I I wholeheartedly and strongly recommend. So I just feel we we really landed on our feet all the way around. Just feels good. And >> Dr. you made me think of as well. Um when it comes to um just the opportunities that are provided with Greystone, a good conversation too is from a trade perspective, some of the general contractors, what they have from a construction management side, there's a lot of excitement around that in addition to your typical engineering and manufacturing components. So, uh there was a lot of excitement about formalizing this A motion to approve the academy champion agreement with construction. >> Second motion by Peterson, second by Aldridge. Any further discussion? Seeing none, all those in favor? >> Opposed. Motion carries. Thank you, Tiffany. >> Yes. [Music] Next on our agenda is item 10, a second reading of policies and Chad Johnson will present. >> Yeah. So, uh, as usual, this is our, uh, second reading. Um, so hopefully folks have had a chance to go through these uh, in their own time at least once. Um, I just did recently as well, go through all of them. Um, so I don't know if anyone has any questions. Um, I can say although I have read these two or three times now, I probably don't have every single thing memorized. >> There'll be a quiz point to do. >> Yeah, right. That was an interesting one. little science science fix [Music] >> and this is just an information item tonight, right? >> Right. We're not voting on this tonight. It's just an opportunity to discuss if there's anyone have questions about any of these or want to dig into any of these as a group. Um, we talked about last time the Labor Day start. That one jumps out because that Labor Day has been sacrian to Minnesota for a really long time. And it's just because it's limited to school years 26 and 27. It's because Labor Day falls so late in the year and it's also limited to you can't start before September 1st. [Music] >> One question about that. Do you know when we were going to have a proposed calendar for those two school years? >> Yeah, we've begun to uh do some preliminary work on that and and uh I think the expectation would be we would have it at it's November 17th I believe is the meeting in November. That's kind of the target to um begin to work through work through that. Any [Music] further discussion or questions for Chad? >> If no discussion then this will just be assemble. >> We will be voting at the next board meeting on October 6 as Joe mentioned is in three weeks. So all right. Thank you, Chad. Uh, next agenda, we have three action items. Uh, starting with item 11.1, special election staffing approval. And Tiffany is back to present. >> Yes. >> So, uh, I actually do want to share the excitement with our community and folks that have stepped up. what you'll see in front of you 41.1. This is a required state requirement that we have this resolution on file. We will do a roll call for this. But um what is needed is anyone that is in room 105 here that you pass on your way out to ballot board or will show up at November 4th as you know from a previous presentation is considered an employee of the district for the special purpose of the election and they have to be appointed by the school board. Um the intent is that this is what we hope to be the main list and then on October 6th that is the last day where we can put in front of you anyone else that may move or shake or be added uh to the November 4th election date. Uh I would like to give a huge shout out to Cindy Gregory uh and Keith and how they stepped in to really help from a management perspective. It's a lot of recruiting. It's a lot of calling. Um and I actually Keith's not in here anymore. I'll have to tell them personally. I think Cindy actually really enjoys the hunt when you give her positions and you tell her we need subs, we need pairs, we need someone in an election room, her brain starts turnurning and I don't know what I would do without her because this was a curveball for us in 2021 having to do this. Um I didn't I didn't utilize resources the way I've been able to this year. So what you'll see there's four sections. I'm not going to read it verbatim in here, but I just want to make sure you understand what's in front of you to to hopefully vote on here. So, um there is uh four sections that you're approving here. We have those that will work in the election room 105. You'll have those that are on the ballot board. Again, this is all required by the state. Two people must be on the ballot board at all time when they have their duties. There's a certain period of time. They have to do it five days every five calendar days and then it goes to three. So you'll notice both in there and the election room. The reason we have a longer list is in case somebody's absent and able to manage hours, there has to be two in the election room at all time as well. You'll see the group for November 4th, which is much larger because that's a much larger operation. Uh and those folks were provided a list of those names are provided by the city. And then at the very end of page four, you will see the um healthc care facility list, which is those that have volunteered where we have to go out to our designated healthc care facilities to conduct absentee voting. So those are the four segments that are on here. Um again, you may see additional names on October 6. If someone is removed, you won't see it, but you'll see any additions. Uh, and again, when you look through the names on here, there's a lot of folks that have committed to serving the community, providing that public service. They do have to be paid, which is noted in here, and they have to be fully trained. Trading is going to be this Wednesday, and then any ad hoc that needs to occur if someone can't make it. Um, and anyone that's on this list can choose to um forego their payment if they would like. that's something that we just handle, but otherwise we're required to pay them um at least minimum and you'll see the rates that are in here based upon. So before you I would recommend um the approval of the selection group so that we could get started with absentee voting on Friday. Wow. Make a motion to approve the resolution for the election judges as presented. >> Second. >> A motion by Peterson, a second by Aldrich. Any further discussion? Seeing none, Tiffany, can you please do the role? >> Yes. Zic, >> yes. >> Valdez, >> yes. >> Peterson, >> yes. Smith, >> yes. >> Aldridge, >> yes. >> Johnson, >> yes. approve. >> Yes, resolution passes and thank you to uh all those people who uh stepped up to participate in this >> and Tiffany will present for our next action item 11.2 public accuracy testing special for the special election. Yes. The very brief item I have for this chair Smith, aside from the date, which you can see in that, um, and some of the followup that we'll do for public notice that's required for this testing, um, is just from a statute perspective, we have to have one opportunity for public accuracy testing on tabulators. We have one that will be in for 105 and 4 to 5 that'll be at West on November 4th. They all are tested, but one is done in a public setting. uh and the the date that's chosen on here of October 8th. While the ETH isn't necessarily intentional, that timing has to be done prior to direct balloting, which starts on October 17th here. So, basically, we're meeting all testing requirements by doing it on the 8th, both for election day and direct balloting. Um, and I I recommend that the board approve this testing and obviously anyone from the public is available to attend. than we do uh we post in various places per our public law. >> Motion to approve. >> Second motion by Valdez and a second by Brophie. Uh this is just a regular vote right now. >> Uh any discussion? Seeing none. All those in favor? I opposed. >> Motion carries. Thank you, Tiffany. >> Thank you. >> Next on our agenda is another action item. item 11.3 the MSDA proposed resolution and Christy Peterson will present. >> So if you remember last year um we brought forward a resolution for the delegate assembly which MSBA holds in December of every year. The purpose of the delegate assembly is to um vote on the platform that MSBA would be supporting at the capital uh once the lawmakers are back in session in February of 26. Um and the process is each indiv each school district in the state of Minnesota can provide resolutions of what they feel MSBA should support um at the capital uh next year. So this year, Dr. Redmond and I talked a little bit about it's it's a policy year, so there will not be any financial um likelihood of financial bills passing is pretty unlikely. Uh but this was one that passed last legislative session in regard to the data privacy act. And we know with looking at the policies at our last board meeting that um the changes to the data privacy law have had some I would call unintended consequences where we are not allowed to email uh or share parents emails with PTOs or any of our local sports associations. And so what this resolution does is it encourages a legislature to take a look at that data privacy law that was passed at during the last legislative session and change the wording to allow districts to be able to share just the parental emails. Um so PTO's and the local sports associations can directly email our parents. Um, so our students make sure that they have knowledge about upcoming educational opportunities that might be present in our district. And Dr. You want to add anything to that? >> Yeah. No, that was a great description. I think what it does is, you know, we passed we I didn't pass saying that you're the school board. Um, we passed policy 904A which was a workaround, meaning that we are we are sending information out via email on behalf of our PTO's and youth sports associations. This would allow us to get out of that business and go back to giving those organizations the email addresses and they can send that out on their own, which I think works better for everybody involved. So we get the some of the changes to directory information, you know, the parent guardian address and phone numbers. Not asking for that to be restored, just simply the electronic mail address emails. Um because we we do get there there were concerns, you know, some about safety and some of those things. Um the email address itself very low risk in terms of safety. So I think it would be a productive move by the by the legislature. And I I think it's a smart uh direction from a resolution perspective to advocate for that. I guess my only question is do parents have the option to opt out if they don't want that email to be sent to sports organization? Does that have any impact on >> not presentation? Not. >> So they they'd have to ask every organization that emails them to their stuff. >> I was thinking of it from the other perspective. If for some reason this doesn't get passed and we have an opt in to allow access to our student. I mean either way it requires some form of communicational organization. >> Well, didn't we when when the policy passed, didn't we say once an initial contact was established, they could they could communicate directly from there? No. Okay. All right. >> We looked at an opt in and places where they were considering that. The challenge of having that be close to universal and is really tough. And so a lot of the organizations want to reach new members or let people know what's going on and the optin would would probably be a bit away from being universal or all. So, and that's why, you know, we think that appropriate balance is an email address. Um, you know, in terms of the inconvenience or the safety risk, they're very very low. >> Um, and yeah, and and marketkedly different from a home address or a phone number. I mean, like from a security perspective, like what could somebody glean from just knowing what someone else's email address is? >> So, then you we all adm [Music] seems extremely low risk. >> Yeah. I was just thinking in terms of if I chose to opt out, it's one that CCPA privacy act stuff. Can I preemptively say please don't share the information? But that's a the spirit of this I think just allows that information to be shared with those specific organizations because they're associated more closely with the district. >> Well, I do want to be clear. It would be it would be part of directory information just like in the past where anybody who would request it. >> Mhm. >> Our our work around 904A limited the scope of that based on wording from our attorneys. State law, you know, up until this year, uh parent guardian, you know, address, phone number, email were all part of directory information. So, anybody who requested those, we would send those. where now we're just trying to limit that to do want to make sure that >> any anybody who would request it would go back into directory information meaning our process our work efforts um would be similar to what they were >> and then just so this specifies specifically PTO and sports but it could be activities it could be could be any any organization associated with the schools right >> so would that be like the highest sports league versus and I'm just using this as an example. So Minnesota Cycle Association is independent but in theory if that's an activity that the district is promoting it's part of our it's in the catalog would public school share that information with MCA >> sports association. >> Well it's not it's not >> it's not part of the state >> it's not part of the state high school. >> No but it's a sports association >> right? >> Are you talking currently in policy 904A? Well, no. Just like future state, like would that information be available with a directory like email in a directory context if if MCA ask for it? >> Yes. What we're asking for here is that that goes back into directory information, >> right? >> And anybody that requests it would receive that. I think the point we're trying to make is in the introduction here that I think the legislature inadvertently really made it harder for school districts to serve parts of our community, those PTOs and associations with us who used to make data requests all the time and get mailing addresses, emails, phone numbers so they could communicate. Um, now you know if they made that request, our answer is no, which is why we passed policy 904A. And so, not that they were the only ones who could have requested previously, but they were the ones who we went, oh my gosh, how to, you know, a youth association. uh the the law and I think it was kind of inadvertently or without you know kind of went wow we've made that that ability for those groups to get information from the school district more challenging and so that is that's what we see as the the desire or the why behind it is I can share um something too I so I just recently had a constituent reach out to me he coaches a um a club fourth. Um that's high school and middle school level. And the way that the current policy is today, it's that building principal discretion to disseminate um material like any kind of materials. >> Uh Chair Smith, if I could or go ahead, Dr. >> I say we're working on that, making sure there's clarification. Mr. Mlowsich and I are actually meeting with the principles and I spoke with that. So just to just the fact that he's run into difficulty say going to approaching building principles from one principal just not responding um they were late responding haven't responded yet and one principal saying I'm not going to put your ad in my newsletter. What I am going to do is put a link to all activities. Um and this person felt that wasn't sufficient. like I'm specifically trying to engage middle schoolers who may not know that they have access to this program. Um, and so he's um, but I'm curious to know why why do you say it's not the principal's discretion? >> That's a state law, right? They have privacy law and the principles can't share that. >> Actually, no, it's not what I'm what I'm talking about is he's not asking at this at this point. What he's asking is, can I put my flyers up somewhere? Can you put in your newsletter that this activity is available? And the answer was the answer was silence from one and I I'm only agreeing to put a link to all activities from the other. And so he's Yeah. So he's kind of stuck. >> Yeah, that was say we're really talking about two different things and on that, you know, we've been researching that. I've spoken with him >> reasonable. >> Yeah, absolutely. But that that I think was a misunderstanding more than about whether that particular activity was school sanctioned or not. And it really is. >> I see. >> So we're we're we're getting through that. I've had great conversations with that person. I promise. So I think the uh next step or this is the first step in the process the board approving this resolution which then gets submitted to MSBA and then MSBA um Dietrich and Kim Lewis will do all the research behind it and then it gets presented to the MSBA board of directors. uh then if the board of directors approves it then it moves to the delegate assembly in December >> and if it passes there then MSP presents it to the state legislature right so there's a few >> there's few steps it isn't the