like to call to order the uh school board regular business meeting for June 9, 2025. Tiffany, can you please take the role? Zitic Valdez here. Peterson here. Smith here. Alders here. Johnson here. Brophie here. Sha and Michelle, your last meeting here. Here. Please join me in the pledge of allegiance. I pledge algiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Right. Good evening everybody. And uh as Tiffany mentioned, we're uh we're uh going to be acknowledging Michelle Seabourg's uh last day with us. So we're starting with Saber Bride. First item is item 3.1. Um, and uh, we're recognizing Michelle Seabourg with her last meeting for the uh, school board. And um, I have the pleasure of of interviewing Michelle along with some other great candidates. It's always uh, it's always fun to uh, to interview candidates for the student school board membership because they they're always so so impressive and inspiring. And uh, Michelle was was no exception. I was uh uh just blown away by her passion first and foremost. That's the the the first word that always comes to mind for me for for Michelle and uh and then her her excitement and her energy u to commit to the to this role. And uh Michelle, you've you know, I've just seen the work you've done over the last couple of years. It's been just such a joy having you um among us and providing your your insight and the student perspective and um yeah I just I wish you uh the best in your your future endeavors. Thank you. I'll just Yeah. Yeah. Passion is about right. You know, it's it's amazing be the for all the uh student school board members that you have. Your resumes are um better than all of ours feel, you know, inadequate at times. But I I know that for a fact because you mentioned it that you actually wish you been able to do more. And uh like even like, oh, I wish you could do this for a couple more years. I mean, if you would have just not graduated on on Saturday, you might have been able to have that opportunity. But it just over the last two years, it just it's been a great pleasure to uh uh be able to be on the board with you sitting there. All right. Next on our agenda is item 3.2, Minnesota Greenstep Schools. U and uh we have several members here to uh present. Um asel Apologize I should have Jon Coleman Bringham. Um I'll see is that Zel? Okay. So, please if if you'd like to come up and present, welcome. And uh and please uh uh share with the board your your roles and uh we're happy to have you here. So, a couple years ago, Dave called me fishing in Montana. You have to do this. So, okay. So, we got the ball rolling and what three Tools is pretty much an extension of our pathway and the environmental pathway and so I just thought it'd be a nice fit for what we're doing to be a larger member as it says on the screen K12 there and we were I think officially one of the first to be part of this project and we'll talk more about it but our goal is kind of the extension of our sun club students understanding nature and so what we're hoping is just to keep building that kind of environmental ethical concept as we move forward so these future generations can understand better decisions and what they have to do and and that's been our ultimate goal. Um and I got the opportunity from because I took one of his class and got introduced to this project and had the opportunity to be able to work getting shot to be a part of school and my part was to write a story and made some educational video and it was really exciting and also like had the opportunity to film. It was really exciting working with her. Yeah, at least at least nine weeks and yeah, really exciting. And I was able to get a lot of people to join our team including Tiffany and yeah and also so what worked nice is I teach class solutions. So it's the cornerstone or capstone kind of pathway and so was a great person she's going to go into. So, if you get a chance to watch her video, it's awesome and it just goes into much more depth of what we're doing. So, it was nice to see her take this where we had to get through some different organizational requirements and she did that to a tea and was professional with it. So, it's kind of seeing full circle our goal of what can do. So, really nice to see this process in action. All right. Well, it's so nice to be here and um that you're looking forward to the next step. Yeah, as was mentioned, Shaki was the first uh school district to pass a school board resolution uh officially joining Bricktop, which is one of the very first best practices that happens on the way to getting the first level of recognition. And it's not easy being first and we really appreciated your, you know, pioneering in that direction. um that helped inspire those area schools who then they passed a resolution and they're not step one school. You're almost step one school. I think you met all the requirements. We're just waiting for that the right time to celebrate and um and uh you know GreenStep Schools was designed with the oh the challenge of doing anything on top of what you're already doing in schools. So we know that sometimes efforts are started by by a teacher, a grassroots effort or by a committee and uh these things can um stop and start and we really want to meet schools where they are and so uh we hold your place for you. So the resolution that was passed in 2021 that was great that progress is never lost and um now you're take it to the next step and I was so pleased that you you know decided you know students can leave this we don't have to wait for you know There's a lot of ways to do this and um more even across other school we're seeing youth leadership is is a really powerful way to move this forward and it was great to meet with you over those many weeks and we met weekly I think for quite a while working through and so uh at this point Shaki not only has the resolution um but also has formed the green team that you organized and um that third element to get to the green one recognition is to write a project story which Indie did and we're really excited to think it would be a good place to showcase fourth grade day put YouTube video together was an awesome display I'll share with you so that's kind of some try to environmental lines. Chair Smith, I'll make sure that reference or that resource Mr. Loel mentioned gets put in our Friday rap because it was a great video that was put together by Mr. Can you tell us a little more about your project? What cool your favorite part was? Um, my favorite part was really That's just like my passion like much deeper and also school and also through environment and the ideas that the passion can give us an example of something that you've done that was a taking sustainability in our district to the next level of what we were already doing to be qualified for this program. I think um you you leval education for a long time and all those stories aren't even in the program yet. That's probably going to get you to step two pretty quickly. You'll be able to document that. But what step one is about the step one recognition is laying the foundations for success. So from the all the focus groups we had designing the program and said you really need support from the top. That's why a school board resolution is is prerequisite for getting that first award is so that you know the intention of of the leadership but people don't go off and start a project that isn't in line with the school district goals. And then a green team was also from our research shown to be an important um infrastructure for moving forward with regular meetings. So at least three times a year and um so you've done much more than the step one even acknowledges although I think a video is a sort of preview of more stories to be told. I think that was always the hard thing for me is how do you kind of wrap it together and I think this is such a great way to wrap all these things we're doing that environmental pathway and then be able to display it to other districts and other people and then maybe build from other schools ideas. So we're trying to keep moving forward. Our students understand each week meet every Monday through the year. So having those meetings is never a problem. So I think it's just gives us kind of a platform to display what we're trying to do and the changes that kids are bringing to the school as far as sustainability issues. And if I could just add to that about the storytelling, we could have had step one that was just a compliance document. I did this and I prove it here. But we purposely designed the program so that as you document what you've done, you do it in a way that informs other schools. So the project story form asks about barriers and champions and a timeline so that other schools come in. So actually by documenting what you've done that is stepping above as well and it's really about schools inspiring each other competition. Great. Thank you. Thank you very much. [Applause] Next our agenda is item four. The consideration the agenda is presented. Joe, I had an idea. Please try item 6.1. Then we won't have to look for another finance director. I believe that's a sign. I'll make a motion to approve. Second motion by Broki and a second by Aldridge. Any discussion? Seeing none, all those in favor? I opposed. Motion carries. Next our agenda is item five, public comment. This is a 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. Uh next in our agenda is item seven, donations approval. consent. Do we Oh, how did I miss that? Well, you you were joking about taking six out of now. I'm gonna blame Tim because I can't for my inability to read. Um, all right. I will correct myself. Next on our agenda is item six, consent agenda, consent items. Uh, and, uh, we have several personnel items here, including official recognition of Bill Manaz's, uh, resignation. as well as other actions. Motion to approve the consent items as presented. I'll second. We have a motion by Peterson and the second by Valdez. Any discussion? Bill was here. I would say, you know, acknowledge him with all the hard work that he's done, but I'll save it for sounds good to me. See, if there's no other discussion, all those in favor, I opposed. Motion carries. Next, our agenda is item seven, resolution for donations approval. see the donations on the screen there. I'll make a motion to approve the second a motion by Aldridge and a second by Johnson. Any further discussion? Tiffany, can you please do the role? Is that it? Yes. Peterson? Yes. Smith? Yes. Yes. Johnson? Yes. Yes. resolution passes. We come to the information section over me. Actually, we have two for this. The first information section of our meeting item 8.1 is summer school and my and here to present is Eric Service the TLC principal. Thank you. Smith and evening for support, I'm here to provide you a brief update of summer programming for 2025. Um, and uh, before I begin, I do I do want to mention because I think last time I forgot to just give some shout outs. Um big context of this is our planning starts way back in December and it takes an entire extensive team to kind of get summer programming off the ground. And um so at the end you'll see kind of a slide of all those people that need that type of recognition. Um and I want to thank Tiffany and her team with communications. as I remember I forgot to mention communications last not sure but we just finished our registration process. Um communications is instrumental in helping us facilitate that. So we have kind of our numbers locked in that I'm going to talk about um so you have an idea and let's also talk about a few program adjustments as we work through this information. But first um just a quick reminder to ground and frame summer programming. Um we do summer prog program for four I think very important reasons. Um you know students have learning gaps that need sometimes additional time um to help support and close. That is one of the I think the key underpinnings of the summer program. Um there was also a few others like supporting transition readiness rising sixth graders those that are leaving the elementary setting. Summer is the first time for a handful of those students if they step forward into a middle school and formal programming. Um likewise for rising ninth graders, those that are leaving the middle school, um we have a nth grade launch program that's designed to help facilitate a positive transition. Um summer program is also a great place to strengthen social emotional learning and build more connections, positive connections to the school. um and also build some skills that help support and sustain them through the school year. Okay. So, we have um five core programs in the summer. We have an elementary, a middle school, we have a ninth grade transition program, a high school credit recovery program, and then a secondary newcomer program for ML learners. Um quick, oh, we also have just are kind of the formal under the the I'd say the the umbrella of the school district. There's two other programs um that also run um kind of side by side or targeted services and credit recovery. That's which is solicited with the help of community education and ESY which is designed um to be extended school year for students with disabilities. Okay. And so when you look at what each program focuses in on at our elementary and our middle level, we focus in on math, literacy, social emotional learning. the middle level, we add a sixth grade transition component which includes um things like get familiar with the building, get familiar with locker accommodations, learning what Canvas looks like as a platform, um iPad introduction, things like that are part of that sixth grade transition. Um, for ninth grade transition, again, we we touched on some of those key content components in language arts and math, but we also help transition to the high school with um familiarization with building, with tech, familiarization with with MacBooks, um, with networking on who their core supports are in the building from administration to counselors to social workers, things like that. Uh at the ML newcomer program, we focus on language development and social interaction. Again, um trying to promote skill building also build levels of comfortability in a large academic setting. And then at the high school level, we are truly focused on credit and learning recovery. Okay. And so um I won't go through each of the program logistics. Um but I think you know if you remember our basically our setup from last year there's there's very similar carryover into this year. Um and when you look at big picture for like enrollment numbers and weight list um we're a very similar place as we were last year. Um enrollment right now um for the elementary program is bumped up a little bit to 356 students. Um and we have seven students right now. a weight list that we're trying to clear off. It's very um grade level specific and um we have some balancing that we're trying to review to accommodate. Um still working that right now, but numbers are up a little bit. Um and staffing model is very similar to previous years. You know, this is more of a tinker type of um situation in summer programming where you might add a parah, you might modify a specialist, but all in all, the number of teachers that we hire kind of is designed to meet the demand of what elementary students have for summer programming. One, I think point of emphasis is that summer programming at the elementary level is targeted. Um we use a variety of criteria to identify students that would be a good fit including fastbridge scores, NCA scores um recommendations from teachers um and its and so from that list um that's how we build that at the middle level um again logistics kind of match um very similar to last year. Uh I I would like to just you know comment that our model for our target services which is our elementary and middle school does line up with what the Wallace Foundation says is best practice for summer programming in both duration of the day and length of program. Okay. And so our enrollment at the middle level um saw a little bit of a boost this year up to 145. I think one thing to just keep in mind is, you know, we have registration numbers set right now, the beginning of June. The program starts the beginning of July. Um sometimes what you will see is you'll see some um natural attrition or no shows that happen from now until then. And so like last year 103 is how many students ended up um being served in the program till the last day. um when we had this conversation last beginning of last summer that enrollment number was closer to 140 as well. Okay. And so that's just natural part of the summer programming game. Um at our our um launch in our ninth grade launch program, uh this is a four-week program. Uh we have a new team this year um including a new coordinator for that program. Eric Cameron who is um currently a dean at the high school is um stepping into that position as coordinator. We had our professional development day to kind of bring that team together. Um and it was a a solid day of team building and getting that program ready to launch. Um our enrollment numbers uh look very similar to last year and And again, point of emphasis here is that for the launch program, that is an open invite. All students in the middle level are invited to attend. Um, and you know, I think it's just it's a hard audience to sell on doing four more weeks of summer school right after get done with their final middle school year. But we have 37 students ready to rock in that program. Um, running side by side with that program is our ML Newcomer program. So, we actually do those in the same wing and in the same cluster so that we can provide those newcomers opportunities to kind of plug in to some of that um orientation and transition experience even though it's a shelter shelter group most of the time. Okay. Our enrollment for that newcomer program um is slowly kind of creeping adding in the right direction. have 21 students signed up and that is a 612 experience and and so there's a lot of um differentiation that's done in that setting in that program. Okay. And then um you know our credit recovery programming is also running here at this exact same time at the high school July 7th to July 34. It's a four-week program. Um, it's a 4hour block in the morning and that's a shift from two years ago when we actually ran an AM and a PM session. Our enrollment numbers just kind of got a little boost here at the end of the semester. Um, and we're 257 strong and um, you know, we're hoping to increase that credit recovery attainment rate. Um last year, just keep in mind, remember last year was the first year we brought on our new platform. Um that is sometimes a learning curve as you go through kind of rolling that out. We've made some adjustments this year. Another thing um just to point out for high school credit recovery program math is always a challenge when you come to to some like pre-esigned curriculum that's offered through a platform like it doesn't always line up with scope and sequence. Um there's some nuances to math that you can't get in at the canon. So we have this year been transitioning out of ingenuity from math um into canvas. And so we have those built out. Now, this will be the first summer that we roll math out um full scale in Canvas rather than ingenuity. Um we're we're optimistic about some of the outcomes we might see in a positive way. Okay. Um shout outs to all of these um stakeholders who have helped kind of bring this to the point we're ready to launch in July. bus, a welcome center. You can read through the list media edte has been instrumental as well. And so um that's all I have to share. Any questions? just want first kudos to you and the team and all of the partners that bring it together that you know within our mission building students building agency for success just seeing you know equipping these students the best possible outcomes. You touched on a little bit with the math and of course we're in on the c of the literacy curriculum also evolving. So how to take some of this programming and like tie it into uh what is happening during the regular school year. Do you see any challenges particularly in the literacy space? You know, I think there's two things that come in. Number number one, um I just recently connected with Sarah about this, right? Because that not only in terms of philosophical approach to delivering the the instruction also there's resource alignment that could be an opportunity. You know, sometimes you'll get digital resources that are licensed for school or a school year. Um, and there's good opportunities to plug into those resources in the summer. Sometimes there's barriers that come up because our summer program is a school and of itself. Those licenses don't always cross over those lines. And so, both of those things are on the way up. Summer school now being called recovery at high school level. I love that. That's come a long way from where I was when I was a kid. But so how does that work essentially? Is that helping kids get back on track that maybe fall behind in a broad range of of of types of classes I assume? Yeah. So so we we have the ability to offer um all of the core coursework um in a single session. You know, we're always trying to balance this flexibility with structure and support. And where we're landed right now with Ingenuity is we have a lot of flexibility. So the summer programming is self-paced. Um we have a lab model where content instructors can be facilitating multiple courses at the same time. Students have the ability to test out a content by chapter if they've retain some learning from the school year, which helps accelerate some of the credit attainment. So, we have some high-flying students super mo motivated that might earn five or six credits in a session. Okay? We have some that come in and they say, "Look, I can give you a week and a half. I'm going to get my credit and I'm out of here." Um, but that type of flexibility can can help boost motivation to some degree. And so, um, we we've learned in the last, I think, and we're always trying to dial it in to our students because for a number of years, we actually had an amm session and there are some students that could go six solid hours in a day and then all of a sudden in a year like that dropped off and we're like, gosh, this is a mismatch of resources. Let's consolidate and we got just as good as results with three hour two hours of instruction. So, um, that's kind of how the model set up right now, but always a work in progress. All right, thank you. Thank you very much. Next on our agenda is item 8.2, presentation on academyy's And here to present is Chad Policki, our Shaki High School principal, and Javier Havier. Havmy's shock student ambassadors. All right. Well, good evening. Please correct my name pronunciation because you're smiling. Okay. Thank you. Well, good evening, Chair Smith, members of the board. We're going to do the roller coaster. Yeah. which of course I'm alluding to graduation where we got to celebrate Michelle and the rest of the class of 2025. And before I hop into that, just just to thank you for for being a part of it. Just a fantastic um evening and just uh lot lot of positive feedback for that. So congratulations to the class of 2025 and we're going to talk about 2024 2025 as with regard to themies of some uh work that we're doing and springboarding into the the next school year. I was I was joking a lot of the things that we talk about it's not uncommon for us to have schools come and want to learn about themies. I'm going to mention a few of them um at the end of the presentation and often times we'll spend half a day, a full day covering some of the things I'm talking about. So, but a we're going to give you the 8 minute version. Um so, we're we're going to give you some some highlevel u information, but certainly we'll have some time if you've got some questions and Javier is definitely going to add the student voice and student perspective uh with with that experience. So, as you can see, um just that we'll just we'll cover some of the areas. Uh you know, I know chair Smith, you're part of the uh the steering committee meeting. I'm going to share um some of some of those items and then we'll go ahead and we'll get going. Uh so, this this organizational chart is really just it really the purpose of putting this up is this really illustrates you know when we talk about Shakpi High School, Shakpi High School, theMies of Shakpi, it's one and the same. themies of Shakipi is uh is Shakipi High School and this just gives a bird's eyee view of of the structure you know the day-to-day operations it it's happening within the high school among our our assistant principles our academy coach certainly we have the the district uh office you know uh Dr. Redmond Mr. and and uh you know typing at the communication side of it, but really you know we we have systems and structures in place uh that the things that I'm going to be talking about are built into regular into weekly meetings um into different activities that we do u but really uh the structure really provides the the framework of our of our dayto-day operations. Um, as far as uh connecting, wanted to show one slide here, just a snapshot of uh just just a few data points. You know, as many of you know, 2018, that was the first year we brought the ninth graders into the high school, became the 912 building. Um and uh so that was year one and and you fast forward to 2022. Of course that was the first cohort to go through in all four years. But then obviously because of disruptions due to the COVID pandemic uh you know learning models. It really was class of 2024 that it was all all about our first quarter with all the academy experiences and the graduation pathways, those local grad requirements that we have. Uh was last year 2024. This year was even a very very similar but a small milestone and same thing but it was including the uh the nth grade uh seminar course. If you recall last year we had the nth grade seminar when those kids were nth graders. We were in distance learning. So, it really is crazy over the course of that number of years. Now, at 2025, we have like everything is um is in. But, as it stands today, you know, on Saturday night, we had about 700 graduating seniors um 2,840 students at the beginning of the school year. And then you can see on the right hand side the academy enrollment broken down by uh by gender. There is a in in this presentation there is a fold there's a QR code that you have at the beginning of this presentation if you're interested that has a more detailed reporting snapshot that we that we shared at our academy of shopping. So you're definitely welcome to take a look at that and spend more time on it. Um, you know, another piece of data in there, you know, speaking of graduation rate trends, what what I will say about graduation rate trends, definitely notice in almost the the nine full years um that I've been here going into year 10 is you definitely, you know, trends are just trends, right? you're going to see you're going to see es and flows but I I well I don't feel like you can look at the data you know pre-academy and post academy we have consistently held you know prior to the academy I think we're at you know pretty consistent in the high 80s in a four-year graduation rate since I feel we're more consistent in the in the 90s and I and I feel like that's a trend that has continued and we've definitely in in in many of our subgroups that trend we've made a lot of gains in our four-year graduation rate so I think there's definitely you know a correlation that you can tell from the programming of when we began the academy model um you know before before and after student connections that must be you right. Yes. So the shocki offers I believe it offers many opportunities for each student to be part of that mentorship experience which is very necessary in every school not just ours. Um some of the examples here include academy ambassadors which I am one. Uh career expo, our unique industry tours, the respect retreat we have for our ninth graders each year. Um the link crew that helps the nth graders get adjusted to the building, internships with caps, mentors, competitors and our unique academy champions that definitely get to collaborate with us a lot especially with our what's it called? Industry council meetings. So one particular connection that I have personally is being part of FCCLA which stands for family career and community leaders of America. Uh this incoming year would be our third year as us being registered as a chapter. Um FCCLA opens the door to many star events or in simpler words topics that has to do with family consumer sciences and specifically in the variety of the courses offered in the human services pathway. So, lots of these competitive events that these students can take place in really fit in with um our human services pathways. And it doesn't just open up the opportunities to compete in star events, but it also opens the opportunity for professional development. Uh lots of professional gatherings where students get to learn and experience those unique skills necessary for competing and for life. And this year I'm proud to be the first recipient of the Lori Henry Memorial Scholarship uh which which was awarded to me uh earlier this March school year. So that means my travel and lodging expenses are covered which is very exciting. Javier Javier is going to be a 12th grader next year. I think it was actually last year where people were wondering if he was a senior as as a sophomore. But but I I you know I I do believe this. I I believe the there there are the opportunities that are available for for students and through the through the academy model we definitely have been able to see that firsthand but then there's also the people that really leaning into that and grasping it and and that's that's who Javier is and uh and so he really encompass encompasses and what what the what the academy model is all about. So feel free to try to keep going through here. All right. You could run this. Uh want to mention some really cool opportunities that are coming up. Um this is through through a grant that we received. Elizabeth VR Academy coached uh applied for this grant and received it. We and and we've done different types of opportunities for our teachers before, but we have what we call a teacher externship opportunity uh coming up here later in June that is uh fully funded through the United Way. It's an opportunity uh over the course of four days just to get our teachers in and around Shakipi learning about different uh you know the operations of of different business different facets of what's going on. You can see some of the examples up there from Sand Creek over to tea and and Canterbury Mystic so on and so forth. So different different businesses, the different visits, learning about different operations. We try to cater it to the different you know the differentmies and uh so just offering our teachers that opportunity to see what what is going on beyond the four walls of their classroom. And we've done things like this like in October on our P days in the past. Um, but just great that we're able to offer this uh this summer opportunity for teachers. Uh, then of course we have our annual engage event coming up later on this summer in August and that is just a an opportunity to do in the frostage at the high school and just an opportunity to make connections with our our business partners, our community students um, and the school. So that will be coming up later on in August. The last thing I want to talk about a little bit is our recenties of shock steering committee. We hold these meetings twice a year. We do one in November and we do one in May. And uh we have representation from from the building, the district, our academy champions, various business partners. Uh oftentimes if if we can get uh you know our state representative or state senator, they've attended before school board. Uh and and really As we know the the steering committee is just the you know kind of the oversight you know committee of the shock and and really we in in recent years we have really relied heavily on the steering committee I mean not only to hold us accountable for the work that we're doing but to also to be uh just a partner to engage with to help move the work that we want uh to do moving forward. So just some of the highlights uh there you know we we look at uh this past meeting we we've looked at alumni feedback and we discuss different ways of you know when when students graduate from Shaky how can we capture you know is what we're doing at the at the high school uh reflective of what meeting their needs once they leave um leave the school. uh we talk about different just different sustainability elements just to you know deepen and advance our academy work going forward. Um updating our progress on the portion of the graduate right so those elements what you know everything you know being resilient respectful collaborative critical thinking really uh looking at those elements and are we really embedding that into the work that we're doing and relying on our steering committee. what are ways that our steering committee can help us support that portion of our graduate work and then also we do uh we're working on setting smart goals for our steering committee. So what are areas that are that our uh steering committee can help? So for example that four-year graduation rate trend our steering committee has a smart goal around increasing that rate, right? Because if we have more kids that are engaged in authentic learning experiences, right? They're going to have they're going to be in school more. there's a trickle down effect to all of those things. Um, so that's just some of the areas that we talked about and what we focused on. Um, some of our action items, uh, implementing school links to support development aligned with the portion of a graduate. I won't get too deep into it, but really school links is it's a it's a platform that really is going to help us advance our college and career readiness in developing that portfolio, really helping students really see, you know, really making that strong connection between here are activities that I'm doing in the classroom and how it aligns with portraiture or graduate. But then more importantly, school links has a great platform in it that will follow students after they leave Shakipi. So, I think is really going to help us uh really pull some of that data on what our our students are doing after high school. There'll be more to come on this. We we just started learning about it in in April. We're that's part of our summer work is to do more training about it, but really excited about school links. Uh at a previous board meeting, I I was here with uh with Miss Welock, our ninth grade principal, talking about nth grade orientation day. Uh so that is some of the action that is one of the other action items. Um again those determining and refining those learning experiences that reflect the principles of the PG. I've talked about that and then continuing just to develop a systemic and sustainable business engagement process just deepening deepening those those relationships with our business partners. Um, so yeah, so the the last item on here, I I've hit on many of these, but you know, the areas you on the left are the stars, the the areas that we've uh, you know, through our midyear visit, we had Donna Gilly as our foreign NGL coach, she did a visit with us, Cheryl Carrier, the the executive president of Ford NGL, was out here, and we just together, we worked on areas that we want to, you know, that we're doing, you know, really to celebrate and in areas we want to uh continue to to work And really what what I would sum it up, you know, without going through each of those items line by line, what we want to do is, you know, when you think of, right, the compelling vision and building agency and and really providing students with those authentic experiences that really cater to each and every student. I mean, big big picture that that's what we're wanting to do and we're we're and and as the deeper we get into themies, we just need to be aware of the changing world that students are in and that we're just we're meeting their needs and and that's really what it what it's about, but it's identifying specific actions year by year that we want to continue to improve and and get better at. We'll skip by that guy right there. Um but part of that you know part of the promoting some of the highlights is we have hosted um many schools coming in Hopkins Hastings Weisetta was just here a couple of years ago. You may have heard Hopkins is going to join for NGL and so they did a lot of learning uh through us. Um testimonials at the capital just you know that picture of me at the capital about instructional hours. We had our CAP students um working on a project for heart safe schools. all the different real learning spotlights that we've had on various news outlets. We we've all celebrated those. And then on the um right hand side, just the the work that uh the partnership with the foundation in providing student certifications um in areas of engineering, manufacturing, uh health science, um gateway courses, just just the way that our foundation has supported just some highlights that are that are noted there as well, too. So um again a lot of a lot of work that has happened a lot of work that can that we you know we need to continue to do again I gave you the very abbreviated highle version um but at this time would be happy to field any questions I will too I'll just start I you know participated in the last steering committee uh event and yeah it's just uh it's just really energizing inspiring ing to be part of that just with all the partners in in in attendance there. You can just see how engaged they all are in wanting this program to be successful. And so it's not just putting a label on a on a wall in the school. I mean, they're they are really really engaged and and want want to set set the school and students up for success. And it was really neat to be part of that. I'm I know I'm in um excited about this quick links uh or school links um because that was I know that was something we talked about in a couple academy meetings like how do we know we're successful and and you you want to reach and we've talked about this here too just among the board several like how do we get feedback from alumni and and I think this is going to be a great tool to do that. I agree it's just it's just it's a data piece that we we want to a better job of capturing and we really think this can help us. So I guess I didn't have a question want to reinforce the great work that you and I have I have a really quick question. Have you reached out to students just like graduating students before actual graduation? Like how have themies shaped you? Have they been helpful for your for your plan on the future? I just kind of want to know what kind of input you receive from the students. Yeah, we we've done you know we we did a thought exchange just with and we did we we I mean we went back to 2018 but we did write the class of 24 upon it. We have done a thought exchange with that with just recent grads. Now I think we can you know we we do the survey that we do every year but I think what we what we talked about doing is just taking that thought exchange and we just did that for the first time this year but we could take that with say the incoming say is going to be a senior. I think a lot of those questions we did on the thought exchange just you know feel it like going into it. Do you feel like you've done that? But we have done that with the recent you know I know I know you know my daughter graduated in 2024 and that summer we had a thought exchange that went out to her and the other classes just just at least to address that part of are we hitting the mark of what we want to do. So I feel like we've just started doing more of that. Do you guys survey just students in general like what their thoughts are about the themies if they like it and I would say we do it in in pockets I think I think there's an opportunity with with the thought exchange to that point to broaden that out to we'll do things in seminar n we'll get to that from you know ninth graders but I think to do it you know 9 10 11 and 12 I think there's an opportunity to expand that thought exchange different touch points through the Thanks. All right. Uh, next on our agenda is item 8.3, 2025, community conversation results. And here to present is Tiffany Olsen, our director of communications and strategic development. Welcome Tiffany. Thank you chair members of the board. Uh I'm going to go through a few logistics here of my goal for this very short time. It's very similar to what Mr. Kicki mentioned. We can talk for half a day. Hope you will have the opportunity to further talk and dive deep. This is the abbreviated presentation from the whole presentation. And there's also a board brief. So again, we want to give you as much as possible. But today's consider it a first look unbiased first look high level super high level of the community conversation in front of you. You do have the full presentation and the board brief that was put in the draft on Friday. Uh and then we will have during the August board development session, we'll call it a second dive a little bit deeper similar to what we did last year where we can ask more questions again go a little bit deeper. This is additional cont. for you to be successful as you're reviewing it between now and then. And also too, um couple dates to keep in mind as you're looking at this because again abbreviated we took out a lot of um general slides of you know April 14th seems like a long time ago now. That's when we first discussed this community conversation. The period was May 1st through May 23rd as a reminder when uh folks could participate in this. And then Friday when we share that the formal results with you. So structure recap this is very high level the one end one open-ended question 20 closeended survey questions to help get that longitudinal data. The big piece that I just want to remind folks here that this is uh statistically nonsignificant which I always love statistical terminology because it just sounds so abrupt to say this is nonsignificant but that is the correct terminology and that's given the platform. This doesn't mean that there's no effect necessarily related to what's being presented in here but it's not strong enough for those statisticians to be able to say there's an exact correlation with the data. All sorts of p thing that I think I hit that stop a whole long time ago that is not this you had Baker Tilly and you've had others that have done that this is really just a recap or pardon me not a recap a moment in time of a conversation of relevance to those that chose to participate so I just want to get your head space good with that which I know you know being abbreviated looking at the particip participation rate to date this was great we exceeded our goal but we're almost at 2 participants highly engaged. And if you're wondering what that radio ratings ratio means, that is basically those staying on the platform or coming back because you can throughout the whole period to see what others are saying and provide their voice ranking in stars almost like social media if you will, how they feel other voices and thoughts compared to their own. Um, when you have more people participating, your completion rates is it's pretty normal to go down a little bit to what our goal was, which was 55%. It's not necessarily that much lower than last year, but if you think about it, I'm curious. There's a lot to do when you answer 20 questions and provide open-ended feedback and then review others. There's a fatigue that's going to come with that. So, that's to be expected. What I'm really excited about is the 5% that participated in a language other than English, which you can see on here in the top right. I know it's a little bit small, but we are at 31 uh participants that uh use the Spanish translation opportunity through this app. You can see some small percentages on others, but uh we exceeded what we had for our goal on that. And that does not mean that these are the only individuals that spoke a language other than English at home or first language. They just chose to actually use the full translation feature where everything was in a native language. So I want to be very clear on that doesn't necessarily represent full diversity or demographics. Um, and then one number to point out here, lots of things that may or may not be familiar to you from last time. When you look at the number of participants and the number of thoughts, that's those that provided open end. So, you're roughly at that, you know, 45% or so that chose to give you that true dialogue. Others participated in closeended survey, things of that nature. Participation overall, we had some goals. We always want to increase secondary. That's generally where we drop off a little bit and want to increase no matter what. Overall participation, we had a slight increase in K through 7. We remained flat in 8 through 12. Um, and that the category of no child in the district was broken out for 2025. While that remained flat, I want to point that out because when you see some of the other data, it does separate staff and students as one category and then those since we do not have a child in the district just so there's a little bit more clarity when that makes sense. Um we're going to dive first and again I'm going to be as brief as possible. I have a timer going over here. So open-ended for here just reminding yourself we try to tweak the questions slightly each year while still holding true to our compelling vision. Um, you can see the theme of the open-ended question was really about how how we're supporting students for their future, not ours. Um, and what we can do to make that as best as possible. What you see on the slide here is a summary of what those open-ended feedback items were and those that received the the most ratings. It doesn't mean the best ratings, it means the most. So, this is truly unbiased on that front. And if I can summarize, we tried to hold some of them. There's a lot of content on here. It really focused on student support. I can say that that was the most not necessarily with that terminology directly, but all different components, whether it's supporting teachers, supporting students, classroom, all of those areas within that. There was definitely a theme a little bit stronger than previous of real world education if you want to put that label on that. A lot of times life skills is what was also coined in And on the next slide, this is a reiteration of that of those common themes. So you can see student support discipline is a word that was derived from this, not anything that I put in there, support for teachers. And you can see previous years. The only thing that really has been I don't want to say removed from the conversation just not in the top five was the activities and facilities components. As far as our physical space and offerings of the district, that was that's prevalent this school year. Uh some opportunities, common themes in here. This is where we use the power of AI and then the actual statements that were provided to actually give you some forward looking opportunities that very much align with thoughts at a national level uh which is the PDK poll. You don't see that in here, but it's in your formal packet. And again, it's the indiv individualized attention, student support, and this is taking some of the feedback and turning it into potential actions and opportunities in the voice of our community performance. This is where we switched to closed ended. And as you can recall, we've done this for quite some time. It's longitudinal data. We were able to balance our longitudinal data against national surveys in the past. that since ceased and we aren't able to do that, but we are able to balance against our own longitudinal data. Um, you'll see most of this, if not all, um, because you can't say all when you're presenting statistics because that's normal. So, we say at most, um, has remained flat. But what I can say with our overall grade that is in front of you here, district leadership and management has moved up in the ranking for the reason are basically how folks are deciding to give us a grade and what they're choosing. That's not a negative or positive statement. That's just saying how they're choosing to grade us based upon that. And then the next few again I'm going to be very quick on these. We break down, if you recall, quality of education and quality of teachers, just to be very clear on how those two come together to support our students. Um, there's a paragraph at the bottom that'll be summarizing for most of them. You'll see we're green. We have that all the way across that's saying or relatively flat, relatively the same favorability. So, that's basically same or better. Went down slightly from last year. Um however the unsure um was added in 2024 and that has increased. So again if you're looking at where some of that movement is a little bit less in favorability but a little bit more insure unsure and overall it remained flat. That is the same that you'll see with quality of teachers and that percentage if you recall is about 4% higher in favorability and quality of education. So you can additional we'll call it positivity related to the quality of teachers learning being a priority. This is a question uh obviously it is tailored more to those that have a a child in the district and that's why you'll see that 9% of those that do not. So you have to take that in consideration and favorability. Um you can see again relatively flat and then there's some small notes of what's been down and up but again not significant enough to show a shift where we would say anything other than relatively flat for this safety and security. What I want to point out here is in 2024, we usually have two or three. We'll call them rotating questions that are relative to what is going on in our school district last year with the capital projects levy renewal. This was one of three that were specific to that, but we've also been measuring it over time. So, we kept this removed the capital projects levy related questions. Again, kept this one on here. Um, vaporability did decrease uh by 11% from the previous period, but again, we also saw an increase in neutral responses. So, nothing more than 10%. I didn't rate flat on here just so we were transparent on what had gone up and gone down, but you could in theory use that to describe the results here. Closeed survey summary. This is a narrative in case you didn't have the other in case I did not present the other slides to follow. However, being in front of the school board and the superintendent and our treasurer, we do have our finance superintendent and schoolboard scores on here just so you can see them in front of you. Again, you'll see that same theme of these players mostly flat with similar scores or there was an increase of being unaware, unsure, maybe lack of engagement, however you want to point that, but not a strong decrease or decrease at all. So, this is basically supporting that statement. You have school board performance on here. Um, we made a note of election years and relatively flat with no significant shifts for Here you can see no significant shifts as well. And then there was an increase in being unaware. And there's no positivity or negative negativity associated with unaware. It's simply not providing a response based upon their knowledge of being able to do that which I would prefer rather than someone taking a random grade. financial management. Again, you can see not a strong shift in um results. This one was a positive um where we could actually say there was an increase and a positive correlation uh with school administration making decisions that are in the best interest of students and families. Obviously, administration is terminology that can be taken in many ways, but there was a favorability increase of about 5% and also an increase in engagement overall on this question and the engagement period and then this is the part I wanted to make sure we got to this is really the the rest of the meat that I want to present to you here and then a couple closing slides and I can answer any questions but this the two I'm presenting here are the annual rotating topic as I mentioned so this replaces capital project levy removal questions from previous to summarize what you have in front of you here Um there's two favorability pieces on the top right and then you can see the full results at the bottom. Um this question was at a very high level looking at a scenario if there was generation of roughly $5 million. That figure's been updated um since May 23rd and additional revenue. It's not if there's a one question or a two question or anything like that. It's just saying what you see in front of you. You'll see in the top right roughly 56% either strongly favored or favored um this potential opportunity. You'll see there was a strong 21% that said they are unsure and need more information. And I'll share in a minute what some of that great feedback was. And then you can see the oppos which is roughly 23% between opposed and strongly opposed. And to give you more insights with those that chose to respond, there was an open-ended opportunity to provide what that information would be. And there are five pieces that were provided. Budget and spending details are listed there. And it was really focused on the who, what, when, why, how if you're looking at that component. Um the impact and being specific on students and teachers and overall qualities and then those tangible elements. the efficiency and the accountability and that's the responsibility component. Community engagement, this is not me paraphrasing. Again, this is what was in there, the opportunity to provide feedback um and just have discussion before any final decisions are made and again think of the time frame with this. This is prior to last special school board meeting and then there was a desire to understand you know the climate around them. So whether it's case studies or neighboring districts and just helping them that he doesn't the last pieces I'll leave you with respect and pride when you have an increase uh in participation like you do you are going to have some fluctuations these two did go down slightly less than 10% but they did these are probably only ones that were up in that 5 to 8% range uh you can see that on here and favorability is strongly agree and somewhat agree those that are neutral are not included in And then the last one that I'm going to show on the screen here and the rest are in your packet is just the communication awareness because obviously you this is an important piece when you're taking uh I don't want to call it a formal survey but you're providing feedback engagement is assumed obviously and that doesn't mean that's always the case. This gives you a little bit of feedback on how self ratings were with awareness and engagement as to what's going on in the So you can see we're relatively flat prek through seventh grade. We did have a decrease in nth grade. Uh and we had an increase. I was actually a little surprised by this since the decrease in traditional communication platforms has gone down and those who do not have a child in the school. So we did have an increase in we'll call it engagement of of that group. and other items that are in your packet mode communication electronic has gone up significantly what's on paper and then dive a little bit deeper in what's in front of you and some of the other longitude pieces minute and a half over I don't know if maybe Jim as well but let me know what I can answer here knowing that we can talk for hours but I want you to be still comfortable with what's in front of you we in August about moving forward with the data and Dr. obviously adding context. Tiffany, um, is there a way to, and I know you can't probably answer this right now, but is there a way to dig deeper into the student supporting discipline trend that we're seeing in the survey and figure out is that early elementary, is that middle school, is it high school, is it across the board? Um because I would wonder if it was hypothetical if it was elementary doesn't have anything to do with some of the changes in the disciplinary policies that the state brought down to school districts and how students can be disciplined. Um but without knowing that information I don't know if you can pull that but that would be something that you can look into. I would need to know tonight but I'd be curious about that. And then the other thing I'm really concerned about is the safety and security question. And um I think we need to have some more discussion on potentially what that might mean. Um that was that was really concerning to me. Can I explain? I had the same question. Uh, and in part part of that, you I don't know if you're able to even distill like what drove some of that rating. Is it perception? Is it social media or events outside the district? We had the unfortunate event last Tuesday. But I think the response was exactly what we wanted to see from a safety security perspective. all protocols put into place. Um, and we I would say and certainly give you and Jim credit for this, but the whole safety team protocol partnering with Shaky PD and I don't know what more can be done in presenting to the community this the pieces that are in place to ensure safety and security. So I echoing your concern, Christy, like what I don't know what more we can do. We're seeing maybe different behaviors and maybe there's a perception that the school's unsafe because of what's happening outside of the building. And I mean, it has a 60% favorability score, which is good. But when I look at the somewhat disagree and strongly disagree that to last year, to me, that's a a big I think an important piece that we can pull, which actually your questions for August is um the XY access opportunity that is very similar I was putting it up on the screen to awareness obviously not a similar topic but where we can break down and run that XY to see you know is that coming from those don't even have a child in district and that's again perception because of media and things that are going on is that you know where folks are at so I think that's something that we've absolutely we didn't ask the next level detail on safety as to why like we did perhaps the financial piece. So I'm not sure we pulled that but I can definitely do this both for this one and the previous one um that you mentioned where we could understand grades again we can really run XY on anything while we have raw data I think the XY gives us the most sound response to be able to then zero in you saw that increase but then again those I don't even have a kid in the school district altering that which is still a very important but different discuss Exactly. And if if they do have a kid in the district, are there are there some open-ended comments attached to those? If you find who the strongly disagree are and look at their open-ended response, that maybe provide some insight. I think that would be helpful. The same question. Thank you for your work. Yes. Appcate Next our agenda is national action item item 9.1 memorandum of understanding for shock university and Dr. Yeah, I'm pleased to present um on behalf of our you know SCA our teachers union group and our other leadership team and folks who've been working on uh what I would say making a course correction is something that is working very well in our school district. I did put some information in last Friday's wrap for the board members and our leadership team that uh we kind of noticed that we met at Shak University or Shockbeu as we like to refer to it. It's been in operation now for quite a while. I think came in in 2019 if I remember what I wrote. Um and some of you we probably haven't even had that conversation about what it is. But it's an opportunity for teachers uh to focus on really shakabe centric learning goals and objectives and to support them in that journey. Uh and it's actually it's a program that that I would say from my perspective has has been very positive and and continues to uh serve uh you know serve our our district well. We did run into and we we learned more about this you know we set it up at the beginning and uh you know put kind of a credit system together and kind of incentivize participation and I do think it's a win-win because, you know, the the curriculum, you know, we have a a a voice in that and our folks and how they teach it and it directly applies to our learning priorities and things that we're working on in our school district directly. Um, we missed one piece that we really at at the time didn't think would even be, you know, much of a deal. Uh but we've had people who have been wrapping up their shockp university and earning you know the 10 credits in a lane change and some literally within weeks also earning a mast's and then the shock university credits disappeared and so we we went back reflected on that and went no our goal is to to be fair in terms of that incentive and so really to to sum up what the changes in thatou is if you earn the 10 credits in the university they will no longer disappear if you earn a master's degree after you would want upon earning a master's degree would have a master's degree plus 10 credits and you know it still won't get you from I think it's BA30 off the top of my head to a master's degree you can't do that you know you can't do that lane because it doesn't exist or an MA40 to the doctoral uh lane it won't won't jump you there but uh the credits will will no longer disappear upon earing your masters will be added on top of your masters and I certainly support it. Um I think it's really good collaborative work. Really applaud Keith Keith Gray and his team. Uh our learning and teaching and equity department and a lot of others have weighed in uh and absolutely think this is the right thing to do to continue to support shock in a in a meaningful positive way. So happy to try to attempt to answer questions otherwise I would just recommend approval. I love this. My name is in 2019 and uh it's I still think it's a absolutely magnificent program for our teachers. Is it? Yeah. Uh Sarah and her team. Okay. Yes. Yeah. It depends on the others. The elementary there's a secondary component, but yes, they Yes. taken over and I should have mentioned I think I think it was mentioned in the w that credits you're earning through our program really can only be used on our salary schedule you know you're not going to take and transfer that to a neighboring district like well there is an element of retention and and it makes sense where hey you you're bought into our priorities um we appreciate that and applaud that effort to to learn and grow and be better able to serve our students in those learning areas. It really is one of those kind of a win all the way around. Motion by Aldrich and a second by Peterson. Any further discussion? Seeing none, all those in favor? I opposed. Motion carries. Next on our agenda is another action item item 9.2 online agreement uh with E Prairie and uh presenting will be Jim McCaus our assistant superintendent. Thank you, Chair Smith. Uh this is something I've been working on since before winter break with a small group of people from both Shaki public schools and Prairie Public Schools. Um primarily Stuart Lang the high school over our our online programming along with um with Jeff Kicki and then some similar people from uh Eden Prairie schools meeting the online school principal and our assistant superintendent. Uh we have a contract tonight that was drawn up by Mick Waltzburgger and agreed upon by the attorney for Eden Prairie public schools and essentially what it allows is for students who want to take online supplemental classes to take them formally through Eden Prairie. they remain our students um they remain in line for a shakip diploma um and allows us to recover some of the revenue um that we receive from the state um in the way of funding. So we're paying uh essentially paying even tuition um for the credits um and then as I said we we do keep some of the money here in track which right now when students are choosing this option we're losing all of the money um we're also putting our counselors in a situation right now where they're looking menu of online providers and trying to figure out which one fits a student best. This will essentially formalize an agreement where our students will be um will be uh asked to move to Prairie online which is a a very reputable program questions. How many students do we have currently taking? Right. As of Friday, uh, in talking with Stuart, we have 300 course requests. That's not 300 students, but that's course requests. One student could be, you know, asking for a full load of courses up to 16. Um, other students are taking, you know, one class, two classes, that type of thing. So, this is potentially, as you said, bringing revenue back into the district to support our services. The requests exist either way. Yes. And it's a matter of how we fulfill them. Is that 300? Is that all just for Eden Prairie or is that is that any online check? Right now we have three course requests for Eden Prairie next year. And what we've been doing is um we've been looking forward to this agreement. So we've been cataloging them in the spreadsheet so that when this contract is approved, we'll be able to just push them over. And Eden Prairie has been the most popular choice of students who reside in our district for online services. Would you say the demands not requisite of developing our own program at this point in time? There's obviously a great start with that I imagine numbers of loss. Exactly. We we ran an online program through co after co we attempted to maintain it. We've seen diminishing returns and the expenses outweigh the revenue. That's why we're looking for the partnership. And I would add one piece. Eden Prairie, they were they were working on the launch of a an online program prior to CO and were really ready to launch at that time. And so they they had a head start on a lot of other districts. And I think we've seen kind of the saturation of the market in our area. Um and it's one of those where there's not, you know, in terms of viability. Uh I think during the pandemic everybody had to run their own version of an online program but we've now seen the you know we tried to continue and we've had supplemental and we really went you know almost K through 12 originally and tried to sustain that but uh the market you know you know chose other things and uh we're trying to find the best way to support our students kind of in that next phase of this online market and believe very strongly that you know the L option is is the best. Great question. And in cases where we have enough students to make a full class, we still do that. So we have some 11th and 12th grade core classes that we will run online next year because we have enough registrations to do it. If that were to arrive in 9th or 10th grade, we do as well, but we just don't have enough students to support it. EP on the other hand has over 700 students that are profile and I'm I'm assuming then that there's there's some classes they offer as well but we do not. Yeah, they we that was a big part of the attraction to them. They offer electives that will actually allow us the student from Shaki um wanted to go through an academy type experience with a three course sequence. They actually have the ability to align that for us and actually with us that'll be part of what Stuart's working on next. Is there a term to this agreement or duration? It's a it's a one-year agreement at this point. Um we would like to you know bring it back a year from now and lengthen it. Um, one of the nice pieces of protection in here is the reopener if something were to happen. Um, and this were to disadvantage ourselves or even prairie. Um, we can come back to the table and figure out what we need to renegotiate in order to make it a fair agreement from both sides. The negotiations themselves are very friendly and just conversation. I like the last bullet point under highlights um that they will earn a diploma and that it provides clarity on eligibility for sports. Um that they a basketball, football, whatever speech participant and not eat prairie. Um this is a huge issue that the state high school is is trying to sort out right now for the schools have really put a a wrinkle in eligibility. And I mean, we're talking thousands of kids that have to go through eligibility issues every single year because of online schools. Um, there is a task force right now that's looking at that and and looking at what adjustments need to be made to ensure that there are schools that just have kids show up. It's like, well, I'm I'm here for basketball. I have no record of that student, but they have the right to be playing in that school. So, there's a lot of be clarified and and sorted out from an eligibility standpoint for sports and activities that are high school. So this provides very clear direction as to how that would work that I think gives the student the best choice of just the learning content involvement. That definitely seems like a good partnership symbiotic relationship. I'll make a motion to approve the online agreement with Prairie for the course of one year. Second. Have a motion by Peterson and a second by Roie. Any further discussion? Seeing none. All those in favor? Opposed? Motion carries. Thank you, Jim. Next our agenda is an information item item 10.1 our district financial outlook and Dr. Yeah the first or I should say slides 3 to 26 should be very familiar. They're from the uh June 4th special school board meeting. And nope, I'm not going to go through all of them, but they're there to refer back to. And and really that's uh we've we've built a base over the last, you know, few months in terms of trying to present information, share that, try when questions have been asked, bring it back, go into more detail. And so if we go all the way down, I think it's to slide 27. Um I'm trying to my own computer uh during the memorandum of understanding sort of a little haywire or anything started spinning. So I'm I'm restarting so thank you Tiffany. Um this section is really possible decisions and it's an opportunity as we go into the next slide uh the board you know the expectation would be that June 23rd there's some decisions about charting our financial course moving forward and if we walk through this slide of the things that we've talked about and again I'm going to I'm going to refer to the tops as possible decisions this is not exhaustive we could take things away we could add things to this list, but trying to kind of capture where we're at, what we've looked at, and begin to move more into a hey, I think this is where we should go or let's consider that as a board action type of frame, knowing that we need to do that really two weeks from from this evening. Uh you'll see we we've listed the 3 million in expenditure reductions. Uh that would be a recommendation uh from district leadership and myself that you know we we make some of these adjustments anytime we have decreases in enrollment. Uh some are automatic. Uh we do some things in terms of you know we've got declining enrollment it impacts transportation. Did put in parentheses want to be very clear. This is not talking about changing walking distances. This is if you have fewer kids, you should have fewer bus routes and and that does save us some money. Uh and then reductions in specific areas to match expenditures to state provided revenues and then reductions in district programming support. Uh there's some areas that have laid behind the actual u enrollment decreases in terms of budget expenditures and revenues. And then uh the next uh the next uh row uh would be There's an eitheror choice. You'll notice there's there's gray lines above these three rows and below these three rows. This is in that eitheror category. Uh we, you know, could generate 5 million in new revenue. We've talked a lot about the possibility of a school board uh approving a ballot measure for November 4th of this year uh with an operating levy to be voted on by the community. Uh this would be t a tax neutral in the sense that it would shift from the current uh bond payments to new payments for operations that are being paid by our community taxpayers. Uh this has a $620 per pupil and new revenue would generate that according to our most recent data from our our financial folks. Um or there's a big or uh you know we we've got a 7 to9 million deficit for the 26 27 school year. Uh so if there's not 5 million in new revenue it stands to reason that if we added the 3 million in budget expenditure reductions from the first row uh we would need to add you know another at least 5 million getting us to 8 million in total budget cuts. That's roughly 6 and a half% of annual annual general fund expenditures. Um that additional 5 million in budget cuts would be needed uh if the school board were to elect not to run an operating levy on November 4th or if the operating levy is run but not approved by the voters. So sorry to interrupt. Yep. I was going to say interject at any time. So good time. So instead of 5 million budget cuts across the board, that should say 8 million budget cuts across the board. Am I understanding that right? No, the it's the three million from above which would be no matter what. Oh, that's those are those adjustments. That's no matter what. Yep. Plus, you know, if we don't have 5 million in new revenue, we would need 5 million in budget cuts. Okay, got it. Great question. Thank you. Thanks for clarifying. And then there's, you know, an opportunity um, you know, that has been talked about a little bit at previous meetings to add another approximately 2.3 million in new revenue. That would entail most likely a second question. Uh, on an operating levy, you know, that possible November 4th operating levy, uh, that would move the district to the cap or the maximum allowable for for us to uh to add to an operating levy. Um, you know, and it would add new taxes and to support the $288 per pupil or this $288 per pupil addition to the operating levy. That revenue um, you know, would or could be used would be to to make sure the budget is balanced in the 26 27 year. We've kind of targeted 8 million right in the middle of that 7 to9 million projected deficit. uh if that deficit were a little higher, we could use some of this revenue to make sure the 26 27 budget is balanced. Uh or then it, you know, whatever wasn't used uh could be used to um you know counter the 1 to4 million deficit that's projected for the 2728 school year. And I do want to call your attention to the very bottom row. Uh there's other with a question mark. Um you know I think we've I tried to include any of the things that have been discussed. Uh that doesn't mean there couldn't possibly be something else. And Dr. So one to four million and with the other uh we don't know what's going to happen in the legislature right is that part of what's you know some of that just we just don't know. We don't know. Well, I think the further we get out there there's more unknowns in terms of enrollment, in terms of state funding. Is it, you know, and it does not appear well and in terms of inflation. Yeah, exactly. Are they going to align? Um, and if we go to the next slide, we we do jump into that, but separated the 2728 school year. Um, acknowledging that, hey, you know, that that is out there. Right now, we're really looking at a wide range that 1 to4 million deficit. um you know and obviously what we do in the 2627 school year impacts that uh we did the continuation of the 2.3 million in additional operating levy revenue on the top line there uh and I just kind of explained you know the thinking behind that uh there I would expect us you know to make you know again kind of based on our enrollment projections seems very reasonable to make another 500,000 in expenditure reductions that um just align with a decrease in student enrollment and then anything that would be needed above and beyond that. Uh this my suggestion would be we would need to look at acrossboard budget cuts out of our general fund or operating budget as needed to uh to balance the budget. And then do have a point you know those of you who are looking at education funding in this year's legislative session um there there's a lot of discussion even going into the 2829 bianium u where those projections are are I would I would use the word concerning um you know and there were some pieces already of of shutting off you know that inflation expectation that's been turned back on but it doesn't mean it couldn't be shut off in that bienium. Uh but certainly there there are large concerns about our our state's budget uh moving out beyond you know getting into the second benium out if you will. And then that's kind of you know alluded to in the years beyond the 2728 school year. um you know depending on on where we're at but uh the expectation would be uh our our primary tool and perhaps our only tool uh would be to make crossport budget cuts as you know as we're dealing with those challenges moving moving out into fiscal 2930 and beyond but that's a long ways out I'm not uh I'm no stout so how's that I am so you tell me what it's going to The thing is, okay, let's just let's just say we we we do we do a levy and it passes. We do a second question and it passes. Great. That's that's that puts us up to the cap, which is which will help for the 27 and 28. And then basically after that, the board will have to do budget cuts of1 to2 million probably if not more every year going forward. That's just a reality. There's no there's there's declining there's declining enrollment. There's just this is reality. The revenue would be nice. Obviously, who doesn't like rabbit except know? Um, but if we don't do cuts, and I again, I'm very disappointed that the 25 26 budget that we'll be passing in a couple weeks doesn't have cuts in there more than what we have because the accumulative effect helps later on. And I, you know, I'm not I don't want people lose their jobs. Unfortunately, reality is just not great. Um, we don't know what's going to happen at the feds. Um, if we do get rid of the the federal department of education, hey, then we actually might get more money with that. That's a possibility. Don't laugh at that. I smiled. I' I've ran the numbers and it could work much better, but we don't need to get into that. We don't know about either. I mean, do we think that it's a possibility we could get it for the this in the current session? I bet it's probably more likely that the other schools will lose that was on the block. But so that's I I think you know having a a tax neutral levy for at least question one and then letting the and as it passes and as I said at the last meeting you know letting shakpi decide, you know, the the taxpayers decide what kind of district they want is important but looking forward it's it's going to be uh it's going to up for those future boards to make those decisions. It's it's possible though. I mean projecting even that far out we we may have enrollment we may have enrollment turn around might all once you know you just and again what we don't know we don't know but yeah all at once with with with all the housing and maybe everybody will start having kids Michelle maybe your generation will actually start having kids um not not necessarily you if everybody if everybody could give birth to 5-year-olds that's the idea but I don't think we'll see that big of a swing that quickly no it's going to be it's going to take some time and I mean it hopefully it'll slowly start to go up but we need a big increase quickly in order for the revenue to offset the expens right and then when you have more kids need more staff right so there is an expense and pure revenue that you get if you write more students. It's not dollar for dollar. Right. Exactly. I mean, no, I I'm I'm agreeing with everything you said. In fact, if we look at the feedback on your survey like more programming and more teaching and don't increase classroom size, right? That's the that's the feedback we're hearing and it's anecdotal, right? But we can trace that data back to the responses we heard in light of the budget challenges. And I like how you framed it, Joe. It's the three to five year view, right? Where you hit that financial cliff assuming no other changes. And what's the alternative? classroom sizes will likely have to increase if there isn't the budget for staffing right at some point because what between 80 and 90% of that revenue is spent in the classroom or service organization Dr. the center on many occasions and so I think it's prudent and just to be honest with the community like we really collectively don't have a choice but to ask for all of it and if it's framed in two questions budget control I think is equitable right because you don't want to create taxation where it's not necessary but by not asking for the extra 288 uh of a tax increase. So the question two kind of format isn't going to position us any better for that 28 29 you know further out years. It helps it helps solve but it doesn't it doesn't solve the long-term problem unless some significant changes happen at the state and yeah it would be great if Shakipi suddenly had open enrollment and birth rates and you know organic growth that's happening in the community but that doesn't solve the problem for our neighboring metro districts or Minnesota schools in general. So if you look at it like if we're going to advocate for public education right uh there something needs to change in the revenue models at the I just have a question you know from a revenue perspective I mean the businesses that we work with partnership right I mean we're getting a new theater that's going to generate so much revenue I don't know what I don't know but do we get a percentage right the school district that affects all that tax capacity. So like the pie gets bigger so everybody's like tax burden gets decreased but revenue is cap based on enrollment. So just because there's more taxpayers if we get $10 million we get $10 million whether or not there's 15 people paying it orundous thousand. Yeah. That's the way to say it. You guys are good. Hang out over here. My computer's back on though. So, for good or not, we've had we've been down this road before. So, maybe we So, I have a question going back to the previous slide when we talk about where some of the 3 million in expenditure reductions are going to be. And I understand the staffing adjustments based on the decline in enrollment because we do that on a annual basis anyway. Um I understand the transportation adjustments that can be made. But I want to understand more about the reductions in specific areas to match expenditures to state provided revenue. So um I know that there are some areas from the coming that we are going to have a pretty significant reduction in money that would be student support type of funds. Um, but I guess I went back and and I've got here all where did we make permanent budget cuts previously with our last money when it failed and then when it passed and there was a big chunk of it that we kept permanent. And I I guess at that time when we made that decision to go for an operating level, we knew where those cuts were going. And that's where I'm struggling now to understand what those cuts are going to be. And if we're going to we get that information before we have to make a decision in two weeks or a month, whenever we are going to decide on which path forward we're going to take because You know, you can look out to 27 and 28 and 28 29 those beniums and it's very concerning and a lot of money. It looks like right now what they're talking about is going to come out of special education. So, we're going to likely see a good reduction in special education cross subsidy, I'm assuming. Uh we don't know what that is yet because they are going to have a task force that will look at that. But in looking at, you know, some of the stuff that we cut a few years ago, um, are we going to hit those same areas again? And are we going to leave areas we didn't touch unstable again? I know that's a loaded question, but that's yeah, it helps me to make, you know, where my thought process. I mean, I kind of know where we have to go, but it also helps me as a board member understand a little bit more of where these cuts are going to come from instead of making a decision that yes, we're going to make cuts. But I don't know where. Does that make sense? It does. Um, and the answer I'm going to try to answer it briefly, but that's a complex question. I think when we go back to 2020 when we did things, we were in a we were in a very unique situation just in terms of where the district had been. Um there it is very rare that a school district would go through and basically list with specificity the cuts at this point. Um, we certainly I don't know that we could do that in the next two weeks nor are we planning to because some of it gets into the latter part of that question and I think it's you know Joe you laid out and the rest of you kind of joined in of we're in a different spot just in terms of you know at that point we we knew we had to balance the budget. Uh but we also knew that moving forward from 20 to 21 when we didn't have any operating levy at all there was an opportunity for additional operating levy funding and therefore we you know purposely and I applaud the the board there were some things that we didn't think it was worth you know that um you know we made our permanent budget cuts in an area that we we some we had that we just carried over uh forever. And the other cuts we did, part of our consideration, not that they weren't painful, they absolutely were, but we didn't want to destroy programs in doing that because we thought there was still a fairly good possibility that we could restore many of those parts of the things being cut where I think this as a different component, which you've alluded to, where depending on where we are revenue-wise, you know, and whether there's a, you know, If you move to the cap, for example, all right, we're watching a lot of school districts that are already at the cap make sizable budget cuts because state funding has not kept pace with inflation. That $6.6 million annual hit that we have in shock, that's prevalent everywhere just based on the gap between what we get from the state and inflation growing over the last four years. But it's a different there's different calculus where depending on how we go where yes you do now have to look at long-term programs and can you be the same size district in terms of the number of offerings and how you do that and all those other parts class sizes which ultimately the board is you know has the decision making uh but that takes you know that takes I I would say really extensive of thought study and it's a different it's a different context than where we were previously. Uh but we can certainly and we're always willing to you know provide information you know kind of at the board's discretion. I think when we talk about across the board cuts in my mind they look pretty similar to which is kind of what we did last time but we left some things out purposefully which I would look to the board for direction but we left activities and we left athletics out because there there seemed to be yeah other things could continue to function. they were going to function with less staffing, you know, whatever, but they could carry on. But if you cut a sport, if you cut it for one year, you're really cutting it probably forever. And so we did that. Cutting a sport is those students that are in that sport will go to a district that offers that, right? Or an activity, you know, and it could be all kinds of things. And also, and this is where I really applaud you know, the board efforts because we also had the discussions where there are other districts that sometimes do that as a normal operating business or we're going to scare the community. To me, that that is not ethical. It's not okay. And we really didn't do that. We weren't trying to create the most, you know, whatever awful picture. We were trying to to handle and navigate a tough situation the best way possible, doing that with discussion. And so I think as we're moving towards sort of a a maximum in revenue ultimately that state role in determining our future becomes the only role if if you know one way or the other either if the community supports the operating levy or two questions you know what you have um that does not you know I don't think anybody's projecting the way the state's been funding us uh even when we had a budget surplus and now that is that is gone. on. I I don't think we're looking at the next four years with a lot of positivity. I hope I'm wrong, but it also, you know, that has to inform our decision making for what does our school district look like. You know, I think there's a great argument and I don't want to put words in your mouth, but I've heard a number of people say, let's try to do everything we can to serve our students and community for as long as we can, but also let's not fool ourselves that this is a permanent long-term solution. And Dr. If I may, I'm sorry. Yeah. So, I don't know if I answered it, but what we haven't said, but it's worth mentioning, and I think we're on this, we will not go with a statuto. We're going to balance the budget. So, the difference between 2025 and 2020 is our restricted fund balance is at% right now. It was at 1.2. Yeah, it was. In 2020, we didn't have a choice. We we're cutting 2.1 million right away right 5.4 and when we before we even had the vote in November of 2020 the board voted for the $5.4 million. We we voted we listed it out. We're like if it doesn't pass this is what we're going to do. It didn't pass and we did all that. So in other words, they won't we won't go in the hole and we won't let the state can only cut so much. Agreed. Correct. Well, that's the I mean, unless you want to get rid of all your teachers and then look. Exactly. I mean, because that's again, that's the biggest piece of the pie with expenses is salaries and benefits. And you can only cut so much for so long. And And it is and again it's this is macroeconomic. So how many districts would get to that breaking point to the extent where everybody's going in the red, right? I mean that's the bigger reality unless something materially changes in the education model and that's a whole other conversation. Education is going to be fun and everything 15 years from now. It's going to be a very interesting thing. Yeah. we have that crystal ball and we can see what it could be, but we don't. But yeah, we could end up with a lot more students and all this could could magically disappear, but I you know, we can't plan on that. Tiffany, would you put slide eight back up? And I apologize, but I mean I think this visual is that powerful where if those if the gap between the orange line and the blue line were the same now as it was in 2020, we would be in a much better situation. Yeah. I mean, well, $6.6 million a year better. and nobody predicted this. Um, if it if those gaps continue to widen, you know, that's that's one thing. If they somehow come back closer together, it's another thing. But still it's the past four years and the widening between you know the rate what we would have gotten had the state you know primary state funding kept pace with inflation what we actually got um you know that that is the root cause of this moving forward you know we can't predict necessarily what's going to happen but it is and you look back at that thing you go back what's the first 2003. So over the last 22 years you know you can see how that it was fairly stable that gap for an extended period of time but it has widened you know dang near every year over that 22 years. There were somewhere you know the gap stay the same somewhere close maybe just a little bit but not many. I think the reality is is that we need to have both questions passed and make cuts in order to maintain the same programs that we offer today in the schools. But I was going to echo that like I think it's pretty clear we also need to be on the same page that a two a two question levy uh is the path forward. I know we're not voting on that right now. But it seems clear to me that that is what we have to do and then we can get into the discussion of and even understand the discussion of what do we cut when we cut it? What cuts are going to be permanent long term and but those are that's step two. We don't have to have solve all of that. One of the clarifications I was looking for on the second last you have the three million in cuts part of the plan to Christy's point also give 500,000 in the future for for the just the decrease in enrollment the I would say is it safe to say that those are natural type of budget cuts or changes you would make we've been in a period of decline in enrollment for five years right so how is that compared to how we've been operating like if we need XYZ elementary needs four third grade teachers instead of five because of the situation that we're in. Is 3 million that much bigger of a number where we have to make greater staffing decisions than we have in the last five years with enrollment. It is um and depending on that the the decreases in enrollment we have some things that are automatically adjusted. you know, our class size targets stayed the same with this class size. It's not in there. I mean, that certainly I think when you start to look at budget cuts or, you know, it's the flip side. If class sizes go up, you have fewer teachers. They're inverse and that, you know, is when you when you're talking either part of that, they they do impact each other. Um, the 3 million is more than the typical decreases. And we we haven't even you know we we haven't even used the word budget cut because to us those adjustments have been part of our work due to decreasing enrollment. We've been making expenditure decreases. We've been you know and parts of our organization adjust really well. Other parts you know we're mandated like special services uh really challenging to make decreases because we're mandated you know by law to provide those services. were also mandated under something called maintenance of effort where you you know if you have the same basically if you have the same number of students with the same number of disabilities or needs you have to be providing the same level of service from one year to the next otherwise you're out of compliance with the special education laws. Um but the 3 million is an increase. It's acknowledging and going deeper which we have tried to do at times in various parts of our organization going all right our enrollment is this now it used to be this we we need to be smaller in places this is a continuation of that u and again you know billi and his finance team have just done great work but working within various departments we now feel that we've got those things in order and I know we've shared things like even with our compensator revenue budgets to be really clear about what the revenue is, how it's being spent, how we account for that. Um, so we have at times done more probably than the 500,000, but the 3 million encapsulates a need to there are some adjustments that we've been looking at in terms of programming. How does it work? How effective is it compared to other things? What is the tradeoff? If you change a model, you do it differently or you run it with less district support. and we're we're just kind of in the beginning stages, but that's where that would come from. uh which is why I actually put some of those descriptors which I know aren't satisfying but looking at that lens when we get into using that phrase across the board that's where we look at the pieces of our budget that can be reduced and and we I think become really familiar with that thought that about 80% if you don't come transportation about 80% of our budget that our general fund pays people salary and benefits um and within that we just tked talked about, you know, special education would probably never have an equivalent reduction just because of the legal mandates and and you know, our need to continue to provide those services in compliance with the law. But when we look at the other areas in that, you know, teaching makes up roughly 60%. Now, special education is a a good chunk of that. um all the other employees, all the administration, all the support staff, all of those. You know, you can't avoid hitting the 80% of your budget. Uh you certainly have to look at transportation, which is like another 5%. And you do look at the other 15%, but a lot of that supplies and equipment. Uh we're already tend to run lean. I mean, yes, you can turn the thermostats down another couple degrees, but none of those are largecale savings. And so you do need to, you know, kind of, and that's what we did last time is we basically had a percentage and said, "All right, all of these areas need to be reduced by this percentage, which is why we put that 6 and a half% kind of in total there. Uh, and to start to figure that out and detail that and and again, it it does as this moves forward. And I don't know that it's, you know, where we're at now, but looking at other districts and if things don't change over the next three, four, five years, you are looking at the structure of the district in terms of can you provide everything that you want to provide or that we're currently providing. So I just contemplate also that you know we go for operating we decide to go that route it's going to be happen to the next school year before we know you know so I think it would be prudent to have alternative ideas buckets places as you mentioned don't want to threaten the community but certainly got to give them these are consequences of this or that and the added revenue is a is a better solution than making drastic cuts. It might not be the only solution or might not solve us all the way, you know, in the future as you mentioned, but I think it's a wise choice for agree. There's a fine line between being transactal. Yeah, later this evening I'm going to give you a copy of it. Proceed it, read it, finally we get it Friday evening. So, and if there was something that I thought would change our course from this, we probably would have rushed it, but 10,000 students never mind. No. Nope. It's uh it's interesting. I think the things that we've said where we're seeing a little bit of lessening of that trend may sustain for the next few years. We're still may not be at the bottom of the the birth rates impacting our kindergarteners. However, and it was preliminary. Remember I said I had birth this is I never thought I'd be talking about these things in my job. Hey, the birth rates for 2023 in Scott County were more of the same. 2024 they actually show an increase but it's preliminary data so but there there there could be or yeah so there but I'll share that and just thought if there it's more in line with a lot of things we knew birth rates are the driving force and have been charter schools the increase in students and families choosing charter schools are there the number of students open enrolling in has increased the number of students open enrolling out shock has also increased. Um, and there's other pieces in there, but I'll give you that and you can dig into that if you've got questions, concerns, and that'll certainly happy to, you know, happy to communicate between now and June 23rd. But it's hot off the presses and really I think what we were doing, you remember last time we went back to Hazel and went, "Hey, we need more. This doesn't seem right. This this at least kind of first read seems Yeah, there wasn't anything glaring. That doesn't mean we won't find an error or something. In fact, if you knew upon reading it, please let me know. We check that out and go back to Hazel. But we kind of looking at our projections and the numbers seem there doesn't seem to be anything misaligned, but we might have missed something today. So, plan is to have this as an action item at our next board meeting on June 23rd. When would we have to file with the secretary of state to have it on the ballot? We have time. I think we've always targeted the June 23rd because it gives us time if the board has decided and I'll give you one example because we've been as you've been talking about these I've been going to Bill Manazi and going hey please talk to our you know PMA our financial consultants. Um, one of the questions is to go to the cap. And you'll notice some of the numbers in those projections from PMA change a little bit. Some of that's enrollment driven. Some of that is, hey, they're getting the updated kind of data from the state on inflation and things. I've learned MDE does not do the calculation for exactly what the cap will be until I think they have it available by June 30th. So, we don't expect to have that by June 23rd. So we could do a question one and we would know what the numbers are and the per pupil but we wouldn't you know and we could approve a you know so that would get approved just like it what we've done previously with an operating levy have the full full-blown resolution and all of those type of things but to go to the cap I think what uh the leadership team would present to the board would be a you know an action item that says yes that's our desire ired to go to the cap. The understanding would be that we would come back with the exact numbers. We're going to be within a, you know, a few dollars in per pupil expenditure costs, but we would come back with that exact numbers and that exact language. Then at the July 28th meeting, which meets the deadline, I'm looking at Tiffany again, but that just doing that June 23rd helps with all that preparation work. Yes, we wouldn't have the exact numbers for example for the question two, but everything else you'd start to put in place. There's ballot language, there's all kinds of other pieces. There's, you know, election site and all those, you know, there just a tremendous amount of work uh which to get get that moving. And I think it also and again, it's why we had the special board meeting on June 4th. Uh it also helps us to communicate for an additional amount of time with the knowledge of hey what is this is what's expected on a ballot on November 4th which people then will frame more you know more exact questions and then it allows us at the board's direction is hey start doing work in and creating kind of draft proposals of what budget cuts would look like. We're not going to say happy to do that work, but that's our job and we'll do that to the best of our ability in a timely fashion as well. So, are we managing the election or is the county managing the election? I know it's probably the only thing on the ballot, but I know last time we had to finish it. We are in charge of it, but we have worked over the last couple years with the county and I believe they will be much a much greater much more coordinated effort and support from the election experts at the county. Is that a fair statement? That is a fair statement. I think they feel really stressed. So um it's still a lot of responsibility but if you remember they've just kind of implemented new processes and our timing probably couldn't have been worse where now you know there are a whole lot of things and even some of the recordkeeping and that that uh we've been that that conversation has been ongoing probably since 2021. And if I I may Dr. Absolutely. Uh the county is really fantastic. They're looking at how they could support various school districts that are in situations and integrity of these special elections that are technically the responsibility of a school district, but how they can support. And a lot of that is removing a lot of manual elements that did make it so tedious. And you want to get everything right and how they can provide the proper um connection between the school district and them without being employee and they've done a lot of things in the past three months that I think would would make that a lot easier with things like pull pads if you live in that world and you know some of their systems that they have out there trying to make it so that it's the integrity is always the same but it's easier for us to administer so I understand the next meeting we're going to basically decide whether to go for an operating levy and then the parameters of That will be for July decide whether we're going to go one. Oh no, sorry then I got more. I think in this I actually was just going to ask this question of the board and so by you know how we want to handle that it could be a nod at the head but from the uh district leadership perspective what I've heard us say or talk about is we should prepare a proposal that would have you know the 3 million in in expenditure reductions we should prepare a question one um operating levy question for $620 $20 per pupil. And we should also prepare for a 2, you know, roughly 2.3 million question two of an operating levy and then begin to do some planning for if question one didn't pass, what would those budget cuts be like? So I think and we would do question one we could do exactly. Question two, we have a pretty good idea, but we would have to finalize the dollar amounts in the language for July 20th. 288 is the cap that we know, but the cap would change. So 288 could be 295, right? Yeah. Part of my thought was again that end. having the two-point question whether that's realistically a great option whether we just have one option to go to the cat is I mean if you give two questions I don't know how likely it is the second well the I think the reason is question one by itself can can be presented as tax neutral correct and that's that's a big that's a big draw would shock these tax bases we've talked about before there's a lot of communities asking for this kind of money that has far more significant impact to a per household basis. And in the sake of looking to the future for our taxpayer, our school district, there's an expense to running this having another election 3 years from now to get that last $2.5 million. I don't know if it makes sense. I don't want to blow our opportunity at this tax neutral opportunity, but at the same time that can be part of the story to the community or the information that we're providing. It mitigates the actual cost to us. So, and I'm right there with you, Nick. The concern is uh and this is again Bill needs to speak to it, but if it's approved, right, uh this it's actually the following year's So if you don't get the 5 million now tax, you you're a year out. So you have to make cuts until that that revenue comes in, right? And so wait a second. No, no. If it passes, if it if it passes this year, you're fine because then the money is through the taxation. But if it doesn't pass this year, if you put it as one question and it doesn't pass, you just miss your opportunity to have that 5 million for the following school year. you still have to go back and look for it again. But just what I'm saying is you you run the risk of kicking that $5 million down the road, the tax neutral piece. There might be people who would be okay, I'm fine on one, but not on two. But if you decide to do it all as one, they're like, you know, I I can't afford this. Exactly. Because it is going to be a tax increase and not tax neutral. I would I personally would rather see two questions just because if the second one fails there's always opportunities in the future. The first one fails or if you do it all together um the 26 27 is going to be wrong. Chair Smith, if I might just again because two thoughts and we could, you know, if the board wants obviously if you want to kind of flesh it out more, great. But I would I would just offer that, you know, I think good discussion. What I suggested bringing forward doesn't mean that can't be changed. Pretty pretty easy to change it from a two question thought to a one question thought on the 23rd. um we would have we'd have the same challenge that if we're going to the cap we need that we won't have the data from ND until June 30th we're hoping to have it by then but in terms of that that's that's really doable on June 23rd and so and if we word it as a cap that cap does change for your year going forward well if we word it as the cap they're going to give us the tax estimates and all that data for this year We would also, and again making the assumption because it's what we've done in the past, we would word that it that it would be adjusted by inflation, which is what our current operating levy does. It's what our current capital projects levy does. And then they do the automatic adjustment. The only reason we would delay from June 23rd to July 28th for whether it's a question two going to the cap, we only have a pretty good estimate of what that is. The 200, what is it? $288 per pupil. Once MDA comes out with that, by June 30th, we will have a much more exact number. It might be $285 per pupil or 291 or something in that range. Um, and really what that does is now you are right at where the cap is based on those numbers where right now it's just an estimate and we can't levy above the cap. So, if we were going to approve the language on June 23rd, we would want to be a little more cautious and be whatever $10, $20 for people below the cap, um, we've always talked about it as the cap. So, that's why we dug into that, did some research, and just to know how that process would work. So again, I think it we wouldn't use the language to have um no we might we might have presentations but it would it would ultimately be more about the dollar amount and then what is most important to the community you know what are what are the what what is the tax impact on various levels of property right and we've got I mean some of that data is on you know we've shared that it's on the presentation but um you know so I think We're within, you know, my point, we're within that range of having the discussion um you know, on June 23rd and time to prepare between now and then two for our board members if that's what any further discussion we still have uh we still have a lot ahead. So, Not trying to discourage anybody. Just making sure you I'm being transparent. Didn't sound that way at all. All right. Thank you, Dr. Good discussion. [Music] Uh next is uh item 11, committee reports and other information. Um I will start just uh so everybody's aware. Um um this is going to blend into the upcoming meetings, but I want to just make sure everybody's aware. We've been talking in the personnel committee talked about doing MSBA phase three and phase four training. Um, and Christy is the only one on the board who's actually completed it. So, we we all uh are strongly encouraged to complete it. Um, we're looking at dates in August potentially to bring a a professional from MSBA here to shockby to conduct the training. Um the hope would be that all of us would be able to participate and um we had floated what August August 16 it's a Saturday as a potential day. I'm learning seeing a note from Joe but well if I want to stay married on my 28th wedding I don't know um so we can we can we can communicate uh rather than and spend too much time tonight discussing about it. we can we can float some dates out and and discuss through through email. Um but uh the goal would be to and and it would be as far as we know right now all day on Saturday um a full day and it would be phase three and four together on that one day if we can make if we can make that work. But the goal would be for all of us to be available for it. So, um, more to come on that since we already have a conflict with with August 16th and I know Saturday's bad in the mornings for for mountain biking and you know, other people probably have some things, but hopefully if we get a day that that mostly works that people can adjust. Uh, so more more to come on that, but um it's a great opportunity uh for all of us to get that completed and to do it together. Um, so there it's a it's a a collective board um a development event together uh for us. So um I really hope we can make that work. Um yeah, I mean if you if we can't get everybody on date then it does it kind of defeats the purpose of bringing somebody here to MSBA. So um otherwise for me uh graduation was was awesome on Saturday as always. such a joy and inspiring to see our future leaders um return. Um and uh uh yeah, just one more go to Jim next. Uh you know um we witness the high high energy the rapid fire like seems like the the names picked up for the back third of the event but uh I'm not going to name names Jio graduations I think. All right. Well, just one of the highlights. Uh yeah, I don't think I have community engagation. And uh Chad and I were at uh um on Thursday and they had 11 graduates there and I for those who have been there it's such a great ceremony and uh and it almost lasted as long as the one on Saturday but just to have all the teach the teachers uh talk about the uh the graduates journey and there was one graduate who who reached all his credits about 20 minutes before the ceremony so that you know, up to the last minute finished his last math assignment. [Music] Um, yeah, it was uh so that that's a great one. And I know it has nothing to do with with with school or anything, but if my parents are watching, happy 71st wedding anniversary because that is just cuz I will be at 28 and I'm like that's 40% of what they've gone through and it's just and they're still the cutest couple I've ever seen in my life at at their age. So that's just I just had to say that that's awesome. Um yeah, just graduation um was great as always and then tonight I unfortunately didn't have my calendar for graduation to join for months forward. board member. Um, a lot of things. It's been a while since I been here, but like literacy night was an awesome one out of that. Community ed we met. Um, they're always looking for more members to join community group. So, if you know anybody in the community that would like to get some input on class offerings and things like that, it's kind of a fun like all we want to see or whatever. So, uh, that was fun. Um, one other day I thought I'd bring up that experienced is also um at the elementary level we went and did the track and field day which is something that I did as a kid. Everybody loves it. The kids love it, the parents love it, teachers love it, the tug of war, all that stuff. And general consensus was a sadness that it will probably be the last time they do that. So that was a decision we made here at the board. I just wanted to bring that up that hopefully there's a potential that the administration could work with elementary folks to bring that back, but That was one of the experiences I felt the last couple weeks. Michelle, um, yeah, actually I can have some closing remarks as this is my last week. I had to prepare a little bit of something, but I mean just before I open that up, I mean, obviously graduation was amazing. I mean, it's kind of surreal to kind of walk the stage and finally grab the promo. Well, not the promo, but the case of it, I guess. Um, but yeah, I just so I actually did write something up. So, um, so I wanted to say first of all, thank you all for inviting me into the school board and for letting me be part of the school board. That's kind of what I've been since my 10th grade year. And while my experience has been something I will never truly forget about over the last two years or kind of like two years and a half of my service, there's kind of some things like I wanted to point out just for the future to those of you who care for the students dee I can I know thank you but there are some I realized might have infantilized a diet or shy or myself who might have utilized logical fallacies to convince others. Who tried to sway opinions. Those who began communication for projects but never went through with it. Those who used byification to enable and defend the bureaucracy that plagues our school district. Those who exert unprofessional power and who faunted certain decisions and programs for PR. The for the adults who made the promise to listen to kids after having student representatives join the board and did not fully such goals out. This is certainly not everybody in the room and in fact it's not even the majority. But for those who this do to apply, I ask you, I urge you, do not make the same mistakes for my successors, Shauna and Brian. Listen to them, not only with your ears, with your words and your actions. The student population is counting on you all. Yeah. Uh in the name of uh being different, uh we're like to thank all of our community partners who are hosting the clinic with the police tonight. I think it's It's wrapping up as we sit here, but it's such a wonderful opportunity for our families heading into the summer and it's such a just great opportunity for the community to come together and we couldn't make it this year, but I know uh we've got folks from the enrollment center over there representing Shi public schools to support our families. Activity, I'll echo the picnic with the police. Uh we have our our student intern there and also um Pearson Early Learning Center to help engage with our littles. They said it was windy but it was very well attended. So it's great for that. Um there's been some good partnerships and appreciate uh Mr. McClos setting up conversations continued with the county where you should see in the coming months the Reed mobile through the county uh utilizing some screening equipment to actually screen families where they are at and going to our families and trying things to really create good bonds at a a young age. Uh and we have our leadership retreat coming up next week and there's been a lot of work put into that um with some really great focal areas that are not new. uh it's just continuing on and appreciate uh Dr. Redmond and Mr. Mcclosich for really taking time to make that meaningful with the leaders that'll be in attendance. Dr. I think I've spoken enough um other than you know graduation and shock high school graduation. It's always an amazing time and welcome events at both places. All right, with that uh we'll look at the next item in the agenda is upcoming meetings and important dates. Um see on the screen there um anyone wants to bring attention to coffee with the superintendent on the 12th All right. And with that, um, I've done this once before and I'm trying to remember to do how to do it exact way. I don't know if we if we we need to adjourn or if we can do a recess. Do we do a motion to move to a motion to go into close? All right. So, so the intended we're going to go into close session to prepare uh to conduct discussions in preparation for our SEA negotiations which start next week. So, I would entertain a motion. No, I'm guessing you're going to make the statement after that. The only thing we're going to come back to is a chair on the agenda. Oh, yeah. Thank you. I'll make a motion special. So motion by Brophy and a second by Peterson. Any further discussion? Seeing none, all those in favor? I opposed. All right.