good evening I'd like to call this meeting to order this is Independent School District 8:32 a regular school board meeting for the M School District Thursday June 20th 7 o' ALG to the flag of the United States of America to the Republic for which it stands one nation under God indivisible liy andice second second Paul beat me um Madam chair I'd like to re um remove I'm sorry I'm sorry excuse me I'm jumping ahead all those in favor all right okay all right now for approval of the consent agenda so moved by director Peterson second second by director Regan any discussion um Madam chair yes um I would like to remove items excuse me one moment items H and I from the consent agenda for discussion purposes okay we can [Music] move H to uh discussion items number 10 and we'll make that letter D so that'll be the Minot Minnesota State High School league discussion and then we can move letter I regarding Banks uh I think we can probably still vote on that so we'll move that to action items as letter e thank you all right so now we can move forward and vote on the consent agenda with those two items removed any other discussion all those in favor say I I I those opposed motion carries okay now super report oh oh did you have a question I just have a general question um it said Lucy may or may not zoom I'm just wondering in the future can can you just pop in whenever you want no she would have been here at the beginning okay all right thank you um okay so now we're at Super okay um there we go um just a few few notes since last we're together uh graduations some notes about things happening around the district and upcoming events um I know at least a couple of you attended the preschool graduation always a fun event um I always say that my favorite part is watching the parents watch the students during preschool graduation I wish we could capture some of that as well but congratulations to our our preschool graduates also passages transition program I know uh we all were able to attend that always a very inspiring evening and I love that the past two I think they have um the staff has brought back an alumni to come and speak to the the students which is always um super impressive and Jacob Hart was the honored speaker this time oh I think M I just want to share a heart story I think most of you know that but the girl in the middle Phoebe with the cute little Bob I had her as a three and a four and a 5-year-old in preschool and then to give her her passages I mean her parents were there all teary I was her first teacher and then oh that's I saw her leave mamei so I've known her since she was that's great and of course we also had our commencement class of 2024 and these were a few of uh kind of a by the numbers about our graduating class for you to check out at some other time these were these were um highlights that uh principal Han shared and so we have them here for you to take look that was part of his and I've had numerous people comment that that was they were so excited when he read off that list they had no idea of all of these accomplishments of our students and really liked how it captured so many different aspects of our student body wonderful now you can you can read it at your leisure too I think it's and um there's also a of course a link to the the ceremony as well is that a link to the ceremony or is that to that that's to the pictures that that's a picture real there you can watch the ceremony on YouTube um so around the you know that we're we've been talking a lot about the react and adopting a new curriculum for our elementary and so so the wit and wisdom curriculum is uh we we are adopting that and be um implementing in the fall we had 50 of our elementary Educators came in for a training the first day after school is out um for an all day training so they're working hard and they're on their way we have a number of State team competitions coming still um in the works our baseball team at some point is going to play that state championship game take note also of our clay target team who are state champions in the FST state championship we also had uh as you know tennis I think we talked about this last time tennis and track and field girls golf also um playing in the state tournament this is a nice tradition that Mr ponus lines up for our fifth grade students at o Anderson fourth and fifth grade students go to um sing the national anthem at the Minnesota Twins game and in order for students to participate they have to come in and and practice and get ready for it and that's some commitment because it's a very large group of students that commit to doing that and it's a it's a fun tradition so thanks to Mr ponus for keeping that going we had the Wildwood walk also a tradition for us and there's a video there of our seniors who um come over the hill come walk from the high school down to Wildwood down the hill over the hill and through uh the hallways and the students both the um the seniors and our Wildwood students well and teachers love this the high fives and congratulations just school is out but Community Ed is on Full Force and so there is a lot going on um right now around the district in our early in our community education programs Early Childhood um Park play dates I saw one of those happening today we have oh teen chefs are are working I would assume with Alice um we also have as you know the mon media Adventure Club um all throughout the throughout the summer so and um a couple upcoming events there are going to be a couple free concerts at the dec we have uh the bazillions coming now I don't know if you've seen the bazillions but they were they played a MAA event and they were very popular um for young children so I don't know what the other free concert is but I do know the basilians are coming because I had a good time with that one um and then just a few back to school reminders already now that school's out it's time for those back to school reminders so and that's what I have okay thank [Music] you okay now for our board member calendar I cannot get my computer to work oh uh does anyone have anything they want to call out GNA point out that we did come to an agreement that we will have a study session on July 8th and that will be our first Monday meeting so hopefully everyone will be remembering that after the July 4th recess yes um Monday August 26 finance committee I am not on the finance committee so I think that's somebody else oh I'm not either unless maybe it's facil okay we'll get that fixed thank you okay um teaching and learning end of your data presentation Dr reel Dr walks up this is if you recall the board is look is interested in looking at a lot of different types of data um throughout the year and the I think the focus of most of this presentation is going to be on growth data right um so we've had you have um MCA data presentations um and we talk about our um the number of students who participate for example oh you talk about that here too don't you number of students I'm going to stop talking and you're going to do great so this is but this is again talking about um different types of data that you'd be interested in thank you for having me this evening um that one so tonight we're going to talk elementary literacy data elementary math I'm smooshing together Middle School literacy and math and then I will wrap up with some high school advanced placement and college in the school's enrollment information when it comes to Elementary literacy I don't know if you've heard about this thing called the react but we are um making some adjustments to our assessments per the read act and um we are in a really great place in that of the approved screeners Carrie the Center for Applied research and educational Improvement worked with the Minnesota Department of Ed to put together a short list of assessment screeners and this one of the screeners on the list we were already using so fastbridge is an approved screener and so Our intention is to sustain the use of that and not make changes there so when it comes to kindergarten and grade one we are required by the state to use fastbridge early reading when we see grades two and three we shift away from early reading and we go to a reading which is more comprehensive approach to screening literacy and in addition to that we do something called curriculum based measures CBM for short and specifically in reading and then although the read act does not yet tell us what are the approved screeners for grades four and up we use fastbridge there as well and we do the same thing in grades four and five that we do in grade three where we do the a reading and we do the curriculum based measures as a tuck in your back pocket piece of information there will be soon according to the Minnesota Department of Ed a list of screeners that we need to use in grades 4 through 12 we anticipate that fastbridge will be on that so we don't anticipate that we'll need to make a change at the elementary level we are not certain what will um be on the list for middle school and high school school we don't need to screen all of the students grades 4 through 12 there are different rules but I'll come back and tell you that once that information is out specifically so when it comes to early reading um the way that I'm sharing with you the data uh today is the way that fastbridge qualifies these uh groupings so in early reading there are only three different C categories low risk which means students have a low risk for needing intervention or a change to their programming in order to meet their um their grade level Benchmark some risk says there's some risk based on that score and we may want to consider what are some additional enhancements we do instructionally and then there's high risk which means we really need to do some additional support for students in high risk and that's where we have um last year I talked to you about adsis and title um many of the students who score in that highrisk category are receiving intervention support above and beyond the literacy programming they get in their classrooms so when we look at this one of the important things to recognize with fast bridge is that at each testing window so the fall in September January for winter and then in May in the spring we are asking kids to perform on increasingly complex and more rigorous tasks because we expect that at those benchmarks they've leveled up their skills so unlike if you're familiar with measures of academic progress the map test at the middle school which is a pretty consistent assessment these are totally different assessments that change what we ask kids to show with what they know so when we see that fairly consistent across the board that's a great thing we don't necessarily need to grow across the year because we're asking for we're asking kids to show or demonstrate in different areas G to pause any questions on K1 for me I was going to ask you when I looked at this I was like I mean this looks like good but I don't know like how do you feel about this kind of cuz I see year-over year so I'm just like wondering is this great is this improving I I'm struggling with what to do with this I was trying to read the bars and I'm like I think I'll just ask the source yeah I so as Lindsay and I continue to work through the literacy work that we're doing we really want to raise our expectations for ourselves and when we think about um students performing at grade level we want to get in that as close to The Sweet Spot of 80% of our kids in that blue bucket as we can now we know coming in in the fall is often tricky because we either have Kinders who have a varied experience prior to coming to us or um our grade one students we see that summer dip but as we make progress across the school year even though we are asking them to perform an increasingly complex tasks those questions up the rigor we do want to see more of our students who are in that lowrisk category now I have a question um so the 22% like so if we look at the spring yep um are the all the students who are in 15 and some who are in that 22% the sum risk or some of the sum risk also receiving Services um my belief is yes but I don't have of children in my head okay so the low risk is really we really should have like the 80% is the low risk the RIS deal that we're making progress toward yep and I think what we've seen um we know that our teachers were doing great things in the classroom but we didn't have that uh Catalyst from the read act to make sure that we were following the best and brightest of the research and we anticipate with the implementation of our letters um professional development with the uly this past year in K And1 with additional years of that we are um very hopeful that we will see continued Improvement here so I see the fast Bridge defines some um some and high risk as students are likely to have difficulty with without instructional changes so did are you able to let tell us if instructional changes did we use this data to to modify instruction yes so we definitely do for the children in that bright yellow at the bottom because they participate in those intervention programs and when I was here about this time last year we talked about how every six weeks we look at every child's data who is who are in those intervention programs and we say are they making the progress we need them to make if they're not then we're going to change the intervention we do recognize that for some children they're they come in with a such a gap in between what they're currently showing and what we expect from grade level so that even though they might be showing growth they aren't yet tipping over into that next color because we have some more significant ground to make particularly in those bright yellow yeah me again so those some of those students who are in the bright yellow are also receiving special education services correct yep thank you one more thing just because it's hard to tell like from the data I mean when I look at the yellow the two yellows we have less in the spring in both the sum and the high like if you add those two together we have less from what it looked like in the fall so we're seeing obviously growth with those kids coming in who are beginning readers but what I like in my head I think I'm wondering about like again the year-over-year are we are we seeing sort of postco that we're seeing big growth or you know that the year-over-year piece for me I think would be helpful in the other piece is I it makes me wonder like these are all students who are doing something in prek some of them are most not all I guess I wouldn't say all right but some of them doing prek and I wonder if like if we're seeing more kids in prek year-over year and does that impact these numbers as well you know I guess I'm not ask you to answer that but that those are the things I'm wondering because those seem to be that they would contribute to the outcomes yes yep um I can speak to the prek part we have a um kindergarten transitions team it's working on making making sure that not only our prek students but all students who are in our district in um prior to kindergarten get information about what sort of experiences families can give kids to help them make that transition in both social emotionally like Readiness for school but also academically without making it seem like a checklist because we don't want prek to look like School prep we want them to explore and experience and read and hold books those sorts of things so we're working on that one all right I'm moving on to the next slide so this one is a reading and I have smooshed together all grades 2 through five and what you'll find when we transition from early reading to A reading they add one more qualifier which is that light blue and it's called high achievement the um the same holds true for the two yellows as far as sum and high risk and that low risk is still um I would say equivalent to how we experien that early reading but they add that high achievement just because of the the level of rigor available in this particular assessment what questions might you have for me okay I think I answered many of them that you would have had for this slide in the the last one great so then I'm going to jump to curriculum based measures uh one thing that's important to know about these CBM assessments they are oneon-one with a teacher and a student and a teacher listens to a child read for approximately one minute and their job is to track both the rate at which they read and the number number of Errors so they can really hear where students where children having difficulty or where they where do they need to go to be pushed so this is another screener um that we do and much like a reading we have four levels of achievement and it's another dipstick of where children are we do the CBM more frequently for our kids who are in intervention so we can track that progress but these are done um periodically for all students across the year in those three Windows fall winter and spring any questions for me on this one okay and then for math we do early math in grades K and one and we do a math in grades 2 through five we do not do the CBM math there is one that is typically part of intervention but not as a screener for all children um and so here's where we are with early math so Kinder N1 again the same criteria yellow bright yellow is high risk that light yellow in the middle is some risk and then low risk Kelly this would be the kind of graph that I would be looking for as far as reading goes that we looked at earlier um as we really solidify our practices in literacy questions for me there okay and then a maath um again four categories of high sum low and high achievement and this is where we are in grades two through five combined are we good to go all right so for the Middle School um there is language like I said said earlier that will recommend screeners for grade 4 through 12 most people in my role are clicking Refresh on the mde website daily because we um we're on a timeline the expectation is that we Implement these new screeners in the fall and most school districts are like we need to train some people we want to go and MD and Carri are doing their due diligence to make sure that they have the right assessments on the list so um you likely know about nwea measures of academic progress the map test that's nwea is the company for those who are interested and map measures of academic progress is the tool sometimes we just say the nwaa test sometimes the map test I heard that for the very first time in my career I was thinking geography we're going to the wall makes sense to me all right so when we look at reading at the middle school the way that I've demonstrated or showed you um our data here is based on growth so when it comes to our measures of academic progress all of our students take the assessment in the fall and then they take the assessment again in the spring and each score on the Continuum per grade level is given a um this is the target for a Year's growth and what map does is it looks nationally at what is typical growth and unlike other assessments where we want to get 80% or more in that blue and light blue I mean that would be awesome but it's not likely because Map works at The Sweet Spot of if you meet 50% you are hitting the national average if you have more than 50% of the kids who are in that blue and light blue then we are beating the odds if you will with that data because when we look at that normative data in order to get that sweet spot half have to be below half have to be above and that's how they they trigger that um that individual growth yeah yep yep yep yep made it yep yes yes yep how does that help us sorry yeah that's a great question so the way that the assessment works and this is one thing that I know that our teachers are working to share this information with kids when they sit for the assessment it's um it the questions adjust so if a child gets a question right they get a harder question if they get it wrong they get an easier question which is like trying to figure out where on the scale we can point at so the test itself is designed for kids to get half the questions wrong they want to level them out keep going higher till they miss questions so they can figure out so they work at that half half yes half no as a system in addition to the assessment so what that does for us is if children are at a 220 to use superintendent deff's number we can expect if they are an average child's years's growth that they're going to get to this number there's some additional documents that say if you're at a 220 here's some things you might want to work on so that you can make that growth so those RIT scores are important instructionally for us and help us know if we have at least 50% of our students who are meeting their targeted growth then we're adjusting our instruction in an average way across the nation if we don't have kids who are meeting that individual growth score then we have some work to do in order to make sure that we're differentiating appropriately for students you do it differently um tell me more about that question informing teachers what kids need help and where they need the help that's a great question way to put me on the spot um here's how I'm going to answer that question so I'm not going to answer it outright I am eagerly awaiting for the recommendation from mde and Carrie that will help us know what are research-based practice assessments for that secondary there's been a lot of discussion among assessment folks there's a a Minnesota assessment group that I go to on a monthly basis and we talk about tests for an afternoon once a month and we've talked a lot about the difference between fastbridge and nwaa map when fastbridge this is probably more information than you want but when fastbridge was a new assessment it was really built for elementary and so most school districts had one choice and it was map in the last decade maybe 8 10 years fastbridge has really done a lot to make sure that it's a more robust system but most school districts um both hold on to that aidea that o That's not great at capturing for many the high-end kids and what map does certainly is that it allows us to know for those kids who are on the top end of our achievement Continuum it gives us an indicator that really does have a nice robust way of indicating Yep they're they're way above grade level fastbridge its intent is to be a screener and so that helps us um more frequently identify those who need intervention so probably not as great in intervention but really does help us highlight those kids who are at the high end I would say that if Carrie and MD recommend um on their list that map is not on there we're going to have to have a conversation about how much testing is too much testing because if we're required to do an assessment like fastbridge we might need to figure out something else if we can't get the data for the high-end kids based on that assessment um so is it I mean because when you look at this this either looks like the growth targets are not realistic or we're not performing all that well that just like when you look at the number like so are the is it which one is it so when I look at this I see that we have more than 50% of our students who are either making that normative that average growth or accelerated so that's gap closing growth when we look at there are some reports where you can dig deeper into you know if they are achieving and they have growth what quadrant are they on low low high high are they low achievement high growth high achievement low growth and um what this often shows is that our students who on the super high end don't always meet that normative growth because it is more challenging to push them academically if they are above and beyond grade level it's beyond the scope of grade level standards um and that's where you know as we've been working on cluster grouping and making sure that Katherine margette our uh Advanced academics person is partnering with teachers to help them understand here's how you can push the level of rigor without changing the standards that you're addressing so we're working on that as well oh are you moving okay I can't go backwards you have to go backwards backwards one more I would say yes and this helps us see systemically how how are we really differentiating but it is a more powerful data point with an individual child yep and I guess I'll just say that it's also okay to look at data that doesn't look pleasing to know what we need to work on and so you can take data and always make it like make it look good and I think it's as important for us to look at where our growth areas are like where our kids are not meeting or where they're not proficient or whatever you know because that's how we grow and so I think it's also really good for us to say this is a little bit of an eyesore this is something we need to address because that's how we get better yep is I am get information talking useful yeah yep all right um and then just as a note over here map also does does achievement and in the fall 68 uh we our students were in the 68th percentile nationally so that is above that right at average both in the fall and in the spring we saw that um math same um chart there for you and really similar data and um it's 63% of our students met their individual growth Target which is great you know know above that 50 50% and our achievement score in the fall was the 77th percentile and in the spring the 76th percentile questions for me there okay I'm moving along and then the final piece I wanted to share with you some high school advanced placement and college in the Schools Enrollment data um the top chart up there lists the n all of the courses that we offer in both AP those first three columns are advanced placement that last column in is our CIS our college and the schools um offerings as a reminder for college in the schools we have to have a university approve us to be able to do that and we've been working with the U ofm trying to get some of their courses and they're just closed so we don't have some of the courses that we want to offer are just not available to us I I know that we have some departments who are looking to partner with a different University in order to expand those offerings so this school year we saw 1,314 and um AP and 496 CIS enrollment so that's seats in classes and that those numbers were made up by 473 students which should show you that we have many students who are choosing to participate in more than one AP or college in the schools um course and um that there are 431 students who took at least one AP course and 203 students who took at least one college in the schools course and again that College in the schools is that number looks lower but our um offerings are much lower we have many fewer offerings in CIS what questions have for me about this um I think it's under science is the AP Computer Science is that one that we think might come back um it is under math oh it's under math oh yeah there it is math okay but then we don't have it this coming fall is my understanding I I believe we didn't have the enrollment this fall so that we're again next so it stays on as as long as we get enough enrollments yes okay yep yeah okay oh and I have another question do we have any additional ones that we're looking at adding uh so next year on that list will be AP pre-calculus that we did approval through our um District uh curriculum advisory and so that will be new on the books next year I don't believe we added any additional AP courses I think one of the things that is also important to note about advanced placement is they have a limited number of courses you can't make up an AP course and say hey I'd really like to have an AP this unless it is you know that college board moniker course um and we have really for a school our size we have a robust offering of these particular courses know if we have any teachers High School teachers who are part of being AP readers at my we do yes um I believe we have I believe we have one in social studies and I I'm pretty sure we have one in English might be two in English who are readers yes I just from speaking from personal experience I found that really helpful to go through that process to to understand the assessment and how other students nationally are performing and where like where we're really hitting the mark and what Focus areas we need to address I just thought found it really helpful even though the test obviously changes y it's just really helpful to understand that process yeah it gives you that context yep okay you've been asking questions all along but what other questions do you have for me that's it okay walking away okay now we're on to our reading of policies this is the second reading um I did not get any questions since last time about any of these policies into that not so with that those the only things I recall that you had questions about since the last so we'll have one more reading before we vote on them so if anyone thinks of any questions you can reach out before our next meeting okay that's everything right do you want to so now we have D yes so for Minnesota State High School league um we had we've removed from consent agenda the approval for the resolution for membership and did you want to start this sure um so thanks for doing that I I I removed it because or I asked for it to be removed because I would just like to learn more a little bit uh primarily about the high school league um kind of the dynamic of the relationship between the high school league and member schools kind of their you know their cost structure um and just get a a better overview of of how they operate um you know I you can go out to their website and you can read it and all the various committees Etc but I if it's possible I I think it I'd love to have someone from the high school league come and just address us and talk about about their organization and how they operate and how the relationship Works Etc so if it's possible I know I'm sure there's a timeline in know to you know consider the resolution but if it's possible to get him here great if not if we could track down some additional information that'd be great my thoughts I so he's not here obviously so when when I realized this was going to be an issue I made a note to reach out to him but I'll have to do that when he's back in town um so when you talk about um how they operate can you just excuse me um just give me a little bit more about likef sure kind of their govern govern um you know I know we certainly we have a rep from the board there I know our activities director participates but um you know how is what input do we have uh into their organization and how it how does that how does that proliferate um so T because then Ryan would be here and then we can also reach out that gives us time to out sure and it does give us time because the resolution is that just a standard we don't into it we don't read it we just say yes every year well and so but it is something that is pretty um some school districts say you know we voted we had to vote against joining them this year I wasn't suggest necessarily suggesting that at all but but it's and I hadn't heard about that I hadn't so I yeah I I don't know what type of participation do they have right and and why would schools not choose to participate and then what happens if they don't I don't know so okay okay so this has been tabled by director Donna sure thank you and now we will move on to action items uh approval of donations grants totaling $143,300 31 have a motion for approval by director ran second by director Peterson any discussion all donations and grants are great appreciated the use of the funds will be used to further the mission of the school district and are used according to the wishes of the donor I all right now then our long-term facilities maintenance plan this is probably familiar to all of you so every year the board's required to approve this um I can say that you know these things when we go when we get too far out uh the needs of the district change facilities you know things pop up that we have to take care of so um we focus right now on the on the 25 26 year and that's where where the focus is right now when we get out beyond that we have a we have a plan long-term plan that was put together uh by site logic in 2022 um and so that's kind of our road map but occasionally we may have a detour off that road map because there are things that we just that will pop up that we have to take care of um the biggest the biggest thing for for uh 25 26 is going to be uh this building uh and the facilities committee and I know various members have been on it uh since I've been here um you've probably heard a lot about it uh it's a it's a indoor air quality project uh it's the estimate is about 1.8 million and uh that's uh probably we're hoping that's a very adequate budget for this and we're able to use some leftover Bond money from the IAQ project at o Anderson from a couple of years ago so that's uh that's very helpful um the uh that project also be done you know like we have it split when we look at the the expenditure report we have it split over two years that's a there's a couple of $800,000 items a couple big items but uh so that one is split between two years um a lot of the things that are in category one are just very you know very routine we do these things every year um so that's uh excuse me that is uh the routine part but um I don't know if you have any questions um okay all right so sure yeah all right good greated now I think we need to vote on it I get a motion for approval of the long-term facilities maintenance plan move by director Peterson second second by director Donna any discussion all those in favor please say I I I those opposed motion carries and now preliminary budgetary yes another thing that you are have been listening a little bit about over the past few months um so just again uh just a Refresh on the board approval requirement so state law requires a board to approve a preliminary budget uh before July 1st and then we'll bring a revised budget to you uh most likely the the largest revisions would be in Jan but January between January and February of 2025 uh that's when we get the final state aid numbers and the levy numbers and then also we would have I would anticipate we'll have updated uh salary and benefits information uh for any settled labor contracts or agreements so we we're still working through those so um that's um those are the general requirement um I won't get into there's a lot of pages here a lot of detail but I'm going to focus mainly on this page here um we look at the the general fund uh you'll notice this is an estimated beginning fund balance and we're starting at 7.9 million at the with this estimate and the projected revenue and expenditures and you see the Gap that we have between the revenue and the expenditures so the 49 million and the 51 million and so that's about $2.3 million difference so what we wind up doing on that is again we've talked about this quite a bit is using uh the unassigned and I'm going to go right down to this number 1.8 million down at the bottom or the the assigned I'm sorry the board assigned uh we'll dip into that by $1,150,000 so when we go over to the right side you're going to see that that's going to drop down to the 661 so that's the that's the biggest change um when we look at Food Service that's generally um you know a slight deficit in that one but that's a lot of that's investment and repairs to equipment we have to continue that's one of the things um that we use fund balance for in Food Service it's a restricted fund only available for that program and so we've got a slight deficit there we're still over you know over the amount that uh mde likes to see um so that's fine to have an investment in that equipment and draw that down a bit um Community Education uh no big change there um and that's primarily funded by user fees and program fees the biggest parts of that uh building construction that one I just want to draw your attention to on the footnote so this does not include the 5 point uh what the heck was it I can't see the number 5.2 million uh of Insurance Recovery so once we put that in we have you know and we go across we have a slight deficit of 70,000 and that to me is not a concern because we have interest income off that that will cover that we also have um we think uh the the current o Anderson project which is started u we've got about a quarter of the flooring done windows are a little bit delayed but we think that one's going to come in under uh probably in the six figures so um that's you know it's not unusual to see timing issues with this fund and then Debt Service again that's really um the rejected revenue is Levy Revenue primarily and then uh the bond payments or the bond payments um so not a lot there but those are your those are your operating more of your operating funds um we've got the proprietary fund which is dental insurance now it used to last year it used to be part of a when when we were kind of defined as a self-funded health insurance um that was included but so this one you probably would see a lot of change if it looked at last year's the cost would have been much higher because it was running some claim information through so this is essentially uh Revenue that's that's um collected from participants and the district and then uh on the other side it's mainly claims paying claims out of that so that one the fund balance will go projected to go up a little bit so you can see the totals and then uh where we stand with those unassigned fund balances any questions on that first page okay I'm going to keep going um the major budget impacts um this is the where you you know if you ask yourself why the 2.3 million on the deficit side um you know we have a number of different things that have happened we have a kind of a I would call it a temporarily funded mandate uh with the state aid for unemployment that is something that um that those funds are expected to dry up next year so uh once that happens we're going to have U we'll be covering all of that cost going forward unless there's some action by the legislature that change that so that's 275,000 that's the expected drop u in aid for next year um the new fiscal you know the new F the the new curriculum which which is the re act um we're estimating the reimbursement a there that's good news we're getting 100 24,000 um we do however have that impact on the curriculum budget and so to fully Implement and adopt the Wht and wisdom curriculum uh that's we need about 200,000 for that so um inflationary impacts continue to put pressure on you know we hear about that almost daily in the news um and so that just that affects affects a lot of the aspects of of our budget uh overall budget reductions were 700,000 in this budget and about 600 of that are in sta in Staffing uh the basic education formula this year is 2% uh last year it was 4% and U so double the increase that we're getting for this 25 fiscal year and then uh when we talk about that the funding Cliff with the federal dollars so we have the Esser funding uh or Co slco funding and that was over a three-year period this is our last our last year of it here this year and so that's 570,000 of Revenue that will drop off we won't have that available for next year uh another another piece related to the covid funding is the emergency connectivity fund and that uh is no longer available so this year we received about $450,000 to purchase technology so that was a great um a very nice gift but we will not have that a available next year uh the reduction in across subsidy special education um it what it what the impact is there is we have to remember we're getting somewhere between an $ 800 to a $1 million bump up that's one we won't know that exact number until later uh and that's for this year so that was in relation to that legislation that reduced the the amount that districts had to uh to subsidize for the special education that wasn't covered so um next year um we're looking at only about $250,000 so that's more of a just hey just remember this is what we had this year this is where we are for next year um last thing is I I did look at a A Min poost article I don't know if anybody follows Min post but uh they had an interesting article um in what happened during that funding during the 2023 uh legislative session I think it tells a little bit of a story and it when you look at that it's like we're not alone in this there's there's all sorts of districts that are having even with a big the big funding bium uh a lot of districts are still having issues and some of that is related to some of the um the the requirements uh that didn't have funding that went along with it or uh restrictive funding so that's kind of my in a nutshell so that uh that is it and I don't know if you have any questions um so I mean that was my the article that you're talking about was really sort of my gut reaction like this is not a good place to be but everyone seems to be in this place across the state and with the trifecta has it talked about in the article of dollars coming to a close with covid dollars and you know I mean it's just hard to see it impacted our classrooms with Staffing and I'm sure which impacts class sizes which offerings and programmingsoftware me a little bit about where our fund balance is and because we can't predict the future but uh I appreciate all of your work on this and I know that every District across the St State well maybe the word every is too much but most districts across the state are in a very tough spot with their budgets right now um so thanks for doing the best you can with this Tim um so we met with the um Citizens Finance committee last week right um was it yeah probably yeah and moving fast and um a couple points that I think Tim made in there and Bas and we had in that discussion that I think's relevant to talk about here is I think you made the point that Co yes certainly covid funding um you're seeing a lot of districts um having to adjust their budget be uh because of that covid funding but if you if I'm correct Mami did we didn't you know if we were allocated x amount of dollars we didn't spend all x amount of dollars right I mean we we spent where we thought what was needed correct yeah I I think you know from my standpoint I wasn't here back then but the district did a really good job in not you know a lot of districts hired additional staff and then you get to the really harsh reality that that isn't you're not going to be able to continue the district was really judicious and in how they spent that money and not you know trying to stay into the onetime funding I mean we did fund some staff through it but but yeah it you know another thing um that I didn't mention is is transportation costs um I mentioned that at the committee level uh when the district didn't have any uh suitors to come in and and take over Transportation um our costs went up uh about 26% so and that was about $550,000 and that's a hit that doesn't go away it's like and it's like the inflation all of those things keep tacking on we we get we get sticky prices and they don't come down um so uh you know incidentally we had uh we had a discussion with first student um back this spring and you you know coming into that discussion we were looking at about 11 and a half% increase over two years and we just disc discusted and said hey we we just can't do that so we eventually agreed uh on a on a a three and three saw 6% versus an 11 and a half and so we're yeah we're very glad that first student listened to us as we went through it and and uh but again yeah a lot of those costs are things that are just beyond our control so we try to do the best we can with that and the other point that came up and we spent a lot of time on I mean this is a people organiz iation right 80% of our costs are personnel and certainly those costs have gone up and it's a sign of what's Happening across the country so yeah absolutely it's yeah it it and even here when I look at mam you know a lot of districts run in that 75 to say 85% range with costs being you know uh Personnel um and we're in a 70 70 range so really at 75 76% so really uh not way over the top even so I think that's that that helps us as well so yes yeah it was it was a good good group and yeah meeting meeting everybody for the first time and yeah it was a really yeah very good discussion so all right thank you approval of the 2024 2025 preliminary budget moved by director Donna seconded by director Peterson all those any discussion all those in favor say I I those opposed motion carries okay now we have to establish the dates for May and I can see that yours so if there's you might need to share if there's anyone say anything and I'll be brief um so the uh it's an election year and so this is is required for us to for you to um have a a resolution establishing the dates for filing um affidavit cency and so for us it's the period is from uh July 30th through August 13th and so um you just need to approve this uh resolution thanks all right can I get a motion moveed by director Peterson second second by director Donna any discussion okay all those in favor say hi hi those opposed motion carries all right and now we've got letter e talking about the banks so director Donna I'm going to hand that one over to you and then I think Tim will also be able to weigh in so I I um asked that for discuss agenda and I [Music] spoken talk about this in the Pasto um I think it's just important that so this relates to depository relationships where do business with and I just think it's important that we have relationships with Community Bank as well um at least have the option not I'm not suggesting that we do business with just to have the option because this is a year um so you know I think having a relationship between Banks is beneficial for the district for the community because you know those Mone is are recycled recy theun that we may have on dep there business I think good it's good business to do that so that's why I sure yeah I I think you know I I'll keep it fairly short but but I would agree I mean it's good to use your Comm Community um businesses and U I've had you know some discussion with France and Bank and Trust um met with the their President and Vice President and um they have some nice programs in place if we want to place money with them if we have money that's available for investment and it uh what one of the one of the programs I like that they have is that you know if we're above an FD the FDIC limits um we don't have to go through a whole uh long process to have collateral in place or a Fed Federal Home Loan Bank letter of credit or anything like that um we're actually they actually will split it apart and work with other institutions so um I would I would recommend that you put France and Bank and Trust on um there is one more that uh I think we we've got um uh in its first Resource Bank and that's out of Stillwater so probably the would be the two I would recommend at this point that you put on are we not currently using a local I mean it looks like US Bank of white bear is that what we're using or not yes that's that's one of them yeah so okay so yeah my person I mean yeah um yeah I mean I think so can we now vote on the selection of official school district depositories and include this list plus the franceen bank and trust in the First Resource Bank okay move by director Donna second by director Peterson any discussion all those in favor say I I those opposed motion carries thank you okay now now we are moving on to school board committee reports amsd I was not able to attend but I do know that it the most recent meeting was with regard to the legislative session and um I also know msba did a presentation recently that would have gone over similar yep they yep so one did you attend that one is that perfect so Jenny can speak to that and I so I wasn't so that'll be I'll just say for amsd it would be similar to what Jenny will talk about when she gets msba okay what about ma U ma met this week on June 17th and there was it was the end of year social Gathering and do you have any update on that they they did um appoint the new officers and so um Barbara White is the Pres will be the president of ma and um Andrea lampland will be the next president and Jim Hansen past president msba legislative updates okay and 9916 I believe we received an email um with an update any other board reports well it's time to adjourn can I get a motion move by director Regan second by director Peterson all those in favor say I I we are adjourned thank you