study session tonight. Joan, uh, can you I will call the meeting to order. Can you do roll call? Director Gersovich >> here. >> Director Hawkert >> here. >> Director Kelzenberg >> here. >> Director Lowour >> here. >> Dr. Parker >> here. >> Director Theelander >> here. >> Chair Sherman >> here. You have a quorum. Great. Pledge of >> allegiance. >> 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. [snorts] >> Hey, Alison. I think she's got to have her camera on. >> Oh, she does. Sarah, I I think you might have to have your camera on. You're really tiny though, so no one will. >> Okay, I will try. Um, >> that's fine. >> That's fine. >> That's fine. We can keep it small, too. >> Just makes it kind of glitchy because she's got bad connection. >> We We know it's kind of glitchy with the connection, but that works perfect. Thank you. Okay. Um, I am going to start with a chair report. >> Approval of >> Oh, no. I'm sorry. Approval of agenda. Um, I'll go ahead and make a motion to approve tonight's agenda. Is there a second? Great. Director Theelinder with the second. All those in favor of approving tonight's agenda, raise your hand and say, "I." >> I. >> Opposed. >> Great. Agenda passes. Um, now on to my report. Um, tonight I will be reading a summary statement from our last closed session. Um, I'll just start and this is where everyone gets really bored, so bear with me here. Um, the Stillwater Area School Board met in close session on July 28th, 2026 to evaluate super se Superintendent Funk's performance following his fourth year leading the district and to look ahead to the upcoming school year. Superintendent are evaluated across eight professional standards, including governance, finances, communications, operations, human resources, teaching and learning, student support, and ethical and inclusive leadership. The board discussed each standard and reflected on district accomplishments, opportunities, and areas of focus for the upcoming year. A primary theme of the evaluation was the board's appreciation for Dr. Funk's leadership during a prolonged and extremely challenging financial environment for public education, including the significant financial challenges facing our district. The board recognized the budget priority process and the difficulty of navigating a third consecutive year of budget reductions, including 4.7 million in reductions in the most recent school year and approximately 12 million in total reductions over the last three years. The board supports the difficult decisions staff has been required to make to balance the budget while continuing to provide highquality educational opportunities for students. Within these challenge financial challenges, the board recognizes the importance of addressing a fund balance that is below the level needed to provide appropriate financial stability. While building fund balance is particularly difficult in the current cost reduction environment, it must remain an area of continued discussion and focus. Educa uh continued education of staff and the community about the complexities of the district's financial challenges will be important as will working together to identify solutions that include continued efficiencies as well as opportunities for responsible revenue generation. The board identified an opportunity to continue board and leadership team budget work sessions like the one conducted last year as well as continued discussions during board meetings and study sessions to provide greater visibility into the options considered before staff arrives at their recommendations. Providing the public with a better understanding of these discussions can help build confidence that options are being thoroughly evaluated. One example of this work already underway is the creation of the community finance advisory committee from this spring. Efforts like these are extremely valuable in helping the community better understand the district's financial challenges and the choices involved in addressing them. The board also expressed its support and appreciation for the significant work underway to execute its voter approved bond. This work includes replacing two century old schools, expanding Oakland Middle School, and completing safety and security improvements across the district, including expansion of the high school and entryway. Projects remain on schedule and on budget, and the board recognizes the significant work involved in making that a reality. The board is also pleased with the priority being placed on hosting community open houses and opportunities for families to see and learn about these projects. This was an important year for the district's strategic focus on literacy following the selection of a new literacy curriculum last year. The past year marked the first year of implementation in grades K through five along with pilot intervention programs at both the middle and high school levels. While this work is still in its early stages, initial results are encouraging. The board recognizes the dedication of staff across our schools and the importance of this work in strengthening foundational learning and improving student outcomes. The board expressed strong support for the superintendent in residence program, an initiative brought forward by Dr. Funk and would like to see it continue as an ongoing effort. The board has heard positive feedback about the program's impact and the value it provides in increasing the superintendent's visibility in our schools, hearing directly from staff across the district, and communicating the why behind decisions and initiatives being pursued to support students, families, and staff. The superintendent also continues to be engaged in the local community and to facilitate a variety of stakeholder advisory groups made up of student staff and community members. Looking ahead, the board continues to emphasize the importance of communication, particularly as significant changes are implemented across our schools. With financial challenges expected to continue, the district must remain focused on efficiency while also identifying opportunities to generate revenue through a sustained focus on growing enrollment and legislative advocacy. As the board continues its oversight role, it is it would also be helpful for staff to identify ways to continue and expand the measurement and reporting of progress and outcomes back to the board. Clear, consistent information will support the board's ability to fulfill its governance and oversight responsibilities and evaluate the effectiveness of district initiatives. Uh the board recognizes Dr. Funk's strong leadership and ongoing commitment during a particularly challenging period for the district and extends its gratitude to him and his team for their continued dedication to strengthening and improving our district. There is no summary that could adequately capture the volume and breath of the work addressed in a single school year. The work being done will help strengthen the district both now and into the future. The board and the superintendent are committed to continuing to focus our collective efforts on supporting students, staff, and the broader community while ensuring improved outcomes and opportunities for every learner. Okay, that was the summary from close session. Thank you. Okay. Let's go on to consent agenda. We have items A and B. Is there a motion to approve tonight's consent? >> I'll move to >> Great. Director Hawker with the motion. Is there a second? Great. Director Kelzenberg with a second. All those in favor of approving tonight's consent agenda, raise your hand and say, "I." >> I. >> Opposed. Consent agenda passes. Okay. So today we have two different um topics and areas for discussion. But first just to note for everyone um our study sessions moving forward are going to look a little bit different. We're going to kind of organize ourselves um with staff directly at the table just to kind of facilitate a more natural conversation on areas uh of interest. Um so this is something you'll be all taking part of more regularly. So welcome to the board table. >> [laughter] >> Um, all right. So, let's start with our board retreat review. The board had a work session uh last week. >> What? My remote's not working, John. >> Oh, your remote's not >> No, you'll have to click through. Sorry. >> Okay. The board had a retreat last week and so we just thought we would firm up some of the discussion. Obviously, it's impossible to capture like what was a an entire retreat um into this, but um we just went over again some of the uh governance and management processes, kind of what the board focuses on and what the administration focus on, how we can work in tandem to support one another in our distinct um roles. So, the board focuses on kind of the why, to what end, at what cost, and through what policies. uh administration focuses on the what when how will this how will the work be completed kind of that procedural um that procedural portion also kind of designating who will be the responsible party for doing the work um I don't want to just I mean if people have thoughts too feel free just to kind of raise your hand agree disagree um this is just kind of a summary um so better information supports s better decisions. So, we kind of went through the administration's responsibility, which is um to provide complete uh and understandable information um to give board members enough time to review material. So, we talked a little bit about establishing some more firm um expectations around that. Um and so we'll get into that. Identifying key decisions, trade-offs, and implications. That was kind of a part of our summary. We just talked about how do we um better bring those options to the board that are studied behind the scenes by staff so that the staff and the community can feel confident that um that work is being done. Um and then responding to questions accurately and consistently. On the flip side, on the board members responsibility side, uh the commitment to review materials in advance so that when we come to um study sessions that we're prepared to kind of engage in a dialogue, ask our questions so that when the time comes perhaps sometimes a study session may or may not lead to a vote that when we move to the business meeting um that follows that we're ready to have that vote. So submitting questions with enough time for uh a response in advance of a meeting. Uh sometimes those will be shared at the board table. Sometimes we talked about a little bit about different work styles and preferences for work. Um distinguishing between requests for clarification and governance discussion. So sometimes questions can can be both it can be both. It could be just maybe it's a curiosity or an understanding question. Certainly governance discussion um is always applicable and then raising major policy or strategic questions um during the meeting. So again just trying to have those conversations and share those thoughts um around the board table which I think setting our table up this way. We talked about really how it would just be a little bit more hopefully natural over time um to have everyone here so we can say hey how does this impact operations or HR or kind of talking beyond just the person making the presentation. Anyone want to add to that? Next slide. Oops. Sorry. >> Okay. So, study session purpose. Um, we talked a little bit about and this is always a struggle, right? And there's always going to be some overlap because things will come up on the agenda, but really um trying to continue to refine our process so that our study sessions, one they they sometimes can be a report or a discussion that leads to action. Um, we should never really be taking um major action without a study session on a topic or a report. So we talked about also bringing topics of interest to study sessions. So perhaps we want to um learn more about special education. We could have a study session and a conversation just around better understanding that and how it relates to our role um as a board. Uh clarify how the board and administration um work together. So again, I think it's just understanding how something we're hearing about impacts all the different areas. um whether it's communications, building, operations, um teaching and learning. Uh and then establish processes that support meaningful discussion. Again, a desire just to have more of that discussion um here while also recognizing that um every board member has a different work style. And so a lot of um a lot of work happens outside of the board table. That's just part of the job. You're um the community is always going to see kind of a small portion of that. Um there's a lot of uh homework I guess is what I would call it that goes on before we ever come to a meeting and then build um hopefully making this format change here will help build pu uh public understanding and continue to build that trust um in governance and then uh create again creating that stability and consistency in our governance role. So I don't know how everyone feels. It probably feels a little awkward to have everyone at the table here, but I think after a few study sessions, hopefully it becomes a little bit more natural. Um, so >> I I wouldn't surprise me if the best thing that came out of that sixhour retreat that we were in was this, you know, the this just a format change the the ability to >> create some separation between the study session and the business meeting, get more input from everyone, you know, because it can sometimes it can be awkward. you think you're, you know, there's a presentation and you're thinking I have a question, but it's not necessarily for the person that's sitting right there. And then this creates a better >> better, you know, opportunity for collaborations. >> I agree. I want to recognize that it might mean a little bit more of a time commitment for staff and so um you know depending on the topic and the board really appreciates that because we do I think it is good to know you guys already know how one decision can impact all the different areas but I think that it's a good part of the board's learning process so I agree with you Chris I think it's going to be a really good format Okay. What belongs in a study session? Um, so again, topics that require deeper understanding. They may or may not lead to a vote. >> Am I on the right? >> No. >> Move back. >> Oh, there we are. Yes. So, um, we can all uh contribute to kind of what these topics are, but um, you could see how they would be numerous. I mean, we talk often about student achievement, performance monitoring, um, all the variety of assessments that are done within the district to support the curriculum. So, um, those could all be handled, our strategic priorities, um, just revisiting strategic plans, kind of talking through different priorities and progress being made. Uh, budget assumptions and fiscal forecasting, those kind of are done in a number of different ways. But um certainly for um sessions like this, I know last year we did a more all day kind of workshop or half a day workshop which I think the board appreciated as well. So there may be times to even move outside of these sessions to discuss topics um enrollment trends and projections, facilities and operational planning and then um as it becomes a appropriate policy direction. Um sometimes we might have a larger policy that the committee itself decides we need to involve the larger board on those conversations and then also um a nice part of those conversations is having staff at the table because policies impact the work of staff so significantly. Any thoughts on that? Great. Okay. Now what slide are we on? Go one more study. Um, so we'll be seated together as I've already covered. Um, we'll have shorter staff presentations. I don't see the presentations necessarily changing necessarily changing. Um, uh, but just more robust discussions. So really allowing instead of talking at the board, talking with the board and staff. Um, like you mentioned, Chris, uh, again, more time for questions, discussions, exploration. uh an informal structure while uh remaining professional and then public. I mean all of our meetings will continue to still be televised and obviously open to the public. Um and then a focus on understanding rather than always leading to immediate action. Sometimes it will I mean we we still do that where we will talk about topics at these sessions that directly do lead to um to a vote, but a lot of times that is not the case. So, next slide. Okay. So, um I guess this would be Are there any questions? Maybe I think we're moving on now from the actual study session. Does anyone else want to add? >> Yeah. >> Um the people that are here that the need might be different on different meetings. I'm just thinking this right now. So, maybe next meeting Mark just has nothing to contribute because there's not in his area, but there might be a principal that needs to come in. So, will this change? >> Yeah. >> Okay. >> I do think it will change, >> but I also do think that the board wants to without like overburdening staff's time. I think the board is interested in hearing how certain aspects of um the work impact different areas. So, and I think that helps the community understand too um how one decision can ripple through a variety of different uh departments across the organization. And also staff feel free to you guys were part of the training too. So raise that hand and jump in to share your thoughts. But if you think this is going to be helpful. Um uh so um respect for board decision-making process. Uh so we have debate, we ask questions, have conversations. Um uh but we certainly do that before the decision-making process. We spent a lot of time that when you come to a board meeting to make a decision that we should have had the work here. Um, and that the decision-making process then is a little more clean. Um, and that hopefully we're striving as a board to get those questions uh answered before those business meetings take place. Of course, exceptions to every um goal and that's always okay, but that's kind of what we're striving towards. M [clears throat] >> um we talked a lot about support of the board's final action. So not disparaging the board's decision or the process. So while a vote may be um it can be 70, it could be 61, 52, 43, but when you leave that board table, you respect kind of that that majority board decision and that that's an instrumental piece of governance that was shared with us. >> Like the term the unity of voice has been established. >> Yeah. No, that was the term. you're right that unity of voice um [clears throat] and then obviously expecting administration to implement uh those decisions and monitor the results uh and providing that information back to the board and I think we do get a lot of those results but um we talked about this and I read this in our um in our close session summary but the board is always looking for ways that we can um get more of that feedback back in terms of decisions that we make I I use the example of we had the personal cell phone policy. Um that might be a topic that would be interesting for the board to see how did that go in reality where are there still challenges where you know again just to seek to understand what's working and and maybe areas that the staff continues to work on um uh and then just reconsider decisions through an established process. We did talk about kind of Robert's rules um and how that process works. Any thoughts on that? We did get into specific timelines here. Um really kind of again the struggle is staff and I think that and staff can weigh in on this but um the responsibility that you all have in your work with the board is an extreme small fraction of the work that is on your plate on any given day. So taking the time from your what's already on your busy day and then doing a you know presentation or creating a packet for the board can get challenging. Um and so but we did kind of establish that Thursday by 4 pm that the board would expect meeting materials to be present. Now of course you might have something that gets added onto a consent agenda. There's exceptions to every rule, but if we're coming into a study session to study a topic where we need time to kind of digest the information, think of our questions um 400 p.m. on uh Thursday before the meeting. um that would mean that the board's questions um again as much as possible because we want to have conversations um that are or more organic in nature but a lot of times you can anticipate I want to know more about this that was in the presentation it's maybe not even an exact question it may just be tell me more I I'm or I'm looking for more of a deep dive on this aspect of the presentation um so those inquiries would be Monday by 12 p.m. And um that deadline just gives staff enough time to delve into greater detail and come prepared for a study session. Um if for some reason there's a an exception just that natural professional communication in terms of hey I'm not going to be able to get that back to you but we'll bring it back in another way. You know we'll send an email to the board or followup. Um so we understand that your plates are busy as staff too. So, and everyone at the board table has other lives outside of the board. Um, the a board's role is not a full-time job. So, any questions? Does that sound reasonable for staff? Sound reasonable for board members? We can always come back and evaluate, Chris. And if I remember correctly, our idea was the deadline for board members to submit questions with the idea that the administration would be would it would be sufficient to have those answers in the meeting, not beforehand, right? Like not a response beforehand, but to answer them within the meeting. >> What does everyone else think? I mean, I would agree with that. I that's kind of was my takeaway that it might not be something that comes back to you. It might just be something that they work into their presentation. And I know that happens a lot right now. >> I would add to that just you know as it's applicable and relevant to the presentation. It might be an offline you know FYI based on what the question is but yeah I would agree >> kind of going back to that sometimes questions are curiosity and then maybe governance. So maybe if it's a curiosity questions it hand it's handled offline. I know when board directors and staff, you guys can speak to this, um, as you experience it now, but for better or worse, I try to send emails in advance and I know other board directors do that and I'll often say like, I'm not expecting this to be answered, but maybe would be helpful for to work into a presentation because ultimately we're a team, right? If if a board member is curious about something, there might be a community member curious about that same question. Um, so sometimes a question just leads to a refined uh talking point for a staff member to make at a study session. Would you >> agree? >> Thank you, Chris. [laughter] Brave. Great. Um, do does this sound reasonable for staff, the 4pm Thursday and then board noon Monday? And again, we can try it. If it ends up being something that can't be done, we can re-evaluate. Okay. Uh, now discussion. I do think the deadline for the um for the board packet is is useful and it's good to have a goal. It does seem like we have a lot of last minute things that pop up. So, >> um I would, you know, >> it's not a goal, [laughter] >> deadlines. The deadline >> deadline. >> Okay. >> Yep. >> All right. >> And we did have some conversation too about by doing the study sessions this way and being more thoughtful about what's being presented might help us to know um what we need to be prepared for. So, I think on our end, there are things we can do as a director's team to make sure that we are checking in and we know what's coming up. And there are certainly exceptions where something comes up last minute. We had something added to the agenda today because we got it back from legal. So, there are certain things like that that do happen. But, as far as the big things, especially when it comes to decision- making at the board level, we need to make sure we're getting you the information that you need so you can make a decision um and feel good about it. So, I think that's what we can work on as an administrative team is making sure we have that kind of information to you. And I I look forward to this op this these sessions too is perhaps we can bring um not only just staff but we have opportunities maybe to leverage um partner organizations like there you know we were I was even thinking at one point like boy maybe someone could come in and we could talk about what is our partnership with 916 um look like. I mean we we are a member district of 916. don't know that the board all maybe fully is grounded in that work and and what it does for students. Um it might be inviting someone from 916 to come in and share with us exactly what that um partnership looks like for our families. Um and I don't know, you know, just even kind of brainstorming. Um are there topics of interest that the board would have? Um, obviously, you know, just topics that you might be interested in to say, "Oh, I've always wanted to kind of learn a little bit more about that or and I don't mean to put anyone on the spot." So, feel free to kind of send those topics to myself and Mike and Cararissa and we can kind of see if there's overlap because the one thing we want to make sure is that the topics that we're bringing to the table are of interest to a majority of the board. Um, I would hate to bring in someone and it's like, "Wow, no one else wanted to hear that." um or or you know learn more about that topic. >> Oh yes. >> Uh one of the the takeaways for the meeting was to follow up on the Q&A document if we can put a Q&A document together before the um board so that we can all see the questions that are being asked and the potential answers that are being shared. >> Yeah, we still have to we still have to do that. Check with legal on that whether it violates the open meeting. But we'll we'll do that if that's if that's the will of the board. I mean, is that what you guys want is if we we put something together that has questions for everybody. You know, every question we've got from people that you all can see before the meeting. >> I think that would be um I don't know if it needs to be like this running. I mean, if if staff wanted to do it, I do think it's helpful when like someone asks a question. I agree with um director Parker that sometimes you know maybe we're both a asking the same question or you know so maybe it's something where if you answer one maybe information that goes to one director goes to all directors so that um I don't know and maybe it's an email >> answering questions we're just receiving questions and so again because I I've heard two things here I've heard we're answering the questions or we're prepared to respond to the questions the board meeting which is I think it depends. For me, I took it as that there might be curiosity questions that just get handled offline, but um that aren't a part of the discussion and maybe it's an easy answer. Certainly curiosity questions aren't designed to like overwhelm staff because staff has I mean I can't say it isn't I think people at in the within the community think these you know departments are robust. Sometimes an entire department might be two people. So, curiosity questions should probably be limited and applicable in some way, shape, or form. But, you know, I guess you're right. We did talk about these forums being more bring your questions here to be answered. Um, but I do think if there's a situation, and this would just be kind of more of an in general, if there's a situation where Dr. and I think it would be Dr. Funk or um Cararissa, if someone asks a question, you're like, you know, that would be good for everyone to know. Um perhaps in the weekly updates that we get it could be put in or >> it does come out on Fridays. The the questions aren't due till Monday. So >> like in the following. >> Yeah. But then it's not before the board meeting and I think that's Parker that's why you're interested in them to see what people are asking prior. I'll we'll check with legal on it. But if it's your intent to have that we'll see what we can do. >> Okay. I guess for me uh you you highlighted both benefits or both things and I don't know if I have a preference. My preference would be that the if there are answers ahead of time that we all learn from them. Um that and I don't know if that complicates legal even further but for sure questions before the meeting would be helpful. Um and then the follow like it if questions are being answered I think it would be helpful that we all can >> benefit and learn from that. I would say my preference would be if it is something that is applicable to the presentation and it is something the whole board should know maybe save those for the presentation integrate those feed in the presentation um and then if there are specific curiosities or things that come up um maybe those are handled on the side or answered on the side if they're not totally applicable to that and in that case I don't necessarily need to know the other curiosities so I wouldn't necessarily need them shared but the stuff that is going to be important to the whole conversation I this is the format to share those answers. >> I think it's important sometimes, you know, people come to the board, watch the board meetings, the public, and they do not see the number of questions that are asked ahead of time. Other board members do not see the other number of questions that are asked ahead of time. And so they may think, okay, well, nobody's asking questions, and so there's been no, you know, nobody's that interested in it. So there is some value in uh you know sharing with the board. Okay, here's here's the topics that have been popped up on on this on this particular issue. >> So like sharing the questions but not necessarily the answers to them. I see. Okay. >> Yeah, that would be good [clears throat] because again too it would be I mean it would be nice if if someone's already asked that question that you wouldn't necessarily need to waste time by reasking it. So, I could see where, you know, having some sort of documented list of who's already asked some questions might be efficient. Um, for staff, too. I mean, again, for staff, I mean, it would be what if you got seven questions and then they're all the same? I don't know. Might get a little annoying [laughter] >> or it's a sign that we need to TALK ABOUT IT. >> YEAH. RIGHT. TRUE. TRUE. >> If a 100% of your class doesn't know something, you have to retach it. >> Yes. Exactly. Good point. >> Yes. >> Uh is it okay to move on from the document? Okay. Um, another potential suggestion, I think it might be helpful for us to have a a tenative agenda, you know, two weeks ahead of time so we can start to think about what some of the areas of uh that we need to be educating ourselves on or if we need to um uh I think it' be helpful for if we need to educate ourselves, if we need to go out and gather information on something, something that a tentative covering, you know, obviously there's going to be stuff that gets dropped in the consent or whatever last minute, but if something we could have more information on and with closed sessions included. >> Yeah, I think I don't know about the two weeks ahead of time for the agenda, but I can share with you one of the things we're looking at doing is putting together a topical calendar for like the next six months out for like study sessions. Okay. So, here are the things at this point we're going to be take we're going to be we're planning on on talking about. So that'll give you some of a heads up that this is um you know these are the the pertinent items of the study session. Um >> and I know Dr. Funk um I do think that the study session in and of itself if we're having a conversation and it feels like we're not at a like it's leading to something and we need more information, you know, we wouldn't put it on for board action on the next agenda. we would hold it, you know, if it seems like there's still topics. So, I think that having them um study sessions here lend itself well to like, hey, how are we all feeling? Do you feel like you have a decision on this topic? if it if it was leading up to a vote per you know if it's a curio if it's a topic of understanding that we're just um I think that calendar would be very helpful but I also want to be mindful that um staff will be presenting the meat or the the um the content right I mean I wouldn't think it would be we might want to go out and reference things like I'm thinking legislatively like absolutely maybe we want to study kind of what's going on at the capitol or different areas. But um we also want to make sure that staff is doing the educating or am I wrong? >> An example would be the special education the blue ribbon task force has come out and they have a recommendation. Okay. At some point in the next couple months we're going to be talking about that. If we were put that on the calendar that would give board members an opportunity to go ahead of time and say okay what's this all about? then they could dig into it. So there's an example, >> right? >> Another example, MCAs, you know, like I'm sure if anything that's being presented by staff, they probably know about before Thursday. >> Um, so if we can have more heads up, too, that'd be helpful to us. >> Any other thoughts? I know one thing we also talked about was um and I didn't put this on here, but um I thought maybe we should talk about it is just the reminder and this is both on staff um at this table and out in the general public, but also of the board is just being that mindful to work through the superintendent's office. um when we're out, you know, um wanting to get into a building to observe something, kind of always making sure that the superintendent and I guess in this case, Carissa, because they can touch base with the right people to say, "Okay, that's a reason you want to get in. Is this a reason would all board members want to have this experience? So, can we do it more efficiently? What's the best time given calendars and things that are going on curriculum-wise?" Um, I think that's probably something that would be easy enough to just try to be mindful of and have that expectation where if you haven't done that, you shouldn't probably ex, you know, with the exception of obviously people wear other hats, right? Like in terms of if you're a parent, you're volunteering. That's totally different and not related to your role as a board member. Um, or maybe you're volunteering. I think that came up in a conversation that um I know that there are people around the table that volunteer. So, but just making sure that that email's like, "Hey, um I'm going to be in this building at this time because staff can we don't think we're a presence in a building, but it can maybe cause a disruption for staff. I don't know if staff wants to articulate that better than I can, but or if we're all good." Okay. All right. Sarah, anything? >> Um, no. I just think um on kind of on that note um it might be just helpful to talk a little bit about what we reviewed and covered in terms of um our standards and expectations for kind of responding um when we're out and about to questions and and you know issues and concerns that are raised um and sort of um I mean we talked about um making sure those get referred to the appropriate place. Um, and so it might just be helpful to do kind of a quick recap of of that. >> Thank Thank you, Sarah. I think that was that is a good um area and feel free to kind of weigh in, but one thing we did spend some time talking about is inevitably you're at a grocery store or at a football game and someone's probably going to come up to a board member and say, you know, what's going on in my classroom or my class size seems out of the ordinary or I don't know, whatever. you know, we get some kind of questions out there, but how to funnel that back through the appropriate channels, which in our case would be, I guess, first we talked about, have you talked to your teacher? Um, have you then if they have and didn't get a resolution, it would go to the principal. Have you talked to your principal? Um because again it's not that wouldn't be something the board would it wouldn't be if it's not you know they might have an opinion on something the board is taking action on and that would be within our scope but a lot of times it might just be I don't like this and have you talked to your teacher have you talked to your principal and if that hasn't been addressed then have you gone through and I don't I I think from there it kind of varies if it's um from there but ultimately probably several channels before it goes to to the superintendent. Um but that you don't start at the superintendent or you know our job would be to kind of facilitate that constructive resolution. Um and empowering staff. I think that we had a really um we had a principal in the session and I think it was eye openening for me to kind of hear how wow I think you know maybe we're all trying to be helpful but that principal really wants that to have that conversation because they have way more knowledge than we would um and they would like to you know be able to engage with that community member or parent or student depending on the age. >> Yeah. And with that the our role is not to be the problem solver. um we're there to listen and direct and help facilitate um conversations with the appropriate people, but ultimately we don't want to be guessing um as to how things should be done. Um especially because it part of our conversation was and this was brought up by staff too is um the unintended effect of triangulation um where a board member is giving one piece of information. they don't necessarily have the whole picture and really it's contradicting something else that the staff member um has been trying to work through. So, it's really important for us to realize our role as board members that we're not there to problem solve. Um we're there to help direct and our role is governance at the board table. >> So, that was an important takeway for me. I don't know if staff would have like an example or anything that might but feel free to share again because I we are curious how that impacts you either positively when someone's doing it right or negatively when you know it's all broken down [laughter] and it's landed on your desk. Um but yeah, we did talk about that. Thank you Sarah. That was a Did we cover most of what you thought Sarah? >> Yeah. Yeah, I think that's helpful and um uh Katie's clarification is helpful too. And I think you know just remembering that the one of the unique uh features of of school boards is um kind of the idea of no one is out there acting on their own. So um your >> your uh power is at the board table um when you're voting really. So, um that's s or taking action on an item but not individually um on your own. And I I think that's helpful um for us to always remember and I think it's also helpful for you know the public to know too because it is a little different than what you typically think about when you think about um elected bodies. So >> yeah, I think that um our facilitator said it's not like you're in the legislature, you know, where you're um you have individual authority where our authority is that collective authority. Um so yeah, anything else? These were all really good. I'm trying to I mean there was so much that was um kind of discussed but and we can continue to have these conversations and as we work with um these kind of new processes and expectations. I think the other thing that was um interesting was just again it's our job to hold each other accountable ourselves and each other too. Um so I that it goes for staff that goes for the board. um putting these expectations in place to support one another and ultimately it supports our students. So, and that's why we're all here. Great. Okay. Well, if you have um like learning session topic ideas, just things that you maybe want to learn more about, send them to me because um and to Mike and to Carissa because what I'll try to gather is is there, you know, consensus around certain topics um in certain areas of interest. And again, we'll put the I think that that's great to put kind of topics because some of the work we do here is cyclical. Um there it's not going to be like every month we can just pick a topic. I mean a lot of it is cyclical like MCAS is always you know and some assessment data is usually always in the fall or you know so but same thing with budget conversations so we'll put all that down on a calendar right um now we're going to turn it over to Cararissa um and we're going to talk about statewide education initiatives. So feel free to bring your questions forward legislative questions. >> Okay. Um Joan if you can advance the slide for us. There are two different things we wanted to talk about tonight. Um hopefully you've heard about this first one and there will certainly be a lot more information being shared in the coming months. Uh there is a constitutional amendment on the November 3rd ballot asking our community our our um voters in across the state if they would be willing to support um the permanent school fund and really distributing more of those earnings back to the schools. This is a fund that has been in place um for quite some time. I mean, we're talking back early on when the state was founded, right? Yeah. Um, so it's nothing new. Um, and it's it's created quite a um quite a healthy fund. And so the idea is really to be able to release more of that money back to schools. And so what we wanted to talk about today is just make sure that the board's aware of this and what it really means for our district. I think if you hear publicly, they might be talking about significant dollars that are in that fund, but what it really comes down to for our school is much smaller dollars. So, we wanted to make sure people understand that. Um, that this is not a windfall for our school district by any means, but it's certainly we're in the environment now where every dollar helps. And so, we want to just have some conversation about what this really means for our school district, what it means for our community, and how we might be able to share information with our community about what this um constitutional amendment would really do. So, high level, there's some information that has been shared um I think through a lot of our organizations that we belong to. The next slide, Joan, shows what's actually going to be on the ballot. And I think what's important about this to note is um this is this is going to be on the ballot and if people skip it, that actually equals a no vote. So it's either a yes, a no, or a skip would also be considered a no vote. Um and it's asking that we would be increasing the funding. Again, this is not a tax increase. This is coming out of this this fund that already exists. it would just be taking more of those proceeds and distributing them out to the schools. Um there are some resources that we had linked in the slideshow which is on the next slide that you can read if you haven't already. You can peruse all of this. There's a lot more information available here. Uh we wanted to make sure you had some of those different links and could access that. But ultimately what this would mean for our district is an estimated I think they put it at $298,232 is what it would be for our school district specifically. um if this constitutional amendment passed this fall. Um so again, not not a huge amount of money in the grand scheme of our budget, but certainly something that would help us out. So with that, I think we'll open it for discussion, see what people questions you have. Um >> I had one question. I don't know if this is a a Dr. Funk or a Chissa question, but um in terms of the district cannot advocate one way or the other >> that we can't advocate to vote yes. So our information that will go to families will be strictlyformational. >> It's much like a referendum campaign where the district's job is to just educate what's on the ballot and what it would mean for the school district. Um no advocacy of any sort um could happen at the district level. Okay. in our conversations as we're in the community, we're free to share our own personal opinion as long as it's not through district email or district channels. I just want to be clear. I don't know. I mean, >> you can share the facts. I wouldn't share your opinion. You you can share if you vote yes for this, there's no increase on your taxes and the school district receives almost $300,000 more dollars. If you don't vote on it, it's considered a vote no. or if you vote no, then potentially the district will not receive $200,000. Those are all facts. >> Okay, >> that's how I would approach it. That way, you're not going to get into the um into the advocating um for it one way or the other. It's just all factual. >> Yes. >> So, I was at a meeting, our our delegate assembly earlier this year, and that was explained pretty well. Uh I think what might not be known out there is what is this money? Where is it? Why is it even there? um and saying that you won't increase your taxes, but there's money somewhere. So, uh I think we don't have to answer it now, but to somehow shortening make that into a handful of words. Um >> there's a trust fund that's been established that receives money through an endowment of investments. And over time, we have been receiving more money than uh we've been spending. And so the uh actuaries have taken a look at it and they they have basically said we can spend up to this amount and still be safe and protect the uh um the endowment. So that's the rationale for the increase. Um so that's what we're looking at. That's why it's um no impact on tax. >> And then the other part is that 298,000 that's that's nice to have. Is that a one-time deal >> or is that a yearly thing? It's ongoing and it's a moving target. It's based upon your enrollment. >> So, and and again, I mean, it's a total moving target. At one point, they told us before this became law, we're looking at maybe 400,000. Then they were saying maybe 200,000. Now, from what the law says based upon our student numbers, it's about 300,000. >> And I think they're sharing like a per pupil of like 274 sticks out in my head, but just a little slightly over $27 per ADM. Um and again like Dr. Funk said that fluctuates. Um they did share too at the uh last um last meeting that I had was um the location of the ballot question is going to be interesting. So it'll be you know you have all your statewide elections on the ballot first then it'll be this constitutional amendment then the local. Um, and I thought that that might help avoid some of that runoff, which is what they're, and Chris, you were there too at the AMSD presentation, that runoff is really what is concerning for people who are educating voters is that if you don't market, it's a no. So, that's kind of as you are educating community members, I think that's an important piece of if you walk away, it's you're basically voting no on that >> on the back side. So you got to flip it over. >> And this is a very bipartisan effort. I mean, this was the one piece um that came out of the last session that actually was quite, you know, universally agreed upon. Um, but I do want to put in perspective because there's a lot of talk with uh Amnesty member districts and feel free to weigh in, but they're afraid that the community is going to get this um false sense of this is going to solve all the problems in public education funding. And you know, we have well 200 well over 220 million in deficits that school districts across the state are running. So again, taking it from ours, the less than 300,000, I mean, I think we're projected with special ed transportation cuts next year, that's 350. >> So it's not even going to cover that 10% that is getting reduced from sped transportation. So, while it's helpful and it's reliable, it's a reliable form of funding that's tied to the the pupil, it's not, you know, it's not solving our, you know, $8 million cross subsidy in special education. It's not going to help in those regards. So, >> we're certainly in an environment where >> you take a little bit from here and you take a little bit from there and you cut a little bit here and and maybe you you know hopefully get to a place where it's sustainable, >> right? >> Yeah. So, we won't won't turn it away if they want to. >> Exactly. And it's predictable and reliable. So, unlike, you know, when we have certain things like you're saying coming from the legislature and they're they give it to you and then they take it away, this will kind of be tied to that. to that person, that student. >> It's kind of the permanent school funding. It's [laughter] been >> It's in the name. >> Yeah. Like 1840s or something like that. Yeah. It's um I I think that there are a lot of fact sheets out there that we can utilize from partner organizations that really go into that deep dive in the history for those voters who are interested in that. It is really like what you said, Pete, it's super interesting. Um >> there's a [clears throat] lot of history in that. That's interesting. Yes. >> And again, um it's just kind of modernizing it. Uh the the way that the distributions are taken out from the fund. So >> are we planning do you know um those we can share information in on websites? >> Yeah, that's what I was just going to touch on. So, the next step is um we are planning to help educate our community on this and help them understand what's going to be on the ballot and what these different options would mean for them as far as a yes, a no, or a just skipping it entirely. What that means for the district and also what this new money would mean for us, this increase in money would mean for us. Um so, we will be putting information out in in our school newsletters um on the district website. We also have resources as you mentioned AMSD, MSBA, our school professional public relations association has information too. So we'll be sharing it, helping people understand what it is, uh providing you with resources. You can have those conversations as well. >> Is there um I know that Annette's not here right now, but maybe even just letting our PTAs know that this is out there since they're kind of that hub of information flow in a lot of in our schools. >> I already talked to her about it at their kickoff meeting. I think they meet in September. So, we'll have conversations with PTA leaders. >> That'd be a great way to get that out. >> Great. Any other questions? >> One question. Oh, I was going to say one question I could see coming up and it's not exactly um I don't know how it, you know, in scope it is for a school district, but you know about if this amendment is changing anything with respect to the rules about how the lands are or the activities um that are sort of driving the revenue um mining um and uh um I I think some other sorts of um I think timber is another big um activity um and whether those are changing at all. Um that just could be a concern um that I could see people having or question people have. And from my read nothing is really changing in terms of how those activities are regulated. It's really um about how the funds are distributed. Um, so that just might be with something to contemplate and maybe work in um to fact sheets because I could see people having that question. >> Good question. >> Thanks, Sarah. >> Yeah, and my understanding is your is the same as yours, Sarah, that it's more just to do with the growth of the fund and that that monetary distribution. Yep. >> But good to answer, too. Great. Any other comments or questions? Great. I think we do have one more topic here for people to know about. >> We do. The other thing that we wanted to just make you aware of is um some conversation that is happening um with many of our associations that we belong to are working to um really just help with the public school public education in our community. Help people understand the role of public schools and celebrate the work that is happening in our schools. So there is a campaign called Minnesota Kids Rise which is being supported again by AMSD, MSBA, Minsspra, a lot of different this the principal associations and the goal is just to bring positive stories about what's happening every single day in our schools across the state. Um and so there is a little video that kind of kicks it off. We'll have Joan just play that and then um again wanted to make you aware of it because I'm sure you're going to be hearing about it in the next couple of months. Let's see if >> it's probably already hit. It's probably already hit your inbox with MSBA. And >> see if I can do it this way. >> Go to full screen. Across Minnesota, public schools help kids rise. Every day in classrooms, hallways, buses, labs, gyms, cafeterias, and schoolyards, students are learning who they are and what they can become. Minnesota kids are learning to solve problems, develop foundational skills, create, ask questions, and work together. They are building the knowledge, [music] skills, relationships, and confidence that prepare them for the future. >> From early learners to graduating seniors, Minnesota public schools are helping [music] students find their strengths, discover new opportunities, and see a [music] future full of possibility. Because when Minnesota kids rise, Minnesota families and communities rise, too. That impact reaches far beyond the classroom. It shows up in our neighborhoods and small towns, >> in our cities and suburbs, on farms, main streets, playgrounds, lake shores, and community gathering places. >> I'm a Minnesota kid. I'm a Minnesota kid. >> I'm a Minnesota [music] kid. I'm a Minnesota kid. >> I'm a Minnesota kid. >> I'm a Minnesota kid. >> I'm a Minnesota kid. I'm a Minnesota kid. >> I'm a Minnesota kid. >> I'm a Minnesota kid. >> I'm a Minnesota kid. >> We're all Minnesota kids. >> Minnesota Kids Rise is a statewide effort to lift up the promise of every Minnesota kid and the public schools that help them rise. So again, this is a statewide campaign. You'll be seeing seeing billboards. There's a lot of information out on social media. Um, and there will continue to be and I think they are asking for schools to share their stories. So, it's something that we'll get involved in as a district to share some things that are happening here through this as well as we'll just continue to do what we always do and Melanie's behind me. She does a great job sharing our stories with our local community as well. Um, and then the other thing is there will be a presence at the Minnesota State Fair that if you're um at that state fair, they'll have a pretty significant day kind of September 2nd, I think, is their day that they're really jumpstarting this. So, >> it's kind of the public launch of this campaign, I think, is at the state fair. >> Exactly. And you'll this will be ongoing for over I don't I don't exactly know how long, but this is more than even a year. This is something that I think MSBA would like to continue in some way, shape, or form for an extended future. So, we'll see. And again, just a a goodwill, I guess, is how I would describe it in terms of all the good work that is going on in Minnesota schools throughout the district. So, something to be aware of. Any questions for Carissa on that? So, watch your watch the social media, I guess, right? [laughter] Okay. Um, we have a close session tonight. And that is our next item of business. So, let me read this. The next item on our agenda is a closed session. Pursuant to Minnesota statute 13D 03B, the governing body of a public employer may by a majority vote in a public meeting decide to hold a closed meeting to consider strategy for labor negotiations, including negotiation strategies or developments or discussion and review of labor negotiation proposals conducted pursuant to sections 179A.01 to 179A.25. And I will go ahead and make a motion to go into close session. Can I get a second? >> I'll second. >> Okay. Director Theeland with a second. All those in favor of moving this meeting to close session, raise your hand and say I. >> I. >> I. >> Opposed. >> We're in closed session.