[0:02] Okay, it's 6:00 now. I would

[0:04] like to declare

[0:05] the meeting open.

[0:06] All council members are

[0:07] present. Please

[0:09] stand to

[0:09] recite the Pledge of

[0:15] Allegiance to the flag of the

[0:16] United States of

[0:18] America and the republic for

[0:19] which it

[0:20] represents, one

[0:21] nation under God,

[0:22] indivisible, with

[0:23] liberty and

[0:24] justice for

[0:25] all.

[0:28] I have no additions to the

[0:29] agenda. Jeff, do

[0:30] you have anything?

[0:32] No.

[0:32] I would like to make a

[0:33] motion to

[0:33] approve the

[0:34] agenda.

[0:35] I'll make a suggestion.

[0:36] I will support.

[0:37] Pete is for the offer,

[0:38] Joel is for it. Are there any further

[0:40] discussions? All for—"

[0:41] for". Against?

[0:43] The offer is accepted.

[0:47] We'll start with an

[0:48] announcement. You... You...

[0:52] Yes, it's

[0:54] School Board Member Appreciation Month, and on

[0:55] behalf of the district, we'd

[0:56] like to

[0:57] thank you for

[0:58] your service to the district, and

[0:59] ... Jolene has a

[1:00] certificate for

[1:01] you to take

[1:02] home and hang on your

[1:03] refrigerator. At

[1:07] this time, we

[1:08] would like to express our

[1:09] gratitude to you for the

[1:10] recognition you have received

[1:11] .

[1:14] Thank you.

[1:18] for this.

[1:21] Yes, and I've attached a

[1:22] letter here that

[1:26] goes into more detail about the

[1:29] School

[1:30] Board Association's recognition month. Fine.

[1:33] OK. Thank you all

[1:36] for your time, contributions, and

[1:38] service on the school

[1:39] board. Yes.

[1:43] Let's move on to

[1:44] public discussion. Does

[1:45] anyone want to

[1:46] address the

[1:46] council? We are closing the

[1:50] public discussion.

[1:53] School Council Committee Reports. Who

[1:56] wants to share?

[1:59] Were there any

[2:00] meetings?

[2:03] We had a meeting with the

[2:04] Education Foundation. The

[2:06] most important thing that

[2:07] was noted was that the

[2:09] playground was

[2:10] open. It

[2:11] opened on the first

[2:12] day of school,

[2:13] I think. And that's

[2:15] great. I said

[2:17] that all the kids were

[2:18] having fun and we

[2:19] got good

[2:20] feedback. And last

[2:22] Saturday was poker

[2:24] night, one of our

[2:25] biggest

[2:25] fundraising events

[2:27] , and I haven't

[2:28] received the

[2:28] confirmed amounts yet,

[2:33] but I know the

[2:34] attendance was

[2:35] record-breaking. This is

[2:38] cool.

[2:39] It was a fun

[2:40] event. Always a

[2:41] fun event.

[2:43] And we had a lot of

[2:44] community members come to us,

[2:45] despite the

[2:45] rainy, cloudy

[2:46] day, and, as always, there

[2:47] were good reviews. So.

[2:49] Maybe sometimes

[2:50] it really does

[2:51] help.

[2:51] I was just thinking about this. Yes.

[2:52] Nobody else

[2:54] does anything, so

[2:55] why not? Yes. But

[2:56] no. It was good.

[2:58] reviews. So

[2:59] thanks to everyone in the

[3:00] community who

[3:01] supported this. It

[3:03] was fun.

[3:06] I had a GCED meeting

[3:08] at the end of August. And

[3:12] I think one of the most

[3:13] important topics

[3:14] we discussed was

[3:15] our 5R program and what

[3:17] it will

[3:18] look like in the future.

[3:21] We want to make sure

[3:22] that it still

[3:23] benefits

[3:25] us all, and that there are still pros

[3:26] and cons. So it's still a

[3:28] matter of

[3:28] discussion. That's all

[3:31] I wanted to say.

[3:34] Certainly. I mean,

[3:36] knowing the situation with the

[3:37] objects, we have

[3:39] another one in a couple of weeks,

[3:40] so we will prepare a

[3:41] report for the next

[3:43] meeting. Anything

[3:45] else from you? Okay,

[3:48] let's move on to the

[3:48] next question.

[3:49] Consideration of the issue of

[3:51] approval of the

[3:51] financial report.

[3:53] Josh. Yeah,

[3:54] you know what, I need to

[3:55] get this on screen.

[4:03] Josh remembered it.

[4:05] Yes, quite good. I'll be

[4:07] happy

[4:08] to check everything. We had a

[4:10] balance in the bank

[4:11] account and, as we have already

[4:13] said, we are confident

[4:14] in the soundness of

[4:15] investments that

[4:16] provide the best

[4:21] return on

[4:22] investment. And, as we've

[4:25] said many times, the remaining

[4:28] funds in the

[4:29] district are not just the

[4:30] general fund, they're all the

[4:31] funds: food,

[4:32] public

[4:33] education, the

[4:33] debt trust fund,

[4:34] all of that.

[4:35] Thus, most of

[4:36] these funds in the

[4:38] account are funds

[4:39] other than the general

[4:40] fund. Although the

[4:46] general fund,

[4:47] while not

[4:49] achieving the desired

[4:50] balance of 8-12%,

[4:51] is moving in a

[4:51] positive

[4:52] direction during the fiscal year audit process, this is

[4:53] good for the district.

[4:57] Some of the

[4:58] highlights of the

[4:59] report: We will receive

[5:00] funds for

[5:01] snow taxes,

[5:02] specifically the second

[5:03] half of the annual

[5:04] property tax, in

[5:05] late October/early

[5:07] November. These figures

[5:08] are still

[5:09] approximate.

[5:10] Usually the exact amount

[5:11] is sent out a day or two

[5:12] before the transfer of funds.

[5:14] Once we receive these

[5:15] funds for a short

[5:17] period, until the

[5:18] debts are paid off at

[5:19] the end of January, we will

[5:20] be able to contribute

[5:21] a little more money

[5:22] to this account,

[5:23] including for

[5:24] mental

[5:25] health funding. Many of the

[5:27] major projects

[5:28] we discussed

[5:29] in the summer have already been completed,

[5:30] so most of the

[5:31] payments have already

[5:32] been made. All

[5:33] that remains is to pay the

[5:34] remaining funds on the

[5:36] Scoreboard account, and this is

[5:37] done from this

[5:38] account. This money

[5:40] was received from

[5:41] advertisers.

[5:42] Then,

[5:42] bleachers were installed

[5:44] in the gymnasium

[5:45] to allow for

[5:46] scheduling and

[5:47] minimize disruption

[5:48] to classes,

[5:49] students, and the

[5:50] community. The first

[5:52] part of the work was

[5:53] completed in the summer. The

[5:54] old stands were

[5:55] moved to the south

[5:56] wall. New stands

[5:58] will be installed

[5:59] during the MEA. And so far everything is

[6:01] going according to schedule. The

[6:03] only

[6:03] downside for

[6:04] the volleyball players now is

[6:06] that they will have to

[6:06] sit on the other

[6:07] side, but that's a

[6:08] pretty

[6:08] minor

[6:09] inconvenience at the

[6:10] moment considering the

[6:11] end result. There will be

[6:12] no need to

[6:12] bring portable

[6:13] stands into the sports

[6:15] hall. There will be no need to

[6:16] bring a

[6:16] large truck there as

[6:17] before. We can

[6:19] work

[6:20] on this a little bit, and there may

[6:22] be a little bit of

[6:23] uncertainty, but

[6:24] LCFM funds.

[6:25] Again, it is not the

[6:26] general fund funds that are

[6:27] used to

[6:28] pay for these expenses.

[6:29] Or at least

[6:30] non-earmarked

[6:31] general fund funds. In general, there are

[6:34] no other important points,

[6:35] except for one

[6:36] overdue

[6:37] payment on a debt from

[6:39] 2015. This is a payment in

[6:41] December, you see, at

[6:42] the end of the month. That's

[6:44] only

[6:45] $230,000. At the

[6:48] moment, the cash

[6:49] flow in the district is

[6:50] good. More detailed

[6:52] information will be available

[6:53] at the end of October, and in

[6:54] November we will present the

[6:56] audit results for the

[6:58] 2016 financial year. But,

[7:00] apparently, at the

[7:01] preliminary

[7:02] stage we are moving in the

[7:03] right

[7:04] direction.

[7:04] I'll tell you more about this

[7:06] later. We have a

[7:08] financial meeting scheduled

[7:09] for the first week of

[7:10] November. So when

[7:12] we have that meeting

[7:13] , we'll discuss in detail

[7:14] how the

[7:15] 2016

[7:16] fiscal year budget ended, what the

[7:17] preliminary

[7:18] projections for 2017 look like, and

[7:20] what the

[7:21] audit results are, taking into account

[7:22] the projections for the fall.

[7:23] If you have any

[7:24] questions, I will be

[7:24] happy to

[7:25] answer them. Do

[7:32] you have any questions for Josh?

[7:34] I have

[7:34] .

[7:35] Thanks for

[7:35] the explanation, Josh.

[7:37] Yes, thank you.

[7:39] No questions. I

[7:40] will consider the

[7:40] motion to

[7:41] approve the

[7:42] financial report. I

[7:43] will make a motion for

[7:44] approval. Who

[7:45] will make the proposal?

[7:46] Second. Randy is the second.

[7:48] Are there any other

[7:49] issues to

[7:50] discuss?

[7:51] Everyone is in favor, say yes.

[7:52] For.

[7:52] Against? The offer is

[7:54] accepted. An agenda that

[7:55] does not require

[7:56] discussion. Items

[7:57] included in the

[7:57] agenda that do not

[7:58] require discussion

[7:59] are considered routine

[7:59] and will be adopted by one

[8:00] decision.

[8:01] If a board member

[8:02] wishes to

[8:03] discuss any

[8:03] item, it will be

[8:04] removed from the

[8:05] non-

[8:06] discussion agenda for

[8:06] separate

[8:07] consideration. Jeff,

[8:09] could you

[8:10] read out the acceptance of

[8:11] gifts, please? Yes.

[8:12] This month we

[8:15] received a $1,000 donation

[8:16] from Dave and

[8:17] Deb Davison to the

[8:20] boys basketball program. We would

[8:22] like to

[8:23] thank the

[8:24] Davison family for their

[8:25] donation.

[8:27] Thank you. Thank you.

[8:30] Fine. Could you

[8:33] introduce, or

[8:34] rather read out the

[8:35] list of our new

[8:36] employees? Yes.

[8:38] We have four new

[8:39] employees for this

[8:40] period. Elizabeth Holt

[8:42] is a teacher's assistant in the

[8:43] middle and high

[8:44] school. Katie Keefer is in

[8:46] food service. Julie

[8:48] Johnson is a

[8:49] teacher's assistant. Cynthia

[8:51] Prinzing is a

[8:52] teaching assistant. We

[8:53] welcome them to the

[8:54] Bombers family and

[8:55] hope they are doing

[8:56] well.

[9:01] If no one wants to

[9:02] postpone anything, I would

[9:04] propose that we approve the

[9:05] agenda without

[9:06] discussion.

[9:06] I'll make a suggestion.

[9:08] Jody for the

[9:08] suggestion.

[9:09] Second.

[9:10] Luke is for it. Are there any further

[9:12] discussions? All for—"

[9:14] Yes."

[9:14] For.

[9:15] Anyone against?

[9:16] Fine. Uh, let's move on

[9:20] to the reports of the

[9:21] administrative

[9:22] council. Lilly is

[9:24] n't here, so Joel volunteered

[9:26] to read her report.

[9:27] So, Joel, could you

[9:28] read it for

[9:30] me?

[9:30] Not as good as

[9:31] Lilly, but she seemed to

[9:33] do well. Today

[9:34] was photo day at school

[9:35] .

[9:36] Today is the midterm

[9:37] , so

[9:38] students are approaching the

[9:39] midterm.

[9:42] Alumni Reunion Day will take place next week. The

[9:43] coronation and school

[9:44] festival will be

[9:44] important events

[9:45] during the week.

[9:49] Excitement is building around the Alumni Reunion events. The

[9:50] Student Council

[9:51] continues to work

[9:52] on some

[9:52] activities and

[9:53] school events

[9:54] to make this

[9:55] week exciting.

[9:56] Some

[9:57] organizations,

[9:58] such as Lantern,

[9:59] continue to work

[10:00] on articles and

[10:01] content. The FCA is just

[10:02] starting its work

[10:04] this year. The Prom Committee

[10:09] begins

[10:10] organizing and

[10:11] planning the

[10:11] prom in the spring.

[10:13] MHS events are also

[10:15] starting up

[10:16] and are being organized for

[10:17] this year. So everyone

[10:18] here is starting to

[10:19] prepare for autumn.

[10:21] When it comes to

[10:21] sports news, the

[10:23] weather creates

[10:23] problems, she says

[10:25] . Teams were

[10:26] forced

[10:26] to adjust their

[10:27] schedules or

[10:28] adapt to the

[10:29] weather. Football:

[10:30] Friday's

[10:31] game against KW.

[10:33] Volleyball: The season

[10:34] continues with games

[10:35] and tournaments throughout the

[10:36] week. Tennis: The

[10:38] team has four matches this week,

[10:40] making it very

[10:41] tense.

[10:42] CrossFit:

[10:43] They have a competition tomorrow and

[10:44] they are preparing for the

[10:45] upcoming races. The

[10:47] boys and girls soccer team

[10:48] recently faced some

[10:49] tough

[10:49] competition. Even

[10:50] despite difficult

[10:51] games and very

[10:52] aggressive

[10:53] opponents, both

[10:53] teams continued

[10:54] to compete and

[10:55] improve.

[10:56] Well, that's what she has.

[10:58] Amazing. Fine.

[11:00] Thank you, Lily, for

[11:01] taking the time to do this.

[11:02] Mr. Charles, is there

[11:03] anything else from you?

[11:05] What should be added for

[11:06] elementary school?

[11:07] Yeah, I don't think my

[11:08] ...And again, I'll just

[11:09] say something quickly. By the

[11:11] time the conferences were held,

[11:12] we

[11:13] had more than

[11:14] 97% of the students and

[11:15] parents who were

[11:16] supposed to come.

[11:17] So it's been a

[11:18] busy few days, and it's

[11:19] good that the teachers

[11:20] have been able to have these

[11:21] conversations and

[11:21] get to know the

[11:22] families and the kids a little bit and

[11:23] do things

[11:23] like that.

[11:24] CBM Fast

[11:25] Bridge testing was successful,

[11:26] several days

[11:27] went well.

[11:31] Teacher observations begin this week. Teachers

[11:32] without a permanent

[11:33] contract will be

[11:34] observed three times

[11:34] by an administrator, while

[11:35] teachers with a permanent

[11:36] contract will

[11:37] undergo rotation:

[11:38] they will be observed either by

[11:39] an administrator as

[11:40] part of a

[11:40] peer

[11:41] observation, or by a

[11:41] colleague observer who

[11:42] has been trained as an

[11:44] expert observer. I look forward to

[11:45] these

[11:46] observations. I

[11:47] enjoyed

[11:47] observing the

[11:48] staff because it was a

[11:49] good

[11:50] way to see what was

[11:51] going on in the classroom

[11:52] beyond just

[11:53] dropping in for a few

[11:54] minutes. So I

[11:55] really value the pre-

[11:55] and post-session conversations with the

[11:56] staff, and I think I

[11:57] get

[11:58] a lot of benefit from them, and I

[11:59] hope they do too. The

[12:00] new

[12:01] playground went

[12:02] well. Everything is

[12:02] fine there. Our first

[12:04] lockdown

[12:05] and fire drills have already

[12:05] taken place and overall

[12:06] everything went well.

[12:07] Our first

[12:08] fire

[12:09] drill was supposed to

[12:09] take place on Friday,

[12:10] but it was cancelled due to rain

[12:11] . Therefore, the first

[12:12] fire

[12:13] drills will take place

[12:14] tomorrow.

[12:14] The first

[12:16] lockdown exercises

[12:17] went well. The first

[12:18] fire

[12:18] drill is tomorrow. Our

[12:19] first day of working with the

[12:20] professional

[12:20] community went

[12:21] well. There were

[12:22] excellent discussions

[12:22] between the teams on

[12:23] standards issues.

[12:24] There are several more

[12:25] important events.

[12:26] Walk to School Day is

[12:28] October 7th. Council members

[12:29] , you are all invited

[12:30] to take part in it

[12:31] if you wish. The

[12:33] kindergarten field trip to the

[12:33] apple orchard is

[12:34] October 9th, and this

[12:35] Thursday I'm heading to

[12:36] Winona State University for the

[12:38] teaching

[12:38] internship event

[12:39] I attend every semester

[12:40] to bring

[12:41] student

[12:42] interns here. I

[12:42] always look forward to

[12:43] this

[12:44] event, and with the

[12:44] exception of

[12:45] this one in

[12:46] the spring, I

[12:46] think we've had

[12:49] at least one

[12:49] student intern participate almost every semester

[12:50] . So everything is fine and

[12:51] some of them

[12:52] work at the elementary

[12:53] school where I work.

[12:54] So for us it

[12:55] was a success.

[12:55] Great. Do

[12:59] you have any questions for

[13:00] Mr. Jones?

[13:03] Fine. Tim,

[13:04] middle and high

[13:05] school and technology teacher. I don't

[13:07] think I have anything to

[13:08] add to what has

[13:09] already been said. One

[13:10] note: I would like to

[13:11] congratulate Clarence

[13:12] Espinosa, who

[13:14] was in his senior

[13:15] year. He received

[13:18] praise for his

[13:18] SAT results,

[13:19] which he took

[13:20] last year. So

[13:22] congratulations to him. He is an

[13:24] excellent student.

[13:25] Thanks, Tim. I'll just

[13:32] add this to the report,

[13:33] but for anyone who didn't

[13:34] see it, the 9/11 memorial

[13:35] was

[13:36] really cool

[13:37] . I just wanted to

[13:38] say that.

[13:39] Thank you.

[13:40] Adding that in there

[13:41] is great. I know

[13:42] some guys were

[13:43] happy to

[13:44] help.

[13:44] It was great

[13:45] to help out on Friday

[13:46] night. Several people came to us

[13:48] to help

[13:49] dismantle it. It

[13:50] was really windy and

[13:51] everything, so yeah. The

[13:55] Barsness family.

[13:56] Oh, yes.

[13:57] Across the street, both of their

[13:58] children graduated from

[13:59] school here, and they

[14:00] came to help, too.

[14:01] Cool.

[14:02] A.

[14:02] We had a former

[14:03] alumnus, Ryan

[14:04] Christensen. I think he

[14:05] graduated in 2011

[14:07] or 2012. He was

[14:08] one of our

[14:09] ALC graduates. He

[14:10] also came and helped.

[14:12] So, of

[14:12] course.

[14:13] It was really great to

[14:14] see him. These

[14:15] conversations. Thanks to them

[14:16] for all this help.

[14:18] I'm just glad it's

[14:19] continuing. I appreciate

[14:21] it.

[14:24] Fine. Reed is

[14:26] not here. You have his

[14:27] report there. Starting

[14:31] next month,

[14:32] we will have a report from

[14:32] the head of the

[14:33] technical

[14:34] service department. Yes.

[14:35] After October 12th,

[14:37] so hopefully

[14:40] he will have

[14:40] enough items by the council meeting.

[14:43] Fine.

[14:44] We'll see how long

[14:45] we can push them too

[14:46] hard, but we

[14:48] expect results. Yes. It's

[14:53] difficult with substitute teachers.

[14:55] Let's take a look. We

[14:57] had a

[14:59] school board recognition event, a

[15:00] summer

[15:02] meals program, and I think we'll

[15:03] talk about that

[15:04] next on the

[15:05] agenda. But so far the

[15:07] start of the school

[15:09] year has been great. So there's a

[15:11] lot of

[15:12] energy here. All classes,

[15:15] both in primary and

[15:17] secondary school, are

[15:18] going well.

[15:19] Autumn events

[15:20] are off to a great start. So

[15:23] everything is great.

[15:28] Fine.

[15:30] Now let's move on to the

[15:32] action plan points. This is

[15:38] certainly not an

[15:39] action plan item, but we

[15:41] will talk about the

[15:42] 2026 summer business, the

[15:43] summer

[15:45] food program, or its

[15:46] results. Yes.

[15:46] A big thank you to the

[15:50] Summer Food Service staff and,

[15:51] of course, to Lori and her

[15:52] team for the breakfasts and

[15:53] lunches they

[15:55] prepared all summer.

[15:56] Laurie, I don't know

[15:57] if you can

[15:57] mention any

[15:58] highlights.

[15:59] No, we were able to

[16:00] do it again

[16:01] thanks to

[16:02] funding. We

[16:03] can always

[16:04] do this, but we are not

[16:05] ready to do it at

[16:06] our own expense, because

[16:07] it is expensive. So

[16:10] this time, we

[16:11] had two

[16:12] interns from

[16:14] Mankato State University

[16:15] working with us for the entire

[16:16] school year.

[16:18] It was a great experience for them

[16:20] . So one is

[16:22] finishing up now and the

[16:23] other is going to

[16:24] Duluth. I spoke with

[16:27] the professor and she

[16:28] wants to continue

[16:29] sending students to us

[16:29] .

[16:30] This is cool. We

[16:31] agree.

[16:32] Yes, we must.

[16:34] Exactly.

[16:34] So, the interns

[16:35] did, I don't know, a

[16:37] random

[16:37] study or a

[16:38] survey of students

[16:39] to find out what they

[16:41] liked about different

[16:45] types of food throughout

[16:47] the spring, I think that's right? And

[16:49] I think it was interesting to

[16:50] watch the kids

[16:51] try different foods

[16:52] to see if

[16:53] they liked them

[16:54] or not, and I do

[16:55] n't know what they

[16:56] learned.

[16:56] I wanted to ask

[16:57] what our

[16:58] results were? It

[16:59] was interesting to

[17:00] have a "fish

[17:01] day" because the

[17:02] classes had

[17:03] stickers of different

[17:04] colors, and they didn't

[17:05] quite understand what they were

[17:06] , but then we

[17:07] saw that in the fifth

[17:08] grade, fish was a

[17:09] normal dish, but

[17:11] in the second grade, not so much.

[17:12] Interesting. In

[17:14] high school, there was a

[17:15] vegan option—

[17:17] Italian sausage—

[17:18] and it was served with

[17:19] fried ravioli.

[17:21] So they were able to

[17:22] dip it in and they really

[17:23] enjoyed it.

[17:24] I liked it too.

[17:25] Yeah, Jeff didn't know what

[17:27] was in it. So that

[17:30] was cool. Yes.

[17:31] Just like the

[17:32] zucchini pie

[17:33] I once

[17:34] baked. Yes.

[17:35] And they both ate it.

[17:37] They both ate everything to the

[17:38] end. And then they

[17:39] were told it was a

[17:40] pie.

[17:40] We ask a lot of

[17:41] questions when Lori

[17:43] brings us food to the

[17:44] district office.

[17:46] It's quite funny.

[17:47] things. I

[17:49] like it.

[17:50] Just a question. I

[17:51] saw this

[17:53] on the news by chance. This

[17:54] program

[17:55] is underfunded at the

[17:56] state level, right?

[17:57] Yeah.

[17:58] And do we think this

[17:59] will end or will they

[18:01] just continue...

[18:03] Well, I think the best way to

[18:05] put it is: there are

[18:06] elections coming up, and this

[18:09] could determine

[18:10] the fate of... well, during the

[18:12] next

[18:12] election cycle

[18:14] . It is obvious that...Is

[18:17] this program really 50% underfunded...

[18:20] Yes, I think so. Um,

[18:22] we were approved for 5 years,

[18:24] and this was the second year.

[18:26] But every year I'm

[18:27] told not to

[18:28] expect it

[18:29] next year.

[18:30] Certainly.

[18:31] And they cope,

[18:32] or something else

[18:33] happens, and at

[18:34] zero moment we all get it together

[18:35] .

[18:36] Yes, good.

[18:37] And we

[18:38] built it.

[18:38] But you're talking about

[18:39] summer meals, but you're

[18:40] talking about regular

[18:41] free lunches.

[18:44] Yes, yes. So that's the

[18:45] spot rate,

[18:46] right?

[18:47] Yes, it is negative.

[18:49] I don't know. I can't

[18:50] remember the exact

[18:52] numbers off the top of my head, but I'm

[18:53] guessing there

[18:54] will be some

[18:55] changes, right?

[18:56] Either

[18:58] the program needs to be cut or

[18:59] revenue needs to be increased

[19:00] to create the

[19:00] necessary balance,

[19:01] so I think

[19:04] they didn't want to make

[19:05] any changes before the

[19:06] election.

[19:08] Certainly.

[19:09] I'm sure there will

[19:10] likely be

[19:11] changes in the

[19:12] upcoming

[19:12] legislative

[19:13] session. One way or another,

[19:15] I think.

[19:17] Laurie, thank you for

[19:18] all your work and

[19:19] your team for

[19:21] organizing and

[19:22] running this so smoothly

[19:23] . So, 10,767

[19:26] lunches. Great.

[19:28] This is cool. Did

[19:30] Mankato State University contact us

[19:31] or did we contact them?

[19:32] Or how we...

[19:33] They contacted me

[19:34] . Fine. Yes. And

[19:36] they asked if

[19:36] we would be interested in

[19:38] becoming mentors

[19:39] for their students.

[19:40] Fine. Yes, it's a

[19:41] good relationship. Yes.

[19:44] Is this Mankato or

[19:45] Winona? Thank you.

[19:46] Mankato. Yeah. One other thing

[19:51] I forgot

[19:52] to mention in my

[19:53] report: We

[19:54] will be holding the Southeast Minnesota Legislative Forum

[19:55] here again, in a

[19:56] meeting-with-

[19:57] constituents format, just like we did

[20:00] two

[20:01] years ago, every

[20:02] two years. So I will

[20:04] let you know the dates as soon as

[20:05] you

[20:06] decide on them. We'll be

[20:07] asked to host the

[20:08] event again

[20:09] because they

[20:10] thought we did a

[20:11] good job

[20:12] last night.

[20:13] You will do well too

[20:13] if you do it

[20:14] again.

[20:16] I think he needs it

[20:17] so we can

[20:18] show it.

[20:18] Yeah.

[20:19] So that's good.

[20:20] Yeah.

[20:21] Unless it's

[20:22] political garbage.

[20:26] I hope all the politicians

[20:27] come.

[20:28] Yes, seriously.

[20:33] Okay, let's move on to

[20:34] new things. And one more thing

[20:38] I forgot to

[20:39] tell you, Laurie,

[20:40] is that we learned

[20:42] that we have postponed this first item

[20:43] , and we

[20:44] need to make a

[20:45] motion to

[20:46] remove it from the

[20:48] agenda

[20:49] or reconsider it

[20:49] . This is

[20:50] right? Remove from the

[20:51] agenda.

[20:52] I don't remember. So

[20:53] it depends on what

[20:54] you're doing.

[20:55] Clinton and I were

[20:56] at the same

[20:57] council meeting. It

[20:58] was last

[20:59] week or the week before, and

[21:00] they put the item down, and

[21:01] then they had to

[21:02] make a motion to

[21:03] take it off the

[21:04] agenda, essentially. And I

[21:05] looked at

[21:05] Clinton, and he

[21:06] looked at me, and I

[21:07] thought, "What am I going to

[21:08] do?"

[21:09] Look at them in this

[21:10] order. We

[21:11] do everything right. Yes.

[21:14] So

[21:15] yes, you are right. We

[21:16] put this

[21:16] last point off.

[21:17] So let's call it "

[21:18] deferred". I am looking for a

[21:20] proposal to

[21:21] defer the

[21:22] approval of the

[21:24] 2016-2017 goals.

[21:25] I will make a motion

[21:26] for deferred

[21:27] approval.

[21:28] You need to make a

[21:29] proposal.

[21:30] I will support.

[21:31] Ronnie? Yes.

[21:32] Fine. Ronnie, I

[21:33] agree too. Any further

[21:35] discussions? Everyone is in favor,

[21:36] say yes. For.

[21:37] Against? The offer is

[21:38] accepted. Fine.

[21:41] Now let's move on to

[21:42] point number one,

[21:44] considering the issue of

[21:45] approving goals

[21:47] for 2016-2017.

[21:49] Here

[21:50] four

[21:51] goals have been compiled with some

[21:52] points that

[21:53] need to be achieved

[21:54] . This is obviously a

[21:57] draft. If you

[22:00] want to make changes to them

[22:01] , the thing to

[22:04] note here is that

[22:05] goal number two is an

[22:07] ongoing goal, and the

[22:10] highlighted part of

[22:11] goal number two is

[22:12] from last

[22:14] year, and then

[22:15] items 26-27 are listed

[22:16] , but the rest of the

[22:17] items are

[22:18] specific actions that

[22:19] we can

[22:21] work on throughout the

[22:22] year. We have already

[22:25] discussed this at the

[22:26] administrative

[22:27] level. And we think it's

[22:33] doable, it's

[22:34] important, and it fits into the

[22:36] overall strategic

[22:37] plan for the district

[22:38] that was

[22:39] developed, I think,

[22:40] three years ago by Sue

[22:41] Peterson and her group

[22:43] . One of the changes

[22:47] we plan to

[22:48] make is

[22:49] updating the district's list of

[22:50] strategic

[22:51] priorities, which is

[22:52] goal number three, and

[22:53] it's attached above.

[22:56] It sets out

[22:57] specific actions,

[22:58] deadlines and

[22:59] goals, and we will update you

[23:01] on this list as soon as

[23:02] it is

[23:03] updated and tell you

[23:04] how we are progressing

[23:05] towards achieving these

[23:06] goals over the

[23:07] next two years.

[23:12] So, do you have

[23:13] any questions

[23:14] or comments

[23:16] about the goals as they

[23:17] currently stand?

[23:20] Should I just

[23:21] read them all?

[23:22] Certainly.

[23:23] I'm not volunteering, but I

[23:25] think I will.

[23:26] Fine. The

[23:28] first goal is

[23:28] to focus on

[23:29] school culture.

[23:30] Demonstrate

[23:31] visible leadership and

[23:32] school spirit throughout the

[23:34] district. To enhance

[23:35] opportunities for

[23:35] staff,

[23:36] students, families, and

[23:37] community members

[23:38] to feel a strong sense of

[23:39] belonging and

[23:40] connection with

[23:41] Canandaigua Area Schools.

[23:42] Maintain

[23:43] open,

[23:43] timely, and

[23:44] transparent

[23:45] communication with

[23:45] staff,

[23:46] students, families, and

[23:48] community partners.

[23:49] To promote and

[23:49] create a school

[23:50] culture in which

[23:51] all people are

[23:52] treated with

[23:53] respect,

[23:53] fairness and

[23:54] dignity. Be

[23:56] present and

[23:57] participate in

[23:58] school

[23:59] activities,

[23:59] events and school

[24:01] life in

[24:02] district buildings on a regular basis. Strengthen

[24:04] trust and

[24:04] collaboration between

[24:07] District staff and stakeholders.

[24:08] Demonstrate and

[24:09] reinforce

[24:10] the District's core values

[24:11] through

[24:12] decision-making and

[24:12] daily

[24:13] interactions. The

[24:16] second goal is

[24:17] to develop a plan

[24:17] that will

[24:18] address the

[24:19] community's needs for

[24:20] expanding the school

[24:21] district's

[24:22] early learning and

[24:23] child care services

[24:24] as Camas

[24:25] Falls grows. Plans for

[24:27] 2025-2026 include

[24:28] conducting a

[24:30] community needs assessment and

[24:32] child care assessment in December.

[24:34] Developing an

[24:35] action plan based on the

[24:36] assessment results. Submit

[24:37] recommendations to the

[24:38] School Readiness and

[24:40] Child Care Council.

[24:41] Share our

[24:42] story and

[24:43] needs with EDA.

[24:44] Monitor and

[24:44] adjust

[24:46] staffing needs in new

[24:47] early

[24:48] learning programs. Now,

[24:49] paragraphs 26 and 27 will

[24:50] address

[24:50] the following issues:

[24:51] assessing the effectiveness of

[24:52] new and existing

[24:54] early

[24:54] learning and

[24:55] child care programs and

[24:56] making

[24:57] adjustments to meet

[24:58] changing

[25:00] community needs; exploring

[25:01] opportunities

[25:02] for grants and

[25:03] resources that

[25:04] could support

[25:05] sustainable growth of

[25:06] early

[25:06] learning and

[25:07] child care programs; developing

[25:08] recommendations to the

[25:09] school board

[25:10] regarding future

[25:11] early

[25:13] learning and

[25:14] child care opportunities as

[25:15] Cannon Falls grows. The third

[25:18] goal is to update

[25:18] the list of

[25:19] strategic

[25:20] priorities of the district.

[25:22] Organizing the process

[25:23] for reviewing and

[25:23] updating the

[25:25] Cannon Falls County Strategic Plan

[25:26] . Involve the

[25:27] executive

[25:28] team and several

[25:29] board members in

[25:30] creating a new

[25:31] list of

[25:31] strategic

[25:32] priorities.

[25:32] Identifying the district's strengths

[25:33] , challenges,

[25:34] opportunities and

[25:35] priorities

[25:36] for the coming years.

[25:38] Establishing clear

[25:39] goals, action steps

[25:40] , timelines and

[25:41] success indicators

[25:42] for each

[25:43] strategic

[25:44] priority.

[25:45] Aligning

[25:46] district resources,

[25:47] programs, and

[25:48] decision making with the

[25:48] updated

[25:49] strategic

[25:50] plan. Clearly

[25:51] communicate the

[25:54] updated

[25:54] strategic plan

[25:56] and priorities to staff, families, and the community.

[25:57] Establish a process to

[25:58] regularly

[25:58] monitor

[25:59] progress toward

[26:00] strategic goals

[26:02] and report

[26:02] results to the

[26:05] Cannon Falls School Board and the

[26:05] community.

[26:10] Academic Plan Goal 4

[26:11] : Survey students and

[26:13] staff

[26:14] regarding

[26:14] the feasibility

[26:15] of offering

[26:16] college-in-

[26:17] school courses and possibly

[26:19] adding new

[26:20] courses. Survey

[26:22] students and

[26:23] staff

[26:23] regarding

[26:24] interest in and

[26:25] feasibility of

[26:26] expanding

[26:27] "

[26:28] college-in-school" opportunities.

[26:30] Analyze

[26:31] survey results and

[26:32] identify courses

[26:33] that may be

[26:34] suitable for "

[26:35] college within a school" or

[26:36] other

[26:37] concurrent

[26:38] study opportunities. Explore

[26:40] course requirements,

[26:42] staffing needs,

[26:43] student participation, costs, and

[26:45] partnership opportunities

[26:46] associated with

[26:46] adding courses.

[26:48] Meet with

[26:49] higher education partners

[26:51] to explore

[26:51] opportunities to

[26:52] expand

[26:54] college credit opportunities

[26:54] for Cannon

[26:55] Falls students. Develop

[26:56] recommendations

[26:57] for

[26:58] potential new

[26:59] "

[26:59] college within a school" offerings based on

[27:01] student interests,

[27:01] academic

[27:02] needs,

[27:03] staffing resources, and

[27:04] financial

[27:04] feasibility.

[27:05] Explore

[27:06] additional

[27:06] opportunities to

[27:07] expand

[27:09] college preparation and college

[27:10] credit opportunities

[27:11] in the

[27:12] District. Present

[27:14] findings and

[27:14] recommendations to

[27:15] the school board as

[27:16] part of the

[27:18] district's academic planning process.

[27:19] And before I

[27:20] read this, I had to

[27:21] make it

[27:22] much bigger.

[27:27] Okay, does anyone have any

[27:29] comments

[27:30] on this?

[27:31] Just a question about the

[27:32] fourth goal of the

[27:32] academic plan

[27:34] in the area of colleges and

[27:35] schools. I'm just

[27:36] curious what it

[27:37] will look like in the

[27:37] long

[27:38] run. Do

[27:39] we expect

[27:40] to achieve the goal in

[27:41] three months? Here's our

[27:43] plan, and here's how we'll get there

[27:44] . Or

[27:48] maybe it would be better to

[27:49] understand this.

[27:50] Of course,

[27:51] there is a certain

[27:52] process involved in preparing

[27:53] courses for next

[27:54] year, and I don't want to

[27:55] jump the gun while

[27:57] Tim is sitting in the room,

[27:58] but registration

[27:59] starts in February,

[28:00] or

[28:02] more likely late

[28:02] January/early

[28:03] February.

[28:05] So we need to

[28:06] start working on

[28:07] this almost

[28:08] immediately and do

[28:09] some

[28:09] research. If we

[28:12] get to a point

[28:13] where registration for

[28:15] next year does

[28:16] n't seem practical,

[28:17] we'll probably

[28:18] have to

[28:18] organize it for the

[28:20] year after that. So

[28:21] that could be a

[28:23] two-year goal, and

[28:24] we'll actually have to

[28:25] find a

[28:26] place so that if we

[28:27] do something

[28:28] in-house, we

[28:29] might have to

[28:30] develop and

[28:31] hire people.

[28:33] Yes, that's right.

[28:34] Depends on

[28:35] what kind of courses they are. Um,

[28:36] if we consider

[28:37] the possibility of

[28:38] providing

[28:39] education through

[28:40] colleges in an online

[28:41] format, but still

[28:42] keeping the kids here,

[28:43] that's a completely

[28:43] different matter. So

[28:45] I think that's what we're going to have to

[28:47] talk about.

[28:48] Your goal is

[28:49] to try to resolve

[28:50] this issue as

[28:51] quickly as possible, and if it

[28:52] takes time, we will

[28:53] give it time.

[28:54] Yes, we will contact

[28:55] colleges. It

[28:57] depends on

[28:58] what kind of courses they are and what they are

[28:59] .

[29:01] Thank you for this. This is

[29:02] important to me.

[29:03] Certainly.

[29:04] Yeah. So.

[29:05] Yeah, I would

[29:07] say we're going to need

[29:08] something clear,

[29:09] at least by the

[29:11] end of the summer, I think.

[29:14] You know, it's worth

[29:15] preparing for

[29:16] registration in January

[29:18] and February. Yes.

[29:19] If we

[29:20] do this, will there be

[29:21] any

[29:22] changes to the

[29:22] program that will cause

[29:23] us to lose

[29:24] current offerings?

[29:25] Or do we not know yet?

[29:26] It depends on what the

[29:27] children want to

[29:28] receive.

[29:29] Either we afford

[29:30] it, or we make it make

[29:31] sense

[29:32] for us, for the

[29:33] students, and for the school

[29:34] . Yes.

[29:35] There are

[29:36] several

[29:37] components to this puzzle. One of

[29:38] them is having staff in the school who are

[29:40] qualified

[29:41] to teach at the

[29:41] college level, and right now

[29:43] we

[29:45] only have one person in the high school who

[29:47] has the

[29:48] necessary

[29:49] education to do

[29:50] that. And, you know, we

[29:55] need to weigh the

[29:55] benefits of

[29:56] teaching

[29:57] college in school

[29:58] versus our

[29:59] current

[30:00] AP program offerings,

[30:01] because we've

[30:02] invested quite heavily in AP. So. Yes.

[30:06] Fine. I assume

[30:07] that these teachers

[30:08] will be involved in

[30:10] discussions at

[30:10] administrative

[30:11] meetings and the

[30:12] like. Yes. Yes.

[30:13] He is right about

[30:15] licensing, and

[30:16] perhaps it is

[30:17] not just about colleges

[30:18] and schools when we

[30:19] look at

[30:21] offering

[30:21] different courses in

[30:22] general. It is necessary

[30:23] to have an

[30:24] appropriate

[30:24] license.

[30:26] Flexibility in licensing needs to be found

[30:28] so they can

[30:29] teach in

[30:30] multiple areas.

[30:32] I'm interested

[30:33] to hear what

[30:34] students want. Do you understand?

[30:41] Absolutely.

[30:43] Any other

[30:44] comments on this

[30:45] ?

[30:46] I think that to

[30:46] achieve high

[30:48] results, which we

[30:49] talked about a little,

[30:51] school culture comes first. I

[30:52] think these are the

[30:53] right things. The

[30:54] only question is how do you

[30:55] make sure they're

[30:56] measurable, or how do you

[30:57] feel

[30:58] confident enough,

[30:59] right? How to

[31:01] quantify school spirit?

[31:02] There is a visual

[31:03] indicator, but I also

[31:04] ask you to do

[31:05] more surveys or

[31:06] similar work, but

[31:07] I want to make sure that

[31:08] the goals are something that

[31:09] we can be

[31:09] accountable for ourselves

[31:10] and that

[31:11] you can be accountable for. If we

[31:12] are going to

[31:13] publish these

[31:14] goals and

[31:15] ultimately strive for

[31:16] them, how can we

[31:16] ensure that we have

[31:17] success rates in doing

[31:18] so?

[31:19] I think it can be

[31:20] measured through

[31:21] surveys, but a sense of

[31:23] belonging.

[31:24] Certainly.

[31:26] And in fact, this is

[31:27] more than just

[31:28] propaganda. The question is, are

[31:31] we sure that this

[31:32] environment is comfortable for

[31:33] all children? Yes, this

[31:38] could probably be

[31:39] assessed through a

[31:40] survey.

[31:41] Yes, I ask again,

[31:42] is this what you want to

[31:43] do? Right? I

[31:44] think it's mostly just how

[31:45] we

[31:45] think about the situation,

[31:46] right? What do we see?

[31:47] What are we hearing from the

[31:48] community?

[31:49] Well yes, you can

[31:50] see the culture.

[31:51] Right.

[31:51] I think in

[31:52] most cases

[31:52] it is possible, but

[31:53] sometimes it is not possible

[31:54] because you don't

[31:54] know whether the

[31:55] children feel part of the

[31:56] community or not.

[31:57] That's right, yes. Yes.

[31:58] So I agree with

[31:59] you, I think that

[32:00] through sports and

[32:01] our other

[32:02] programs, we do a good job of

[32:05] creating an atmosphere of

[32:06] enthusiasm. That is,

[32:07] you see that there is

[32:08] participation.

[32:09] Yes, that's right.

[32:10] For example, the number of

[32:11] children, but the sense of

[32:12] belonging.

[32:14] Yes, everyday life in the

[32:15] corridors. This is

[32:17] what interests me.

[32:19] Yes, sure. And not

[32:20] only students, but also

[32:21] employees, right? I mean

[32:22] , we

[32:23] definitely want there to

[32:25] be a

[32:26] culture among employees. Yes.

[32:27] Um, someone who would be

[32:28] welcoming, and

[32:30] maybe a little

[32:31] enthusiastic,

[32:32] you know? We want

[32:35] this for these

[32:35] guys too. Yes.

[32:37] I agree. Are there

[32:40] any

[32:41] suggestions from

[32:42] the administration

[32:43] regarding goals? Or

[32:44] any

[32:45] comments?

[32:46] We discussed this with

[32:48] the administration

[32:49] last week. And I

[32:50] think this is the

[32:51] right

[32:52] direction.

[32:58] If there are no further

[32:59] questions or

[33:00] comments, I would

[33:02] propose that we approve the

[33:03] targets for 2026-2027.

[33:05] I propose

[33:06] to approve.

[33:07] Luke—for the suggestion.

[33:09] I support.

[33:10] Jody is for second.

[33:12] Are there any further

[33:13] discussions? Everyone is in favor

[33:15] , say yes.

[33:18] The offer is accepted.

[33:21] Item number two:

[33:22] consideration of

[33:23] approval for

[33:24] the purchase of a

[33:24] telescopic

[33:25] boom for

[33:26] maintenance purposes.

[33:29] Recently this summer

[33:30] we had to do

[33:31] some

[33:32] work in the

[33:33] gym. Josh

[33:37] can probably elaborate on

[33:38] this, but

[33:39] I think when we

[33:40] got the bill it

[33:41] turned out we

[33:42] had to rent a

[33:43] boom lift

[33:44] to get to the

[33:45] spots we needed to go to. The rent

[33:47] was about

[33:48] $3,000, just

[33:49] to get an idea of what we

[33:50] needed to do

[33:51] upstairs, not

[33:51] necessarily

[33:52] renovations.

[33:53] Yeah, so ever since

[33:54] you built the

[33:55] gym, our

[33:56] lift hasn't

[33:57] gone

[33:58] high enough

[33:59] to get to the

[34:00] places we need to go. So

[34:02] when we need to

[34:03] do something, be it

[34:04] electrical, cleaning,

[34:05] lighting or other

[34:07] small things, we need a

[34:08] telescopic

[34:09] boom. Usually such

[34:11] things are put off

[34:12] for too

[34:14] long and it is not possible to get to

[34:15] them.

[34:16] The rent costs

[34:17] approximately $3,000.

[34:21] This telescopic

[34:22] boom is a used

[34:23] model, but you know,

[34:24] it was on sale for

[34:25] quite a long time and

[34:26] cost $30,000.

[34:28] So in 10

[34:29] uses you would have

[34:30] recouped its cost.

[34:31] This equipment is for

[34:32] both

[34:33] indoor and

[34:33] outdoor use,

[34:34] so it can be

[34:35] used in the

[34:35] gym as well as

[34:36] outdoors,

[34:36] such as on a

[34:37] lamp post. In

[34:38] that case, we would have to

[34:39] call someone else again,

[34:40] or even if it was

[34:41] necessary to trim

[34:42] trees and things

[34:43] like that. It's very

[34:44] useful

[34:44] equipment, but it

[34:46] doesn't create any

[34:47] maintenance issues as

[34:48] we have to wait

[34:50] until summer to get everything

[34:51] done on the field. I would

[34:52] only need to

[34:54] clear the field, or

[34:55] finish all the work.

[34:56] We have a

[34:57] lamp stuck up there.

[34:58] Now half of the

[34:59] field fans

[35:00] there are not working. We

[35:02] can't just go and

[35:03] check if there's something

[35:04] wrong, like a

[35:05] broken wire,

[35:06] because of the high

[35:07] cost. The commander

[35:08] must make sure that

[35:09] we all plan at the

[35:10] same time. So

[35:11] I think it would be

[35:13] very beneficial for the

[35:14] area.

[35:14] We're

[35:15] in a

[35:16] bit of a unique

[35:17] position with funding because

[35:18] we took out a

[35:19] capital loan

[35:21] for the roof and tennis

[35:22] court. We have

[35:23] certain

[35:23] tools that are

[35:24] included in this package

[35:25] . This will allow us

[35:26] to cover all expenses

[35:27] within these funds.

[35:28] Therefore, it will not be

[35:29] funded from the

[35:31] maintenance budget or from the

[35:32] general

[35:33] fund. This will

[35:35] actually

[35:36] benefit

[35:37] the district and will not

[35:38] hurt the operating

[35:39] budget. I don't know if

[35:41] you understand what you mean

[35:42] . If

[35:43] you have any questions, I would be

[35:44] happy to help

[35:45] . What

[35:47] about a

[35:48] stadium scoreboard for

[35:49] advertising?

[35:51] Can

[35:51] it be used for

[35:52] this?

[35:52] Certainly. Yes.

[35:54] I think that

[35:56] package includes the work of a

[35:57] group that

[35:58] comes in and does that

[36:00] for us. For the

[36:02] first time, but for the

[36:03] first time. Any

[36:04] subsequent replacement

[36:05] will be at our expense.

[36:06] Of course they could

[36:07] use it for

[36:09] such purposes. Flagpole

[36:10] , if you see the flag

[36:11] there is in bad

[36:12] condition, it can be

[36:13] painted. At least

[36:15] until we

[36:15] install something

[36:16] else. Uh, that

[36:17] could definitely

[36:18] be a useful

[36:19] application. Uh, like

[36:20] I said, we're

[36:21] really going to

[36:23] limit their

[36:23] options if

[36:25] somebody else comes in and

[36:26] pays for that

[36:27] service or pays for the rent.

[36:29] Will we sell

[36:30] our other lift?

[36:31] No, because

[36:32] we won’t be able to carry this one

[36:33] through the corridors of the area.

[36:34] Therefore, our

[36:35] lift

[36:35] is designed for

[36:36] indoor use

[36:37] . That is, the

[36:38] atrium

[36:38] lights in the

[36:39] gym, which

[36:39] go up

[36:40] quite high,

[36:41] have multiple

[36:42] openings at their

[36:42] highest point, which

[36:43] is almost 40

[36:44] feet. Yes.

[36:45] While in

[36:46] the gym the height is

[36:46] only up to 25 feet.

[36:47] Is

[36:48] additional

[36:49] training required for this?

[36:50] will require. There is

[36:51] safety training

[36:52] where you

[36:53] have to make sure

[36:54] people are wearing seat belts.

[36:55] Yes, this one is a little

[36:56] bigger than our

[36:57] current scissor

[36:58] lift. Yes.

[36:59] And I assume there is a

[37:01] place to

[37:01] store it

[37:03] indoors?

[37:03] These models

[37:05] are actually stored

[37:06] outside. When

[37:06] you drive past the

[37:07] rental shop in

[37:08] Burnsville.

[37:09] Yeah.

[37:10] Right outside.

[37:11] The place where you can

[37:12] find it,

[37:12] you know where to

[37:13] put it.

[37:14] Um, the one we're

[37:15] looking for is the one

[37:15] that

[37:15] was used

[37:16] by Canales North

[37:17] this summer when they were

[37:18] doing

[37:18] electrical

[37:19] work inside the

[37:19] gym. So

[37:20] we know it's working

[37:21] properly and is

[37:22] working well. Do

[37:23] we still have that

[37:24] canopy that goes

[37:25] between those two

[37:26] containers

[37:27] that could be

[37:28] used underneath?

[37:29] You know, I also don’t know

[37:30] when it was

[37:31] dismantled or where it was

[37:32] placed.

[37:33] Certainly.

[37:35] The problem is that

[37:36] we need to pray, and

[37:38] we can always

[37:38] just store it,

[37:39] but that requires

[37:40] two storage

[37:41] containers. Yes.

[37:42] Um, it's not that

[37:43] unrealistic, we might be able to

[37:44] find things

[37:45] that can

[37:45] fit into two

[37:46] storage containers

[37:47] .

[37:47] Right. Right. And then

[37:51] in one, and I'm for it. I

[37:52] think it's a smart move,

[37:54] but the only thing

[37:55] I would like to

[37:56] ask is whether we should

[37:57] wait until we

[37:58] have a Minister

[37:59] Director to

[38:02] get his opinion on

[38:03] this, or do you

[38:05] think this is a

[38:06] good model, or

[38:07] something like that.

[38:09] And it's certainly not a

[38:11] question of qualifications,

[38:12] but the one thing

[38:13] I know is that

[38:15] I saw my father for 40

[38:16] years, and, you know, being

[38:18] half his father,

[38:19] I understand that here,

[38:21] everyone has something of

[38:22] that.

[38:23] Yes,

[38:23] I know that if I

[38:24] were in that position, it would be

[38:25] very helpful

[38:27] , especially

[38:27] financially,

[38:28] to not have to

[38:30] call someone else

[38:31] to answer those

[38:32] questions.

[38:34] I think Mike and I

[38:35] feel the same way

[38:36] .

[38:38] I just want to know if there

[38:39] was a situation

[38:40] where he came in and

[38:41] said, "That would be

[38:42] really great, but

[38:44] there's something else in my budget

[38:45] that I'd like to

[38:46] have."

[38:47] Yes, and then I think

[38:48] that will be another

[38:50] part. I mean,

[38:51] you can keep

[38:52] it because

[38:53] we have

[38:55] construction bonds. This

[38:57] amount must be

[38:58] allocated from the

[38:58] operating

[38:59] budget. This amount

[39:00] will not be allocated from

[39:01] these funds. So

[39:02] it won't affect things that

[39:03] are

[39:03] operational for

[39:04] the district, or,

[39:05] of course,

[39:05] day-to-day

[39:06] operations, or, you know,

[39:08] salaries, benefits, and things

[39:09] like that.

[39:10] And someone might

[39:11] want to get a

[39:11] big

[39:13] City Data front loader,

[39:14] which is probably

[39:15] similar to what they

[39:16] use for the same

[39:17] purposes we do here.

[39:21] I looked at the prices. I

[39:22] looked at the models. I

[39:23] think it's a

[39:24] pretty reasonable

[39:26] price for what it is.

[39:28] Personally, I think it's an

[39:29] obvious solution

[39:30] for what we

[39:31] do.

[39:32] I think this is an

[39:33] obvious solution. So.

[39:34] Yes, I agree.

[39:36] So, with that

[39:36] said, I would

[39:37] like to make a

[39:38] motion for

[39:39] approval.

[39:39] I'll make a suggestion.

[39:41] Joe is for it.

[39:42] Supported.

[39:43] Luke is for it. Any further

[39:45] discussions? Everyone is in favor,

[39:46] say yes. For.

[39:48] Against? The offer is

[39:49] accepted.

[39:49] Consideration of the issue

[39:51] of approving an

[39:52] updated list of

[39:53] scholarships for

[39:53] coaches for the

[39:55] 2026-2027 fall season. There

[39:56] seems to have been one

[39:57] addition.

[39:58] Yes, it was a

[39:59] volunteer football coach

[40:00] for boys. And this

[40:04] seems to be the last one.

[40:05] Wait, Harrison?

[40:08] Yeah.

[40:10] No questions, I will look for a

[40:11] proposal for

[40:12] approval.

[40:13] I'll make a suggestion.

[40:14] Supported.

[40:15] Ronnie is for it, Pete is for it.

[40:18] Any further

[40:19] discussions? Everyone is in favor,

[40:20] say yes.

[40:21] For.

[40:22] Against? The offer is

[40:23] accepted.

[40:24] Consideration of the

[40:25] approval of

[40:27] equality law enforcement.

[40:28] These are annual

[40:29] questions that the

[40:30] board must take

[40:35] to ensure

[40:36] compliance with the

[40:37] federal laws

[40:39] listed there and the

[40:39] state laws

[40:41] listed there.

[40:53] Any questions about this

[40:55] ? If not, I would

[40:59] like a

[41:00] motion to

[41:01] approve it.

[41:02] I'll make a suggestion.

[41:04] I will support him.

[41:05] Sheridan for the

[41:05] proposal. Swain is

[41:07] for it. Are there any further

[41:09] discussions? Everyone is in favor

[41:10] , say yes. For.

[41:12] Against? The offer is

[41:14] accepted.

[41:14] Consideration of the

[41:16] approval of the

[41:17] proposed tax

[41:18] for fiscal year 2017.

[41:19] This is also an annual

[41:20] issue that is

[41:21] considered in

[41:22] September. I

[41:23] recommend that the council

[41:24] set a

[41:25] maximum tax.

[41:27] We will set the

[41:28] final amount

[41:29] in December. If you

[41:31] set an amount

[41:33] now, you won't be able to

[41:34] exceed it in

[41:35] December.

[41:36] So if you

[41:37] set a

[41:37] maximum tax,

[41:38] which

[41:39] most counties

[41:40] and cities do, they are

[41:40] allowed to set

[41:41] their final

[41:42] amount in December. And I'm

[41:43] finishing now.

[41:45] Yes, anything for

[41:46] the public?

[41:49] This is preliminary

[41:50] information. There's

[41:51] a lot of data that goes into this,

[41:53] and it's, I think, a

[41:53] document

[41:54] actually over 40

[41:56] pages long, but it's

[41:56] summarized on this

[41:57] page where you

[41:58] can see a

[41:59] comparison with last

[42:01] year. The amount of tax

[42:02] for last year

[42:02] compared to the amount of

[42:03] tax for this year.

[42:05] Last year at this

[42:06] time there was a

[42:07] referendum, so by

[42:08] December that figure

[42:10] had changed significantly, and that's

[42:11] another reason why

[42:12] you should

[42:14] approve the

[42:15] maximum amount at this meeting,

[42:16] because there will be some changes between

[42:16] now

[42:18] and December, when

[42:19] the figures are

[42:19] finally

[42:20] approved

[42:22] . In

[42:24] terms of increase

[42:25] compared to the

[42:26] previous year, the

[42:28] total fund

[42:28] is about 4%.

[42:30] Just to note, the

[42:36] Michigan Department of Education is projecting

[42:37] that the formula for

[42:38] per

[42:40] pupil allowance will increase, and

[42:41] they are currently

[42:42] projecting 2.7% under the

[42:44] law. There is an

[42:47] inflation

[42:48] component

[42:50] to the pupil allowance,

[42:52] capped at 3%, and they

[42:53] know inflation is

[42:55] higher now, but they

[42:56] just add 2.7%.

[42:59] So that alone

[43:00] will change

[43:01] that figure by December.

[43:05] Community service,

[43:07] about 6.6%. There is a much

[43:09] lower tax rate there,

[43:10] so it doesn't take much to make a

[43:11] significant

[43:12] change

[43:14] . As far as

[43:15] overall

[43:16] debt servicing goes, it's going down a little bit

[43:17] , and if you

[43:18] look at the top of

[43:19] this

[43:20] document, there are

[43:20] some

[43:21] tax adjustments listed there

[43:22] . We do

[43:24] our

[43:25] job quite well and

[43:26] collect taxes. The tax

[43:28] is always set at

[43:29] 105% of the debt,

[43:29] assuming there are

[43:30] overdue

[43:31] payments, so that you

[43:32] receive at least

[43:33] the amount needed

[43:34] to service the

[43:35] debt. When you

[43:36] accumulate

[43:36] excess

[43:37] debt service,

[43:38] some of that money

[43:38] is taken back

[43:39] to reduce the

[43:40] tax burden

[43:41] on the taxpayer

[43:41] , and that is what is called a

[43:43] negative

[43:45] debt service tax adjustment. So, it's actually

[43:46] worth

[43:47] paying attention to the

[43:48] number many

[43:50] counties and cities are seeing

[43:51] in their

[43:52] tax increases: an overall

[43:53] tax increase of

[43:54] 2.41% over the

[43:55] previous year, which is

[43:57] quite reasonable

[43:58] compared to

[43:59] some other

[44:00] metrics.

[44:03] There are certainly answers to these questions. More

[44:04] detailed information

[44:04] will be provided

[44:05] when we conduct a

[44:06] tax information verification

[44:07] . There will be a presentation

[44:08] where

[44:08] all

[44:09] the figures will be presented. This is again

[44:10] preliminary

[44:11] information. As

[44:12] Jeff said, you would

[44:13] recommend

[44:13] approving the

[44:14] maximum amount

[44:15] at this stage. Yes.

[44:21] Any other

[44:22] comments or

[44:23] questions? I would also

[44:27] like a

[44:28] motion to

[44:29] approve the

[44:30] proposed tax

[44:31] for fiscal year 2017

[44:32] at its maximum

[44:33] amount.

[44:34] I'll make a suggestion.

[44:36] Rhonda, do you have a

[44:37] suggestion?

[44:38] I will support.

[44:39] Jody, you are

[44:39] supportive.

[44:41] Any further

[44:42] discussions? Everyone is in favor,

[44:43] say yes. For.

[44:45] Against? The offer is

[44:48] accepted. The next

[44:50] point will be

[44:50] discussed. We're

[44:53] just going to talk about

[44:54] all the fundraising events

[44:56] that are going on,

[44:57] whether it's within our

[44:59] school or something

[45:00] related to our

[45:01] school, and I don't know where to

[45:02] start.

[45:09] I think there is, and I've

[45:11] heard this in

[45:12] general, not just in the

[45:14] Cannon Falls School District, but in

[45:15] other districts where I've

[45:16] worked,

[45:17] that schools tend to

[45:19] raise their own funds for

[45:21] charitable

[45:22] events. And when

[45:28] it comes to

[45:29] extracurricular

[45:30] activities,

[45:32] volleyball stands out in particular because,

[45:34] let's take

[45:35] volleyball as an

[45:36] example: the team

[45:40] raises funds

[45:41] for its program.

[45:45] This is the school side of

[45:46] fundraising. We

[45:52] also have

[45:53] support programs for

[45:54] some

[45:55] sports, and these are not

[45:56] school projects,

[45:57] right? They are completely

[46:04] independent, although they

[46:05] are under our

[46:06] control, because

[46:07] the school board is not

[46:08] obliged to accept these

[46:09] donations if

[46:10] it thinks they are

[46:11] collecting too

[46:12] much. This is one

[46:16] way

[46:16] to control them,

[46:17] because if they have

[46:18] no reason to

[46:19] sacrifice or

[46:20] nothing to sacrifice for,

[46:21] they have no reason to

[46:22] exist. And their

[46:26] non-profit status

[46:26] will disappear

[46:28] . So if we

[46:31] invite groups and

[46:33] ask, "How much

[46:34] money are you raising

[46:35] in the community and for

[46:36] what purposes?" You know,

[46:38] we could

[46:38] set some

[46:39] parameters in that

[46:40] regard, but there's

[46:43] another, probably

[46:45] even

[46:45] larger and more general

[46:46] area, like

[46:47] groups like the

[46:49] Education Fund

[46:50] , the

[46:51] PTA, or others

[46:52] that raise

[46:53] funds for more

[46:54] general needs and

[46:55] distribute them in

[46:56] different areas,

[46:57] right? We all

[46:58] have all these groups, and

[47:00] I think there's

[47:01] some concern, and

[47:02] I've heard it here in

[47:03] Cannon Falls and in

[47:04] other communities

[47:05] I've been to: If

[47:06] the school is constantly

[47:07] asking for money, why are

[47:08] we asking for, you know,

[47:09] to make decisions about

[47:10] collecting taxes and

[47:11] issuing bonds? Right

[47:14] ? The money we

[47:17] raise

[47:18] for sports, clubs,

[47:19] events, and the

[47:20] like is

[47:21] peanuts compared to

[47:22] what we sometimes

[47:23] ask the community for in

[47:25] bonds and

[47:26] tax collections, because that's what

[47:28] keeps us

[47:29] running and

[47:30] puts a roof

[47:31] over our students' heads, right?

[47:35] So we have to

[47:36] try to explain to

[47:38] people why we are

[47:39] raising funds? And is

[47:42] this based on desires or

[47:44] needs in any of

[47:45] these aspects? And is it

[47:48] important for us

[47:48] to raise

[47:49] funds? As

[47:51] for the new uniforms,

[47:52] buses, well,

[47:53] whatever you

[47:54] call it, we

[47:55] sometimes have to

[47:57] ask ourselves these

[47:58] questions. About what we

[48:00] do with these

[48:01] collected

[48:01] funds. I think it's

[48:02] important to ask about

[48:03] this because the

[48:04] community

[48:05] cares and many

[48:06] businesses and

[48:07] individuals often

[48:08] receive help from

[48:08] this community. They are

[48:10] very generous, don't

[48:10] get me

[48:11] wrong. But it

[48:12] puts pressure on them,

[48:13] especially in difficult

[48:14] economic

[48:15] times. Yes.

[48:16] And I don't know if

[48:17] you've heard anything about

[48:18] it.

[48:19] Yeah. Yes. Yes. Yes.

[48:20] Yeah, I mean, that's

[48:22] absolutely right.

[48:23] We hear about it, we

[48:24] do it, we

[48:24] help; and, you know,

[48:25] it's just a tough

[48:26] question for me

[48:27] because I think

[48:28] there are a lot of people

[48:29] who love

[48:30] booster clubs,

[48:30] who want to do

[48:31] good things for kids

[48:32] , and they do

[48:33] amazing

[48:34] things for kids. But, you know, I've

[48:35] just heard from

[48:36] several

[48:37] businesses, "

[48:38] How many more are you

[48:39] going to keep

[48:39] coming?" And don't

[48:44] the community and the business understand

[48:45] that these individual

[48:46] groups are not a school,

[48:47] so we're not

[48:48] necessarily even

[48:49] participating in what

[48:50] these sponsors are doing,

[48:51] but they just think it's a

[48:57] school, right?

[48:58] And in a way

[48:59] it is, I think, and I

[49:00] think, I don't know if

[49:01] it's just

[49:03] economic

[49:04] conditions or what

[49:05] , but for me it's

[49:06] difficult because I

[49:07] don't want to limit

[49:09] people, right? Because

[49:10] I think they

[49:11] do good things,

[49:12] but if it can be

[49:14] limited in any way, I don't

[49:15] know if it can be

[49:16] done. Yes, I think that would be

[49:17] more

[49:18] important.

[49:19] There is this aspect,

[49:20] the frequency and rhythm of our

[49:21] work. So,

[49:22] first one or two

[49:23] sponsors, then three

[49:24] or four, and then

[49:25] fundraising for this and

[49:27] that.

[49:28] I have heard such reviews too. Just:

[49:29] "Hey, there's..." There's

[49:30] a lot

[49:31] going on here. We are happy and

[49:32] they are very generous. It's

[49:34] just that we

[49:35] might not have a

[49:35] schedule, and maybe

[49:37] they want to

[49:37] donate to

[49:39] something but they miss it

[49:40] or don't get

[49:42] the information in a timely manner. So

[49:43] something

[49:44] new appears. And these groups in

[49:46] the community think, “Oh

[49:47] , I need to

[49:48] reach out to the

[49:49] community and

[49:49] ask for this.” Is

[49:51] there anything within

[49:52] the school that we can do to

[49:53] help them? Right. Yes, or

[49:56] are there any funds

[49:57] here? I'm not saying

[49:58] that we should, you know,

[49:59] pay them out, but is there

[50:00] something within the

[50:01] school that will help

[50:02] organize this,

[50:03] like, "Hey, we

[50:04] talked about this,

[50:05] we had a list of

[50:05] fundraising events

[50:06] , we read

[50:07] it

[50:07] two months ago?"

[50:09] And can we

[50:10] release it to the

[50:11] community and say, "

[50:12] Hey, this is what's going to happen.

[50:13] You have an event

[50:14] you like,

[50:15] here's the schedule

[50:16] we're

[50:17] going to put together

[50:18] ."

[50:18] But this list is about

[50:19] fundraising events

[50:20] , right? These are

[50:20] just school

[50:21] fundraising events

[50:22] , right? These are not

[50:23] support clubs,

[50:24] which I do

[50:25] n't think we want

[50:26] to use the money

[50:27] from these clubs, but

[50:28] simply approve the

[50:30] money that comes from them, which gives them an

[50:31] excuse to do

[50:32] fundraising.

[50:34] And this...can the school

[50:35] regulate

[50:37] any of this? We

[50:38] could.

[50:39] ask

[50:40] them, and we did ask the

[50:41] support clubs. We

[50:42] asked the

[50:43] parent committee of the

[50:44] educational

[50:45] foundation, and here it is...What

[50:46] was it? Last year

[50:47] or the year before?

[50:49] Some groups came to us

[50:50] to present

[50:51] their financial

[50:52] reports. They have to...

[50:53] What? Once a year?

[50:55] Yes, we should. We don't...I would

[50:56] say that we could

[50:57] ...There is

[50:58] room for

[50:59] improvement here.

[51:00] Certainly.

[51:04] This is to invite these

[51:05] groups, but we

[51:06] only involved the

[51:07] parent committee

[51:08] , the educational

[51:09] foundation. We did not

[51:12] involve, for example,

[51:15] baseball, football,

[51:16] volleyball, etc. support clubs.

[51:17] Some of them are

[51:18] very young, and

[51:19] some of them are very

[51:21] strong,

[51:22] they collect a lot of money,

[51:24] right?

[51:26] And so if we

[51:27] have these

[51:28] conversations with the leaders of

[51:29] these groups, like,

[51:30] "Here are our concerns and the

[51:31] concerns we're

[51:33] hearing from the community,

[51:34] " maybe that's a

[51:35] good way to

[51:36] start; but still,

[51:37] you need to train them to

[51:38] come and

[51:39] talk to the

[51:40] board, and make them

[51:41] understand that if

[51:42] the school board doesn't

[51:43] accept your

[51:44] donations, you have

[51:45] no reason to

[51:45] exist. Yes. Yes.

[51:47] And I know that

[51:50] I personally participated and

[51:51] tried myself in

[51:53] many of these groups.

[51:55] But I know a lot

[51:56] of them have a

[51:57] hard time finding an

[51:58] opportunity to be

[51:59] like, "Okay, I

[52:00] know this group is going to be

[52:01] asking for

[52:02] donations at this

[52:03] time, or they're

[52:04] having their

[52:05] event, so

[52:06] let's not

[52:07] disturb them, and we don't

[52:09] want that," and

[52:09] reach out to the

[52:10] community. I know

[52:11] a lot of groups are

[52:12] very shy about how

[52:13] often the

[52:14] community and

[52:15] businesses,

[52:16] especially local ones,

[52:17] are approached for

[52:18] donations

[52:19] because I think

[52:20] a lot of these groups are

[52:21] very aware of, "

[52:22] Wow, we were just

[52:24] talking to

[52:25] these guys about this a few months ago

[52:26] ." Or this group

[52:27] literally spoke to

[52:28] them a couple of weeks

[52:29] ago, and now we're

[52:30] going to

[52:31] reach out to them

[52:32] again. So I

[52:35] think it

[52:36] might be

[52:37] helpful for these groups to have

[52:38] some sort of

[52:39] organized

[52:39] list or something

[52:40] like that so that they don't

[52:41] disturb others because

[52:43] they don't

[52:43] want to.

[52:47] And even make a

[52:48] schedule, for example,

[52:49] if you play

[52:51] any kind of

[52:52] ball sport,

[52:52] try to hold a

[52:54] fundraiser in the summer,

[52:55] before the start of the season.

[52:57] I understand that you can't

[52:58] do it

[52:59] during the season

[53:00] because you need

[53:00] those funds

[53:01] for that season, but,

[53:02] you know, maybe you

[53:03] should think about

[53:04] not

[53:05] fundraising

[53:05] all year round or something like that

[53:06] . Don't

[53:07] know. There

[53:10] are also

[53:10] thoughts about

[53:11] passive and

[53:12] aggressive

[53:13] fundraising.

[53:15] Yeah.

[53:16] When you talk about

[53:17] sending letters to all the

[53:18] businesses in the city. Yes.

[53:20] Or about going door-to-door to

[53:21] all

[53:22] businesses, this is a

[53:23] more aggressive

[53:24] approach. Yes. But if

[53:25] you have a passive approach,

[53:26] like, "Hey, we're here and we're

[53:27] going to

[53:28] offer a service.

[53:29] If you want to

[53:30] get

[53:30] involved,

[53:31] yeah,

[53:31] maybe we

[53:32] just need to rethink

[53:33] some of our

[53:34] fundraising methods.

[53:35] I really

[53:35] like this. Yes.

[53:36] I think football

[53:37] does good things,

[53:38] you know, with boxes and

[53:39] burgers. That is what

[53:41] people need. Do

[53:42] you understand? Yes.

[53:43] But they don't knock on

[53:44] people's doors.

[53:45] Right.

[53:45] Well, there's something to be

[53:46] said about

[53:47] whether people need it

[53:48] or whether people

[53:49] will buy it anyway. And

[53:50] that's why they will

[53:52] buy it.

[53:52] I've always enjoyed

[53:53] raising money for

[53:54] rock salt. Yes.

[53:55] Me too.

[53:56] This is what came to my

[53:57] mind.

[53:57] You take bags of

[53:58] salt from the basement and

[53:58] you can

[53:59] use it. Yes.

[53:59] Yeah. This teaches

[54:01] children that

[54:01] they will

[54:02] buy it anyway.

[54:03] Fundraising. And

[54:04] you know, there was one

[54:04] such case when a

[54:05] wrestling club

[54:05] held something similar.

[54:06] I

[54:07] just wanted to say,

[54:07] raking leaves. Yes.

[54:09] Cleaning leaves.

[54:09] So I think we

[54:10] can help with that,

[54:11] or maybe we

[54:12] can just start

[54:13] saying, "Look,

[54:14] we have a lot of work to do. What is the

[54:15] schedule? Should we

[54:17] just get everyone in

[54:18] one room and

[54:19] talk it out?

[54:20] Yes, I think that by

[54:20] getting everyone in one

[54:22] room, regardless

[54:23] of what that

[54:24] looks like outside of school,

[54:25] we can certainly

[54:26] regulate what the

[54:27] school does, but it's

[54:28] important to involve

[54:29] other groups. Take a

[54:29] different perspective

[54:31] on

[54:32] community needs, especially

[54:33] during difficult

[54:33] economic

[54:35] times.

[54:35] Good idea. Yes.

[54:36] Or even in general,

[54:38] even if not, it is a

[54:39] question of needs

[54:40] and desires. You don't want to get

[54:41] too involved in

[54:42] fundraising, and

[54:43] soon you'll find yourself

[54:44] donating

[54:46] money for these

[54:46] luxury

[54:47] items. Good idea.

[54:49] Um, anything,

[54:50] you know, a

[54:51] first-class uniform

[54:52] or something. Yes. Yes. Yes.

[54:55] I mean, so that makes

[54:56] sense

[54:57] .

[54:57] For some of these

[54:58] support groups,

[54:59] could this be something

[55:00] like a

[55:01] fundraiser that happens more than just every two

[55:02] years? Does

[55:04] this have to be

[55:04] every year? I mean

[55:05] , I think it would be

[55:06] different

[55:07] if it was, like, a

[55:07] baseball group and

[55:08] they wanted to raise

[55:09] funds for their

[55:10] trip to Florida.

[55:11] Apparently this

[55:11] happens every

[55:12] year. That's probably a

[55:13] different category, but

[55:14] for some other

[55:15] groups, could it

[55:16] be every two years?

[55:17] You know, I mean, do

[55:18] we need new

[55:19] jerseys every year?

[55:20] Do you know what I mean?

[55:21] Something like this,

[55:22] right?

[55:24] Yes, I think it's an

[55:25] analysis of needs

[55:26] and wants, and I think it would be a good

[55:28] idea to

[55:29] narrow it down a little bit and

[55:30] present it to the board

[55:31] and

[55:32] explain what

[55:34] exactly the

[55:35] fundraising is for.

[55:36] Yeah.

[55:37] What are we doing? Are we

[55:38] simply raising

[55:39] funds for the sake of raising

[55:40] funds, or do we

[55:41] have a specific

[55:42] goal and purpose

[55:43] that we will

[55:44] use these

[55:45] funds for?

[55:45] Yeah, I think we were at

[55:47] MREA when we were

[55:48] looking at

[55:51] the presentation about

[55:51] the four-day

[55:52] school week, and

[55:53] they were talking about their

[55:55] fundraising, and they

[55:56] started to

[55:56] limit it, and they

[55:57] only did one thing, which was have a

[55:59] color

[56:00] run.

[56:00] Yes, they did

[56:01] four of these runs across

[56:02] all the events

[56:03] and they went all over the

[56:04] school. There was another one

[56:06] and they described it as a

[56:07] great

[56:08] social

[56:08] event. People

[56:11] had fun and it

[56:12] raised

[56:13] more money than

[56:14] any other group had

[56:16] ever raised,

[56:17] and they raised that

[56:18] money and asked

[56:19] the coaches to come and

[56:20] spend it.

[56:22] They ended up having

[56:23] too much money,

[56:24] and all the other

[56:25] students, because

[56:26] the community thought,

[56:27] "Oh, only four times

[56:27] a year? "They won't

[56:29] ask

[56:31] Joel for cookies or

[56:32] anything else later, will they?" You know,

[56:33] there are these four

[56:34] events. They are

[56:35] public. They

[56:36] happen every year

[56:38] and groups have to

[56:39] submit petitions, they

[56:41] need a certain

[56:42] amount of money, okay?

[56:43] This is a great idea.

[56:44] This is the schedule. Yes,

[56:47] it was a slightly

[56:48] different situation

[56:49] because they had a

[56:50] huge area in terms

[56:51] of

[56:52] territory. It was not a

[56:54] big school, but it had

[56:55] a lot of students,

[56:56] so they gathered

[56:58] everyone in one place 400

[56:59] times a year, and it was

[57:01] successful for them.

[57:02] Well, there is something to be said about

[57:04] bringing everyone together in a

[57:05] community.

[57:05] Absolutely right. So what

[57:08] you're

[57:09] talking about was just an

[57:10] internal school

[57:11] fundraiser. So

[57:13] , like, there

[57:14] were

[57:15] no sponsors,

[57:16] right? There were

[57:16] n't any at school.

[57:17] So, there

[57:18] were no sponsors

[57:18] because... Well,

[57:19] they simply do

[57:20] n't have sponsors.

[57:21] Yes, sports

[57:22] teams unite

[57:23] them all into one group,

[57:24] where there are

[57:25] no sponsors, there is

[57:26] only one group,

[57:27] we will share, we

[57:28] will...You understand?

[57:29] And some schools

[57:30] have only one

[57:31] sponsor.

[57:32] Right. Yes.

[57:32] that's right.

[57:33] And then different groups

[57:34] have to apply

[57:36] to this group. It's the

[57:37] same principle. Yes.

[57:38] Money, you see.

[57:39] It's just interesting

[57:40] because you

[57:41] run into the

[57:42] problem of who does

[57:43] more work and who

[57:45] doesn't. Yes, a group

[57:46] project. There is

[57:48] something good about this. Well,

[57:49] this year they are giving

[57:50] more money

[57:51] to volleyball than to

[57:51] football. Yes.

[57:52] good.

[57:53] Yes, that brings

[57:54] its own

[57:55] problem, but

[57:56] you know, some

[57:57] sports just

[57:58] require more

[57:59] money.

[58:00] I think

[58:01] basketball is pretty

[58:02] easy to maintain,

[58:03] right? It doesn't

[58:04] take much to do this,

[58:05] while volleyball and

[58:06] football are probably

[58:07] different. It

[58:09] will all depend on

[58:09] how you

[58:10] manage

[58:10] the program.

[58:11] Yeah, I could

[58:12] spend $20,000 pretty quickly

[58:13] .

[58:14] Yes, I heard about it.

[58:15] This is how it

[58:15] should be.

[58:16] Yes, yes, that's right.

[58:17] You see, on the other

[58:18] hand, I think it's

[58:19] probably about

[58:19] how you manage

[58:20] your program,

[58:21] right? For example,

[58:21] it can be

[58:22] reused, right?

[58:23] Can we

[58:24] minimize this? Do

[58:24] we really

[58:25] need a bus? I mean

[58:26] , it's about how

[58:27] we manage our

[58:28] programs, right? I

[58:29] mean, sport

[58:30] is sport. Maybe

[58:31] sometimes we need to

[58:32] remember that this is a

[58:33] school sport.

[58:35] You know, it's school

[58:36] sports, not

[58:37] university sports, but that's how it is

[58:38] .

[58:40] I have one

[58:40] wish that if

[58:42] everything lasts

[58:43] long enough, then

[58:44] everything will become cyclical.

[58:45] We had a lot of

[58:46] wishes at one

[58:47] point, and then

[58:48] some of the

[58:49] things that you

[58:49] mentioned happened because of the

[58:50] unfairness or

[58:51] inequality in

[58:52] where the funds were going and

[58:53] who was requesting them.

[58:54] Certainly. And then there's the

[58:56] board of directors

[58:57] who dictate whether

[58:58] they really

[58:59] need it or not.

[59:01] Eventually the group

[59:02] starts to split

[59:03] into separate

[59:04] units, and this

[59:05] becomes very

[59:05] difficult because there

[59:06] are many

[59:07] groups asking

[59:08] for funding. I

[59:10] also saw what

[59:12] many of us

[59:13] spend our money on. Most of the

[59:15] funds go towards an

[59:16] additional

[59:17] coach and technology

[59:18] that helps both

[59:20] children and coaches

[59:21] do their

[59:22] jobs. I wouldn't

[59:23] say that these are

[59:24] some

[59:25] extravagant things

[59:26] , you know, we don't

[59:27] choose a uniform or

[59:29] pink gloves, I

[59:30] don't spend $6,000 on this

[59:31] when I can

[59:32] get by with what I

[59:34] have. So I would

[59:35] say that the

[59:37] majority of the funds

[59:37] go towards good

[59:39] intentions and

[59:39] supporting the children, that's the

[59:41] number one priority,

[59:42] supporting the children in their

[59:43] program.

[59:45] Yes, I agree. I

[59:46] think bands

[59:47] are fantastic. And it's

[59:49] hard for me

[59:50] because I don't want to

[59:51] lose what we

[59:52] had, which was a

[59:53] really

[59:54] good thing. But

[59:56] some in the

[59:57] community find it difficult to

[59:58] access. Yes.

[1:00:00] Well, maybe we'll

[1:00:01] just start with the

[1:00:02] assessment, right? From

[1:00:03] the list.

[1:00:04] Let's start with the list.

[1:00:05] Yes, could we start with a

[1:00:06] list of all the groups and

[1:00:08] all the fundraising events

[1:00:10] that are actively

[1:00:11] running? Yeah

[1:00:12] , yeah.

[1:00:12] Yes, and when, right?

[1:00:14] Because when the

[1:00:15] school

[1:00:16] year starts after summer, there are a

[1:00:16] lot of fundraising events

[1:00:17] , and

[1:00:18] then

[1:00:19] Christmas comes around. A

[1:00:19] timeline and perhaps a

[1:00:21] rough estimate of what

[1:00:22] you

[1:00:22] plan to spend

[1:00:24] the funds on? So you're

[1:00:25] running a

[1:00:26] fundraiser X to

[1:00:27] reach your

[1:00:28] goal.

[1:00:29] Right.

[1:00:30] Yes, we'll see.

[1:00:31] This is fair.

[1:00:32] And we try to

[1:00:32] work with

[1:00:33] some of these

[1:00:34] fundraising events

[1:00:35] , especially the

[1:00:36] school side,

[1:00:36] to make sure

[1:00:37] they get the

[1:00:38] most bang

[1:00:39] for their buck. Yes.

[1:00:40] and do not give 50% of their

[1:00:41] profits back to the

[1:00:43] company.

[1:00:43] Yes, yes.

[1:00:44] Exactly.

[1:00:45] And that's why it's

[1:00:46] true. We try to

[1:00:47] make sure that

[1:00:48] we make the most of

[1:00:49] their budget. Yes. Yes. Yes.

[1:00:57] So what do we

[1:00:58] do next?

[1:00:59] Make a

[1:01:00] guest list?

[1:01:01] Yes, request a list. Yes.

[1:01:03] I ask everyone...

[1:01:04] Excuse me, who

[1:01:05] does this?

[1:01:06] Yes, it should be

[1:01:07] something like "maybe

[1:01:08] you".

[1:01:09] I'm just saying it's

[1:01:10] beyond my

[1:01:11] understanding.

[1:01:12] I don't know.

[1:01:13] I try not to

[1:01:13] look at Laura

[1:01:14] now.

[1:01:15] I just know that I,

[1:01:16] you know,

[1:01:17] I'd like to go back

[1:01:18] and read it. Yes.

[1:01:19] that's fair.

[1:01:20] Not here, but

[1:01:21] you need to read it

[1:01:22] because at

[1:01:23] the meeting you can

[1:01:23] assign

[1:01:24] responsibilities. Yes.

[1:01:25] Exactly.

[1:01:26] And it won't be...He

[1:01:27] has all the contacts,

[1:01:28] right?

[1:01:29] Yes, Yes. Yes. He

[1:01:30] probably knows

[1:01:31] which

[1:01:32] support clubs are responsible for what

[1:01:33] , and then he

[1:01:34] can call or

[1:01:35] forward you this

[1:01:36] information. Yes.

[1:01:37] And move

[1:01:38] on.

[1:01:39] I think it's about

[1:01:39] getting a list of

[1:01:41] people. Who has the

[1:01:42] actual

[1:01:43] list of people

[1:01:44] we need to invite

[1:01:45] to the meeting? Yes.

[1:01:46] Invite them to the table

[1:01:48] , invite one

[1:01:49] or two

[1:01:50] board members to this

[1:01:51] meeting.

[1:01:51] Yeah.

[1:01:52] Whether it's a

[1:01:53] finance committee meeting

[1:01:54] , or the finance people, or

[1:01:55] whoever else you

[1:01:56] need to tell that you

[1:01:56] want to come to that

[1:01:57] meeting. Let's

[1:01:58] discuss

[1:01:59] the situation with them, as we

[1:02:00] did

[1:02:01] the night before, saying, "Here's

[1:02:01] what's bothering us." Yes. Yes.

[1:02:05] And you know, you want to, and

[1:02:06] we don't want to dictate

[1:02:07] what exactly you

[1:02:08] do in your

[1:02:09] companies or

[1:02:11] support clubs, but

[1:02:11] think ahead, are

[1:02:13] you using

[1:02:14] aggressive or

[1:02:15] passive marketing?

[1:02:17] Yeah.

[1:02:18] Well, something like that,

[1:02:19] and see

[1:02:21] if we can change anyone's

[1:02:22] mind. Are

[1:02:24] you raising funds for the

[1:02:25] right things? For

[1:02:26] protective equipment,

[1:02:27] such as for

[1:02:28] soccer balls?

[1:02:29] Seriously? Or... well,

[1:02:31] I don't know, things

[1:02:32] that are needed every

[1:02:33] year, and not just

[1:02:34] nice to have? So

[1:02:38] have these

[1:02:38] discussions within

[1:02:40] your organizations and

[1:02:41] see where

[1:02:42] it leads.

[1:02:44] They might hear

[1:02:45] about it from

[1:02:46] support clubs or

[1:02:47] individual farmers and

[1:02:48] say, 'I just

[1:02:49] donated.' This is

[1:02:51] not only for

[1:02:53] us and the entire

[1:02:53] community, but they

[1:02:54] may also need a

[1:02:56] forum for

[1:02:56] collective

[1:02:57] organizing.

[1:02:59] Yes, because I don't

[1:03:00] think they want to

[1:03:01] harm anyone.

[1:03:02] They don't want to

[1:03:02] upset anyone in the

[1:03:03] community. I

[1:03:04] mean, everyone wants to

[1:03:05] be on good

[1:03:05] terms with each

[1:03:06] other so that this whole thing

[1:03:07] goes well.

[1:03:07] So I'm sure

[1:03:09] they're more than willing to

[1:03:10] work together.

[1:03:12] But these people

[1:03:13] work hard too, right

[1:03:14] ? So they might

[1:03:16] be upset.

[1:03:18] The school says, "

[1:03:19] Wait, wait,

[1:03:21] we're doing this as

[1:03:22] volunteers, and we're

[1:03:23] doing it for the kids.

[1:03:24] What is your problem? Yes.

[1:03:26] They might say something

[1:03:27] like this. And...I

[1:03:28] ...it's hard to convince them. Yes.

[1:03:30] I think they just

[1:03:32] need to hear what

[1:03:33] some

[1:03:34] of us hear. Yes. Yes.

[1:03:36] I think that's all. Yes. Yes.

[1:03:37] And let them just

[1:03:39] be aware. Much

[1:03:40] depends on

[1:03:40] awareness.

[1:03:41] Right.

[1:03:43] Oh, I think that's

[1:03:45] very important. Just

[1:03:46] stay informed. It's

[1:03:47] important

[1:03:48] to bring this to

[1:03:49] everyone's attention and

[1:03:50] then if it

[1:03:51] becomes a

[1:03:52] bigger problem

[1:03:53] or if it

[1:03:54] continues, then

[1:03:55] maybe it's worth

[1:03:56] thinking about taking

[1:03:57] some action. Yes.

[1:04:00] I think we'll say, "

[1:04:01] Okay, people, now is the

[1:04:02] time."

[1:04:03] Yeah, because I

[1:04:04] think you're going to get a lot of

[1:04:06] resistance if

[1:04:07] you think, "Hey, we're

[1:04:08] just going to put it all in

[1:04:09] one pool and

[1:04:10] then set up

[1:04:11] some committee

[1:04:12] that

[1:04:12] votes on it

[1:04:13] ." Yes.

[1:04:18] This will be a shock. This...

[1:04:23] No.

[1:04:24] Who knows when the

[1:04:25] last one bloomed? Yes.

[1:04:27] Sure. So I don't

[1:04:28] think it went

[1:04:29] very well. I think

[1:04:30] some of these

[1:04:31] meetings were quite

[1:04:33] colorful. Yes. Yes.

[1:04:35] you couldn't be

[1:04:35] present at the

[1:04:36] court hearing to

[1:04:37] say you

[1:04:38] did it. You were supposed to

[1:04:39] present to the

[1:04:40] group what you have

[1:04:41] in your

[1:04:42] district budget, what you have

[1:04:43] in your

[1:04:43] extracurricular

[1:04:44] activities budget, and

[1:04:45] what it is needed for. So

[1:04:46] you felt a

[1:04:47] little bit on

[1:04:47] trial every time,

[1:04:48] just to

[1:04:48] get something for

[1:04:49] your kids.

[1:04:50] Yes, I don't want to

[1:04:51] complicate things.

[1:04:52] Yes, you know, that's not true.

[1:04:53] And I don't want them to

[1:04:54] feel like they're on

[1:04:55] trial. As Luke said,

[1:04:57] many of these

[1:04:57] organizations

[1:04:58] are run by

[1:04:59] parents and just

[1:05:01] people from the community

[1:05:02] who donate 100% of

[1:05:03] their time and

[1:05:05] work very hard to

[1:05:06] provide

[1:05:07] opportunities for children.

[1:05:07] Right.

[1:05:08] And so, yeah, I don't

[1:05:10] want to,

[1:05:10] I think we can

[1:05:12] discuss some of this,

[1:05:13] you know, we get a

[1:05:14] list of players

[1:05:15] that are involved, but it wouldn't

[1:05:17] hurt for him to

[1:05:18] also meet with the

[1:05:20] head coach

[1:05:21] because the coaches

[1:05:22] dictate to the sponsors

[1:05:23] what I want for my

[1:05:24] program. Yes.

[1:05:25] And it will

[1:05:26] avoid a lot of

[1:05:28] problems from the

[1:05:29] start, if it's

[1:05:30] helpful to them

[1:05:31] or two of them,

[1:05:31] hopefully it will also

[1:05:32] raise

[1:05:32] awareness. My

[1:05:33] program isn't the

[1:05:34] only one out there

[1:05:35] ,

[1:05:36] right? Um, but there are

[1:05:38] many others.

[1:05:39] Mmm. Yes.

[1:05:44] Fine.

[1:05:45] All agree?

[1:05:47] Yeah.

[1:05:48] I don't have any specific

[1:05:48] plans of action, so

[1:05:50] no. But I think everything

[1:05:51] will be fine.

[1:05:52] Well, we'll

[1:05:52] work on it. Yes.

[1:05:53] And at some point...

[1:05:55] Yes.

[1:05:56] Perhaps a couple of

[1:05:57] board members will be

[1:05:58] present at

[1:05:59] this meeting along

[1:06:00] with the sponsors. Just so they have their own

[1:06:02] interest.

[1:06:04] Support this.

[1:06:07] Fine. Will

[1:06:08] you be disqualified

[1:06:09] from this meeting

[1:06:10] if you are a member of

[1:06:11] any

[1:06:11] sponsor group?

[1:06:13] Uh, if we just

[1:06:14] invite the head of the

[1:06:15] sponsor group...

[1:06:17] How many of you

[1:06:17] are in the

[1:06:18] sponsor group?

[1:06:19] Maybe.

[1:06:22] What does it mean that

[1:06:23] you will be expelled?

[1:06:24] I'm in a couple,

[1:06:25] so that's why... I

[1:06:26] would probably say I

[1:06:27] just don't want to

[1:06:28] be at that meeting

[1:06:29] .

[1:06:29] That's what I meant

[1:06:31] .

[1:06:32] Fine. Good,

[1:06:34] great. Well, that's all for now

[1:06:36] . Besides,

[1:06:39] let's... God, Laurie, I

[1:06:40] told you

[1:06:42] we'd be done in about an

[1:06:43] hour, so we... we

[1:06:45] 'll keep it a

[1:06:46] secret. Okay, 30

[1:06:47] seconds or less, we're

[1:06:49] on the line. Tim, do you have

[1:06:50] anything to

[1:06:51] add? Good

[1:06:52] news. The

[1:06:54] council will also have an

[1:06:55] alumni meeting next week. This

[1:06:56] should be fun.

[1:06:57] Fine. Let's

[1:06:58] listen. The

[1:06:59] first month of the

[1:07:00] school year went

[1:07:01] great. There is a good atmosphere in the building

[1:07:03] . There is a

[1:07:04] cheerful team of

[1:07:04] guys around. Very happy with how

[1:07:06] everything is going.

[1:07:07] Excellent staff.

[1:07:08] Great kids. This is

[1:07:09] cool.

[1:07:09] Thank you. Josh.

[1:07:12] Glad Mike

[1:07:13] will be joining us on

[1:07:14] October 12th. It's you.

[1:07:19] Lori.

[1:07:19] Everything is fine.

[1:07:23] I wanted to say,

[1:07:24] great.

[1:07:28] Pete.

[1:07:28] I would like to note that the

[1:07:29] poker evening was a great

[1:07:30] success. And

[1:07:31] special thanks to the

[1:07:32] primary school and

[1:07:33] groups. I have a lot of

[1:07:34] feedback about the

[1:07:35] wind programs that are

[1:07:36] conducted there. There were many

[1:07:37] highlights, and both

[1:07:38] parents and children

[1:07:39] said their

[1:07:40] students really

[1:07:41] enjoyed it. So,

[1:07:42] thank you.

[1:07:43] Jolene. Yes.

[1:07:44] Another testimonial for the

[1:07:46] Can Falls Educational Foundation. We would

[1:07:47] simply be lost without

[1:07:48] them. And they did

[1:07:49] amazing

[1:07:50] charity

[1:07:51] events. Speaking of

[1:07:52] them. This is

[1:07:54] fun. This is fun.

[1:07:55] I want to go and

[1:07:56] support all these

[1:07:57] events.

[1:07:58] Charity

[1:07:59] events. Yes. Yes. Yes. Yes. A

[1:08:02] special thank you to

[1:08:04] our Director of

[1:08:05] Nutrition and

[1:08:06] Summer Nutrition Services for

[1:08:08] continuing to

[1:08:09] innovate. I

[1:08:11] know we had

[1:08:13] carnitas last week?

[1:08:14] Oh, great.

[1:08:15] You cooked them with

[1:08:16] fresh vegetables.

[1:08:17] The kids

[1:08:18] liked them. Well, they

[1:08:19] brought us tortillas.

[1:08:20] Then in high school

[1:08:22] they brought in burrito

[1:08:23] bowls. Yes.

[1:08:23] I think they

[1:08:24] liked it. Yes.

[1:08:25] They received rice

[1:08:26] bowls. Yes.

[1:08:27] I also have to

[1:08:28] say thank you to the

[1:08:29] food service director,

[1:08:31] a couple of cooks, and

[1:08:31] the cleaners for

[1:08:33] moving

[1:08:34] food around during the

[1:08:35] power outages.

[1:08:36] Yes, it was hard. And

[1:08:38] it was fun. We

[1:08:39] only gave them one

[1:08:40] car, which we

[1:08:41] had to insure.

[1:08:44] This should be

[1:08:45] good news.

[1:08:45] And that's one of the things

[1:08:47] I wanted to

[1:08:48] say. Special

[1:08:49] thanks to

[1:08:49] the power

[1:08:50] company for

[1:08:50] not providing

[1:08:51] electricity

[1:08:52] last week.

[1:08:53] in

[1:08:54] September we didn't have to

[1:08:56] take advantage of

[1:08:57] another snow day.

[1:08:58] One minute at a time. Have

[1:08:59] you seen how they

[1:09:00] act like

[1:09:01] Mickey Mouse there by the lake? Oh

[1:09:02] no.

[1:09:03] I heard about it, but I didn't

[1:09:04] know. Yes.

[1:09:04] For example, if

[1:09:05] the wind blows

[1:09:06] wrong or what?

[1:09:07] Oh my god.

[1:09:08] Oh, man. Do

[1:09:08] n't know.

[1:09:10] That's right.

[1:09:10] Certainly.

[1:09:12] Fine. And also, there is

[1:09:13] no snow yet, so

[1:09:14] everything is fine with us.

[1:09:16] Yes, I'm watching.

[1:09:17] Just to keep all the

[1:09:18] outdoor activities

[1:09:19] going.

[1:09:20] Last week I was able to

[1:09:21] watch tennis.

[1:09:22] I thought the

[1:09:23] courts looked

[1:09:23] great. There's a slight

[1:09:24] delay but it's out of

[1:09:25] our control but

[1:09:26] they look

[1:09:27] really good

[1:09:28] . There was a football game going on at the stadium

[1:09:28] at the same time

[1:09:30] , so I

[1:09:31] went there and it was

[1:09:32] amazing. Well, it

[1:09:33] looks amazing.

[1:09:37] The kids'

[1:09:38] soccer season started last Saturday or two ago. I

[1:09:39] was there. The children really

[1:09:40] liked that there

[1:09:41] was grass on the field.

[1:09:42] I thought it was cool.

[1:09:45] And then this Saturday,

[1:09:46] because of the rain, the children's

[1:09:47] football had to be

[1:09:48] moved behind the

[1:09:49] elementary school, which

[1:09:50] was also great.

[1:09:51] It was a good

[1:09:52] example of how our

[1:09:53] team and school can

[1:09:55] work well

[1:09:56] together and move

[1:09:57] forward without it being such a

[1:09:58] big deal.

[1:10:00] And then at John

[1:10:02] Birch High we have

[1:10:04] field-level restrooms, which is

[1:10:05] cool now, new restrooms,

[1:10:06] and also... concrete

[1:10:07] bleachers...

[1:10:09] They're full. Like this

[1:10:10] .

[1:10:11] Yeah, they're really

[1:10:12] full and I think

[1:10:13] it's one of the best

[1:10:14] views of football, so it

[1:10:15] was great to

[1:10:17] see that.

[1:10:17] Come buy a

[1:10:18] burger from me.

[1:10:19] Yeah, sure. We can

[1:10:20] sell there too.

[1:10:23] The best seat in the

[1:10:23] stadium. At the

[1:10:25] snack kiosk.

[1:10:26] I have to grumble a little about

[1:10:27] where I

[1:10:28] am, Rowland,

[1:10:29] this map.

[1:10:30] Yes, I know.

[1:10:31] But, you know, we'll leave

[1:10:33] that for another time.

[1:10:37] Jody. I have

[1:10:39] nothing but a question

[1:10:41] . And I just hope

[1:10:44] that we can get the

[1:10:46] polling form out so that

[1:10:47] people know

[1:10:48] whether to click yes or not, rather than

[1:10:49] leaving it

[1:10:50] blank or no. Yes. Yes.

[1:10:56] Knowing the answer to this question is

[1:10:58] important. Yes.

[1:10:59] Well, knowing how to

[1:11:00] click or

[1:11:00] leave a field

[1:11:01] blank.

[1:11:01] Choice of answer.

[1:11:02] Leaving the field blank

[1:11:03] is a "no".

[1:11:04] Yes, empty field

[1:11:04] means no. This is

[1:11:06] not good.

[1:11:06] Yeah, and it's not...You know,

[1:11:08] we have to treat

[1:11:09] it like an

[1:11:10] operating fee.

[1:11:11] Here are the facts. You can

[1:11:13] vote yes

[1:11:14] for this option or

[1:11:15] no for this one.

[1:11:16] But I know

[1:11:17] you can create a yes

[1:11:19] vote committee in

[1:11:20] some

[1:11:20] community, but the school

[1:11:22] cannot be associated with it

[1:11:23] . So we

[1:11:24] have to be a little

[1:11:24] careful in how

[1:11:25] we present this

[1:11:26] information, but we

[1:11:27] can disseminate

[1:11:28] some

[1:11:28] factual

[1:11:29] information from MREA

[1:11:30] through our

[1:11:30] social media and

[1:11:31] through...

[1:11:31] Yes. Yes,

[1:11:32] we talked about this

[1:11:33] at the last meeting.

[1:11:34] Do it then.

[1:11:35] Time is important, isn't it

[1:11:37] ? So, good

[1:11:38] job. All

[1:11:38] I know is that

[1:11:40] absentee ballots

[1:11:41] are starting to go out

[1:11:42] , so that's for sure.

[1:11:45] Thanks, Randy.

[1:11:46] I'll just repeat my

[1:11:47] thanks to

[1:11:49] everyone who made the switch

[1:11:49] due to the

[1:11:51] power outage.

[1:11:52] Nobody obviously

[1:11:53] expected this, and I know there was

[1:11:55] a lot of work done behind

[1:11:56] the scenes that the

[1:11:56] community may

[1:11:58] not realize. But,

[1:11:58] you know, when

[1:12:00] the power goes out,

[1:12:01] the refrigerators break, and

[1:12:02] something has to be done behind the

[1:12:03] scenes; Therefore,

[1:12:05] I

[1:12:06] express my

[1:12:06] gratitude to all the employees who took care of this. Yes. A

[1:12:07] special thanks to

[1:12:08] Tim for his prompt

[1:12:09] response,

[1:12:10] as we had a new

[1:12:11] alert system

[1:12:12] that we

[1:12:13] were planning to

[1:12:14] train

[1:12:15] on that week. We

[1:12:16] had to

[1:12:16] use it

[1:12:17] suddenly on a

[1:12:17] Sunday evening

[1:12:18] and

[1:12:19] I did the training. Yes.

[1:12:20] I quickly completed

[1:12:21] the training and became a

[1:12:22] chief specialist that

[1:12:23] same Sunday

[1:12:24] evening. That's all.

[1:12:25] This is true. And

[1:12:29] finally, the

[1:12:30] permanent school

[1:12:31] fund. Isn't that what's

[1:12:33] coming soon?

[1:12:35] So that's what you were

[1:12:36] talking about?

[1:12:38] Okay, I...

[1:12:40] Don't leave me in the

[1:12:40] dark.

[1:12:41] Great job,

[1:12:42] buddy.

[1:12:43] I didn't say that.

[1:12:44] I'll get you.

[1:12:45] I didn't say that.

[1:12:46] Welcome to the

[1:12:47] meeting. No, I didn't

[1:12:48] .

[1:12:48] I asked a question,

[1:12:50] I thought you were talking about

[1:12:51] your vote for

[1:12:52] school board. This is

[1:12:59] my campaign.

[1:13:02] Who is responsible for the

[1:13:03] permanent school

[1:13:04] fund and who did you

[1:13:05] vote for? Yes.

[1:13:06] How dare you

[1:13:08] do this to me,

[1:13:09] James? Good

[1:13:16] night.

[1:13:18] Okay, the next

[1:13:20] school

[1:13:21] board meeting is

[1:13:23] October 26th at 6:00 PM, right

[1:13:25] here in the

[1:13:26] boardroom. You can

[1:13:28] see below

[1:13:28] some of the items

[1:13:30] that will be there. With that

[1:13:31] said, I would like to

[1:13:32] make a

[1:13:33] motion to

[1:13:34] adjourn the meeting.

[1:13:35] I'll make a suggestion.

[1:13:36] Jolene is

[1:13:37] the second.

[1:13:38] Luke is the second. Are there any further

[1:13:40] discussions? All in favor,

[1:13:41] say "I".

[1:13:42] Me.

[1:13:43] Against? Thank you all.

Cannon Falls School Board Meeting - 9/21/26

Transcript