[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.