[9:55] I'd like to call this meeting of the Robinsdale Area School School Board to get to order. Today, as Monday, January 5th, 2026, we are in the Education Service Center boardroom. I am greeted Evan Specker, the Acting School Board Chair. I would like to start by reading our land acknowledgement. We acknowledge Robinsdale Area Schools is located on the homelands of the Dakota and Ojibwe people. We recognize the painful history of genocide,

[10:25] provide and force the simulation of the indigenous inhabitants of this land.

[10:30] We honor and respect the many indigenous peoples who live on and hold sacred these lands

[10:37] and we stand with members of these nations to fight injustice in all of its forms.

[10:44] We uphold the preservation of Dakota and Ojibwe languages, land-based education and tribal sovereignty.

[10:50] And with that, I would like to have the clerk call the roll.

[10:56] Thank you.

[10:58] Director Bassett.

[10:59] Here.

[11:01] Director Bowman marks herself as here, Chair Evans Becker.

[11:04] I am here.

[11:05] Director Hillenbrand.

[11:07] Here.

[11:07] Director Long.

[11:08] Here.

[11:09] Director Wuto.

[11:10] Here.

[11:10] Dr. Stalo.

[11:11] Here.

[11:12] All right.

[11:13] We are all here.

[11:15] The first thing up is approval of our agenda.

[11:17] Do I have a move to approve our agenda?

[11:24] All in favor of approving this agenda? Please say aye.

[11:27] Opposed a aye.

[11:28] We have an agenda. Good news.

[11:32] Next item on our agenda is the ceremonial oath of office for our newly appointed school board director.

[11:40] DJ Brintison, meet me at the podium.

[11:42] honor

[11:55] that you were selected to guide the education of our community's children.

[11:59] As you recite the oath of office, you assume a tremendous responsibility as a director

[12:04] of our school district with duties empowered by the Minnesota legislature.

[12:09] This power puts you and the other members of our school board in the position of being

[12:13] both morally and legally responsible for equitable, quality education of every student in this district.

[12:21] In carrying out this responsibility, you will be asked to fulfill the roles of vision,

[12:27] structure, accountability, and advocacy.

[12:30] In providing vision, the board, with extensive participation of the community in visions,

[12:36] the community's educational future, and then formulates the goals, defines the outcomes,

[12:40] and sets the course for the public schools.

[12:44] To achieve the vision, the board establishes a structure, and creates an environment designed

[12:48] to ensure all students the opportunity to attain their maximum potential through a sound organizational framework.

[12:56] Because as a board, we must be accountable to the community.

[13:00] We must ensure a continuous assessment of student achievement and all conditions affecting the education of our children.

[13:07] As board members, we serve as education's key advocate on behalf of students and our community schools to advance the vision for our schools.

[13:17] Furthermore, we must strive to work together with the superintendent and staff to lead the district forward fulfilling the vision we have created fostering excellence for every student in the areas of academic skills and knowledge, citizenship, and personal development.

[13:34] All right, are you ready for the oath?

[13:36] I am.

[13:36] Okay.

[13:39] I hereby publicly affirm my commitment to the oath of office.

[13:48] I will support the Constitution of the United States and of this state and that I will faithfully discharge the duties of the office of school board director.

[14:04] I will faithfully discharge the duties of the office of school board director of the Robinson area schools.

[14:09] in Robinsville. So quiet. Go ahead. A rock sale area school.

[14:13] Independent school district 2-1 to the best of my judgment and ability.

[14:17] Independent school district 2-81 to the best of my judgment and ability.

[14:22] Congratulations, Director Brinteson.

[14:25] We'll have a picture of you with your family over there by the logo

[14:28] and then take your seat at the board table.

[14:31] Okay. Let's

[14:45] create a new family member.

[14:46] Oh, sorry.

[14:49] We'll just get a little of the referral to do it here.

[15:19] Okay, just flip up your little name thing and you're official, okay? All right. Next thing on our agenda is item number five. Elective election of school board officers for 2026. The first position up is to elect a school board chair, director Bowman. I'm nominating chair, current chair, Evans Becker or director, Evans Becker.

[15:49] to the position of chair.

[15:51] Thank you.

[15:52] Are there any other nominations?

[15:54] Director Bassett?

[15:55] Well, I nominate our newly-seated director, D.J.

[16:02] Bryant and Son.

[16:04] Now, the only reason I would pause on that is because director

[16:09] Bryant and Son has said that he feels that he might be premature

[16:14] for him and he would decline.

[16:16] So based on that, I will hold that, but I will speak to why I am voting the way I'm voting and why I'm saying what I'm saying.

[16:26] It's imperative that we have a chair for our board and I'm talking about generically any chair.

[16:36] It's imperative that we have a chair for our board who ensures that the board is in the decision-making position that the legislature placed us to be in.

[16:51] It is not the duty or the responsibility or the honor of the chair and certainly not the responsibility to make decisions solely

[17:04] that really are in the purview of the board, discussing it with the superintendent and making

[17:10] decisions and preempting the board is unacceptable.

[17:16] It is totally unacceptable, school boards matter and they're not carried out by a chair and the

[17:25] superintendent.

[17:26] it. There are matters that should come to the school board for discussion and we don't

[17:33] always agree and that's okay. But that could not be preemptive. And in addition to

[17:41] the things that I have experienced, I received some information from another director. And

[17:48] it really caused me grave concern. So I'm sharing those things publicly because I'm not a gossip

[17:58] I'm being a real, I'm not a gossip, I'm not a bag-biter for every chair we've ever had.

[18:06] I have supported.

[18:08] I have been the vice chair to at least four, maybe three to four other directors.

[18:13] I have myself served a year as a chair.

[18:16] And I do believe that people should be in their office at least two years so they can be

[18:22] helpful to the people who come behind them.

[18:25] So Chair Evans Becker will have almost three years in that capacity, and after three

[18:33] years to be for me to actually have to save these things, which I've never said before,

[18:39] and take a position that I've never taken before,

[18:44] I'm serious.

[18:46] So I, and I don't expect that to, and it will come to this table again, should that continue

[18:52] you to happen, should Chair Evans Becker prevail.

[18:56] Thank you.

[18:58] Are there any other nominations?

[19:00] I have to ask three times.

[19:01] Are there any other nominations?

[19:03] Any other nominations?

[19:04] Okay.

[19:05] About comments at all.

[19:08] Would someone like to make a comment?

[19:10] I would, yeah.

[19:11] Okay.

[19:12] Yeah.

[19:13] I also have a lot of concern too.

[19:15] I know last time we were sitting in this spot,

[19:18] you and I had a personal conversation on the phone

[19:21] and I had asked that there be more transparency in things that when there are questions answered

[19:28] that we don't just use things like well is it the will of the board to not get those questions answered

[19:34] that board members might want. And that was something that I thought that we had an understanding

[19:39] in and I don't feel like we did. I still feel like there's you know from standing in those agenda

[19:44] setting meetings there's a lot of stuff happening that doesn't come up here to the full board.

[19:49] And we're not getting all that information, we're not all getting all the same information.

[19:54] And I find it hard for me to do my due diligence and my fiduciary responsibility when I'm

[20:01] not getting all the information.

[20:02] I also feel like there is a lot of conversations that are happening between you and the superintendent

[20:07] that the rest of us aren't privy to.

[20:10] And that was one thing that I found out when I asked some questions about what was happening

[20:14] in the engineering department and asked if we could have a closed session about it so we could

[20:19] find out. And you gave me some information that you had heard from the superintendent that the

[20:24] rest of us did not get. So I don't even know how to vote here because I

[20:37] really feel like you have

[20:38] a good heart and are trying to come to this from a good place but there's a lot of things that are

[20:43] missed that make it hard for the rest of us to do what we need to do here at this table.

[20:51] And I don't know how to stop the bureaucracy part or whatever it is that's getting in

[20:56] the way of us functioning well and you know people always talk about not getting in the

[21:02] superintendents way why I feel it comes the other way around.

[21:06] And so how do we stop some of that happening too so that we can really function as a board?

[21:18] I just want to say at this point that we continue to put off having board evaluations

[21:24] for ourselves, for setting our goals, for looking at the work that we're doing.

[21:29] We continue onward with being disparaging to one another without giving ourselves the formal opportunity

[21:35] to review what we're doing and look at what people actually want and need from their board chair.

[21:43] One of the things that was really apparent to me long before I even got onto this board

[21:48] was the lack of formalization to board roles and responsibilities to the roles and

[21:55] responsibilities of the chair and the cleric and the other people.

[21:59] And it was left up sort of lack-daisical all these years, never really being formalized.

[22:05] Well, so one person comes along and yeah, that's the way we want done it and things changed

[22:10] things get dropped through loopholes, so with the negative comments that I hear tonight,

[22:17] one of the things I really want to stress is as a board, when are we going to be doing

[22:22] our board evaluation, when are we going to get together and look at collective goals

[22:26] for the work that we're doing, and the other thing is that we have, though it was approved

[22:33] in our governance manual, the roles and responsibilities of our board officers, they were great

[22:40] greatly expanded by the Robert's rules, utilizing Robert's rules in MSBA.

[22:47] And that was also a question when I was on the board, it dissolved into will.

[22:51] We just don't like your personality and the reality of it is, as we have nothing formalized

[22:56] here that gives us a roadmap to lead by, and it changes, and it evs and flows, and that

[23:02] is something I would like to see us fix.

[23:05] I think we have to get back to the part about voting.

[23:08] Yes, did you have something?

[23:08] I mean, yeah, I mean, I just want to say that it's very easy to point fingers and I'm just literally one year on the board and have no interest in being the chair.

[23:18] But for example, closed meeting, you know, there's laws that specify that you can only have closed meetings in very specific prescribed circumstances.

[23:27] And that's just an example. So my point is that if nobody else is stepping up.

[23:34] And so, it's very easy to point fingers and say that people are doing it wrong, but rather come in support or step up if you'd like to be the chair happy to, you know, but I don't hear anybody else stepping up to fill that void.

[23:49] And so, rather than in a public setting here tearing people down, why don't you step up if you want to be chair, then run, then put your name in the hat and we can vote.

[24:04] I'll order.

[24:07] We will have order.

[24:08] Dr. Bassa, did I see your hand?

[24:10] You didn't see my hand.

[24:11] I just want to make it clear that the only reason we did I have mentioned to you is because

[24:16] you are the chair.

[24:17] My comments really are about what I expect in a chair person.

[24:22] I believe I said those words.

[24:23] Did I?

[24:24] Did I not?

[24:25] Okay.

[24:26] I'm just being transparent about what I expect going forward, whoever is the chair.

[24:31] I did not make any disparaging remarks.

[24:33] I commented on a couple of experiences that I have had that are unacceptable.

[24:40] That is objective, it's not personal, it's business.

[24:45] And I will go on to say that agenda setting matters.

[24:50] The parting from past practice where we had a fixed time and we had former cheers who

[24:57] would send out note to say we're having it this day or they're going to know what it was

[25:01] because it was the same time.

[25:03] Or if everybody's sitting in information about what we should talk about on the agenda,

[25:07] that would get put into a chart, we'd all get to vote on it, and we see what we're going

[25:12] to talk about.

[25:13] So the reality is that when a director says the folks are sending in things that they want

[25:18] to talk about, even if it's the valuation, it's managed by the Chair and the Vice Chair

[25:25] in the agenda setting meeting as to what we're going to talk about.

[25:29] So we're not going to have any circular thinking here.

[25:32] The reason I'm talking about this is because the role of the chair matters and it's not

[25:37] an independent person, it's not a, you know, a throne, you know, I've, it's a lot of work.

[25:44] And if you're a vice chair, it's a lot of work.

[25:47] And I've done that work for years, but I expect if we're going to be up here listening

[25:54] to our public and doing the work that we're all going to have equals say no position by law,

[26:00] the chair anybody else. We're all equal. We are all equal on this board. Everybody

[26:08] has the same election certificate. It's not an elitist activity.

[26:16] I've had privilege. A lot

[26:17] of people up here have privilege. It's not about that. It's about what we were here taught

[26:23] listening to tonight. That's what it's about. And it's about representing the people who

[26:29] who sent us here to do it. It's the public. It's not the administration as much as I respect them.

[26:36] So these are just business comments. And I will not have them misinterpreted into some kind of

[26:43] personal vendetta. It's not. It's what I expect. And I deserve.

[26:48] thank you all right seeing no more hands up and having no more nominations it is

[26:54] time to vote and this is a roll call vote for the position of chair and at this

[27:02] point and the position of the while we are voting on Evans becker director Evans

[27:07] becker so there's one name one it okay so this is a vote for director Evans becker

[27:15] as our chair. Director Bassett. I abstain. Director Bowman votes yes. Director Oh my I have not

[27:24] said your name out loud. Brantison. I think like Venison Brantison. Brantison. Brantison. Thank you very

[27:32] helpful because I just didn't want to say director DJ. So Director Brantison. Yes. Director

[27:40] Chair, Director Evans Becker.

[27:42] Yes.

[27:43] Director Hillenbrand.

[27:45] Yes.

[27:45] Director Long.

[27:46] I'm Stane.

[27:48] And Director Wouto.

[27:49] Yes.

[27:50] Aye.

[27:51] Five, two.

[27:53] Aye.

[27:53] I will be your chair.

[27:54] I take the responsibilities of the chair very seriously.

[27:57] And I'm going to move this on for the election of a board vice chair.

[28:03] Director Bowman.

[28:04] I nominate Director Wouto for the vice chair position.

[28:08] We have one nomination. Is there another nomination for Director Wootow?

[28:13] Hi, whoops. Let me rephrase that. Is there another nomination?

[28:18] Is there any other nomination?

[28:20] Any other nomination?

[28:22] Okay. In that case, we will vote.

[28:27] Right.

[28:28] Roll call. Roll call.

[28:30] And I am ready. Director Bassett.

[28:33] Yes. Director Bowman votes yes.

[28:36] Yes. Director and Brennan. Yes. Thank you. Chair Evans Becker. Yes. Director

[28:45] Hillenbrand. Yes. Director Long. Yes. Director Wootow. Yes. Unanimous. Congratulations.

[28:52] Vice Chair Wootow. All right. Next thing up next up is to elect a new school board clerk.

[29:01] Oh, I'll nominate myself. Okay. We have one nomination. Do we have another nomination?

[29:04] Any other nominations for clerk?

[29:07] Director Bassett?

[29:09] Well, I don't have a nomination, but I do have a comment, and since the person who can make a comment themselves, if they want to, or others can as well.

[29:19] And my comment is this.

[29:21] Pass practice has been that the chair would rotate when they call the role for any vote.

[29:28] They rotate through the whole roster of board members.

[29:33] That then allows every board director to help the first time to be the first vote, and it rotates normally.

[29:42] If it's always left to the last person to make the vote, they often can be in a position where they can shape the vote.

[29:49] Now, that may be one of the reasons why Robert's rules or others kind of do it that way. I haven't researched it.

[29:55] I just know that for 23 years or 22 years

[30:00] Every clerk has pretty much rotated it that way. I did bring to you, Chair Evans Becker, that, can we rotate that? And I'm just saying, I did bring it to you, because I'm not into static drama. And I have just continued to conform. If that does not change, or the chief clerk, whoever is the clerk, decides they don't want to do it that way, I'll just pass, because I think from time to time.

[30:28] But I think it's better if we have a formal process where we do and if pass practice has served every board up until now

[30:37] I think that it's important that we try to honor those things because the last person who votes should not always be the one who gets to decide

[30:47] Remember you can't clap or nothing, okay

[30:52] Meanwhile, are there any other other nominations prefer? Yes, I'd like to nominate director Bassett for clear

[30:58] Can

[31:02] you accept the nomination?

[31:03] I have to climb that.

[31:04] Okay.

[31:05] All right.

[31:07] Good job.

[31:08] Yeah.

[31:08] Well, then can I make a comment?

[31:10] Sure.

[31:11] Okay.

[31:12] This is another nomination that I'm having a really hard time with.

[31:16] With there being a direct attack to constituents here at the board table.

[31:22] Also, the emails haven't stopped or other things to our constituents that are negative and

[31:30] harmful to them.

[31:32] I guess I just don't understand how and why that doesn't stop.

[31:36] And especially when we've asked for it to stop,

[31:39] there's been numerous complaints brought to the chair

[31:45] that were ignored even from board members

[31:48] who are currently no longer seated.

[31:50] And so this is really conflicting and hard for me.

[31:55] I don't know how, you know, it's hard enough

[31:59] with what our community is going through right now, with closing of schools and buildings,

[32:04] and then for them to get these harsh emails back and return from us is not something that

[32:09] they need at this point in time. I think it would be better maybe just don't respond.

[32:15] And so I don't know how to change some of that behavior, especially when there is privilege to allow

[32:20] it to happen. And there's never a conversation with us about that at all. Somehow it always gets

[32:28] skirted or pushed aside.

[32:33] Any other nominations for clerk? Any other? Okay, we're voting on

[32:41] Auburn E. Bowman for clerk. Will you take the role please? Yes, if it's appropriate.

[32:50] Director Bassett, hear a wait a minute. Director Wouto. Yes. Director Long.

[32:57] No. No. Director Hillenbrand. Yes. Chair Evans Becker. Yes. Director

[33:05] Brenson. Yes. Close to no. Renee Bowman votes yes. Director Bassett. Oh yes.

[33:13] Okay. Well yeah. Thank you. We have a clerk. Next up is election of a school board

[33:19] treasurer. I will nominate a Viva Hillenbrand. We have been Director Hillenbrand has

[33:26] been nominated? Are there any other nominations? Any other nominations? Any other nominations?

[33:33] And I don't see any hands up. Wait a minute. Is your hand going up?

[33:38] Well, it's almost going up, but I'm making it not go up.

[33:41] Thank you.

[33:44] Thank you, Director Vasot. All right.

[33:50] Director Bowman, I've been ready to vote.

[33:52] I'll wait a minute. I make a comment.

[33:56] I guess I would like to know what happened with the

[33:58] FAC because that's something that the treasure is supposed to be in charge of I

[34:03] know we put that aside but then it seemed to never come back up in our agenda

[34:08] and so I'm asking that because you're the treasure and the treasure is usually

[34:11] responsible for that so what are you going to do to ensure that we get the FAC

[34:16] back up and working again. Director Long I'm going to rule you out of order. This

[34:22] is just about voting. This is not about the FAC right now. Sure but I'm happy to

[34:27] We can put it on the agenda. I'm happy to tell you we've

[34:32] seen it. See if all and I have talked about the plan for moving forward on that. So happy

[34:36] to get that on the agenda talk. Okay. So we have one nominee for treasure. And we are

[34:43] ready to vote. Are we ready to vote? I see no more hands. So yes. That's good. Director

[34:48] Wouteau. Yes. Director Long. Yes. Director Hillenbrand. Yes. Chair Evans

[34:55] Yes. Director Branson. Yes. Director Bowen votes. Yes. Director Bassett. Yes. Unanimous. All right. We have a treasure. Now we have I should let you know we have a lot of one time of your business things we have to go through at this meeting. So what's up next is the election of a deputy treasurer while allows us to combine and delegate the duties of the offices of clerk and treasure.

[35:25] into a person employed by the district and so we need to have a motion

[35:32] designating the Christian Hoheysel CFO to the position of Deputy Treasurer.

[35:36] So I move to do that.

[35:37] Some move.

[35:38] Moved by Director Hillenbrand, seconded by Director Brinston.

[35:43] Seeing no hands up, this is a roll call vote again.

[35:47] So we're voting on the delegation of Deputy Treasurer CFO Hoheysel.

[35:52] It sounds good, Director Hillenbrand.

[35:58] Yes.

[35:59] Chair Evans Becker.

[36:00] Yes.

[36:02] Director Brunson.

[36:03] Yes.

[36:05] Director Bowman votes.

[36:06] Yes.

[36:07] Director Long.

[36:08] Yes.

[36:09] Director Bassett.

[36:11] Yes.

[36:11] And Director Wiltoll.

[36:13] Yes.

[36:13] It was unanimous.

[36:14] Thank you.

[36:15] Okay, moving right along.

[36:19] Director delegation of assistant clerk.

[36:21] The position of assistant clerk to the board was authorized by the board first in 1980.

[36:26] for the purpose of keeping the school board records.

[36:28] It's recommended that Molly Olson be appointed

[36:30] to this position, which she has right now.

[36:33] So is there a move to approve Molly Olson

[36:35] as the assistant clerk to the board?

[36:37] So moved.

[36:38] Moved by Director Ruto, seconded by Director Bassett.

[36:41] Seeing no hands up, go, we have a voice vote on this one please.

[36:45] Sounds very good, Director Long.

[36:47] Yes.

[36:48] Director Hillenbrand.

[36:49] Yes.

[36:49] Director Bassett.

[36:51] Yes.

[36:51] Director Bowman votes, yes.

[36:53] Yes, Director Branson, yes.

[36:55] Chair Evans Becker, and Director Wucho, yes.

[36:59] Unanimous.

[37:00] Congratulations, Molly.

[37:01] You've got your job again.

[37:05] OK, next thing up.

[37:09] Yearly Board Compensation, is that correct?

[37:13] Yearly Board Compensation, yes.

[37:16] OK, the recommended action is to approve

[37:19] the annual Board Compensation.

[37:20] This has not changed in years.

[37:21] In case anyone is wondering, it's $7,800 for directors, $8,400 for Vice Chair, and $9,000 for the Chair.

[37:29] There are a move to approve the annual board compensation.

[37:33] The move.

[37:34] It's been moved by Dr. Bassett, seconded by Dr. Hillenbrand, it has to do with money, it is a roll call vote.

[37:42] All right, Chair Evans Becker.

[37:44] I vote yes.

[37:46] Director Branson, yes.

[37:49] Director Bowman votes yes, Director Hillenbrand.

[37:51] Yes. Director Long. Yes. Director Bassett. Yes. Director Wuto. Yes. unanimous. Thank you. Okay.

[38:01] Just one second here. I have to.

[38:05] Okay. Next thing up is a resolution authorizing the use of facilities. It's easy for me to say.

[38:10] Fissimally, Signature and Surety-Bahn.

[38:16] It's a resolution and will anyone move the resolution,

[38:20] authorize the abuse of Fissimally Signatures and Surety-Bahn

[38:24] and waive the reading of the resolution?

[38:27] I'll move the reading.

[38:29] Thank you.

[38:30] Director Bassett has moved it with the waiving the reading.

[38:32] Seconded by?

[38:34] Seconded.

[38:35] Seconded by Director Brinson.

[38:36] OK.

[38:37] This is a roll call vote.

[38:40] Great.

[38:40] Director Long.

[38:42] Yes.

[38:43] Director Wuto.

[38:44] Yes.

[38:45] Director Hillenbrand.

[38:46] Yes.

[38:46] Director Bowman votes yes.

[38:48] Director Branson.

[38:49] Yes.

[38:49] Director Bassett.

[38:50] Yes.

[38:51] Chair Evans Becker.

[38:52] Yes.

[38:53] The unanimous.

[38:55] All right.

[38:57] Next thing up is the resolution authorizing.

[39:00] Oops.

[39:00] That was it.

[39:02] Designating brokers for investment of district funds for 2026.

[39:08] 2026.

[39:09] Yes.

[39:09] Yes,

[39:12] will someone move the resolution

[39:14] designating the brokers for investment

[39:16] of the school district funds?

[39:18] And wave the reading, director Bowman's.

[39:20] Wave the reading.

[39:21] I will move approval and wave the reading.

[39:23] Thank you, seconded by.

[39:25] I'll second.

[39:25] Dr. Hillenbrand.

[39:27] Okay, seems, yes.

[39:28] Question?

[39:29] Just want to clarify that these are all

[39:31] the same banking facilities that we've been using for years.

[39:35] Thank you.

[39:40] And none of them have changed.

[39:42] Right.

[39:42] And some of this we have done in the middle of the year.

[39:46] Some of it we have done previously in January.

[39:49] We are combining them all to be at the organizational meeting

[39:52] in January from here on through,

[39:54] so we don't have to do it spot, spotally, all year long.

[39:58] Okay, so we are ready to, this year was moved by,

[40:02] what did I say?

[40:03] Bowman.

[40:04] Bowman.

[40:04] Bowman and seconded by Bill and Brand.

[40:08] Okay, take the world.

[40:09] Ready for the vote, Director Muto, yes, Director Long.

[40:13] Yes.

[40:13] Director Hillenbrand.

[40:14] Yes.

[40:15] Chair Evans Becker.

[40:16] Yes.

[40:16] Director Branson.

[40:17] Yes.

[40:18] Director Bowman votes, yes.

[40:19] Director Bassett.

[40:20] Yes.

[40:21] Okay.

[40:23] Now, we have a resolution designating depositors for the school district for funds for 26.

[40:32] We did.

[40:32] Some of these.

[40:33] No, that's no sign for me.

[40:35] Part of me?

[40:35] I jumped ahead.

[40:36] My bad.

[40:37] Just clear.

[40:37] Okay.

[40:38] Yes.

[40:39] This is the depositors. You want to clarify?

[40:42] No, there was a clarification happening over here at the end of the table.

[40:45] But we're good, no?

[40:45] Yes.

[40:46] Excellent. Okay. So, will someone move the resolution

[40:49] designating the depositors for the school district funds for 26 and wave the reading?

[40:55] So moved and I'll wave the reading.

[40:57] Director Hillinbrand is moving it and director Bassett is seconding it and seeing no hands.

[41:03] Let's do the vote.

[41:04] All righty. Director Bassett. Yes. Director Bowman votes yes. Director Branson. Yes.

[41:11] Chair Evans Becker. Yes. Director Hillenbrand. Yes. Director Long. Yes. Director Wuto. Yes.

[41:17] Six F is voted on. Now we're up to six G resolution authorizing specific statements to be paid in advance

[41:25] authorizing specific statements in advance for 2026.

[41:34] I will wait with the reading with the exception of that. I think I'll name those payments of which expenses.

[41:41] There's a very short list.

[41:43] Okay.

[41:44] Okay.

[41:45] It needs a second.

[41:46] Do you want me to?

[41:47] Yeah.

[41:48] Second.

[41:49] What?

[41:50] I need a second.

[41:52] A second.

[41:52] It's been second by director Printer.

[41:54] Okay.

[41:54] Great.

[41:55] So those bills that are concluded here are the utility bills contracted transportation invoices.

[42:01] registration and travel expenses, employee insurance payments, employee retirement, plan payments.

[42:09] Payments necessary to be eligible for discount privileges, postage meter and bulk mailing payments,

[42:16] and officials, referees, and judges fees, special program speaker fees, consulting fees,

[42:21] and contracted personnel service fees, tuition payments for resident students,

[42:26] and payments necessary to meet 35-day statute.

[42:30] And these are all payments or expenses

[42:32] claimed against the school district.

[42:33] That would be eligible for that advance board,

[42:36] advance an advance of board approval.

[42:38] Thank you.

[42:39] Welcome.

[42:40] Great.

[42:40] Seeing no other hands, let's vote on resolution for 6G.

[42:47] Sounds good.

[42:48] Director Bowman votes yes.

[42:50] Director Brunson.

[42:51] Yes.

[42:52] Chair Evans Becker.

[42:53] Director Hill and Brand.

[42:54] Yes.

[42:55] Director Long.

[42:55] Yes.

[42:56] Director Woto, yes, Director Bassett, yes, unanimous.

[42:59] Okay, thank you.

[43:01] The next item is 6-H and that is the appointment of legal counsel for 2026.

[43:06] The legal counsel that firms would be Radwick, Rosic, Maloney, Squares, Wellsburg,

[43:13] Romance, Becker, LLLC, Martin Law Firm, and Kutek, Rockwell, LLP.

[43:18] Okay, and the authorized district staff to contact legal counsel are school board, school

[43:25] of our chair, superintendent, assistant superintendent,

[43:28] CFO, executive director of human resources,

[43:31] and executive director of community education,

[43:33] athletics, and activities.

[43:34] Will someone please move the legal firms?

[43:42] I will move approval for the list of legal firms

[43:45] that were read and we have the right.

[43:48] Yep.

[43:48] Thank you.

[43:49] Okay, Bowman and the second term would be Uto.

[43:55] Director Ruto.

[43:57] Seeing no hands, it's a resolution, it needs a voice, it needs a roll call vote.

[44:02] Perfect, Director Evans Becker.

[44:04] Yes.

[44:05] Director Branson.

[44:06] Yes.

[44:06] Director Bowman votes yes.

[44:08] Director Bassett.

[44:09] Yes.

[44:10] Director Hill and Brand.

[44:11] Yes.

[44:12] Director Long.

[44:13] No.

[44:14] Director Ruto.

[44:16] Yes.

[44:16] Motion prevails.

[44:17] Okay, and it wasn't a resolution, but it had to do with me.

[44:20] No.

[44:20] Yeah.

[44:21] Okay.

[44:22] All right, items 6i, appointing a financial advisor for 2020, for 2026, the financial advisor would be PMA.

[44:31] Is there a move to appoint PMA as our district financial network advisor?

[44:37] No, moved.

[44:38] Thank you, moved by Dr. Brinteson, Brinteson.

[44:42] And seconded by?

[44:44] I'll second.

[44:45] Dylan Brand.

[44:47] And then clarifying question.

[44:48] Can I have a final question?

[44:50] Does anybody know how long have we been using PMA financial?

[44:54] Does anybody know how long we've been using PMA financial as are appointed?

[45:00] Financial advisor.

[45:03] A couple years. It hasn't been no long. No, it hasn't been maybe three years. And I'm not the perpetrator. So, you know, but I believe about three years, something like that. Okay. Thank you. Seeing no other hands up.

[45:16] We need to vote. Yep. Has to do with money. Director Bassett. Yes. Director Bowman votes. Yes. Director Brunton. Yes. Chair Evans Becker. Yes. Director Hillenbrand. Yes. Director Long. Yes.

[45:29] and director Wu-toe, yes, motion prevailed.

[45:32] CMA, 6J, designated designation of I, it's an IOWA,

[45:38] it's the identified official with authority

[45:40] for the Minnesota Department of Education,

[45:43] external user recertification system,

[45:46] and the person that we are designating

[45:48] is Dr. Bob McDowell, Assistant Superintendent.

[45:53] Sarah, move to a point.

[45:54] I'll text you on there, right?

[45:57] Oops, Dr. Tisalo, sorry.

[45:58] Yeah, and he's the proxy sorry to group that up person in charge superintendent proxy dr. McDowell

[46:06] All right some moved moved by Hillin brand seconded by Bassett

[46:13] No hands. Okay, let's do it. Oh

[46:17] Teri Evans-Becker. Yes director Hillin brand. Yes director Long. Yes director Wuto. Yes director Bassett

[46:24] Yes director Bowman votes. Yes director

[46:27] Dr. Brentson, yes.

[46:29] Okay, thank you.

[46:30] We have designated our IOWA.

[46:35] All right, now we need to designate our official newspaper.

[46:42] And our official newspaper is ECM Publishers Incorporated.

[46:46] Go and wrap it up to Minnesota as a district's official newspaper for 2026.

[46:52] That's the sun post and sun sailor, home to our insurers, same one we've been using.

[46:58] Is there a move to designate?

[47:00] So moved. Thank you, but Director Brinson. Second by Director Bowman. Yeah, let's do the vote. No hands are up.

[47:08] All right, Director Brinson. Yes, Director Bowman votes. Yes, Director Bassett

[47:17] The stain on that one part of the stain. Okay

[47:22] Director Chair Evans Becker. Yes, Director Hillenbrand. Yes, Director Long. Yes, Director Wouto. Yes, motion prevails

[47:29] Okay, we have a newspaper as a nation of official television produced over 2026. That would be CCX. Any questions?

[47:37] Okay, do I have a motion?

[47:38] I'll move it.

[47:39] Move by Director Bassett.

[47:41] Seconded.

[47:41] Seconded by Director Brinson.

[47:46] No hands, let's do this.

[47:47] Let's do this. All right. Director Hillenbrand.

[47:50] Yes.

[47:51] Chair Evans Becker.

[47:52] Yes.

[47:52] Director Brinson.

[47:53] Yes. Director Bowman votes yes. Director Bassett.

[47:56] Yes.

[47:57] Director Long.

[47:57] Yes.

[47:58] Director Wucho.

[47:59] Yes.

[47:59] Motion prevails.

[48:00] Here we have a television station.

[48:02] Okay.

[48:02] Next thing up is the review of policy 209, Code of Ethics Statement of Compliance.

[48:10] And during the Board's organizational meeting, a review of the Code of Ethics and

[48:14] Signing of the Corresponding Statement of Compliance will be implemented as an annual

[48:19] item.

[48:20] And so all Robinson School Board members must sign annually a statement, certifying that they

[48:25] We have read, understand, and agreed to abide by the Code of Ethics and affirm their commitment

[48:30] to hold themselves in other board members accountable for any violations of it.

[48:35] And so I passed out the Code of Ethics to everyone.

[48:38] If you haven't signed it yet, please do and they all need to go to Molly at the end of the

[48:43] meeting.

[48:44] and if you have any possible,

[48:51] thank you, just looking for the word.

[48:54] If you have any conflict of interest,

[48:56] please let us know now.

[48:58] Stayed at no.

[48:59] Dr. Hillenbrand?

[49:01] Two of my, one of my children is a student intern

[49:05] at Adventure Club, and one of my children

[49:09] is a seasonal worker at Adventure Club.

[49:12] Anyone else have a, Dr. Brinison?

[49:14] Yes, so I'm the head debate coach at Robynsdale Armstrong and Robynsdale Cooper.

[49:19] The head golf coach at Robynsdale Cooper, my oldest child is also a debate coach at

[49:26] Robynsdale Armstrong, and my wife occasionally sums for the district, I think it's like three

[49:32] times this year.

[49:33] Thank you.

[49:34] Dr. Huto?

[49:35] Yeah, my wife is on the teacher contract with the district.

[49:39] Thank you.

[49:39] Anyone else?

[49:41] No.

[49:42] Director Bassett?

[49:43] I have none.

[49:46] Thank you for that, Director Bassett.

[49:48] Welcome.

[49:48] Anyone?

[49:49] Okay.

[49:49] I think that covers that.

[49:53] And the conflict of interest.

[49:55] We're good.

[49:59] Okay.

[50:00] This is the best part of our meeting.

[50:04] Are they all proud?

[50:05] Superintendent Stella?

[50:06] Excellent.

[50:07] We're very excited tonight, especially with this full crowd

[50:11] out to have Principal Jennifer Smith and Trudy Monet of the Stages Theatre Company

[50:17] and students from Fair Pilgrim Lane come and present to us tonight and highlight some

[50:25] of the incredible work they're doing with our integration.

[50:46] Amazing.

[50:51] That's amazing.

[50:52] That's amazing.

[50:54] That's amazing.

[50:56] That's amazing.

[50:58] That's amazing.

[50:59] quite the welcome. Thank you everyone. High school board members, cabinet members of the community. I am Jen Smith, the principal of fair pilgrim lane elementary.

[51:10] The first thing I'm going to say this is kind of an awkward moment. I need everyone to know in here that I signed up for this date back in September.

[51:24] So meeting here tonight has absolutely nothing to do with the proposal and the board vote today.

[51:32] And I just need that out there, so rumors and assumptions are not made.

[51:36] This was done what you asked us in like August, September to sign up.

[51:40] And so I signed up around, I think it was September.

[51:42] So it is just coincidence that I happen to be here tonight.

[51:46] So I just want to make that really clear.

[51:48] But regardless of any of those decisions made tonight, I'm sure that I'm going to be able

[51:51] So, very proud to be standing here in front of all of you to have a chance to share a little bit about fair as well as show off some of our students performances.

[51:59] They are going to totally show me up tonight, so first of all, arts integration.

[52:05] As you know, we are the arts integration school and it's an approach to teaching in which students construct and demonstrate understanding through an art form.

[52:15] This includes visual art, music, dancing, theater, and media arts.

[52:19] Tonight I'm going to show you a small sampling of how we integrate arts into all areas of

[52:24] the curriculum at Fair, how our partnership with Stages and support of our PTO enhances

[52:29] our curriculum, and in addition you will hear from a student about her experience at Fair,

[52:35] and finally you will watch a performance done by some of our current fifth grade students.

[52:40] So, we are going to start our little arts integration journey here.

[52:43] I have some pictures of some kindergarten students.

[52:45] From the first days of school, our kindergarten students engage in arts integration activities.

[52:52] In this photo here on the left, we have some students working on their literacy response journals.

[52:58] So after reading a book, they write, draw, create about either what they learned or

[53:03] following a prompt from their teacher.

[53:05] In the second photo, the kindergarten students are creating a tablo,

[53:09] which is a recreating a still scene from a book to help retell the story.

[53:13] So they're doing a little scene to help tell what they learned from the story.

[53:18] So these are just two examples that begin in kindergarten and continue throughout the

[53:22] years of how students show what they know through art during their language arts time.

[53:27] In addition to that, to increase the cultural relevance of curriculum, students learn about

[53:32] other cultures and important people in history through art's integration.

[53:36] So the first photo up there in the upper left hand corner is from Hispanic Heritage Month.

[53:40] Students learned about Tito Puente, the Mamba King, Ms. Trudy, who you'll see over here,

[53:46] tat them how to Mamba during their stages time, and they did a little performance of it.

[53:51] And then they also read a book about Tito Puente.

[53:55] Our third graders were learning about sea exploration through poetry, art, and literature

[54:00] during a module in Witt and Wisdom, which is our new language arts curriculum.

[54:04] During this module, they learned about a woodblock print by the Japanese artist, Pokusai.

[54:08] They then created their own water color interpretations of the print adding in their own elements, and that's that bottom-middle photo there.

[54:16] Our fifth grade students, some of who you will see here tonight, we're learning about Native Americans and what it means to belong to a culture.

[54:23] During this unit of study, students also learned about Frank Big Bear Jr.

[54:27] In Ojibwe artists whose art can be viewed in galleries around Minneapolis.

[54:30] Students learned about his art process and then created their own self-portraits based on his style.

[54:37] Arts integration is also used to deepen students' understanding of science concepts as well.

[54:42] Our first grade students were learning about creature features when the big Northern

[54:47] Lights event happened here in Minnesota.

[54:50] So our teachers then connected those two events and they created those Northern Lights photos

[54:54] you see there on the left hand side.

[54:56] And second grade students were learning about animal habitats during mystery science.

[55:00] The teachers expanded on this topic by also reading over in underbooks by Kate Messner.

[55:06] The students then created their own hibernation photos you see here and in addition they created

[55:10] a little habitat pop-up, creations, and some pottery.

[55:15] We know that students learn math at a deeper level when they move through a sequence of using

[55:20] concrete manipulatives than visual representation prior to that abstract knowledge of using numbers.

[55:26] These two photos show just a few examples of how our third grade students see math through

[55:31] arts integration.

[55:32] So that tap photo represents place value, the larger the number, the higher the place value,

[55:38] and then when you cone up all of the various size circles, you can come up with a larger number.

[55:43] The second photo, students we're learning about the array model in multiplication and then

[55:49] they turned their yellow array into a cityscape.

[55:54] students also learn many important social emotional skills through our arts

[55:58] integration. About once a month Miss Trudy will pull a small group of students

[56:01] during our wind time or what I need time. During this time the students

[56:06] expand the social emotional learning they are gaining from our district

[56:09] provided SEL curriculum second stack. They work on developing and learning a

[56:14] short skip that is then performed for their grade level peers during one of our

[56:17] fight assemblies.

[56:20] Stages is a co-tot, sorry, in addition to learning teachers engage with students in class.

[56:26] We have a wonderful partner with Stages Theatre Company, and Miss Trudy is at Fair every

[56:31] day engaging students in theatre, music, and dance activities.

[56:35] They engage

[56:50] students in theatre, music, and dance activities that are also rooted in our English

[56:54] language art standards.

[56:56] Stages is a co-tot class where students come together with their teacher weekly to engage

[57:00] lessons. And then starting in second grade, each grade level engages in a larger capstone project.

[57:06] So the photo on the left there are our second grade students performing a story through readers

[57:10] theater. On the right hand photo is a picture of some of our third grade students last year performing

[57:15] a black history presentation. Prior to the presentation, they engage in some rich discussion about

[57:21] unsung heroes and then perform a piece that helps them and the audience to understand that black history

[57:26] History is American history.

[57:28] This performance has been featured for the past two years at the Districts Black History

[57:31] Celebration.

[57:33] In fourth grade, students engage with vocal elders through a penpal program.

[57:39] After exchanging letters, the project culminates in connecting generations' performance.

[57:44] The students first meet their pen pals and then they perform a piece based on their letters

[57:48] that includes music and visual art.

[57:51] So that example on the left is one of the visual art pieces that they create.

[57:55] It's a home and then on the right hand side, you see our students sharing that piece with one of their elders.

[58:03] Our fifth grade, this is the big one. Our fifth graders annually have a spring musical.

[58:09] This photo is from our performance last year of the Lion King Jr.

[58:15] This year the students will be performing the musical Dear Edwina,

[58:19] which is a show about a young problem solver who offers advice to her peers with the help of her friends

[58:24] and a little bit of song and dance.

[58:26] The show celebrates the joys, challenges,

[58:28] and growing pains of growing up in a fun and uplifting way.

[58:33] Thank you to our PTO and the amazing fundraising efforts

[58:36] of our families.

[58:38] All grade levels are also able to engage

[58:40] in a week-long artist's investment.

[58:42] You all, like this is the

[58:49] plus students to dig deeper

[58:50] into one specific art forum

[58:52] as well as learn from artists who are working in the field.

[58:55] So the week right before winner break, Lisa Arnold,

[58:58] came in to work with us and she has come back year after year.

[59:03] She told me that we're her favorite because she actually went to

[59:07] Pilgrim Lane as a student many, many years ago so she does always

[59:11] love coming back to Pilgrim Lane and working with our students.

[59:15] So our first graders engaged in making some masks out of

[59:18] recycled and upcycled materials that reflected their passions

[59:21] and artistic style and then they also created pictures and

[59:25] stories about their mask characters.

[59:26] And then the photo on the right is our fifth grade students engage in lessons around mosaic art students learned art and mosaic vocabulary practice techniques use tools and build skills by designing and creating their very own individual mosaics based on nature.

[59:43] In second grade, our students learn from dancer and studio owner and

[59:47] astronaut. Students learn about various movement patterns. You can see them moving

[59:51] there on the left hand side and then they created a short performance piece based on the

[59:55] life cycle of plants.

[59:57] Sir Grade invited in the...

[1:00:00] The actor, singer, playwright, and director, T. Michael Rambo. He used our theme of the year

[1:00:06] better together, and the students created a spoken word poetry piece that some of them

[1:00:11] even performed as are closing to our talent show at our night of the arts. And that's our

[1:00:15] photo on the right. Fourth grade and our three-four-split combination classroom. Dive residents

[1:00:22] with Katrina Knutson, and they discovered the vibrant world of graffiti art. The students

[1:00:28] students learned a brief history of graffiti and its cultural roots, they then celebrated

[1:00:32] the power of words by creating their own graffiti drawings.

[1:00:36] And next week, I don't know how pictures does not happen until next week, but kindergarten

[1:00:39] students are engaging with broader pool, students will design a personal character and create

[1:00:43] many outfits inspired by their own traits, attributes, and interests.

[1:00:47] Using fabric materials in their imagination, they will craft a work of art that expresses

[1:00:51] their unique identity through the art of fashion.

[1:00:56] Here are some photos of our annual night of the arts.

[1:00:59] Annually, we celebrate all of the great amazing things that we do.

[1:01:03] This usually happens in December.

[1:01:05] It is also a family engagement evening funded through a PTO that is filled with students

[1:01:10] showcasing their individual and small group talents in a talent show.

[1:01:13] You can see our friend drumming down there.

[1:01:15] Students sing in a mixed grade level of performance.

[1:01:18] families engaged in creating art together and all will they view our gallery of art work that is hung up all around the hallways

[1:01:24] and thank you to all of our volunteers that came in and spent many hours hanging it all in the hallway.

[1:01:29] This year's theme was better together and all the performances and activities were centered around the theme and that bottom picture is what we create as a

[1:01:37] community

[1:01:38] students and families wrote what makes them better when on small circles of paper and then it went on

[1:01:45] those outlines of people and that is displayed in our main hallway.

[1:01:50] Through all of these rich experiences, students grow in development ways that you don't always get in your typical classrooms.

[1:01:56] Students at Fair are confident speaking to others, be it in small group class or in front of a large audience during their performance.

[1:02:03] There are critical thinking skills increase in that they can show their understanding and learning in ways that are not just found on traditional testing quizzes.

[1:02:10] At Fair, working together is common and this increases students ability to collaborate.

[1:02:14] Above all else they are so creative. My favorite parts of the day are just walking around the hallways and seeing the creativity pouring out of all of our classrooms.

[1:02:24] All of these skills are so important in life and I feel especially in this digital age,

[1:02:28] we're so frequently students and people are engaging with peers and others in unhealthy ways over social media and texting.

[1:02:34] So, soft skills of being able to interact and collaborate and share information with people

[1:02:40] is something that can't just be taught.

[1:02:42] It must be fostered and engaged on a regular basis, and that happens routinely at fair.

[1:02:47] So, now that you've heard me talk, I'm going to turn over to the real show.

[1:02:51] So, next up comes Ms. Trinity Glass, who will share a bit more about how attending fair

[1:02:55] sense kindergarten has helped her.

[1:03:07] Comfortable sharing ideas and being more common, especially when I have to speak in front

[1:03:11] of others.

[1:03:12] I think this is because over the years I've had many performance opportunities, we use

[1:03:18] Reader's Theory, which helps me read with expression and confidence.

[1:03:22] We also retail stores using tablet, which helps me understand store destruction.

[1:03:28] Sometimes, we retail stores using same dancing and acting.

[1:03:33] This helps me understand the characters more and connect to how they feel.

[1:03:37] At Fairfrogum Lane, we learned to look for our everywhere.

[1:03:41] We made mosaic art projects, learned about different styles of painting, and even learned how to hold his clay.

[1:03:47] All of these activities helped me be creative and express myself in new ways.

[1:03:52] Because at Fairfrogum Lane, I feel more confident, creative, and excited to share my ideas with others.

[1:03:57] And please hear a word from me.

[1:04:00] Woo!

[1:04:00] We

[1:04:13] decided to share our pasted stage parts with you and our sides and our stages class

[1:04:20] we chose a picture book and turned it into a play using our actors' tools, theater

[1:04:26] laws and religious skills.

[1:04:28] First we identified the main idea of the story and the characters.

[1:04:33] Now we decided which roles each actor would play.

[1:04:38] After that, we wrote our scripts, add a blockade, and create a prompt.

[1:04:42] All this work to help us bring our story to the page to the stage.

[1:04:46] We hope you are a jar of performance.

[1:05:02] Someday, if you could be any animal in the world, look,

[1:05:09] exactly, I don't want to be a blog.

[1:05:13] And

[1:05:17] you can't be a tackier,

[1:05:39] I don't know, in your life.

[1:09:10] Remember to have any questions or comments, and students are for sure want to get a picture

[1:09:14] with y'all. I just want to thank you. Thank you, Jen. Thanks, Trudy. Staff are being here.

[1:09:19] Students, thank you for sharing your talents and your courage with all of us.

[1:09:24] You did a fantastic job. I would like to say thank you, thank you, and the best part of the meeting is

[1:09:30] definitely over. Amazing. Thank you. I'd love to school.

[1:09:47] While they're getting their picture taken, I think some other board members might have

[1:09:51] is something they want to say.

[1:09:52] I just want to say thank you for eating the flies.

[1:09:56] I really appreciate it.

[1:09:58] Dr. Bassett?

[1:09:59] No.

[1:09:59] Oh, well, they're taking their picture.

[1:10:01] I just like to say I have been up at Fair Pilgrim Lane

[1:10:05] when there has been a arts historian for the community.

[1:10:11] That place was packed.

[1:10:13] The art was all over the walls.

[1:10:15] They had all kind of mixed media art.

[1:10:17] It was, you couldn't find a parking spot.

[1:10:52] Okay. Back to business. All right. We need to have order again.

[1:11:03] We'll let them get

[1:11:04] out of here. The next thing up is the consent agenda. Items on the consent agenda are considered

[1:11:09] There's routine in nature and are enacted with one motion.

[1:11:12] There's no separate discussion of these items unless a board member requests to do so.

[1:11:16] In that case, the item would be removed from the agenda.

[1:11:19] We have rather short consent agenda tonight.

[1:11:21] We have the study session minutes, the business meeting minutes from December 15th,

[1:11:27] disbursements and the license and non-license personnel report.

[1:11:33] Is there a move to approve consent agenda?

[1:11:36] Director Bowman, Director Huto, thank you.

[1:11:40] All right, and it has to do with money, so we need a roll call vote.

[1:11:43] With pleasure, let me, let's allow them a second.

[1:11:53] We'll proceed with the vote.

[1:11:54] Director Bassett, yes.

[1:11:57] Director Bowman votes, yes.

[1:11:59] Director Branson, yes.

[1:12:01] Chair Evans Becker, yes.

[1:12:03] Director Hillenbrand, yes.

[1:12:04] Director Long, no.

[1:12:06] And Director Huto, yes.

[1:12:08] Motion prevails.

[1:12:09] Okay, we have approved the consent agenda. We're going to move on to unfinished business.

[1:12:14] I 9A property and liability insurance broker. This was brought up previously at one

[1:12:23] of the December meetings. And what we need to do is vote, see if a whole is there anything

[1:12:30] you want us to know? Yes, I would actually like to speak to this

[1:12:33] for a few minutes. Thank you. Good evening, Chairman's Becker, board directors, the superintendent

[1:12:39] when I originally had presented switching our property

[1:12:43] and my ability insurance broker, which was on December 1st,

[1:12:46] what was presented was an estimated annual savings based

[1:12:50] on an estimated current charge of our incumbent

[1:12:54] of we anticipated saving $63,000 a year.

[1:12:59] That number was revised to an actual savings

[1:13:04] but a whole lot has gone on behind the scenes since then.

[1:13:07] So, let me catch you up briefly.

[1:13:10] What was presented and went to the board on December 1st was that we had an insurance

[1:13:16] broker that was proposing to be able to provide the service and run a targeted risk management

[1:13:22] program for $75,000.

[1:13:25] The incumbent who at that time, their fee was based off of a percentage of premium had

[1:13:34] responded with that, and it's part of the cover letter, saying that they would match

[1:13:40] the $75,000. I believe Director Long had asked, you know, what would the cost be on a

[1:13:46] five-year basis, and so we were going forward. Since that time, the U.S.I., who is administration's

[1:13:54] recommendation to switch to, has since then come down and said we would provide the same

[1:14:03] service for $70,000 for a flat fee of five years. I know there have been questions regarding

[1:14:10] that if we were to do that, is there a way that the district could terminate the agreement if

[1:14:16] things weren't working out? And the intention of the five-year term would be to secure our rate

[1:14:24] or the $70,000 proposed rate, but if we weren't happy with the product or service that they were

[1:14:30] offering we could terminate that agreement, and there was also one of the questions that

[1:14:37] had come up is this primarily just a cost savings measure. And it is, it's a cost savings

[1:14:43] measure, but I also would suggest consideration for the targeted risk management program. Currently

[1:14:53] USI, we switched to them a handful of years ago for our workers compensation, and what they

[1:14:59] as they do as they...

[1:15:00] We focus on things that the district can control and how we can get better to limit our exposure and liability, and therefore ultimately that ends up in better rates. So it's not just a broker out there doing the work of essentially shopping or insurance package. Their targeted risk management program does the work by coming internally and focusing on areas where there's maybe a higher exposure for underwriters and everything that's happening.

[1:15:26] So what is before you is administration's recommendation to switch to U.S.I. as our

[1:15:36] broker for property and liability insurance.

[1:15:39] And it would be for a five-year period, for the five-year period, or the five-year period

[1:15:44] correct.

[1:15:44] Okay.

[1:15:46] So do I have a move to approve the proposal provided by U.S.I. insurance services, LLC?

[1:15:52] Director Bowman?

[1:15:53] I'll move the approval.

[1:15:55] Moving.

[1:15:55] I had a question.

[1:15:57] Okay.

[1:15:57] We have to have a second.

[1:15:57] Then we can have a question.

[1:15:59] Seconded by Director Long.

[1:16:01] Director Brinson.

[1:16:01] Thanks for answering those questions.

[1:16:03] I think they're super helpful.

[1:16:04] The one thing it was kind of brought up before.

[1:16:06] How often do contracts like this get reviewed, right?

[1:16:10] So there was other contracts that were brought up.

[1:16:12] This would be another one.

[1:16:13] Is that an annual basis typically every couple of years?

[1:16:16] I know it's probably different for every contract.

[1:16:18] But in general.

[1:16:19] It is different for every contract.

[1:16:20] You know, the review is, I would say, again, annually, are you producing what we need

[1:16:26] to produce?

[1:16:27] Are you delivering on commitments that we're made of here specifically to this?

[1:16:32] Here is the risk management program.

[1:16:34] Are you actually fulfilling the terms and are we making progress as far as what that looks

[1:16:39] like?

[1:16:40] So the work in and of itself, I would say, is reviewed on an ongoing basis.

[1:16:45] It's every interaction.

[1:16:46] The contract in and of itself, because we're locking in a flat rate, might be evaluated

[1:16:53] after a few years, just to say, okay, you've implemented or done the work as far as the

[1:17:00] risk management program, are we actually seeing the results in our premium?

[1:17:04] And what that looks like, and then, therefore, that runs itself to the satisfaction moving

[1:17:08] forward.

[1:17:08] Thank you.

[1:17:09] Thank you.

[1:17:11] Seeing no more hands, this is a roll call vote,

[1:17:15] then the vote would be on approving the proposal provided

[1:17:18] by USI Insurance Services, LLC.

[1:17:22] Great, great.

[1:17:24] Director Hillbrand.

[1:17:26] Yes.

[1:17:26] Director Long.

[1:17:27] Can you come back to me?

[1:17:29] Director Chair Evans Becker.

[1:17:31] Yes.

[1:17:32] Director Wuto.

[1:17:33] Yes.

[1:17:34] Director Bowman votes yes.

[1:17:35] Director Branson.

[1:17:36] Yes.

[1:17:37] Director Bassett.

[1:17:38] Yes.

[1:17:38] and Director Long.

[1:17:48] If my head is like spinning, there's too much going on today.

[1:17:52] I'm going to have to stay and be just because

[1:17:54] there's too much going on in my head right now.

[1:17:57] Okay.

[1:17:57] Motion prevails.

[1:17:58] The proposal passes.

[1:18:01] Okay.

[1:18:02] Now we are moving into unfinished business.

[1:18:05] Letter 9B.

[1:18:06] Continued statutory operating debt planning.

[1:18:08] Site consolidation.

[1:18:10] Superintendent Stella.

[1:18:11] Thank you.

[1:18:12] Good evening and happy new year.

[1:18:13] Chairman's Becker, board members, community members in the board room, or other rooms in the ESC, and those viewing online.

[1:18:20] I want to begin with some comments that I believe need to be put into the public record.

[1:18:25] First of all, I want to provide facts about the agenda for this meeting.

[1:18:30] We have received emails with concerns of a last minute agenda change, and

[1:18:34] there's information on social media posts, including from school board members that the agenda and

[1:18:40] And recommendations for tonight were changed last minute.

[1:18:44] That's not true.

[1:18:46] There was no last minute change to the January 5th meeting.

[1:18:50] At its December 8th meeting, the school board voted to consider a plan to discontinue

[1:18:55] fair crystal middle school programming, transition those students to their boundary neighborhood middle schools,

[1:19:02] and repurpose the fair crystal building for elementary school.

[1:19:05] As part of that same mode action, the board also approved to publish you notice for consideration of closing the Fair Pilgrim Lane Building and moving its elementary magnet programming to the Fair Crystal site.

[1:19:18] On December 17th, Board Chair Evans Becker and Vice Chair Lawn were part of the standard agenda setting meeting where final decisions on the January 5th agenda were determined.

[1:19:29] The board chair on December 20th provided a follow-up communication to all board members outlining the agenda which included the vote to discontinue middle school programming at fair crystal would occur prior to the fair pilgrim lane public hearing.

[1:19:45] Well, they initial,

[1:19:50] well, the initial board packet, well,

[1:19:59] the initial board packet posted on December 31st included the agenda item, continued statutory operating debt, planning, site consolidation, the corresponding action item was inadvertently left off the agenda.

[1:20:15] All right, you will be asked to leave if you can't maintain order.

[1:20:21] That omission was corrected the following day on January 1st once it was noticed.

[1:20:27] The agenda update reflected that they have what had already been discussed and documented

[1:20:33] with the board, not a change in the direction.

[1:20:36] Additionally, I sent an email to all board members on January 1st, letting them know of the omission

[1:20:42] and the correction.

[1:20:43] Today brings us closer to decisions that will inform and help us finalize a draft of

[1:20:49] the statutory operating debt plan that we will bring forward to the board for review at

[1:20:54] the next meeting.

[1:20:55] This has not been an easy process, however this is the process that is necessary for long-term

[1:21:01] stability and success in our school district.

[1:21:04] The work in which we've been engaged has been forecasted for well over a year and being

[1:21:09] and statutory operating debt was the final factor that solidified the fact that we as a district

[1:21:15] must do things differently. We can't cut our way out of this and that there are needed

[1:21:20] changes that must be implemented in order to reserve reverse the significant challenges

[1:21:26] in Robin's delivery of schools. Those challenges which existed before my arrival and the board

[1:21:33] unanimously hired me to address, include, but are not limited to the following, poor academic outcomes, inequities in programming and opportunities, concerns with student and staff safety, resulting in a less than positive school district reputation, school board conflicts being carried out in the public, outdated facilities with both deferred maintenance needs in a lack of modern learning environments in programming, declining enrollment,

[1:22:03] and significant financial issues.

[1:22:05] The eight months spent studying all aspects of the school district with the vision team

[1:22:09] exposed many of the things we've wanted to do as a district, but in several cases,

[1:22:14] what we did to try to get there was not carefully implemented and monitored.

[1:22:20] We're now in a position where we can't do what we want next until we become financially healthy.

[1:22:26] The process to improve the district as a whole has been clearly communicated.

[1:22:29] And we've worked for well over a year to stabilize our financial situation.

[1:22:35] Financial concerns in Robin's Dale area schools have been mounting for several years.

[1:22:41] Resulting recently in a $17.4 million reduction needed for the 24-25 school year.

[1:22:48] However, as we discovered in November of 24, approximately 14 million of the approved 17.4 budget reductions were not implemented.

[1:22:56] which exacerbated the already unstable budget.

[1:23:02] Since November of 24, when we learned that we would need to make budget reductions between 19 and $21 million,

[1:23:08] and even before that, I talked numerous times to board members and publicly about five specific actions that were needed

[1:23:16] to identify the current reality of Robin Stale area schools and to set the course firm improvement.

[1:23:22] Each of these actions was grounded in our priority of implementing a process of robust

[1:23:26] community engagement to co-create with the community and academic vision of the school

[1:23:31] district our students want need and deserve.

[1:23:35] First of all, when we need to have a review of academic programming and to identify gaps

[1:23:39] and curriculum instruction assessment to improve student outcomes, we needed to engage in

[1:23:45] in demographic study to identify updated enrollment projections to plan for the number of students

[1:23:50] that we will serve in our near future.

[1:23:53] We needed to complete a comprehensive facility assessment

[1:23:55] district-wide to ensure data-driven decisions short

[1:23:59] long-term facility planning

[1:24:01] and a clear understanding of our facility's portfolio.

[1:24:04] We needed to utilize data from the demographic study

[1:24:07] and the comprehensive facilities assessment

[1:24:09] to inform decisions about how best to write size

[1:24:12] the district was site consolidation.

[1:24:15] And finally, I've talked about a potential building bond

[1:24:17] recommendation to the board to support modern learning environments and opportunities for students.

[1:24:24] This work is needed to be done in the school district.

[1:24:27] It's not been a secret to anyone, and we've been focused on processes to complete tasks aligned to this plan.

[1:24:34] We've engaged with the community with multiple opportunities to provide input.

[1:24:38] We've established a vision team who worked for eight months and provided recommendations to the school board in September for a better future.

[1:24:46] and we've communicated with staff parents in our community throughout the process.

[1:24:50] On October 13th, 2025, we shared information that we wanted the board to be aware of,

[1:24:56] to anticipate that they could expect as we embarked on this first phase of school closures,

[1:25:03] site consolidations and budget reductions to get us to a balanced budget,

[1:25:08] which is required in a statutory operating debt plan.

[1:25:11] As a reminder, we said that the work is complex, it's going to feel clunky, it's imperfect.

[1:25:17] Folks will experience the notion that the pond is shrinking.

[1:25:21] There will be competing interests that result in intense advocacy and strong statements.

[1:25:27] Almost everything will have trade-offs.

[1:25:29] There will be direct and indirect impacts on student staff and families.

[1:25:35] There will be impacts to staffing, programming, and boundaries.

[1:25:38] possibilities and opportunities will be created.

[1:25:42] And predictably, this has come to light.

[1:25:45] We've heard many perspectives, experiences, questions, concerns, and celebrations.

[1:25:52] As decisions have had to be made, the board has seen and heard that people love their schools.

[1:25:59] Most of the comments and the emails have highlighted the great things happening in our schools.

[1:26:04] However, there have been inaccurate comments made and I want to provide clarification for

[1:26:09] the record.

[1:26:11] People have stated that our financial crisis and reason for being in SOD is because

[1:26:15] of the air made with the counting the compensatory dollars twice, resulting in the approved budget

[1:26:21] not being implemented in 2425, that's not entirely true.

[1:26:26] It's easy to blame the SOD on the compensatory dollars that were counted twice, which ultimately

[1:26:32] delayed reducing staff for an additional year.

[1:26:35] However, for years, the district has been experiencing declining enrollment,

[1:26:40] a lack of tracking systems, lack of expenditure review and adjustments,

[1:26:43] and a lack of strategic long-term thinking to not only what is desirable,

[1:26:50] but also ensure decisions are both feasible and sustainable.

[1:26:53] When I was hired as the sixth superintendent in ten years, I knew some of the challenges.

[1:26:58] However, the significant system gaps and frankly lack of systems altogether in several areas have exposed needs that must be addressed in almost every area and department and more needs continue to be uncovered on an ongoing basis.

[1:27:14] The first of these was four months into my tenure and three months into the position our CFO's tenure when we realized the reductions that were not made the year prior resulted in the 19 to $20 million deficit.

[1:27:28] I've heard repeatedly that in making these district wide reductions, there were no cuts to administrators and bonuses were given to administrators.

[1:27:39] Again, this is not true, as we reduce the budget, including administrative reductions.

[1:27:45] I also re-instructured leadership positions to get the experience needed to address the significant and complex needs of the school district and to get us out of this dark place.

[1:27:55] This is common practice as new leaders come into an organization to determine what I hope you would expect of the CEO of the school district with a $285 million budget.

[1:28:09] In addition, we reduce the ESC administration and staff by approximately $2 million this current year in addition to $2.8 million of the year prior.

[1:28:19] We reduced, reorganized, and restructured positions based on district needs while maintaining

[1:28:26] overall budget reductions.

[1:28:28] Bottom line, budgets are about dollars, not the number of people or the positions.

[1:28:34] I help held the promise of administrative and district office reductions.

[1:28:38] As we work through the additional budget reductions needed for a balanced budget for 26, 27, and

[1:28:43] beyond, I'm sure there'll be more administrative reorganization.

[1:28:47] My responsibility is to make needed change to structure all positions and departments

[1:28:52] in a way that provides organizational efficiencies and improved outcomes.

[1:28:57] Concerns have also been raised about administrative bonuses.

[1:29:00] In Robin's deal area schools, teachers, principals, and the superintendent have performance, all

[1:29:07] or alternative pay as part of the negotiated contracts.

[1:29:11] specific to my contract, a performance pay-in-center was part of the terms of the condition which was approved by a 7-0 vote.

[1:29:20] The board in review of my goals after my first year and through the evaluation system,

[1:29:25] thought that I met or exceeded expectations and earned the performance pay-in-center.

[1:29:30] Concerns about transparency of also surfaced and it's important to note that this information was shared with board members and much of it was done in public meetings.

[1:29:39] As we predicted at the beginning of the statutory operating

[1:29:44] network, it's like consolidation in the budget process.

[1:29:48] The pond is shrinking.

[1:29:50] Decisions will have impacts.

[1:29:52] There will be questions about process timelines and data.

[1:29:57] And we also knew because it is unfurling.

[1:30:00] Unfortunately what happens to educational leaders that it would start to get personal. The closure of

[1:30:11] a school is an emotionally charged process that can produce feelings of sadness and loss. While debate and advocacy can be healthy, emotions can lead some people to lose sight of the issue and to engage in unfounded personal attacks. This type of behavior goes too far. As an example, recently several individuals have made unfounded personal attacks against the district

[1:30:32] CFO, Kristen Hoheysel.

[1:30:34] Kristen has had to be the messenger of bad news.

[1:30:38] Targeting the messenger individuals have claimed without a legitimate factual or legal

[1:30:43] basis that Kristen had a conflict of interest in the sale of bonds in 24 because her husband

[1:30:48] works for Robert W. Baird, the firm that was selected to underwrite the bonds.

[1:30:53] The same individuals have claimed that the relationship between Kristen and her husband

[1:30:57] and then Barrett was not disclosed.

[1:30:59] Those claims are false and defamatory.

[1:31:02] Kristen did not participate or have any role

[1:31:05] in determining that Barrett's bid was the best bid

[1:31:08] or in recommending or selecting Barrett

[1:31:10] to serve as the underwriting firm for the bonds.

[1:31:13] The district contacts with an outside firm,

[1:31:16] PNA for financial services.

[1:31:18] PMA outlined a process for obtaining proposals

[1:31:21] and then solicited proposals.

[1:31:23] From seven vids or proposals that were received, PMA, recommended bared based on a quantitative and qualitative analysis.

[1:31:31] Bared had the lowest overall fee, lowest true interest costs when the scales were normalized,

[1:31:36] meaning the bonds underwritten by bared would be at the lowest cost to the district and its taxpayers.

[1:31:42] Based on PMA's recommendation, the board entered into the contract with bared.

[1:31:47] The claim that the relationship between Kristen and her husband and

[1:31:50] Barrett was not disclosed, lacks a good faith basis.

[1:31:53] The relationship between Kristen and her husband and Barrett was disclosed in writing no less than four times.

[1:31:59] It was written in Barrett's written proposal, it was in PMA's memorandum of recommending Barrett.

[1:32:06] It was in PMA's email transmitting its memorandum and it was in Barrett's engagement letter.

[1:32:13] This disclosure was forwarded to the school board two weeks before it voted to approve the contract with Baird.

[1:32:21] Unfounded personal tax against public officials have real life consequences.

[1:32:26] Individuals do not want to work in public education when they're the subject of baseless attacks.

[1:32:31] In addition, the victims of these types of attacks are forced to make difficult decisions about whether they will spend their own funds,

[1:32:38] pursuing legal action against the individuals making the Famitory comments.

[1:32:43] I'm disappointed and discouraged by the number of people who are engaging in divisive

[1:32:48] rhetoric and personal attacks simply to advance agendas.

[1:32:52] While I respect and strongly support the right to advocate for beliefs, unfounded

[1:32:58] personal attacks to track from the issue at hand, and they're not constructive, this is

[1:33:03] not an us versus them scenario.

[1:33:06] It's a district and an educational community, and we're involved, all invested in the best outcomes possible.

[1:33:14] Personal tax do nothing to help our educational community achieve the best outcome.

[1:33:19] This fall, I attended a training with your organization Dignity Index.

[1:33:24] I'm actually trying to work to see if we can get them to come into our community.

[1:33:28] What they say is, our disagreements aren't causing the divisions in the country.

[1:33:33] It's what we do with them when we disagree.

[1:33:36] Do we treat the other side with dignity or do we treat them with contempt?

[1:33:41] The first brings us together and the second drives us apart.

[1:33:45] With that, we'll continue with the SOD presentation.

[1:33:50] The first slide on this presentation is one that you have seen a number of times actually

[1:33:56] since September 23rd.

[1:33:59] The budget, we've had a lot of dates on here and where we are at this point and the

[1:34:04] started on September 23rd with the vision team's recommendation.

[1:34:07] Tonight the Board will make final decisions on the site consolidation.

[1:34:11] We have added a study session for January 12th to review the draft SOD plan and

[1:34:17] the Board will vote on the SOD plan on January 20th.

[1:34:21] We've also shared this timeline at every board meeting since September 23rd.

[1:34:26] This shows a multi-year phased approach to not only getting out of SOD, but

[1:34:30] to improve academic outcomes and equitable opportunities for students to improve facilities

[1:34:36] and to set a course of excellence for our future.

[1:34:39] We've also shared these ideas several times, but as a reminder, I wanted to show them

[1:34:45] again and to update y'all on the reductions that currently have been or implementing currently.

[1:34:53] Tonight,

[1:34:56] what we'd like to do is we'll share some additional SOD facts just again to make

[1:35:03] sure the facts are out there and to counter any misconceptions.

[1:35:07] We'll revisit financial district needs, we'll review the process leading up to tonight

[1:35:12] and review fair crystal reality and opportunity.

[1:35:16] With that, I'm going to turn it over to our CFO, Hoheysel.

[1:35:19] Thanks, Kristen.

[1:35:21] Thank you.

[1:35:21] As anticipated, the district has officially been announced so decently since the completion

[1:35:26] of our audit in November.

[1:35:28] This was stated by the auditors in our audit presentation to the school board.

[1:35:33] The official letter from the Minnesota Department of Education was received by the district on

[1:35:37] December 16th.

[1:35:39] Well, it is true that the statutory operating debt plan does not require school districts

[1:35:43] to close buildings.

[1:35:45] It does require school districts to adopt a structurally balanced budget.

[1:35:49] Ardale operates many underutilized buildings and demographic reports suggest the district

[1:35:56] will continue to operate significantly more facilities than needed.

[1:36:00] Under Minnesota Statutes Section 123B.81 subdivision 4, a district in SOD is subject to Section 123B.83,

[1:36:13] which in part requires the submission of a special operating plan to reduce the school

[1:36:18] districts, the school's deficit expenditures, the plan must be submitted to the commissioner

[1:36:24] prior to January 31st, 2026, for review and approval.

[1:36:31] We entered into statutory operating

[1:36:33] debt after the 2024-2025 school year. Although we reduced the budget by $16 million for

[1:36:40] the 25-26 school year, we are not balanced and we continue to go further in debt. As you

[1:36:47] We will see on this slide, statutory operating data or SOD occurs when district deficit at the

[1:36:52] end of the year exceeds 2.5% of the annual operating expenses.

[1:36:57] For us, our deficit would need to be approximately $4.3 million to put us into SOD, and we are

[1:37:04] currently at approximately $11 million.

[1:37:09] Here's what this means.

[1:37:11] For a plan creation, the district must develop a detailed plan approved by the school board

[1:37:18] and submitted to the Department of Education,

[1:37:20] outlining how it will recover financially

[1:37:23] by the end of January.

[1:37:25] There will be increased state monitoring.

[1:37:28] The state closely monitors the district finances

[1:37:31] and may require regular progress updates

[1:37:33] to ensure the district follows the recovery plan.

[1:37:38] And the potential consequences,

[1:37:40] if the district doesn't make adequate progress,

[1:37:43] it could face additional state imposed restrictions

[1:37:46] which might impact local decision-making flexibility.

[1:37:51] The statutory operating debt plan has several requirements, including that we reduce the current year expenditures and immediately discontinue the practice of approving deficit budgets, and this is a slide that has been presented in the past.

[1:38:10] The next graphic has been shown for quite some time now that is meant as an illustration of what happens if

[1:38:20] reductions to balance go unmade.

[1:38:25] And in the yellow, you can see in 2526,

[1:38:28] which is the second column that is

[1:38:33] where we currently are today, and we're currently

[1:38:35] pacing pretty close to what was estimated at that

[1:38:38] time with the yellow being how much we are

[1:38:41] over spending compared to the revenue we're taking in.

[1:38:44] And what happens is when you don't make those reductions,

[1:38:47] those carry forward into the next year,

[1:38:49] and just like anything with inflation, increase contract costs, what have you, your costs grow, and that's the orange, and you can see how that continues to work farther and farther down.

[1:39:01] The next slide, however, indicates what happens when the district moves forward with a balanced approach, and this is also what the statutory operating debt plan is trying to achieve with the Department of Education,

[1:39:15] is to be able to stop the deficit spending and move in a direction to try to work our way out of statutory operating debt.

[1:39:26] Because it's even though initially this coming year it is about trying to just balance the budget.

[1:39:31] Eventually we will need to continue to make progress to get our way out of the deficit that has been created thus far.

[1:39:38] So here's how we arrived where we are tonight.

[1:39:44] As you saw on that earlier slide with what's already been determined to be reduced, the

[1:39:49] board has approved approximately 6.4 million of the 8.1 million budget reduction target

[1:39:55] that's needed for that balance budget.

[1:39:58] One of the recommendations that the board did not entertain was the elimination of elementary

[1:40:02] magnet transportation, leaving a gap of 1.7 million to reduce yet.

[1:40:07] The board requested that the administration come back with additional options to secure the budget reduction target.

[1:40:14] So on December 28th, per board direction, additional options were provided to reach the approximately $1.7 million rather than eliminating elementary magnet transportation.

[1:40:26] The options included discontinuing elementary school magnet programming, discontinuing fair school crystal programming,

[1:40:33] The closure of fair school pilgrim lane and discussion of negotiation contract parameters.

[1:40:40] The board did not do that, that's something that would have to happen in closed session.

[1:40:46] On December 8th, the board gave administration direction to proceed with moving forward with the process of the closure for fair school pilgrim lane and the discontinuation of the fair school crystal magnet programming.

[1:41:00] I mean, the board also approved that evening,

[1:41:03] the publishing notification per statute

[1:41:06] for the consideration of closing fair pilgrim lane

[1:41:08] and the board added an additional listening session

[1:41:11] with no time limit on December 22nd.

[1:41:15] Well, this is how we got here.

[1:41:17] I'm going to ask Dr. McDowell to share information

[1:41:19] specific to fair crystal as a starting point

[1:41:21] to how we move forward towards arts and innovation

[1:41:24] at all of our middle schools.

[1:41:26] Thank you.

[1:41:27] I just hope.

[1:41:28] Yes, it is.

[1:41:30] I do think that I do want to ask a clarifying question, and it also is rooted in the minutes

[1:41:37] as well at the December 8th work session.

[1:41:42] That was the one where we had the I.I. point, you know, and others and so on and so forth.

[1:41:48] I remember incorrectly.

[1:41:50] It was various proposals.

[1:41:52] There was an ask to come back and make sure that language was clear because several of us

[1:41:59] mentioned that it was not as clear to us as to what we were actually talking about.

[1:42:03] So I just want to point that out.

[1:42:05] Secondly, what we talked about and what came up all of a sudden, this is December 8th,

[1:42:10] which is the minutes, which is one of the reasons I wanted to stop.

[1:42:13] I wanted to ask this, I missed that opportunity, we approved those.

[1:42:17] We approved, we knew we, in order to even contemplate it, it needed to be published.

[1:42:23] So my vote was because we want to be transparent and publish this document that says we motion

[1:42:32] to remove it and all of those things, we've not actually taken the final formal vote to

[1:42:39] remove those things.

[1:42:41] That's got that language really should be clarified.

[1:42:44] I'm just saying because it's confusing, you know, and because it is confusing and indefinitely

[1:42:53] Now, friends, too, many of the comments that the superintendent made a few minutes ago,

[1:42:58] clarity in transparency is important.

[1:43:02] So, and I don't want to be in a position where it seemed like I'm just making up stuff

[1:43:06] and just, you know, I would never do that and just say something about somebody.

[1:43:11] And I'm really pleased also, I'll just quickly say this, that you brought up the issue of Director

[1:43:18] your whole heizle. She is one cabinet member that I really hold in high esteem, just going

[1:43:23] to say this is related to the same thing about clarity. And the reality is that, you

[1:43:29] know,

[1:43:32] when we all set verbally and publicly and disclosed that we had no conflict, what

[1:43:40] the superintendent has shared means that director whole heizle could have just done the same

[1:43:45] thing. I don't recall that. I'm just saying that that could have happened, and I don't

[1:43:50] want to go backwards. I don't want to be labor, but what I really do want to do is because

[1:43:56] superintendent, I think he made a great presentation. You covered a lot of things that I didn't expect

[1:44:02] you would, but you did. And so I don't want to move past this moment without my opportunity

[1:44:08] to speak to someone that is you said. You know, I think that makes sense to do it. Right

[1:44:13] this moment while we're all thinking about it. So that meant those minutes are not clear

[1:44:19] because we were voting to publish because we want to make we have to do it to make sure

[1:44:23] the public knows us even being discussed. So we had no discussion that we're going

[1:44:29] to close these programs in that December 8th meeting. And I'll go on to say that I'm

[1:44:35] December 5th, you and I, as you know, the 5th that night, we were at a meeting for the

[1:44:42] Department for School Works Association, and the next day, all day, half day, we were

[1:44:48] there as well. All coming up to the Christmas holiday. And so, the email that I received

[1:44:53] then

[1:44:57] came...

[1:44:57] and...

[1:45:00] Well, yeah, you know, just within the short period of time was kind of a surprise. So communication matters and it matters all around because no one wants to be making assertions against anybody. And I'm speaking directly to what the presentation we just heard. So I don't really expect anybody to be trying to say that this is not appropriate is right on point. We're talking about closing ability. We're talking about communication related to it.

[1:45:29] And it's important because I'm tired of this mantra about dysfunction.

[1:45:35] This is the business that we are in, and if we can't speak to these things honestly, we will never build trust.

[1:45:56] If I, to clarify, the motion was just like when we had the motion and

[1:46:00] we couldn't decide which two elementary schools to close.

[1:46:04] We had a motion to close all four so that it could get published.

[1:46:08] And then when it came down to it, we voted to close to.

[1:46:12] Is this the same thing?

[1:46:14] The initial vote was so that we can publish it, publish it.

[1:46:18] The final vote is the vote that happens after the hearing for

[1:46:22] the school closing and tonight before the hearing for the program.

[1:46:27] Thank you.

[1:46:28] And also per state statute, there is no disclosure that is needed.

[1:46:34] It was it was it was given for time you just confirmed what I was saying you know

[1:46:39] it was confusing that's that's the that's the point it was confusing and

[1:46:42] minutes really should reflect for the publishing just like that statement just

[1:46:47] said a few minutes ago for the included the fact that we need to publish it's

[1:46:51] helpful to have that in for the record so we all know what we're talking about

[1:46:54] clarity matters you know so I'm you know it's not a soapbox this is the

[1:46:59] Okay, direct comment based on what I just heard.

[1:47:04] And I'm looking a lot.

[1:47:06] We will move on.

[1:47:10] Assistant Superintendent McDowell.

[1:47:13] Thank you.

[1:47:14] The next couple of slides are intended

[1:47:16] to just provide information from questions

[1:47:18] that came from the school board

[1:47:20] as we moved on from December 8th

[1:47:24] and I appreciate administration helping clarify things

[1:47:28] so that we were as accurate as we could be.

[1:47:32] As of the past October, Fair Crystal had an enrollment of 444 students in one examining

[1:47:37] programming for these students more closely.

[1:47:40] Fair Crystal's current course offerings are not unique within the district because of

[1:47:45] both core academic and elective courses offered at Fair Crystal are also available at the

[1:47:51] District's other middle schools.

[1:47:53] However, in 2022, a pathway plan for sea and program lane and also fair crystal was started.

[1:48:02] However, that plan was never fully developed nor was it fully implemented in its entirety.

[1:48:08] There once were unique residents, art programs at fair crystal, steam coordinators and specialized

[1:48:14] electives offered but now current offerings match other district middle schools.

[1:48:20] You have heard speakers talk.

[1:48:23] You will be asked to leave, maintain order.

[1:48:27] Just for you.

[1:48:31] Thank you.

[1:48:35] This is a presentation, just be listening.

[1:48:42] So you've heard speakers talk about unique opportunities,

[1:48:45] which there are unique opportunities with Fair Crystal.

[1:48:48] And there are others that take place in the same manner

[1:48:50] that clubs and activities take place in the other middle schools.

[1:48:54] Speakers have also shared the importance

[1:48:56] of the partnership with Stages,

[1:48:57] is a theater company and no one is going to argue that this mutually beneficial partnership

[1:49:02] is built on a contract which the district pays $188,570 for. It allows stages to provide

[1:49:09] not only staff, but also support for theater classes and productions at both Fair Pilgrim

[1:49:15] Lane and Fair Crystal. However, along with the fee the district also provides stages nine

[1:49:20] weeks during the summer of dedicated space, the black box, main stage six classrooms with

[1:49:26] with no facility charges and programming open to non-Robinsdale students.

[1:49:31] It is true that the design of the school is centered around middle school best practices

[1:49:36] with teams of teachers and, as you've heard tonight, in listening session,

[1:49:41] programmatic things that teachers are doing with students.

[1:49:45] Additionally, there is staff-white belief in steam and leadership

[1:49:49] that encourages teachers to build integrated units.

[1:49:52] and all the programming essentials that are here can be scaled across the

[1:49:57] district to ensure every student has paths to opportunities and success.

[1:50:03] Next slide please.

[1:50:10] Although this is an extremely difficult decision before you

[1:50:13] discontinuing the magnet programming at Fair Crystal and Consolidation with

[1:50:17] Plymouth Middle School and Samberg Middle School does bring an opportunity to

[1:50:21] support the beginning movements towards arts and innovation for all middle school

[1:50:26] students. However, with consolidation first comes the questions around space and utilization,

[1:50:32] based on capacity and utilization calculations as well as our enrollment projections and

[1:50:36] special programming needs, there is ample space between Plymouth Middle School and San

[1:50:41] Berg Middle School to house all Robinson Middle School students and the related specialized program.

[1:50:47] The Middle School consolidation also creates the conditions to expand the curricular integration

[1:50:53] focus and begin realizing the vision 2030 and what can be for all students.

[1:51:00] This move along with all are along with other middle school changes can allow for things

[1:51:06] like Spanish immersion programming and the potential expansion of stages theater for both

[1:51:11] middle schools.

[1:51:12] Having leadership and staff from FAIR crystal already puts the district in the position

[1:51:17] to allow us to leverage their experience and their knowledge with other middle school staff.

[1:51:21] Because the current programming is seemingly about environment, expectation, culture, instructional belief, and

[1:51:30] curricular integration, the opportunities for implementation will exist with both

[1:51:35] the Samberg Middle School and the Middle School.

[1:51:38] Finally, this change provides the opportunity to further improve district alignment, get us closer to ensuring a guaranteed

[1:51:45] involved curriculum across middle schools because both leadership and staff will play a valuable role in planning, transition, and expansion.

[1:51:58] So tonight there are action options for the board.

[1:52:04] The school board could take the action to approve the discontinuation of the middle school magnet programming at Fair Crystal at the conclusion of the 2025-26 school year and

[1:52:16] and repurpose it with the academic programming.

[1:52:20] One of those options are if the board approves the closure of Pilgrim Lane,

[1:52:25] the above action assumes that Pilgrim Lane programming would move to Fair Crystal.

[1:52:31] Or if the board does not approve the closure of Pilgrim Lane,

[1:52:36] the above action assumes that high view RVA programming would move to Fair Crystal,

[1:52:42] along with at least some of the ESC departments.

[1:52:50] All right, I'm

[1:52:58] calling a recess until we have some order the board is not

[2:02:13] Number 56 and we're back in session.

[2:02:19] When the camera is on the live stream is on.

[2:02:23] So we are back. And assisted superintendent McDowell is your presentation concluded. And do you have anything more to say? We have board discussion. I think board discussion. We just want to be sure that you knew the action options that you had in front of you. Thank you. And if you keep those up, that is great. Okay. Does anybody have a question?

[2:02:45] Director,

[2:02:50] does anybody want to ask a question of our superintendent or, yes, as Director

[2:02:55] Brinson?

[2:02:56] Yeah, so I'm going to step back to the middle school programming.

[2:03:01] You'd mention that there's essentially the same between Fair Crystal and PMS and SMS.

[2:03:10] And one of the things that seemed to get a pretty good reaction from the crowd, so I might

[2:03:14] might as well ask the question was around the resident artists.

[2:03:19] So obviously the resident artists are at Pilgrim Lane.

[2:03:22] Elementary saw that fantastic presentation earlier.

[2:03:25] Are they non-at-fair crystal at this point in time?

[2:03:29] Just kind of curious.

[2:03:37] There's always something here.

[2:03:38] So here's a little respond to that question.

[2:03:42] Is the slides that I put up, I confirmed with the administration.

[2:03:47] And so I am led to believe that the artist in residence programming that was intended originally back from the 2022 study is no longer in place.

[2:04:00] Now does that mean that there is not an artist that comes in in residence? I can't say that for sure.

[2:04:08] But what as part of that initial programming was in place is no longer from what I was told.

[2:04:19] I just have a quick question, Bob, so you did mention that there is a high possibility

[2:04:23] we might move some of the programming, I fear if the programming is discontinued into

[2:04:31] the other two middle schools, as they have been in a cost analysis, then as far as if

[2:04:37] that will cause the district any more money or not,

[2:04:41] the cost analysis would be dependent

[2:04:44] into upon what exact programming would happen in those buildings, which were not to that spot

[2:04:51] yet. I'll remind the board that, well, I'll remind everybody this. Right? So what people

[2:04:59] don't understand is that when you're put in a position to try and come up with what

[2:05:05] are pros and cons in these things, my job is not to convince people. My job is to

[2:05:12] confident is to try and figure out what can be done if right what can be done if

[2:05:17] if the board says hey what happens if fair crystal were to close I got to figure

[2:05:24] out what would happen I don't know all the answers to that I won't know the

[2:05:28] answers until my teaching and learning team digs in with fair crystal people the

[2:05:34] other middle school people the consolidation process we decide what can we

[2:05:38] We actually pull off in a year, in two years, and all of that.

[2:05:43] So the idea that you can be peppered with questions up here to answer with specificity

[2:05:50] is misguided.

[2:05:53] We can give you ball parts, right?

[2:05:55] And give you ideas of what happens.

[2:05:57] I can tell you from experience that regardless of whether this was fair crystal, that was on

[2:06:02] the table.

[2:06:02] if it simply was Robinsdale Middle School and Sandberg Middle School and

[2:06:07] Plymouth Middle School, it's the same answer. We have to take a team once we know

[2:06:12] what the decision is. We got to dig into it. We got to figure out exactly where

[2:06:17] the boundaries end up. Who are the kids that are going to be in the positions? Where

[2:06:21] will the teaching staff be? What's the programming outlook? What can we pull off and

[2:06:26] stay within a statutorily operational budget until we know what's next.

[2:06:34] So that's a roundabout way to say, do I think the exact programming, not the curriculum?

[2:06:40] You'll notice that I talked about curriculum, curriculum, not programming, curriculum.

[2:06:48] Programming to say that that will be exactly the same, and that's at Fair Crystal?

[2:06:51] No, it's not going to be the same.

[2:06:52] the curriculum. The curriculum and the courses that are currently offered are also offered

[2:07:07] in one or more of the other middle schools right now.

[2:07:14] So thank you. Thank you. I need

[2:07:16] some order. I need to quiet back there. This is not time for public comment. We will not

[2:07:21] be calling on anyone from the office audience. No. No. You will have to leave if you

[2:07:26] if you want to talk like that.

[2:07:29] Stop.

[2:07:30] Stop.

[2:07:33] Don't, don't, don't, don't, no.

[2:07:35] Public comments is going to be next.

[2:07:38] Public hearing is next, not public comment.

[2:07:40] Right.

[2:07:41] Okay.

[2:07:43] I have a question.

[2:07:45] All right.

[2:07:47] If we need to take another recess, we will.

[2:07:50] Yeah.

[2:07:50] I would prefer for the adults in the room to be adults.

[2:08:00] I don't know what we're voting on. I don't understand this at all.

[2:08:04] That's what I like. I've got lots of questions down here.

[2:08:09] We have lots of questions that we would like to ask and have answered.

[2:08:14] We need our people in the audience to be quiet so that we can get our discussion done.

[2:08:20] Make some decisions here.

[2:08:22] don't stop no stop

[2:08:24] the process

[2:08:36] yeah

[2:08:40] I think

[2:08:42] Director Vazet

[2:08:45] if it's not quite we will be leaving

[2:08:50] next question

[2:08:52] I do have a question

[2:08:53] Director Vazet

[2:08:54] I hope this disruption is you know

[2:08:56] listen

[2:08:57] we don't get lose our train of thought

[2:08:59] We're trying to talk to each other, and it's important.

[2:09:04] So, you know, oh, I know what it is.

[2:09:09] So, the closure of one of these proposals includes a spare crystal.

[2:09:18] Right, that's the program change.

[2:09:20] Exactly.

[2:09:25] So, given that, and given that we are wanting to move toward an arts and

[2:09:32] innovation in our program.

[2:09:36] And our strongest kind of facility, actually for middle school,

[2:09:43] that really lends itself to really boosting that idea.

[2:09:49] I would have a problem with it being just,

[2:09:55] I think that it should be something that's

[2:09:57] open to all of the, similarly to some of the lotters we have now.

[2:10:02] So I have talked about, and I have, I think, sent to the superintendent, I believe I said that.

[2:10:08] And others, maybe.

[2:10:10] And that is, I've usually said to you everything.

[2:10:12] Unless I've overlooked you and forgot it.

[2:10:15] The whole idea about fair crystal,

[2:10:20] and the facility that it is,

[2:10:23] The availability of that facility for middle school students across this district has high value.

[2:10:35] To relegated to one particular community, now I'm thinking there's some merit to have and it may be a hybrid where you have a neighborhood boundary, kind of a bifurcated thing.

[2:10:49] maybe it's tri-vergated because if you have students coming from C, if you have a percentage of students that are able to open and roll them there, because they live in our school district of Robesdale, and they are arts focused, and a middle school boundary, that's three opportunities for kids in our community to participate in that building, and that building as far as middle schools go, is the best suited.

[2:11:19] for what we say we want to do and where we're going in my opinion and please please everybody you know you've

[2:11:28] always been you've all been so great you know the over these last few months and so really I think it's

[2:11:34] important that us directors have an opportunity to talk to each other we haven't had it and we need it

[2:11:39] and if we don't have order then the chair is going to correctly in the meeting and so we need to do that we

[2:11:46] We also need to be good examples for our young people who are over here, you know, so that's

[2:11:51] kind of what I have been thinking about, and I really have a problem with the building

[2:11:57] only be dedicated to a one group of students, but I do, because the facility and somebody

[2:12:05] mentioned it earlier, it was built by the state as a world class facility supporting arts.

[2:12:13] And our reimagined group and the community, you know, I think all of us said that sounds great, arts and innovation.

[2:12:22] So it's the perfect setting for us to really provide for our middle school young people.

[2:12:28] And I just think we have to be innovative and creative to talk about what's the mix of kids in that building.

[2:12:34] And how can we make it be most successful to the greatest number of kids?

[2:12:39] That's what I think about and so that's what I guess I don't know that there may be that's a statement or something

[2:12:45] But I would be asking for us to be creative and try to figure out how can we do that? We do it for other things

[2:12:50] For example when we talk about

[2:12:53] Preference for some of our other magnet programs we have

[2:12:58] Your preference if my if I'm a teacher there my child gets to go we have talked about

[2:13:03] Preference I mean so the the point I'm making is that we have made accommodations

[2:13:07] different times for different programs, for different reasons, that's all I'm saying.

[2:13:13] And some accommodation that we can make for fair crystal so that the spirit of why it was built.

[2:13:19] It was built as an integration magnet in the first place.

[2:13:24] And in my mind, I'm not so much harping on that as I am the opportunity at which almost

[2:13:32] This is anonymous, quite frankly, but the opportunity across the district.

[2:13:37] Now I am not in the camp of let's stop all men as I'm not in my nut camp.

[2:13:44] But do we need to try to work toward getting there in three to five years or two to three

[2:13:49] years because of the transportation, transportation challenges maybe?

[2:13:54] But we've also, in the past, been very creative when we talked about transportation.

[2:13:59] We've come up with opt-in, opt-out, and whatever, which way are we opt-in?

[2:14:04] But we have the opt-out program.

[2:14:07] I do think there are districts who have instituted some kind of a fee-based structure.

[2:14:12] And if we have to put some money in it, we have to put some money in, you know.

[2:14:15] I mean, so you get what you pay for.

[2:14:20] So, and do we need to try to, there's 1.7 prohibitive?

[2:14:24] Well, it is.

[2:14:25] Do we need to do some additional things?

[2:14:27] Yes, are there folks who would say, I think this problem is so important that I'm willing to bring my children.

[2:14:33] I don't know the answers to those questions, but I'm saying those questions are the questions that rise up in my mind.

[2:14:40] Those are the kind of questions that I think are important because I think it's important to stay at it as it is.

[2:14:45] We could not, if we wanted to build a facility like that now, where could we get it?

[2:14:50] It would cost us a whole bunch of money.

[2:14:52] It's got a black box in it, it's got a theater in it, it's got all those things, it's got a stage, it's got everything we say we want.

[2:15:00] I don't understand, you know, and so in its middle school ready. And if we're going to be put in, and I don't know, I've heard people say that we're going to take our mess, we're going to have our mess of Samberg. So, you know,

[2:15:32] middle school there are numbers and I'm a little rusty on that we've had at least three

[2:15:36] middle school studies in this district since I've been here and I will I don't really know

[2:15:40] where it landed and maybe you know the answer to that is to what the ideal number is it's

[2:15:45] a superintendent with all excuse me but can you tell us what that is I

[2:15:53] can tell you that there's

[2:15:54] one there's no ideal number well I can tell you that we aim for around like most districts do

[2:16:01] around 80% capacity of a building because that, especially at the secondary level, that

[2:16:08] gives you flexibility. And that's right around where we would be, because we also have to

[2:16:15] take into account our center-based programs. We've had this discussion at the elementary

[2:16:18] level. So as we look at all that, I mean, we do have to be careful about what kids go into

[2:16:24] what building, if this is an option that gets decided on, because we're going to be right

[2:16:29] at that 80% capacity, which is where you want to be, in terms of an efficiency place.

[2:16:36] So remember, now we're shifting into buildings and efficiencies and we're talking numbers

[2:16:41] of kids and that piece.

[2:16:43] So the answer to that question is yes, and for the foreseeable future, we will hover

[2:16:49] right around 70 to 80% in our efficiencies of those two middle schools based on the enrollment

[2:16:58] projections that we have for the next five years.

[2:17:02] So when you say yes, there's the answer, yes, that there is, what does it say yes for?

[2:17:09] There's a new answer.

[2:17:10] Yep, the yes is that if we were to adhere your question in this scenario, right?

[2:17:16] So you take, basically you're taking all your middle school kids and you're putting them into two buildings.

[2:17:21] And the question right is for Plymouth Middle School and for Sanberg, if you did that,

[2:17:25] What I heard your question was basically will they fit or will we be musting at the scenes right the

[2:17:32] Kind of sort. I mean, I was expressing a concern about this since it's been very high and I asked the question about

[2:17:40] Is there an ideal because I I'm giving an understanding there's an ideal number for middle school for a middle school building

[2:17:46] I you know that's information. I've heard that there is a

[2:17:50] range of sizes of buildings and how many kids should be in the building. It really comes

[2:17:58] down to how efficient do you actually need to be in some cases. It comes down to how

[2:18:05] many some districts make decisions based on how many sections do you want to be running

[2:18:09] of each grade level to create efficiencies and effective as based on the programming you've

[2:18:14] got going on. So the answer is really around depends, but regardless of how you do it ideally,

[2:18:22] if you can stay around the 75 to 80% efficiency, that's really good. So I'm districts push

[2:18:30] that up into the 90s with their secondary buildings. But it does depend of all the individual

[2:18:37] nuances that come into play and really what you're trying to pull off.

[2:18:40] Okay, well thank you for asking and for answering that question and and so just to kind of put a plan on for the moment for others on my fair crystal questions of I think that the superintendent understands my core question, which is can we have a mix for that building that accommodates across our district children being able to participate in that facility that's so just to clarify so what you're suggesting is that it isn't.

[2:19:10] just the C and Pilgrim Lane students that are a part of it.

[2:19:15] That's right.

[2:19:16] Okay.

[2:19:17] And because I think neighborhood kids, you know,

[2:19:20] I'm just like, we have a wild song for C.

[2:19:22] I mean, I think you can do those things.

[2:19:25] You know, they're not impossible.

[2:19:26] I think, Sheriff, it's okay.

[2:19:27] Just the other thing I'd like to add to Dr. McDowell's comments

[2:19:30] about what's the ideal size of a school.

[2:19:36] 444 students is pretty amazing.

[2:19:38] 250 students at an elementary, 230 students at an elementary, is pretty amazing, again,

[2:19:48] that just isn't responsible physically.

[2:19:52] And so that's a hard one, right?

[2:19:53] To say what's ideal, this is a hard conversation about what's ideal.

[2:20:01] What's ideal is to ensure we have excellent opportunities in programming for our students

[2:20:06] And what's ideal is to get us into a fiscally healthier place so we can continue to support all of our students in the ways that the students here are feeling supported.

[2:20:20] I

[2:20:27] just wanted to clarify the screen about the action options because I just want to make sure what B means, I'm pretty sure.

[2:20:36] I know what it means, but I just want to make sure that we're all on the same page here before people thought.

[2:20:41] So the idea here behind B is primarily in response to the idea that a closing pilgrim

[2:20:51] lane doesn't have a large financial benefit to move them from pilgrim lane to fair.

[2:20:57] So instead the idea would be why in the world would you move them because there's not

[2:21:03] a great financial reason unless someone tells me there is.

[2:21:06] So, instead, leave them alone, stop talking to a closing pilgrim lane, instead, right?

[2:21:13] Yes, there's that vote question about discontinuing program for Fair Crystal, but then just reusing the building for other things.

[2:21:21] Is that kind of how we got there from a history perspective?

[2:21:25] It is, right? It's options that can put on the table and what does this look like?

[2:21:29] And the rationale for the Fair Crystal piece is no different than what Director Bassett just said.

[2:21:35] from a from a building standpoint, I don't know why you would close the built, right?

[2:21:43] So there's two different things and that's what gets confusing.

[2:21:45] One is actually closing a site.

[2:21:49] The other is finding ways to repurpose it so it can stay open as an instructional site,

[2:21:55] right?

[2:21:56] Because there are things, particularly for crystal with the theater with the black box.

[2:22:00] What do you use those for?

[2:22:02] Why?

[2:22:02] Right.

[2:22:02] It's that conversation.

[2:22:04] So yeah, that's another option for the rationale behind how might we do it?

[2:22:13] I like to look closer at B.

[2:22:20] If high view had the opportunity to be at the fair crystal

[2:22:25] building what an opportunity for our marginalized students to have, and also the auditorium, the theater there could be used by both of our middle schools for their productions, I see a lot of positives with going B.

[2:22:50] We'll have the other nine bars going on over here.

[2:22:54] We're either all listening together over now.

[2:22:56] Okay.

[2:22:59] I'll wait until we're all back paying attention.

[2:23:03] We're listening.

[2:23:04] We're just trying to get a big show.

[2:23:05] We can do these options.

[2:23:06] Okay.

[2:23:06] I just want to get the right thing.

[2:23:08] We should.

[2:23:08] I was in the arms by discretion until the side bars are gone.

[2:23:11] Well, this PowerPoint wasn't in our packets that, you know, we got on Thursday.

[2:23:15] Thursday, so it was just

[2:23:16] played a lot.

[2:23:21] And just a response to that,

[2:23:23] that is how we have,

[2:23:27] we talked to the board about

[2:23:28] doing that differently during

[2:23:30] this process, because we wanted

[2:23:32] to be sure that the board had

[2:23:33] a chance to see the information

[2:23:36] and talk about the information

[2:23:37] at the same time.

[2:23:39] And adults couldn't be trusted

[2:23:40] having the information in advance.

[2:23:43] All right, we're back.

[2:23:47] Is there another question?

[2:23:49] Director Hillenbrand.

[2:23:50] Yeah.

[2:23:50] When you say at the same time, by the way, you mean as the same time as the public?

[2:23:54] Correct.

[2:23:55] Yeah.

[2:23:55] So there's transparency with the public.

[2:23:58] Yeah.

[2:23:58] One of my things was, was the question.

[2:24:01] Yeah.

[2:24:01] Of that, could the theaters then be a resource?

[2:24:03] So I know that was a big concern with PMS and SMS with their theater programs and their

[2:24:09] productions.

[2:24:10] And so that would be great that it could be actually a resource for the entire Robin

[2:24:16] Stale area schools community to use those theaters.

[2:24:20] So that is a nice side benefit.

[2:24:26] But the other thing curious with B is, you know, we talked, and I think you mentioned it

[2:24:33] too.

[2:24:33] But, you know, can we be bringing the idea of bringing stages or if stages of capacity and other theater company to our other

[2:24:44] middle, to both middle schools, just the way that we're bringing the Spanish to both middle schools, bringing that programming then.

[2:24:51] And the, sorry, I got distracted by somebody's head shaking over the, the, what do you call it?

[2:24:59] The art's residences to both are now would be the two middle schools would be an amazing opportunity then for all of our students not concentrating these great opportunities for 500 students or 500 students, but actually investing in every Robin Salary School student is a pretty neat opportunity, so I just I just wanted to comment that those are interesting ideas as I'm considering these options, so that's all thank you.

[2:25:29] Director Long, then Director, we're pointing it as it, okay, first Director Long.

[2:25:36] Okay, so I'm Director Bowman after that.

[2:25:43] I am not understanding this, so when we go to vote, we're going to do a vote of I vote for A or I vote for B, is that what we're doing?

[2:25:50] I can help with that.

[2:25:51] But what we would have to do first is to take action to approve or disapprove the discontinuation

[2:26:03] of the middle school magnet programming yet fair school crystal.

[2:26:08] After that vote, if the vote is to discontinue the programming, then we can decide do we want

[2:26:16] We want to take fair pilgrim lane off the table and do we want to have high view and RVA and some ESC offices there and do it that way.

[2:26:29] So first of all, we still have the option of say we say, yeah, we want to continue with programming at Crystal Fair.

[2:26:36] And yeah, we want to continue to have pilgrim lane open.

[2:26:39] Okay, so that would be if there is a motion to discontinue the programming and it gets defeated, then the programming of that fair crystal continues.

[2:26:50] Because this doesn't say that to me if this says one or the other, it doesn't say there's still an opinion.

[2:27:06] Let us have a discussion so that we can figure out exactly what people want to vote on.

[2:27:10] All right, so the school could, they could take action, could take action to approve the discontinuation of the middle school magnet programming.

[2:27:21] If that is the motion, it can be defeated, it can be approved.

[2:27:27] If it's defeated, the programming stays, if it depends on the wording of the motion too.

[2:27:33] So,

[2:27:36] but first, the first part of it is the discontinuation vote because that's what we

[2:27:44] generated back in December, that would be the motion that would be made.

[2:27:48] And if it's defeated or passed, then we go on to decide what we're going to do with

[2:27:52] this building.

[2:27:53] That's the second one.

[2:27:55] Okay.

[2:27:56] Director Bass, and I just have a question.

[2:27:58] Director Long, are you, I just want to be sure I heard you right.

[2:28:01] So you're saying, what if we don't discontinue programming at Fair Crystal and what if we don't vote to close pilgrimage?

[2:28:10] So if we don't do either of those, we've got that $1.7 million deficit and a statutory operating debt plan that is due in two weeks.

[2:28:20] So I just wanted that's kind of the what would happen.

[2:28:24] Yeah, aren't we going to talk about adding a day anyways to our calendar?

[2:28:30] Yes.

[2:28:30] I mean, we might as well add all the Mondays.

[2:28:33] We have so far.

[2:28:34] We could do all the Mondays in February, too.

[2:28:36] But it's two at the end of January.

[2:28:37] No, I don't want to do that.

[2:28:38] January.

[2:28:39] Well, I think we can ask for an extension or something.

[2:28:41] I don't know that.

[2:28:42] Yes.

[2:28:50] I think you mentioned in your presentation that we could not get an extension.

[2:28:55] Will you clarify that, please?

[2:28:56] That is correct.

[2:28:56] In fact, permanent sort of state statute, you have to have a plan submitted to the Department of Education by January 31st.

[2:29:04] No extensions allowed.

[2:29:05] Thank you.

[2:29:06] All right, the next person up, we need to get in here.

[2:29:13] We have to be able to discuss this, please.

[2:29:16] Dr. Bassett?

[2:29:17] Well, under B, now, so assuming that we did not close repurpose whichever we wouldn't call it,

[2:29:25] one of the lane elementary or crystal now I don't know this is an assumption that's written

[2:29:35] here by the administration because the board is not approved the above action assumes that

[2:29:41] high view programming in the other would go to fair. I know that among us we've talked

[2:29:46] about a couple of different possibilities and scenarios for where high view well you know

[2:29:53] want to me to go, I want to say, and we've talked about other options for them and for

[2:29:58] the ESC.

[2:30:00] I talked about that. So, and we are going to have other facilities that will be closed. I mean, so there, so this assumption is not an assumption that I recall a saying was tied to this option at the time that we discussed it. I see three hands. I see two hands. Okay. What are you two first? So, yes, and. So back to building closure versus program.

[2:30:30] If the board would decide to discontinue the middle school programming,

[2:30:36] the board and district needs to keep a significant instructional program going on in that building,

[2:30:44] or the board would need to put up for notification the potential closure of that site.

[2:30:52] But the reason we put that in there as B was because that allows for it's one way of

[2:30:59] putting a significant program in that building and not closing the site.

[2:31:05] I got it.

[2:31:07] It makes sense.

[2:31:08] However, there are other options for locating those programs and the ESC.

[2:31:15] Absolutely.

[2:31:16] So I mean that's absolutely.

[2:31:17] is that so if I vote for this I'm not you know so I mean I think it's important

[2:31:21] because if you look at it you're like what am I voting for you know I didn't

[2:31:25] listen to my assumption anything you know I mean my assumption is that we have

[2:31:30] other options that we can use to place these programs and to place the FC we've

[2:31:35] talked about a few different things so I don't like that on there you know I mean

[2:31:39] we already know because I think you've made an act I get it you've made the point

[2:31:44] that we need to have instructional programs co-located

[2:31:48] where we're at the ESC.

[2:31:50] We have to stand there.

[2:31:52] We can figure that out.

[2:31:53] It's not the world's biggest problem.

[2:31:56] I mean, and now I'm needing to be tried.

[2:31:58] No, no, no, you're not.

[2:31:59] And again, I just want to remind the board

[2:32:02] that we're here tonight because we were asked

[2:32:06] for additional options for the 1.7.

[2:32:09] So, and as we, that's why we're here.

[2:32:12] And we wouldn't, if the board chose to just continue the middle school programming, and not close pilgrimage lane,

[2:32:24] we're not going to have crystal sed empty.

[2:32:27] So I think that's where that came.

[2:32:29] And to DJ's point, part of all of this was how do we, can we come up with the financial solution

[2:32:40] without disrupting the 400-plus students at Pilgrim Lane.

[2:32:45] That's where this came from.

[2:32:48] Well, let me just say that we're going to be disrupting a lot of students all across this district.

[2:32:54] Now, I mean, that's just good stuff here.

[2:32:56] I mean, whatever we do, we're going to move students.

[2:32:59] Yeah, that's true.

[2:33:00] So I understand totally.

[2:33:04] But I don't like that.

[2:33:06] But I want to make it clear that all of these students matter.

[2:33:12] I agree.

[2:33:13] I'm not saying that nobody says that they don't.

[2:33:15] But so I'm saying 400 more students know.

[2:33:19] We're moving a lot of students.

[2:33:21] So moving them so that they're moving to a better situation,

[2:33:25] longer term, with the fewest moves with the most substantive programming.

[2:33:33] That's what I'm trying to understand and so when I see this stuff thrown in there like, well, you know, I mean, we can figure that out, you know, I mean, we can't.

[2:33:43] And because everybody's committed to doing that.

[2:33:46] Yeah. Again, I think we're not understanding each other because again, the reason this is in front of you is because we're trying to solve for the $1.7 million

[2:33:55] $1 million when the board did not want to entertain the magnet transportation.

[2:34:00] Again, none of these are great options when you're in statutory operating debt.

[2:34:04] When we've already reduced $16 million last year without touching schools.

[2:34:11] But, Superintendent, here's the thing.

[2:34:13] You know, the $1.7 million that was the cost for transportation and we took that, you know,

[2:34:20] and I think none of us really wanted to remove, you know, to transportation from families.

[2:34:25] And so I think that's why people are kind of like, yeah, we don't really want to do that.

[2:34:29] I'm very serious about we need to find some other way because we're, you know, we need it.

[2:34:34] Is that also can be a step down?

[2:34:37] You know, that means we have to find something else.

[2:34:39] We haven't talked at all about contracts.

[2:34:43] We're not talking about vendors.

[2:34:45] There are a lot of things we have not talked about at all.

[2:34:50] And I'm going to say it's the truth of it, that's the truth of it, it's not for applause.

[2:34:57] The truth of it is that we have not.

[2:34:59] And I think if we haven't even set a target for, if we want to step down transportation,

[2:35:05] so that in two to three years or not sooner, we have 50% of our costs for transportation

[2:35:11] are cut.

[2:35:12] That's a goal.

[2:35:14] That's something we can shoot toward.

[2:35:16] That's something we can look at and say, okay, this man, the other will get us there.

[2:35:21] What we've been talking about so far are gross numbers.

[2:35:24] We call it the building, we get this, we close the building, we get that.

[2:35:27] So it was easy to say if we couldn't close one more building, what we're getting more, you know what I mean, sounds like we could do that because we do have a couple more, we could close, you know, so that's not a hard place to get to, you know, and so I think we got there.

[2:35:41] But then when we start getting back here is what you give up.

[2:35:44] That was a whole new ball game, a whole new ball game, and a relatively short period of time.

[2:35:51] You know, and maybe there's some others here, some educators, but I'm not one of them.

[2:35:56] You know, so I need time to judge and I just to figure it out.

[2:35:59] And so I just feel like that, I'm talking about when I feel about crystal school, and I've

[2:36:07] talked again about this transportation issue.

[2:36:09] I think we need to hit a target.

[2:36:11] I think we need to look at some time frame.

[2:36:14] And if there's some trade-offs, just like we had trade-offs

[2:36:16] for everything else, I think we need to try to figure it out.

[2:36:18] You know, because I just cringe when I think we're going

[2:36:21] to cut out these programs for transportation.

[2:36:24] I'm trying to stay away from the transportation discussion

[2:36:26] because I think we wouldn't be in this place right now,

[2:36:29] if we'd kept our buses.

[2:36:29] But that's all another story.

[2:36:31] Yeah, let's not go there.

[2:36:33] Okay.

[2:36:34] So.

[2:36:34] Director Bezos, are you finished?

[2:36:36] I'm throwing the moment, yes.

[2:36:37] Thank you.

[2:36:38] Director Bowman.

[2:36:44] I just want to make sure that I clearly understand also sort of the parts of the discussion

[2:36:52] all the way along it has been that there's sort of like nothing set in concrete even though

[2:36:59] we make moves at this point because the one thing that has not been discussed at length has

[2:37:06] been a program curriculum that kind of things because one of the things that we were first

[2:37:13] told about was that we needed to get to the savings of closing the buildings and that's

[2:37:22] the information as I have read it, as I have digested it, as I sort of mulled it over.

[2:37:33] So I think one of the important things for us to also remember is that and maybe I'm

[2:37:40] wrong, but I think there's we maintain a great deal of flexibility over the next few

[2:37:45] years, regardless of what we do, because we've not painted ourself into a corner.

[2:37:50] And the other thing I know that's really important to me is that I really believe that the fair

[2:37:56] crystal building needs to be kept in circulation and needs to be utilized for its stage

[2:38:06] it's various amenities that lend to the arts.

[2:38:12] I have some concerns, but that is the one building that we need to,

[2:38:17] by doing this option that we have in front of us tonight,

[2:38:20] it keeps that building viable for the future programming that we may want to take.

[2:38:27] Because right now, as I'm listening to all of this,

[2:38:31] that there's a mixture of magnet versus neighborhood schools,

[2:38:34] versus all these various entities in the reality of it is, we're in statutory operating deficit.

[2:38:41] We have to tell January 20th to make a decision.

[2:38:44] We're $1.7 million away from our targeted goal that we have to be to by that point,

[2:38:50] so that we're not approving budgets that are causing deficits spending.

[2:38:57] So I just think it's important to remind ourselves at this point that we maintain

[2:39:04] in our flexibility, we maintain our building that's really vitally important to the school.

[2:39:12] That building came about when I was on this board the first time.

[2:39:17] I'm concerned that if we take the transportation of the magnet schools,

[2:39:22] one of the things I understand right now from the reading and the sort of research

[2:39:27] that I've done is that it's the transportation program that we have in this district

[2:39:31] that creates the equity to our magnet schools.

[2:39:34] And if we remove that transportation program,

[2:39:37] we remove the one thing that we say,

[2:39:39] these are equity-based buildings,

[2:39:41] because now that transportation is gone.

[2:39:45] And so it's, you know, to me it's really layered,

[2:39:48] but what's important to me is that we keep that school

[2:39:51] in rotation so that we have the asset of that building.

[2:39:54] It's an important asset to the entire school district,

[2:39:57] because we've always been an arts district.

[2:39:59] We've always been a district that has embraced the arts.

[2:40:03] I was a student here myself from 1959.

[2:40:07] Art has always been important.

[2:40:09] So, we need that building kept in place.

[2:40:12] And the other thing I just want to reiterate is that we're not painting

[2:40:17] ourself into the corner because we're not making program decisions at this point.

[2:40:23] And what's important to me is keeping that building so

[2:40:27] that it can be put back into service however we may deem it fit but to me the

[2:40:34] important thing right now is coming to that 1.7 million in getting ourselves set

[2:40:39] to be in compliance with the state because in the long run when we look if we're

[2:40:45] not in compliance in the state one of the things we've not even asked for is what

[2:40:49] are we looking at in the future for what our bonds are going to cost you know

[2:40:53] does it impact our bonding rates and those sort of things?

[2:40:57] I mean, if we don't come into statutory operating deficit

[2:41:01] compliance, and so I just want to remind us we're not

[2:41:07] painting ourselves into the corner.

[2:41:09] We're writing the things that need to be

[2:41:12] written because we are in this horrible situation.

[2:41:17] And our next steps, once we save those buildings being shut,

[2:41:23] But because we're so under capacity in our enrollment in those buildings, then we get

[2:41:29] to start to reassign and redo and rebuild and expand throughout this district.

[2:41:35] And that's just going to be the dream I'm going to hang on to.

[2:41:38] One of the things I found earlier at tonight's listening time to be really interesting was

[2:41:43] that there was this discussion that it had already been put together and where was the plan

[2:41:52] for the future. Where was the plan for the future? And there was this part of me that said,

[2:41:55] but wait, if it's already been put together, what do you mean we can't replicate it?

[2:42:00] So there wasn't a plan the first time that has it written down, you know? I mean, so I have

[2:42:07] faith that this goal district will do it because we're doing it already, but we need to right size

[2:42:11] these buildings. So, and I know we don't have to get ready here. You don't have to agree with me here.

[2:42:18] This is my opinion for the evening, and I haven't said anything.

[2:42:23] So, keep the building, you know, I myself, I'm going to vote.

[2:42:28] I myself support the discontinuation of the Middle School Magnum Program at Fair, and

[2:42:35] to leave elementary school alone as it is.

[2:42:40] And then we then go into our next phases of planning with this board, because we're not done.

[2:42:46] That was just the buildings. We're not done and

[2:42:54] we're at the later.

[2:42:58] We're at the later

[2:42:59] Okay, so when we talked about magnet transportation, one of the things that I was always confused about because it seemed like

[2:43:11] RSI was on its own island, so if you took rid of the magnet transportation, does that mean that then RSI students then would also

[2:43:19] So lose their magnet transportation.

[2:43:23] And then, you know, so then I never heard of what impact that would have on RSI and those students in that program.

[2:43:33] And we are talking about programming, if we're talking about getting rid of the programming, because that's what that is.

[2:43:39] That's programming that we have at Crystal Fair.

[2:43:42] It's not clubs, it's not elective classes, it's programming.

[2:43:45] So it's a different than going to a middle school and doing a club or taking an elective class.

[2:43:51] Programming is a lot more all-encompassing than that.

[2:43:59] My thing is, so fellow board members, because we're at the board, we get to give direction to the administration.

[2:44:10] So I would like to know where you guys all stand on giving direction to the administration

[2:44:18] to reach out to MD and ask for an extension.

[2:44:25] So I would like to make a motion that we direct the administration to reach out to

[2:44:30] him.

[2:44:30] Now, spring extension in our S.L.

[2:44:32] Can

[2:44:35] I get a second?

[2:44:37] I'll see.

[2:44:53] We can't even hear ourselves, please control yourselves, so even so with us, we don't need to

[2:45:04] Second, aye, abstain, quorum, agenda, abstain, quorum, agenda, abstain,

[2:45:13] quorum,

[2:45:19] agenda, abstain, quorum.

[2:45:21] What are you saying?

[2:45:22] I mean, I'm nervous about, and I don't feel good about asking administration to ask

[2:45:28] for just an extension.

[2:45:30] If there's a purpose, if there's like a week, and the other thing is I'm really paying

[2:45:35] attention to what they said about, the longer we don't dig out, the bigger it gets.

[2:45:40] So if it's like a week or two, and what can we, what would be the purpose of it?

[2:45:47] So you made the motion that I'm asking you.

[2:45:49] So what is your suggestion?

[2:45:50] Because I know we're going to talk about meeting next Monday, too.

[2:45:53] We could throw a Friday meeting in there maybe a Thursday meeting.

[2:45:57] Just to ask them, you know, they can always say no.

[2:46:00] But I would be, I would not want to ask for more than two weeks, quite frankly.

[2:46:05] And I don't even know if that's enough time.

[2:46:07] If we're going to ask for an extension, that's why I asked through, you know, you're the question.

[2:46:12] So that would be, if you're asking, if the board was to direct the administration, I'm saying,

[2:46:19] I'm willing to listen to what you said.

[2:46:21] I'm not willing to go past two weeks from the date week from, you know, so that would

[2:46:26] be like two weeks in February, you know.

[2:46:29] And so because I think we, I believe, I'm going, we've got to dig out.

[2:46:34] I'm before I call, I mean, the next on the list is Phil and Brandon and Grindeson, but first

[2:46:38] the legal council.

[2:46:41] Yeah, the January 31st date is a statutory deadline and because it is that in statute

[2:46:47] would that M.D. wouldn't have legal authority to extend it.

[2:46:52] I still don't see the Harman asking and seeing what their response is back to us.

[2:46:56] And then we would know for certain, I think we would know for certain.

[2:47:00] That's what I'm asking for, because then we would know for certain.

[2:47:03] So I still want to be on the list for the other topic we were talking about, but

[2:47:07] also my concern is students are registering for school right now.

[2:47:12] This is not really fair to teachers, to students, to families, to keep drawing

[2:47:17] this out, that is my huge concern on this, that the more we draw this out, the more this

[2:47:22] just causes pain, anxiety, and it just doesn't seem fair to the community, that's my concern

[2:47:30] with your proposal, even if it was allowable.

[2:47:35] I'm just putting that out there in the face for other people to consider.

[2:47:40] Director Brinston, did you want to see something before we vote on this?

[2:47:42] Yeah, I'm just so obviously there is open enrollment happening and delaying this is potentially

[2:47:50] bad for parents and I get that part.

[2:47:53] What I don't quite are, let's say we go to MDE, they're not going to tell us tomorrow

[2:47:58] it might take time, right?

[2:48:00] What ends up happening if we get to January 20th and we've made no decision and we're towards

[2:48:07] this fiscal cliff. Does admin just start finding stuff to cut 1.7 million? Did we just give up

[2:48:15] our responsibility at the board level to make that decision and we just threw it completely into your

[2:48:21] lab? I think that's an important question to understand what happens. And we may not know the answer,

[2:48:27] but we can't be the only board that didn't say yes to cutting something that flung it back at admin.

[2:48:35] Okay, I don't see any more hands up.

[2:48:38] We have a motion on the floor to ask administration, to ask administration, to ask MDE for an extension, which our attorney has said is statute.

[2:48:51] All in favor of asking the administration to do this, please say aye.

[2:48:55] Aye.

[2:48:56] Opposed say nay.

[2:48:57] Aye.

[2:48:59] All right, let's move on.

[2:49:00] And, um, directly home brand, you wanted to speak about something else and then director Brinison.

[2:49:04] Yeah, I mean, just, that's what we were actually talking about.

[2:49:08] I just want to say that I think that I understand people not wanting to make decision.

[2:49:16] I understand that it's really hard or not wanting to make this decision, but look, I'm just

[2:49:23] going to, I don't know if anybody knows yet, but I'm going to, but I'm going to talk to

[2:49:30] on the table. It's not a literal translation. You can look it up yourself. But, you know, I ran

[2:49:36] to help my community. It's not about me. It's not about my ego. I don't care if I get reelected

[2:49:41] or not. I ran because I saw our community needed. The board was in turmoil. We needed

[2:49:48] to be to go through this really difficult process. And I wanted to, I thought I could be help

[2:49:56] to get us to a better future and so these decisions are not easy, it's not what

[2:50:02] I want to be doing tonight, I know you don't want to be here tonight, I understand that 100%.

[2:50:08] We're here because the board members who were here before me kept pushing this decision

[2:50:14] down the road.

[2:50:15] This has been something that we have been facing and let COVID dollars help pull us through

[2:50:20] for a while, but this is something that we have been facing for probably a decade.

[2:50:25] This is not new, this is not unique also to our school district.

[2:50:29] We just got there a little faster, but Metro school districts are all facing us.

[2:50:35] And this has been pushed down the road, pushed down the road until we've hit the crisis.

[2:50:40] And through other boards in action and other administrations in action,

[2:50:45] the error in accounting just made us hit it faster.

[2:50:49] Okay, so we would have been here no matter what.

[2:50:55] Unfortunately, we're here today, and so we have to, we have to address it.

[2:51:01] We don't have a choice, okay, and so we have to make these decisions, nobody here loves

[2:51:08] our options.

[2:51:09] The administration doesn't love the options, none of us love the options, but something

[2:51:13] has to give.

[2:51:15] The other schools that were closed in love, there's schools being closed either.

[2:51:19] there. And so I, nobody wants to do any of these things, but something has to give

[2:51:25] an order for all the kids who live in this district to be educated. Nobody wants to

[2:51:30] see their schools close. Okay? And if it came down to it, the schools that my kids,

[2:51:35] the school and my kids go to, might be closed. And if that happened, I'd have to deal with

[2:51:41] that too. And I feel for all of you, and I just want to put it out there. I wouldn't want

[2:51:47] my kids school to be closed. I get it right. And I'm sorry for the emotional toll that it's

[2:51:55] taken, everyone, so I just wanted to put out there that this is not something anybody takes

[2:52:00] lightly,

[2:52:03] but tough decisions have to be made. This is where we are today. And so because of that,

[2:52:11] when I think about closing one school for 500 kids, ending transportation for hundreds and hundreds

[2:52:18] of kids. I have to make the choice that affects fewer kids. So that is why I'll be voting

[2:52:26] the way that I'm voting. That is the choice that I am making and why I'm making it.

[2:52:30] Thank you. Are we ready for a motion? I have two more people who want to talk and then

[2:52:35] I will just like to object a bit. I was going to say my first thing was and I think the board

[2:52:42] has spoken there's no appetite to talk about the transportation at this point. Time it feels

[2:52:46] like everyone has me too. I would talk about other options too.

[2:52:56] I'm just looking I've seen a lot of

[2:52:58] I've seen three heads yes including myself and others know so I would have that conversation I

[2:53:05] wasn't here for it before I was not here before obviously so okay but I mean I my my question before

[2:53:14] or wasn't, I mean, completely hypothetical, if we don't take an action today, do we know

[2:53:21] what happens?

[2:53:25] CFO, I won't speak to an action today, because again, I'm basing everything, all of my work

[2:53:35] is based off of January 31st and the SOD plan.

[2:53:40] What I know is if a plan is not submitted with a balanced budget bare minimum, have to

[2:53:47] I have a balanced budget.

[2:53:49] If we do not do that, we run the risk of losing state aid.

[2:53:55] Which means now we've just exacerbated what we're currently trying to work through right now.

[2:54:04] Thank you.

[2:54:05] Director Bassett, you are next on the list.

[2:54:07] Well, I want to make a motion that we do not approve, I'm talking about number eight.

[2:54:15] I move that we do not close

[2:54:18] Pilgrim Lane Elementary.

[2:54:20] I'll second.

[2:54:21] Oh, wait, wait.

[2:54:22] We can't do that until I fill the

[2:54:23] hearing.

[2:54:23] Correct.

[2:54:24] We can't do that.

[2:54:25] Okay.

[2:54:25] We can.

[2:54:26] We can.

[2:54:27] Okay.

[2:54:29] Okay.

[2:54:30] Okay.

[2:54:31] Okay.

[2:54:33] If you are voting not to close, you can take that action without a hearing.

[2:54:40] The hearing is only required to close.

[2:54:42] Thank you.

[2:54:42] Okay.

[2:54:43] So we have a motion.

[2:54:45] Hi.

[2:54:46] My motion was not to close Pilgrim Lane Elementary.

[2:54:50] Thank you.

[2:54:51] My second.

[2:54:53] I don't have a second.

[2:54:55] And you guys want to do this before we deal with the question.

[2:55:01] Okay. We have a move in a second. Not to close. Is this a roll call? Wait, wait, wait.

[2:55:09] Council, I just want to check. We can do this right now.

[2:55:14] We can wait this way. No, we can do it. No, we can't open.

[2:55:18] It's all up to us. No, it's all up to us. No, it's all up to us.

[2:55:20] I mean, it's not to us. We can do it. We can do it. And we can do it in that.

[2:55:23] Yeah.

[2:55:23] Okay.

[2:55:24] All right.

[2:55:26] Yep.

[2:55:27] Oh, fair problem.

[2:55:28] Stop.

[2:55:28] There's no legal requirements for what order you would take the questions in.

[2:55:33] Okay.

[2:55:34] So we have a motion on the floor.

[2:55:36] Can we do roll the phone?

[2:55:37] Yes.

[2:55:38] What has to be?

[2:55:40] We have a motion on the floor with a second.

[2:55:43] Right?

[2:55:44] Director Bowman?

[2:55:45] Okay.

[2:55:46] To not close.

[2:55:48] Pilgrim Lane.

[2:55:53] Okay, this is and I don't see any hands up, okay.

[2:55:58] Will you take a little call vote please, Director Bowen?

[2:56:00] The pleasure.

[2:56:03] Chair Evans Becker.

[2:56:05] Yes.

[2:56:08] Director Bronson.

[2:56:11] Yes, to not close.

[2:56:13] Director Bowen votes yes to not close.

[2:56:16] Director Bassett.

[2:56:17] Yes, did not close. Director Hill and Brand. Yes, excuse all the English teachers. Director Long. Yes, and Director Woutau. Yes, you all agree. It's unanimous.

[2:56:34] The vote to not close Pilgrim Lane Elementary. Now I have a motion to document all.

[2:56:40] I just want to make sure to clarify what that means is you've effectively you won't have the hearing.

[2:56:46] That is correct.

[2:56:47] You do not need the hearing.

[2:56:48] It is no longer on the table, we do not need the hearing.

[2:56:52] I hope the people in the other rooms hear this.

[2:56:55] All right.

[2:56:55] I have a motion and I would like to make now.

[2:56:57] We don't need a hearing on the hearing.

[2:56:59] The hearing is a motion.

[2:57:00] The hearing is a motion.

[2:57:01] The hearing was for the closure of Pilgrim Lake.

[2:57:05] So the hearing is a moat point.

[2:57:06] I have a motion I want to make.

[2:57:08] I move that the Board approve a discontinuation of middle school magnet programming at Fair School, Crystal, at the conclusion of the 25-26 school year and repurpose it with academic programming.

[2:57:22] Second.

[2:57:24] Thank you.

[2:57:24] Do I have a second?

[2:57:25] Yes.

[2:57:25] Seconded by Director.

[2:57:32] We will have to clear the room or have another recess if we just give us order here.

[2:57:39] All right.

[2:57:39] We have a motion on the floor and a second.

[2:57:41] And I'm looking for hands.

[2:57:45] I do not see hand.

[2:57:46] I'm going to roll call vote.

[2:57:48] Absolutely.

[2:57:49] Okay.

[2:57:50] So, all right, the motion on the floor with a second is to approve the discontinuation of

[2:57:56] middle school magnet programming at Fair School Crystal at the continuation of the 25th school

[2:58:01] year and repurpose it with academic program.

[2:58:04] Please take a roll call vote.

[2:58:06] Great. Director Bowman votes yes. Director Branson. I abstain. Chair Evans Becker.

[2:58:18] Yes. Director Hillenbrand. Yes. Director Long. No. No. Yep. Got that. Director Wuto.

[2:58:26] Yes. Director Bassett. Director Bassett. No. We have four.

[2:58:34] Four.

[2:58:34] Four, yes.

[2:58:37] Two, no.

[2:58:38] I want to spend some.

[3:15:19] Yes, and I swither out there today. I had the dog out for a good long. As soon as the picture comes back up online, we'll be live again.

[3:15:36] The tree pre-all.

[3:15:55] There we are. Okay, we're back in order. It is 10, 11, still January 5th, moving on the agenda. The next item number 10 is new business. The action item is a proposed change to the school board calendar for 2025. And that change is an additional study session next Monday at 6 o'clock.

[3:16:16] In order to do that, we need a motion and a second interval.

[3:16:20] I'll move to say what the study session is about to clarify it.

[3:16:24] For additional special study session, it is on,

[3:16:30] see, what is the study?

[3:16:32] What's the topic?

[3:16:33] We'll have to be looking at the draft of the statutory operating debt plan.

[3:16:38] That'll be part of it.

[3:16:40] But we'll probably officially be moving.

[3:16:43] We

[3:16:46] have to just get the statutory operating.

[3:16:48] Okay, so we're just working through that question just before to ran off. Do we need to

[3:16:56] half of that the

[3:17:00] RVA programming? Do you like to move that? I just do we need to do that?

[3:17:05] I think that would be just fine. I would do that just to make sure that you move it.

[3:17:12] I think if you move it, I still move as listed that high-view RVA programming would move to

[3:17:18] a fair crystal along with some ESC departments.

[3:17:21] Okay, is there a second?

[3:17:22] A second.

[3:17:23] It's been seconded, moved and seconded.

[3:17:25] I don't see any hands up.

[3:17:28] Let's do a roll call, hold on that.

[3:17:30] Oh, okay.

[3:17:31] Hang on, can you have a round of the forms,

[3:17:36] but I'll make one out.

[3:17:37] All right.

[3:17:39] All right, can I ask a clear friend question?

[3:17:41] Yes.

[3:17:42] Will that leave the flexibility for other students

[3:17:44] to be able to use their facilities?

[3:17:46] Yes, it would.

[3:17:46] Okay. Great. All right. Director Bowman votes yes. Director Brenson. Yes. Chair

[3:17:55] Evans Becker. Yes. Director Hillenbrand. Yes. Director Long. No. Director Wuto. Yes.

[3:18:02] Director Bassett. Okay. Motion prevails. Motion prevails. All right. Meanwhile, back at the calendar

[3:18:08] change. We did have, which a lot of people were like nodding for the motion, was that

[3:18:15] Bowman, Bowman and Helen Brand, are the meeting next Monday?

[3:18:22] The proposed addition to

[3:18:24] our calendar. Yes? Is it a voice vote or a roll? It's going to be a voice vote, because

[3:18:30] it's not a resolution and it doesn't involve money. Let's go. Okay, all in favor of having

[3:18:35] that extra meeting on Monday night at six o'clock. Please say aye. Aye. Opposed say nay. No. Okay. We'll see everybody on Monday night at six o'clock, but wait. There's more. Okay.

[3:18:46] Next item up is the resolution accepting donations. We have five thousand six hundred and seventy nine dollars in donations.

[3:18:55] is there a move by Director Bassett. Second by Director Wuto. This is a roll call vote because it involves money. Let's do it.

[3:19:08] Director Bassett. Yes. Director Bowman votes. Yes. Director Branson. Yes. Chair Evans Becker. Yes. Director Hillenbrand. Yes. Director Long. Yes. Director Wuto. Yes. Motion prevails. Thank you for the donations. Everyone who donated.

[3:19:25] Okay, next item on our agenda, Tennessee, is the level three custodial grievances, Director

[3:19:32] O'Hern?

[3:19:34] Good evening, Chair Evans-Vecker or Directors, Superintendent Salo.

[3:19:38] In front of you tonight you have two level three custodial grievances.

[3:19:43] I want to address the first one is a grievance that we are coming forward with to proceed to arbitration.

[3:19:50] We are recommending moving into arbitration.

[3:19:52] The same employee has already gone through one grievance that has moved through arbitration

[3:19:58] and the district was able to state and came out in winning arbitration in that claim.

[3:20:07] So moving this second grievance on the same employee to arbitration, we have a consistent

[3:20:13] documentation to be able to support in the arbitration claim and we would recommend moving

[3:20:19] to arbitration versus having a hearing on this claim.

[3:20:23] The second grievance in front of you is for a different custodian.

[3:20:29] This grievance, we are also recommending moving to a hearing, sorry, moving to arbitration

[3:20:36] and not holding a school board hearing on this claim.

[3:20:40] This employee is their first grievance step three, but we are recommending moving this

[3:20:46] on to arbitration as well, the district has similar documentation to be able to

[3:20:51] support this grievance in arbitration.

[3:20:53] Quick questions.

[3:20:55] Do these need to be acted on in separate motions or separate motions?

[3:21:00] Thank you.

[3:21:02] Okay.

[3:21:02] Director Long.

[3:21:04] So, my question is just as last time, what are the details to the grievance?

[3:21:10] What is this grievance?

[3:21:12] And what is documentation we have?

[3:21:17] So the documentation and the specifics to the grievance cannot publicly be shared, which

[3:21:23] is why the grievance letter you have in front of you does not have any specifics to the

[3:21:28] grievances stated on that letter.

[3:21:30] That would be private data that would not be stated in a public setting.

[3:21:35] So I can't make an informed decision on this because I don't have the details.

[3:21:40] Okay.

[3:21:43] Do I have a motion to move the first level three grievance BSC to arbitration?

[3:21:51] So moved.

[3:21:52] It's been moved.

[3:21:53] Seconded.

[3:21:53] Seconded by Britson.

[3:21:54] Moved by Hillenbrand.

[3:21:55] Seconded by Britson.

[3:21:57] And this is a voiceful because we talked about for newer board members what the other option

[3:22:02] would be if we didn't move to this.

[3:22:04] Can you explain why we don't want to do a board hearing at this time?

[3:22:07] If you had a board hearing, you would have the district administration with their legal council presenting the district side, the custodial unit would come with their council to present their side.

[3:22:22] You then would hear both sides at a public hearing.

[3:22:26] If you decided not to rain a decision at the public hearing and it moved on to arbitration anyway.

[3:22:34] You then have aired all of our side of documentation publicly, and therefore it is very hard to go to arbitration and continue to fight the arbitration in arbitration when all of the information that we have is now publicly stated.

[3:22:58] I'm going to tell you that the custodial contract is the only contract left that step three

[3:23:04] grievance has board hearing in it.

[3:23:08] And so as we are moving through these contracts, other unions have come forward and removed

[3:23:16] And the school board level because it is typical that we move right from updating the school

[3:23:23] board but moving right to arbitration.

[3:23:26] And in the past, when these have come up to us, we have moved them to arbitration.

[3:23:33] But then it doesn't come back to us later.

[3:23:36] I would assume arbitration is resolving this at that point in time.

[3:23:41] I just want to make sure you know of it.

[3:23:44] I believe that our legal team has also advised that we send it on to arbitration correct.

[3:23:53] Okay, so we had the motion on the floor in a second to move the first one, level three, the VSC one, to arbitration all in favor, please say aye.

[3:24:04] Aye.

[3:24:04] I propose I now.

[3:24:05] No.

[3:24:06] Okay, can I have that one carried?

[3:24:09] Can I have a motion to move the second custodial grievance,

[3:24:12] CE, onto arbitration?

[3:24:14] So moved.

[3:24:15] Moved by Director Ruto, seconded by Director Brinson.

[3:24:18] All in favor, please say aye.

[3:24:20] Aye.

[3:24:21] Opposed say no.

[3:24:22] No.

[3:24:22] Okay, it is moving on to arbitration.

[3:24:24] Thank you very much, Director O'Hern.

[3:24:28] Okay, we're moving to administrative reports.

[3:24:31] Superintendent Stella.

[3:24:32] Well, there are none this evening.

[3:24:34] Well, that was fast.

[3:24:37] Board reports.

[3:24:41] Director, woman, you had listening time tonight?

[3:24:44] I sure did.

[3:24:46] And we had a house ball.

[3:24:47] So just we were able to listen to 17 people

[3:24:52] speak to the issue of the closures of Pilgrim Lane Elementary

[3:24:58] School or Fair Crystal Middle School.

[3:25:01] We were able in the 50 minutes that we had to listen to 17 people in opposition to taking

[3:25:09] any action on closing any of those schools, and we did not have any other topics that

[3:25:16] were touched upon in those 17 people, and that concludes my listening time report.

[3:25:22] Thank you.

[3:25:23] Dr. Hillenberg?

[3:25:25] No report.

[3:25:26] Thank you.

[3:25:27] Dr. Long?

[3:25:28] Pass.

[3:25:29] Dr. Brindinson, I'm guessing you probably don't have one.

[3:25:33] I mean, I could spin you a tail, but no, I have no report.

[3:25:36] Thank you.

[3:25:38] Dr. Wuto?

[3:25:39] Yes.

[3:25:40] So, on December 2nd, their community education, we had a meeting and staff shared program

[3:25:45] of our views highlighted in their 2025, 2026 goals and strategies to redefine systems, increase

[3:25:53] community engagement and refine program structures.

[3:25:56] The Senior Advisory Committee representing adults age 55 plus health is first meeting and

[3:26:04] continues to add members.

[3:26:07] Both the adults academic program and alienating are working on aligning staff and systems for

[3:26:12] state standards, including the LHL hold implementation of the LHL hold latest program.

[3:26:18] members head updates from the Robinsdale PAC and Recreation, the New Hope Police Department

[3:26:25] Multicultural Advisory Committee, and Hanepin Technical College representatives that were there.

[3:26:33] Executive Director Antoni Wilhelm shared the 2026 legislative platform draft updated members on

[3:26:40] the re-imagined process, including the potential moving the community head office through the Crystal

[3:26:46] So let in center the next meeting will be February 10th and we'll focus on the media

[3:26:52] there.

[3:26:59] I'll just note it because it's coming up this week.

[3:27:02] The redesign board meeting is Wednesday of next week before we meet again.

[3:27:12] And MSBA is having their event that night.

[3:27:18] So, I'll miss redesign, I want to let them miss, let them know.

[3:27:25] Okay, said it.

[3:27:27] Okay.

[3:27:28] I was a facilitator for the listening time on December 22nd.

[3:27:34] We had 51 people speaking and they either spoke on fair crystal or fair pilgrim, all of them.

[3:27:41] Also, we received hundreds of emails from parents who love their children's teachers,

[3:27:47] programs and schools, and it warmed my heart to read how much they did care about their schools.

[3:27:54] The parents have been fearful, they've been angry, sad, sometimes emails had threats.

[3:28:01] In four days I answered 200 emails as the official responder for the board.

[3:28:07] I want everyone to know, I have great confidence in our superintendent, and I believe in her and

[3:28:14] the work that she and her cabinet and administrators are doing to right size our schools.

[3:28:20] We have had to navigate decisions that none of us ever imagined that we would need to

[3:28:26] and had to make decisions that none of us wanted to make, but we had to make.

[3:28:32] I hope now that these difficult decisions have been made, we can move forward past the anger

[3:28:42] and vitriol and threats. I hope the community can loosen their grip on fear and choose to

[3:28:49] trust that the next steps will start us on the road to building a leaner, stronger and

[3:28:54] better school district. That is my report.

[3:29:02] Next thing on the agenda is to adjourn.

[3:29:07] So moved to our agenda.

[3:29:09] Second.

[3:29:10] Seconded, all in favor, please say aye.

[3:29:11] Aye.

[3:29:13] Motion carries.

[3:29:16] Thank you, everyone.

[3:29:20] Yes.

[3:29:21] Thank you.

[3:29:23] Thank you.

1/5/26 Business Meeting with Public Hearing

Agenda

Transcript