you that's the infant introverted side of their mom over here good evening and welcome to the ISDN 191 Burnsville Eagan savage school board meeting today is March 19 2020 and the time is 6:30 p.m. I'd like to start since our clerk courier is not with us tonight I'm going to appoint director how eager as tonight's clerk in her absence and I wanted to welcome folks who are tuning in from home hopefully there are some of you out there this has certainly been an extraordinary week and anyone watching the meeting on channel 18 or online can see that our new reality is affecting board meetings too we are following Department of Health recommendations about maintaining distance between individuals later tonight the board will also consider a measure that will allow us to hold our meetings remotely our primary concern as always is the health and safety of our staff and each other but we will also do our best to ensure we are still accessible to our community I just want to mention that these changes for us are at worst and inconvenience for our staff and students and Families this week has been a monumental departure from the norm with direction from the governor to close schools to students and prepare to resume instructions on March 30th through distance learning the challenge is immense in response what I've seen through social media and heard in phone and web conversations has been truly outstanding our community is working together to meet the challenge to make sure students are fed and cared for and to prepare for a whole new way of doing business the phrase we are 191 has never been truer and I have never been prouder if our viewers want to know more about our districts response to the corona virus outbreak I encourage you to stay tuned to the work session following the meeting for now my sincerest gratitude to everyone for their efforts this week thanks to you all with that director Hume would you lead us in the Pledge of Allegiance thank you we will start by approving tonight's agenda I will take a motion moved by director Schatz second seconded by director Chester any questions or comments hearing none all those in favor of approving the agenda please signify by saying aye opposed nay and the motion carries next we will turn to committee reports policy review committee with chair Chester we have a few policies that are part of the consent agenda tonight that were presented at the board meeting on March 12 that's policy 208 policy 305 policy 414 policy 415 421 and 514 also on the being approved tonight hopefully is policies 205 regarding open meeting and closed meetings and policy 607 organization of grade levels thank you negotiations with chair shots I am pleased to report that the district has settled contract with B EA and we'll be moving forward for the next two years to continue the excellent teaching and services that we offer our students thank you and thanks to our committee members all of you and to our staff that have helped work work our way through to this agreement you guys have really put in a lot of thought and effort in time so thank you legislative committee Jen with chair how occur we were supposed to have a meeting this last Monday but it got canceled due to the staff and others needing to plan for our new realities here so medians for that have been on hold for now thank you and student performance and achievement committee committee of the whole dr. battle and director Miller and I continue to work together to bring workshops forward under the spa heading we have one tonight in workshop as well next board appointments are there any reports from board appointments okay I have two from director courier that dr. Currie are submitted and I will give the printout to Jamie 917 along with the 191 schools the 917 schools were and are closed March 16th through the 27th and as our district did planning occurred in all places the first week you can imagine how complex that is for the students served in 917 superintendent Susak sent a comprehensive letter to the 917 staff on March 17th detailing plans known at that time for a more complete and detailed form or complete and detailed information about the district and its plan for this emergency go to its website wwwi SD nine one seven k12 MN us and then association of metropolitan school districts what may have been the last large group AMS meeting was held Friday March 6th in Roseville from 7:00 to 9:00 a.m. two outstanding presentations were given the first entitled closing Minnesota's achievement gaps with presenters Neel Kashkari president Minneapolis Federal Reserve Bank and Justice Allen page retired justice Minnesota Supreme Court the second was updates from the professional educator licensing and standards board presented by Aleksey executive director and board members Superintendent Steve ooh now ski and Lucy Payne both presentations can be found on the a MSD web site MSD org under the March meeting materials no other reports with that we will turn to consent agenda although board action is required it is generally unnecessary to hold discussion on these items in the event a board member wishes to discuss an item that item will be moved for separate consideration do we have anything that folks want to separate hearing none I will take a motion so moved moved by director Hume second seconded by a director Miller all those in favor of approving the consent agenda please signify by saying aye opposed nay and the motion carries our first item of new business is we are being asked to approve agreements with Center Point Energy and we have leased a writer executive director of business services at the presenters table welcome Lisa good evening today we're here to talk about the Centrepointe who Energy's holzle they notified us in September of 2019 of their intentions to abandon two of our easements on our property at BHS Princeville high school after they removed from service the gas pipelines that are below ground while creating a new easement that will hold two new much larger gas lines this is an image of our property at Burnsville high school and you can somewhat see just through the through the image where the liens actually do pass kind of right across the fields as you can see there and so those would then be vacated we have one line that goes right here through the infield and the new lines would go basically straight down here through in between the two tennis courts that we have and then it would cut over so as to avoid the infield and move off our property so with that in mind we engage the services of Kennedy Craven to assist in creating the agreements necessary to ensure that our were considered included in the board packet tonight is that agreement the project is expected to begin June 8th 2020 and run into August 2020 with the details yet to be determined it is recommended that this agreement that we have be approved by our board so that they can move forward with their planning the recommendation is to approve the agreements with center point energy for replacement of pipeline across BHS property summer of 2020 okay thank you Lisa I'm sorry would you like me read the actual recommendation that the Board of Education approves the agreements with the Center Point Energy for transition to replacement to pipeline located across Burnsville high school property during the summer of 2020 thank you I will take a motion moved by director shot second second second it by director Hume questions or comments I just want to clarify so you said the new pipeline would go under the tennis courts it will go between the 20s courts yep and as you read the agreement it does allow for us to put things over the top of it once it's in but for now that's where we go okay thanks any other questions I just had a question about the practice you know where our athletes will fall practice right so athletes will not be allowed on the out outside of the building inside the building we will be able to use that during the summer months but the outside fields will be offline for purposes of two projects potentially up to too many projects one being the turf being replaced is our long-term facility plan calls for as well as then this project with the pipelines and they are going to be happening around the same time so that will limit the amount of time that we actually have to have the area off-limits to our athletes great thank you with that I will all those in favor of approving the recommendation please signify by saying aye I oppose nay and the motion carries second we are being asked to approve converting all board meetings to teleconference or other electronic means until further notice obviously this board needs needs and wants to be able to continue our work we have a lot going on right now and we also need to make sure that we are practicing safe practices both for staff and for ourselves and we also want to make sure we maintain transparency with our with our community so the recommendation is that the Board of Education approves converting all board meetings to teleconference or other electronic means until further notice pursuant to Minnesota statute thirteen dot d zero to one I'll take a motion so moved moved by director Chester a second second seconded by director Miller any comments or questions I just want a director Hume maybe for the sake of our audience if we could explain about open meeting route laws in the state of Minnesota and how we'll make sure that we are still compliant with those laws right forward yep so we are all board meetings except for those that are allowed to be closed are open to the public so in terms of teleconferencing we would still livestream well we're working staff is working on yeah check the website in terms of what we are able to do the goal is obviously to livestream as well as record our teleconferences if we're not able to livestream then obviously the Proceedings of each board meeting would be posted once the meeting is over or within the next 24 hours dr. battle do you have anything to add Jerald I think you covered all the main points and details will be posted on our website after test generate what director Hume was saying in in that if it has to be where we would have to let people know that the meeting is posted that we do that as efficiently as we can and through social media and be blasting so that they're aware of how to find it absolutely yep yep also uh like the paper of record has to be informed for open law right okay okay so thanks anything else all right all those in favor of approving the recommendation please signify by saying aye opposed nay and the motion carries next we will adjourn to a workshop we have several items on that agenda and we will just take two minutes to make sure we get paperwork signed before we go to the workshop I will take a motion to adjourn to a workshop moved by director shot second second second ed by director Hume all those in favor please signify by saying aye and we are adjourned I'll just take a couple minutes you you you so we will start our workshop with a presentation from Ehlers in the city on updates about the facilities process milestones and deliver deliverables lisa writer from our team as well as I'd like to welcome Stacy from Ehlers thank you for being here so I'll start us off with a thank you to both Ehlers and and Stacy as part of that team and and Jenny from the city of burns Phyllis while helping us with any questions we may have as this process for ISD 181 is new indifferent not our norm and so we are looking to our partners in this and in understanding how this might flow well for us and how it is that we can gather the information necessary as has been mentioned these are the outcomes that we're talking about for this evening and as we get started here we'll be talking first about the elders process and an update of that while we will be discussing some staff and community engagement conversation and then next steps as well I'm gonna turn it over to Stacy now go ahead and begin our conversation great you can go to the first slide Thank You chair commissioners good to see you again tonight as stated just gonna overview kind of our process to date and some of our preliminary findings I know you folks are anxious right to learn you know what's the outcome what's the best option that's out there and it just takes us a little bit of time to work through that process and get good information that's out there you know really what we're looking to do is to gather really you know independent unbiased information for this site so when folks hear that there's a chunk of land in a fully developed subber coming up for opportunity for development people start coming out of the the woods looking at it and thinking that there's great you know things for it and what they'd like to offer what they'd like to do and what we like to do is just take a process and talk to folks that we know that are good qualified developers that are good partners and why we do that is partnership is really really important it's a partnership between you it's a partnership between the city and its the partner between whoever you sell that land to now granted you guys could just go out and sell this and not care about what happens but we know that's not who you are you know as or you do have that vested interest and the city is a partner as well because they control the zoning and future development on that site but potentially they bring the financial incentives that may be needed for some of this development to actually get done so again when we're out there talking to folks it's talking to developers that we really view get that partnership aspect they're not in it for them they understand that there's a three-party agreement of different goals and objectives they have to be met and it takes a lot to figure out how does that all come together to have the best outcome for everyone in that area in addition what we'll do is then we are going to just summarize that data and try to put it in concise easy format for you guys to look at to help you make some decisions because it's a lot of information that's coming down the pipeline but again we're trying to make it pretty concise so you can make an informed decision how you want to move forward let's move to the next slide so just a show where we're sitting today here we are at the Diamond Head Education Center you have eleven and a half acres again it's a great location off of just close to Nicollet off of Burnsville Parkway and 35w for this area let's go to the next slide to date Lisa and other staff and Jennie from the city myself and Jason we met with six qualified developers again ones that are well-regarded in the development and redevelopment world to really come together and start giving us their thoughts and perspectives on the site from a location from what they saw for uses that would likely go here and how that would match up with the city's comprehensive plan what their viewpoint was on price points for the site what the challenges would be and what the other opportunities that maybe we haven't thought about for the site you know preliminary I'll come from those meetings you know we heard things that at least I wasn't shocked about and you guys may not be shocked about either it's a great site right it really truly is a great site you have a great location here again just off of the interstate and near heart of the city really what everyone had said and again this isn't surprising because we hear this more routinely throughout the metro area multifamily is what's really going to lead the redevelopment efforts again you're seeing lots of projects that are currently going up in Burnsville and around the metropolitan area and again that's where your strongest cash position is going to be because you can go vertical with those that's where you're going to be able to attain the most of most dollar outcome from your project again limited retail use as we discussed before retail market is a little fickle even how maybe more so especially what we're seeing with the virus and the issues that are coming up with that but there would be some limited retail especially if you're putting some housing there that they'd like to see so the service type retail it could be restaurants and other things the other thing we talked about was office industry leaders as well to say what is the market here and again it's soft here just like it is everywhere so it's probably limited to little or no use for the office which again wasn't as surprising for us and then we did discuss opportunities for hotels you know for the site and think after going through the discussions with that it's likely not a hotel site either they're seeing challenges even before this you know of just where average daily room rates and occupancy czar throughout the metropolitan area especially within this area you're pretty well saturated with some of the hotel uses that are out there part of the discussions you know that we said well hey we have all these people sitting here in a room with us you know we want to talk to them about some of the other sites and we want to talk about some of the other sites as far as redevelopment goes so that brought up Metcalfe so you know one of your options is is that you can sell this and move over to Metcalf and we said well what if we do the flip what if you stay in you sell Metcalf to get some money to do some additional things you'd like to do on this site or elsewhere within the district so though if we got the picture of Metcalf school up on the slide there that's about 35 acres what I want to point out is just that blue are kind of light gray line that's going perpendicular to the site that's just letting everybody know some people think Metcalf is in Burnsville it's not so that gray line is the line of demarcation so Burnsville is on the left and Eagan is on the right okay so we did have discussions with the city of Eagan just on out just a very preliminary basis to talk about hey currently this is zone you know public institutional what would you see as a future land use or what would you guys be open to on that site and again we can go to the next slide it's that it's basically a great site for single-family and we heard that from the development community as well they said it's kind of a no-brainer there's a lot of single-family within that area already so single-family homes or townhomes would be great and apartments would be great as well now again discussions with the city and they are preliminary you know they see no issue with single family or townhomes coming forward for that area they said quite frankly apartments may be a little challenging at this time it's just more of a political issue for that community than not but doesn't mean that that's out of the question right so it's just some of those education and things that we'll have to go through if it's something you guys decide to proceed with in the future the next slide in addition we talked to brokers again who don't have an interest you know and coming out and selling your property for you because we want to talk about what is the ability for you to sell your property ads is today so you guys decide to pick up you're gonna move over to Metcalf what are you gonna do with this building if you just want to sell it to an end user that can come in and reuse it so we're finding out what the numbers and and possibilities are with regards to that in additions we've talked about you know I think that was thrown out could you do a land lease for the site and just retain it we've talked about that or could you guys be landlords would you want to be landlords and what would that net you out at the end of the day so we're reviewing that as well with the folks that are out there so again you know we're will be coming forward on the 23rd with some pretty detailed options and financial implications for you to review and if we can go to the next side right now we're looking at eight options which still even have a couple tangents in there so we really said let's let's really look at this holistically and maybe even things you didn't think about we're possible or could do why don't we just talk about it all and then we can see at the end of the day really what would work for the site and what works best for you so of course option number one is you stay in place here you know and then you look to maybe move some of your other facilities over here and then you make decisions what you want to do with metcalfe or some of your other facilities second one is if you can jump down to slides Lisa we'll go back to the property side you could sell off a portion so as we look at Diamond Head up on the screen they're essentially over the closer to the Ames Center in the city's public parking lot you know you've got a lot of parking lot right so could we sell out Lots right well you'd be amazed when you look at those you're furthest one to the north is a little over an acre the other ones almost two acres you can you can put a lot of building on that and so you know would there be a possibility that you sell it maybe for or an apartment development or would you sell it for another type of use that's out there again what are your options to try and capitalize existing property that you have that maybe you can get some dollars to put to work for you in other ways we could look to sell the property for redevelopment but maybe we have them build a new facility for you on site right so I think in if you look at your building and facility that you have today you know you've had a kind of retrofit into something that if you were to build new today this isn't how it would lay out it doesn't necessarily work the best for you and for your programming so could we get that building on site here for you sell off the rest of the land and help you get into that building for some some number you know whatever that may be so we're putting those together you could sell the property for redevelopment but have a facility built that maybe houses a portion now I know that comes with you know some consternation of the fact that one of the great things about being here is your colocation right you've brought everybody together all into one worth which is really great and it's a big policy decision for you but again we say maybe you only want a portion of it and what implications are there with regards to that again that's a decision and we can put numbers with that the other one is we could retain the property and release it to another user and you could move to Metcalf as described you could retain the property under land lease both options probably six and seven are becoming more apparent to be less likely for you but we'll see that when it comes out with the numbers and that final one is you know you could stay in place but you could sell maybe a portion of Metcalf you know to get some dollars again to move some other programming here and then part of the discussion is you know that that that give-and-take of figuring out you know what happens if enrollment really does increase and you need to have a junior high facility you know again not building any vacant land in any of these cities so do you retain a portion that can maybe accommodate your facilities that you need so again with all of these there comes a lot of issues pros and cons and there's gonna be numbers tied to it and what we know and understand is that the financial decision is one small aspect you know I think probably some of your bigger decision points are policy and how you want to view how you're going to act as an organization in your facilities and as a manager in the future with regards to that and then I think just the rest slides for tonight we're just checking in with you you know an update I know again you guys have lots of questions and thoughts and so we just want to make sure that we can listen to what you have to say make sure we're getting the information that you want to see so that when come back in the 23rd we got everything that you wanted so that you can actually start having a discussion and make an informed decision on how you want to proceed moving forward so with that I'm happy to answer any questions after I think jenny was just going to give a little perspective unprocessed so in the city's perspective just want to talk about City process as I understand that come up here and this is something that we do a lot of the city I do a lot of it have done it for over 25 years here in Burnsville if you sell for a redevelopment project as part of the city's process it would likely be certainly in public hearing with our Planning Commission and then as part of that process when we review applications we would treat this like any other application likely have a neighborhood meeting we do that on a lot of our projects because we want to hear from the neighbors before it gets to the Planning Commission or City Council we want to try to address most of their issues so as part of our process that just wouldn't be standard so and then my and then certainly there's other outreach that can be done and we talked to dr. battle about working with the chamber and engaging their public policy committee for and engaging their public policy committee as need be depending on what happens here once the options are narrowed to give folks something to react to that's usually a lot better than asking folks what they want you're gonna get a bazillion answers right so so with that I'm here also to stand for any questions and if there's any information from the city that you think would guide your decision-making that you would need for the 23rd happy to hear that and make sure you get what you need from the city we have some other slides with other information that we've gathered internally would you like me to go through the next step a great so as we go on just a little bit further I have included a link here to this school closing State statute so that's available for anyone wanting to review that again and that is something that we will keep in in mind right as we go through this process additionally we have been working to develop the amount of dollars that we're talking about for each of the six buildings that we have in our what we consider open facilities and so as we review those what this process meant was taking the debt issuances that we have taking a look at exactly how much debt is there still remaining principal and interest as a statute calls for and applying to that then the percentages you see in the bottom part of the screen which are the percentages of which the proceeds from those bonds were utilized in each of these six buildings that we're discussing so based on that percentage of how much of those bond proceeds were used in each of those buildings that percentage is then applied to the debt remaining that you see on the left side and then the right box is what you see then is the calculation of what is that number so for instance on Cedar which is the last column on the far right and at the very top you see as of February 2nd 2020 we have five million two hundred fifty four thousand seven ninety five of principal and interest that we would still essentially owe on cedar building for the debt issuances and this is a combination of all of the debt issuances that we have with the percentages applied currently with that information I want to show you on the next slide cedar is a building in which we have been leasing it and renting this right so what this means for us is right now we're applying this in the event that we want to extend this lease no we're gonna take a look at this and we're gonna say all right so our debt remaining as of June 30 2020 is the five million to 54 seven eighty five the rent that we will have received by then because we have a monthly schedule and you know what that amount is is one million five hundred seventy three thousand five ten we've had this lease in place for four nine years okay so with that in mind that leaves three million six hundred eighty one thousand two hundred eighty five dollars still that we need to recover and deposit into our debt service fund so that that goes back to our taxpayers before the money would then move to our general fund capital proceeds so if that helps to kind of clear as to exactly how does this come into play and why would we use this information similarly you'd apply it if you were dealing with steel sale proceeds why don't we let them get through the presentation then the next thing that we wanted to provide to you is a summary of our long-term facility maintenance information so you know that you approve every year our plan for ten years out and so what I've asked is for our Director of Operations to go through and he basically pulled together a summary of everything that we have on that particular long-term facility maintenance project list and show exactly what those dollar amounts are for each of the buildings that we still have on our open facilities listing so you see that attached as well now he wanted me to make sure you understood him and we're reminded of the fact that although something may be on the list if when we get to that year and which is supposed to be being done or he's actually you're ahead all the time planning for that the the idea is well Kay so if it says rhe rough but the rough doesn't need to be rebuffed we don't have any issues it goes on this list when the warranties up so if there's no real issue with it ruff will push it back and we'll move up something else that is more pertinent that makes sense and so that's that's an ongoing thing that we will do and this is fluid the idea behind this is for us to kind of and you can see that you've got would we look at our levee information we're always using a set dollar amount for our projects and that's what we're trying to stay within so as he moves a project out he is moving the same dollar amount basically forward so that we can make sure we're staying level with our taxpayers so this is the information shared to you just so you have that I also want to point out that there was some conversation around what's in addition for Eagle Ridge Middle School without having this verified by any architects but just going up based off from what we have developed in the past and what we've seen done in our district this is not necessarily market rate for whenever this may happen but at this point time a number is being developed of 13 million dollars just as a starting point right far more work would need to be done to verify that number but that does take dollars to determine that verification of that number - so before we put the money forward there we want to know that that's something that we want to delve deeper into and then we have a slide here regarding our possible staff and community engagement so much of this is going to be based upon what it is has decided about on any one or multiple buildings right and so as a few of those examples you know we can meet possibly with the affected staff members say it's just a particular building for example that you're you're really discussing or maybe it is holding that informational sessions for constituents who are involved in that particular arena that area of the of the location or whatever may be the case hosting informational sessions with groups specific groups and as Jenny mentioned the city does this all the time in their standard process and how they reach out is really important and so those are just some examples that we wanted to make sure we had in here and the staff and community engagement you know maybe focus groups maybe parents and staff meetings could be presentations our timeline in April is when we would be looking on the 23rd to hear more detailed information receive our final report regarding Diamond Head Education Center from Ehlers and then you know there's there's various timelines that would depend upon what is that decision that would then move into practice there's there's many different thoughts of how we might internally utilize space some of which takes dollars to do so and so then it's a question of well before we can do that or should do that where were those funds be coming from and that may be what causes some of the other further conversations so there's a lot that is like a domino effect right and so we are aware of that know that we do know our outside facilities as we move forward will need to be maintained so our intent is that grounds will be maintained okay outside use of our facilities fields and things of that nature assuming there's not a reason like the pipeline project going on would be available through for rentals um if we were in operation other than what we are now today but the reality is that that's our intent the inside of the buildings that may be dormant or not being functional at the time those that's where that would take quite a bit of conversation about making sure that whoever is renting it knows it understands the necessity of what the cost is to cover that custodial - to utilize that that location in some cases that may be no problem in other cases it might be a hindrance and so we'll need to discuss that with the potential opportunities that we may have as we move forward thank you thank you Lisa questions Leslie back to the slide on the lease of cedar example that the rent received and deposited for effective June 30th is only representative of half the building use yes so if one of their proposals was for full building use what what would that amount look like to pay down that right in so over nine year period we're at one point five assuming we would use similar rates the other portion of the building that we're using a little bit more than half ourselves they have a little less than half depending upon how they would you know use that full building for example let's just say it doubled you know you'd have this covered them with in another dine to ten years and at that point in time then it would be the debt would be covered okay anyone else Darcy okay thank you I have a couple questions so on the slide of Diamondhead just the yeah that one Diamondhead yeah what are ya what are the stars I want to start property chair commissioners so that the stars that we show up there right now are three properties where you have one the red star is a multi-family development that is currently under construction the yellow and the green are ones that have been sold for development of multi-family housing as well so we're being cognizant of what's happening in the area but also they're providing for comparisons for us for your property as well okay thank you Thanks so okay then on the Ehlers process the next slide then Ehlers process sorry no the first one about keep going all the way up to the beginning of this beginning yeah to the getting yet so it's what slide four or five so after the first Diamondhead yeah okay no go back yeah they're here yep and so the conclusions at the bottom deck is a great redevelopment site things like that that those look like those are conclusions that were drawn from this second meeting that Ehlers had conversations with additional developers is that accurate chair board member no that's not accurate that's from the means with all the six developers that we had and then additional discussions that we had with other folks okay so okay so it was it looks like it was just from those meetings so that's okay thank you and so this mixed retail okay so the same slide this is limited retail potential does that mean strictly retail like everything on the on the site would be retail is that is that what's limited retail potential means to a board member what that means is that essentially you wouldn't sell that whole eleven and a half acres if you chose to move for retail because there wouldn't be enough retail user demand for the site so limited retail will typically mean anywhere from probably five to twenty five thousand square feet of retail use that they would see as being feasible potentially okay and so that's so so circular loop retail and so there's as you as you point out in a previous slide there is one of those sites that red the red star site is both housing and retail its retail lower level housing above chair board member I looked at Jenni because she's more familiar with that if I can madam chair Commissioner directors yeah thank you it's Darci okay so that is it does have a lab I think it's about 1200 or 1500 square feet of retail on the first floor but the rest is all apartments on the first floor so it is a primarily multifamily development with a small area carved out for perhaps a coffee shop or a dry cleaners or something like that okay because certainly that you know there's there's more mixed use usage that's going out there's another there's a site next to the Premium Outlets in an Eagan that is the same thing small you know retail in the bottom you know mixed-use above you know things like that we see more and more of that around and so so my question sir I guess sort of you know because there's a little bit of that you know was was that mixed-use idea brought into the conversation yes okay and where does that lie in the this list here that's in your limited retail okay answer or your limited office answer okay okay sorry yeah so and but then I apologize I'm sure this is the fact that I am NOT a property person but so your the the discussions with the developers then said here we had we have is eleven point five one acre site what can we what can we do with this and the developers all six plus however many other ones you met with said it's a great redevelopment site and overall multifamily is the way to go with this because we don't see this as an entirely retail space we don't see this as an entirely office space and we don't see this as a hotel at all and but we also don't see this as any sort of mixed retail is that right with or mixed mixed use of retail and enhancing no no I would say that there will there there's the potential for a mix of both housing and retail on the site again everyone said multifamily is your driver and so you may have some space carved out either on a separate parcel for some retail or it may be integrated into the base of the building which would be a vertical mixed use vertical mixed using so much okay great so okay so then the options slide that we have options under review and so I guess so this the focus that you have been doing the discussions that we've been having dinner just about deck and Metcalf is that correct we didn't really because I don't see references here to River limited you know references to River Ridge nothing to suit rail and movie savage a little bit of a cedar school correct so the main focus has been on the deck okay secondary with Metcalf and I'd say third with River Ridge that's a different transaction that's you know that would just be sold out right if you chose to move out of that to somebody else likely so ok so then so that the information that we're getting back on that 23rd Lisa is is just gonna be about deck essentially I would say that we'll have information about deck will have some numbers to tie to Metcalf for for options and then we'll also probably have a range of value for River Ridge for you as well okay and so then that any sort of school such things like that is an entirely separate process and discussion that we have we've asked in our scope network with others internally we may have some other ideas and certainly some feedback that Graham once our team can really focus on that we can kind of develop better okay so much of that though does depend what is it that we're doing oh absolutely yeah I totally get it's a chicken and egg thing all over the place yeah I know yeah I had no concerns about that and so I'm really glad that the city has been a part of this that's really that's great I I appreciate that and I was suing then as we move forward with questions about as you quite correctly pointed out Metcalfe is not part of Burnsville and so I'm assuming there is additional information then coming from the city of burns or city of Eagan regarding them at calf site as well correct so I did have preliminary discussions with their community involvement director over there just about the future use so again their feedback is already on a preliminary basis that single-family townhome development is something that would be a likely reuse for that site if you wanted to have someone that came in that was interested in doing some apartments or something else that may be a little more challenging just from a political standpoint right now but not not to ever say no so anything's possible sure okay you know what we've gotten four numbers for there we've talked to single-family housing developers to try and get some pricing or estimates for that area as to what's your viability if you chose to go down that path okay great and so and so and they were not interested in retail anything for that for that it's it's a limited site as well so okay great all right thank you that's all the questions I have thank you very much and just for clarification to since Darcy you raised the question of the city of Eagan is it is it fair to say that looking at if I look at slide 9 and then compare it to slide 7 we shouldn't expect an apples to apples comparison in terms of based on how the the land is already zoned like the conversation about a hotel would not be likely correct for Metcalfe okay great other questions Eric thank you zoning real quick are all the properties zoned the same and does it really well in the case that you just mentioned Gerald did that wouldn't matter but there's a particularly matter about Decker is owned yes and we could change the zone if need be to fit the madam chair director Miller the zoning could be changed but the zoning in place right now is heart of the city which does maximize the type of land use that you can get on this property compared to other zoning districts that we have in the city so this is not zoned as a school or whatever bad cat what do you would you call Metcalf again public or institutional that may be the overlay that they have on it as it was a school here at one time so I assume it was that it correct as the zoning is heart of the city which is a transit-oriented development high density development that's what we call for the hood can we go back to the picture with Diamond Head yes and the stars and such so I fully appreciate that a lot of work and research and and I've done a little bit of inquiring myself with commercial development folks I know outside of the context as they support but a lot of what you're saying but there's also I have a little bit of a gut feel about some of this you know if you're the red yellow and green stars indicate additional multi or single dwell single home dwelling you said coming in right multi-family those are multifamily apartments apartments okay but you know I recently started working south of the river again and in Burnsville and it's my observation that there's actually a dearth of places to eat lunch around in the burns all I know you have quite a few restaurants and such but and we have sort of one primary restaurant to go eat out with family and you know the Mediterranean Grill it just feels like if we're gonna be bringing more and more people into the area there will be more and more opportunities for small retail restaurants you know other other support of it and things in the heart of the city area I know you guys are it's no ding on what you guys have been doing the here but I think it feels like there could be more going on around here so that's just an observational thing the second thing is you know every time we we have a lot of a lot of customers and employees that come and travel you know and out of our offices and we they all stay up at the Mall of America there's there's no there's no hotel facility in Burnsville for them so the I challenge a little bit this idea that they're you know a nicer medium to higher-end hotel wouldn't be supportive in the area but anyway Lisa this is I think more for you I think I had asked about this before I'm still kind of waiting to hear about it I am sort of looking for a cost opportunity cost for Diamond Head so if you assume that anymore any activities that we offer here could potentially be moved somewhere else and I don't think that there's you can I think we can pretty safely say that Diamond Head doesn't generate any kind of income directly itself again I know there's community had activities and things that happen here that we charge fees for and all that but those could probably take you know all things give an equal pick up and go somewhere else and continue to function so and though that income would come in so Diamond Head itself is not necessarily generating any income to my knowledge that's unique to the building so take that as step one of the equation this the next step would be I want to understand what if we did nothing there's got to be some sort of cost whether it's ongoing you know interest on debt or you know on time period whether it's maintenance costs whatever it is there's you know so for me that's kind of the number because frankly if someone came in and offered us $1 for the building and we could walk away with no further obligations to the building all these other things considered that might be good enough for me because we don't have to absorb those other costs those shadow costs in the future that's that make sense I'm not sure I'm following exactly let me see if I can paraphrase so you're suggesting that should we be able to move everything to another location and function the same opportunities like a B e could still facilitate the same number of course as they do here community ID programming can happen just like they do here elsewhere well don't get too tied up on that all I'm saying is I'm making an assumption that the building itself isn't a income generator for the district I think the the what we have to offer here in this building and what has been developed goes a long ways towards the quality of programming that is offered and so that is something that I would encourage people not to discount to pick it up and move this to say two buildings say Metcalf and Sioux trail to accommodate our early learners who wouldn't work very well in a Metcalf setting without some modification and the rest of us could be in the more the adult setting fine but we have you know two spaces downstairs that are wood floors and that our seniors in our courses that are for ballet yoga those kinds of things they work there they may not work so well somewhere else a de from where they were to where they are now we have at least doubled if not tripled the programs and offerings that we have for our community mostly because of the ability for us to serve them like we are compared to how we work so we've put a lot of money into this building over the last five six years and I just want to make sure that people understand that that's been a benefit that there has been an increase in the programming's that we can offer if we move to another location sure we can do the core structure of what we're talking about for community ad we can we can function as a team the challenge I think is there's going to be moving costs so as we moved from River Ridge building over here to this location just you know that's about maybe a half if not maybe a third of the people that are here currently we know what that cost us to take down the furniture to bring it back over here and put it back up and we tried to reuse every piece we had we did have to buy some additional pieces that is a cost when we temporarily move permanently move that's going to be a cost force no matter what there is a cost for that redevelopment of whatever space that our little ones are moving to if they don't have what they need so in most cases they will oftentimes what we're talking about our restrooms you know whether it's because of the sizing of the of the restrooms or whether it's because of the frequency that they're available you know so that's something to consider for our adults that it's really more just about to move us you know and get a set up again I'm not sure if that's answering your question so we have those costs and those were incorporated previously in our estimates they are based on what we know from what it took when we moved previously and basically considering the volume now that we would be moving if all of us from this building are moving because only about I'd say a good third is what we moved here so previously that number was much smaller we do have the costs of what it would be for projects in this building we have them for the other buildings we can put all that together it really can if you get just $1 for this building somehow we got to pay for those other costs and that's what I worry about just because I know where the general funds at in chair director just may be to get to what your point is I think part of that will be in the analysis because I think what you're getting at is this existing building is going to have capital needs right you know from parking lots to risk to other things so you know that's part of what comes in is that if you choose to stay there's a cost of staying as well right for the future and that balances within everything else that's all things so cost of staying is exactly what I'm saying it's a great way of phrasing it but it's more in capital costs you know there's a lot of stuff that goes in we own an 11 and a half acre piece of property in the middle of a major metropolitan city it has to have some sort of cost over time I get that that's very intangible and hard to nail down but I don't like looking at this simply as you know well if we just stay here you know we're not incurring a cost in that scenario also because we are by keeping that extra 11 and a half acres and inside of the portfolio of our owner show and on a related note and dr. better you were gonna say something on the community at piece I think in terms of the intangibles Eric that you were getting a you know there are you know dollar costs and there are you know opportunity costs it's been a while I'm aware that there is research out there about community yet and its its efficacy in retaining you know a strong community ad program helps to retain families within a particular district if you can either speak to that or maybe have that worked into that I mean I know I don't know as much as you do about community ad but I'm aware that the there are certain intangible benefits there to any other mostly I'm you're thinking okay formulating gender Scott to to well it's gonna what what I'm interested in gathering is understanding where what makes sense for the for the programs that that are essential for us to offer and making sure that they're only a location that is the most ideal so and then also then bringing that into what opportunities do we have to actually or an additional right whether it's selling off a parcel whether it's selling you know Metcalf and its entirety you know because if you know again the chicken and the egg thing so it's like if if we let 917 have all of cedar school what makes the best sense for Boz we I've heard already that best would easily transition into this building and then therefore make more usage within this building so we could sell out right River Ridge so looking at whatever that financial benefit would be and then if we were to sell off in its entirety Metcalf knowing that we had heard from Stephanie white that we would function well as a to middle school district with the opportunity to expand on one of the middle schools if we grow and then knowing I'm a negan resident and then hearing a lot of the compliment a lot of the criticisms about the blight in that area that bringing in housing might actually help with that curb appeal if you will of that corner and then that would potentially bring in additional income and then center here the only question that I would have outlying out of that is what would we do with buzz like where would Boz be best retrofitted if we were to stay and then also because director courier isn't here I will speak on behalf of the benefit of this building and on the seniors because we don't want to lose the Senior Center and so we really want to I'm and that's a concern for me too because I know that that is something that is well used in this building and it is actually a central point for our seniors and so I don't want to discount our senior population that were serving can you go back to the Metcalf satellite again yeah so yeah I mean I was shot it's 35 acres there's a lot of land there I mean we could squeeze a row of houses or two in there a street town you know and still keep the building and the capacity to expand back to a middle school at some point you know sell off a chunk of that I know we don't have enough baseball program to support that many baseball [Laughter] that's a lot of land I did not realize it was that big so thank you for that madam chair yes if I came over on this slide I think it was noted to me in a previous conversation as part of this that there were questions about what was happening with the Riverview center next to Metcalf did this did you okay I think you remember he's saying that there was some sort of opportunity or something moving with that just if I can while I'm here and you have he and I have you so that certainly is on the city's radar as well this is on by a at individual the city personally we've reached out to them to see this area yes thank you thank you Lisa Shopping Center that's in a distressed state as we know and it's not for sale and we sent several developers to him very well reputable developers and the price is extremely high unreasonable out of market so we are keeping an eye on this certainly should things change we're all at the ready to see something else happen there have that put to higher and better use for the neighborhood and it's it's we're keeping making sure that they are in compliance with our property maintenance codes I'll be at their minimum standards but they gotta mow the lawn and do certain things there that to keep it from falling in a complete state of disrepair but we're doing we do know that I want to recognize that and let you know that it's our hands are kind of it's a tough situation because it is privately held with a seller that's not willing to say or excuse me an owner that's not willing to sell I had questions actually while you pull those up thank you because the knowledge that you you have a bad hand there because you get that little triangle and the negan gets all the houses over to the right there and we get the gas pumps at Superamerica so on Metcalf I guess I wonder and I know that you've had only very preliminary conversations with the city of Eagan and this might actually require some some more face-to-face meetings with them but I would be interested in understanding you know they've said either single-family or townhomes what is their vision for that you know I know that and they're also working on there they're not planned right and that's still preliminary we know that there's some transit that's gonna it sounds like it's going to go in there but is there is there a preference from the city in terms of whether it's single-family or townhomes have we explored and I guess this is more Lisa for you and Stacy whether it's selling off a portion of the land at Metcalf and keeping the school or knowing that it's the oldest middle school in the district and to honor its history are there other opportunities for other organizations to come in and buy it outright and renovate it and use it for something else that would be something I would be interested in in hearing more about I mean we could certainly talk about selling off the entire plot of land because 35 even even though it's not in it's clearly not in the heart of the city but it's a very large chunk of land in terms of what what opportunity there is realistically to get out of that property compared to the heart of the city and what as well as have homes with children and families in them I mean that's kind of I think we need to be thinking about what we're doing to to encourage families to move here so if I may just where the on the right-hand side where the picture cuts off I believe that is where in Eagan they are they there was development plants that came through for right along Ron Road there for that to have I'm sorry Nichols Ruggles Nichols it will have apartment an apartment building will be built along there it's a four story I believe my family development and another I know that it's not zoned for a hotel but that seems like a really logical place to have a hotel given that the outlets are there it's and it's five minutes from the Mall of America I mean the city knows how best to zone it's it's it's space but it certainly is a wondering that I had great right just building yeah oh yeah and the Vikings - that's - yeah Jared just - sorry you're right but you know it's a good point that you brought up that's one of the things we didn't have in the options cuz the options we're looking at you know yeah you could sell all of it or the other option was do you sell just a portion and maybe you know either mothball the building or do you just demolish it but keep enough if you ever had to build another new school so yeah it's another good addition to say is there the feasibility to sell and market so we can add that oh and just for clarification in terms of the proceeds from a sale of a property we basically have one of two options and that's to either apply it to debt or go to legislators and ask for a legislative exception to be able to use it for something else yep so once the first thing it does it goes to debt if you can see on let's see my calf is 8.2 million dollars as of February 2nd 2020 but let's say MW savage for example that's two million dollars so you know in that case you used to satisfy that debt with any proceeds and then anything above and beyond would then go into the general fund capital and so if barring other legislation your s gotcha and have we what conversations have we had with the county in terms of opportunities for a lifecycle housing and and what that might impact anything that we're talking about cheer board members we haven't had any discussions with the CDA with regards to that but I mean we're well integrated with them you know I they do their own housing their own senior housing development that they do you know I don't know if they're gonna be a player in the market or not but we're happy to have those discussions with them some well not just I mean life cycle not just seniors so we're talking about all the different events that happen to people when life or a pandemic happens right yep yep and I think that really comes down to more to local preference and zoning and what people's goals are and is does the city have a preference madam chair we're open to anything that would intensify the density thinking of this site here and that certainly all various types of housing could be a part of it it just kind of depends on what the CDA wants to do but the city is open to exploring that with them got you certainly can do that are there any other questions from board members I have a couple of like broad scope Congress topics that I wanted to bring up yeah so I guess at this point it probably would be helpful for us to provide some sort of guidance to feed into the report as far as our preferences as to who might use the land whatever might happen to it so for instance whether we're leasing or selling space do we care if we have competition coming in that's the biggest that that's probably the biggest concern that I myself have yeah yeah we don't want we don't want a competitor property right so private schools and charters and other school districts outside of 9:17 of which were a partner but we kind of want to make sure we're we're keeping our kids and our students here okay and just throwing it out there for general discussion also to our presenters yes yep all first students to get credits good thinking yep k12 or pre-k or pre-k in terms of community input with with the pandemic now we need to think creatively about how we're going to get community input and I'm sure that that's something that you'll be talking about and you know certainly Stacey wouldn't I don't know that it would necessarily be part of your work but it's something that that this board needs to consider mm-hmm I don't know if they folks have any thoughts I I questioned absolutely about transparency but I did question what we're meaning by community involvement at this point because we really don't have you know we've narrowed it down a bit but we still have pretty wide spectrum and what we're talking about right and I guess I should have prefaced it by saying you know once we've narrowed ourselves down a couple of different options proposal or two okay then the neighborhoods are the policy chamber yes Darcy yeah with the full understanding that we can do as much as we could do within current health you know I mean we can't do our public meetings and you know things like that that we would like to do it would be as much information in community involvement as we could gather do we do a webinar presentation that we open up to whoever wants to come and people an opportunity to ask questions in a chat or unmute them or some something something through the online forum format so we've been gathering yeah but I think a presentation also would be yeah yeah in addition to that definitely and then I guess I also I mean depending on the information that we received from Ehlers obviously we'll have other conversations following that but right now we're looking exclude well pretty exclusively in diamondhead and Metcalfe it might even be possible for us to make another decision you know in terms of you know once we know Diamondhead Metcalf what about River Ridge right so sorry if it what I understood River Ridge to be so only right is that right okay yeah all right so as long as that comes back with everything yeah yeah that's one of the dominoes depending on the other decisions it's one of our chickens or eggs don't count me up yeah that's it anything else anybody nope Thank You Jenny Thank You Stacey ELISA thank you looking forward to getting the report all right next we will receive a this would be a spa presentation on high school pathways from Amina off to doll genie in a couple minutes Amina are you gonna get okay [Music] [Music] ready when you are superintendent chair members of the board I'd like to share with you some some really great things that we're doing and some update of opportunities that we're offering to our high school students through our high school pathways program purpose of today's presentation is really to look at just a quick background look at the high school pathways look at our some data related to our college credit acquisition thinking about pathways and partnerships and just a quick snapshot of what's on the docket for the next couple of years for the future of the pathways and how we're continuing to build that out so starting just very quickly with the vision 191 we were able to not only do some capital changes to the high school but also really develop the courses through the partnerships to allow students to work towards the four career fields and we used the Minnesota career fields clusters and pathways that overarching a Career and Technology education format and division into the career fields that comes from the Department of Ed and we really combined them into four pathways for our students so that's where we are with the pathway model students of course choose courses based on their interests and they can then engage more fully as eleventh and twelfth graders and follow the pathway to an industry certificate or a preparation for a career or college study going forward the the purpose of the pathways is really to create those opportunities for students and to really offer a large number of courses that align with one or more of the pathways at this time 76% of our courses are aligned directly to a pathway and not just Health Sciences but a specific courses within those and career directions for those using that as a model knowing that we're trying to prepare students for career and college we wanted to kind of take a look at how are we allowing students to earn college credits to acquire those college credits while they are also working toward their high school diploma we really want to create that opportunity in a couple of different ways one we want to make sure that our students have experiences with high rigor courses aligned with college expectations so that students are prepared to be successful in their post-secondary education secondly knowing that currently almost 80% of students who are leaving college now with a degree are leaving with debt that will take them over ten years to repay 80% so what we want to do is make sure that our students and families have the opportunity to get a head start and use all of the tools available to them to mitigate some of those college costs we offer five different ways that students can earn and acquire college credits during their time in high school the first one is advanced placement in which students are instructed with a certain content very high rigor content and then to earn their college credit students are given a a national exam and colleges accept those exam scores as credit based on what the number of the score is on a scale of one to five College in the schools is where our credentialed staff offer through partnership college courses for students in the high school using our our staff and students then earn those college credits based on an appropriate grade for the for the course we also offer concurrent enrollment these are courses that our students are directly enrolled in one of our higher ed partners currently we have Norman Dale and Inver Hills as two of our partners they allow us to offer their courses here on campus we also have articulation courses these are courses in which the content is articulated with one of our higher ed partners and students when they earn a appropriate grade in that in that class can apply for the college credit from the from the institution and this includes not only Inver Hills not only Normandale but also Dakota County Technical College so there's a lot of different options there and the articulation can be with other schools as well post-secondary enrollment options this is the option that students take to earn their credits at the college sites so they take that portion or all of their enrollment and they move to the College site and take courses directly from from the college so those are some of the different options and that's available to all 11th and 12th graders and 10th graders depending on what courses there they choose they can be in CTE fields so when we take a look at the rigorous coursework and the number of students that are involved the chart in front of you shows the number of unique students so they are not double counted if they are taking more than one course this is the number of unique students in 2018-19 you can see the number of students who participated was over a thousand and these are kids in grades nine through 12 this year however we as part of our offerings chose not to offer the combination ap College in the schools classes and we saw the number of students who are accessing courses to be only 837 of College Bennet bearing courses so we saw a significant drop and the number of that drop kind you can see there's some sort of correlation with the number of students who last year were actually enrolled in the AP college in the schools combo class in quick clarification question with P SEO the funding follows the student in most cases we do have funding agreements finance agreements with Inver Hills and Normandale in which they we get the aid and then they bill us for those so we don't lose everything got it we do also pay for their books however decisions from last year I think it's also and in my mind a issue of equity to making sure that students who can access the courses while they are on campus have that opportunity so taking a look at each of the types of ways that students can earn those college credits when we take a look at the AP courses we have 12 courses that we are offering currently this year last year and this is pretty steady trend we had about thirty percent of our students who were enrolled in AP courses and took the national exam score four or five which is the score necessary for most colleges and universities to accept as credit there was a 10 percent disparity between a white and our students of color in that achievement College in the schools this year we offer six courses for under the College in the school's program last year 90% of the students who took those courses earned college credit PSEO this year we have 26 unique courses in semester one only in semester one and of those 26 unique courses twelve of the courses are courses that we also offer at the high school either as AP college in the schools or one of the pathway courses students are choosing to take them off campus so does that mean for the other 14 courses those to the launch of the funding follows them yes no all of all of them follow them just be what I'm saying is that if they are taking a college-level American history course we offer an AP or a College in the school's equivalent of that course on campus so they're taking that funding with them for courses that we offer in our schools okay and last year 92 percent of the students who took up courses in PSEO earn grades that qualified them for college credit the disparity between the college and the schools and the PSEO is one of resources students who have the resources to transport and attend those colleges are able to do so through PSEO those students who do not have those resources are using the AP and the college in the school's courses you can see that the attainment college attainment for those courses in college in the schools which are delivered on campus are the are essentially the same as the students who earn those credits at at the college's of their choice I'm willing to suggest that the disparity is not really limited to that it might be limited there also include two demographics is that not correct when we looked at the demographics there wasn't a significant disparity in the demographics of students who were choosing PSEO and with the AP courses you have the percentage of who earned the score how many took the test and and what kind of training have our AP instructors been given or encouragement have they been given to encourage our students to take test if there seems to be a leg right we Inc we provide all of our AP teachers on a cycle a three-year cycle of the training directly from AP that that's offered in Minnesota and that's usually quite rigorous for them and to make sure that they understand what that curriculum is how do they deliver it and how do they prepare their students for the test I think that the trend of the 30% we see I've seen that as the trend for the last four years and that's as far back as our data collection goes for for this particular test it did not shift the the attainment rate didn't shift with the numbers of students who took the test so when we had you know 300 students who took the test the 30% remained the same as when we had fewer students taking the test is that comparable to other I mean is that what we can expect is that generally what school districts can expect I don't have that exact number for you okay that meant you know that if you could get just to be very clear 30% of the students that took the AP class earned a 4 or 5 on the test 30% of the students who took the test okay earned 3 I understand that but that's very different okay yeah it's not every kid in the class it's just based on the students who returned tests we also offer concurrent articulated or industry certificate courses within our pathways and because we have so many of those embedded I don't really have the figures of how students attained the college credit attainment in that some of them don't even apply for their articulation until much later as well so that data is a little more difficult to track that might also be the report we're waiting for from Cathy right yeah right yeah she likes that yeah as she collects that sorry but when dr. battle thank you just wanted to make a comment and follow-up to director Miller's comment when I worked at the University of Minnesota and then from a personal experience with one of my children colleges want access to rigorous courses sometimes to that exposure just increases their skills so my child attended an International Baccalaureate she did not go full diploma which is pretty comparable to taking the test at AP absolutely college admissions officers gave her information at just because she took some IB courses they knew her preparation was solid so I think we need some information about those children who choose not to take the tests they still are developing skills yes that will carry them in post-secondary so I like to just delve a little further and why some of the students don't take the test they just some may just want to be in the class the rigor they may have other resources I think the other piece to kind of remember when we look at the data is that if you look at the number of students who take the AP college in the schools combo last year they probably opted out of the test because they had already earned their college credit unfortunately if school remains in its closure we may have to re-examine how those assessments are being administered that will have a significant impact so when we take a look at those pathway courses we have 24 courses and this is the number of unique students who participate in each of those types of courses concurrent enrollment also earns them college credit with a with a grade above a c-plus Project Lead the Way is our course in which the college credit can be offered for them as well and the number of articulated credits that were provided were two hundred to two hundred and ninety-eight students and then in combination with that students we had 96 students who also earned Industry certificates now they could have also earned college credits so that's that's a separate number because it could be duplicated so these are sorry these are kids that took the students that took the classes and could get an articulated credit yes we don't have any metrics on I don't have the metrics for that right now it'd take you later could I I'm just gonna make the assumption that if we have a large amount of students that don't bother to go on a Saturday afternoon to take a test to get a college credit on an AP side filling out a bunch of paperwork to get the articulated credit that post fact is probably going to be a lesser return number yeah I mean I'm guessing it's some hoops they have to jump through to get this credit right they just have to make the application for it but so one of the ways that we've been and I've shared this with you before is in our partnership with the greater Twin Cities of the United Way we received a grant from them for a in 2010 no mm I'm sorry Kathy 16 15 or 16 so it included a significant funding for us to begin and work within our pathways and to make sure that we were offering specific pathways for students in these particular areas and so their work their the grant that they provided to us really helped us establish these particular pathways for the EMT also for our teacher externships and so making it possible that they can go on-site the counselor one externships as well a student workplace skills certificate and that is really one of the great pieces that we're embedding into our work skills program for general ed students the branding and marketing pathway and also to set up our middle school maker spaces so part of that it was the work to to create those and the work done with it they also support our Burnsville family fest so these are some of the partnerships that we've been able to put in place with the greater Twin Cities as part of that grant they expected us to be making progress toward the delivery of the Associate of Arts degree making sure that our students could earn an a a degree at some point down the road and that we were doing that exploratory and a foundational work to put that in place there are many other schools in the metro area who offer this opportunity and it's very much I it's very much in comparison to an International Baccalaureate School where there are students who would choose to take all of the things necessary to earn their a a degree or their international baccalaureate diploma or there are students like dr. battles child who chose only to take certain ones and not earn the full diploma but they got the advantage of taking as many of those that were available and of interest to them the same holds true for the Associate of Arts when I look at comparable school districts they usually end up even big districts like ours usually end up with fewer than a half a dozen students who earn that Associate of Arts degree simply because it is incredibly rigorous and they are meeting all of their high school requirements and those two years of requirements of college courses so it tends to be very rigorous however the benefit for the students who have those courses available to them while they may not earn the degree as they graduate from high school they have made tremendous progress through one full semester or even one full year of college credits at no cost so that that really makes a big difference for them so we have been doing the groundwork we have been doing the exploratory --zz looking at what our teacher credentialing options are available thinking about how do we create those foundations for 9th and 10th graders so that they are prepared similar to programs that might be remedial at the first year for students at those those community colleges but for us they become just part of their foundational work as 9th and 10th graders so this would potentially help students address the prerequisites if they don't get the associate's yes yep so when we take a look at all the planning and foundational work that's been being done this is where we are in terms of credits that are available to our students right now so the Minnesota transfer credits students need 40 of those credits we have 29 credits available but they don't all meet the requirements for the 40 so we still have to place another 20 credits into our courses in the elective courses they need 18 and we have 16 of those courses all credit courses already available so we would only need two more and health and Fayed they only need two of the credits and we haven't moved forward with that particular program yet but that is one of the other pieces so we really are looking at the art college in the schools and our concurrent enrollment courses that already exist at the at BHS and are very very close to being able to offer the full Associate of Arts degree so with the health and Fayed would that address both the requirement that we have at the high school level yes okay the idea is is that it is rigorous enough to meet our high school requirements at the same time of being able to meet the requirements at the Community College so where we can we're trying to keep students from having to duplicate absolutely that is the that is what we want to make sure is happening here now so to remember that if we it's a our pathways programs by design you know are fairly channeled into certain disciplines we've always said you can jump around or move around it on whatever they're not siloed but and I'm assuming a fair amount of the pathway stuff is covering this right so my question would be is if you went to achieve this because it's not like there's a hundred credits oh you're trying to find 40 inside of 180 pretty much said there's a path right you'd have to do exactly this path if you come out of it with like a little taste of Nursing and a little taste of culinary and a little taste of Auto I mean my question is are you jumping all over the pathways program to get to the through this road map you know many of the foundational courses are focused on those general requirements and so it depends on really looking at can we count this pathway if I'm going through the nursing pathway I still need to do the science I still need to do the math I still need to do the communications and they're writing and those particular pieces so the courses in that pathway that's why we have 29 because we have some classes that more than one class that would meet that requirement one of the 40 requirements and so we we don't want to distract students from their pathway that's in the way to move forward but that's where that 29 comes in we've got nine extra credits that might be duplicating meeting requirements that students might take in different pathways it would be interesting I know you don't have it now but if you could share it back if we know how many of our students take those remedial have taken those remedial classes after graduation to know who you know who were we realistically who we will be serving we had that information currently it's through the Minnesota Department of Education sled system s led s which is the statewide longitudinal data system and so we have information from private state colleges and national colleges for all of our graduates it's the Clearing House nationally Rica national clearinghouse so Minnesota Department of Ed already has compiled all that information so we'll make sure at another upcoming may be something interesting yeah we'll share that information with you I also just want to make a plug for high school students and the math and reading MCA math and the math and reading MCA if the minsk U has set a score if students reach that score on that MCA they are exempt from remedial courses at any Minsk u school just like the highlight another benefit to all of the programs we offer typically seniors if they stay on track for graduation each year ninth 10th and 11th grade they may only have two credits in senior year to finish their high school requirements and so the benefit with these programs they really can get a step-up in their post-secondary plans for example my daughter did not take the full life B she did not pursue the Associate of Arts degrees but she at the end of her senior year had 18 college credits my son had a whole year he started college as a sophomore and and when we look at that as an equity path I think it's really important that families know that that's available for their child and really thinking about if their child is looking at being college bound if that's you know part of the pathway that they have to really know that these are available to them I have a question about the slide if I'm any so at the bottom it says based on the number of cis and concurrent courses already offered at BHS does that mean AP classes cannot be counted as towards this that's correct AP courses are earned credit based on the test and then each individual college decides what credit they're going to give to them so they don't earn the credit with the class so my follow-up question a year ago we made the decision to remove the CIS option from our courses that offered ap and CIS would we have been closer to this 20 needed credits for that than we are now yes thank you and looking backward I'm sure they're going to be conversations about how to help get this information to our middle school families right as part of the pathways I'm not sure if it will be covered in partnerships but our business education network they Jennifer Harmony the chamber as well as Kathy Funston our director of pathways and partnerships are planning a parent college and career fair and so it is we're talking about having middle school students as well as high school students because we know that we need to plant that seed earlier especially with our parents and I think that's one of the really great pieces as we're thinking about middle schools and the pathways having a K pathway school how much more connection we can have with our high school pathways program with our seventh and eighth graders especially you know and their families to kind of see what lays ahead so when we talk about partnerships kathy Funston really wanted me to share about a business education and the fact that that the work that they were doing really does support so many of the different programs and the opportunities in our community for those students to connect with business owners and folks in the industry including those externships and the opportunity that students will have to work within them and so that has been a really fantastic opportunity and they really are looking at how do we reach more students and families and share the information about the opportunities that that are available because many times it has to do with families not being aware about how early they need to start working and planning you know they may be just taking their classes that's ninth graders instead of really having those conversations as eighth graders so so that's that's one of the great partnerships as we continue to work toward parent education and parent information as well when we take a look at the future for high school pathways we look at some of the work that we did last year we put in the additional work with the education pathway we added the app development and the web design kind of looking forward to things that students and it's also a response to some of the coding work that we're already doing in elementary and middle school that students were getting to the high school with many of those skills and were able to start working on web design and app development we did put in the new put in the EMT program along with our first responders program and looking at the third level for our culinary arts chef program so those were pieces we did last year and I know Kathy had shared that with you earlier this year this year we have been really focused on developing our work based learning and internship program we have work based learning for our students at the best for our transition students but we wanted to pull that back and make sure that that was part of an overlay that we were doing as well in our in our high school and at ba's so that those were things that would be available to them as well so there's returning credit while they're working that's really great to hear because I know when when the pathways were first launched or you know talking with our business business people in the community that's where they wanted us to be and there was there was a lot of pent up energy around that and hoping that we would get there so that's great yeah so so that's been part of the development for this year for next year they're looking at a couple of new pieces to add into the pathways we are looking at advanced manufacturing which would be the third level that we are providing for students they're really looking at offering that as a concurrent course so students could earn the credit with that course as well combining that with the work based learning so the students could have a paid internship while they in working and earning credits at the same time and earning their industry certificate through their internship so there's a lot of great pieces we know that there are manufacturing businesses out there who are begging for students who have those skills and want to enter that industry they're waiting for them at the door and so this is a way that they can build that partnership with them and and kind of insure them in their own workplace and they're here in our community yes they are as we go to the next level we see cybersecurity as one of our pathways in the industrial technology also adding along with our first responder and our emergency EMT program taking that out one step further into our criminal justice and law enforcement pathway and adding those particular pieces in and then of course continuing to plan for our Associates Degree we really want to to emphasize the fact that if we put into place the opportunity with all of the things that are available to earn the associate's degree that begins with a ninth grade class the courses are still available for everyone but earning the degree requires students to be engaged in those all the way through the ninth grade from ninth grade on and that includes some of the foundational courses that they would take any other questions that weren't asked along the way oh yeah I'm sure there's plenty but can we just the foot back a slide I have a question about the future here and we focused significantly on I don't know how you phrase it but you know we have a culinary program nursing teaching manufacturing the the public service realm I know we have some pathways in marketing counting if I'm not correct business related fields I haven't seen an expansion of that has there been thoughts of other opportunities there I believe if you look at like say Carlson school management the only additional master's programs they've offered or one around analytics I don't know but in an IT for instance you know so I'm using that as a model saying that's what the business world is looking for is is is talents in those areas I know that what we currently offer as part of our business education because that that's not a new field for us they've been able to work within those courses entrepreneurship accounting as well as a business plan creating business plan you know all of those particular pieces so that students have those as well as the economics courses and so really making sure that we're providing students with microeconomics macroeconomics courses available to them and those tend to be ones that students are accessing through PSEO sort of it's a follow-up to Eric's question and so are those are are all of our pathways students involved in work based learning internships options or are those kind of limited to more to certain pathways there are opportunities in every pathway just they may not in each of the four pathways there are opportunities just not for every single career pathway okay so and I think that's part of what they're looking at with the work based learning is are there more opportunities for that to occur so I think we are kind of slow with some of these other pieces such as the app development we haven't quite connected all of those folks yet but that is part of what they're looking at for the work based learning pieces is to see how many more of those opportunities we can have for students and businesses and in industries are looking for opportunities to work with students when did we graduate our first pathway you know first student at least took a year's worth the pathways or two years how long has it been since we graduated the first one that's all the way through we've graduated a few years of kids at - at least one or two years apart that's programming but this is the year of kids who've been it through it since ninth grade and I think also the director who mentioned this is the first graduating class for avid then began in middle school also correct so I just was you know I think it'd be beneficial down the road you know for us to maintain some ties on those people because they're you know it would be it would be great to have success stories come back and you know her face of the classes and stuff talk about how they've launched their career in nursing or culinary or whatever it might be absolutely absolutely and students listen to students yeah yeah especially if they come in and tell them pictures of the fancy restaurant they're working in in New York City or something like that anything else thank you very much I mean oh I'm sorry I thought you were gonna I thought you were gonna ask a bunch of questions about it I do have a thought this isn't really a question I as we were tailing we just had this conversation about this building and such and I'm still nothing still kind of thinking about this I wonder out loud how we we have a big space here and you know maybe it's an opportunity for something more than we thought about outside the box a little bit you know a larger nursing lab or a restaurant for our kids to work in and serve the community out of them you know turn-turn money and whatever experience you know some automotives more automotive space and we have a decent space over at the high school but something more the the model of having high schoolers here doing schoolwork failed but that's because we tried to teach classic senior level high school here at this school maybe we could be teaching something more creative and outside the box here and you're still trying to find a place for lunch aren't you what's up you're still trying to find a place for lunch are you I want to be able to walk in the back door you know through the kitchen and get my table alright thank you very much alright and next we're turning to a discussion around FY 21 budget adjustments with dr. battle and Lisa rider as Lisa's moving toward the table and she'll wipe the computer desktop before executive director writer begins presenting information about the fiscal year 21 budget I want to share with you once again a little bit about how we are approaching the budget this year and how it's coming together I want to remind everyone here and everyone watching that the budget is one part of our integrated action plan we've already received support from our community in the form of an increased levy another part of our integrated action plan that we've already taken some action on is realigning our facilities as well as right sizing based on enrollment seeking efficiencies and leveraging every funding source to programs and services you've heard some of our work is to continue to improve and innovate when it comes to what we offer students tonight you heard the final piece of the k-12 pathways and so when it comes to this budget process what's most important is that we are taking a strategic priorities driven approach the initial thoughts about the budget were reflected in the presentation given to you on March 12th and tonight we will share updated information based on board direction given to us that evening this direction included to increase projected enrollment by 100 students to seven thousand six hundred and six use the interactive model to put in adjustments previously requested in those four tonight that may arise from your conversation provide more detail about reductions provide a budget scenario for adding 11.5 and 2 to class size identify additional efficiencies with some of our contracts lastly I do want to emphasize that we do not sugarcoat the impact of staff reductions especially during this time of change in uncertainty we will be losing beloved colleagues our children will be losing beloved staff and we will be losing talent and expertise of newly hired staff in the midst of this loss and during this time of uncertainty I am and believe we can be hopeful as we look to the future I believe families will stay with us I have faith in our teachers and staff that we will deliver what our families need which is an optimistic future for their children a pathway on which they can find their voice their passion and their purpose to finish this budget by June my team and I need the best thinking of our school staff students parents in the community I believe better decisions will be made by us when those most impacted by our decisions give us their perspectives questions and ideals there is an opportunity for those constituents to share their comments through an online forum do two kovat 19 guidance from the Minnesota Department of Health we will not hold any community budget meetings at this time and for the pursuit foreseeable future I do encourage everyone to submit your responses to the two questions on our online forum so far we've received 12 responses I have reviewed every one of those responses and the commitment to our constituents is I will read every comment thank you now turn it over to Lisa Ryder as we look into this agenda for this evenings discussion over budget we're gonna talk about where things stand we're gonna spend some time on the interactive model so you can see how that's been developed further as well as then next steps so as you asked our initial steps are to begin using the 7,000 6:06 number which is a hundred students more than what we had been projecting previously you can see what that does here is on the initial projected deficit it's a change by three hundred thousand dollars I'm sorry yep that's right and so we start with the eight point five million dollar deficit applying the voter-approved levy the closing facilities amount the right sizing based on enrollment in our previous and adjustments that we had to find as of last March 13th workshop of 1.1 million dollars we were then down to 1.9 million as we take a look at our interactive model we're able to go ahead and and click right into this here from the PowerPoint and what you'll find is that it's very similar to what it looked like initially previously with the columns shown here and I am going to try and make this larger there with me a moment I'm gonna first open it with Google sheets and then we're gonna make this a little larger for you better [Music] alright so what we have then is on our revenues it is taking the flat amount that we received with levy and other line item budgets of the revenue and I'm adding into it then a o-6 which is this figure which comes from the table below and was seen on the previous screen so if I'm using 7000 6:06 for enrollment then I'm going to add in seventy million four hundred eighty six thousand three hundred fourteen dollars for revenue on the expenditures I am taking the amount that we had basically on our detail line item object dimension rolling forward with the percentages and to that I am encompassing both ao8 which is the amount of dollars that we would need for additional staffing because of the additional hundred students and ap8 which is linked to the other tab which encompasses our new list of budget items so as we look at this list briefly here I have a reference number off on the left hand side with each of these items that you see listed here hmm the item description is identified the closure number that we had previously those are the first twelve reference lines nope 13 sorry 13 lines 14 and 15 are the right sizing numbers that we had used before and remember that was right sizing based on the 7500 five number or 7500 excuse me you see a column here for FTEs and you see a column for a y or an N the Y and the color coding of green indicates that which we as a team are recommending the dollar amount is what you see previously conversed about with regard to salaries and the benefits assuming that applies with an impact statement if there was one from previous materials or developed by us on the right so as you go down this list after we get past the right sizing teachers line 15 then we begin to get into the athletic and activities and if you recall from last meeting we had in a number of 75,000 but this list actually is 130,000 so there are line items added in here between these two categories okay so that's changed and included here with the assumption of yes on all these as we get down past the activities then we start getting into some of the other things that were on the previous list of say reducing al staffing by 0.5 special education position some of this was kind of grouped together and you asked that we pull it apart so as you go down the list a little further then we get into some of these things that for instance may not have been on the list previously but returning copiers for the closed buildings is something that we feel we can we know we can do but I will point out that the last two items that are green here are ads not reductions to the budget okay and so these two items one of which is for funding a mental health contract and I believe we discussed this previously and the possibility of utilizing our safe schools money from this year for that purpose but it is an add to the budget so we needed to list it and also the communications and classroom teachers for advanced level our ads as well this 400 here in the 100,000 above it oh thank you we also have though I think added from previous was the reduction of 400 here because ahead it's it's a it's a reuse of our title and how we can utilize some things that might have been done stuff and instead apply it to people and that way then fund some of what we're talking about below so that was also added let's see and then the last two hundred thousand line item was for the capital modifications we already know there would be necessary as we just closed our three schools and move the special education programming to other schools most of which is related to either I believe it's mostly restrooms and a little bit of soundproofing and that number was included in what we discussed on the 13th we're just seeing that detail today yes okay they I'm struggling a little to recall exactly what was on the list that was 1.1 and then we had another list of other things that were possibilities okay so so this I would I what I've done is I come consolidated at all and then I sorted it so that you saw everything that was kind of recommended and what we consider necessary above in the in the green and so I apologize if things are moved around but just know it's it's for the reason I'm just trying to make it simpler for you to understand what we recommend and that which then find this format much easier to work with thank you so then we have items listed here with an N and all that means is that at this point in time my formula down here below which is being linked to the previous slide is only gonna pick up the Y's the yes okay so if I go ahead and I change one of these cells here to say and please forgive me I'm just gonna choose one here if I make this a why they never work when you're sharing your screen let me just see if this works for us what a silly the number changes so I'm going to switch your door for our purposes to that interactive model but that's the idea behind it okay and so when we go back to this model then that number can change as you make decisions and I'll move to a quick question on that I I know that original set we had looked at one of the large dollar amounts was around the classroom size and you had already bacon a 1% or one unit change one student change and last time we met that's an N and n now which one sorry got at the bottom increase elementary class size by one right that had been a part of the where we were at last time now it's a n so I'm are we at zero increase right now as the tool sets before we start monkeying with it the tool sits with an increase enough for the 100 extra kids based on our ratios that are current without any increase when we had those three lines pre for for elementary middle and high and they were all at set at one and we talked about bumping those up you know tenths of of whatever or whole numbers but you're saying those would be those would not be included that we're not in that concept that we're not at any increase as we start the tool right correct why Elementary only well I only see increase elementary by 1 or 1.5 or two probably what if I wanted to increase elementary and it's across the board I miss all classes okay all right Lisa I have one question go back to the main slide with fiscal year revised adopted so you have variants revenue for 2020 1/2 million point 2.0 yes and then the next slide so the beginning deficit is 8.3 does that include the levy applied the levy is included here 8.3 on the another slide does include the levy yes so see there are two different numbers that's what I'm asking about can you explain that please so this this slide went down only as far as that which was the 1.1 million dollar of adjustments my green on what you just saw on that list now went down further it included some of the other additional reductions that we believe we can easily do and maintain and recommend and it includes some of the other ads that we know we also have to incorporate into the budget therefore the 1.9 number now looks like 2.2 with everything that's green so I have shifted that line I've moved it down further to include some things to begin with we can go back up and put knows on some of those and then see that number change back up to this 1.9 that's fine but just that's that's kind of the concept the intent is that with this model you can tell me yes or no on any one thing and we can adjust those numbers very quickly um I would actually take would like to take it just one more step on that yes dos tab and because there are things on there that are related to the school closures and well definitively the school closures we could debate the right sizing stations are or whatever them but the school closures really I mean that's it's kind of like a lock right and that's those that's coming out of the budget that decision was made yeah so I mean I'm saying some of the green really we can't play around with right and some of the green we could if we wanted to we could we do shades of green or something like that to kind understand some of those that make sense recommended and then let me get to adding my account to your hold on just a moment please and then oh and I you know obviously you couldn't do that at a another time do that now what is the rationale for the cuts and special ed teachers in the classroom I was hoping to be the one to ask that and Stephanie I think it's fair to expand it both to the e l and the sped like what's your comfort level with those what's the reason that I did what they are positions that we can do just because we're consolidating so we're more efficient and we believe that like the last few years our cuts come just from some natural transitions and and retirements and those kinds of things but it's we're lucky enough to be able to kind of just be more efficient be part of that yeah yeah my only concern is making sure that we're fulfilling and meeting the needs of of the Stu since Michelin yeah I know only what the features are yeah yep absolutely and we've kept true to our caseload size that we have right now so that would be an example what I was speaking about because those are one those are essentially one-time they're ongoing value but one-time cuts because of the unique circumstances we're in for closing buildings it's not like we're scaling back our special edge programming we are making cuts because we've gone from three middle schools to two middle schools and ten Elementary's to eight Elementary's and maybe also because we've had a decrease in student fountain in conjunction with that it's just allowed us to be more efficient in places yeah yep but it's not like because of thus you know we saw the students we saw our numbers are still there for special education and so we still have to serve those students that be balanced with added support yeah at this time we have not proposed any reduction in A's because we still have a pretty constant Cooper kiddos so we feel like we know their needs and we have some consistent data over the last few years to show where our focus programs are in need and so we've got a good ratio going there and so we've kept those levels the same you know are one of our major goals has been to increase the inclusion for all of our students receiving special ed services and and our paraprofessionals or EA's are a huge part of the success of that and the e L piece at line 33 that would be my friend Amina the yell staff repeat the question but the same question about the level okay so I have adjusted to include secondary on the description down below with regard to the 11.5 and 2.0 I heard that there was some conversation around changing color coding to indicate and help me out because I was a little distracted sure and catch everything I'm just indicating like for example conversation around well for definitively I'm looking at you know as an indicating things that are part of the school closures and or other efficiencies or I guess I would expand it personally to also a right sizing you know kind of conversations so for instance you know losing a principal or the I know there's something on your specific to met there's a couple things that are very called out specific to Metcalf well those are not things we're gonna play around with yes or no Zhan I mean those that's part of it sorry good now yeah that's I mean but so what I'm hearing you say is to really identify these items for instance that the decisions been made yeah but I mean even to Leslie's questions I mean those it's important to understand that we are going to contention at least the high understanding is with these cuts we will continue to be able to continue to serve the special education needs with the same rigor that we've been doing so before but we're also making some cuts because of efficiencies that have occurred because of school closures and increase in students I wouldn't put the special ed cuts in the same bucket as the Metcalf cuts though because fair to have a conversation about is that the right amount for special ed whereas Metcalf we're not going to have your book at Mecca we don't need that stipend thank you for that I I think that you know if we would have a say a group home pop-up in our community and have you know four kiddos that had some significant need for support we would have to respond to that and so we continue to watch our numbers and pay attention to the needs of our students and you know I'm kind of roll with that Scottie I'm gonna just just not philosophical conversation point I'm gonna challenge what you said a little bit in that we would that we would have a conversation about whether we're providing yeah we phrased it providing the right amount of special education students believe I believe that our role is to instruct this data dr. battles staff that we believe in a certain level of student support for our students oh I agree I just think hum they need to work out in the conversation on right this we're still gonna have the right amount to be able to offer those I just don't you know simply slope we're we're talking about 1.5 versus 2 FTEs that's their choice to MLA you know where that falls we just want to express to them we're not willing to make any cuts in this area or we are willing to make cuts in this area you know Stephanie do you want to talk a little bit about maintenance of effort in IEP yeah yeah I wouldn't be coming if with those numbers if we couldn't do it right like we really pay attention to every single student and the needs that are currently on there we have student systems that allow us to pull data in real ways in real time to keep us on top of those things and maintenance of effort is something that we have to pay attention to as we all know we have to show that we are maintaining our effort towards the support of those special ed students and because our numbers don't go down in special education we are charged to do that now why they're not going down is necessarily the students that are attending here they count all of our students and so those are our open enrolled students as well that they consider in that bunch our student support teams and principals and teachers are doing a great job of supporting students and not over identifying and you know we're not on any list that indicate that we're you know having any categories that show inequity so we're doing I think our teams are doing a great job in all of that but we continue to do what we can to support and become as efficient as weak as we can and we truly believe that the best place for all students is getting that good instruction the general in classroom and and continuing to support that as best we can okay thank you I have to say though that for opening families that open and roll into our district because of special ed has says a lot about our special ed programming that they're not getting in there that's true so I've started to incorporate what you defined I guess I need to work with my the rest of our team to determine exactly what else they would consider to be that blue versus the green however anything that says metcalfe on it is probably well like I said not something you need to do right here again finish explaining you were almost to the end of the list I believe right so at the end of the list here then with these that are white in color 4:47 on down through 54 these were items that were brought on from previous the previous year's list as well as one item that was brought up just um amongst our team excuse me our conversation this in this past month so we have our walk distance to increase by a half mile and this is an old number but our transportation department indicate that would be true if this were at the secondary level remember if we do it only at elementary that doesn't change our secondary routing so it doesn't really save us dollars okay activity fee increased by 25% less the credit card fees so this is where I'm I am netting the two numbers of what we could generate potentially from revenue offset by what the fee would be for us to take that back because we do believe that we may have experienced quite a bit of people choosing to do checks or cash versus the credit card just because they had that fees being showing up you know so if we incorporate that into our higher fees and we absorb that we believe it might make a difference part of our concerning issue may also have stemmed partly this last spring here from our fee pay issues and so just know that that that system won't be replaced to come come July next what you're saying is the increase but the credit card fees would go away we would be absorbing them so the families would not see as a family as a parent you would say oh there's no credit card fees anymore we'd be yeah I got it okay so then we have the restoring CISF that's for high school and we have eliminating Orchestra at middle schools all of which all of these so far have come from previous years list it was mentioned to add to this then the elimination of the Burnsville high school orchestra so that's been added the next lines are from previous year eliminating the ninth grade athletic teams from the athletic budget and I didn't put in the number of stipends because I just didn't know how many that would be eliminating the Patrol stipend at each of our elementary schools is where that would land and then the concept of reducing 50% each media EA would then have two buildings that they would work for so they would serve two buildings versus just just one an understanding that that obviously represents a decrease in contact with our students and different services that the media EAS provide can you give a better picture of what that might mean for our elementary students for the media piece yeah well you may need to help me out here Stacey because I think under our our changed allowance for each of the different schools maybe our ratios have shifted some with the closure of two Elementary School's potentially but last year when we spoke about this I think there are six hour days and we were talking about this going there ours would be now split between two buildings and that would be essentially how that would look so you'd have fewer EA's right I understand that but on a functional day-to-day basis what does that look like what would that like how would how would an elementary student experience in the media center change so that that would reduce by half the coverage of the media center and so the students would have to teachers would have to build that into their classroom time to take students to the media center to check out books and then the only tasks probably that the that would media EA would do would be shelving in returns the teachers essentially the teachers would have to learn how to check out the books on their own and so the time in the media center is not already built into class time they do they do but the media EAS provide you know selections of books they also then allow the teacher to be able to work with students while they're selecting books or you know those types of things so that the EA can check out books mm-hmm yep they the media EA also serves as kind of a first line of support too for some of the technology needs that that students have so it would it would limit the access and kind of robustness of the students experience in the media center and and obviously there's still a very central part to the the day of our elementary students thus that's why we have an oh yes we're not recommending the ends until further discussion here the last three here I am going to we listed them they are in a different color for the reason that you cannot choose all three these dollar amounts these dollar amounts are indicated as if so if you were to increase sizes by one you'd see a $900,000 savings for example across the board if we move it to one and a half that's nine hundred plus it's not nine hundred plus the 1.3 it's one point three right okay and so it's one or the other is intended to be selected of those last three lines and then there should not be any duplications and the lines above that but these these would be considered duplicate it if you were to choose one more than one and Stacy Silvan will explain a little bit more we're gonna pay us around another sheet that explains the impact of increased class size by 1 to 1.5 in the 2-point this the other guesses have already been accounted into the fact that we still have another 2.2 to eliminate so out of the nose we don't have other options beyond that being presented to us yet correct okay so I'm just trying to wrap my brain around where we had to make some of those possibly I guess well and I think also I know I appreciated Jen's comment in the workshop looking at the unassigned fund balance percent just as a context for where we have been in the past so a year ago when the board adopted the budget in June for the current year it was adopted at a six point two one projected unassigned fund balance our actual results from the audit as you can see ended at a five point eight six percent large part of this is the numbers thing I want to point out when you did when we had the auto-completed we have a larger number here for restricted so had I had a little more time to recode some things that were may be eligible under last year's restricted ALC funding that we received after knowing exactly how much we received I think we could have we could have brought that number down and then that increases the unassigned number which then increases your percent down here okay so just know that as you look at this and you and it is is important to note I have made assumptions here that we will be working to spend that number down right so you can see that we're working at the revised budget time we're anticipating to spend that down here as we get to the end of this year and as we look at then projecting into the future the next year we'd want to spend it down again yet again okay and not see each other grow so we're gonna really hyper focus on that spending of restricted funds before we spend there general and that also goes to the Ani conversation right yep okay okay ready for Stacey to explain Claire sighs okay the handout that you have here it has three different sections the top left section gives you an overall picture the middle section is looking at Elementary and the bottom is looking specifically a secondary our top left corner that box there is based upon oh I keep putting 2:06 it's 70 76 so 6 is the number that we're working with I'm not sure why I have the 50 206 there but no changes to the class size still as a reduction of FTEs for teachers of 49.1 your students per teacher this is close to what is reported on the state website this is looking at all of your licensed teachers in comparison to your enrollment we're looking at six hundred and eight point nine FTEs what I'm looked at the next column here is what the salary and benefits for those teachers would be as far as a part of your budget the numbers that I use for this piece is right now we're pretty much had a hundred thousand dollars for our average salary and benefit package for our teachers now you'll hear us also use a number of $70,000 per reduction because when we're reducing staff we're reducing those who are the least senior so their average is closer to 70 thousand when I look at all teachers as a whole it falls more in towards around a hundred thousand okay so that's why you'll hear a couple of different numbers and that sense again Lisa and I sometimes walk different paths to get to roughly the same place an increase of one overall is reducing your teaching force by fifty eight point one FTEs increasing by one point five as a reduction of sixty two point one and an increase by two is sixty five point five and you can kind of see how that impacts our total students per teacher ratio through that you're not going to see much of an increase between one and a half and two especially at the elementary level it gets to a point where I can't do much and keep it I just can't adjust at that to that level that's why that number stays the same I don't have enough sections I can't go below two teachers per grade level I start running into inefficiencies when I try to raise it to that degree okay so no increase this gives you an idea of what our numbers look like I would have 141 FTEs that's still a reduction in our elementary workforce of 12 and a half FTEs okay just for closing buildings right sizing that type of thing if I were to increase the class size by one and when I say the class size again I am looking at the total number our target number for elementary for k5 is twenty four point five FTEs our students per FTE class size okay across all grades so if I'm increasing by one I'm expecting to be a twenty five point five and that's the number that you see on the bottom right in the middle table hey Stacy you know these numbers are based on a new norm of eight elementary is that correct yeah okay this is all this is all based on what next year would look like okay good thank you so you know if I try to increase my class sizes to get up to a twenty five point five ratio you see that I'm reducing roughly another five and a half six and a half or six teachers there you see what your average class size would look like per grade and again these are these are within like my minimum and maximum class sizes so I haven't gone over anything quite frankly than what we have right now the real difference between no increase and increased by one to start dialing in at the minotaur at the elementary I have to use point fives for grade levels and none of these three use 25 so they do they increase by one and the increase by one and a half I it's the only way that I can and get those buildings to increase so no increase our whole FTEs per grade level which means then that we would find ourselves in a similar situation next year that we have right now where we have we have teachers kind of juggling classes the point right 25s the buildings would either they have a number of options they can supplement with their compensatory they can supplement with their title one okay they can have a 1.0 teacher that is split between two grades or they could use that point five at that grade level for flexible block scheduling so they kind of use that person not as a straight-up homeroom teacher yeah but they use it more for lowering class sizes for your core areas so I have to ask this and I'm sorry knowing that and knowing that we're talking about adding enrichment specialists and knowing our pasts but past with how those enrichment specialists have been used and often times 0.5 enrichment versus 0.5 another role we're protecting the advanced learning specialist they'd be a 1.0 person dedicated faculty would be split between two sites just wondering if director of the doll could talk about the implication of split classrooms so when you have a classroom that has you know with the point five into it there's a lot of different ways that principals use that but in essence that means that we're trying to reduce the class size for students during the literacy block and so that that point five person kind of pushes in and so while they might have you know the classroom might have you know thirty students in it for like morning meeting and those types of things the point five then would join that and they would be able to divide the kids in a different way for the literacy block so that the instruction during the literacy block or during the math block would be fewer students to teacher to students but that teacher wouldn't be full-time and so a lot of the responsibilities of the other areas would would be during that higher class size that's one of the models would that also be mitigated by the win time when time would be one of the you know one of those ways we're already breaking students up into small groups yeah and so that would that would help a little bit it would help a little bit depending on how the school has it structured but if we had a if it was a full-time person you would be able to serve groups students and even smaller sizes a small group sizes for intervention thank you so that's elementary that's elementary secondary so if you're talking about secondary you're talking about teachers who would teach kind of those endcap I call them end cap sections so if I have you know three or four sections of seventh grade and they're three sections and they're working as teams in those three sections one of those sections would be would have split teachers and so part of the teacher the teacher might only teach two sections of seventh grade two sections of eighth grade in one section of sixth grade and so you you have that kind of spread there and when you have those small amounts that's difficult to do and you do it any other way and that's why that's it no I just want to make sure I heard the question correctly at our secondary level we have lot of part-time FTEs so I mean that's that's not the same kind of a scenario as what we have at elementary mm-hmm I mean because the the building will get an allocation for the total lefties based upon their total population but then based upon registration or the types of courses that they need for each grade level they'll determine they'll say you know what I need to have 16 classes of math well that may only be well that's 3.2 FTEs for them to be able to pull that off thank you for that because the reason we said no for the eliminate orchestra is because it's based on student demand so if students want Orchestra we should not eliminate that should be a building level decision based on registrations and if this if the you eliminate one of the elective choices like Orchestra those students still have to go somewhere so you don't eliminate the staffing need for it you just put it in a different place then for the secondary it's it's broken out a little bit differently I'm giving you three different lenses on this so when I'm looking at no increase our current formula for generating the the general allocation for buildings the high school is at 38 students and both of the middle schools is at 36 so what the formula does it takes the total amount of students and it says all right how many just general add classroom teachers do I need to handle that building's population it doesn't take into account the number of students that are pulled out or receiving services through special ad e-l school within a school the additional compensatory that goes to the school and what was the other one that I was I said school within a school yep special education ESL in compensatory first secondary so all of those other sources of revenue are additional teachers that actually is decreasing your your the amount of students that are in all the classes so when I'm talking about increasing by one one and a half and two I'm increasing on the formula for the general ed allocation okay so that's what you can kind of see what those numbers would look like 38 39 39 half and forty the second table that is there currently this this goes back to the total number of teachers per our total number of students per teacher okay so I'm looking at every teacher that I have in that building and how many students that I have so for the high school with no increase of 16 and a half students per teacher 13 and a half students per teacher thirteen point seven for the two middle schools and you can see what the increase looks like the last table is your average class size so here I'm not looking at every teacher but I am looking at every classroom teacher or teacher that's providing instruction not including deans counselors social workers nurses anybody else in the building along that line this is just the folks who provide instruction and then when I do that you can see our what our average class sizes look like with no increase adding one one and a half and two across the board okay now remember you're gonna say I'm aware that there's a social studies class that has 40 kids in it okay that is nowhere near my 26.6 true but I also have special ed classes that may vary between eight to ten kids yell classes that may be sitting around ten kids I also may have some college and school courses or AP courses at our lower numbers so once you start seeing you will have extremes just will but the average across all of these different courses that are occurring during the day is the 26.6 at the high school and you actually preempted my question what is art what is what is our range at the high school I mean I don't know that number again and no reason I don't know that number is because I don't set a range this goes back to the registration I'm basing his based upon his total enrollment doing the general formula and he receives four teachers out of compensatory he has then his e out population as determined upon the need special ed determined upon the needs that all kind of rolls in together but then he takes that and he looks at his registrations and he has to make a determination on his trendline pretty much in the same way that I look at enrollment he's going to look at okay I'm going to set up a calculus kit class so far I have 45 kids that are in there I know within the first two weeks probably gonna lose about ten so I may go ahead and staff that a little bit higher and knowing that he's going to drop off because he's going to have to have other classes prepared for those students tend to go there and does he this is getting into the weeds I feel like I have to ask is is there some sort of cutoff that he uses for a particular type of class in terms of whether it makes sense to offer it or not yeah he has his own parameters I'm just not aware of what they are for that I mean science classes he's only going to be able to go so far but because of the labs please yeah you know there are sometimes just the physical limitations also within some I believe College in the schools and ap also has some limitations built on what those sizes are we have caseload sizes for some of our other courses for Yale or special ed as well there are some built-in restrictions I'm gonna say softer courses the social studies I don't know thank you I think it's a great example of 40 40 kids in a social studies class I know it was a hypothetical example is not acceptable in our perspective at least but it's also an example of how that's not something we can manage in the odd the aspects of a budget conversation right we said and that's I'm just stating that for the obvious and for those anyone that's listening at home that's that's how we we have to start with these general numbers and we've that those conversations of the second conversation on other levels and and also for the high school numbers will be all always will be higher in the fall for classes than what they will be in the spring we always have a significant drop in our enrollment at the high school between semesters part of the reason is is that first semester you have some using collegiate terms like a fifth year senior finishing up you have folks that aren't going to need a full year you have some students who are in the process at the high school that will transition over to the alternative high school which is a better fit for their needs so what may start off high we have to kind of look at for the full year that the numbers will balance out as well and so Lisa the two bottom numbers yes explain thank you yes can I ask one more question though about this thing what is our average class size numbers in comparison with our remembering districts or like in like what would be more standard sure it's like what would be like are we within the parameters of you know I deal classroom sizes are so we look at the top table here in the top left hand corner where it talks about students per teacher with the 12.5 12.7 12 mm-hmm I believe maybe at our last meeting I handed out to where it showed that we have 12 13 and 14 with different ways of breaking out the teachers students per teacher and our neighboring districts would be at the 14 15 they would most of our neighboring districts are at least two students higher than us the only one to make sure because it wasn't right in front of my face you're giving me those prior and Stacy in terms of teachers we reduced we cut about 44 last go-round and then in the fall we hired back about well we released we had a retirement incentive we had resignations we had leads yep and that amounted to about 44 right and then in the fall I no no no no the 44 is what we released because they've either right-sizing her budget got it on top of that so when we added folks back it was because of additional attrition that was Alert underneath it thank you so I assume though the yes and no at the bottom are just the sums of all the end values and the y values of yes so in total all of this the list above that you have but again that's an it's taking into consideration these each has a line and so that's three point eight right there but those that are yes are four point six million right now those that are with an N are four point three five so as we as we shift these two wise or ends as they change then these numbers will change what's being picked up is the row that is that which says yes and it's included in the FY 21 budget assumptions so to I'm sorry I've seen you're done with here we have this conversation around which number are you gonna focus on yep no no if you're if you were truly going to balance the budget then you'd be focusing on that row 10 which is variance revenues less expenditures and you'd want that to be zero okay if you are focusing on the unassigned fund balance percentage then that's a different row and that's load 21 okay and so every year we talk about that because that does make a difference right and I did clarify with our auditor because there is a you see a list of different fund balance categories here one that's not listed here that is eligible under the Gatsby is assigned our board chose not to have the assigned category which typically means that's in the hands of the position like my own and that I would make those decisions about what's assigned and so that that's still in your your realm but because it is it's just like the committed right so we don't show an aside but one of the things that a board or a business manager could assign if they have the authority is to say we're anticipating we're gonna spend fund balance down by 2.2 mil well then that means that my unassigned isn't really 7.8 it's really 5.6 great and you'd have another row here that would be assigned for the amount that year because you're kind of setting them aside that fund balance because you know you're gonna spend it down kind of concept follow me now last audit at the last second they tried to tell me I needed to set aside a million dollars because we had that 907 in our adopted budget and they said you should set that aside as assigned you have that authority I'm like well first of all I don't and secondly no no we're not wanting to do that so I clarified with them that that is just an option it is not a requirement and so just know that you have that option but it's not a requirement okay well I think that's the next time segue what I was gonna say because you started this conversation briefly earlier we I mentioned this last week and I want to bring it up again that you know we're looking at this from a perspective of the fund balance as Abigail noted we have not landed where we necessarily projected we've actually risen a bit and and and now as we look at where we are right now with a 2.2 in the balanced budget objective we're still letting out a six point zero six percent on the fund balance and we're I you know again as I mentioned last time I think we need to keep in the back of our mind some thoughts around this is not a natural year it's not a normal year we are going into the dark a little bit here close yeah that's very well we closed three schools at minimum and you know I optimistically believe that for all the hard work that Lisa's team has done there are pieces of what the what's gonna happen with closing three schools that are not necessarily valued into our future potentially bigger benefits than we realize coming out of efficiencies and such so I throw out again I lost last time she said it I throw out again between you to think a little bit about the idea that that unassigned fund balance isn't completely sacrosanct we can bite into it a little bit because if we start cutting programs differentiate us those something we can't back away from so I just I'm gonna project that back out there again thank you like it's against her combination of whether we dip into the violence and like potentially increased class size by one just because that adds a million dollars it takes them almost a million dollars off I think also in looking at that too in disappearing from when Amina was presenting you know do we add back into the budget go back to the other one we add in that restore see is at the BHS would that be a benefit for to get more students to be participating in getting college credit so then that is an advantage that we're demonstrating in the high school mm-hmm I mean because that's really only so if there was some sort of so with those two suggestions you just made by making that change then you can see the impact to bring it down to five percent so it's not six point seven but isn't it six point seven four if we if we made those changes so like what if we brought our you know so like we we took off of the unassigned to bring our fun stuff for the percent up so I'm not tracking six point seven four includes the 1.4 million I just changed that round yeah so you saw where this was two point two four and now it's one price the only way to do what you're asking Leslie's you'd have to go find other already wise and make them ends on that yeah so you would be taking less reductions to predict AB spending down the fund balance by 1.4 million right to get to that six point whatever what is st. Paul's I thought I read that as far as the when they were going around with the teacher stuff what's their fund balance said I think it's in the five says on now I'm focused on 191 I mean I believe we've I know we've had a board policy for years it's 8% and we were up at 13 years ago and we've come down I just trying to put a little in context is all I'm trying to do because I believe if I remember when I was reading this story about what's going on in st. Paul last couple weeks over some point there was a conversation there's a line in there about it being in the fives I think well traditionally as I started off with the goals I had one of the goals to restore fund balance so traditionally it was not recommended to use fund balance but we're in a very different tenuous financial situation and what we've heard from our public as well as you is we where we going to cut programs to really focus on programs so just a question Stacy if we were to increase by one we're talking about a loss of fifty eight point one right fifty eight point one FTE an additional 11 and they're just already at a forty nine point right right I like to see if it turns to a yes what happens that's Lakeville math for you okay turn it to a yes the one in sorry which you turn the yes tool for adding one and show what happens increase by one it is but do you want this one to still remain I had changed these when Leslie has suggested them earlier yeah and that's yes because for the second time that night she beat me to my question I'm not sure to stay at home and I would like to point out okay the reason we have eliminate high school orchestra on there is my doing I don't want to eliminate either one of them frankly but I I do argue that if we cut middle school orchestra we I don't understand the what the point of keeping high school orchestra around and that's why I asked for to at least be valued on there and show what the because by that point you're asking a ninth grader to pick up a string so and how many probationary teachers do we have well is that getting too much in the in Louise it is okay we don't have many gotcha thank you we don't have I mean we have less than ten at elementary that's surprising me I mean a number of years of reductions already yeah right so the implication is you're going beyond the probationary yeah they'll see absolutely especially Elementary is that true of just even the forty nine point one yes okay and we just repeat I repeat the line 47 rows seventy nine of the implications of that practically and what that where we're at right now and what that means we are at one mile for elementary and one and a half for secondary under our policy the state is that one and a half and two so we can move up to the state levels but if we do not extend it at the secondary you will see no change in your cost because our costs and saving routes is going to be at the secondary route not at the elementary you you could you could implement at the secondary route in increase in walking distance and not the Elementary and I think you would still find the savings but I'd need to verify that because we have enough of the routes that are freed up because we're not doing the magnet routes that we would be able to go back out and and pick up those that are within that action that savings I would think that we're actually impacting less students because we have less buildings in the built in the district so that savings still applies even though I mean naturally they're students that have moved outside or walk distance simply because of our closing schools yeah it's it's gonna be your Nicollet that's gonna expand for walking distance and then your Eagle Ridge I'm not sure four already maxed out I'd have to check those with them you know but if it must be some well there's some pounding because yeah we're gonna run into Hazzard roads app you can't go over 42 Nicollet is quite extensive I'm amazed when I look at the walkies since how far north it goes you know towards 13 I mean goes all the way down to pretty already this year have a lot of extra traffic at at least at Nicollet because we've got the morning buses going to go through everybody who want who takes the bus to the high school it's now walking to the middle schools so yeah I don't know I don't know I almost feel like swapping the walking distance with the sea is makes the most sense for me I mean it's adding a program back and even even acknowledging the the traffic at the middle schools folks know that there's better opportunity at the high school I don't know if that take a walk for CIF take a walk for some time I'm very strong yes I would like to see but that's not a given activity I mean you're assuming the same enrollment the same participation you are making a few assumptions this is simply taking the dollars generated in the 19 audit yep times the percentage increase yeah and rolling that forward so you are making the assumption that those that were able to pay before with an increase will continue to pay there's a sliding fee there's no sliding fee it's it there's a forgiveness if they are it's waived that it okay and there's a there's a small amount that's asked for but if if for example okay we have families that can afford you know this much you got this much it's a waiver right well then you increase these fees you know does this go up the exact same amount or is it that you know I can't I can't go beyond this point and so you actually have more of a gap we may not see that much revenue fair statement so that's an assumption consumption you remember when you receive persuasive letters from middle school students and based on issues that matter to them so was nutrition school lunches and breakfasts but also activities because we eliminated the middle school sports and community education did offer pilot of I think three sports the feedback I heard from the students was they could their parents could not afford the fees so previously it was twenty-five dollars for middle school sports community ed because its fee base it was a hundred and fifteen dollars so that is a consideration we're assuming that those who pay will still pay with the increase we're sorry there's also an access issue I mean number one I'm not necessarily comfortable banking on something that has that much unknown in it in addition to the fact that we know that those who can well and those who can't we'll just have to do without but I think we also must understand the reality of increased cost with athletics so the Minnesota State High School League they set the official salaries so you may have that increase last board meeting a workshop we talked about the ice rink fees so if they raise their fees we absorb that cost also every five years you must replace your football helmets and based on need for increased safety the helmets change and so the there's increased cost so there are built-in costs that we should also consider for athletic programming at safety we need to absorb the increase if we're going to offer the program I understand the instability and the ability to calculate this but at least it's usually pretty good at this and she's off by 20% there's still $100,000 there or maybe not increased by 25% maybe it's an increase of 10 just so that it's not so feels hard on a I don't think that would be much bigger change than the 20 percent error rate but the thing about activities is typically that's the that's the realm where you get our scholarships available we have bear we have thresholds where we make available ability and then you have very passionate community members that are involved in these activities typically if losing 5 or 6 students because they can't get because the fee went up I can guarantee you the parents that do want to participate will find a way to take care of that and well and that's assuming they're going to come forward and say that they need the help I mean there is pride involved I just I don't think fees or anything it's it's not in keeping with our values if if we want to offer something we want to be able to offer it in a way that all of our kids can can participate and it's you know unfortunate enough that we have to charge the fees to begin with but you know to increase them as part of a budget process under the assumption that we're going to get a hundred thousand dollars more from our families I have a problem with that I think the only way that I don't have a problem with that is because there's added costs that keep increasing so you have to almost keep with inflation so it's something that we'd have to keep into consideration so if we keep the cost flat for 20 years we're not keeping up with the expense of replacing new equipment so we're at a more financial loss than just the cost of inflation of increasing the fact that we have more cost involved and since we raise the fees because it's been 5 or 10 years it's like I think it's fine to raise them no honestly Vonda do you know as long as I've been here we have not raised fees okay how long have you been here it is the universal thing or is it can fees be raised sporadically throughout the say that again is it a universal thing where fees have not been raised or could maybe you know chess club and and quiz bowl have not raised but mat football has raised their fears I don't know what there might have been a year and I remember being on the list about three different times the first time it may have gone through but then after that the conversation was around we have to keep our fees low if you compare some of our activity fees to the neighboring districts sometimes were half the price in some of our areas so I think there's a you know as this was brought forward there was a lot of thought to the you know they know our students at the high school and they know how much of an impact this would be and I really have to put some trust into the fact that it's our advisors who brought this forward saying there's some room here there's some room here so I think it's it's something that you know allowing fees to increase to a point that it makes sense our I think our high school does a really good job compared to what I experienced as a parent in that they they know and identify and understand the needs of our kids and so they're not they may already know the pride piece right so they're reaching out and they're just like get involved it's waived all they have to do is speak with one person and they make that conversation happen and the students in you know so it's like that that's different than what I experienced as a parent I know so it's it's just a very different feel it has been a while I I'm gonna retract what I said about never in my time I'd say probably not in the last six years for sure that I can say okay that makes sense Thank You Leslie do we want to see what impact that has yes okay sorry so let's take away this here do we want to take away the increasing the class size not at the moment okay and keep this C all right so then we're back over here and here's where you're at and add the C is but that I thought it was lower before it's at one point two maybe it's just the evening okay okay can we add to C is back so then let me have the yeas that's the only one well we did discuss eg what if I may ask go ahead eyes this guy what our objective tonight is we could play this battleship came all night but are we you know do we want it a week are we giving some sort of direction or are we taking this tool and spending some time we're spending time with the tool to try to figure out I mean as collectively right now as a group or individually on our own before the next meeting what what what is the objective by the end of my goal was was to try to figure out are we good with where we landed last time if there are changes what changes might there be but this is the first time I've seen this game okay I'd like some time to play with it okay myself I mean I I love everybody's opinion and thoughts and I and already I've gotten a good feel for where a lot of people feel on this stuff I think work but I would there are some things I'd like to do so Scott you talk is that a thing I was gonna ask about it's still a no so I think I'm okay got it so would you like us to change all the yeses back to nose so you can think more and and and maybe what we do is we see this as tentatively where we landed tonight well we'll be coming back again have a chance to work with the tool on our own and then see where we where we come back together as individuals and see where we land that's fair is how to phrase this for the community input piece or whatever that looks like there are some things on here that we're not currently moving forward but I'm worried if people see them on the community in platform they're gonna say why are you cutting middle school and high school orchestra oh they're gonna assume it's happening right so do we think it's published exactly that these are things that are not currently being considered maybe that's in the color coding in the way no that's no no no no they're gonna read it and think that it's a feasible that it could be on the chopping is there an updated version that these are the things that are actively being considered I don't know I could there are certain things that you as a board are not considering any longer we could strike them but they were on the list but they are so we could that would be better than color coding I think yeah so so maybe it's this is currently what what we've included in adjustments the strikethrough items are the ones that are not currently being discussed or know that we they're still they're still there right I think it's fair to have them on the list I think having a stricken through so it's very clear that those aren't currently under discussion correct that's what I think is important yes it's as clear as possible I still want to leave the color code yeah I'll make sure the color to cook yeah because I'm just even for my own guidance to understand what was attached to what mm-hmm we are still technically the stuff that's green up above is still fair game you sure you haven't necessarily I would anticipate your online feedback would express the concerns about anything that's on the list period correct mm-hmm and the things that are currently have no or the things that people were most vocal about a year ago yes so I'm trying to be cognitive is of that that if we if they're on this list even if they say no we should anticipate getting see a lot of feedback why are these things on the list again right correct yeah well you know what I'm not sure we can avoid that it's they are on the list now we can state very clearly the things that have not been turned over to Y yet our things the board hasn't that that have been presented to the board as an option but they have yet to act on or you know to put into the but I get what you're saying Darcy but we it's the facts it is the reality or being transparent so maybe maybe it's an above the line and below the line picture where we have everything that's above the line is everything that the board is is actively participating barely consistent fairly consistently yep below the line is still out but on the table I don't know if that helps I was thinking a way to make it clear other than a wire and on a spreadsheet I think that's so we can work on that about I don't care what and you know probably going back to the tears makes the most sense because that's what people will recognize mmm I mean that's how we talked about it last time that was a brand that was that was brand new but but but for the board it was it was an effective way of looking at it I thought I mean the only only pushback I have on the tears last year we got into a little bit of a trap where we came in all or nothing so the package deal at the tiers and I was not a fan of it I like this better where we have more ways of looking at it than just tier 1 to 2 or we ultimately broke the tiers or at least and made our decision [Music] or at least at least put the put thing all the guesses together and all that I know is together but they can be on the same yeah as long as we just have clear explanations that everything is still everything still on the table this is preliminary where we where we've made some decisions so dr. Bennell and Lisa will work on it and then I'll check in with you Teresa on where where we land and so far there are no other options or thoughts that could be added to these like I said I think what we're limited is everything that's being coded to general fund see you have staffing other expenditures that are assigned to those other revenue sources so it is a very short list and before we close out I have one request on the online form in the same way that we had we were able to see the themes that our community was sharing with us through the variety of different inputs we need to see that for this as well so I appreciate your gonna look at every single submission we need to get a summary of all of those so the summary when it closes so I can't remember the date you want when it closes because we don't want others who might be influenced if I read the 12 correct so there will be a summer when it's all when it's all concluded I don't know at this time Stacy just just so principals can't continue moving forward are you looking at the increase of class sizes by one as your upper ceiling or do you think you would go all the way up to two minou I don't think we can answer that question honestly well Darcy no but I I'm not comfortable with anything above one is it a is it a hard decision we may have to make to go higher possibly so it's I don't I think it's generally frosted sorry it's gonna what Darcy said all right uh any more direction on the fund balance I think I did it just where we landed I think where we where we landed tonight is is what we're gonna look at and we'll come back and and have that fund balance versus balance in the green complicate things today changing that all that I thought it was helpful no I may be just a key if you were to explain what the what the color coding so the blue would be things that we consider already determined either through board action or necessity for management okay great thank you Lisa and the last slide yes let me go back to that sorry here we go oh yeah so we have just a couple things I understand that we have a our timeline is that there's a board workshop 231st is that for budget that is not for budget okay so when would be our next time then just declare that would be the April 9th April April 6 let me look at it yes final discussion on Monday April 6 April 6 is that in the evening that is at 5:00 p.m. there is not we've been adjusting with var kovat 19 planning do we feel that we would want to have we had a hold on the 30s but I know that's kind of problematic for some especially it's the first time back with distant learning right and that too yeah yeah that's why we didn't choose Monday the 30th because that's possibly a day well we've got the sixth and then the ninth yep yeah the sixth and then the night we have well we have a board we have a board meeting on the 9th oh yeah we don't approve the budget until June right yeah yeah we need another workshop to keep the conversation going well it would already be on the night I would I would put it on the agenda also like I would have a oh yeah her chapter on the six and the ninth if we don't have the night then we just cancel yep okay so the last item I just wanted to do a quick check-in on Cove ed and board members you know this is the first time we've been able to get together to talk about this and I wanted to give everybody a chance to ask any questions that you might have or share any concerns or I mean Teresa has given us it over the last adults I saw since the sense now so you guys there's the last adults I know that Aaron and Jamie will be working on trying to figure out the teleconference teleconferencing piece to make sure that we make that as easily accessible as we and we'll try to do a test or something prior we will do a test on the 31st and it will be so it'll be a teleconference and between now and then I will try to play around with the technology so yes it will be yeah it'll be a video teleconference probably zoom could be Google Hangouts but yeah in terms of being staying in keeping with the Open Meeting Law we want to make sure people can see in here so see see and here s yes for meetings yeah that's the thing we don't need well they need to so the trick is the you and I talked about this I think we should do something let's call it soon for the moment but then that has to be simulcast it out through whatever format we're using these days I don't even know you do that's the piece that they're trying to figure yeah yeah we don't want people coming into our resume you know because I mean that that is no that would not that would be beyond what we do here normally for meetings because you can't get up and talk to the board during the hating so there's we have no obligation to do that I don't think I think we have only an obligation to make the present it and I even argue whether it has to be live or not but most of an hour after we had our it may not it may not be based on what I'm do now I'm not overly concerned about coloring outside the lines of public meeting laws I think there's gonna be a lot of left a lot of gray area that's gonna be on enforced as we go forward but these days that we're in right now as long as we the intent of what we're trying to do is to make be as transparent as possible and show what is occurring that when we're physically together is listening sessions what will be happening as a result of those so what we're gonna do is is encourage people to email you know and promote that link to email the board okay it's probably the simplest way to do it I don't I don't think I don't think there's really an easy straightforward way to do it without some sort of liability if we do it online so emails are best what are you hearing about how the teachers and other school staff are feeling about preparing to do T learning so it's just been amazing the lessons the resources they're providing the creativity today director Mina off the dog gave me an update with the arts and physical education teachers and all of the creative activities they have for young people and also the professional development you know we offered their professional development for the distance learning remotely just enthusiasm across our teaching staff also instructional support many of those staff members have been helping with the child care and distribution of meals and on the distribution of meals knowing that there's a lot that we don't know and knowing that staff is already working full tilt you know I looked at the map of food distribution sites and we are really limited they're all within the same neighborhood pretty much with only three of them we've got Ram Busch the one across the street from Ram bush and then Chancellor Manor and that leaves the east side completely completely unserved and so I wanted to ask you what your vision is in terms of being more holistic in and leveraging all those bus drivers that we have to pay for anyway so because the directors were immersed in actually serving the meals today I did not have an update we expect an update tomorrow or Monday there are several partners that are helping with the community meal planning because we're on spring break next week and if you read the governor's executive order when we're not in session and so it really takes all of the community and the partners so I will provide that information to you about all of the stops previously the day before we were to stop start Smitty and Sons worked with getting in pond to actually go out to the apartments the day before in homes and so I believe there's many more routes and many more partners but I will get that to the board so your vision is that we are going to be holistic if this is extended beyond March 30th and that the east side and some of the other like I know there are several apartment complexes that currently are not being served and I worry about the kids who aren't able to get out yes so we'll give you a report it may have already been implemented I have I did not receive an update today revision ii of order says that we are to plan to serve the children in the communities we expect to comply i want to read the section in the executive order because i've read it twice again today because I was concerned too we started this and then [Music] the partners probably here is no Department and and really I mean I have to say schools okay for the emergency workers childcare schools are not required to provide this care during previously scheduled breaks reflected on a school board approved calendar so let me go to the meal planning so for the meals during the closure period schools are expected to provide meals through their students so we will comply with the executive order right I understand that but we are already complying by delivering food to sites and I'm saying that's insufficient okay so I will get back to you because it says MDE will provide additional guidance to schools and school districts so as you know the Commissioner has now implemented daily calls and it changes daily we've been getting clarification so I will go back to the Q&A and if that question has not been answered if it's not answered by our director of food and nutrition then I will pose that question during the next call in with Commissioner Ricker yes given the spread of of kovat and everything are we anticipating distance learning likely for the remainder of this whole school year that question was covered in today's call so you'll see the posted minutes at this time for the call today the Commissioner did not have specific answers but all of us are thinking of it ahead so on that point I would argue that we are well-prepared relatively speaking we're doing an excellent job getting covering the ground we need to get ready for Monday the 30th we are gonna be offering robust programming for our students my understanding is it will meet accreditation needs correct we count those days as as school days by Minnesota Statten rules whatever you call that I mean I'm just curious because there's got to be districts that aren't so this is we our legislature comes their role and so there are several bills and so if you look at the bills proposed they're addressing some of those issues of the requirements in statute I know you don't have the answer but I'm just thinking there's got to be districts they're gonna have kids that are finished you know they're just done the second grade you know they can't even get out of the year because I mean they're this equivalent that's second grader third graders next year that ours are how about any of the required activities such as I'm thinking am STI and all that stuff no we're gonna be able to do any of that that's in one of the bills to suspend the statewide testing so I would say take a look at the bills currently being proposed in the legislature well I think also Eric to your point we should be really proud yeah as a district as far as I know we're even doing better in a couple right I think though being prepared to do it for a week or two or three is very different than making it being prepared to do it for a month or two or three so I think the jury is still out on what it's gonna look like if we're still sitting here in May nobody's gone back to school because I mean we're hearing like you know we're all paying attention to the news but you know the U of M post postponed not officially canceled graduation so I'm even thinking what is this going to be an impact in terms of our graduating seniors this year in terms of of any type of ceremony would that end up being postponed and for how long you know those kind of pieces we have required a CT testing that's being done the first week of April that's you know that that's not likely to happen there's I heard from College Board today that they're considering having all the AP test B take-home tests because they can't have all the students and one together so it's a lot of so lots of ideas and thoughts and plans being made but yeah this is very wide reaching and thankfully we are one to one that's one thing we can't forget I mean beyond beyond being prepared Scott and you're absolutely right we can't forget that we are one to one and that gives us a leg up on other districts that are only partly you are not even so where are we if the the requirements on personal activities get tighter as we're sitting here the Washington Post and LA Times is reporting that govern Nissim is reporting everybody to stay inside starting for you I don't know what that means if it's a lockdown or but whatever what happens if we get to that point I mean our are we feeling comfortable that our folks can do continue to do including learning and all that from home now or do we still need to have people coming out so that would be speculation yeah I know we are planning for the distance learning and our teachers are very creative and they are thinking beyond that I would say will be best for us to look at the press conferences from our president as well as our governor and I do believe there's a press conference scheduled for tomorrow for Minnesota governor walls well well no when they tell us changes every 24 hours yes every hour almost yeah well we appreciate everything that you're doing because you are you are just working working working and on all kinds of teleconference calls and you know I look at your schedule and it's booked solid so you're you know you're doing what we need so thank you thank you with that are we done see you all next year