00:00:00,000	Yeah. No. Good Evening. I’m Danny Skate, president of the Bismarck Public School board. It’s 5:15 P.m. on Monday June 24th I call this meeting to order. Welcome to those of you who are joining us both here and also online. You can find our agenda and follow along online under the school board tab at Bismarck schools.org.

00:00:23,700	Mr Share. What you call the roll, please. Mister Eastgate here, Mr Hager here, Mr Lee! Here. Mrs Peterson here, Miss Preskey here. Old board members are present accounted for Dr FS. Which could you Could you please lead us in the Pledge of Allegiance. What do the like the United States of America. The public for which it stands.

00:00:51,600	Patient. T. Item one C is the BPS mission vision and values. The BPS mission is to empower every learner to thrive. The BPS vision states together are strong relationships, build inclusive, collaborative and innovative environments that create agency and inspire a passion for learning excellence and discovery. The BPS values are inclusion, excellence, innovation and leadership.

00:01:21,600	You can also find a link in the agenda to the BPS strategic plan. Item two is to adopt the agenda. What are the wishes of the board. Of the we adopt the agenda. On. Second, we have a motion in second. Any discussion. Seeing. None. Mister Sheriff Hagar? Yes Lee Peterson Preskey He skate. Yes motion passes.

00:01:45,700	Item three is focused on success tonight. We have OE 11 instructional program Dr. FSN Um good afternoon board members I have with me tonight. Um, two of my LD.

00:02:03,830	I team that are gonna present uh on OE 11 and just you where they’re gonna do a little focus of success and, uh, share some of the work that they’ve been doing, and then also give you some insights to 0 11 report for you at the same time, so I’d like to introduce Misty Frank and pat fillers. Thank you so much. Good evening. Thanks for being here? Yes. Thank you for having us? Um So tonight.

00:02:20,800	Our Focus on success is celebrating and looking back at the last year’s worth of successes. Um, So Tonight we’re presenting on OE 11 and it’s the perfect culmination of our efforts and a peek into the academic educational excellence that BPS offers. This work revolves around growing our students and building building our ideal portrait of learner. So.

00:02:41,270	Let’s take a closer look at how these elements interconnect and support our educational goals. So. This is just a review of our portrait of Lerner graphic that we’ve used as part of our strategic plan. This visual encapsulates our educational philosophy on the left side. We see the aptitudes we strive to cultivate in our learners. Compassion resilience, reflectiveness creativity, critical thinking and communication.

00:03:02,470	These attributes are essential for developing well rounded individuals on the right side. We outline the supporting experiences application engagement goal setting community involvement, relationship building and feedback.

00:03:23,370	These experiences help our learners grow these aptitudes that are on the left side, and they also having these aptitudes help our learners access meaningful learning experiences that are on the right. The OE 11 report will highlight some of our successes and growth in both personalized and authentic learning. An important note here, though, learners in this visual represent both our staff and our students. Educators must also develop these attributes within themselves and design these experience with and for their students.

00:03:46,800	You have seen evidence of both staff and student learners already this year engaging in these aptitudes and experiences. So if you go to the next slide, this shows a timeline showcasing the monthly highlights that you’ve already received this year from different groups, programs and initiatives presented to you throughout the school year on focus on success nights each month.

00:04:08,000	We’ve celebrated different Effects of our community that exemplify our commitment to excellence and our portrait of learner from innovative teaching methods to community service projects and from student led initiatives to collaborative learning experiences. This timeline reflects our continuous effort to spotlight and encourage excellence and growth.

00:04:28,470	As you think back to presentations that you’ve already seen this year on learning structures like avid and opportunities being developed like work, work based learning experiences, literacy and cybersecurity work. Can see the intentionality around growing both staff and student aptitudes and building meaningful and effective learning opportunities. The final slide.

00:04:53,030	Um, on this part of the presentation illustrates how our standards and our guaranteed and viable curriculum cultivate the skills outlined in our portrait of Lerner. You see our learner at the top here who’s progressing through our guaranteed and viable curriculum and learning targets, But We must remember that although subject specific skills are important, they’re not our end goal.

00:05:14,970	We teach these aptitudes through the standards to breach our much larger goal, which is the aptitudes and experiences outlined in our portrait of learner. For example. While teaching basic math and algebra. We are not just focusing on the subject matter itself.

00:05:36,800	We’re also developing critical problem solving skills and logical thinking, which are competencies are invaluable, whether or not you’re going into a math related field or not similarity. Similarly. Our language arts curriculum is designed to enhance communication skills, creativity and critical thinking. Science and social Study lessons, promote curiosity, resilience and an understanding of community and relationships. As you listen to Report on OE 11.

00:05:56,600	Look for evidence of these attributes and experiences in both our staff and our students, So, I’m gonna turn it now over to Mr Pat Phillips, um around our OE 11 report. President Eastgate members of the board. Uh, I’m pleased this evening to present uh, our OE 11 report for the 2022 2023 School year. Um, I will be giving just an overview of the report.

00:06:18,470	The purpose of which is to ensure that a program of instruction is established and maintained so that all BPS learners receive challenging and relevant opportunities to achieve excellence. So on the first slide. I’d like to begin with a reminder.

00:06:41,170	Um, about how BPS structures its curricular processes in order to maintain compliance with this with this operational expectation, um, in order to ensure and guaranteed and viable curriculum for all learners, pre K 12, we use a three phase curricular process, which is based on the continuum of clarity, consistency and accuracy.

00:07:00,600	You can see that there are specific deliverables and goals within each phase of our curricular process and, of course, These phases are recursive to allow us to be flexible and responsive to both student staff and community needs. Um this type of a process provides clear priorities for the curriculum work that we do in the district, and it also allows for differentiated and responsive work by subject course, or grade level as needed. Um, on the next slide.

00:07:23,070	I’d also like to take the opportunity to remind you, um that another indicator of compliance is how we accomplish this work. And this happens through our guiding coalitions, which are made up of representative groups of teachers from throughout the district. Um, these guiding coalitions provide access and input a voice for all of our teachers.

00:07:39,770	Who, of course, are the people who are the most connected with our curriculum and with the implementation of it at the classroom level. Um, and they allow for clarity and consistency of information flow and transparency across our systems so that we always know what’s happening with our curriculum, and we can use that three phase process that I outlined earlier to be

00:07:57,770	responsive. To the needs of our stakeholders. Um, I would also add that we’ve seen this year that these provide a structure for more timely and effective collaboration with other groups, such as student support services and our library media specialist Um, the next slide highlights probably the best piece of data in this year’s OE

00:08:16,370	11 report. Um which is, uh, the result of these structures that I’m just explaining to you, which is, um that this in the year 2 22 23 showing 99% response rate of frequent frequently or almost always for teachers implementing our standards based curriculum, which is one of those operational expectations of the

00:08:36,670	report. Um, this is this is a significant increase. If you look at a Percent increase over the course of the last two years and stop to consider that we’ve had a higher teacher turnover than 4% in that amount of time.

00:08:54,800	Um, this is really an indicator of the collaborative work that these structures have allowed us to do between our building administrators and our Central office departments such as learning design and innovation. Um, Student support services, human resources and others, um, to make this guaranteed and viable curriculum possible. Uh, on the next slide.

00:09:15,600	I’d like to call out a couple of areas where, um, the word is noted, uh, an exception to compliance. Um, in these areas. We still do show some growth. Um, you’ll notice on this indicator that there is a misalignment of student and teacher perceptual data when it comes to authentic and personalized learning.

00:09:37,530	Um uh, if you look closer, though, you will see year over year growth in the number of students and teachers responding that these, um that To personalize. Learning opportunities are available. Um and you’ll also see on this slide some of the steps that we’ve taken in order to continue to increase. Uh, this perception and also narrow the perception gap between our teachers and our students.

00:09:55,670	Um uh, Some of that is the work that Misty talked about focused on our portrait of a learner. Um Additionally, on the next slide, despite uh, our low target or I’m sorry despite being below our target, Um, efforts have shown some improvement in ensuring that all staff complete the required module on responsible use of technology. This.

00:10:17,130	One is always a struggle for us, Um, especially given the, um time limitation. Uh, however, um, some ongoing logistical challenges to meeting this operational expectation have prompted us to take the action steps that you see here. Um and you might you’ll That. We did improve a couple percentage points over last year’s report as well, So.

00:10:38,070	We’re continuing to work on being in compliance with this board indicator. Um, regardless of the success of this year’s OE 11 report on the next slide represents the highlights of ongoing capacity building in many areas related to curriculum instruction in order to continue to better empower our learners, um, inclusive of, um, district and building collaboration on professional learning Days teacher choice in what they

00:11:02,400	need to learn and how they learn it in order to support our students that’s personalized learning for teachers, not just for learners, um, intentional data. Review protocols using the board report data to, um to determine what our efforts will be and what things will address, Um, learning sessions regarding, UH, data review uh, a revamp of our

00:11:22,270	middle school philosophy and a refocus on how those formative years are important in our in our district, um, training for building leaders as school data officers as well as workshops and modules focused on authentic learning for students and staff. So Lastly, I’d like to close tonight’s presentation by highlighting How.

00:11:42,570	Much of our current and ongoing work in terms of our instructional programs aligns with our BPS value of innovation. Innovations, such as schoolwide pilots, the expansion of empowered the addition of renew Ed as well as processes and frameworks and task forces being developed to not just meet but to exceed the community’s operational expectations in an effort to ensure that BPS mission of

00:12:04,430	empowering every learner to thrive is a reality. Thank you very much. Board members any questions or comments For our focus on success here tonight. Well. Thank you both in your whole whole team and staff for all the great work on this. We certainly appreciate it.

00:12:30,230	It’s uh It’s fun to see how you guys are able to pull this together and get all these data in a way that, um, we can take a look at and help us to continue. Um, as you said, Mr Phillips and empower every learner to thrive. So certainly appreciate you guys and all the work you’re doing. Dr.

00:12:45,930	F, not anything else that I can pass to you and focus on success. Uh, no, I think, uh, Have an exceptional team. And and, uh, I’m really proud of some of the highlights. They gave much of my comments will fall into the OE 11, so I’ll share them that at that time Sounds great. Thank you.

00:13:04,200	With that we’ll continue on with our agenda. We’re moving on to Item four, which is public comment. The board recognizes the central role that parents play in the education of their Children and supports active parent involvement in the educational process. The board’s practice. A public comment reflects and aligns with policy BC B A and the spirit of its intent.

00:13:20,770	For classroom issues. It’s best to follow the chain of command, which is teacher to the principal to the assistant superintendent to the superintendent for district issues. Please. Please reach out to Dr. FSN. You do speak tonight We. Simply ask that you be responsible, Be helpful and be respectful.

00:13:39,400	Our BPS students deserve to have model adults model the expectations that we have for them. Groups are urged to select one spokesperson. Individuals will be limited to more than four minutes will be notified with 30 seconds remaining. The board will not debate issues as presented, but we take such matters under advisement with that.

00:13:55,630	Please stand and approach podium if you have anything to speak about tonight. Nobody approaching the podium. Public comment is now closed. Item five is monitored District operations Item five. A is OE 11 instructional program. Dr. Dr. F, Um, board members and again I’ll. Um, thank Miss Miss Franken, Mr Phillips for report, but Um, I. I hope you’ve read through this.

00:14:25,500	I’m gonna hit a just a couple of things that you heard in the report, but I also have a few additional comments. Uh, hopefully you’ve dived into this. This really is a compilation of all lot of the other work that you’ve seen through the year. But I’m Gonna pick on one that Pat mentioned right away that 11.

00:14:42,400	2 indicator one. I pulled that number out to 99% of your teachers when surveyed said I understand and implement a guaranteed and viable curriculum. That is it seems like, well, that should be an easy number right? It’s 100%.

00:15:03,430	Everybody should say yes, it is much more difficult than that to get everybody to understand what it is how to do it, and then to get it done and for for patrons out there, um you know, are guaranteed and viable curriculum, which is built with our standards and aligned in North Dakota standard just ensures that it’s a guarantee that every child in our district will experience the Type and content of education that we value because

00:15:26,270	it’s built on what we built locally. It’s not what someone else says it’s what we locally adopt, and we’re going to make sure it happens in every single classroom for every single student.

00:15:46,530	That is a difficult thing when you’re talking about 14,000 students in how many different classes so to have our teachers respond this way is a tremendous effort. And. I’m not gonna say just this year. That’s a multiyear effort that’s on them, not me. That. They’ve been doing this hard work for multiple years to get there. So that was one I picked out. He’s, and we’re probably gonna pick out all the same ones.

00:16:00,970	I have my notes from before I picked the disconnect. Also on Indicator three from the perception of teachers about I’m, giving real world challenges to my kids. I’m personalizing learning and teachers say, Oh. Yeah, I’m doing that.

00:16:23,270	I’m giving her that experience right and that diminishing experience as our kids get older and our element Kids say, Yeah, we are, but by the time you get to high school, it’s like No. I, don’t No. I would challenge this. I think we’ve said this earlier in the year when that report on did another report came out. Well. They do personalize their education a lot with course choice.

00:16:38,870	They get to personalize where they’re going more than a third grader. Third grader has to take the course we put him in high school kids get to pick what for the most part what courses they want to go into.

00:16:54,300	They have a lot of choice, but I think there is more work and what I would tell you is be looking for in the next few months when we roll into next school year, we’re gonna talk about elevating opportunities for our kids, and that focuses on this on real world personalization further opportunities for kids to follow their Passion in their pathway at all rolls together and making sure our kids have that personalized real world experience as they’re going through school before they

00:17:15,700	embark on that life journey, so I That’s a place that we can still do some work. That’s an area where, Um, obviously we need to do some better things, but Um and and Mr Phillips hit on it again, Um, the work of guiding coalitions, and I’m gonna tell you this is a brilliant idea that they stole

00:17:33,900	from somewhere and Me. He knows exactly where they stole it. Um uh It’s a brilliant concept. It’s really about how we communicate with each other. It’s how we engage educators and our staff to make sure that we have a voice right.

00:17:58,330	We teachers see the implementation of the educational work the closest they’re right there in the classroom. They know of what we say We’re going to do in a first grade classroom works or not, so if it needs to be adjusted, our teachers are the first one says We need to change that lesson. We need to change that unit.

00:18:13,270	We need to change that instructional model and, uh, guiding Are the way to do that and get everybody’s voice to the table, hear it and adapt and change. I’m really proud of the work that BPS is doing in that, and we need to continue to do it. In.

00:18:31,400	Many other realms getting input from from our stakeholders and internal and external and the last thing I will, um, add to this report really was in the presentation, not necessarily report, but, um The the little check mark on the on the page 12 of the slide dealing with training our building leaders on data officers. Um I will applaud MF on that and our work.

00:18:53,830	Um, her work on helping to get our, um school leaders to understand we have a very important and significant role, ensuring that our students data is secure. That used to be a file cabinet with a lock on it, and nobody got in until they you know, knocked Jeff down and took Um, that’s a different world now where it’s a lot of digital data and in multiple

00:19:13,000	formats, and our our leaders have a significant job in ensuring that that data is safe and secure. And, uh, really proud of the work they’ve done this year to make sure all of our to that training and making sure all of our leaders understand that. So. Um I’d stand for any other questions.

00:19:28,570	I, uh again. I support the recommendation of in compliance for this report. Board members any further questions or comments Remember Lee Um, yeah, it’s good. Good report. Uh, lot of digest. Um I really liked it. I’d like to kind of touch on, uh 11 4.

00:19:50,870	Indicator three just to to have a better understanding because this has come up, um a few times this year, but, uh, it talks about, uh, indicator three B. Grade six through 12 will use percentage and letter grade a through F and utilize the districts. Secondary grade scale. Do. We know where that that grade scale came from, And. Is it aligned with, uh, higher Ed.

00:20:12,330	Um, I cannot tell you Mister Lee if it’s directly aligned with higher Ed, I think it depend on if you’re at the, um I’d have to ask the question. I don’t know if it directly is. I know they’re aligned internally for us, But I can’t tell you if it’s with higher, Ed.

00:20:28,870	Yeah and and that’s probably more, um Just what I what I’d like to discover Like. Where. Where are those percentages came from, and, uh, we talked a lot about vertical alignment and I think the vertical alignment with high school would be would be higher ed of people choose to continue their education. And. What those, uh what those great scales look like at major universities. OK, thank you.

00:20:55,000	Thank you, Mr Lee. Mrs Peterson. Yeah. Thanks. This is is a I Agree with what you said Dr. Foster that I think a lot of these, Um, pieces come in in different results in different areas.

00:21:14,770	One of the things, um, that I think has come up in a couple of different places, and and obviously, you know, um, we’re we’re gonna be digging into some of the indicators and making sure these reports are kind of aligned to, um, the questions that we really wanna see. But. One thing that I saw kind of in 11 5 with course offerings.

00:21:30,930	We’ve talked a little bit about as we look at Increases across the board, you know, in this particular case, I think I agree with the in compliance piece on all of it, but it says that we’re always looking at increasing or maintaining while eventually if you’re increasing in CTE, and you’re increasing in dual credit Well, then you might be decreasing in a P as do a credit comes up or decreasing

00:21:48,870	in world languages as more people are taking CTE so sometimes that neces sometimes it’s just a natural course of events. So always looking for a steady increase across the Might not even be a possibility. As students, There’s only a finite number of students and a finite number of of course offerings. So I question.

00:22:06,570	Always looking for if that’s the, um If we’re asking that as an indicator that maybe success doesn’t necessarily need to be increases. It just are we have having a variety of offerings, so I just noted that because I don’t want that to to think that everything is gonna be increasing across the board,

00:22:25,300	and then um, one thing I. I really like that, you guys, um both, um, Mister Phillips, and you focused on that honesty gap, I. Think, Um not an honesty gap. I don’t mean that.

00:22:41,270	Um, but the the idea that if teachers are saying, Well, we’re we’re offering these these types of World, but the students aren’t feeling that they’re getting that voice and choice. I do think that’s something to continue to explore for both students to be under, you know, understand what that survey question is asking, but also teachers, um, to be more authentic about about that piece, so I, I’m glad you guys touched on that Because it is

00:22:57,300	there. You know it should be a little bit more aligned. I think it was, uh, it it felt like there was a big a big scope there and then only because this is something that has come up in a couple of different things both as I was kind of running the first time,

00:23:09,100	but it’s come up. Um, gifted programming I know has come up with, uh, several people kind of asking some different questions. Uh, we I. I think that BPS does an amazing job, um, offering different interventions and and different programming for students who are looking for all sorts of different pathways, but gifted programming.

00:23:31,470	I think at the at the younger levels is something that I still think, Um, II. I see a lot of questions. Come up, um or hear a lot of questions emerge. We said. There’s like 4.5 FTEs across the district. This this size, which makes sense.

00:23:53,000	But if you look on the other end of of how many FTEs we offer for special education, and, um, interventions and all of those, then it starts to feel a little lopsided. When we think about what does differentiate instruction look at at the high levels, so I would just say That’s just something that, um, is something that’s near and dear to my heart that we are having high expectations for all and

00:24:08,270	make sure that we we have those opportunities. I. Think you’re exactly right. I Think. We have those opportunities when you with course offerings for high school. They can fly. They can they can go ex. There’s a ton of offerings But at the elementary and the middle.

00:24:26,630	Sometimes then then we I don’t wanna get to the place where we ever hold any kid back. And. Then. Finally. I loved the talk about the guiding coalitions and the feedback loop and I think, just keep going. Keep going with those kinds of pieces. I think it’s exciting to hear.

00:24:39,800	Um, I think some of the stuff that we’ve talked about at the board level with the committees, Um, know that is such in its infancy stage, but I do see more and more stakeholder feedback because I do think that we wanna make sure that there’s teacher input. Um for some of the district processes.

00:24:59,000	I know there are but with a district this size sometimes That, um, might not feel like it from the teacher standpoint, so I think that’s I Think? The the structure is there and so we’ll just keep continuously or I would hope that the district would continue. Keep continuing continuously improving, Um, that piece, but otherwise, this is a great report. Very thorough. Um and I. I.

00:25:19,300	You know, I think that You guys answered a lot of questions within it. So thank you. Yeah, thanks a lot for that, Mrs Peterson. Very Uh, thoughtful analysis and questions regarding that Dr.

00:25:36,430	fs and I think you have some response? Well? I do if if the board doesn’t mind to your point about increasing on that page, 9 1011 that deals with that? I agree? I kind of made some notes you’ll know in the document I sent you the kind of talks about The report and how we could make it better. It is a difficult metric in that If you look at a P or a P numbers actually went down.

00:25:54,530	You know we went from 36 to 33%. Was that a bad thing, And. I asked the question. I actually asked my team. It’s like, Well, I’m gonna make an assumption, but you gotta prove me right or wrong. What’s our dual credit numbers, right? We’ve talked about that many times. Those are going up. So. Maybe.

00:26:12,070	That’s A. That’s An That’s driving a P numbers to be down and I heard that techno technology is probably holding us back from collecting that data. It makes it very difficult to collect that And. I have to ask more questions about the technology and we need to change it.

00:26:27,970	But, um But to your point, Not, everything can keep going up all the time. I I had written in one of my notes. I don’t know if it’s in this document, or else sketching it today as I was going through these, but I just thought it’s almost tell me how many kids didn’t get the class they want. Cause.

00:26:42,630	They should be making choice about the class. And. If I can’t get into We have predominantly like CTE. We talk about the number of classes they can’t get in. Well, that’s almost a an indicator of where our gaps are.

00:26:59,700	Then just telling you that 100 and 12% of kids got into fine arts classes well, but how I didn’t get into a fine arts class, and that maybe tells us where a gap is or where a staffing need is or where of course, desire is that we can’t look at or we can’t see. So. I think to address your question. That’s one of them. Um So.

00:27:16,970	Um yeah, There’s always improvement in these but again, um, I, I found the A P, Um, data on page 11 kind of interesting cause you’re seeing a little dip, and we don’t see that. But I. I truly believe it’s dual credit the number of dual credit classes we taking or having offered to kids now. Thank you for that.

00:27:34,100	Board members any other comment or questions? See you not how the board find OE 11. Mr President. I would move that we accept. OE 11 instructional program is in compliance as presented. Second The motion, the second any further discussion. Seeing none. Mr Sherwell You call the roll. Lee Peterson Preskey Hager. He’s good. Yes. Motion passes.

00:28:04,430	Item six is matters reserved for board action. Approval of canvas June 11th 2024 School board election. Board members. You should have this in front of you and had a chance to review it. Um, one of the wishes of the board. Mr President.

00:28:22,970	I would move that we accept the results of the canvas and that Danny’s kid Amanda Peterson and the dental Preskey be declared the winners and that the school board minutes continues to be published. Second Emotion in a second. Any discussion. And. I would like to congratulate my fellow board members, Uh, Miss Preskey and Miss Peterson. Uh, Welcome back for another four years. Thank you for your for your service.

00:28:43,470	Um, with that we have a motion in a second seeing no further discussion. Mr Share we call the roll, please. Peterson. Preskey Hager Lee? Yes, yes motion passes. Next up. We have Item seven, which is the consent agenda. One of the wishes of the board. I move to accept the consent agenda second.

00:29:06,670	We have a motion in a second and any discussion from board members. Mr Sheriff Preskey Hager. Lee Peterson He good? Yes. Motion passes for the consent agenda and Item eight, the superintendent’s report Dr. fsn, Um, thank you again, Uh, Mr Eastgate, Uh, the only thing I have tonight is financial reports so I’ll hand that off to Mr Sher.

00:29:31,270	Thank you Dr. Foss that, uh, President Eastgate members of the board. Uh, financial report. We’re getting very close to the end of the fiscal year. Um I think all funds are financially stable and healthy. There are a few things I’d like to point out. If, You, go to Page six. I believe on the PDF.

00:29:53,600	Or page One of the actual tabular form. Um The under income. Local sources interest earned Um we will hit likely over $3 million. That’s a kind of a nice problem to have there. Um I. I Probably projected that a little lower than I should have. But. At least It’s in the right direction. The next one.

00:30:18,170	If, you go to the next page. Um, you’ll notice that our reserves are negative. Um, so just remind the board that at some point, probably in July will amend this actual current budget so that that’s not negative. So that’s coming for you for your consideration.

00:30:44,500	And if you scroll scroll down, um Under Other professional Um, that one was considerably over budget and the reason that was and that one’s gotta come back to me. Sorry, I don’t didn’t write a note on that one. Let’s go to the next page under other purchase services under ST Student activity fees.

00:31:09,070	That one’s also out of whack, and they You know it’s not a large dollar amount, but it is a high percentage. Those are JOM fees, which, if you go to the, um The next page. It’s actually in an obligated under other We just didn’t move that budget item and we’ll we’ll do that to clean that up. So. It won’t be that large, negative.

00:31:33,030	And, um Oh I remember, other professional is actually the amount that we, um Part of our CR AC TC work. Um, that’s got, uh, the director match in there for dale her off and we also pay C RT CCR AC TC for some of the students that we received from the Private schools, The parochial schools, um, and that

00:31:54,800	we need to adjust. That’s not Large enough. Um now the good news is those students. We do receive foundation aid on so it’s not like we’re losing money there. It’s just that we need to do some work on the budget process to accurately reflect that.

00:32:11,570	And with that I would stand for any questions the board would have on the financial report. Thank you, Mr Chair. Board members. Any questions regarding the finance or financial report. See any questions for you tonight, Mr, Sheriff. Thank you very much for that explanation. Dr Fos. I do have one just for the sake of clarity for board members.

00:32:31,130	May, I ask you a question, Mr Shea. You ready So all those fees that we pay for member are center for distance. Can. You, Help me understand what line that’s on? Because I’m. I know the answer, But, you’re gonna give the answer board. I I think it’s right below your student activity fees, isn’t it? Mhm. Tuition ate Yeah, So.

00:32:52,170	It’s it rolls up in there that gathers all of them, Um So yeah, that That’s part of it. I will say that, um, that’s not the whole chunk of it. That’s special ed and all the tuition that we pay out, but it’s in there, I.

00:33:11,200	I would Tell you remember that discussion we had early in the Air board members about that legislative change about? We’re paying those tuition costs for center for distance enrollments. That was, uh, made this year.

00:33:32,530	I’m gonna make an assumption I wasn’t here to make the last budget that some of those costs Mr share articulated were probably prep projected, and we understand those can change pretty rapidly with the special ed student high needs student but again just understand the impact. We’re I’m told from my second Principles that that has hundreds of thousands dollars impact just this year, so we’re going to have to take that into account next year in the budget, so Just FY. Thank you for that.

00:33:54,470	Board members any other questions or comments regarding the financial report? See none. Um, we have exhausted all items on tonight’s agenda. I declare this meeting adjourned. Thank