##VIDEO ID:GREhUq3y0aM## having us thanks for coming isn't that beautiful the cap one of our students last year worked on that it's been cool to see the kids they're um got getting their hats ready already for graduation and stting to work on it so we'll we'll kind of go through these slides if you have questions let us know um so the program Mission and well I mean really our our whole focus is on the student and supporting our program students um we're looking at data we're looking at um you know trying to reduce the achievement Gap the opportunity Gap special ed referrals um reduced Behavior referrals really acting as that LE on between uh the home and the school um advocacy for students increasing cultural awareness um looking at some staff development opportunities building Partnerships and social emotional learning with our students the vision is really to work with students as a whole um providing that social emotional physical economic support towards graduation and becoming successful community members and practicing life skills through the Seven Grand F teachings so here's our program staff Jessica is um our program coordinator and then we have Ella at the high school in the alc Erica at the middle school Samantha at East Becky at West Eloise is at KET and then I my office is at the high school and really like when you look at this slide like this is the program right like these are the people that are making it happen for the students in the schools they're working with program students every single day and they're doing an excellent job and so I just want to honor and acknowledge them and their hard work on what they're doing um because you're going to see in a little bit like what a difference it makes for our students as far as graduation and making sure that they get what they need turn over to you our state funding currently Indian education gets State Indian education Aid and federal Indian Indian education Aid so this year we've seen it increase the last three years in Indian educ Indian education Aid funding and when I say an increase I mean between $4 to $6,000 in our funding so this year State funding is 2185 that'll take care of our activities salaries staff salaries and benefits family engagement activities and classroom activities our federal funding we keep most of our staff salaries and benefits into that department sitting at about an 87% for staff salary benefits and we put the the rest towards supplies the jonali which is the J is actually done through the Lee Lake reservation they are the holders of that we count students who are JM eligible who are eligible for enrollment or have descendancy to somebody who's enrolled we'll qualify for that program and so when we say we provide financial support for some of our students this is where we can buy our students tennis shoes where we can pay the iPad fees where we can play pay classroom supplies we can do back paths the pencils anything that we need to have our students be successful we can pull out of this area and funding so to be um eligible to be in the program um or to be listed as one of our program students um if student is enrolled um a federally recognized tribe or a descendant um grandchild or great-grandchild of an enrolled member but we really try to include as many students and staff as we can into our activities and I think it's really awesome just trying to build that um support through our students through expanding cultural knowledge and awareness across the district is really important but this is where like the funding comes from right like all of those numbers like come from like the student count and so it's really important that we um our Advocates spend a lot of time Mak insurance Jessica like with the paperwork and kind of doing like that background stuff that I think a lot of people don't see but that's really critical to the program continuing I think just if I can jump in I don't know that everybody knows about but we're obviously a member of M M was the organization that advocated and lobbied for and got Indian State Indian education funding completely changed um I don't remember what year it was six or eight years ago maybe longer 10 now um they pulled together a a committee of school districts that had large numbers of American Indian kids at that time we were all fighting for $70,000 success for the future grants yeah and if I mean you could have it one year and not get it the next that happened to 318 um and it completely changes the program and so we as a committee um um advocated for a per pupil formula with a Baseline and I remember being in the meeting uh in Walker and the commissioner saying this is never going to happen they'll never do this and we said this is what we need to do and your job's to go do that and um I think Governor Dayton was the governor at the time and um we kind of shot for the moon a little bit and we got it and so it was a significant change for every District that had American Indian kids in it this is above and beyond other state yep wow so when we look at that program budget yeah you know the state funding at best if we got the grant it would have been $77,000 I think at the time and that that's where we're able to do so much more with program staff and also depend on it I mean it was so hard when you had people from near to year yeah was bad yeah so I think it just I'm bringing all that up to illustrate you know again how important it is in our advocacy efforts and these groups that we're a part of that can really get things done and that's something that that I'm really proud of that we were able to get done and with this part School me and Erica have we are nominated for the Minnesota Indian Education Association board so we are actually board members on there and so what we're working with with this a couple different foundations and with State MD Indian education department of creating um basically hubs of a Southern and Northern for Indian educations so that they can come and be collaborative and we can actually have the baselines for wages for positions for all of that that comes down the line withing great 377 students that's incl 12 yes how do we compare it to other school districts in the county as first numbers we have a we have a pretty high number yep the rivers right above us um anywhere around us is sitting much lower than that and so with this funding for under the state legislation we have to have a program coordinator fulltime if you have 100 more of American students in any district and how we decide to allocate the funding is actually based on the needs of our students we do needs assessments we get feedback from our teachers from our staff from our Community other Indian education programs and state Indian education with Dr har said and so that's how we allocate our funding and how do we want to take our ISD 318 we have an unbelievable staff we have an unbelievable board we have an unbelievable admin that has helped guide us along this entire way we wrote Our Own curriculum we utilize our own curriculum for each of our grade levels and we have our out learning area Blandon Foundation we wrote a grant we got 150,000 from there the school district helps out with taking care of other things there that's where we do our wild rice camps our maple sugar all of that so anything that you see us doing whether we're out in the community whether we're in a classroom whether we're chasing somebody down the hall helping them out is all of our family engagement is a really big part of of the program um we post um typically quarterly family nights join us like if we're having a family night please come um it's a great time to just kind of you know sit in community with our families and students and see them outside of the classroom and and kind of share a meal or do a fun activity or a program um this last um family night we had was with indigenous people's day um and just invited our families to come to that and experience the community um celebration of indigenous people's day um we also have a parent committee um of program families that come and make decisions about the program so there's a state committee a federal and a John rally committee and so all of the parents decide kind of um you know what happens with the funding and so like you know if we come up with a proposal or think that something should happen all of it gets ran by the parent committee to make sure that it's in line with what they're thinking also um and so there's a very engaged parent committee they've been um really great to work with and get to know and um so we monthly um the student family needs survey just mentioned um this year's will be going out shortly um and it really asks a lot of questions about like what do students and families need but also like leave some open ending so if there's things that we had thought about a certain category that they can give their input into and then the parent committee will look at that to kind of create our education plan to look at our different goals see how we're doing on things and what we need to adjust for the next round of grams um we have our school supply giveaway you know trying to remove barriers for students and families so um it was really fun this August um lots of families came we were able to set up at the um cultural site just outside of AR Johns there um and families came through and were able to get their school supplies what they needed and um people were very appreciative of that so it's just one less barrier for them to be successful in school um really uh all of The Advocates are like homeschool yans so they're they're meeting parents where they're at so if a parent um you know can't get something done or needs a form or needs some sort of help that can help remove a barrier for a student like The Advocates are there reaching out to them going to the home meeting them in the community um just working on family's behalf um you know we know that not every family member has had an awesome experience at school and like many of the historical experiences of indigenous peoples were pretty traumatic and so um Advocates can kind of act as that um safe place or safe person for families to engage in the school that maybe um you know they didn't have that relationship with before and can help build that trust um with the family about the school system um also just like full service like you know if if a family needs food they're getting it if they I mean it doesn't matter what it is you know I mean really trying to like just break down any barriers to families for so their kids can get to school and learn and get the education that they um they deserve program Partnerships we have quite a few we would not be able to do the job that we do without all of these other programs de River School District we do a lot of work with Mr Sherwin and Jade in that area we do we partner with other OJ education programs Greenway Chism hiving you name it we are all connected Blendon Foundation there are Pals and helping us get our cultural learning site up certain questions for us once in a while they reach out to us if they need to answer something else in the community and what's an appropriate way to do it Grand Rapids Children's Museum this one is a going to be a beautiful collaboration so we this has been almost a year in progress we wrote a grant with the grand repus Children's Museum and got a $30,000 Grant to create an OJ Bo education exhibit there so we are in the stages of the walls going up we're painting some of our students will be doing the artwork for there and it'll be based off of the O boy constellations so once that's done it'll be a nice a nice new exhibit there for the kiddos and then we will be doing some programming with them so that all the districts around the area or wherever can come in and see our programming do our programming have Hands-On learning The Greenway School District they're our right hand we need them they need us and we work together wonderfully we do a summer program which we're working on changing it we do a workshop they do the workshop put it all on for us and we provide some of the teachers and the lessons and it's just a rem these relationships have been built really because of the what we get to do here and to Branch it out to other people and to show them how things can work in other districts the mccr the macrosi are has been our Forefront our kiddos do a an exhibit there every single year we work with them to do small classes there and then we got a grant with Sam and fawn Samson to do hoop dance regalia making so at indigenous people's day they did a performance with only a few of our students but 10 of our students will be get complete new outfits Hoops made and they will be doing a full community performance after we decided to P into der River into this collaboration so that we can have some of their students involved in this too so there'll be 20 kiddos that will be doing drum and dance and learning this entire routine the city of Grand Rapids they reach out to us quite often and we take care of indigenous people's day we do just different smaller projects within the community for them aren't anything that they come forward and ask and we help them out the humans Rights Commission is right with the ground Rapids City of Grand Rapids and really these Partnerships have flourished because of the work we do in Grand Rapids and because of again the school board the administration that we have the teachers and our students and families so just to look at some data so this is from like the North Star data report card um so you can kind of see from the last um last year just kind of where where we're where we're sitting um you know I think we have a lot of Hope in our program but there's still some areas that like we are seeing a gap it um you can see that here with the math achievement rate so the dark blue is the states rate the green is the district overall and then the teal um is our American indan students based on that report um reading here again same holders so even though obviously I mean you can see in the chart we are doing better than the state average we're still like our American Indian students are um not um meeting at the same level as our other students um attendance same colors and categories question that so we really work close with the try officers especially me so we touch base with families that they have hard engagement with and we get those Kos the school we're picking them up we're doing whatever so that's actually a good collaboration with Rost resources to put that done and we have seen a better error increase in attendance when we know in in schools where students have early reltionship and they feel like they belong that they want to come to school more and I think that's one area that our program shines is with The Advocates because the students know that their Advocate cares for them very much and wants to see them be successful and it's through those consistent daily relationships that we're seeing that you know we are you know we're trying to really build that attendance into their habits so um and then this is our big celebration my our confetti stuff is that like looking at our GR foure gradu uation rate that actually um 93.8% of the students are graduating in that four-year graduation which is about the district and states and I think this is really that Testament to um the perseverance of um the program and how it does make students feel connected um whether that's at the high school or ALC or any of the other buildings in the schools but just to get them through to that end goal that we all have for them and so this is just one one huge celebration for us and that we wanted to highlight for you and that 0% drop out right like we don't dropping out so our elementary support keep consistency between all of our elementaries we provide like we had said before a full service basically a full service community School in one room with one Advocate we do academic interventions we review the data we attend all dart meetings and we perform cultural observations with the dream Peter program we also do small group instruction and support so in a week's time period our student Advocates see 100% of our Native American kids in a week's time and our kiddos are always if our Advocates are gone prior years when I'm talk about prior years when we started rebuilding the program we would never have to hire self in now we have to make sure we have a replacement sub for our Advocates when they're gone we work with teachers to create lessons that they will eventually feel comfortable teaching in their class we went to digital learning files so that I created these files that the teachers we send out to all staff that they pull up this file they click on the PowerPoint they click on the learning activity and we have it grade based and meeting to standards for them to work on and East Elementary Samantha goes into we did some pilot programming with our fifth grade classes they have wrote books on Seven Grandfather teachings they do basically a Capstone project for Indian education at the end of every single year I and I just want to acknowledge that so I was at uh one of the schools a couple weeks ago and the teacher was talking about just how valuable it was to be able to talk about um this happened to be racing but they they were able to use the resources on Rising show them talk about that and then they went to visit and so like these kids had context and could scaffold which is the principle of learning like could scaffold this learning in the Hands-On piece to something that they had just learned about in the classroom using the resources that had been created so it was like oh tell me about this she said it was so great the kids knew when we got there they they so it was that's it's really good and so to go on that some more we also take our fifth graders middle school and high schoolers they come out because with the smaller staff that we have we go in and do these lessons with these students so that they can come out and take our spot in these areas and teaching for others this is just some of the work that they do each of the month we go over Seven Grandfather teaching and the curriculum that we created is it gives The Advocates some of their own leadership building qualities to be able to pick out what activity they want to do in that month you will see still see consistency but we narrowed it down to like three four projects in the month that they can work on with the students so every single week they're working on a going over the grandfather teaching doing an activity and then we bring in food and then they also do a food activity every single month our middle school so when we get to the middle school level we look more at the students academics we look at more of that it's wonderful so our academics they come see Erica us she still sees 100% of her students unless they're in sixth grade and have bander choir so that's when we miss out on them is when they're in sixth grade and have band or choir because they don't have a study H so students utilize the Middle School Indian education room when they have study hall they automatically go to Miss Erica she works on everything from academics she pulls their grade reports every single week we look at attendance we make a plan for any missing assignments or anything Pro bigger projects have to work on make sure they have all supplies we go over their behavior with them to see how their behavior is that week what kind of goals do we need to set we offer classroom teacher support Erica goes into some of the classrooms when we need to be pulled out to go do presentations or whatever they would like to do we do a lot with the art department and when you see AR Kos like to enter our contest so Detroit Lakes we entered their Detroit Lakes so your Bo education our contest and we took 37 places out of 46 places we actually brought a bus with all of our students there to collect all of our Awards you will see a lot more of the bead work the regalia making anything like that comes from this from our Middle School and High School level field trips we go to the career fairs we go to college fairs we attend other schools and then Erica never getes a break at the middle school level and so we do lunch groups there we make things fun like tomorrow they're making wild rice soup with some of our wild rice the high school and area Learning Center so this is really ran pretty much like our Middle School Ella will pull the attendance reports Behavior reports go through those with the kiddos she does post-se secondary engagement you'll see the kiddos taking field trips to the college fairs if the kiddos if the students I call them kiddos because they're all of our kiddos that come in there I have to tell you I have to Sidetrack really quick so me and Erica meet together every single Halloween go trick-or-treating she lives right in town and so she calls me and she's like we always go out to dinner she's like uh I don't think I'm going to make dinner this year I was like we go to dinner every single year she like lifts up her phone looks behind her she has like 15 students that found her trick-or-treating and they're all trick-or-treating together so that just tells you the kind of the kind of relationships our Advocates build with our students we go on these field trips we have a blast we also do pre special education screening at all levels so before our students are played for special education we'll go in and work with our students and work on different intervention projects do just whatever we need if we need to be in the classroom with them that's where we're at we help them make it through the day to see why they really need that extra support and help we have the foundations of Education elective credit that is an amazing class there's seven students in there right now these students will work on a project of their Co that they research educate themselves on educate their families on and produce this Capstone project for the selective and one of their requirements are to come out and teach at our Sugar Bush and wild R camps Bigfork we are actually working with Bigfork right now we have an amazing group of teachers that I made a cohort with and these teachers being knowing that we have a limit staff to be able to go up there there's a group of six of us who have met and came up with a plan for support we will be doing a digital learning language table with them once a week we will also we bring in presentations over there to them I'm currently working with the fourth grade teachers right now for to work on a a painting mural that they'll be creating display up at the big book school so we even though we're not out there often we have Come Away with some new ways to produce programming up there that's effective and won't leave anyone out and we're looking at school based there because the school is smaller than here be full lesson for the SCH classrooms I think the biggest thing um that's really exci is I think just the cultural learning site and I'll show we'll show a couple pictures in a minute but just that like our Advocates really provide these lessons um at all sites and that like our program has over a thousand students that have attended our presentations or our different um activities um and it's really our cultural learning site is a place you know for everyone for families and the community to come and do different types of things um I just want to show you so this was the last update that you got a year ago okay this was the the cement had been poured and here it is today so if you look like the The Pavilion is up the electric is in there's you know there's where um the the seating is for the fire and um there's been lots of lots of students out there um with rice Camp Advocates were out it was not the nice weather we've been having it was very cold windy and they were there all day you know and groups of students coming and going and and not knowing kind of what that looks like but I'm sure you're very grateful for the Pavilion at least you know for that for that cover but um just very exciting if you get a chance to drive by you just go down that one way by um our gums there and you can see the see the change um I know the brush has been removed um just recently some of the big piles and it's really exciting just to see uh you know how much potential this this site has and how um how exciting it's going to be to watch it grow um you know from from this to this and Beyond this you know I think there's lots of applications and further uses that we'll be seeing with the cultural learning area and our goal is to make this a yearr round cultural learning area so we'll be out there during winter time summertime yeah so the celebrations um having the dret graduation this was the third year so that's been awesome yeah to honor our students and all students um just the elective credit continuing um for something that we're really proud of um just the those those lessons having rice Camp Sugar Bush just being out there and having the students come and and kind of have that experiential learning um the indigenous people's Day celebration the drum and dance um just Contin to academically support our students and partner in um in the D process and making sure that our students are um having an advocate at the table um to make sure that there's no cultural barriers that are um or cultural factors that are impacting their ability to engage in the classroom um or misunderstandings I guess I should say in the classroom are helping because of cultural factors um just that family engagement peace is huge the Partnerships you know I just I sit and listen to just talk about all this stuff and it's just like holy cow like how how do people like how do we get that all done in a year or in five years and I think there's just so much to celebrate and you know I I think our students are are so special and our Advocates see that that uniqueness in all of them and it just really helps us keep keep the mission the vision of the program moving ahead so what are we working on still working on things we do a lot but there's um trying to expand those cultural activities like just said um to year round looking at some funding opportunities um you know J is really good at um talking with people and advocating for the program and the site and um finding those opportunities for continued funding Beyond um you know our grant funding um looking at our staff capacity what does that look like is there some more opportunities as we move ahead had with funding to you know I mean could there be someone going up to Big pork more often or could there be a you know a cultural leason that's going around between the buildings you know what what are some of those opportunities moving ahead um you know building a a lacrosse team so that we can have the competition with dear River field trips so dear River last year started Sherwin started a cross just practice on Mondays and Wednesdays so Grandma loaded up kiddos and brought them to Der River every single Monday Wednesday evenings to go and play and so right now we have seven um seven males who like to go to Lacrosse go play and have Grandma drive them over there to play every single Monday Wednesday um just spoke about the um the cultural learning area with the Children's Museum which will be really exciting um just we've been focusing on kind of looking at our program directions um you know with Bruce um leaving and kind of the program being in transition of that leadership piece like looking at you know how can um we align what we're doing with the Strategic directions where where does those things fit kind of aligning between buildings um you know a lot of times like The Advocates are they by themselves and so like trying to find those those common threads and those common pieces to really um strengthen the program and also strengthen the support that The Advocates um receive um and then also just looking at um we've been looking at a lot of behavior data um now that edge of climber um you know is being used across the district and um you know with the behavior working group like the the data that we're getting is um easier to look at than than we've ever seen before and so we're just really um kind of looking through that and seeing like you know how are our students doing you know with behavior and are there some areas that we can help educate staff or educate others about um culture and how um and interaction with students and of course that um I skipped the continue to create positive Comm Community relationships through conversations and programs and activities well and like just said you know we just appreciate your support and your commitment to our students um you know I think it it goes a long way to have the school board and administration support support our program and I think that's what makes the difference so that we are able to do all these things that help our super PLS Dennis can I uh ask that uh you ensure that if there are opportunities uh events that are going on where we as a school board uh could attend support uh be sure that we we know about that sometimes it falls off by radio screen um we simply don't know about it congratulations on um Mark and Matt and I uh last spring we did a listening session with uh um where was it fondal f f fond I'm sorry yes fond and uh they volunteered as you know uh they volunteered that this program uh you put together is one of the leading programs in the state they were extremely proud of this and you to be commended for that incredible graduation rate that is that is really something yeah show relationships thank you if there was something on your wish list what would it be just one thing add at least one more staff because it's really the staff that make this program our attendance our staff attendance rate is remarkable we have to tell them to use their lend or if they're sick to actually stay home and be sick so where would that person be that person would be taking care of big fork for us so that we have that permanent person going on to Big per a minimum of once a week and then taken care of when we do bigger activities we don't only include our Indian education students you come into our rooms and they're like busting out of the seam with all students who want to come in and learn and because of that we had made a we have made such a better atmosphere for all students we can walk into the lunchrooms and everybody's saying hey hey we getting along we remove those barriers between different lines for all so taking that and when you come to our activities into the classroom like Erica's making chicken bre soup tomorrow I guarantee there's GNA be about a minimum of 200 kids are gonna come through her so having this person be able to step in so she went and did the grocery shopping tonight or tomorrow and so a person to come in and help when we do those extra things in the classroom so that we can produce more of those things but I think also like from like a district level like beyond the program I think it's just about finding opportunities to kind of embed that Indian education for all from the district side of things that it's not the program's responsibility to make sure that everyone is is including that but that like there's this support and like some resource behind helping teachers and staff Implement some of those requirements because it's good for kids you know and understanding like who our neighbors are and who the people are that are from here and and kind of having those connections like I think our Advocates do a really good job with that but like our program funds are pretty tied up in our program students and so I think there's a lot of opportunity there that um other students could have with that District support side of things thank you what about with the outdoor site is there more stuff that's going to happen there oh yes so what else is going so me and we're working with an architect so when we created this it's actually me and his vision of how this would come about and when I say we're going to open it year round they're actually going to be Seasons so we'll have summer we'll have fall winter and spring and so each of our activities will take place in there so then we'll work with the class or classes to come out and build the housing that the OJ boy used in the supp time that they use in fall winter times like that so we'll actually work with different departments to be able to come out and create this every year because we want it to be more authentic and why do we choose choose the giveways because we are in this area and we're right next to the Leech Lake reservation and a majority of our students are trip away and so we will have our sites at each we'll have our seasons and in these Seasons that's where we perform M's activities for That season and we'll have a full high place um we'll have a place to smoke fish and do the outdoor cooking so when we realized Elric was like that was a possibility oh we were pumped like we weren't planning for that but we're like oh yeah so yeah so you should will come out there and you'll see at the big middle will be a huge fire ring area seating for students and then we'll have our Seasons all around us thank you very much for coming well done really really nice presentation next item on the agenda uh student data report superintendent gross all right we're moving from like U you know all that really cool amazing to data about student enrollment which isn't nearly as fun and exciting and heartwarming in some cases um Carol would normally be here but she's uh with family tonight um and so wasn't able to be here so I I said I'd step in this is a indicator report that's typical for us to do about this time of year so this is the team that worked on it staff from schools Linda obviously has the Mars kind of the guru and to information person very involved as well as Cara um so something that uh we track obviously is our kindergarten coun the Year we're down in K and this was kind of surprising to us but in talking to our early childhood Partners um Darla from invest early said this was we saw the same thing in when they were three and when they were four so they saw this thing coming it wasn't a you know some big drop off when they just showed up to our school it's just a um a TR you know an anomaly I guess and I guess we'll see if it truly is a one-off next year but um we we do our best to do projections and we talk about this a lot when we go through budgeting about how challenging it is to budget and predict revenues when our biggest Revenue driver is how many kids and how much we get per kid and our you know we can look at birth rates in the county and our capture rate and all those things but at the end of the day uh it's really difficult to project who actually shows up um one of the things that we did do that helped us from a budget standpoint when we saw low enrollment numbers registration numbers last spring um we didn't fill a kindergarten spot that was vacated by a teacher so we kind of eliminated the kindergarten section last spring um in anticipation or with the knowledge of the data we had at that time and it turned out that that was a really good move um so that we weren't overstaffed in k i shouldn't use that word overstaffed but staffed you know comparatively to other other school other grade levels Matt before you move on there between 2324 and 2425 we have any numbers indicators anything that tells us that they're homeschooling I me we're at 281 and 23 we do have homeschool uh homeschool data up here and I'll show you our homeschool numbers are up but um you'll see that in a little bit so there's there's definitely some of that in there uh this is our October enrollment this is a kind of that October 1st October 15th time frame is when we look at our October enrollment or our enrollment and uh especially in special education some uh important information is based on October enrollment you know we can look at this trend over time and where batches of kids are but one of the things that probably is the most helpful to do here is to look at cohorts so uh that cohort in those arrows that's the same group of kids if you will going from first to second third grade or from 8th to nth to 10th grade you kind of see what happens here we tend to pick up kids when they get older um and we have you know we have an anomaly that happens around sixth grade and seventh grade with St Joe's and they only service kids through this so there's some uniquenesses there activities a that as far as yeah numbers increasing in those stre yeah I think activities play a role um the area Learning Center plays a role for sure you know when the if a kid is uh a Northland Northland Community School student and they enroll in the alc they become our student um so that would influence our overall enrollment this is our overall enrollment comparison looking back 10 years um I have the information on my sheet but you know this this shows a decrease of 4.4% I believe over that decade uh across the country I want to make sure I get these numbers right so four 4.4% for us uh in the country the decline over that same decade it's been a trend across our country and across our state um Statewide it's 2.7 yeah that's what it was the across the country is 2% over that same decade across the state of Minnesota is 2.7% in rural Minnesota uh it's 8% so we're not we're better than the you know kind of the rural average not as good as the overall State average but our decline over that decade is 4.4% this is going to be kind of the beginning of a complicated little section here um this shows our free and reduced percentage and so you can see that blue shows the free or reduced percentage um and we talk a lot about compensatory revenue and have especially during covid because we saw big huge swings we saw compensatory which historically has been based on a formula that was driven by free reduced percent and during covid when everybody ate for free those you know pieces of paper filling people were filling out went down and we saw a big decreases in compensatory revenue and then we saw that go up um due to some legislative changes and we're tracking now and there's a high level of variability and uncertainty about what's going to happen next because the law changed in 2023 so that the compensatory revenues not based on how many paper enrollments we get it's based on Direct Direct certified kits so this is an example of what it would look like right now um so I I mentioned here in the red if we were counting kids the way we normally would uh those would be the numbers 374 reduced uh 12291 one free the with the new law uh instead of 374 we're looking at 255 instead of 1291 we're looking at 1205 and that has significant Revenue implications um based on what we know today uh what are what's a direct certified kid it's a kid that uh is in a household that receives snap that receives uh temporary assistance for any families uh um food distribution program on Indian reservations or Medicaid if they're homeless foster care Head Start or uh run away they're direct certified so this the system changed how we are counting kids and uh which to some degree is it it's simpler from the standpoint of of a process that the state can get data directly from the school uh or directly from the Minnesota Department of Health but it also leads a lot of kids out obviously um this is this is the law and I don't expect you to be able to read it I mean your eyes are maybe better than mine but one of the things that we're not sure about is how the uh this clause in here will play out so what the state did they said we're going to change the formula but we're going to spend the same amount of money and so how that money is distributed is going to change it if we just use the calculation only our compensatory would go down by about 1.7 million if we just use the formula because this and if um everybody else or the majority of other districts will just say if their direct certified numbers went way up this could happen to us this this would happen to us if other districts are affected like if all the districts were affected proportionately some of the Delta between what they spent before and everybody's decreased amount would be redistributed so it's likely I would say that it won't be 1.7 million it's also likely that it won't be 4.1 million which is what we're expecting to receive in fiscal 25 the year that we're in um and the reason why those numbers were so big in these last two years is because you know we all were as this was moving through lobbying saying you got to hold harmless here you can't you know pull a rug out and so there was some big hold harmless language in there that helped but this will affect us to what degree it's uncertain because this kind of looks out a year in advance sounds like you're just making a shift of the money based on new formula yeah I mean the it's a redistribution it's a redistribution based on you know a new formula and if everybody's formula worked out to be the same everybody's Revenue would be the same but if you are a district that has a proportionately less number of a lesser number of direct certified kids as compared to paper pencil free and reduced form kids then you're going to be you know disproportionately hurt more is there anything we can capture on the front end map that we're not capturing now that fits into the new gold um not a lot because this this most of this data is is coming from the Department of Health or coming from the state which you know I've been saying forever that it's stupid that we have to fill out these forms anyway and send them in because the state has something called income tax where they know how much everybody makes already um I would have preferred that they use that as their formula because it's very straightforward and I think predictable and stable and and you know Fair they changed it to something that I don't know as any of those things so where are they getting their data from you know that County the county yep Department of Health and then it some of it's self-reported if we're reporting you know homeless homeless is a number that we we you know we provide that's not a huge number so it doesn't have a giant impact but um most of it's coming from the state it used to be that you just have four people but they wouldn't get any benefit from the county or whatever that's the trunk we're missing you know going ahead right if they're not being counted somewhere yeah right is there any way any way to capture that or find that out I don't know is the is the state cap is that legislatively set and is there inflation or anything like that it changes so um for fiscal year 26 so the 2526 year it's 839 million roughly and then for fiscal year 27 and later it's 857 million so it goes up by what 19 million 20 million there 19 million um from fiscal 26 fiscal 27 there's nothing beyond that so you know two years out from now it's stuck at 857 unless there's advocacy around that word and later you know or they come along or they come along change the law and do it all yeah right right right y do away with yeah so it's uh it it you know as I was talking to Cara like there's a lot of unknown here what is known clearly is this is another example of how uncertain and variable and difficult it is uh for school districts like ours we have to budget based on this I mean we have to budget based on this this giant set of unknowns and um it's it's challenging and again we we don't have the ability to to to control both sides of the Ledger uh that much so it's It's Tricky Elementary sections and class sizes so uh this kind of goes through over the last five fiscal years back to fiscal 21 so the 2021 school year how many sections we've had um you can see in K from 13 to 10 from first from 13 to 11 13 to 10 12 to 10 11s across the board in fourth grade 11s to 10 in fifth grade and then you can see the corresponding class size um go up um in those bars at on the bottom uh as you'd expect and our strategy had been that we're going to try to keep them as low as we can in the primary grades especially K and one um and there are consequences if you're pushing that side of the toothpaste tube uh we could add sixth grade on here too they their numbers are are in the 30s um so we've seen those climbs though in those Upper Elementary grades now again uh one of the things that and the I'd say the primary reason why we made the grade level building change so that we can manage these and we don't have one school that's at 23.8 and one school that's at 27.8 um we can manage those reductions and like I said the decision we made last last spring with kindergarten was a perfect example if we were going to eliminate if we were going to eliminate a kindergarten section previous to this fall when we had two buildings we would have had to decide well which building is that case section going to come out of and we would have had a a difficult time sort of managing where the you know which Cas section was which and which one was going to be bigger than the other one we didn't have to do that um and correspondingly um we had a vacancy in third grade that we filled uh so that we could manage that and it wasn't which building is going to get the third grade section it was the third grade buildings going to get the third grade section and then enabled us to manage that third grade class size so uh it's that decision is less about some giant cost savings as it is about the ability to manage these class sizes uh and you know in the future as well um and we'll be making some adjustments you know this spring as we're looking at these cohorts go through uh so for instance we have uh this first grade to second grade that'll be a dynamic that we need to look at uh as far as numbers and uh the third to fourth grade Dynamic is will be an interesting to watch we've got 10 sections of third we've got 11 sections of fourth will we need that many how many what we need so there'll be some probably some moving around as we go through there but class sizes have increased um you know historically I wouldn't say we're at historic levels I wouldn't say that we're at you know um uh dramatic Statewide levels you could find schools some places that have higher class sizes or higher class sizes than ours you could certainly find some that have lower class sizes and ours and I'm not saying any of that to say that that any one of these sections and any one of these classrooms is easy none of it's all hard work um yeah it's all hard work let me get a piece just changes difficult at times change right we used to do moving to that's the reality that we're the feedback you know the feedback I've received uh from staff in General on the grade level change has been very positive to be able to be in a hallway with you know this whole this larger all of your peers in that group and it's also made it easier to pull in uh the big forks and the Cohasset because there's less kind of connection points to make so I think that part of it's been positive at the high school uh again this is it the high school gets complicated when we start talking about the a Learning Center one of the things we get asked is you know what happens to kids when they move in and move out move out where do they go I think it's it's easy to want kind of a Smoking Gun when kids go somewhere and the reality is it's it kind of ends up being spread out that uh these codes at the bottom that's what Linda uses where where do they go um and that's you know they went to a different School somewhere uh you can see moving outside of the state um transferred but didn't move each one of these columns kind of has a few kids in it then the top one uh that's larger there in that L99 is um you know the kind of a shift to a different a different District somewhere so PR open enroll did we make an assumption did we have a lot of students move from District to District No like before before was made legal in the state yeah no no right no uh this is the Sim this is similar data for Big Fork High School enrollment um not as much moving around and I think you know part of that geography part of its options um things like that but most of those students if they're going to go somewhere in Big Fork um this year it's been to PS not to a different School District something that we talk about and you know when when I'm out doing my community meetings uh I talk about is just the unique nature of our school district I mean look at how weirdly shaped that is look at how large it is look at how spread out it is look the fact that you if you're uh North on Winnie you're driving through a school district to get here um you know I think it's it's lost on a lot of people that we border repres that a dozen school districts there um and uh you know we have we have a large border with hiting we have the we we have the largest uh linear border with nashwa kwat and any other school district I mean it's it's just kind of a an interesting Dynamic and it adds to the complexity it adds to the cost it adds to a lot of uniqueness to our school district so this is open enrollment and there's a lot of n gets in here and interesting information I think so again casting a look back 10 years um last year we had the highest number of open- enrolled in students uh that we've had in a decade by about 10% 700 727 kids open and rolling in we also had a relatively High number of kids open and roll out but if you look at timing um in that 14 15 school year all the way through 1920 we were in the 440s 450s 480s and then all of a sudden we jump up by 50 60 well there was a uh significant increase in online learning providers in that 20 2021 school year during Co and a number of those providers have stuck around um so it's been easier districts have gotten better at it kids have gotten better at it so we're seeing the impact of that and and it's a decision and a discussion for our own School District what is our response to that we certainly Partners partner we we you know we started helped start an online School in 2005 um knowing that you know you know 20 years ago knowing this was going to be part of the dynamic um but that's still that you know when a kid goes to Infinity online we're still losing Revenue um it's cheaper because we have a tuition agreement than if they were to open and roll out to Minnesota Virtual Academy or Houston online so it's cheaper than that but um you know Hibbing I know started an online high school this uh this fall or last fall to sort of fight back against give give those local kids an option to stay home and keep all that Revenue so um it's a discussion that we need to look at here and and um you know how does that fit with Infinity online um does it not what's our best response to that do we focus on the 727 and drawing kids in and keeping kids that are ours I mean but if you think about that number 18% of our enrollment comes from kids not in our school district that's I think it says something uh I think it means something and I think the fact that it's higher I mean higher last year than it's been in a decade and that's in a fifth year of making reductions people are seeing something here that's valuable to them uh and I think that's it's worth acknowledging do you ever ask the question Matt of the of the student to run the teris why here I don't know that we asked the ones that are coming here that question might be interesting yeah we we used to talk to ninth graders that were coming in you know and ninth grade is when a lot of kids do actually shift over for activities but one of the answers we got a lot was curricular offerings and of course one of the hard things is when you do reductions you lose curricular offerings so I I I think it'd be worthwhile if we could ask that question and gather that data and it's something to tell a story why they're coming right whether it's activities whether it's acadamic it's it's something that we have that somebody else doesn't have and the community aspect of it I it's it's good thing good story to tell there's the uh I'm not too sure which year it was but it might be in 21 uh we closed Squad Leake oh that would have been like it wasn't 21 it would have been like 16 17 yeah y actually Squad Lake was closed before I come out of cour oh okay so years yeah I don't remember the year but I don't CL I think it yeah it was it was just a few yeah it I was a superintendent in der River I know that for sure because once yeah I I remember buch of kids you were thinking about closing North school yeah when we did we did close north school like two years later um so yeah it was like 2006 I bet uh this this is I think probably interesting as well uh this shows where kids are coming in in and out of predominantly all right so I think it's probably not a surprise that Greenway is the district that we uh have the most students opening roll out of 195 but it's also the dist District that we have the most students open enroll in from 467 so again if you think about that in the context of our over o overall enrollment over 10% of our students enrolled here are residents of of Greenway so we're net 2 272 there we're net 49 with dear River um Hill City we're a net loser to and that number I think will be we we'll lose more kids to Hill City this next fall than we've lost before um I think that net will be worse for 24 25 because um the school the school start time uh piece of it uh we're just aware of you know when they when when Hill city is small enough to notice a number of enrollments you know I think it'll hit us more and there's a you know there's a there there's some mathematics that we need to look at around the school start time piece too um when you say school start time when we when we when we uh had our schools open open later so previously we were paying staff to baby you know yeah and we're not know but there's a Tipping Point where it cost us $18,000 to staff it we're losing you know 10 kids that hasn't helped so um you know when you look at Greenway and Deer River uh we're going to see see both in and out there a lot of people talk about boundaries and you know that kind of stuff um but but I do think and I I have to believe we could tease out um a data set of just our open and roll contact information just do a quick little survey about that why again maybe I'm not thinking of this right way but I like to think I am is it tells the story and I think it might help us on the the endgame of operating PR got a lot to offer here's what's happening coming from wherever yeah because of this this this yeah when you look at Greenway uh La Prairie is a factor too sure and the road yeah there's there's a family that lives 500 ft that way but they go this way yeah and they never go that way but I do I agree that there's a story here if we're talking about goals of building trust and confidence and we have data to show that more open androll kids are coming here than having a decade that's again after cutting for four years yeah um and that we're we're netting significantly in open enrollment to the good I think there is a story there uh where do our students go uh you can see this kind of steady incline of charter schools that's a lot of online stuff um other districts that's Big Time online stuff okay uh the yellow tuition out that's like a student who would get placed at Northwest juvenile center or uh adjudicated and placed in Fargo or something like that that's not like PSO or any that kind of tuition this just uh School District tuition here's uh uh Pat your question about H School enrollment Trends uh home school you can see up was at 35 from last year I think some of that had to do with school starting I think some of it had to do with the the grade levels reorganizing um but you can see back in 2021 we were up at we were up this high too uh it's kind of a volatile number I also think it's a it's a societal um societal piece right now and there are a lot of um organizations promoting and Catering to people that are interested in doing this some other details here around some other you know schools uh Lighthouse academ is not technically homeschool and St Joe's but you we wanted to show you that as well alongside homeschool that St Joe's number I don't know that that's really been a number that's changed a lot over time Lighthouse academy obviously they started just a few years ago some of those students were homeschooled before some of them weren't um but we know that you know they just uh bought some land and they're going to be building a you know a new school and so that will be interesting um Lake Academy has kind of just started up in very Niche I would say all right so that's that's that student enrollment indicator report any questions uh that I can either try to answer or try to get uh answers for you from Cara or exciting but not quite as exciting as the initial OB know this you know get you the good feels going that's for sure it'll be interesting see on uptick and home school the changes that we made that if that will its way around and bring those students back into the school again thinking of Co right P my school home school well a little bit more difficult than yeah you know it's easy to s a home school got the respons just wish we had more predictability for our numbers that's ha has got to be being responsible in educating kids I can't disagree with you true I mean you think about all the variables that you're dealing with just from the budget perspective based on formulas yeah you coming to school this year Grand Rapid park or not I don't know where I'm going yet you know that's just ludicrous thank you not number yeah that's for sure we won't talk about vouchers tonight um you don't want to get me started on that next item on the agenda uh Robert J elkington middle school parking lot project all right we shared some information with you a few weeks ago uh with respect to this and so I don't intend to go over everything in as much detail again but uh since then we did host a uh a uh opportunity for some Community gifts and feedback we do tie this back to our strategic directions that's important this is a stewardship of resources right on a square in the middle it's about how are we taking care of the things that were entrusted to us the safety of children finances safety of Staff things like that um I shared this information with them and I put together a quick video too and sent out as a recap in my uh uh newsletter uh I think people forget that this was this building was built over 20 years ago that means it was designed probably 23 years ago and it's changed a lot in the last 20 years about you know what kids go there and I I thought this was interesting too I added this this is was the pickup and drop off designation that was designed that's how things were designed then that that that isn't a function of you know uh anything other than that's just how schools were designed then this is how they're designed now with a lot more attention paid to pick up and drop off uh and then as well on the left you don't see the separation of buses and other vehicles on the right hand side you do that's just a normal design procedure now it just wasn't then so we kind of have these constraints we're inheriting these were the concerns that led us to this I shared this with the the families the other night um and uh safety too many crosswalks uh disability accessible spots you know traffic flow things like that we talked about this previously Lots studies were done I shared this information with you before uh it's interesting to dig through files as a superintendent to go back and look and say oh this this person looked at it oh this person also looked at it oh this person I mean it's been studied a lot uh $470,000 Grant award we talked about this um the proposed Design This is what we went over the other night and I tried to make it as uh you know plain possible this is this is a significant change probably the most significant change this becomes a oneway um I think I'll talk about it here one of the things that came up uh as we were meeting this was great feedback from the from the group that was there we probably had 16 16 people there um at the top so in the on the the yellow bar that's kind of running left to right there that's right along the tennis courts the plan design was for for that to be an area where parents would drop off their kids they'd get out of their vehicle get on that yellow sidewalk or whatever right there and walk around and you know to the clockwise I guess and um that required some reg regrading of that lot and also the installation of a a wall there because of that regrading and its effect on the sidewalk and the par parents were like nobody's going to do that nobody's going to drop their kids out there no so if you look at that what would be the South uh southwest corner there up where that little light or where the image is the sign image I suppose they're like nobody's going to drop their kid off there and have them walk all the way around nobody's going to do that and so it was this great opportunity to be like well if nobody's going to do that why would we spend this money reshaping this parking lot and putting a wall there uh we just be spending money that that we don't need to spend there so super helpful feedback from that group um kind of put put some things in perspective it all looks good on paper but when you start talking about behavior and what Behavior we can influence and what Behavior we're just really not going to be able to influence uh uh you start relooking at things this was the crosswalk this is the place where all the kids will cross and that's a significant safety Improvement especially when you consider the fact that they won't be walking across parent vehicle traffic there there won't be parent vehicle traffic in that crosswalks there'll be very few vehicles that that uh come through there because that all is a oneway bus only special ed vehicle only just very little traffic there um bus flow comes down there um one of the another one of the things that which I'm getting ahead of myself so I maybe I'll just Breeze through when I get to it one of the other things that was shared at the feedback was we're not using this bus shoot that's what they call it I guess we're not using that bus shoot very much um and part of the reason is that depending Pat you're a driver you can tell me if I'm wrong but currently if you're a driver and you're coming around you have to enter enter parent traffic come around that Island to get out of that down that bus shoot and that's that's not easy it backs things up um and so uh and they having to make that so in the future because that bus traffic doesn't intermingle with the parent traffic anymore coming around there and getting on that that shoot will be simpler the other problem that they talked about being significant and you can't see it if you look where it says stop jaring up there that button above um up near there to the left really is where bus traffic and vehicle traffic collides as well not collides but intermingles uh we don't want collisions but where there's conflict there because buses are coming out of that lot taking a left um and that's holding up traffic and so that's another place where the the parents were like that has to change if this is really going to really going to make a change and so I talked to Greg about that today and um between really requiring that bus shoot to get used more and pushing traffic uh bus traffic out on Ridgewood to the north um we feel like we can limit the amount of interaction between buses and vehicle traffic up there on eth what do you think of that I I can't disagree with anything you said there I it's just amazing to me and I get a lot of credit to the pairs that are out there directing traffic and stuff that nobody has gotten right hit there in the morning and in the afternoon more so in the morning on a drop off side just I don't know yeah Crossing and holding up and you know i' I've seen it so many times this Pera she's standing in front of these vehicles that want to get by her so these buses can come out and I'm just like man oh man so this really it eliminates the eliminates the need for us to probably have two or three pairs out there um and two or three pairs in spots that are just precarious this uh this is also something that we Revisited the other night uh it was in the design it's not something we feel like is going to get utilized and it's not worth spending money on but it's all these bus only spots we just don't have a a need for those so we'll probably eliminate that save that money um and if we need to make some improvements with Grant funds to 11th Street which runs along the fifth uh fifth grade wings so call it that but uh we can use that money there this is the uh disability accessible spots right in front of the apron um it's the same number that we have now um I counted and um that's the the number that's appropriate for us to have David uh did a good job of kind of like what about and these spots will only be for um people accessing the building or special ed students get dropped off to the right so this isn't a place where we need to um count to count those in our overall count currently our accessible spots uh in the morning or or in the pickup really afternoon they're completely unusable because they're covered up by people parked essentially so these will be accessible completely um and closer so we hear about that um we hear about that every year they're too far away I can't even get my vehicle in and out of them because I'm blocked neither of those things should happen anymore so we got good feedback uh from people on those things uh this in and out disappears the only way to get in out of that but there's two ways to get in out of that lot one is to the South and West at the top um there and then in the north and east at the bottom right kind of there is a way to to get out there but that'll be gated but like on the weekend if we have a big tournament we're not really concerned about in andout flow uh we could open that gate plus if you're a visitor and you're not sure how to get to that handicap spot area you could still get in there and get to those spots without causing a problem so um but that gate will be shut probably 97% of the time uh this was what I talked about that we changed up here uh after the feedback we got from our community so that was really super helpful uh there was a group that came and they had done some thinking ahead of time they came to that meeting ready to share some things and so it wasn't that was really good I was really grateful for that this section of road so the school is kind of in the bottom left if you will that parking lot we just looked at the West lot is in the top left and the kind of the center going down is where the fifth grade Wing is so this is 11th street that runs alongside what we still call the fifth grade Wing uh this will be one way no traffic coming from the north to the South will come on this road period uh the only traffic on that road will be buses or special ed vehicles or if somebody came in and used the disabil ility accessible spots the only vehicles that would be there so again those would also only be the only vehicles that would be coming across that crosswalk so the number of vehicles coming across there is just going to go way down making that crosswalk way safer over here um traffic will come in from Ridgewood and this happens now parents are dropping off um on 11th Street in general the the big kind of the big saying if you come in from the south you're going to have to leave the South if you come in on the North you're going to have to leave from leave to the north um our focus in communication uh we sent out communication multiple times to our current parents the ones that are currently using the lots that are most familiar with how it's working now because again you go back even two years ago the traffic Dynamic the number of students riding buses was different the number of students we had was different um if you go back five years there was a fifth grade there which we don't have anymore so we were focused on the parents that are currently uh that currently have kids there or that will um I went through this I mentioned we did a structured feedback session this was what they appreciated about what we had come up with you know there were a lot of acknowledgements like this is going to be better even if it doesn't work perfectly it's going to be better than what we're doing it's going to be be safe in what we're doing um they appreciated the oneway they appreciated buses being separate from the vehicle traffic and they appreciated the the the location and number of disability parking spots and how that was going to work for them that they were going to be accessible uh because having enough of them is one thing people being able to use them as another popular concerns um training communication and accountability I didn't know that this had happened but I'm not surprised um one of the parents was like I don't know if you knew this but Mr Martinson went up on the roof of West Rapids Elementary and took this was back in when we opened those buildings took video had staff come in with their vehicles and basically said parents don't do this do this instead to help demonstrate how that pickup and draw file was supposed to work and the people in the room were like that was super helpful in 30 seconds I could see exactly what it was that we were supposed to do and you know in retrospect thinking about uh this this fall that would have been super helpful at East we had a lot of friction um because people didn't know what we wanted them to do and so um they were like you got to make sure and that people know how you want us to use this space we need to communicate and if somebody's not doing what they're supposed to do there needs to be some accountability and I'll throw another bone to Sean um he's also one that's not afraid to say just a reminder parents make sure you're doing this not this um so some of those reminders and you know like like anything 99.9% of the people are doing exactly and want to do exactly what uh what we need them to do makes it better for everybody with that being said is that's something that uh can put out every phone that yeah create that video each school yeah put all whatever the case may yeah and once you have it you can kind of keep using it right just a side bar need work High School um in the morning parent drop off and bus is coming dropping students so I mean that is true people don't get get educated about that when they're dropping up kits sometimes they don't do it all the time they don't know when in there right it's just a matter of telling people what you want them to do I you know and people get into the new routines and then all of a sudden I know uh they emptied out west last uh last week in 10 minutes w i mean that took 50 55 minutes the first week of school so that's how much things can change if we just get into routines the faster we can help people get into routines you know it's just so M with h the feedback that you got obviously you're going to create a new drawing yeah yep are you thinking about pushing that back out to the people saying based on your feedback yeah here's what the design looks like now yeah we got uh yeah we got all the contact information we'll put it back out there and that was good um so bus traffic and flow still concerns like I said about the bus shoot about the eighth eighth uh Avenue interaction uh the effect of traffic on 11th Avenue 11th Street and 8th uh there will be you know you don't move that many people around and not have it change the Dynamics and so it's like well if we squeeze this over here what's going to happen between the Middle School and East how that will change um and then continued congestion in the lot and parent cooperation kind of like how much like is this really going to fix it kind of thing um people want it to they believe it will help but you know it's kind of like I've been saying from the beginning we got this grant GNA get one shot at this yeah I want to get get it right I want to get it right you know I think everybody's kind of in that same place or as close to right as close to right because it's never gonna be right that's true that's true on the uh um the slope yeah going where it is now it's going to stay there on the back of the the parking lot cuz the Tas courts are going to stay they're going to stay there did Dan say anything about um cars with I I have heard about cars sliding in there because that the the grade in that parking lot it's five or six feet from from the bottom to the to the top curb it's six feet over however long that is it's it's significant that how steep it is but I have heard that the cars in the winter time was slide yeah need a little more s um so we're updating documents like I said we have to submit the plan to state for review that's typical uh you it'll come to you to approve the bid so you'll kind of see it one last time before we release it uh I'll go out to bid here this winter bid opening in March hopefully maybe even a little bit sooner than that if we can late February um and then construction next summer the tennis courts minus a pickle ball court yeah okay those the other thing that it was going to do um the previous design it was going to it was going to complicate getting in there for our uh our people in wheelchairs and leaving it will make that simpler uh we'll have we'll still connect the uh we'll still connect connect a sidewalk that runs alongside the tennis courts we'll have to we'll have to go back probably I don't know 50 feet so that we can gradually connect with the sidewalk that will run east and west on the north side of the parking lot but it'll be a lot a lot uh less significant than you know carving out that putting in a wall that kind of stuff so some money savings there some money savings um in that bus only area and um the there will be some there will be some margin between the Grant and the cost but we have some Bond proceeds from other projects that we can use uh to offset this so we won't have to use you know general fund money when is school rending by um I don't know the date I know Joe from wh's been watching that so we're still we're still good but I I don't know like spend spend my date for sure is there a possibility can apply for another Grant I know G that paperwork at the last board meeting open it back up to like a phase two to the project I was looking through that you know one of the things that uh Joe shared is uh this type of a grant has never been funded uh like this in outstate Minnesota an infrastructure Grant um it's just and I I was very upfront I was like I don't know it seems like a not a very I'm usually an optimistic kind of person but I wasn't very optimistic about this grant because this is just not the kind of thing they usually fund um and they they have it uh but we we we hit on it so but I'll check that spend by date I did look through there to see if there were some it looked like there's some Gap some Gap funding that you could apply for that was sort of like in between um predesign and construction I don't know if that would qualify but I can look at that again any other questions it's great work any other discussion there's there is a bait bonds right could do that any other discussion any other business before the board NOP me I can too [Music] late for