Hopkins School Board Meeting March 17th, 2026

You're good. No, you're good. They're on. Thank you, Josie. Um, we have um a uh workshop this evening of the Hopkins School Board on March 17, 2026. Uh, we're going to go ahead and get started right away because we have three really big topics. Um, thank you so much for being here um with us this evening. I um am excited to hear about the first agenda item, which is weighted grades research update. Uh, welcome um is it Dr. Cool? Welcome Dr. K. And I will turn it over to uh Dr. for Mary Perry Reed.

>> Thank you, Chair Andre, and good evening to board members, community members, and colleagues and supporters in the audience. Thank you all for being here. So, for this um first agenda item, we have been uh over the past few months researching how waiting, honors, and AP advanced courses at the high school could impact student opportunity and outcomes. And so we want to provide our school board with a summary of our key findings of the research, the engagement sessions that we've offered um to students, parents, staff um to share how waiting grades could impact motivation, could impact access to advanced coursework at the high school, and could help us recognize academic rigor. And so, um, tonight's presentation is meant to build our understanding and, um, inform the board of a recommendation that would be made to the policy monitoring committee, which is a subcommittee of the school board. And so, we are not seeking action obviously for a workshop item number one. Number two, the recommendation will be made to the policy monitoring committee. And just for um clarity's sake, we want to um make sure that everyone knows that state statute does require school boards to adopt a policy around weighted grades if they are going to have a weighted grade system. And also in 2024, there was a new law requiring districts if they're going to wait CIS or concurrent enrollment or PS and or PSO courses that those get treated equally. So with that as a context, I'll turn it over to Dr. Koul, who is our college and career specialist at our high school. Uh, Mr. Gene Ward, our co-principal, and Manuel W.

>> Wahu.

>> Wah Hugh. Thank you, Manuel Wahoo. Wah Hugh, who is one of our amazing school board reps and we'll give you hopefully like 15 20 minutes to present and then we'll have time maybe 5 10 minutes for Q&A.

>> Thank you for being here.

>> Thank you.

>> All right. So, I can start here. So, the reason we're bringing this question of weighted grades to our school, it's important because college admissions and scholarship opportunities are changing. Um, so in the past, you could count on a school converting all GPA to the same scale and then comparing students from there. But what we're seeing in the college admissions and scholarship landscape is that some schools are converting it while some schools are taking whatever is best for the student. So this means they're just taking what is highest on the transcript, whether that be a weighted or unweighted grade. Um, so it is not an overwhelming majority yet, but um the scholarship piece is becoming a lot more common and we want to be ahead of the curve on these kind of things um as the landscape is changing and this is true for other issues as well, like the ACT. Um, with Madison, Penn State, and Indiana heading back to requiring the ACT for admissions, we have to think about what that means for our community. So it is not just this one issue. So, this is how not waiting our grades has impacted our students. Um, one example is direct admissions. So, for the Indiana Kelly School of Business, um, they had a direct admissions program where if you had a 3.8 GPA, you would automatically be 3.8 or higher GPA, you would automatically be admitted. And this was weighted or unweighted. So, what we were seeing is some of our students weren't getting in because we couldn't wait their grades. And then another example is um how schools are considering a GPA. For example, W. Madison um, they claim that they unweight all their grades, but their median um admitted GPA is a 3.8 to 4.0, meaning that mathematically they have to be considering um GPA over 4.0. And then um the two examples at the end are for scholarships, Northern Michigan University and KU. Um, they both if we had weighted grades, our students could be getting more money from them in terms of merit scholarships. And I will say for myself, um, I attended the college fair that we had at our school, talking to a lot of admissions officers and seeing kind of what merit scholarships look like. I will say that many of the schools, it's not all of them, but many of the schools that our students are applying to, they take unweighted or weighted GPA, whatever is the highest, to calculate what sort of merit scholarship you're getting.

So, here's kind of what other local high schools do. Um, as you can see on the left side is the schools that do weight their grades. Um, notably Minnetonka, Wisetta, Edina, who are in the late conference with us. And then there are some schools that do not use a weighted grade around us like EP and St. Louis Park and notably Lakeville South, that just removed their weighted grade system.

So, what is a weighted grade and what would it look like at Hopkins? So the concept of a weighted grade itself is a formula in which students who take AP honors are given an extra weight in their GPA. Um, so for the proposed practice at Hopkins, AP courses would be weighted on a 5.0 scale. Honors classes would be weighted on a 4.5 scale and all other courses, which includes PSO and CIS courses, would remain on the 4.0 scale.

So, here's just kind of a graphic of what that would look like. As you can see, for the A um for an A grade on a standard course, it would start at a 4.0. On an AP course, it would start at a 5.0. And then on an honors course, it would start at a 4.5. And then if you get a grade below a C minus, you would just get the standard. If you get a grade below C minus in an AP or honors course, you would just get the standard grade because you're not really showing the level of mastery that we would be looking for in an AP and honors course.

So, here's some of the draft proposal highlights. Um, like I mentioned before, a 5.0 scale used for AP classes and a 4.5 scale used for honors classes. Um, and then like I was saying before, they must receive a C, students must receive a C minus or higher to receive the weight. And Hopkins would continue to not publish a class rank even if we continue with weighted grades. And for the GPA and transcript, we would use the unweighted for academic honors. So, what this means is for anything that has a GPA requirement, such as the scholar athlete award, um, academic letter or any graduation honors, National Honors Society, anything that has a GPA requirement, um, that would be still on the unweighted GPA scale. And then on the transcript, it would note both the weighted and the unweighted. And for implementation and review under the draft proposal, it would not be applied retroactively for classes 2020, classes of 27 and through 29. And we would implement it um next year. So year of 2627 and we'd establish a review committee to consider non-AP and honors proposals. So this means um that there may be some classes that have that level of rigor equal or exceeding an AP or honors class, but they just don't have that AP or honors title. So therefore, we'd have a review committee to kind of consider if we should wait those classes too.

>> Okay. So to talk a little bit about the process, thank you Manuel. Um, we began these discussions last spring um and put them on hold due to leadership change at the high school and then uh started the discussions again this past September. Um, we agreed on a process in November between myself and the admin team and then worked from November until March to meet with students, parents, and staff stakeholders and then um during that time period also use that to gather data from our different community stakeholders and then um in this month it says wrote final report to the admin team, but obviously I'll be submitting a report to the policy monitoring team. It just didn't make it into the slide. Okay.

So, what did we find out about what our community thinks about weighted grades? We um had the largest response rate from our students. You can see we had a survey response of 1,026 and this represents um approximately 41% of the possible um responses that we could have had. So, if we considered the eighth graders um as well, that would have been approximately 2500 students. So while it's not a majority and it's not um enough of a response rate to be able to make um, you know, statistical conclusions, it does tell us a little bit about what our students are thinking. So, we know that um many of our students, above 85%, 83 to 85% are considering or planning to register for AP and honors classes and we know that um approximately anywhere from another 12 to 13% are considering that. So the people who responded to this survey are invested in what is the role of AP and honors um in their scholastic future. Um, the question was asked whether or not they were hesitant to take an AP class because they worried about it lowering their unweighted GPA. You can see um it wasn't an overwhelming concern. Somewhere around 50 to 57%. Um, a lot of people, almost a quarter of people though, somewhere between a quarter and a third also answered no, that that wasn't a consideration in why they chose didn't choose to take a class. And then the final question, would you like to see weighted grades? Obviously, the eighth graders are particularly interested, but there's only nine of their responses. Um, but we can see that the the overwhelming over 50% of the student body did uh answer that yes, they would like to see weighted grades. The maybe percent, and we'll get to this on the next slide, um has some qualifications about how it's to be implemented. So they were they were supportive of it, but they had some questions about how it was going to be implemented before they felt comfortable in answering yes.

Okay. So the three biggest areas we had 247 qualitative comments or questions in the survey field for the students. They basically fell into three main areas. One, whether or not weighted grades would be applied retroactively. There was 52% of those qualitative comments dealt with that. We had 5% of the comments who were worried about how this might change grading in their AP and honors courses, whether or not it would make it harder. And then we had 24 um comments or roughly 10% who questioned whether or not PSO and CIS could be included.

Okay. So the overwhelming issue that the students identified, over 50%, was whether or not we would take the weighted grading scale and apply it to the AP and honors classes that they've already taken within the high school.

Okay. From a parent data perspective, we only had 46 responses. We did not have a large parent response. Now, there could be a lot of reasons for this. We have Ford NGO. We have a a principal search. We have a superintendent search. We have a lot of surveys going out to our parents right now. So, they might like be exhausted. They also might not be interested. I don't know. Um, I won't assume to know. But of the 46, um, I can tell you at least what they identified. Overwhelmingly, they were parents of students who had taken AP and honors classes. 80% of the students, 80% of the parents, excuse me, who responded had students who had taken these classes. The not applicable means they're eighth graders. They're parents of eighth graders, right? They didn't that eighth graders haven't had the opportunity to take an AP class. You can see 59% of them answered the question, do you have do you support moving to a weighted grading system? 59% said yes. We have almost one quarter of parents identifying maybe. And again, um, you'll see that this comes down to it's not that they're not supportive of it. It's more about how it's implemented is their larger concern. Okay? And only 17% of parents did not support it. The feedback from parents, there were 35 qualitative comments identified um from their survey and overwhelmingly it falls the 20, I'm sorry, the 35 comments fall into three kind of categories. The biggest is retroactivity. So 58% of the comments had to do again with um retroactively applying the weighted grading scale for which, if you don't know, there is a precedent. Chanhassen schools when they implemented weighted grades two years ago, that is exactly what they did. They retroactively applied it for the classes that were in their high schools. Okay. They said then, if you're not going to retroactively, they tied two things together. If you're not going to retroactively apply it, then we want you to start it with the rising freshman class. Meaning current 9th, 10th, and 11th graders would be on an unweighted system. Incoming freshmen, the class of 2030, would be on a weighted grading system. Okay? So that's how parents tied these two things together. There is also precedent for that. When Minnetonka implemented their waiting graded system, that's how they did it. They started with an incoming freshman class and then added on as that class went up through the high school. Okay. Approximately 28% of those comments, 10 of them um requested the inclusion of PSO in CIS classes. So while not an overwhelming majority, um, you know, about a quarter of the responses um were questioning around the draft proposal on whether to include PI PSO and CIS. There were three comments that felt that if we move to a weighted grading system, that we should be using the weighted grades in ter in order to determine awards and distinctions at the high school. And there were two comments on whether or not this was an equitable uh move. And then there was one comment, one parent identified that they felt that we needed to do more research on it before making a decision. I believe if I've done my math right, that accounts for all 35 qualitative comments from the parents. Okay. We also had four parents who wrote separate emails. All four of those parents did attend the virtual and in-person uh meetings and also filled out the surveys. So, they reidentified sort of um the same themes and comments that we saw overwhelmingly in the survey data. Okay.

Staff. So, we actually started with our staff um feedback. I went to a departmental meeting, kind of asked them what they thought about it, presented a draft, gave them a form to um fill out what they were thinking about in terms of it and gathered some information. And that's actually where I came up with the draft proposal was based on the feedback from the staff. So, I didn't survey them in the same way that I surveyed parents and students. Manuela and I really felt that um parents and students would react to something better if we like threw it out and kind of saw what people liked, what people didn't like. Um, we always emphasized when talking with the community that it was a draft. It was something to consider. It wasn't a you know, a decision hadn't been made. But with our staff, we um we went to them first. And so a lot of what you saw in the draft proposal was based on their feedback. Okay. They wanted to understand the why. Why are we moving to this? Whether it's equitable, they wanted to make sure that um uh guard rails were put in place in order to make sure that it didn't become an overly competitive high school or some sort of two-tier system, which is why we continue to emphasize not publishing class rank and things like that. How will it work with the grading principles work that Dr. Shank and his committee is doing? And how will it impact elective choices? Okay.

And we'll move to Principal Ward.

>> So thank you Dr. Cool. Thank you Manuel. Uh Manuel trekked through a snowstorm and also sectionals to uh engage in a conversation with our community around weighted grades. So we definitely appreciate you. Um, so what Dr. Cool, she presented to our administrative team, she presented us the report and then she also presented some considerations as you see here. The first consideration is we could we could do nothing. We could just pause this conversation with no implementation of weighted grades and go with our current system. Um, another option would be is we could start with our rising freshmen um and look forward with implementation starting next fall.

>> I apologize. This should say class of 2030. I don't know why AI put it that way. I apologize, but that's what it should say. I'm sorry, Principal Ward.

>> Oh, worries. Um, then looking at our third option, this is the academic year basis. So what this would do is this would start implementation next fall and this would be for all students. So as Dr. Koul alluded to earlier, as there's one transcript, students would have both their weighted and unweighted GPA on their transcript. The fourth option is looking at the retroactive application. So this would be all of our students for the upcoming year, next year, they would also be able to have weighted grades retroactively applied to their transcript. Now, as we've been through this journey over the last year and continuing to learn more and looking at our state statute and policy and knowing that the school board has a committee policy, our administrative team, um, we have some recommendations. And the reason why we thought it was important to have recommendations, one of the things that's important for us is our our registration process. I am glad to say that at the high school, we are over 94% of our students for next year are registered or not registered, have requested a class. However, due to this conversation, we know that some students have made a choice to either select a course, whether it's an AP or a non-AP course, depending on if we have the weighted grade conversation. So, in all of our communications, we wanted to iterate to our community and to you. Um, once a decision is made, then we will have to make sure that we inform our community of what decision has been made so that we can do our yearly audit where our students and families would be able to choose to make a different choice if they made a choice to select their courses based upon whether their course would be weighted or not. As far as looking at our recommendations. So it's a combination of those that were provided to us. So one, we would say for all students moving forward. So implementation would start next year for our AP and honors courses. The AP courses would be on a five-point scale. The honors would be on a 4.5 scale and that would be for all students. So all students would be able to receive the benefit of that weighted grade system. As we looked at the transcript, as I alluded to, so weighted and unweighted will be on their transcript. So both need to be shown on the transcript. Due to the Minnesota state statute, we are recommending that PSO and CIS classes will not be weighted. We also agree that students must obtain a C minus or higher in order to receive the weight. If they receive a C minus or lower, then they would receive their normal weight. And what we also really wanted to stress is the importance of having a committee as this is a change to how we are going about our grading and going about our system. We want to make sure that we're making sure that there's guard rails. We're making sure that we are supporting our students. We want to make sure that we're continuing to look at data to make sure we're educating our teachers, our students, our community, and our staff along the way. So, that is something that we want to make sure is in place. And that is the conclusion of our report.

>> I just want to say obviously the issue is complex and there's a lot more that goes into it, but we wanted to leave time for questions in case that you had any. So, we wanted to make our presentation um a high enough overview that you kind of got the sense of things um, but could ask questions.

>> Thank you so much. Uh, I appreciate the presentation and also the work that went into it. Um, any questions from my board colleagues?

>> Andre.

>> Yes, Director Heyman.

>> I have a couple questions. Um, one, I'd be interested in hearing from your perspective how moving to a weighted grading system could hurt, right? Like what is the downside of moving to a weighted grading system? Um, I don't see I don't necessarily see what the downside would be. So, I'd like to hear a little bit more about that. And then with respect to PSO and um uh CIS classes, would there would the review committee review certain PSO courses if someone was taking a PSO course like multivariable calculus or something >> super advanced? um and determine whether that syllabus or that course would qualify >> for waiting or how would that work?

>> Okay. Are you okay if I take this one here? Okay. So, um,

>> so in terms of the PSO and CIS, uh, you pre-2024, a school could review on a case-by-case basis any concurrent enrollment or college-level course and determine for itself whether it was going to be weighted. That changed in 2024. So, actually, the review committee would not be able to review a PSO course. The policy will have to either say all PSO and CIS classes are on a weighted scale or no PSO and CIS classes are on a weighted scale. We don't have an option to cherrypick which ones we wish to put on there. In your case, interestingly enough, you say multivariate calculus. We offer that class at the high school. So students who take that course at Hopkins High School, if Mr. Herring chose to go before the review committee um and asked for that course. I mean, that's the one that we normally use as the example. Um, obviously multivariate calculus should be considered probably on a weighted scale, but it doesn't have AP or honors in the title of the class. So if Mr. Herring, who teaches that class, came before the review committee and requested for multivariate calculus to be on a weighted grading scale, then obviously the committee would review that. Does that make sense?

>> Yeah, I I think my um just a follow-up to that would be, are there certain PSO courses or college in the schools courses that are concerning? Like, do our students actually take easy PSO courses? I mean, I would I'd be interested in seeing the data related to what courses our students enroll with resp with respect to PSO just from personal experience as a former PSO student many years ago.

>> Um,

>> you know,

>> so I actually asked for the data and it gets complicated when it comes to PSO because there's not a way in our system to always catalog what course at what school. We just say whether they're a PSO or a non-PSO. So we have some limitations in our data and what I can provide to you. I think where I, there's a couple reasons if you're so I think what you're asking is why did we draft it without PSO and CIS if that's >> why exclude PSO >> right, okay. So there's a couple things that we we would want to cover in that. One is we don't want to create a system where um students could take the same elective, an elective course at the college level that is not weighted at the high school level. So, let me give you an example. The state requires that you take a personal finance class and or a health class, right? And that has to be taken in the junior or senior year. And sometimes some of our advanced students, those particular classes don't fit well into their AP, honors, and PSO schedule. So, what they will do, I'm sorry, AP and honors schedule because they're also a music student, right? So it kind of depends if they're taking music and a world language and AP Lit and Comp and then also AP Calc, it's really hard to fit in sometimes personal finance. So we have students who do take a personal finance course at Normandale or the University of Minnesota. Well, if we wait PSO and CIS classes, then that course for those students that take it at the University of Minnesota, it would be weighted. But for all other students at Hopkins High School who are not PSO students, it would not be weighted, right? And then this becomes the concern about the inequity between that because it's a state-mandated requirement. Everybody has to take personal finance. So that's where that's concern number one. Concern number two is we have quite a few situations where um well, basically when it comes to a college-level class, we at the high school have no control over how a professor grades. Do do that does that professor grade on a curve? Do they grade on a grade on a 100-point scale? Do they, you know, what happens? Just today we had a situation with a student who is a senior, okay, and is in an AP course and that AP course is not going well, okay? And we were able to work with that student and that family and their counselor to be able to make sure that this student is going to have what they need in order to be able to walk across graduation. And this is a student who is a very high-achieving student, but this one particular AP class is just not it's just not going well, right? So, we're able to work through that at the high school level. What concerns us in the counseling center and I think in the admin group, I don't, Mr. Ward can speak as well, but when we have that same situation happen in a PSO or in a in a college course, um, we don't have any control over that. So, if a student isn't doing well, I can't call the professor up and say, "Hey, can we, can we work something out here? We have a senior who could possibly not graduate." What do we, and that is, and that really is the overarching issue with PSO and CIS. It's not the waiting or the unweighing. It's just that we have literally, when they leave and go into a college course, we have no, there's no way to help them and there's no way to control how that professor grades and if they get a grade um, a a particular kind of professor, there's nothing we can do about it. So, so that's why that recommendation was made.

>> Thank you. That's very helpful.

>> I'll add on one other thing to your to your first question about maybe some of the potential downsides or impacts. I think one of the impacts though, I had a chance to speak with all of our AP and honors teachers. And I believe that there was a change maybe about 20 years ago where we as a district decided to go from weighted grades to unweighted grades. I believe also during that transition, we removed some of those barriers as far as maybe some of the entrance exams or whatnot. I was not a PSO student, so I'm not sure about that, but we removed some of those potential barriers and what that did is that allowed more students to participate in our AP and honors courses. So speaking with our teachers, they are doing an amazing job with our students and sometimes they've got large class sizes, but what they want is like the true essence of who we are as a community, who we are as a district to make sure that we're supporting all of our students, which is why we want to make sure that as we move forward, that committee is going to be really important to make sure that we're supporting our teachers, make sure we're supporting our students because as Dr. Dr. Cool has done some of her research, although not 100% where we are proportionally with our students of color, those numbers are showing up in our AP and honors courses. So, that is something we want to maintain and that's something we want to grow. So, that is something that is something of of of concern.

>> Yeah. And then um I do want to say, you know, when we when we bring this subject up, a lot of people say there's no downside. What are you talking about? A college admission representative generally will say there's no downside. People might say, well, what if I never take an AP or honors class? Am I going to be um am I going to be penalized? Right? I want to be very clear that um this question was never brought about because somehow weighted grades because Hopkins needed weighted grades. What I want to be very clear about is that the college and universities, which 75% of our kids are choosing two or four-year colleges. And I want to I want to help you understand that we're against a backdrop where the Pell Grant system is 11 billion in debt. We right now, our seniors who are being promised Pell Grants for next year, the entering freshman class, we're banking on Republicans and Democrats coming together and funding it. Right? So we have an affordability issue, right? Where does the main source of affording college come from? It's going to be coming from personal assets and it's going to be coming from the colleges themselves. We are less and less able to rely on federal and state government funding to help kids get to college. We don't simply want kids to get into college. We want kids to be able to afford college. And since colleges are moving to, we'll take whatever's better, thinking that they're helping us out by saying, we will take weighted or unweighted GPA, whichever is higher, they're actually making the system more complicated for schools like Hopkins. So that's why we have to consider the ability for scholarships purposes, merit-based scholarships, things like that for our students because they are, they could have a higher GPA than a student at Edina, Minnetonka, or Weisetta, but those students might get the scholarship over ours because if that, if those kids took an AP or honors class and they are choosing to weight their grades, they will ultimately get more scholarship dollars than ours. Does that make sense? And that's where we're worried about our students then becoming at a disadvantage. It's not something we were looking to get into. It's not anything that we're pursuing because we think there's something wrong with our current system. But what we're starting to see more and more of is this, these merit-based college-based scholarships. And I want to give you some examples, right? We have students this year, my first case this year where a student's going to lose out on $16,000, $64,000 across four years. That's a lot of money for a lot of kids to lose $16,000 a year because she got one A minus. She has a 3.998 GPA and she doesn't have a 4.0. She took seven AP classes, >> two honors classes, and she is a full-time PSO student right now, and I cannot wait any of them >> to get her to the 4.0. But the college she's going to says, if you have a 4.0 or higher, we'll give you more money. >> We'll give you that $16,000. >> So that's where that's where this is becoming important. It's not because inherently there's something better about a weighted grading system. Does that make sense?

>> Yeah, it's very helpful. And then I think that sort of ties in with my last question.

>> I'm sorry, Director Heyman. I I think other board members would like to be able to ask some questions.

>> No problem.

>> Anyone else?

>> Uh, Chair Andre.

>> Yeah, I do. Um, I I echo the thanks for working on this and I I thank you as well for giving us some some of the context of like, we're not an isolated entity doing educational uh work. We're connected to this whole system and so thank you for that. I think the questions and the wonders that I have are more around um at some point, whether it's here or uh then also with the policy committee, just what's the timing and rollout? Just thinking about I want to make sure whenever we would make a decision that it's going to be something that won't negatively impact student enrollment or well-being if we were to move in this direction. So that would be a thing that I'm wondering about. Think broadly though, the question that I would want and um just love to hear from you all around is around the equity question uh and particularly thinking about the current um the current proposal which would say holistically because we can't individually weight PSO or CIS courses, why not include it? You know, I think about um I was a low-income student, I was Pell Grant, I made a decision even knowing economically it was better for me to have done PSO my junior and senior year. I didn't, I just did AP and other things for reasons, but for students who for reasons want to get as robust of college credit and or because they have particular like very accelerated interests that I know we have a ton of amazing options at the high school. uh why not include that then in the portfolio irrespective of um, you know, because colleges, I'm a higher ed background person, taught in higher ed, we are under all sorts of accreditation requirements and stipulations ourselves and so I just don't, I don't understand why from an equity perspective we wouldn't want to include uh CIS and PSO as part of the portfolio. Just would love to hear your thoughts.

>> Well, I think I've explained why it wasn't wasn't included in the draft proposal, but I'm going to let Principal Ward because I, I actually wasn't part of the decision team who's bringing this recommendation forward. It was our admin team at the high school. So, I'll let Principal Ward take about why they they continue to go with that decision. Does that make sense?

>> Yeah.

>> So, I think I mean, as far as the CIS and the the PSO, one of the things we know we've got a lot of things going on. So, one of the things is just kind of taking our time. One of the things as far as having a committee. I've looked, we've looked at some other schools. Some other schools have slowly implemented this. I looked at another school, Marshall, and their first year, I think it was in 1999, they implemented it was the AP and then honors classes. And then about 2007 or so is when they implemented um PSO and CIS. So it's just a slow gradual approach. So that is one of our considerations um is making sure that if that's something that the community wants to do, that is something that we would be supportive of and and to look into further.

>> Can I add >> and I do want to just say quickly with that that um >> even though I wasn't part of that committee, I I firmly support that that I think that's a very good not that my opinion, you know, it's not my place, but I just want to say I think that that's really good reasoning. There's nothing all, there's nothing that says also like he said, it couldn't be rolled out on a on a staggered basis or something like that as we were able to identify those things.

>> There's also a lot of discussion around the state about PSO reform. So, we may want to wait to see what happens with that. And then, um, have you been worried that if we did weight PSO or concurrent enrollment courses that greater numbers of students would opt into those courses rather than staying and taking the same ones at the high school?

>> That that is that is I mean, that is a consideration. I know as an administrator, as a master scheduler, working with our counselors who do a fantastic job when we think of NSO, Northern Star, or online, we're always trying to work on ways to keep our students in our building as much as possible. And we know, you know, if that is an or that is an option, um, and if that's what a family chooses to do, then we will definitely support that. But that's why we really try to find ways that we can keep our students in our building as much as possible. Um, just quickly wanted to get to um uh clerk WG's first question because I also as a member of the monitoring committee are really interested in hearing that. Um, but just wanted to quickly say as someone who um had um a PSO student, it is an equity issue and who has access to that. So, and I think that we we do need to consider that when we're talking about waiting grades. There's only a certain type of student who can access PSO and that comes with resources. So that is something that I I know that we consider in Hopkins all the time. So I want us as a board to reflect on that. Um, and then really interested to hear about the timing, the timeline.

>> Yeah. So, as far our so our original our original timeline was to notify our community by the end of this month um where we were going to go so that we would have enough time to get the audit out to families knowing that there's also the policy committee that also needs to meet. This would be where we would lean on you all to maybe suggest maybe I'm not sure your timeline. Not exactly sure of that process from a, I'm just thinking out loud a little bit and might get me in trouble speaking out loud in public, but I'm thinking from just the master scheduler and I'm thinking as far as how many students would be impacted by this change. I don't have that number. I do know that in some of our classes, some of our teachers have seen an increase in some of their AP numbers of upwards of 20 or 30 or so students. So I do know that there is an impact since we do have really accurate and high reg request in. I believe that if we are if we have maybe about another month or so that would give maybe you all time to make a a decision that would also fall within our timeline as far as getting information out to staff as far as um the number of courses we'll be running and offering. So our initial timeline was the end of March. However, with this ongoing uh conversation, I'm thinking we could uh extend that a little bit. And again, if I go back to um one of the uh options, one of the options would be is no implementation for the upcoming year. So, as a admin team, we would be willing uh we would be supportive of of that as well. So, we've given you just our recommendations from our um research. But I think the earliest it can go to the policy monitoring committee is this Thursday.

>> Is that correct, Vice Chair Robert?

>> And then there's an April >> then there's an April 7 board meeting if we want to revisit.

>> Um, and then the implementation question. So the second half of that is um looking to implement it in the fall, next fall >> was the original timeline proposed question. Chair and Jason.

>> Um, I had two hopefully quick questions. Um, I was wondering if there's been any consideration on how weighted grades would work alongside Ford NGL. Um, and then also I heard you mention earlier that Lakeville removed weighted grades. Is are you able to share why they did that?

>> Uh, so I read the articles like everyone else about Lakeville. Didn't necessarily call up parents from Lakeville. I did watch the school board meeting from Lakeville. Our impression, if it's okay if I speak, our impression is that uh situations where you have weighted grades and then you also publish class rank. So the um that combination results in a sort of where you could have a 3.9 GPA and be in the bottom third of your class, right? And this is where people are like, "That's absolutely crazy that you could have a 3.9 GPA and be in the bottom 33% of your graduating class." >> And so that is why we um really thought about putting in the guard rails, continuing not to publish class rank, continuing um that all academic merit-based awarding in our high school goes on an unweighted scale because that's the scale that everyone is on, right? So in some way we're not rewarding kids who take AP and honors classes in that way um just for taking those classes, right? That everyone would be judged on the same scale for those particular awards. Um, we're trying to build in those safeguards and as Principal Ward said, that would also be a purpose of that review committee is to be monitoring that data, making sure that there's no unintended consequence that we couldn't have foreseen around the competitiveness. That's the last thing we want to create. As we've stated, the whole purpose of this is to be able to help kids afford college. It's not because there's anything inherently wrong in the system in the high school as it currently stands.

>> And then in terms of Ford NGL, I've been asked this question. I don't know if you've been asked this question, but they're really not systems that go together in some way, right? Ford NGL is a process by which we help students be planful about taking a sequence of courses and doing career exploration. But those courses are already in the high school. Right? So it's in other words, it's not necessarily different if you take intro to business, sports and entertainment, marketing, and entrepreneurship in a sequence that runs you down a a business career pathway. Your grades in those classes aren't going to be any different whether they're under a career pathway or whether you take them independently. They're still either going to be weighted or unweighted, right? >> So, I don't think that in that particular sense the waiting or unweighing really has much to do with the Ford NGL situation. You still have to take 20 electives to graduate from Hopkins High School. You still have to take four years of English and social studies. And so I don't think that it would in any way intersect unless there's some way I didn't think about.

>> No, I would agree. I I would say more importantly, we're also having a conversation around our grading principles. So essentially what we're wanting to do is make sure that there's alignment around our course syllabi, around that common experience. Sometimes we have students that might say, "Well, I'm taking Economics 101 over here, but then it's a different experience when I take Economics 101 over here. This teacher allows me to do retakes. This teacher does not allow me to do retakes." So that's what we're also doing at simultaneously and we're having that internal conversation as well with our staff. So I would say that would be more in line and more supportive of this change if we move in the direction of weighted grades because it would still create that common alignment and cohesion, which is what we're working on currently.

>> Thank you so much. Um, I want um to remind everybody that we we're at the 45-minute mark on this one topic and we have two other topics to get to that I think there will also be lots of questions and discussion about. Um, so if you're okay, I believe Director Xiao, you might have had a question. Are you okay doing a follow-up via email or do you think it will be quick?

>> Well, I I think maybe then if we don't have the time to error, um, can can we do another session or something like that? I don't know. It seems like there's a lot of comments about this one. Can we in in the month when we do a little bit more re are you coming back with something else? Can we hold it till then or >> would you like to ask your question now?

>> Oh, okay. Okay. I just ask then.

>> Yeah.

>> Um, okay. So, uh I'm just curious about the implementation, right? Um, where we're not retroactively doing it. Um, I think if if the point is we're trying to help our kids, to me, we should, you know, why was that decision made and uh why wouldn't we, you know, try to help as many kids as fast as possible?

>> So, the decision why we're not doing the retroactive piece.

>> Yeah.

>> Well, Dr. Cool can speak more to like the impact of that retroactive piece as far as just the environment that the students are in. So I think about right now and if our students did not so if we think about our students that are currently in high school right now and are 9th through 12th grade, they're in an unweighted system now and if we go back and change that to a unweighted, essentially it sounds like we're changing the rules in the middle of the game. Yes, I understand that it would help and benefit our students, but they are coming into it in a diff, they grew up in a different environment than the kids that would be coming in in a way to grade. So that was also a consideration for why we would not do the retroactive piece in order to help more students. That's why our team decided that

We would move forward with implementing weighted grades for all classes moving forward, as opposed to just waiting for the incoming freshman class.

Okay. Thank you. And I think it's important to, um, state that further discussion about what the policy actually is and how it will be implemented will be had at the policy monitoring committee, and then you'll bring it back to the board for additional discussion. So there will be additional opportunities for discussion around even the, the finer details.

Okay. Thank you very much. Thanks for the work.

Thank you. Appreciate you being here this evening. Thank you.

I just want to apologize. We didn't really let Manuel speak too much. I'm sorry about that.

Do you have any final thoughts?

Uh, no, I don't. I think that we covered it all today mostly. But

Yeah, great. You have a good

Thank you all for your work.

And that takes us to, um, the next topic on the agenda, which is the, um, CTE update. Um, I'd like to invite our next presenters up to the table and turn it over to Dr. Mary Perry Reed.

Thank you, Chair Andre. So, I think because we have a budget update after this, then this is going to have to be pretty speedy. Um, so we did want to do two things. Number one is put a spotlight on CTE, career and technical education. You can see our fantastic instructors here at the board table. February was National CTE Recognition Month, but, um, here we are in a March board meeting with a packed agenda. That's what our agendas were like in February. So, we didn't have an opportunity. So, we're bringing you here now just to do a quick spotlight. Um, so we have Carla Leavon, who's our CTE coordinator, and Maritt Leos, who teaches in our CNA program, and Matt Sabin, who's a technology education and construction instructor. And then right after that, we're just going to pivot to a very brief update on the exploration of our academy, uh, model structure for the high school. Um, including a couple of highlights from the parent info session. Um, and so I'll probably provide a couple of framing comments when we pivot. So for now, let's celebrate CTE and thank you for being here this evening.

Thank you so much for having us and taking time to listen to our updates. Um, I just have one slide. Um, but I, I do want to show, um, we have this pretty great video and our district comm's team did a great job of highlighting CTE. So, I'd like to start by sharing our, our, our highlight video. Let's see.

CTE, or career and technical education, at Hopkins High School consists of four different departments: business, teched, healthcare, and family and consumer sciences. Each one of these areas has different pathways where students can complete a three-course succession in a potential career field that they may be interested in. If our students don't know what they want to do, they can explore lots of different options and determine that they love it and they want to pursue a career in it, or realize they never want to take a class like that again, which are both great opportunities. I'm taking a small engine technology right now. It's great. It's fun, but it also made me realize that I would not want to be a mechanic. So, I think having these courses available helps you kind of figure that out early on. There's no chance of me switching majors, which a lot of people do. I feel more confident about my future when taking these classes because they help me practice real-world situations.

It's a really great opportunity to see something you're interested in or something that you've never even thought about.

I think students will find something that they enjoy doing that they might not have thought of before if they take some of our classes. We do offer classes that allow students to get college or university credit, and we offer classes that allow students to pursue professional certifications so they can enter the workforce immediately after graduation if they want to. So, I think having a CTE program in a high school is really critical. It can save them a lot of money and it can save them a lot of time as they move forward with their education. All the CTE classes that I've taken have definitely reaffirmed that I want to take a business path in college and kind of given me the, the foundation for what I'll be learning and what steps I'll take towards my career. CT really like changed what I want to do with my future for the better and got me to find like a new passion and stuff I really like. So, I definitely recommend a lot of people taking it. Especially if you don't know what you want to do, it can help get you on the right path.

Try a class. Be bold and be brave. Be brave enough to be bad at something new. See what you like because there are so many ways to get involved and so many hands-on opportunities.

That's great. Um, so at this point, I would like to let our teachers give you a little update about the things that they are specialists in. Matt, you want to go first?

Sure. Tech Ed, we're a big area. We have computer science, we have engineering, we have construction, we have manufacturing, we have transportation. So, we offer a lot of different courses. So, I'm going to cover computer science first. The big change this year is we changed our delivery system of our curriculum. We had been using more of an online approach in the past, and students weren't engaging. They sat at a computer, they worked through modules, and they didn't really get to interact with the teacher or their peers. They didn't, they weren't enjoying the class. So, we completely turned it up this year. Got a great new staff member, Riley Davis, who's re-energized the class. Students are interacting with each other. He's interacting a ton with students, and they're leaving saying they want to stay in the course. They want to take more courses. So, that's an exciting thing. We did get an AP grant passed. So, we're going to up our computer science AP, and it actually includes AP computer business, I mean, AP business. So, we're going to update and redo our AP course in computer science and offer a business AP course. Um, in Woods, we've introduced Woods three this year. So, our, we did it for two reasons. One, because students wanted to be able to make bigger, better things, but also it enhances a student's transcript. I didn't want them to have Woods 2, three, four times on their transcript. So, now they can have Woods one, Woods 2, Woods 3, and we have a student building a dining room table right now. And we have a student building an amazing poker table that he's done amazing work on. So, it's been an exciting course. And then we also included this year again our Compass woodworking. So, we have the Compass program in the shop with me. I am specialed certified. So, I work with them on tools. I work with them to use power tools. And it was, it was neat watching that video, cuz one of my students from the Compass program that was successful their senior year, if they're successful in Compass, they are mainstream in my regular classes. So, one of the kids in the small engines class that was in that video was a Compass student that was mainstreamed his senior year. So, I think that's pretty cool that the Compass program shows kids that they can do stuff and it teaches them a way to be safe in the shop, and then when they're successful, they're able to be mainstreamed. Um, and then we've developed some partnerships in Woods. Um, the city of Plymouth Forestry Division is not happy with chipping lumber, so they're going to start making lumber, but because they're a municipality, they needed something to do with that lumber. So, they called all area schools and said, "We will make lumber for you and give it to you free." Mhm. So, we're going to partner with them and start receiving lumber from them. And if you've signed the POSs for Teched, you've seen some pretty big lumber bills each year. So, it's going to be a great cost savings for us. And PD Instore is a display building company in the area. They build displays for Apple, T-Mobile, Polaris, all the big companies, Dick Sporting Goods. They are now partners with our shop class. They come and present to our class. Each class I offer, we're doing tours of their facility. They're offering scholarships to anyone that is going into the trades and through trade school, summer employment to our students. And they're once again reaching back with resources that they have in their facility that I can use in my shop. So, a great partnership. And then, um, metals. We are offering a metals program for the first time in many years. I don't know when the last time Hopkins High School had a metals and manufacturing course run. And the kids asked for it, so we've brought it back. And that one has a partnership with St. Cloud State and ACE, which I went to a summer training and I was able to bring in a $50,000 mill for the course and it's parked in our shop. So, kids are being able to use industry standard equipment that we would not be able to offer them otherwise. And then I just want to say thank you for including my area in the referendum. I'm excited to work with the architects and help plan the next phase of Teched in our district. And so, we offer kids great places to learn when they learn in different ways, opportunity to pursue careers and make a difference. So, thank you very much.

Thank you. Thank you.

I'm Mara Leos and I teach in the healthcare program that we have at Hopkins. I teach the elective courses. So, certified nursing assistant, medical terminology, first aid and CPR, and then a medical careers class. So, I just have a couple of things to highlight. Um, last year was our second year in having the CNA program, and we had a 95% pass rate when we took the state written test and the state skills test. So, um, we're the highest in our consortium on pass rate.

Oh, wow.

So, um, that's up from the first year we started, and hopefully this year we can even, you know, meet that or or be above that. So, that would be great. A new class for us this year is medical terminology. Both the CNA course and medical terminology, we offer concurrent enrollment. So, one of them is through Hennepin Tech, and the other is through, um, North

North

Henpin. Sorry, I get them. I get all the Hennepin's. Uh, yes, North Henpin. Um, and then what's great too about medical terminology is the University of Minnesota decided that they would take that as a credit as well. So, we're very excited for our students that are going to the U that they will be able to bring that in as an elective credit. So, very excited about those, and our numbers are going up in each of those classes, which is amazing. We're excited about the registration.

That's all I have.

Are the numbers going up in terms of more kids in the same number of sections, or are you increasing the number of sections?

Well, we just got the registration numbers, so I'm not sure what will be decided with that, but it's fun to see that kids are excited about the classes. So, yeah.

Thank you.

Um, a couple other highlights I'd like to make. Um, in our family and consumer science, um, area, we for next year, we added baking and pastry one. We listened to our students, and they really wanted that class, and we had 157 students request it the first for next year. So, um, that's exciting, and culinary 101 has 382 students have requested that as a course for next year. So, that is a very popular electives area in our building. And if you ever get invited to come judge Cupcake Wars, it's a super, um, bring your sweet tooth because you will be consuming a lot of sugar in a very small amount of time. But they do a really, really great job, and they're always looking for judges. So, watch your email. I'm sure you'll be invited. Um, some exciting things that we're working on for next year is we will be expanding our CTE programming to include our journalism and TV production into a CTE pathway. So, I'm working with, um, our teachers, Mr. C and Mr. Coker, to get them CTE certified. And then we're actually in our five-year review cycle for CTE programming. And so, it's a great opportunity for us to get approval for those classes to be a new CTE pathway that will allow those classes then to have access to Perkins funding. So, if they have supply requests, um, equipment requests, we can take that out of Perkins and not out of our, um, local budget, and we will then be eligible for more Perkins funding because we will have more programming. So, that's exciting. And then our teachers will also be, um, eligible for the levy reimbursement on their salary. So, that's another exciting thing. Um, Matt touched on our AP business and computer science grant. We did, we were awarded $75,000 for over three years. Um, we will, um, be asking for board approval on our, we have to have you sign off on our three-year plan to execute that grant. So, I will be getting that information to you shortly on that. Um, AP business is a brand new course offered by the College Board, and we have 48 students that signed up for it next year. So, we will be running one section of AP business as a first-year class. And I think that's it. Oh, um, HOSA. I have to, we'll be recognizing our students later, but in our third year of having a HOSA chapter, we had three students that are eligible to attend nationals. So, that was pretty exciting. Out of, I think there were 1500 students that competed. So, to have three students, it was, that was kind of cool.

That's very cool.

So, I think that's it.

Could you just quickly remind me what does HOSA stand for?

So, it used to stand for Health Occupation Students of America, but people didn't. So, now it's called HOSA, Future Health Professionals. It's the equivalent of DECA for health professionals.

Awesome. Thank you.

And, um, we are required in order to get Perkins funding. Each one of our pathway areas has to have a CTSO, which is a career and tech student organization. So, Faxes has ProStart, business has DECA, healthcare has HOSA, and we'll be adding, um, Skills USA next year for our tech.

Nice. Thank you.

Really amazing work. Thank you for being here to spotlight CTE and thank you for the way that you personalize instruction for our students and prepare them for their future. We, we really appreciate all of your efforts.

Thank you for having us.

Thank you.

Yeah. So, I, I think, um, board members, we're running out of time. We did have our co-principals in the audience who were prepared to provide a brief update. Um, but I don't think we have time for a meaningful update and the budget update. And so, um, if it's okay, I just want to say a couple of things to acknowledge, um, where we are in the exploration of the academy model structure and then pivot to the to the budget update. Does that work for everyone?

Um, and if, if you want to come and if there's a couple of things that you think are important to say after I share, then we maybe we could work in like three minutes. Um, but I'm worried about time. So, um, I want everyone to just think about what we heard from our CTE, our career and technical education coordinator and instructors, and imagine that this through that the academy model structure is the organized and coherent way of providing this for all of our students while also allowing our students to continue their enrollment and participation in advanced placement, in CIS, in music, in arts. And so, um, it's really important that if we love how students are benefiting from Propel and from culinary and from, uh, the, the CNA program, then this is something that we want all of our students to have access to through an organized academy model structure. Um, and there is mixed feedback from our community about what would have to be true with this structure, like what are all the things that would have to be in place. So, we want to acknowledge that there is some enthusiasm that is coming from community members, and there are also concerns coming from community members. In fact, we have 10 emails from parents and a couple emails from, uh, board members who are just wondering, do we need to take a pause? And I just want to remind our community that we really are in the learning and the exploration phase so that we can figure out what this would mean for us if we continued to move forward. And we're, we're gaining a lot of value from the learning. We had a parent information session on March 10. Are there maybe two or three highlights from the parent information session, and then we'll just close with that. We are organizing our, our academy model steering committee to meet, uh, this coming Monday on the 23rd, just to look at the feedback that we've received from community members and then decide on what are the best, most respectful next steps. Um, so in addition to that, and one or two things from the information session, and then we'll pivot to the budget update.

Thank you for being here.

Thank you for having us. Um, just a couple highlights from the parent in-person meeting. We had well over 70, I would say closer to 100 families there. Um, a huge representation from the elementary level, but we did have it from each level there. Um, we had very positive, um, feedback from the families in the communities. They appreciated, um, meeting in person to actually be able to ask questions and be heard. So, a lot of what I felt was that they felt heard and seen from that night. Um, and, um, I would say one positive thing was we talked a lot about our Propel program at the high school. It's a class that is taught by one of our teachers where we provide mentorship opportunities for our young people to connect them with, um, folks from the career field. And we had a parent make the connection of, oh, this is what a career-focused academy model would look like, a Propel upscale.

And just the other thing I just want to highlight, um, this has been a phenomenal year. Our teachers again do an amazing job. Our counselors do an amazing job. Um, I've had the privilege to serve alongside Principal Tao, Principal Farley, and Dr. Shank this year. Um, in speaking with the community, although we have not got everything right, I believe that we're doing a lot of great things as, as a community. So, although there's lots of consternation, there's folks that are excited, there's some hesitation. What I want to say is, as a community, as a high school, we're in a really good position to have these high-level conversations. We're talking about providing our students opportunities beyond inside the classroom, beyond the classroom. We're talking about engaging our business communities over the course of the year with our convening sessions and our upcoming convening session. We're continuing to engage our community as Principal Tal mentioned when we had our last parent session, about 70 folks, and the majority of those were middle schools and high school, or sorry, elementary and middle school families, as those would be the families that would be most significantly impacted by that by that transition. So, we're doing an amazing thing. Thank you all for your leadership and entrusting us to work with our scholars every single day.

Okay.

Thank you.

Thank you for those brief updates. Appreciate it.

Thank you.

So, that then takes us to the budget update. Um, I would like to invite the presenters up to the table. Um, and just quickly mention, um, Dr. Mary Perry Reed, we can also look at the next meeting workshop of having more opportunity to speak on that topic, and I will turn it over to you.

Okay. Thank you, Chair Andre. So, um, this is our first, um, conversation with the school board around our, uh, budget, um, forecast, and we have been meeting with SEFAC, and they will come before the board in April. I'm grateful for the efforts of Jessica Olsen, our interim CFO and assistant superintendent, um, Dr. Lightfoot, who have been working together and just, um, looking at our, um, our fiscal state and putting together both a process for our school leaders and district leaders, SEFAC members to engage in, but also beginning to, um, put together the models that help us, uh, determine what we'll have and how much we'll need to reduce. It is important, um, to know that statewide, we have, uh, costs going up and funding mostly flat. Some funding actually decreasing. For example, compensatory education decreased for most districts across the state. And, um, if you look at the metropolitan school districts, which there are nearly 50 of those, then there's a combined, uh, $223 million budget gap for, uh, moving into fiscal year '27. So, it is, um, a scenario with, you know, flat revenue, flat enrollment here in Hopkins, and rising costs that, um, we do need to identify some, uh, budget reductions and efficiencies, um, in the next few weeks. And so, I am grateful for your efforts, Jessica and Nick, to, um, provide a closer level of detail for our board members. Thank you.

All right. Thank you for having us here tonight. So, starting off, I wanted just to give a quick update on the FY25 audit because that impacts how we do budgeting. So, just to go through that quick with the FY25 audit, it's currently in the phase of preparation, and this is also on the web page as well that you guys can always go and track, um, how the audit status is going, um, with the preparation. That is all the behind-the-scenes working through reconciling our accounts, um, going through the balance sheet and all that. Once that is completed, then it goes into the fieldwork and drafting and so on. The reason why it's important to bring this up in the preparation is we are still working through the fund balances for FY25, which impacts the budgeting for FY26 for the RI revised budget, and then also the budget for FY27. So, part of the budgeting process is the revised budget, which is currently being worked on for FY26. So, this is taking the original budget that was done for FY26 and revising it based on numbers that we have known today. Um, and this slide goes through what that process looks like, um, comparing the original, what the actuals are coming in, the assumptions, and then also looking at where the fund balance is coming in for '25 because that's going to help predict again where '26 will end and then when we go into '27. So, the timeline for that, so the budget revisions and preliminary FY25 fund balances could currently be done in March. Um, the financial impact and the preliminary review will be in April, and then the revised budget will go to the board in May for you guys to see. Next is the budget process for FY27. So, it starts out with the planning and assumptions, um, the development of the budget, financial impacts, and then review and recommendation. So, within the FY27 budget timeline, we've gone through the planning and assumptions piece of it. Um, next, we'll be going into the budget development and preliminary fund balances to understand where, um, our funds are and where they're going to go based on '26 budget and then also our projections for '27. Um, there'll be a financial impact and board preliminary review coming in April, and then the budget alignment and draft report will come in May, and then the final budget will be in June. For the general fund, we've have some budget assumptions and some known things. So, the first one is the state aid. So, state aid is increased by 2.69%. Um, compensatory aid right now is coming in at a decrease of $200,000. Um, and that can adjust as more numbers come in with ADMs. Um, cross subsidy for sped is increasing from a 44% to a 50%. And then the levy for the general fund only is a 3.01% 01% increase. That doesn't include the other funds, debt service, and that piece of it. Just really wanted to focus on the general fund. For our expenditures, our assumption is a 5% increase in salaries and benefits. General expenditures is 3%. Um, utilities is five, and then transportation is 5%. So, as you can see, the revenue increases do not match what the expenditure increases. The expenditures outweigh the revenue increases that are coming in for FY27. And then looking at the financial management goal for the district within policy 714 is to have an unassigned fund balance of 6%. And the unassigned fund balance is the balance that the district can use, um, for basically anything within the district. There's no restrictions on it. Um, so that is kind of your financial outlook and how healthy the district is. Having that 6% ensures that the district has the funds to make their everyday, um, expenditures, payroll, um, AP, etc. Anything above that 6% is considered a contingency. So, that's just extra funds to help e and flow, um, if revenues or expenditures change compared to what the forecast was. And then next is the ADM enrollment projection. So, this helps drive the state aid that comes in for the district. Um, and through this projection, you will see it's a fairly similar flat. There's some es and flows, but for the most part, it's a consistent, um, ADM projection that we have going forward for the next four years. And this means if we don't have district growth, you're, you're going to be a flat increase with what state aid will come in, in as other categories. So, that's high-level, kind of the landscape where things are at. Um, we are looking at budget reductions for FY27 based on, as you can see, the revenue, um, or expenditures are outpacing the revenue that's coming in, and we want to make sure that we retain that 6% fund balance so that we're within policy and also gives that district some flexibility with it.

Did I miss anything?

Spot on. And I think, um, just so you're aware as far as timeline, uh, we continue to work with the Citizens Financial Advisory Committee. Uh, we are meeting with them on Wednesdays and updating them, and we anticipate that Citizens Financial Advisory report, um, right now most likely on the April 7th agenda, as we continue to move that work forward as well.

Thank you. Appreciate that context and for this, um, very preliminary report. Um, I would, uh, look for any questions or comments from my board colleagues.

Chair Andre.

Yes, Vice Chair Roer.

Hi. Thank you all for coming to do the budget, um, update for us. I think it's really important, especially because we're amongst budget season. Um, I know a lot of many districts are facing some steep, uh, budget, uh, falls this, uh, this, uh, school year. I just have a really quick question. I just recently learned about the Minnesota School District Liquid Asset Fund Plus, and I was just wondering if, um, if we ever work with them to, um, talk about some of the, uh, assets or cash savings that we could, um, you know, achieve, um, that we could achieve when we are in budget cut season, and like, are we a part of their network? I just learned about them just a few days ago. So, just a preliminary, preliminary question.

Y, so right now the district uses MSDLAF, so it's a cash management and also PTMA for the cash on hand. The district did approve moving to PTMA in November. So, we have started that process. One of the things they do is they help manage investments. So, where the cash is located and how we can most effectively have the cash invested, but also have enough on hand. They do a cash flow statement for the next five years, um, that will help us make sure that we get the maximum return, um, on the investment for the cash that is on hand at the district.

Oh, okay. Thank you for that clarification.

And we have been working with them as well to keep the board updated. So, part of the work in the transition is making sure that you're also as a board getting updates on those cash flow statements as well. And that was part of another reason that we wanted to consider what that would look like so the board would be more informed about the status of that, um, process within the district, as well as what future earnings could look like.

Sounds good. Thank you so much.

Thank you.

Chair Andre.

Yes, Treasurer Hartland.

Thank you both for coming today and and starting us off. I know that we have preliminary numbers and that that's not something that we can really sink our teeth into and begin to understand just yet. Um, but it is important that we begin the talks, especially we've got a couple new board members and then possibly always new community members that need to know how and and why we do this process. And thank you for, um, talking about our kind of cash flow companies, the new things we've looked into. Um, that at least somewhat indirectly came from a CFAC concern, not moving to that company, but making sure that we had updated, you know, who is managing that. How do we know that we're getting the best return from our funds? And then, um, so that is one good example of the way community has input into our, uh, financial process. And CFAC is also meeting tomorrow to begin to put together their report, and so they will have some similar recommendations at our April 7th meeting, and we will get other budget updates then. As, as mentioned, um, we're kind of waiting on on our fund balances to be, um, more solidified before this group has, um, has an idea of the sorts of reductions that we are looking at. Would you be able to talk at all? So, it was a big process last year. We had a fairly big reduction that the district looked at. It was a long process. Can you speak briefly about both how many of those deductions were realized in this, in this current year? I understand that it's ongoing, but then also talk briefly about how, even though we don't have exact numbers, how those conversations are already happening in our buildings to plan for this financial reality.

Yeah. And either way you want to start, you want me to?

You can start.

Okay, great. Um, and part of what we're looking at, and I know we only have a couple minutes here, but I'll try to do my best to be brief and succinct. Part of what we're looking at, and as part of the adjusted work that we're doing in the midyear budget adjustments, which you can see from the slides, is we are looking at spending to actuals. Um, and to your point, what does that look like? Were we able to achieve? Were we able to reach those budget targets? And some of that information is still coming in. Um, when they are specific reductions that are tangible, we can be and feel very good about those. Some of those we work to do our best with estimates when we think about amount of time cards, those kinds of things. The other elements that we put in front of you, those are continually shifting. And the other things that we have to watch for are some of the unexpected. So, for example, one of the things that we looked at was some of the work with substitutes, and what that looks like. And then this year, you also factor in the paid family medical leave with the state of Minnesota, and we're also looking at some unanticipated components that may be a little larger or smaller than original that were even not necessarily part of the reductions. So, we are taking a look at those overall numbers and building that work into what we hope to be able to speak more about on the 7th. Um, but things do seem to be for the most part on track. We're just wanting to make sure that the numbers that have come in with expenditures support that.

And then for the second part of your question, as far as how is budgeting working for FY27 when we don't necessarily know FY25 final numbers yet. So, that starts off with looking where we believe the revenues and expenditures will come in, um, and where the positives and negatives are coming there. And then we have preliminary numbers, and based on those for '25, we're taking preliminary numbers for '26 and figuring out where our fund balances are from that and then projecting from there. Um, without knowing those numbers, they're not concrete. So, that's where that kind of unknown piece is, but we have a good idea of where it's coming in at. Does that help answer that part of the question, or did you have a

I was talking about even. Thank you for that. I was talking about even more, um, engaging leadership already and and kind of budget committees.

Um, so I can help speak to that. So, we have been working with our school leaders and district department leaders for probably the, at least the last month in a pretty detailed way. Although we don't yet have a specific list of reductions because, um, we want to be really thoughtful and, um, we want to make sure that everything is modeled out before making those final decisions. Um, I think one thing that's important to mention is, um, we've had a lot of conversation in our community about, um, the importance of class size. And so, there are class size thresholds in the, um, in the contract. And so, we have talked about the importance of funding the, um, to the level that is stated in those. So, for example, it's like 23 to 25 for kindergarten and 25 to 30 for grades 1 through 5, 32 for middle school, 36 for high school. And that actually does, that will require us to, um, distribute more resources to the classrooms, which means that we would have less resource for other programs outside of classroom teachers and, um, classrooms. And so, that's an example of a conversation that we've had with our school leaders, um, around the priority of funding class size and then what that would mean, um, in terms of resource distribution. So, we'll continue to work with school leaders. We have a planning session tomorrow and then another meeting with school leaders on Thursday. And hopefully, our conversation with CFAC tomorrow can help us move further along in this process.

Thank you for that, um, context and for the look ahead. Um, I know this is a big topic, and I want to remind everybody that we will be talking about it more in detail at the April 7th. This was, um, I think a preliminary snapshot so that, um, we weren't, um, so that we had an idea of what we would be talking about coming up in April. And I do, um, just want to quickly, um, mention that this is difficult to hear, I think, for everyone involved, especially since the, the amount of budget shortfall we had last year. Um, can you just quickly give a sense of, are we looking at another six million that needs to be cut, or do we have an idea that that it would be more or less, where are we falling, just so we can have a sense of the work ahead.

So, right now where that's coming in at is between five and six million.

Okay. So, it's going to be another more significant cut.

And that's throughout. It's not just happening to Hopkins. It's throughout the metro, and where the school climate is right now with budgets, um, the expenditures are just exceeding where revenues are coming in at.

Right. And, and you may see that figure in the AMSD media release because they did ask us a couple of weeks ago to to put a number on it. And so, we did, uh, we did put in six million, and that is on the conservative side. It could be on the realistic side, and time will tell. We're hoping that it's not that deep, but, um, we, we want to be realistic and conservative and prepare for the worst, and also prepare for something better if, if our numbers can, um, yield something better than that outcome.

And, and I do appreciate that. And I, um, I think that full transparency as we're going through this process allows our community and to come along with us as we problem-solve and work toward having a balanced budget. So, thank you so much for your work and for your time, and we will be talking about this again at our next meeting.

And we, we have a couple of minutes before we start our, uh, meeting at 7 p.m. Thank you to everybody who has joined us, um, for our special recognition that, um, will happen right away at 7 o'clock.

Holiday.

Hello. Hi, everybody. Welcome, um, to this meeting of the Hopkins School Board on March 17th. Happy St. Patrick's Day, everybody. My name is Shannon. So, that is part of my heritage. Um, we're going to go ahead and get started. And I invite all my board colleagues to come and join me down here at the end of the board table so we can honor some of our amazing Hopkins students who have come here to spend some time with us this evening. Thank you. Tonight, we are proud to recognize and celebrate three outstanding groups of Hopkins students whose dedication, talent, and commitment have taken them to the state level. Our girls gymnastics student athletes, our DECA students, and our HOSA students. Yay. We begin by celebrating our girls gymnastics team whose accomplishments at the state level reflect countless hours of hard work, perseverance, and excellence. Competing at this level is no small feat, and these athletes have represented Hopkins with strength, skill, and pride. On behalf of Hopkins School Board and District, we extend our sincere gratitude to the coaches who guide, support, and inspire our student athletes every day. High school athletics play a vital role in shaping students and strengthening school communities. Beyond physical skills, athletics teach discipline, teamwork, resilience, and leadership, lessons that extend far beyond the gymnastics mat. Athletics also fosters school pride, belonging, and strong connections among students, families, and staff. We are incredibly fortunate to have Megan Comf and Emily Hogan as our gymnastics coaches. Are you here this evening? Wonderful. Applaud. Applause to our coaches and to the parents who support these athletes every step of the way. Thank you for your dedication, commitment, and care. Your impact reaches far beyond competition scores. This season, our gymnastics team demonstrated exceptional focus and teamwork. They balanced rigorous practice and competition schedules with team building experiences that strengthened both individual and team performance. The entire team qualified for state. In addition, individuals Nia Simone Britt and Emma Tavernier. Close enough. Thank you. Qualified in the all-around. Vivian Crawling qualified for beam and floor. And Aaliyah Jennings qualified for beam. An outstanding achievement.

When you hear your name, please make your way down the royal blue runner. So, if you want to go back to the end, this is the fun part.

It's not.

I think these are.

I think gymnastics is at the end. So, once you're ready, you're in the back there. When I call your name, come on down the royal blue runner, you'll get a certificate, and then stay up here so we can get a photo with all of you amazing people. First is Len Shelby.

Not everyone's here. Okay.

There's 20 on the team. Probably like, what, of them are here?

Great. Um, Zoe Cowie, Bridget Plotski, Claire Gil, Kilgore, Bringa Jensen.

Oh, sorry. Sorry.

And how do you say your name?

Brina.

It is pretty.

And hang on up here for a picture. Shyler Mononttoya, Nora Coughlin, Sierra Hellstrom, Olivia Malina, Vivian Crawling, Michaela Musco, Musco Moscowitz, I know how to say that name. Tashi Bernett, Mia Sanchez, Merrick McClean, Aaliyah Jennings, Emma Taver, Tavernier, Addie Walters, Nia Simone Britt, Lily Hner, Arya Bergland, and Amelia Schultz.

Want to come take a picture? Come in front of us. Coach.

And coaches and coaches.

Oh my gosh. Okay, this is the coach's phone first.

Okay, then I'm gonna use my phone.

Thank you. Congratulations. Okay.

Okay. Who's Deca next or Hosa?

Okay. So, again, congratulations to all of our gymnasts, and we also have DECA and HOSA students to recognize. So, um, we're really proud of our students who reached state level through dedication and outstanding performance. Um, DECA is the Distributive Education Club of America. Mr. Theol, does it still stand for that?

Uh, it does. Oh, what does it stand for?

It's not just an association of marketing students.

Okay. Okay. DECA. And then we heard earlier that HOSA no longer stands for Health Occupation Students of America, but Future Health Professionals of America, something like that. Okay. Um, and these are business organizations that students belong to in our school community. And there's, they, um, do a lot of work outside of the school to, um, contribute to their DECA and HOSA organizations and to build their skill sets and prepare for the competition. So, they do, um, spend countless hours developing skills, preparing for competition, and challenging themselves against some of the best students across the whole state. And we really, um, uh, want to validate you for your hard work, your discipline, collaboration, and also, um, being willing to step outside of your comfort zones in pursuit of this excellence. DECA provides students with real-world experiences in business, marketing, finance, and entrepreneurship while building leadership, communication, and critical thinking skills. And we know that all of these qualities are really important for your future. And HOSA students compete in a variety of healthcare-related events that test knowledge and skills in areas such as medical terminology, nutrition, clinical, laboratory science, and patient care. And so, uh, those HOSA competitions allow students to apply what they're learning in the classroom to real-world healthcare scenarios. And so, we're really proud of all of you, and we're very thankful for our instructors, Cara Leavonne for HOSA and Jesse Therough for, uh, DECA, and we want to recognize the DECA state finalists and also our three HOSA leaders. And so, students, um, you saw the gymnasts come down the royal blue runner. So, why don't you go back to the back of the runner and then please make your way down when you hear your name. So, be beginning with our DECA students. Seth Abramson, Ree Acra.

Not here.

Not here. Okay.

Congratulations.

Um, Cohen Joelstead.

Is that, is, did I pronounce your name correctly?

Yeah.

Yes. Okay. Malachi Mendes, is that how we say your name? Malachi. Okay, awesome. Shia Murphy, not here. Matteo Ostfield. Justin Trimbach.

Not here.

Okay. Manuel Wahu, Melanie Wilson, and Ezra Wolf. Ezra's not here. Okay. And then we have our three, um, HOSA award winners. Sophia Lockram, Evelyn Palmershy, and Nick Messerly. Okay, wonderful. So, Mr. Thorrell and, um, Miss Leavon, do you want to come up for the photo? And why don't you, HOSA and DECA finalists, come up for the photo? Can stand in front of all of us.

Shows up the most, just noticing that.

And hold up your certificates.

So, you guys are tall. On closer.

Okay. All right, I think that should work. Thank you.

Good job, everybody.

Congratulations.

We thank everyone for being here for student recognition. You're welcome to stay, but if you have other things to do, then that's great, too. You need the mints to counteract the seaweed.

You definitely do.

But then you.

No, you need to finish.

I know. What?

My crocs.

How does, what does that have to do with finishing seaweed? All right. My hand. How much? This feels like talking to my kids. Like, you can't have it. Thank you all for being here and for, um, taking time to honor our amazing students. Um, I'm always impressed with, um, the things that are going on and also, um, the ways in which our students are, are excelling. So, I would like to officially call this meeting to order. This is the, uh, regular meeting of the Hopkins School Board, uh, March 17, 2026. Our first order of business is open agenda, and then we have a public comment section. Um, we believe that hearing from our community members is crucial for implementing Vision 2031. If you wish to contact the board via email instead of publicly commenting at a meeting, please do so. Also, we have two ways to make public comment. Um, you can leave a voicemail for the board that will be played during this time, or you can come here in person and fill out a public comment card, um, which we do have one. So, there will be, um, a session of public comment. We host two, um, per meeting. The first period will be during open agenda at the beginning of the meeting. This period will be a maximum of 30 minutes long, and speakers will be heard on a first-come, first-serve basis. The second period will be at the end.

of the meeting prior to adjournment, if needed. And it will also be a maximum of 30 minutes long. Please keep individual comments to under three minutes. And do we have any voicemails for the board? We do not. So, we have the one, um, public comment for this evening, and I will read through our public comment guidelines. I appreciate everybody's, um, attention as we go through this. Um, at board me, the first agenda item for open, uh, for public comment is to prioritize those things which are on the agenda. Um, since we don't have more than 10, we will hear, um, comments in this, um, section. These are the guidelines for public comment. Please keep your comments to three minutes or less. Public comment is for input only. Members of the school board will not respond directly to public comments that are made at this meeting. No specific action will be taken at this meeting in response to comments that are made or issues that are raised during the public comment period related to items not on the agenda. If the board determines that action is appropriate, the action will occur at a future board meeting. If you have left your contact information on the comment card, a district representative may follow up with you after the meeting. I will recognize one speaker at a time. Only those speakers who are recognized will be permitted to speak. Individuals who interfere with or interrupt speakers, the board, or the proceedings may be asked to leave. Personal attacks on any individual, including any other speaker during the public comment session, are unacceptable, as are obscenities or profanity. Persistence in making such remarks will end the individual's opportunity to address the board and may result in the individual being directed to leave. I will rule out of order any statement that would violate state or federal law, school board policy, or the privacy rights of an individual. Minnesota's open meeting law prohibits the discussion of private educational data during an open meeting. Accordingly, during the public comment session, no person may discuss private educational data on an identifiable student. The open meeting law also requires the board to close a meeting for preliminary consideration of allegations against an employee. Accordingly, community members who have concerns about an employee or want to file a complaint or allegations against an employee are encouraged to contact the superintendent. We ask you not to name an employee by name during your comments. Repeated violations of these time, place, and manner restrictions may also lead to the meeting being briefly recessed. Community members will have an opportunity to be heard within the limits of the law and subject to the time, place, and manner restrictions above. Thank you for participating in public comment this evening.

My first and only public comment, um, I would like to invite Barbara. Thank you, Gazendel Delton. Um, to the board table who will be addressing the topic of Hopkins Clerical Association. Thank you for being with us this evening.

>> Thank you for allowing me to speak. Hello board members. I am Barbara Gazidelan. I'm a secretary at West, the secretary for the Associate Principal, and I'm also the Hopkins Clerical Association president. I'm here to represent the Hopkins Clerical Association today. So, first a question. When you hear the word clerical, what comes to mind? Is it a lady standing in front of a filing cabinet like in an Edward Hopper painting? Is it someone making photocopies, taking dictation, maybe typing? That might have been the case 50 years ago, but that's not how it is today. The 49 members of the Hopkins Clerical Association are solving problems and processing data in real time. We fill key roles throughout the district with expertise in software, government regulations, and the processes that keep the district functioning every day. Over time, our compensation has lagged behind the transformation of the clerical roles. As recently as this year, compensation for clerical staff has been tied to advertised rates for other districts rather than the actual responsibilities of members right here in Hopkins. We are seeking to change that. The Hopkins Clerical Association has developed a framework for aligning compensation to responsibilities and experience within Hopkins. Our compensation structure brings 20 of our members to a living wage so that they no longer need to subsidize their work in Hopkins with a second income. While pay rates for all members remain modest, the compensation structure allows those who have been earning far less than their peers to receive equitable pay. However, the district's acceptance of our proposal, uh, has come with a caveat that members of our association would need to finance this change by foregoing eight months of increase out of a two-year contract. This would keep district investment at a starting level while asking association members to bear the entire financial burden of making this needed change. We ask the district to share this burden and ensure that compensation for all clerical staff embodies the value of vigilant equity to which the district has committed. Thank you.

>> Thank you.

>> Thank you.

>> Thank you.

>> Thank you.

That takes us to our report section, and we get to start off with our student board representatives report.

>> Hello everyone. My name is Eloise Bull, and I'm a junior board rep. Um, so we're going to start off with ACTs. How exciting. Um, there will be a free ACT for all juniors who registered on April 14th, and there will be MCA testing on April 16th for all juniors and sophomores. Term three is ending. So next week is our last week of school before the term ends. So finals week. Um, and then it's also the last week before spring break. So spring break will be the first week in April. Um, spring sports have officially started. So golf started yesterday. Synchro started on the 2nd and has their first meet today. Track started last week. Softball started. Lacrosse started. Ultimate started. Rugby also started two weeks ago. Boys will be playing in Madison this weekend, and girls will be playing in Albert Lee on the 28th. And then tonight, I'd like to highlight my counselor, Sammy. She always responds to my emails promptly and is extremely helpful in navigating my PSO endeavors. She never fails to be a supporting and assuring presence and is always available for a meeting when I ask.

>> My name is Manuel. I'm a junior student board rep. So, just to start off, we had, um, our band pops concert, uh, last Friday. Um, and the theme for this year's Pops concert, which is an annual concert that we have, um, was Yolo Nola. So, the various bands at our high school performed and brought the spirit of New Orleans to Hopkins and featured, um, guest artists Elaine Bert, Tommy Boon, and the Mcnasty Brass Band. So that brings me into my teacher spotlight for Miss Tycast, who's my band teacher, and I'm in wind ensemble, and we worked with the local Mcnasty Brass Band, and it was really great working with, um, such a talented group of artists. And I think it was important for us young musicians to kind of see, um, what pathways and how, um, professional musicians kind of, um, are able to work and what kind of jobs they work, or if they have a full-time job as well, like how does, how that all fits in. Um, and I think Miss Tikas has done a really good job of bringing in, um, intentionally bringing in, um, guest artists, um, for POPS. And so now that Pops is done, we've started a new piece, um, for our new, for our next concert. And the piece is called 21. And this is actually a new piece, and Hopkins High School will be the first high school, high school ever to perform the piece. And it is a tribute to Roberto Clemente, who was the first Latin American baseball Hall of Famer, and as a Puerto Rican, um, he broke racial and cultural barriers, becoming a hero to many Latin American communities and paved the way for future Latino MLB players. And he was deeply committed, um, to helping others, specifically hosting baseball clinics for kids and providing disaster relief to Latin American countries. And he actually died on New Year's Eve, 1972, in a plane crash while traveling to deliver relief supplies to survivors of an earthquake in Nicaragua. So this piece was, um, composed in tribute to him, and it's called 21 because that was the number that he used, um, throughout his career. Uh, so, yeah, Miss Highcast, um, shout out to her. She's always picking meaningful pieces, meaningful guest artists, and everything that we're doing in band class is always very intentional, and it's great. So, moving on. Um, uh, the Hopkins High School Investment Club recently had a guest speaker come in named Cooper Shavei, and he currently works at Alons and manages a portion of Alons's investment portfolio. So, it was really good insight for the investment club to see and kind of be exposed to, um, the investing career pathways that there are. And he was also the president of the investment club at St. Cloud State, and he also managed the Husky Fund, which is an investment fund at St. Cloud State. So, he talked a lot about, because we also manage an investment fund at Hopkins High School, so he kind of gave us what he kind of did at St. Cloud State and, um, some tips and tricks on what we can do, um, with our investment fund. So he also talked about his education, um, the path he took, and how he didn't necessarily know that he wanted to get into the investing field when he was, um, entering high, or when he was leaving high school and going into college, but that's something that he found. Um, so, and he also talked a lot about his day-to-day, what he does in his job. So I think that was a really great, um, way of exposing us to those kind of careers. So, next is, um, seniors can apply for a local scholarship, um, using the Hopkins High School local scholarship application located in Maya Learning. So, seniors can log into Maya Learning, um, from ClassLink to apply. And these scholarships went live, these applications went live on January 12th, 2026, and will close on March. Oh, I guess they've already closed. I'm sorry.

>> It's March 17th.

>> Um,

>> Well, maybe by midnight. So,

>> No, sorry. They closed on March 13th. So, I guess congratulations to everyone that applied, but you know,

>> So, um, moving on, an application that just opened today, um, was for National Honor Society. So, rising seniors, current juniors can now apply. And, um, National Honor Society does a lot of things like community service events and things like that. So, in order to apply, you must have 30 or more documented community service hours, and at least 15 of those have to be completed prior to this, to the initiation. So, you can complete the other 15 during summer or after. Um, and then you have to have a 3.67 or better GPA. And you also have to write a one-page essay addressing each of the four pillars of the National Honor Society and how they have impact and significance on your life. And you have to have two staff recommendations, and at least one must be a teacher. So make sure if you are a rising senior to get those applications in. And there is a $75 fee per U member to help fund chapter activities. Um, but just make sure to get that application in before Friday, May 1st.

>> Thank you.

>> Hi, my name is Adena, and I'm the freshman representative. I want to start off strong with my teacher spotlight, Mr. Frell. He is my business management teacher. Um, and he's always very kind. He always gets stuff done before, um, before class. He always provides excellent learning for all of his students, and he always makes sure that there's resources for everyone to do their absolute best in his class. In business management, we learn all the different ways to manage a business, how to work with employees, how to build a resume, and so much more. This leads me to the next thing that I'm going to talk about, which is activities happening tomorrow in Royals Connect. In our business management class, we all had to create an end-of-term project of an event that would take place or something that we would make that would help people learn something or something that would benefit, that the school would benefit from, like a fundraiser. In the beginning of the term, we organized how we were going to execute our project, and then throughout the term, we continued to work on it here and there. Now, at the end, at now this week, and a couple of groups are having their events for, um, the first one is a mental health group. They are making bracelets and talking about key facts about mental health to students who sign up for their Royals Connect. There's a job fair for students who want to find jobs for this summer. Local companies from Minnetonka, Hopkins, SLP, and other surrounding cities are coming to talk about, um, job openings that they have. There's a resume building, Royals Connect, where they teach students how to properly build their resumes for the job applications or future, um, references that they might need. There's also a tutor, Royals Connect, where they've gotten a group of students to help tutor, um, students specifically in math and social studies classes for whoever may need help. Next, I want to talk about the girls' sections basketball game. Um, I believe it was, I don't know, um, sections maybe championships. I'm not sure. Um, last Wednesday, students had the opportunity to buy a ticket to the game, and then they were taken from a bus at 9:00 a.m. to the U of M, where we watched the game. The Hopkins girls did end up winning. Lastly, I want to talk about the band booster club plant sale. This plant sale is where people can order flowers and plants from a variety of different options, and then they will be able to pick them up. The pickup date from for the plants is May 7th from 12:00 to 5:30 in the rack parking lot. And the last day to order the plants and flowers is March 30th. So make sure you order your plants, cuz it's important. Um, I want to talk briefly about recent acts of anti-semitism that has happened in Michigan in the past week. On March 12th, as Director Heyman will highlight, an individual had intentions of hurting children and staff in the West Bloomfield Temple Israel synagogue and took those intentions to real life. Personally, my close family lives in the neighborhood directly behind the synagogue, and childhood friends of my parents had children who were currently at that synagogue during the time of this attack. Without knowing more information before, without knowing before more information came out about the attack, I had worries that my own family could have possibly been hurt. And I'm not the only one who had to think about that. Seeing as how over the past year, there have been so many acts of anti-semitism, it's really changed the sense of how I look at the people around me. Before I came to the Hopkins district, I was in a very tight-knit community where acts of anti-semitism didn't particularly happen close to us. Since I've joined Hopkins, there have been numerous different kinds of anti-semitic acts. I want to say that Hopkins staff do make sure that it's brought to attention and that they check in with our Jewish community at the high school, making sure that they're taking everything into account and getting our personal opinions and info on what they can do to help us. There have been other things said and done to me personally and in the high school that have hurt mine and others' sense of belonging. Comments on how I don't look that Jewish, or group chat names where they knew I was a Jew, I was a Jew, calling it the KKK and other names referencing to Hitler. I am not the only person who's experienced comments and actions like this. I feel like my sense of belonging has been affected in the sense that I'm not able to be as free with my Judaism as it is, as I feel it is comfortable to. I feel I need to be more careful about the things I say, and I need to be aware of, of the, of the people surrounding me than I usually do. The comments I make, the people who are around me, if, if I know them or not, and more things like that I have to take into consideration when talking to other people from the Jewish community. I think it's important that we acknowledge the current circumstances surrounding anti-semitism and that we think about how it affects the students and their sense of belonging in the Hopkins school community. Thank you.

>> Thank you, Adena. Thank you.

>> Thank you, Adena. I also want to take a moment, um, as a member of the Hopkins Jewish community, to address the horrific act of violence that occurred last week at Temple Israel in West Bloomfield, Michigan. If you're not familiar with what happened, an individual drove their vehicle filled with explosives into the front doors of a synagogue in a suburb of Detroit. And this happened mid-morning when the early, early childhood center was full of 120 preschoolers. No one should ever fear to be in a safe place such as school or a place of worship. But what happened in Michigan was not just an act, an attack on a place of worship and preschool. It was an act of anti-semitism. Hate directed to Jewish institutions is by definition anti-semitism. There is no excuse for it ever. While this occurred hundreds of miles away, as Adena mentioned, its impact is felt far beyond West Bloomfield, Michigan's community. It's felt right here in Hopkins. We have students, families, and staff with direct and personal connections to that synagogue and to the broader Jewish community. Even for those without direct ties, seeing headlines like "Active shooter at Temple Israel" were deeply unsettling, especially because our largest reformed synagogue here in the Twin Cities shares the name Temple Israel.

For many Jewish students and families in our district, while this attack was extremely unsettling, it was unfortunately not shocking. It was just a matter of when. According to a 2025 report from the Jewish Federations of North America, $765 million annually, Jewish organizations spend $765 million annually on security to combat rising anti-semitism. This includes securing synagogues, schools, and community centers, with the typical organization allocating 14% of its annual budget to security. These fees, and I speak from experience, are an extra expense put on vulnerable members of the community. This attack also comes during a time when some in our community have already been feeling an increase in anti-semitic or hateful rhetoric and undertones. Moments like this can heighten fear, isolation, and uncertainty for many. I want to be clear that we stand with our Jewish students, families, and community members. We condemn anti-semitism in all its forms, just as we condemn all forms of hate wherever and however they appear, and have zero tolerance for any type of hate in our schools. I also want to be very clear. The Jewish community is not responsible for, nor should it ever be treated as a proxy for the actions of any government or geopolitical conflict. No community should be collectively blamed or targeted for the actions of others. Hate that targets an entire group, especially in places meant for learning, worship, and community, is wrong and dangerous. It has no place in our schools or in our society. I also want to express my sincere gratitude to the security professionals, law enforcement, and school safety teams who work every day to protect our students and staff. Their presence and preparedness matter, and we're thankful for their continued commitment keeping our schools safe. Finally, I just want our students and families to know you are seen, you are supported, and you belong here. Hopkins will always work to continue to be somewhere every student feels safe, valued, and respected.

>> That's right. Thank you.

>> Thank you.

>> Thank you.

>> Thank you.

And I am dismayed and really deeply sorry that you are going through that right now. It is,

>> not what I expected from the Hopkins community.

>> And thank you for speaking out. That was very brave.

>> Incredibly so.

>> Thank you,

>> Adena. Thank you.

Any other comments or questions?

>> Uh, Chair Andre.

>> Yes. I want to just say also thank you Adena and Director, uh, Hyman for your thoughtful, um, your thoughtful statements about what happened. I didn't hear too much about it, and I'm thankful that you all raised, um, you know, like raised that to the forefront because I would be reading more on it and just understanding how I can be protecting, um, our students, especially the Jewish students. And then also Eloise, um, which sport do you say that you play again?

>> Um, right now I'm playing rugby.

>> Rugby. Are they going to have any home games? I've been going to, um, a lot of sporting events, and I want to make sure that I come and support.

>> I'm so glad you asked. So, um, all of our games are on hopkinsrugby.com. Our home field is actually the Eden Prairie, uh, field. Um, we don't have a home field. We usually play on the soccer fields when we do that. Um, so, yeah, all the ones at the Eden Prairie fields are home games. And then the state tournament should also be at the Eden Prairie fields. Um, but hopkinsrugby.com has the list of all the, the games.

>> Thank you,

>> Chair Andre.

>> Yes.

>> Yeah. So, I had, uh, some comments in my, um, board report, but I just, I just want to follow up and thank you both for naming what you did. And I think especially, uh, re-grounding and re-re-ing us that we are a district that's committed to the safety and belonging for every single student and every single staff and family. Um, and that anti-semitism and hate has no place here. And so, thank you for naming that. And, um, just know that solidarity and like this is an ongoing commitment and stuff we have to keep working on too when we see that there are gaps or ways, um, that we are not, not fully embodying our values. So, thank you. And also, just, um, I grieve deeply as well. But thank you to both of you and Adena, especially, like you're a first-year student in our high school, and thank you for naming what you did so eloquently and thoughtfully. Really appreciate your courage.

>> Um, I just had a question, Manuel, about the fee for the National Honor Society. Is there a way for students to have that fee waived if possible?

>> Um, I don't have direct information on that, but I would recommend reaching out to, hold on, let me find it. We had, we have a new adviser for NHS this year. Um,

>> So, while,

>> Yeah. If, um, Mr. Rexad in West 128, if you want to email him or go find him, if that is a concern.

>> What's his name again?

>> Huh?

>> What's, what's his name?

>> Oh, Mr. Rexad.

>> Rexad. Okay. And yes, if students, um, either qualify for educational benefits or don't and cannot afford the fee, we will cover it. So,

>> Thank you.

>> It's important for students to know that. You're next.

>> Okay. Unless I don't see any other comments.

>> Okay. Well, um, I, I too, for starters, I just want to thank you, um, Adena, for your bravery and sharing, um, how you've experienced, um, Hopkins High School at some moments throughout your journey this year. Um, what you shared, those micro and macro anti-semitic aggressions are not acceptable, and I want to apologize to you. And we all, as adults, we all work together every moment, every day to create the conditions, and when our students, or, you know, hopefully we don't have staff in that mix, but when our students are not upholding our values, then, um, we will work hard to figure out what needs to be corrected. So, thank you for speaking up. Much appreciated. And thank you, Director Heyman, for, um, providing a statement that was, um, informative and educational. I really appreciate it. Thank you.

>> So, um, I just have a really brief update. Um, the CTE spotlight that we did earlier at the workshop that was going to be at the end of my presentation, but why not give those folks since they were here a chance to go early. Um, so really briefly, I just wanted to start by, um, thanking our Hopkins Education Foundation, HEF, for an amazing, um, Royal Bash this past weekend. I was extremely sad to not be able to be there. My own dear father passed away, um, exactly a week ago, and I did need to spend time with, uh, my family. But, um, it's a really important event for our community, and it's such a gift for, um, you know, I think nearly 300 people from our community to just come together and celebrate Hopkins and raise money for Hopkins students and educators. And, um, I understand the bash was very successful. Our very own co-principal from the high school, Gene Ward, um, was an MC, and there were so many people from HEF and the board who helped, um, put that together. So, thank you, HEF, and thank you to our community for continuing to support college and career opportunities, um, in particular at our high school, but also, um, in the K-8 space as well. So, um, I was with, uh, Dr. Erdle from IDL last night at the Glen Lake PTO, having what we're calling a stay conversation with our families. Just talking with our families about what's important to them, why did they choose Hopkins? What are some of the things that inspire them to stay? What are some things that they would change? And they had lots of questions about the superintendent search. So, wanted to provide just a quick update on the superintendent search. We had the survey that closed on March 15th, and the, um, Barb Dorne, the leader at MSBA who is helping us with the search, sent an email to our board explaining that last week there were eight focus groups that were held and attended by 93 people, and the results will be woven into a public engagement summary report. And then the survey findings, the survey responses from nearly 900 community members who completed the survey will also be included in that report. And then on this slide, you can see that the posting for the position will close in, um, on March 29th. And then there are some public school board meetings that folks can attend or live stream as the board, um, gets organized for the interview and selection process, and also, um, engages in conversations and interviews with those candidates. So it's sure to be an exciting process. And I also wanted to provide an update on the high school principal selection process. So, um, we did review the application packages for 20 candidates. 12 were selected for a phone screening. So that was Dr. Campy, Dr. Lightfoot, and myself phone screening 12 applicants. Eight, um, super high-quality candidates were moved forward and interviewed last week by 30 teachers, parents, and students, a very large committee, and over the weekend, we looked at the feedback from those interviewers who advanced five candidates. So I just really want to be clear that, um, we as district leaders, we are not advancing candidates that are not advanced by the interviewers. So this, um, community experience and the community members weighing in, in particular our teachers and students weighing in on who they see as great matches for the high school, is a really important ingredient in this process. And so tomorrow, 30 different staff, students, and parents will interview those five candidates. And then we'll, um, we'll again look at the feedback and, um, determine whether or not there are two or three candidates who the interviewers are saying, um, should emerge as finalists. And that those interviews are scheduled for Monday, March 23rd. So we do hope to make an offer to the next Hopkins High School principal before spring break. Um, okay. So, next, I did want to just share that was very exciting for Kimberly Smith, our literacy specialist. She testified at the state legislature, um, about a week ago. She shared, um, several positive outcomes from the statewide focus on the Read Act, um, including districts across Minnesota deeply engaged in implementing the Read Act. She also talked about, um, not just in Hopkins, but, uh, districts across the state seeing strong gains, um, as an outcome of high-quality instruction, better use of assessments and use of data, stronger multi-tiered system of support, um, structures and intervention systems, and, um, in particular, um, a really strong impact on, um, early, um, early in the early grades, and we also see that here in Hopkins. Um, Kim Smith did talk with legislators about two needs. Number one, um, increased early childhood literacy screening through pediatric visits, and then continuing to train our, not just our school leaders, but district leaders on change management and the adaptive leadership that is needed to continue supporting our educators and students, um, through a strong implementation process. So, we're, um, grateful that, uh, Kim was able to testify at the, at the legislature. And then this last slide here, we are in MCA testing season. And I just want to, um, make a couple of mentions that, um, we all know that the, uh, Minnesota Comprehensive Assessment is not our sole indicator of student learning and school quality, but it is an important indicator. And I want to encourage all of our, um, schools, our educators, and our leaders to encourage families, to encourage students to take the exams and to give it their very best effort. Oh, I see a couple of high schoolers smiling. So, yes, it's also important for our high schoolers, and especially if you are in, um, advanced placement and some other courses, we need, we need you to take these exams, these exams as well. Um, so our MCA results do, um, provide a snapshot of progress, um, toward how well we're, we're helping our students reach, um, Minnesota academic standards. And, um, the, the participation also ensures that we're getting an accurate understanding of how well students are learning. So, MCAs are really important, and those dates have been set, uh, for, um, various, um, days in March and into April. And with that, I'm done with my report. Thank you.

>> Thank you, Dr. Mary Perry Reid. I just had one, um, update on the superintendent search. Um, the, the final number of responses that we've received from the survey is 1,127, which I think is nice. Um, and I mean, I won't do any math, but, um, I think that it's, it's a great, um, response rate. And so I thank, um, everybody who shared and, um, made sure that we were meeting with, and inviting the right people to the table. Any other comments or questions? Great. Well, thank you for the report. I, I was also sorry to miss the gala. So, um, it was nice to see some pictures. Um, with that, I would look for approval of the agenda.

>> So move.

>> I have a motion. Is there a second?

>> Second.

>> I have a motion and a second. Any discussion? Seeing none, all those in favor, please say I.

>> I.

>> I.

>> Any opposed? The chair votes I. And tonight's agenda is approved. And that takes us to, um, the consent calendar for this meeting. The items provide the board with information considered to be more routine in nature. If the board deems an item to be necessary for additional discussion, a motion will be made to move the item to new business. I just quickly want to mention that in here, um, is the response to the APAC vote of non-concurrence. So, just, um, if there are interested community members, it is in our consent calendar for you to take a look at. Um, I would look for a motion that the board approves the consent calendar.

>> So moved.

>> I have a motion. Is there a second?

>> Second.

>> I have a motion and a second. Any discussion? Seeing none, all those in favor, please say I.

>> I.

>> I.

>> Any opposed? The chair votes I, and the consent calendar has been approved. And that takes us to the treasurer's report. Treasurer Hartland.

>> Wonderful. Thank you very much. Um, I am a little bit under the weather this evening, so I have a shorter treasurer's report today than usual. Though that's somewhat fitting, as our budget process here at the district is underway. Our audit is underway. The federal government's partial shutdown has entered its second month, and the federal education budget is still, negotiations, and the state of Minnesota's legislative session is far from over. So, there's little insight yet into the financial implications that our district here might see. And so, I will give further updates during my treasurer's reports as those various, um, influences on our financial landscape coalesce and and become more clear. Uh, this posted check register is a fairly straightforward one. On it, you will see plenty of our typical expenses, including over $187,323 in transportation costs. We paid a bit over $4,700 to Bowowers Custom Hitches. That's a vendor that's very often on our check register, as it's the primary source of our gas and vehicle supplies for the district's many, uh, vehicles in our fleet. Uh, many staff members were paid to reimburse them for mileage they drove on behalf of the district in December and January. We paid $21,951 to bilingual therapy for speech and language pathologists in our system. Um, we have very many invoices from food, milk, fruit, etc., from a variety of suppliers, and the majority of those are, of course, for school lunches and breakfasts. Uh, we get reimbursed about 90% of those costs from the state due to our universal school meals law, and there are some special cases, and then like alacarte food that we sell that we don't get reimbursed for from the state. Um, we paid $16,431 to Century Fence for fencing installation and repair at our various school sites. And additionally, always, we have many companies that come to the district in service of the various systems that keep our buildings running. So, in this check register, you saw Hercuft come, uh, they worked on our elevators. Aqua Engineering worked on irrigation systems. Modern Heating and Air repairs and upkeeps our HVAC systems. Dock and Door Technology works on the doors of their various sensors. And we actually have like hundreds, close to a thousand doors in our system. So we see them quite often. A Flagship Recreation worked on our playgrounds, pump and meter services, cleaned and maintained some pumps and the drains in our different buildings kitchens. Um, and we paid Neil's Outdoor, um, services $50,90 for January's snow removal and salting in our district's parking lots. We paid $10,2423 to the city of Minnetonka for water, $32,428 to Kelly Services, the source of our most of our substitute teachers. Um, $108,76 for natural gas to Connect, which is one of our energy partners. We paid $21,50, no, $2,150. My apologies. That's kind of how this evening is going for me. We paid $2,150 to McDowell Agency for background checks for our various employees. And we even hire our community, uh, background check, our community ed teachers that we hire. And so we always have a lot of those that we do and pay for here. Um, with that, I move that we approve total disbursements in the amount of $2,266,354 for the period of February 1st to February 15th, 2026.

>> I have a motion. Is there a second?

>> Second.

>> I have a motion and a second. Any discussion?

>> Chair Andre.

>> Yes. Director Jiao.

>> Uh, hi. Uh, Treasurer Heartland. I did have a question on, uh, Cool Air Mechanical. Uh, it was a large, like, $410K of expense. Is that, is there some background to something break or what, what exactly was that about?

>> Um, any expense that's like that that then says app one or app two or six after it is part of our approved long-term facilities maintenance plan. And so,

>> You can even go to the state's website and pull up specifics. I cannot tell you that I did that.

>> Okay.

>> For that particular expense.

>> So it's planned for as part of some long-term. Okay.

>> Yes. And so we have to tie each, um, each piece that we pay for to a specific portion of that plan. So app is application. Um, and so we often see those on our.

>> Okay. Thank you.

>> Yes. Any further discussion? Seeing none, all those in favor, please say I.

>> I.

>> Any opposed? The chair votes I, and the treasurer's report is accepted. Thank you, Treasurer Hartland. That takes us to our only order of unfinished business, uh, policy 752 in second read. I would invite Assistant Superintendent Lightfoot to the table in case we have questions and turn it over to Vice Chair Roer. Good evening, community. We will be looking at the, um, Hopkins 752 policy, which is, um, uh, which is about purchasing. I know that we had some discussions amongst our board, um, and maybe some, uh, questions from the community about, um, the purchasing policy. And so I do want to note that I, uh, did not get a chance to make the last policy, um, meeting where we talked about this, um, due to a family reason. So I do want to note that. But I am very positive that my colleagues made some great, um, revisions to this, um, policy that will reflect the changes that the community and our board would like to see. And so I will, uh, give it over to Dr. Lightfoot.

>> Thank you. Um, specifically, we took guidance from the board regarding the, um, specific items related to policy 752 and purchasing. Part of what we looked at is with our, um, business office staff. We looked at, um, where we thought that threshold could reasonably be set. Um, when we looked and looked at neighboring policies in other districts, that $25,000 statutory threshold definitely seemed like a threshold we certainly could meet. I appreciate the board's, um, attention to what that does for the capacity of the business office, and in full transparency, in the discussion with them, felt very workable and in line with what many of our other neighboring districts actually keep as well. So you will note that that threshold is set for the $25,000. Anything that is at that $25,000 level would be brought forward in the manner that is described. In addition, there was particular attention to, um, two of the concepts that you asked us to explore in more detail. Um, that being a little bit more clarity around the responsive, uh, definition and the responsible definition, which we did include in a little bit more outlined segments there, so that this gives guidance as to how we'll be looking at that and the incorporation of the specific information that was brought forward from the board conversation. So, I would draw attention to that and certainly be, uh, open for additional questions, comments, any other insights as we continue the work forward with 752.

>> Thank you. Any questions? Um, I just want to say I appreciate the way in which it was organized, um, and that you, um, we were able to summarize what, um, the conversation that we had at the board table, and thank you for looking into, um, what is, um, common practice, um, around the metro area. I appreciate that context as well. So I then think we could look for a motion to approve.

>> So moved.

>> I have a motion. Is there a second?

>> Second.

>> I have, um, motion and a second. Any discussion? Seeing none. All those in favor, please say I.

>> I.

>> Any opposed? The chair votes I, and policy 752 is accepted in second read. Thank you, everyone, for all the work done on that. And please stay at the table with us, Assistant Superintendent Lightfoot, as we, um, discuss the 2027-28 calendar draft in first review.

>> Yeah, it's nice to be able to look at 27-28. Um, as you will note, um, part of the work that was done earlier in the school year when we brought the 26-27 calendar forward for board review and approval, it was noted that it would be beneficial for the board and for the community to be able to look at a draft for the 27-28 school year, uh, which is in front of you as well. Uh, part of the sets of these conditions. Just so that the full board is aware that the first read is really the board's opportunity to take a look at the work that has been done and the partnership that we have with our education association and looking at how we line up the start of the school year, the end of the school year, conferences, additional dates throughout the course of that, uh, configuration. And as well, look at the placement of breaks within the year, the alignment of terms within the year, and all of that work, um, then gets kind of intermixed with professional development and it really lands in front of you as a document for your review. We do take review with us over the course of at least two reads. This is the first read to give you the opportunity to look, ask questions, give any guidance, additional insights, or information that you may see, and then the opportunity for us to do any work on that and bring it forward for a second review. And there again, it seems a little strange, but you are looking at the 27-28 school year. So, we have plenty of time, um, to do the work on this to make sure that it aligns with what we hope to bring forward. A couple pieces of information of note. Um, what you will note is that this calendar does begin before Labor Day due to the construction components that we have been looking at. Yes, we are allowed by state statute to do so. And so this looks at this so that we can align the work that we're doing, um, and ending in a reasonable period of time. As you will note that we do end student contact on June 6th, allowing us with that little bit of time to get more fully engaged earlier in June with the work that we know will be coming from the referendum schedule that we have with summer projects. Um, so that in part is one of the key components that I wanted to make sure that you were aware of. Um, in addition, what we try to look at is that, um, dialogue with our education association partners that really do look toward that two-week winter break, um, and that alignment of that winter break. Um, you will note there, um, I will note that all of the terms are well-balanced, um, with a four-term, um, component at the high school that really kind of aligns in that, um, mostly between 41 and 44 days, with the 44 days landing on the fourth term, which generally is where people prefer that with all of the activities and engagements at the end of the school year. It does allow for more flexibility within that as well. And so I would say those are some of the, um, key components that are part of this. Um, if there are additional elements that you think would be important or of note, um, we certainly can address those in the continued work. And if you have other questions, I'm happy to address any of those as well.

>> Thank you, Chair Andre.

>> Yes, Vice Chair Roer.

>> Thank you so much. Um, I don't think community knows, um, how far in advance planning goes for days, um, in school districts. So, um, these conversations are always very important. Just one quick question. Do we ever try to align our spring break schedule with certain districts? Like, for example, I know I think this year we are on spring break the same as Minneapolis Public Schools. So, is there like, um, um, is there, is there, do we try our best to align when most districts are off, or is it kind of like what works best for our district?

>> Yeah, great question. It really is what works best for the Hopkins school district, especially with where those terms line up. Generally, if at all possible, like when you do look at a spring break, you'll note that the end of the term happens before break. That generally has been good guidance from the board, um, as well as our education association partners to look at, if possible, ending at a time that really does provide that break so that there isn't a lot of engagement or work, and then suddenly you come back and then you have to figure out if you're going to take finals or what that's going to look like at the end of the term. Um, so in answer to your question, we do look at those, um, needs within the district and do prioritize those when we look at where those breaks fall.

>> Thank you so much.

>> You're welcome.

>> Chair Andre.

>> Yes, Clerk WG.

>> Thank you. Uh, just, I echo the thanks and the awareness of how much, uh, work goes into putting together calendars. So, thank you for that. I will note as a Minnesota kid, I'm always, my body thinks nothing can happen scholastically until after Labor Day, but I understand. And especially, I want to just say, um, that in view of a shout out of, um, particularly in the comments, um, this is going to seem like a weird pivot here, but it's actually not. Regarding anti-semitism, the fact that our district has so intentionally prioritized having days off to honor diverse holidays for people, it's just an incredible value. So, I'm joking about the, whatever day I said, Labor Day, I always confuse. Labor Day is the one, you know, that I'm like, why are we starting? But I totally respect that, understand, and particularly when we ground it in who we are as a district and how we want to honor our diverse community, um, that's just a high value. So, thank you for the work.

>> And I do want to just do

A quick um recognition that um there was and I think there may still be is the podcast uh chair Andre available. Um we did some work with the city of Rochester and um student board rep uh Oscar Wolf was joining us as well and we had the opportunity to speak to the development of that and the inclusion of that um for some of the work in other spaces that were looking to um planfully look at how they could also diversify plans within their calendar as well. So just a shout out if that's available.

>> Thank you. I I believe the the recording is available probably on their website. It's the city of Rochester equity series that we presented at. Thank you for being a part of that.

>> Can I ask one more?

>> Um and I did just quickly want to clarify that um the state legislature does not allow us to start before Labor Day even though we do recognize many more holidays than other districts. what is allowing us to do this is probably there's a loophole for projects um big building projects and so that's what we're taking advantage of. So any any advocacy anyone can do on the part for school boards to be able to set their own calendars that work for their own community um is always greatly appreciated. Vice Chair Roer,

>> uh you answered my question. I was going to ask like if there if there's like state mandates for like the days. I know for example um on Friday it's going to be Eid like does every district in Minnesota like honor that? And so that's what I was thinking. Thank you all for shaking your head at the same time because um that is that's very telling. Yes. So thank you. And um since you mentioned Eid, I did want to just quickly um ask and it's um I'm sure it is being addressed, but the the um the feedback from community that we reserve the day before and the day after Eid as possible um considerations. Um I'm I don't see that reflected in this draft calendar, but I know that um that is something that the district has been doing. Is that correct?

>> Yeah. Uh we as best we can with what we know right now and obviously as we think about any calendar modifications that may be necessary due to the nature of when um an event uh holiday is recognized. We certainly do honor that there may need to be some shifting of that throughout the course of the work that we do. Um but we try to be mindful in developing what we can as a framework and be um agile enough to adapt when we get updated information.

>> Thank you. Appreciate that. Any other questions, comments?

>> Chair Andre.

>> Yes.

>> Um Dr. Lightfoot, I want to thank you and the committee for this work um and also share with our board and this is more I think around um communications and I've talked with our interim director um about this but in one of the themes in the that's popping up in these conversations that we're having with elementary families as some parents are wondering well how come we can't have like a few more instructional days than what's minimally required by the date. And so, for example, last night Dr. Erle and I explained, okay, well, you know, we try to honor the religious um holy days for a number of um you know, are our um community groups who um who have those religious identities. And then we have both the desire um of parents and staff to maybe have a two week winter holiday but not go past the second week of June, right? And then we have our professional learning days. And so after we started getting into some of those details, they were like, "Oh, that makes a lot of sense." So what I what we talked about in that conversation is when we send out the calendar maybe is there a narrative that we send along with the calendar that explains okay here's the process for putting together the calendar here here's what's minimally required here are some of the constraints here's what families and teachers have told us is desirable so they have a little bit more context than just what the calendar is and you know when school is in session or not. So, um, I think that would be good if we did that. And thank you for your work.

>> Thank you. I appreciate all the work and um you being here tonight. Um, I would look for a motion to approve the cal the 2027 28 calendar in first read.

>> I have a motion. Is there a second?

>> Second. I'm noticing a pattern this evening. Um, I have a motion and a second. Any discussion? Seeing none, all those in favor, please say I.

>> I.

>> Any opposed? The chair votes I. And the 2027 28 calendar is approved in first read. And you get to stay with us again. assistant and uh Superintendent Lightfoot um for policies and first read and I will turn it over to Vice Chair Roer again.

All right. Hello community again. We are going to look at the following policies and first read um that was prepared by Dr. uh Lightoot and um the monitoring committee. And so the first policy that we will be looking at tonight will be um policy 850 which talks about pest management.

>> Thank you. I'm just pulling that up here. Just as a reminder um the series that you are looking at this evening are all local Hopkins policies. Anytime in our um numeration sequence anything that is a 50 does indicate that. So, um, through our policy areas, these are really our buildings and grounds, property, equipment, um, series. And so, that's how you see all of these grouped together in the work. Um, and I'm grateful that we were, um, doing this in partnership with our buildings and grounds department. Um, we did get a question from one of the monitoring committee members and asking if we're looking at the pest management policy in 850. We are not recommending any changes, but there are always those little pieces of detail that are of question. And it was asked that we draw out how much do we really spend on pest management? And it was $6,340.

>> Okay.

>> Last year.

>> So,

>> that was me. I asked that. Yeah.

>> Yeah.

>> Less than I thought.

>> A lot less than I thought.

>> Yeah. Uh but beyond that um no recommended changes just the request to educate about how much we actually do spend and is the policy applicable and absolutely it is and in place. Um, so I just wanted to make sure that we included that detail. Um, any additional questions on 850.

>> Chair Andre.

>> Yes. Uh Director Thompson.

>> Thanks. Just very minor question. And it references the district environmental health and risk coordinator. Is that the exact title of an employee in the district?

>> Yes. Um that is Jeff Goldy.

>> Okay. Thank you.

>> All right. Then we will begin to look at um uh policy 851 which is the closing of district facilities due to inclement weather or other emergency conditions. and some things are so close to home. If you were on the call Sunday evening at 700 p.m. when we were evaluating the conditions, it was nice to be able to have all of these that are in front of you here as reasons um that we take a look at and we try to prioritize. Oftentimes, people will ask, "How are these decisions made?" And I would say there also is another podcast we might direct you to that the Hopkins Public Schools put together about some of the information that does go into this. So that is available on our website if you really want to know um some of the details that go into it. Um, but in particular this policy no specific changes that are here right now. Um, but specifically if there are additional questions or information we can provide we're happy to do so. I do have a quick question, Chair Andre and Dr. Lightfoot. Um, because I work in because I work in one district and govern on a behalf of another, I noticed that like for example, Minneapolis was closed um on Monday and then we were open. Do you think that we make those decisions based on in somewhere in here? Do we make those decisions based on like the road conditions in those um those geographics? I know Minneapolis tends to have more um the roads are not as clear as fast as maybe Hopkins. And so is that one of the considerations because that was a conversation that was brought up um on Monday with someone just about why we didn't close versus why some districts were

>> Absolutely. Um, in fact, we had that direct conversation and you know, I think part of what we look at is the district boundary that we serve and the transportation that needs to get to our students in order to make sure that we can um get students to school as close as we can on time. Um those are always sets of conditions that we evaluate with our transportation department and are definitely unique to each district as they look at their own service and the way that they have to manage their their geographic location and um the ways in which their cities operate. Um, so generally um we do have a network that we check in um and so while it is not all the same a lot of it is informed. So for example um Minsspra the Minnesota Association of School um PR individuals the communication people um we get information from Toya who was um getting updated from other communication areas and what those decisions were our superintendent communicate. So there are networks that of information sharing that happen there when people are making some of these decisions um and different decisions for different reasons but we try to stay updated in that information as well.

>> Okay, thank you. And then will that include sports games as well? because sometimes I know that if there is like inclement weather that's happening, if there's like a basketball game scheduled, um most often a basketball game still happens. And so will it close if it's at like the Royals Center or is there an exception to the inclement weather policy when it comes to sporting games?

>> It's an excellent question. Um, because part of what we also look at when we have a comprehensive meeting um and just so you know I mean the the meeting to make these decisions includes our before and after school care, our athletics and activities, our adult basic education. We try to do a comprehensive review so that all programs are considered. And so individually if we look at weather conditions as such that may indicate okay by 4 p.m. things might be ready and clear but we can't start at 8 then AB courses in the evening might run

>> and we may have other events that we consider. So, for example, believe there was a math league competition and so the high school joined us Sunday evening um high school administration to look at are there any individual considerations that we might have for that event. So, we do try to make sure that if there is anything particular that we may need to address that we are comprehensive in that review.

>> Thank you so much. One more last question. My understanding there is no more late starts, right? It's either they're closed or they're open. there's an option. Um, but generally the disruption and the experience of trying to run those is not really a first goto. It really is um if there are sets of conditions that we would need to fully address something that we feel that that would serve, it's an option, but it is not necessarily one that we um try to look toward unless there is a really unique set of circumstances it would serve.

>> Thank you so much.

>> Yes, Director Thompson.

>> Chair Andre, thank you. Um, I appreciate those questions, Vice Chair Roofer, and and and the dialogue there. Um, Assistant Superintendent Life, I I just it made me ask one question. Has there ever been thought of putting in like an absolute lower limit, like, you know, lower than X windchill below zero, we will close school, or is it better to keep kind of the flexibility as we have it here? I think flexibility is always a key. Um, the the additional sets of information as you're aware um we do have very close connections with the National Weather Service with our local agencies and um the additional work and support um from director in analyzing some of the set of conditions that come in. Is there a specific threshold, John? I don't think I have that memorized. I know that there is the specific threshold that we look toward.

>> Yeah, it's usually the it's 25 below and 35 below windshield. Kelp out, please. is director what? So we we do um include thresholds in our decision making and he can help us clarify specifically what those are but I appreciate the this notion around flexibility in the policy total. Yeah, there are temperatures at which like

>> the buses won't start and we don't want kids waiting out in the cold things like that and that's what I was getting at. Yeah.

>> Yeah. What are those thresholds specifically? Yeah, we have been utilizing the threshold of minus 35 degrees below zero, which is the exact same threshold the National Weather Service uses for issuing the windchill warnings.

>> Okay. And the other one since D d d d d d d d d d d d d d d d d d d d d wed is sitting next to me. I mean often times we think about closing for a cold. Um, but the reality is and we do live in the extremes of Minnesota conditions. We have also closed and maybe you can speak to the conditions about the humidity and the heat and what index we use there for the temperature thresholds.

>> Yeah, for both for both directions that so it's the minus 35 degrees for the windchill. Um, and then in summer, uh, we've worked very closely with and I was part of a team that has helped get uh Minnesota State High School League to adopt, um thresholds for the upper limits for temperatures as well, which we use a indicator called the wet bulb globe temperature, which has been shown by significant research by Henipin County Health Care um to be a much better indicator than heat index. That's why it's a number that you can't find as easy, but it's a much much more robust number to use for active individuals. Um, so we work with with that um for our summer. So wet bulb globe temperature of 82 degrees or above which moves into that red um area for it's a full chart that's uh supported by the Corey Stringer Institute as well. And so just know that even throughout the course of other programming that may be happening over the course of the summer or before or after school as we think about athletics and activities that um these also do apply for those sets of emergency conditions too.

>> Great. Thank you. Appreciate all the really good questions. I think it's all top of mind for us given the weather. Um, and are we ready to go to the next

>> policy?

>> Policy.

>> Yes. So, the next policy that would be uh excuse me, the next policy that would be in read Oh, do we have to approve that policy first?

>> I think we can approve them as a group if everyone's okay with that. Um, so Hopkins uh 852 where we were talking about building ground and property management.

>> Yeah. Here were just some general uh updates to the language itself being more efficient getting uh titles associated um and updated. Um, but beyond that no change to just the general statement around buildings, grounds and property management. Um, so if there are questions I'm happy to address those as well. All right. That's not the one where we talked about the manual, right? Remember

>> that's coming up.

>> That's coming up.

>> All right. And then so going over to the next um policy and read which is district code 854 where we do energy utilization management.

>> Yep. Uh we did review this one um as you're aware and it has um been presented to you. our assistant director of buildings and grounds does look at the um use of energy management throughout the district um as uh is identified in policy. One of the things that we did look at here and really work on is the streamlining of the policy and then just the attention to a real kind of guide book handbook um that was mentioned in the previous policy that does exist that um our assistant director is updating and we wanted to make sure that we could just include that component as well. Uh any questions, concerns, information that would be helpful here?

>> Chair Andre.

>> Yes.

>> Yes. Director.

>> Yes. Hello. Um, good evening. Um, so I guess my question on reading the addition is, uh, they're going to review it, but for what, right? Like to what end and what exactly? Maybe it's defined in the handbook, but like could we talk a little bit about like what we're actually looking for?

>> We certainly could. Um I think the uh if I'm following are you addressing the examining the energy efficiency district equipment fuel energy usage? I mean that's what we discussed as part of the terms of that handbook.

>> Okay. So we're we're saying that they're going to review the systems for efficiency. Is that

>> Yep. Um so for example part of the work that um Gino described is looking at the set of conditions in the handbook so people understand where things are set, why they're set. Um so for example in the different air exchange mechanisms that are there um creating a knowledge base around the district around where those temperatures are set, how the air exchanges happen. Um all of that would really be part of that utilization component. um and looking at how we maximize that energy usage to make sure that we are being good stewards of the resource and um being as efficient as we can with cost.

>> Okay. All right. Thank you. I

>> think we can go on to the next one.

>> Okay. And then so for our next Oh, excuse me.

>> Yep. uh policy 855.

>> So policy 855 we will it is focused on sorry I just lost my page. Okay so policy 855 is materials management um authorized use of schoolowned equipment.

>> And on this one it just generally speaks to the use of equipment and that it needs to be authorized by the district for the specific purpose in which it's being used. Uh it just really is kind of that guide if you will for um maintaining and um authorizing any use.

>> Um Chair Dre.

>> Yes. Director Thompson.

>> Just a quick question for each of these that we've reviewed since it I I'm assuming that there are no MSBA model policies since that wasn't linked as well. So these are just ours. Okay, cool. Thank you. Um, Chair Andre, a quick question. Yes. For this one. Um, so when we talk about authorized use of schoolowned equipment, I know that like our personal cell phones are not like school owned equipment, but like if we was to open up like for example our emails on our phone,

>> would that be considered um what what is it I'm trying to ask. Would we like if we ever was caught up in a lawsuit or something like that? like would that be considered um not like it wouldn't be considered school owned equipment but would that be like could we use as like an implication if we use our phones?

>> Yeah. Um, so it's actually kind of a cross reference. The policy here is mentioned 524 which is the acceptable electronic resource use which has some of that information. Okay. Um, part of the other thing that you mentioned is when you utilize district equipment and or district resource as is outlined in that policy, it is subject of course to any data requests that would come in that are subject to the Minnesota um the Minnesota Government Data Practices Act um which is chapter 13 of state statute.

>> Okay. Thank you for that clarification.

>> You're welcome. I think that's all the questions and discussion that we have on this set of policies. So I would look for a motion that the board approves the above policies in first read and further the board directs the administration to prepare the policies with the suggested revisions for approval in second reading at the next meeting as part of consent. So moved.

>> I have a motion. Is there a second? Second. I have a motion and a second. Any discussion?

>> Seeing none, all those in favor, please say I.

>> I.

>> Any opposed. The chair votes I. And the policies in first read are approved. Thank you very much everybody. and you get to stay with us, I think, to the bitter end. Assistant Superintendent Lightoot. Okay. All right. So, um, the next item on the agenda is the board's review of preliminary allegations or charges against the individual subject to the board's authority. The open meeting law allows a meeting to be closed for the preliminary consideration of allegations or charges against an individual subject to its authority pursuant of Minnesota statutes section 13D.05 subdivision 2B unless the individual has requested that the meeting be open. At this time the board has received such a request. According to the uh according to the discussion will uh excuse me accordingly the discussion will be held in open session. At this time, I would like to remind that the uh the to remind the board that pursuant to the open meeting law, data that are not data that are not public may be discussed in open session, but only if they relate to a matter within the scope of the board's authority and if the discussion is reasonably necessary to conduct the board's business or agenda item. In addition, those data retain uh excuse me, in addition, those data retain their original classification. The board should also remember that attorney client privilege advice and communications should not be discussed in public session. If the board um I'm sorry um if the board does go to a closed session, it must be recorded. All right. So, I would like to invite um our attorney Christian to expand on the above statement if he would like to do so.

>> Good evening everyone. Hi, Christian Schaefer from Ratwick, Rosaki, and Maloney. Thank you for having me at tonight's meeting. Um, I do want to expand just very briefly. I know it's already been a a little bit of a meeting and I won't take up too much of your time, but just with regard to the attorney client privilege, I know you've had a chance to review a letter that I have sent the board members. Um, much of what is in that letter relates directly to the allegations that you will be considering in open session. Much of that what is in that letter also consists of attorney analysis and work product and attorney client privileged advice is the part that really should not be discussed in the open session tonight. Sort of how I got to some of the conclusions and things of that nature. Uh I am here basically to answer questions about whether you know something is is or is not privileged and should or should not come up and of course procedural questions as they may arise. Um, so please feel free to use me as that resource. Thank you.

>> Thank you.

>> Thank you, Vice Chair Roer. Um, did you have more to say?

>> Um, no, I do not. Chair Andre, I will hand it over to Dr. Lightoot.

>> And at this time, if there's a statement.

>> Yes. Um, thank you uh, Vice Chair Roer for serving as the board chair as we discuss the matter of these allegations involving me and the pay that um, I have received serving as a parah in the district. Um, typically the board would be engaged in this discussion in a closed session. However, I requested the discussion happen in the open meeting space. I value transparency and know that it is also important to our community. Improving the outcomes for our most vulnerable students is critical and it is why I serve as a pair professional for students who receive special education services. It is a role that I am honored to serve in even though it means that I learn earn less money here than I would at another district. I am concerned that the unfounded allegations that happened at a previous board meeting have distracted both my board colleagues, district administrators, and some in the community from what matters most, serving our students and focusing on improving student outcomes. Besides serving on the school board, I have worked as a pair professional for five years in Hopkins and have been diligent in my efforts to stay within the legislative cap, which allows people in this dual position to earn no more than $20,000. The facts support this good faith effort on my part. I believe I have been misrepresented in a public meeting and feel compelled to share this information with you on the record. In fiscal year 2024, I earned $20,000 $20,03468. In fiscal year 2025, I earned $20,5640. For both years, the time I submitted for pay was under $20,000. Mandatory overtime, professional development, and retro pay contributed to the or over overages. And as I strive to do better, I reflect on ways to partner with the district to ensure that overages, even slight ones, don't reoccur. I value my service to the district and this community in all my capacities and I hope to continue enjoying the relationships with caring and devoted professionals and supportive community members that I have built over the past six years. Most importantly, I hope to continue providing service to our students, some of whom are the most vulnerable members of this school community. Thank you.

Okay. And so, um, with that statement, we would like to open up the, um, table for discussion. Chair Roer right now, right?

>> Vice chair still. Okay. I didn't serving as chair presently.

>> Chair. Um, thank you. And thank you. Um, so I I wanted to comment just to say that I want to be clear that I and I believe all of us, but I'll speak for myself, uh, take seriously board oversight, not only in regards to our district policies, but also adherence to Minnesota state statutes. And as was referenced um Minnesota State Statute 123B 195 which states that a schoolboard member may only be employed by a school district if there is a reasonable expectation that the amount earned is less than $20 $20,000. I'm grateful to our chair and for being willing to consider this matter in an open meeting and I do think transparency with our community is important. I also want to be clear that I do not believe that the statute was violated. While I appreciate the community caring about the integrity of our board members and our adherence to state statute, I'm concerned about the reason and the rationale behind why this was brought forward. We're talking about $34.68 in one year and $56.40, 40 which I'm quite sure that the time that our district has now spent in money considering this is significantly beyond that.

While we may have opinions about each other or um roles that we serve on the board, I hope we can have honest conversations about those things and would just encourage us to continue the good work together. Um, and just again want to thank you for bringing this to the public space for our further conversation.

>> Vice Chair Roer.

>> Yes. Treasure Hartland.

>> Um, thank you. Yes. Um, Chair Andre, I do very much appreciate the open discussion about this matter. Um, I share some of your concerns, clerk WG, in that in the manner with which this was brought forth to the board and the sort of characterization of this overage without the actual facts, the actual dollar amounts, the $90 over two years that was actually um paid in excess of this state statute. and both in conjunction with our administrative opinion, our district's legal council, and my own review of the facts, I also believe the state statute, with its excellent intentions to guard against abuse of power and the potential conflict of interest. I have found absolutely nothing to indicate that there has been any abuse of power by our chair, that there has been any conflict of interest. And yes, this is an important moment to pay attention to because transparency is important, but it absolutely has taken this district's time, attention, and money away from discussing student outcomes, from discussing our Ford NGL contract, from discussing our budgeting process. And I thank you from the bottom of my heart for your service to our school district. It is thankless and difficult work that you do. It is important work and I am so glad that you do it.

>> Thank you.

>> Um, cheer Andreen.

>> Yes.

>> I would also like to share the sentiments of um, Clerk WG and Treasur Hartland that I really do thank you for your service to the board. Um while I do think I mean not think that while it is important for us to um address any oversightes um you know of any misconduct, I do believe that you are working in good faith on behalf of our students. As someone who works in a school district is nothing more important than to have folks who are governing on behalf of a district. to have close proximity to those students, especially our most vulnerable students, um where we're able to to bring back that real time experience that shapes the way that we think and the way that we um work together on the board. And so um I want to just say thank you because that takes a lot of courage to um work inside the district. I'm pretty sure you're getting a lot of questions from teachers and parents and just maintaining that um maintaining that boundary which I have seen you do a lot um is really it's really key and so um and just to the community just thank you all for I mean bringing it to our attention I think that you know if there is something that is an oversight that we need to address please bring it forward um and we will continue to address it with transparency there's nothing to hide on the board I think we have a great working relationship amongst all of us and so Um, I don't want this to discourage you from bringing forward any oversight that you may that we may have missed, right? Because we all love Chair Andre, right? It does not negate the fact that there may been some oversight that have happened. Um, and just want to just be clear that, you know, we um we take it very serious. So, thank you for even having that conversation in an open manner because having it closed may have, you know, bought along more speculations, but your transparency was real. Um, and I appreciate it. Thank you.

>> Uh, Vice Chair Robber.

>> Yes. Sorry. Yes.

>> Thanks. Um, yeah, I I appreciate I mean, one of the things I that's always important to me is process

>> and I I just feel I I really commend the district, both the administration for um, you know, engaging with council in in such a timely manner for to chair Andre for having this open. Um, I I just think that you know, it shows a commitment to transparency that it's been done in in the way that this has here. So I I just appreciate how this entire process has gone.

>> Thank you. Appreciate that.

>> Vice Chair Roer.

>> Yes.

>> Yes. I uh Yeah. Well, um I'd like to uh um say uh one thing that I've appreciated about uh Chair Ro uh Roer's sorry, Chair Andre's uh uh work with the school and on the school board is that, you know, one of the things that has always been kind of interesting to me is that oftentimes schoolboard members are not educators, right? And we don't really have an idea of what it's like in the trenches. we don't know what it's like to, you know, provide services for people uh or other children and especially special needs people. So, you know, I I learn a lot from you about how it's set up and, you know, I I take that very seriously and I look to you to give me perspective that I just don't have, right? It's just not I'm not an educator. Um, so I appreciate that you um having all the facts now about what happened and your intentions I think really for me puts it to rest and um I appreciate uh your perspective in guiding us as well. So thank you

>> Vice Chair Roer.

>> Yes. I just want to say that I have thoroughly reviewed the memorandum and legal opinion from council and I just want to say for the record that I do not believe statute was violated and this should be put to bed.

>> Thank you, Director Heyman. Um, any further discussion about about today's um tonight's um resolution calling for executive session. Any additional words um or statements? Christopher Kristen, I'm sorry.

>> Oh, no. That's okay. Believe me, I've been called a lot worse at schoolboard meetings. Um, no. If there is nothing else that you need from me, I will let you get back to the meeting certainly. Um, you know, I I wish I was there in person to say uh thank you for, you know, meeting with me, but um if there's nothing else, I'll let you get back to it. Thank you.

>> Thank you. Appreciate you being here.

>> Yes. Thank you. Have a good night.

>> Good night.

>> Thank you.

>> So, I believe there's no action to be taken. So that then um takes us to the our board member reports. Um, we can start with clerk Wilhelm Garbers. Did I start with you before

>> you recently I don't know if the last one

>> Yeah.

>> Go ahead.

>> Um well uh thank you chair Andre. Um, so I uh would like to actually for my board member report. It was um a really active last few weeks and getting to engage in the community uh for which I am very grateful. And um I had the opportunity I'll just kind of go back a little bit here. had the opportunity to go to the parent uh informational session for Ford NGL last week and I just really appreciate folks showing up and engaging, writing us, etc. I think that's um evidence of caring um and I know everyone cares in their own different ways and so I appreciate that. And then I had the opportunity the next morning to go to the children's first breakfast and it was just a really powerful morning getting together with an organization that has such a long history of partnering with our schools here in Hopkins and then also in St. Louis Park and just um they're welcoming a new executive director and they're looking forward together with us into this next season and how they might partner uh intentionally with us. Then I was grateful to be able to join um I don't want to let all the other board members have all the fun and so I myself made sure that I got to go to the pops concert and um Treasure Hartland saved me a seat very kindly um because I have a four-year-old and I got there late. So um was so impressed and moved by that experience. And then also got to go to the robotics open house for the community and it was a hit with the four-year-olds. I would just like you to know and such an absolute delight. Also for the parents I've been able to meet over uh this last year particularly. I went up to many students and was like oh I know your parents and I got to be that board member which was very enjoyable. And my um four-year-old was just in awe of our high school students which was a delight. And then Saturday night was the heft gayla and I was trying to see if I could pull up um my airplane is what I was trying to show a photo because we had a phenomenal board photo. Um, I'll see in a minute maybe if when everyone else is done if I could just show the photo because it's so delightful and particularly um there's one board member I think who doesn't want me to show but he he is he has a wonderful pose in it. It was just a wonderful time to be able to gather together to support our schools and I'm grateful for the work of the Hopkins Education Foundation being able to hear about the Spark grants and our teachers and what they're doing in the classrooms to just creatively uplift and engage our students in rich and flourishing futures. I I did also wear in solidarity with our basketball teams uh this is my number five shirt as my four-year-old likes to say and who is from Hopkins lives in Hopkins, Minnesota according to them which is not true anymore but we are cheering on all of our student athletes and congratulations sincerely to both our boys and girls basketball teams. It was at the heft gala where there was a collective groan as we lost by one point. Um, so I do grieve that. And then I just wanted to say this week um as we're coming to the conclusion of Ramadan um just to all of our community members who observe um I hope this time has been blessed for you and um just wanted to wrap up then by saying um some of you know I'm actually an ordained Protestant Christian congregational minister and I think it's especially important that then I name that as that identity and person who sits on this board and is a part of the community that hate doesn't have a place here not in our schools or our community whether it's transphobia Islamophobia or anti-semitism. It's important we continue to be a place where all of our students and our families and all of us are safe and we belong. And so it's an honor to be able to serve on this board with all of you and to serve our community.

>> Thank you.

>> Hello. I'm Kai Thompson. uh third year on the board um as a director, three kids in the district um fifth, 9th, 10th grade. Um short board report. Only thing I would just mention, um yeah, I was in the building um for that girls basketball game at the U. Um it back and forth game. Really exciting. Um, too bad they couldn't quite pull it out, but just so impressed with the spirit that that team showed and um, you know, the energy that they brought. It was it was really a lot of fun and the students who were in the stands as well. It was just a great great event. Made me proud of the community. So, with that, I'll pass it on.

>> Good evening, everybody. Um, I am Rachel Hartland serving as treasure. This is my fifth year on the board and I have sixth, eighth, and tth graders in the district. Um, speaking of robotics, the high school team was up in Duth last weekend and or excuse me, the weekend before last weekend and took third and their team. So, they are they've got a tournament coming up at the U of M, I believe next weekend. Um, the pops concert was amazing. our u music staff, especially um Miss Nord Highcast. Um, but all of our music instructors just do a fantastic job. They put on a fantastic show and open up tons of opportunities for our students every day. And I was blown away both by the student um level of production and then also these professional artists that um we were able to have and host in our district thanks to Hef and a variety of partnerships. And so it was really a wonderful display of community that night. Um, there's been um between like the board audit committee, the citizens financial advisory council and the legislative action coalition. They've been in a lot of meetings lately. Um, and so I have been to fewer fun events than I think I would like. Um, but I will say that the middle school musical is also going to happen next weekend for the end of March as well, right before spring break. And then I would like to close by second seconding thirding fourthing our various school boards remarks condemning anti-semitism islamophobia transphobia and any other kind of hate or exclusion that is not welcome here in Hopkins and this board will continue to make sure that this is a welcoming community for all of us. Good evening. I'm Rotomir Puri Reid, superintendent. I have provided my board report already. I have two children. One is an eighth grader at West excited for high school. And I just want to say how much I appreciate um our school board.

>> Thank you. Hi everyone. My name is Shannon Andre. I am in my seventh year on the Hopkins School Board. I have a senior at the high school who is currently probably wrapping up a choir concert at the high school which I was sad to miss.

>> Um, but um, I'm sure it went really well.

>> That program has grown by leaps and bounds and

>> I as a parent of someone who loves to sing am really grateful for all the work that's been invested into that program. Um, and I don't have anything else to add to my report.

>> All right. Hello everyone. My name is Brooke Roer. Um, I have two incredible children in the district and I am serving my third year on the board. I just have a few things. Um, along with some of our several uh several board members, I also attended the children's first breakfast which was phenomenal. I really appreciate the work they're doing. especially we had two students from the high school who spoke and presented on a um on mental health I believe which was very powerful um and I appreciate the work that they're doing on mental health and just all the support they had um around their uh presentation and then I also did go to the Huff Bash which was very fun but I felt a little compelled to leave early because of the blizzard um so I didn't get a chance to just stay and just party like I really wanted to but it um an incredible event like always. Um, I really appreciate he for all they all that they do for our community and just like the way that they like their events always bring us together in the most unique ways and I absolutely love it. Um, I had the opportunity a few weeks ago to um I was invited by the uh city um Hopkins City Council um to um and by M um Michaela from the uh city to um share some words of share some words around their proclamation celebrating women's history month. And um so I appreciate the city of Hopkins for always just being um a diverse city and um always advocating for all of their um residents and community members. And we just have an awesome city council and mayor who does incredible work. Um, and then to that note, I would just like to say happy Women's History Month to all of our I'm sorry, Director Zen, um Director Thompson, but this is for the girls. Okay. Um, I would like to say Sarah, I really appreciate you. you are. I see you in community all the time. I feel like me and Sarah seriously like we're showing up at the same events literally every time. I can guarantee I'll see Sarah. And so I really appreciate the way that you just show up. Um, and that you are just so authentic and you're always smiling and make every room that you're in light up. And then I would say Treasurer Hotland, thank you so much for all of your ext like and all of your expertise around like school finance and um just being an amazing treasurer. like your treasury reports are so well um put together. I just appreciate the diligence that you do and then just also you speaking your mind um about things and um you are just a natural badass. Um excuse my language. Um

>> approp say Dr. Mary Perry Reed, I appreciate you because you always stand your ground. Um, and you're always just um speaking in the face of a lot of adversity. So, um, you you approach it with grace and that you're always um so eloquent in the way that you speak and present yourself. And I really appreciate the way that you um engage with community and um do your best to move our district to you have done a great job of moving our district to the space that it is. I know that your successor is going to have big shoes to fill. So, thank you for the work that you have done in our district. Um, then chair Andre, I appreciate you with everything in me. You um are so well um um versed in your role and that you really help all of us, I think. Well, especially me just kind of reminded me of um reminding me of like the district values and just always being there to answer questions and just supporting me and all the things that I bring forth to you. So, thank you. And then um Director Heyman, thank you for coming in and just jumping into the uh role of the school board just like with so much confidence and I really appreciate your legal background and what you bring. Um, and that you're not afraid to speak up whether you agree or disagree. It's very it's confident. It's it speaks a lot of confidence when you're able to share your own personal account of something when everyone else is like in agreement of one thing. So, um, it's brave and I

appreciate you always bringing up and speaking up for the Jewish community as well. So, thank you. And to all the women in the back, thank you for all the work that you do in our district. Um, you are greatly appreciated. Um, >> I know that Natalyia is not here, but she carries a load for our school board. Yes, she does. Um, and, um, one final thing, I do want to just say that I do want to denounce this Iran war that's happening. Um I am very saddened by what our community is experiencing right now. Um I remember as a kid watching um the World Trade Centers on the news and then like having a a um a TV wheeled into our classroom to like look at it and discuss it with our teacher. But now kids nowadays just have it right at their, you know, right on their social media. So, I can imagine the way that that's causing mental health and just want to put a note into one of the soldiers that we did lose um during Women's History Month, which was um Nicole Armor. And so, just like to hold a moment of silence for the service members that we have lost in this war. And I hope that we're able to bring peace around the world um because it's really important for our kids. So, we could please just bow our heads for our soldiers that we have lost. Okay, thank you so much for that long report. Um, take care >> and I just want to say you're amazing. You're amazing.

>> Hi, I'm Jiming Jao. This is my third year on the school board. I've got two kids in the district. uh they are in fifth grade and second grade at Shing over here in Eisenhower. Um yeah, so we've uh SEFAC has been quite busy uh meeting and and um as we've kind of talked about previously, there is a uh a hole to fill and uh so we're trying to figure out the best path forward uh that will maintain the services that we that we have as much as possible. Um I mean it's potentially quite large. So we just you know more to come but we're we're looking at a lot of different solutions and and uh if we have levers that we're going to try to pull them um and we'll see how it goes. So uh also uh uh the fun activity was the half galla. Uh that was always a good time. And um you know just tying it back to some of the CTE stuff that we talked about earlier. Um, I actually uh uh won one of the pies or cakes that was uh created for the >> Oh my god. >> Can Can the community see that? >> The community see that? >> Close your eyes. Okay. >> No, we're really fun. It proves >> Oh, we're really fun. Okay. Sounds good. Uh >> picture. >> Yeah. CT. Um, so one one of the uh auction items um was a a pie uh made by one of our students and so I won that. Um it was my daughter's birthday so that was her birthday cake. >> I love it. >> Um but we all loved it. We it it was gone instantly. It was so good. Um but >> what kind of pie? >> Raspberry. >> It was like Yeah, it was like a raspberry >> course. Hopkins. >> Hello. Hopkins raspberry. >> Yeah. >> Is that for 314 day? It was for Pi Day. Pie day. Yeah. Yeah. Okay. Yeah. It's my favorite day. >> So, anyways, um >> so cute. >> So, yeah. Go ahead.

>> My name is Johanna Hyman. This is my first year on the board as vice chair Roer mentioned. I'm brand new here, but have never been a quiet one. So, can ask my parents about that and they always tell me, you know, payback is, you know, from my own kids. out. >> Um, my board report is quite short. I attended the Ford NGL Q&A parent session a couple weeks ago um along with Clerk WG and Vice Chair Roer. And I will just second what um clerk WG raised and named is that we had a lot of engagement from elementary and middle school parents >> and I just want to honor the fact that they are while this is a high school you know a high school change that they are so committed to this school district and the future of our school district and the future of their children's education that I just I think it's really um really a a great thing to see people come out and want information, want to advocate and learn and help the district grow um into the future. I also went to the Heft Gala which was very fun as you saw by Clerk WG's photo. Um that was the official photo booth. We were you know we had some fun. Mhm. >> And I also attended the boys section final section game against Weis Zetta. >> Um so I missed the pops concert which I really wanted to attend but can't be two places at once. And I just want to say that um our boys basketball team, although they um took a tough loss, they showed courage and amazing sportsmanship and perseverance and positivity. Even though they were just probably not going to come back, they never gave up in that game. And I think that um speaks volumes of our students and student athletes that we can overcome. We teach perseverance, pride, and who we are. And then at the end of the day, win or lose, good sportsmanship, and heads up moving forward and get back on the horse and try again next time. >> That concludes my board report.

>> Thank you. And that uh takes us to a motion to adjurnn. >> So moved. >> I have a motion. Is there a second? >> Second. >> I have a motion and a second. Any discussion? Seeing none, all those in favor, please say I. >> I. >> Any opposed? The chair votes I. And this general regular meeting of the Hopkins School Board is adjourned at 9:07 9:08 p.m. Thank you everybody.