Leslie Bleskachek

The work session covered several financial and operational topics. Discussions included an action item related to Market and Johnson, noting that the project was under budget, and clarifying how remaining funds would be handled, including future contract work with Bray and auxiliary charges. The board reviewed change orders and the punch list status for projects. A motion was passed to approve payment of bills totaling $342,997.47. The board also reapproved a resolution authorizing the issuance and sale of general obligation refunding bonds, confirming it was a procedural step due to refinancing. The monthly budget update highlighted expense variances due to timing and accounting changes, noting the general fund balance status and anticipated snow removal costs. A significant discussion centered on anticipated state special education funding cuts, shifting from a planned 42% reimbursement rate to a potential 35%, which could result in a substantial deficit and require updated five-year projections. The committee reviewed the finalized recommendation for the 200 series policy review, noting only minor cleanup changes. They also discussed the annual open enrollment determination, confirming no limits would be placed on non-special education programming spaces, and reviewed enrollment data. For special education, it was confirmed there would be zero spaces available, and any open-enrolled student becoming eligible for special education services would be returned to their home district.

The meeting commenced with citizen comments on non-agenda items, where topics included concerns about building community during school transitions, the financial impact of increased busing, and requests for the Board to step up support for students affected by consolidation. Further public comments addressed the proposed sale of Holton Elementary, urging the Board to consider alternatives, including an in-district charter school model based on the Finnish education system. Concerns were also raised regarding the process for boundary options, specifically the need for measurable transportation analysis for all proposed boundaries before a vote, and ensuring boundary lines extend to the end of roads. Other public input focused on the responsible sale of school buildings, securing the best possible price, and considerations for fifth-grade students regarding boundary redraws. The Board then received a report summarizing the 2024-2025 audit, where the external auditor reported an unmodified (clean) opinion, no findings in the management letter or compliance audits for federal and state funding, and confirmation that required DPI filings were completed timely.

The primary focus of the working session was a comprehensive K12 literacy presentation, covering curriculum structure and instructional focus across grade bands. Discussions detailed the shift from foundational reading skills (phonics, decoding) in early grades (K-2 using Amplify CKLA) to strategic comprehension and analysis in upper elementary (grades 3-5) and secondary levels. The presentation emphasized the importance of strong literacy skills, even in the age of AI, for critical thinking and navigating complex digital landscapes. Specifics included the use of controlled (decodable) versus uncontrolled (trade books) texts, and the development of writing skills, which shifted from drawing/dictation in K-2 to structured, evidence-based argumentative writing in secondary grades. Writing instruction is emphasizing quality over quantity in early grades and focusing on prompt writing aligned with assessments across all levels.

The Hudson School District's plan focuses on empowering all students to cultivate their talents and prepare for future success through a rigorous, student-centered, and equitable learning environment. Key pillars include fostering meaningful partnerships with families and the community, implementing comprehensive Academic and Career Planning (ACP) services, and providing diverse Career and Technical Education (CTE) programs, dual enrollment, and work-based learning opportunities. The plan emphasizes professional development for staff, ensuring equitable access to career readiness for all students, and aims to develop caring, contributing community members.

The meeting began with the Board convening in a closed session to deliberate on the purchase of public properties, specifically related to the listing agreement for Holton Elementary School. Upon returning to open session, the Board approved the listing agreement for Holton Elementary School, setting the listing price at $3 million. Discussions followed regarding the disposition of Willow River Elementary School, including considerations about its logistical differences compared to Holton, potential summer use, and the costs associated with maintaining the vacant building. The Board ultimately voted to table the decision regarding Willow River Elementary for one month. An update was provided on mental health services, detailing the continuation and expansion of the colloccated therapy program, noting that waiting lists exist across all buildings due to high demand, especially for younger students. Finally, an update was given on the DARE program, confirming its continuation in all elementary buildings for the second year and noting the training of a new School Resource Officer for the middle school.