October. >> There we go. >> I'd like to call this October 27th, 2025 regular school board meeting to order with all members present except for Ben. And if he happens to attend, we'll just note that he gets here. >> Please join me in standing for the pledge of allegiance. I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> We'll move on to A4, approval of the agenda. Is there any questions, comments, changes from board members? Move to approve agenda as presented. >> Motion made by Probox, second by Ericson. Any other conversations? >> All right. All those in favor signify by saying I. >> I. All those opposed. Agenda is approved. We'll move on to A5 consent agenda. Mr. Shockman, is there anything you want to highlight in the agenda? >> Can you give me just a second? >> Yes, I can. >> Thank you. Um, why is this not >> Sorry. It'll be fine. >> Why is that not >> Do you want me to write it down? >> No, there we are. Um, sorry. There we go. Thank you very much. Um, I do want to point out one thing. Um, I know Mr. Urban is here, but you'll see on the on the consent agenda that, um, Mr. Urban is listed under leaves of absence. So, uh, today is his last day, uh, until the first of the year. He is actually, um, going to be going into surgery tomorrow at 6:45. He's having his knee replaced. Your left knee, right? >> Left knee replaced. Um, he's super excited about it. Uh, um, and Andrea Coloulstead is actually going to be the long-term sub. That is she's So, we've rearranged her schedule where she's just going to be down there solely, but she'll uh, she is a licensed administrator. We have let families know. Um, but uh I just wanted to point that out. Um, uh, just in case you're like, why is Ron on there? So, um, that's all I have. >> Excellent. Any questions about the consent agenda from board members? Hearing none, I'll make a motion to pro to approve the consent agenda as presented. Motion made by second by Crayals. Right. That was you, Josh. Right. >> Right. Any other conversations? All right. All those in favor signify by saying I. I. All those opposed. Consent agenda is approved. We'll move on to A6, acceptance of gifts. Once again, a very generous list here. BFW Post 1783. Um $3,000 for the medical card, $210 from St. John's United Church of Christ for the Raider room, $8,500 from the Central Booster Club for soccer goals, $648 from the Central Booster Club for portable stoves for the foods room, $1,5759 from the Central Booster Club for fly tying kits, and $2,599 from the Central Booster Club for camera lens. Again, extremely generous, handy. Thank you very much. Any conversations or questions from board members? >> Move to approve. >> Second. >> Motion made by Cray, second by Kelly. Any other conversations? All right. All those in favor signify by saying I. >> I. All those opposed? Gifts approved. Uh public forum. We have more visitors, but student council. >> No. >> Okay. And then we'll move on to theformational items. And this is where we'd love to have our student council come forward. Just state your name, your grade, and share what's going on. >> I'm in 12th grade. >> I'm in 10th grade. >> I'm Jameson. I'm also in 10th grade. >> One of the things that we are currently working on is painting the rock. We have discovered the theme of Minecraft. The blood drive was last week, Wednesday. Um, we're working on a food drive for all November. We're trying to do a um middle school versus high school competition to spice things up. Um, DQ has also decided that they'll sponsor. >> Thank you. >> Any questions for board members or student council? >> All right. Thank you guys very much. Thank you for being here and thank you for all the great things you do. You're more than welcome to stay, but uh we totally understand if you leave, too. Thanks, guys. Thank you very much. >> Um we'll move on to the student representative uh piece and I just want to take this time to um recognize Caitlyn Hoyer. Caitlyn, thank you for your wisdom, your guidance, and the time you gave us and the value you added to our board. We greatly appreciate it. Hope that it sparked a little bit of civic drive for civic duty in the future for you and that we didn't scare you off from it at all. So, >> congratulations. Thank you so much. >> We need to take a photo. >> Yeah. >> So, um should we do >> let's do the whole tour. Okay. So, we're going to take a pause here. Um let's go >> intermission. >> Let's just let's just go right over here. Let's have everyone stand and then we'll come on everybody. >> Hide in the back. Hi. Fantastic. >> So, let's kind of like if we can obviously have Kaitlin right in the middle, but around her, that would be great. >> I I think we all very well. >> Great. >> Okay. Ready? four. There we go. >> Thank you guys. >> Wonderful. Thank you. >> Thank you for everything. >> Oh, yeah. Thank you. >> Well, now you see that. >> Bye, Caitlyn. >> Um, we didn't even get a chance for everybody else to pepper her with gratitude. Oh, she is in and out. There we go. That was >> um >> Are we back on? >> Yes. >> I'd also like to introduce that Chrissa Bencki will be our um 2526 student representative and we'll welcome her at our next meeting. She had something this evening. >> Yeah, she was going to be here. Um the uh Stiffens Fest um event got rescheduled for tonight, so she's at that. She apologizes, but she will uh she's going to be our um our student rep. >> So, yeah. >> All right. We'll kick it right off to you then, the superintendent report. >> Okay. Um a couple things I uh since our last meeting, uh we did uh the the Central Booster Club did hold the Raider Rally. Um and thank you. Several of us were were there together. It was a great evening. Um, we did auction off a couple of more parking spots off the out the back and they I think they got $1,600 a piece which was which was pretty exciting. Um, all in all, the the Raider Rally um event um raised just over $30,000. Um so I just it has grown. I think there was um 300ish tickets sold. Um, so the event was at the perfect spot. Um, you know, just the the Hamburg Hall could just fit more people. Just having the two rooms, it just felt it just felt better than it did the previous year. Um, we did have a debrief with the booster club people in charge of it. And um, they are definitely needing some more help with this. So Joe um Joe in his um like winter sports kickoffs and things like that he is we are going to be requiring like a person so like girls basketball we'll have somebody step forward to to help for for a couple of years boys basketball wrestling and all of our activities. So our hope is to get you know between all of our activities getting about 20 people um because just four people cannot cannot if we want this to grow and maintain it just four four people cannot do the lift. Um so it it's going to it's going to be um we'll see how that goes. I I just are I'm leaning into our coaches a little bit to to say hey this is how you how you can help. I know I know we've advertised it a lot as the Hall of Fame induction and it is that's one of the reasons we're getting together. But it is it is a fundraiser. Let's be real. It's a fundraiser. It raises $30,000. It's it's average just over $30,000 each year and that has gone right back in. I mean, you could see on our on our donations this evening that $8,500 was given to soccer. and they have they have donated to um to every single activity in the two years. So, everyone's gotten a piece of it. So, um we just we just need to step up and as a as a as a organization, as a community to um to honor the past and and maintain the f or maintain the current uh piece. So, I know Josh and Spencer, you guys were there. Do you have anything to add to it at all in terms of the event? >> Yeah, I didn't make it to the one last year, so this was like my first exposure to it and it it was awesome, right? It was just fun to see everybody >> um there and supporting the school and just being with each other and having a good time. So, yeah, I was very impressed. But >> yeah, so it was good. Um and the event is scheduled for next year. I want to say it's the it's the first week uh first weekend in October again. It's like October 3rd, October 2nd, October 4th, something in that ballpark. Um secondly, uh I I um I do I mean u Miss Pearl and I were talking a little bit beforehand. We we are um uh not we Southwest Metro. Uh can I is this stealing your fire a little bit? Okay. Okay. So maybe you can skip or chime in if you want, but Southwest Metro is looking at at um uh acquiring the middle school in Morristown, Minnesota that has shut down. And basically the backstory is um we have some programming down in Wasika right now. Wasa needs the space where they're at. There's a bunch I mean there's 70 students that really are going to have no place to go. Morristown. Um, WHM and Wasika and what's the Emily? I'm looking at you. What's the other district? Um, there's three. Who's the third district? Oh, shucks. >> NRG. Yeah, that uh >> Yeah, that's it. >> Yeah, that's it. Um uh basically basically um one of one of the one of the deals is they would renovate it, bring it up to code to where it needs to be and lease back. Um basically it'll cost Southwest Metro about a buck a year, but there's we're kind of ironing out the details, but you it'll cost us >> us us a buck a year. >> Not like a buck a year per like they're they are >> Yeah. >> They are taking it so that those three districts that use it are the ones who are going to pay for it. so that we can have control over it. As Southwest Metro, >> every member district has to have a part of it. So, they're structuring it so the entire district's contribution yearly would be one split among all of our >> people. It may sound counterintuitive. It's like Morristown WHM is going to close the building and then literally they're going to turn around and lease it right back from a new entity for special education students. And there there is a there is a need and and so um Southwest Metro would theoretically get to uh gain an asset um for very little to no cost. So um there may be some um some joint powers agreements and things like that that kind of pop up on this end of things in the next month or so. >> Probably have to do some sort of a vote. >> Yep. Um lastly, uh you can see in the notes, uh I have our I have our um uh um levy promise, uh details in there, but the final thing is uh is the um uh the ADM for October. So, um you can you can kind of see we're starting a trend here. So, uh just to just to remind everyone, the gray line is the is last year, maroon line is this year. Um we are trending above last year. Um so, I think we're at 944 students. something like that at 944 941 students. Um so we did lose a couple in in September, but um we're definitely above our our budgeted which is the yellow line which is 915. So um we're feeling really good about where things are sitting enrollment wise at the beginning of the year here. So that's good. Um and that is all I have for superintendent report. >> Questions for superintendent? Okay, we'll move on to board reports. Anything for board members. I got yourself Mitchell. >> Yeah, I'll just I'll just piggy back onto that. Basically, um I think probably next month we'll have to have a vote on it. And um the vote will be just to amend the joint powers agreement. So how that is structured right now our legal council is telling us that if we were to purchase the building if everything was decided to under the current joint powers agreement we would not have a say in what happened. Um so the joint powers which is just something that has to be done separate from the money piece of buying anything needs to be restructured. There's just been a lot of change um with who are member districts and who are I forget the word we're using but uh >> associate associate me associate members. Y >> so those people don't really get a say. So like if if there's things like if there's a waiting list at um in any of the programs because we are a member district we jump above >> like Burnsville or you know anyone who's just an associate. So, it's just kind of just some stuff that just needs to be done because it hasn't been done in a long time. So, um that will bring next time. And then they're getting us more financial information and stuff about what this um what this purchasing of this building would do. Um really looks like it it would be a good thing. I mean, it's going to free up some space in some of the other buildings, which would hopefully then lessen weight lists. Um we are fully staffed at 288 right now. So that is kind of nice. Um they have room to grow. So and they're going to continue to staff even though they are fully staffed because we are bringing a lot of people over from um some other countries teaching and um >> just kind of hoping to to continue to grow and lessen those weight lists. >> So we'll see more information to come. Thank you. Anything else from board members and committees? >> All right, we'll move on to discussion items. Miss Harrison, >> D1, building and department goals. >> All right, so we have um we have Mr. Urban, Mr. Larson, and Miss Brown here. Um I think it's gonna go Ron, Rich, Becca, right? So, if you want, you can come up and do you want me to scroll for you because it's it's a scroll behind me here. Or do you want to you want to scroll yourself? >> It's up to you. >> Okay. Yep. I can do that. You just need to tell me what what to do. Yep. I feel like it's like one of those clown It's like one of those clown cars. >> This is great. We should maybe put two tables up there. Okay. >> Y nice to be here. Thanks. I haven't seen you folks since last May and just seeing your smile on faces. So my goal is uh similar to last year. The fast bridge is the assessment we take uh K12. It's kind of gives us a good baseline of where our students are at. It's different than the MCA test, but it does give us some really good guiding principles. And there's some there's some things we can extrapulate out of uh what we get out of fast scores and how those then relate to MCA scores. Not a perfect match by any stretch. the imag imagination, but we're starting to figure out where those things do correlate and what we need to focus on. So, all of our kids will take uh in two through five, we'll take the fast bridge three times a year. And we started in what's called the A reading. Are we on that? >> Yes. Yeah, there the the test they took in the A reading came in at 54.4% 4% and we want that goal to be at 62% by the spring. I'm confident that we can move that number, that percentage and more. And what we found out last year is it's still true for our students. Uh when it comes to comprehension, there's like three different legs to that comprehension. And the first one is is accuracy. And our students read very accurately. That's a wonderful thing. So if you give them a random passage, they can read that passage and they read it correctly. The second part is phrasing. And what phrasing essentially means is the speed and the pace you read at. Do you stop for periods? Do your is your voice go up and down to give you a good suggestion to follow someone's reading? Similar to what a really good author would do when you're reading a book on tape. You can tell that they're really skilled at the phrasing part. The part we need to work on is fluency. And the biggest piece that is automaticity. And essentially what automaticity means is if you see the word we call them site words 'the', of and did, we want our kids to be able to map that and memorize that word without using any of their, lack of a better term, their muscle in their brain. Because the more you have to sound out and map that word, you use all of your energy mapping the word out and you don't have the ability to comprehend it as well. So if we can teach kids those site words and we can teach kids to map out words at a quicker pace, they become more they become not only more fluent readers, they comprehend. And in the end, the only thing that really matters is their ability to comprehend whatever text we give them. And we know that if we can increase their fluency, we can increase their ability to comprehend. Does that make sense? >> That was a long-winded explanation. I wanted to make sure that made sense. Can you go to the next one? And our plan is it's it's built on the fastbridge data that we have in central elementary and we believe strongly that that will then correlate to good MCA test scores. I think Miss Colad was here last week or last month. We're really happy with the jumps we made. Uh we're not satisfied with that, but we are really happy with it and we are really even more excited after seeing what the rest of the state did. That doesn't feel good for them, but it feels really good for us, right? And what feels good for us is because that's all that really matters to me is what feels good for us. And the second part, our data suggests our accuracy at a level to promote that true comprehension. We just need to increase that automaticity, auto automaticity, which is either site words or being able to orthographically map those words quicker in kids heads. And most of that good work happens in our PLC's. Our teachers meet every single week and they talk about our students and they they go over data to see what kids have done well, what they need to improve on, what we need to spend more time on, and what and how we can move uh more kids in that next level. And it's really intentional. It's not about like how' the field trip go or how are your conferences going. It's intentional work based on one thing, student achievement. and that's what we're here for. I mean, all the rest of that is important and we need to have time to discuss those things, but lead achievement is what we're here for. by bi-weekly conversations between Andrea and myself and Becca. It's it's easy to set this as a goal. And if as the administrative team isn't honing in and focused on that goal and holding ourselves accountable to that goal, then it gets to be two months and three months and you forget to do some periodic and random random period check-ins and and it worked really well last year when it was at the forefront of our our brain the whole year. and we will be getting some support from MBE. That's that's okay. They we we pay things to get support from them and they can give us good support and we're we're happy that they're here. Any questions on that? I'm going to drop one real cool thing. >> All right. So last week we took 83 or 84 kids to a science fair at Gust Davis and we took third through fifth grade students, Nikki and I, and we had no idea how many kids would be going with us. And it was, I think, a direct reflection of the investment we've put in as a school district into our steam room because what they were doing in those breakout rooms was all steam related things. And honestly, the coolest part of it was the beginning of the day. Our kids did not have much of an idea how they were going to move around Gavis's campus and how they were going to follow the maps. And it was so fun watching them together figure out what that meant. And I honestly, it's a direct reflection of what we're doing in those steam rooms and what we did with it. We're teaching kids to be independent learners and to be problem solvers and thinkers on their feet. And it was really like maybe the best day I've had in elementary. It was that much fun. >> Cool. >> Great. >> Thank you, Mr. >> Um, okay. So, I'm going to go through our math goal, reading goal, and culture climate goal. Um, our first one, you can see again, we do the fast bridge. Um I wanted to point out how high the CMS math um uh baseline is. 74.7 is pretty high. So um but so for each of those our goal is a 3% um jump and you slide to the next one. Here are some of the things that we're doing. Um some of these are similar to things you've known before, but I want to talk briefly about our high school math support model. We found a lot of success by having one of our math teachers use a portion of their workday to provide support for kids who are in math classes at the high school level on either failing or um um you know struggling and there's a process for getting in there and we found a lot of support for kids to be able to our goal is to eliminate fails um by really taking kids under their wing and helping them and we have them drop an elective and that is their elective. essentially they get a math elective course and like algebra 2 which I would argue is the hardest class for many uh students to graduate. So that support has been really great and I've gotten a lot of positive feedback from students and um families. Scope and sequence work is what we're really trying to um get through. I think I I hope that um if you ask teachers they would they would see that my priority is um standards, keeping things aligned to standards because that's how we keep things rigorous. So on most of or a lot of our classes we're already we're working on unit pacing guides which is where you put in your day-to-day plans according to the standards. Um there's a few that are still laying out courses and how those standards go through the year because some teachers have a lot of preps. So we'll use our PD day to tighten those up. Um and um we're going to be working on a new math curriculum. Um they're doing research right now uh to make final align with their new standards. So scroll ahead. >> Uh similarly our reading goal as our baseline data and once again we're going to go for that 3% growth and uh some of the things that I'm going to talk about the Monday planning document is something we've uh we're adding. Sixth grade is working with I2I for a crosscurricular project again scope and sequence PLC working. As my guy Ron mentioned, uh something I took the letters training and I'm trying to implement that by having a tier 2 word of the week that I talk about every day on the announcements. Um give little rewards for use it and come back to me. Um I'm also trying to help with progress monitoring. So I want to be like an all of us thing >> um that we're all reading together. Do you want to talk? Did have you talked about the money planning document at all? >> That's my extra thing at the end. >> Okay. So, sounds good. Sorry. Yeah. Sorry. Just you told me to be quiet. Sorry. >> No, no, you're great. Thank you. Our culture climate goal that for me is just so important that our kids are doing well. They like to be here. Um, and our baseline is uh 3% more than 3% higher than our baseline was last year. um which was more than like uh considerably more than it was the year before. So, we're just trying to I feel that there's one adulthood in the building who knows me well. Adult has made an attempt to connect with me. We added that caveat a couple years ago. Um and anybody who says no in the fall, you know, we all split up in PLC's and say who's getting who here. Um so, we um we've been doing that and some of the strategies to try to build culture. You scroll down there. Um, you know, we do that where we share out and connect with kids. We try to have really clear expectations with our students. Um, we've been really trying to put the phones away. Um, uh, our monthly assemblies we continue, a lot of these things are part of our fabric now that we've tried to continue to build and we're trying a new seal character strong as a resource that we're using. So, um, the one thing that I wanted to add, this is something new for this year. We've found that we're really trying to help kids take ownership and have agency in their work and what they're doing. So, every Monday, grades 6 through 12, every kid gets this assignment in their Google classroom and they write down their grades, what they have, what's missing. They plan where they're going to put do for that week, how they're going to use their study hall. And I perhaps most importantly, we have them each meet with their raider time teacher like >> Sarah, how are you doing? you know, I see, you know, you have a all A's and and a C. Oh, that's because I'm missing this thing and I'm going to take care of Tuesday win. Great. You know, just kind of like you get someone on time, check in with a staff member and then um we are also asking students to then share that document home with their families and it's been a learning process and I'm trying really hard to get everyone on the same page doing it. some of our student the hardest ones I think are the students who already have like 98% in all their classes and are on their way um you know to college and and uh but we're trying to just show that this is a really important thing if you were to click on the intro video you do not have to but it goes through more depth explaining all the students watched it explain why we do it but just one data point >> that's so sad yeah be a long summer to make that video. Um, and I can share with you uh as our training, but just one data point and it is one data point. I recognize that. But last week our fail list um for the whole school was 68% of what it was last year on the same date. That means we run a list of every kid, every F that any kid has. And then this um today the middle school failless was 49% of what it was last year on this date and high school was 64% of what it was a year ago. So I have a belief that that is a single piece of evidence that I think it's helping and ideally again the goal is to help kids take responsibility and ownership of their of their work and their plans. And in addition, you had some feedback that um around communication there there was a a belief from our from our constituents that um they wanted to hear not necessarily from you the principal but from like the teacher and their kid. And so this was another Can you talk about that? >> So when we have the end of the year feedback piece, one of the things that we um did not score as high on is um families hearing communication from teachers and such. So, in all of our classes, teachers are really trying to send out regular communication, but this was one way that we wanted things to go home so students can see, hey, here's what my grades are. Here's my plan. The last thing we would ever want is for a parent to be shocked when they find out their kid is failing or is way behind. We want we want to do what we want to be proactive to build that partnership early on. >> Have you gotten any feedback from parents yet on this >> or have parents asked questions about it? Sometimes the helpful feedback I try to bring this up a lot when I have conversations with families is they'll say I didn't see that >> and that I'm hoping to have people bring up a lot at conferences and I I say well you know and then it's a great thing to >> I've seen it like it >> yeah know I really appreciate that you got it maybe you can get a parent list that needs an intervention on I I'm teas I'm teasing those at home I'm te No it's >> not the You know what though? It's a learning process. I mean, I think that this is something that we're trying to really double down on because eventually this becomes something we do. It becomes a normal Monday >> um practice and eventually it just becomes no big deal. I fill this out. I check my grades. What's my plan for the week? And then you kind of get study hall until the teacher calls you over. And I tried it like in the video what I tried to explain is that in any career, any person, any principal, like that's what you do. You have to you have a to-do list for the week and you have to take care of managing your tasks. And >> so how are the teachers implementing or how are they following up with all these kids. So every Monday the teacher is supposed to view however many kids you have in their room. So on a Monday as a teacher, you just put an automatic assignment in Google Classroom and the kids like if you were my class, you got I really you guys all have to do it and then you would come up one by one and show me your plan, you know, and show me that you signed up for win and all right, can you just show me that you shared it with your mom and then just kind of so really put it on the kids and then in that little one minute checkin that's when they would show the teacher. And that's as long as that gets implemented across the board like you said, >> I think it's going to be great for all those kids that maybe are struggling or even ones that have a because like you said again, it's per job, right? It's stuff you have to do. So the more repetition you get in the better. >> Yeah. Yeah. You know, I love >> it's a um it's a learning process for all of us. And I even am annoying enough that I get on the P like, "Okay, right now is where you should." >> He does. >> It's not annoying, it's everybody to do the same thing. >> Can be a challenge. And I'm seeing that most are doing it. And we find little kinks. For example, when you put it on Google Classroom, you have to make sure that anybody can view the link. Otherwise, the kids share it and the parents can't open it. Like little things we figure out as we go. Or if you fill out the part that says like, "How are you gonna what are you going to do, you know, this week to to in study hall?" If if you put I don't know, your mother might reply with a bunch of suggestions for you. >> Yeah. Yeah. >> Hypothetically, >> I think it's a great idea. I like it. >> It's funny. >> And this was brought up last night, too. >> Winter meeting. Mr. Clay brought it up and it's it's perfect for those kids that are in a sport or activity. >> Now there's no shock when you're on the bench because you as long as again the teacher has to help follow through with the kid, the kid has to do it. But that's that's going to be huge having issues when >> Yeah, I think you're right about that. It really comes up in our MTSS process of looking at the like as when kids are struggling. It's the first place we might go because we've honestly discovered some kids who have put on here I'm going to go to math but then we find they're shooting baskets. So like this week FID shut down all gym just to support kids going to the right places. No gym during win time this week just as a reminder like you know school first you know so we're making prog we're learning it but I I think that data piece is one that I think is going the right direction. I love that they'll go down. >> Thank you. >> Thanks. >> All right. So, just a few highlights before I go into my goal. Um, for the 2526 school year, our special ed department is fully staffed. Um, that's licensed teachers, that's PAR educators and itinerant staff. So, yay. And after Lisa Styy's was flying solo, she's got one and a half um staff to support her this year. Um the new hires in the elementary have been rock solid. One is brand new out of college and you would have thought she has about 10 years of experience. So and middle school and high school um we have the same people for two years in a row. So good things happening. Um our child count will come out in December which comes to the state and so unofficially we have about 212 students that we're serving. Um we're doing a we've got about 14 initial evals that's um birth to 12th grade. Um three that are kind of getting started and about 11 re-evaluations going on right now. So uh school psych Julie myself are staying busy. Uh Lisa Styley staying busy with those evals. Um and of the ones that we have um 50% we're not sure if they're going to qualify yet just because they're still in process. 28% are either qualifying under speech or specific language disability and 14% which was two evaluations that did not qualify. So just kind of from September to now kind of where we're at with those evaluations. Um so going into our first school um looking at grades 2 through 11, which is about 139 students, and that's all disability categories with the exception of DCD. Some will take it when they get a little bit older, but elementary typically doesn't. Um, we're looking for at least 80% of those students to either go up one level in the proficiency. So, either like high risk to some risk or to go up individually by two points. Um, and we used Fastbridge to um give us that number. Um, Andre and I were looking through it and that's what it kind of looks like from the fall to spring is at least two number points to go up. Um, things Oh, next slide. Yep. Uh just kind of a breakdown of this is our 136 139 students 60% high risk um 13 summer 22 low risk and five advanced um for a reading. Um next slide things that we're um implementing at the elementary we're continuing to implement UFly which I got to watch one of our new staff um doing a UFly um lesson is so cool like multiensory. They're tapping out the sounds. It was it was very fun to watch. Um they're using foundations Sunday um along with supplemental materials that they find that work. Um we're working on purchasing letters play learn which goes along with Sunday but it's for younger kids. So kind of that we found some of our kids aren't ready to get into level one and so there's this kind of kindergarten version. Um so we're working on getting that purchased. Um this year elementary has started having data meetings um with her to look at the data to see are the interventions working if not what can we do um and then as far as middle school uh we're doing a mix of pushin where they're going into the genet classroom to provide services along with providing um more intensive services using Sunday during that raider time. Uh we are going to also implement um data meetings with our secondary stu um staff um meeting with Andrea to make sure we're um just keeping track of that data to see if what we're doing is working and if not how can we uh change things up. At the high school level um we kind of I'll call it up the cart. This year we've kind of had a one-way model maybe where we had either fundamentals of English and or a structured study hall and we went to looking at a fundamentals of reading which is for um students they wouldn't have a gened reading class and they would just get that reading in the special ed resource room. And then we also implemented essential reading skills where they're in a gened class and getting additional support in the resource room for a period. Um, and that's broken up. They might have like 20 minutes of a study hall to work on English homework and then we're using um what's called flex read 180 to deliver some individualized instruction for them to work on specific skills. Um, and then they're also working on standards. So during PLC time, they have the course catalog that we created for the classes and they're looking at standards to figure out, you know, maybe breaking down if they're missing skills, what do we need to teach to get them closer to those standards. Um, so lots of work. They've they've been champs about it. Um, it's PLC time. They've got their document. They're working through it. Um, and I'm I'm hopeful that it gives a continuum for services so it's not a one-sizefits-all. Um so that's our area of reading. Um for math again same uh goal area 80% of our students you know moving either one proficiency level or two points. Um the breakdown 48% high risk 15 some risk 31 low risk 6% advanced. Um in elementary uh we are using bridges math intervention still. I we've got to watch uh our new our other new student uh uh teacher that came from southwest metro. Um it's a great direct instruction program. Um it was fun to watch the kids. They heard a lot of different vocabulary. Um it was good. And then there was meeting with uh Miss Colstead. Uh in the middle school they're using again the cushion services and then when they're pulling out they're using transitional math. Uh Miss Shrup has seen a lot of success. Um she's called principles of math. Um where they're pulled out and getting that instruction. Um and then again we're going to implement those meetings with um Andrea to make sure they're looking at that data. Um and at the high school similar to that reading they had fundamentals of math um and now we have that and the essential math skills um where they're using that flex math 180. Um we will re-evaluate that curriculum as we get towards the end of the year just to see has it been successful? Is there something else that we can use to help drive that instruction? Um, and then they're doing that standards work in PLC time questions. >> All right. Well, I just Yes. I just want to thank um our principles and director um for the work that they do and um it's just I like I think Ron, you kind of hit it on the head there at the at the beginning like we had some really good progress, but we're not necessarily satisfied. So, we like the we like um the progress we made in one year and um there's still work to be done. So, um I just want to thank the three of you. >> Thank you very much. Good luck. >> You bet. >> Yep. >> Yeah. Good luck tomorrow, Ron. >> Move on to D2. D2 vision code results 2024. >> All right. So, hold on. Let me pull this. Let me pull this up. Oops. Okay. So, just a reminder that this is this is from last year. So, it's it's a it's a result of last year. And just giving background for everyone. Um um at our planning at our planning meeting in um in the summer, we decide what is going to be in the lefth hand column and then we track those things. This this vision card has not changed in about um five years. So, um that's that's okay. Um we did we did have some movement this year. So, um I'll just start at kindergarten readiness level. So, our our kindergarten readiness level did move down one uh one tick. We are right on the border uh between um level three and level four. We have implemented a new curriculum and I think that's uh kind of what we're attributing to some of this too. We're we are starting creative curriculum. It's a it's new and um we're we're expecting to see a bounce back from that. Um our K3 reading levels and K8 reading growth have have remained consistent and again some of these are a combination of things happening in FastBridge um and some of this happen happening on MCA. Our graduation rate uh uh is still uh among one of the best in the state at at 93% or above. Our market share of students living in the district uh though still is at uh intervention required level. We have been moving up. Um so we we aren't we aren't past the baseline yet but um literally every year we are we are getting closer to to or we are capturing more students that live here and students are coming back. Um total district revenue we actually dropped one. Um we are in the top 70% of our district now. Um some other districts in our conferences in our conference have passed levies and bonds and um we we have we have dropped one. So um it it just is what it is. Our our our again you can kind of see what what vision is. Um parent and staff support. That's the that I get this data from the um from the end of the year survey which we're well what was the end of the year survey which we're going to be doing midy year now. Um so uh we do uh we do have over 90% of parents and staff uh saying that they are satisfied with the district. Um MCA math has moved up slightly. We had um and again this is this is all great. So we had like what you saw last month with Android there were some pockets at at 78% and 75% but when we put everything together we are in that 60 to 64% range but that is up one um level from last year. and our science. We are still uh we are still working on that. And um I think one thing I want to note from what Ron uh said is we have we are now in year four three we are in year three of steam uh implementation and that this data is one of the reasons we decided to develop a steam lab at our elementary school. So just we are and and I I we don't have another data point other than 8th grade. It's the only year that the test is given. So, there's a lot of pressure put on it. And by the way, we are about 10 points above the state average. I just it it's just we're it's a very difficult test and we still need to do things like bringing the kids bringing kids to Gust Davis, having electives at the high school that that um and and middle school that support uh support that work. So, >> see, we have like our first group of kiddos that were in the steam room in 8th grade this year. That would be They had one year. They had one year. So it would be it would so >> Yes, that is correct. >> They had it for fifth grade. >> Yep. >> Seventh grade. Yes. >> Additional kids. >> Agreed. >> Been exposed to that for years now >> flowing through. >> Agreed. Yep. That is exactly right. >> Um so well I just Are there questions or is there anything more that you would like me? >> You don't have it for any other grades in >> doesn't exist. >> There is only one. >> Yeah. Okay. So I I mean and and there isn't so I don't know I wanted to it is tough. So so we so so we so we added so >> um I feel like I need to give you the history. So number nine didn't exist initially. >> We did not and and we added number nine I think two years after we started doing the vision card. we wanted to hit the well in theory the the four core subjects except there isn't anything for social studies to to to test um and the way that the science standards are are laid out and they've changed it's how do I how do I want it's it there isn't necessarily like a like a reading curriculum like how we have a reading curriculum or math curriculum it's not laid out the same same way as that and um this is the best measure we have and I'm not saying that we just oh well let's but that's the same measure that everyone in the state has >> there's not alternative >> no new no >> we're still 10% above the state >> yeah so so I think our I think our district-wide we're at uh 46% I mean it's lower than what we'd like and state average is like 35 34 >> and it is Like it's hard. I' I've administered class. It's difficult. >> Our third year of >> steam. >> So technically we won't see that until next year >> possibly >> because the third year we're just starting the third year. >> Yep. >> Yes. Yes. >> Those kids are not even in eighth grade. >> Well, they're in eighth grade. >> But they're not going to have test results till next year. >> They won't have test results until next year. Yes. Yes. >> So >> Tim on the No, they're in seventh grade. >> They're in They're in seventh. >> Yeah. The kids are Yeah. They're We're They're not The eighth graders now are in >> Oh, yeah. Yes. Fifth grade, sixth grade. Se Yeah, they're in seventh grade. >> Yeah. So, so these Yes. So, these kids have not even >> the eighth graders now because they have a son in eighth grade. He never had >> He never had STE. Yes. Yeah. Yep. That's correct. I'm sorry, Spencer. >> The number will go up. That's our goal. >> Our goal would be that. Yes. >> Complent the work to have. >> Yes. Exactly. >> Mr. Khan >> on the market share. Mhm. >> of students living in district. Do we have a >> So we're at 940. >> So 70%. >> Um well 70% Well, that's not how you could that's not how you I have to get that data. I don't have it off the top of my head because it's not >> it's not 70% of who's here. It's 70% of who should be here. >> Yeah. population living >> because because our net open enrollment is like negative 240 or something like that but we we get a ton from Plato and Green ale like but we lose to Cologne. So this includes Cologne basically people we lose to Cologne Academy prochial doesn't count >> they don't count um um Cologne Academy and Wakonia basically are the two other um pieces but I can get the I can get the data for you if you'd like. I think it would be maybe interesting to see like what what does that mean? Does that mean we have 50 kids that we would need to enroll to hit that? Is that 10 kids that >> I can't answer that question off the top of my head? >> I think that >> good for us to understand as we look at, >> you know, our plans to >> grow. And I I think another piece too is is um I mean it really the to maintain our kindergarten um uh numbers is key. >> It's key. >> There's quite a bit of marketing we can do with a lot of the success that we had. >> We and we have >> hopefully that continues. >> Yep. And we we are going to continue to work and and grow our marketing plan. Mhm. Are there any other questions or comments around the vision card three boys soccer co-op post? >> Okay. So, we are um Mr. Clay and I have met we met with um Sibly East um right now. Um, so just some background, our our boys and girls soccer programs have a cooperative with Sibly East, US, and Lester Prairie. Currently, Lester Prairie does not participate in either boys or girls soccer even though they're part of the co-op. That's why or well well they're part of the co-op on the girls side but be before we had the co-op we had already chosen the like central was the the rags the jerseys were all were all central. We never had boys soccer. So when we started a co-op it was agreed upon that the name was East Central Prairie. That's how that name was derived. Cibi East, Central Prairie, Luster Prairie. Cibley East is the host for the boys soccer team. They practice in Arlington. That has been happening for two years now. This year, um it was July 20th and we could not find a head varsity coach. Um we couldn't get somebody that um wanted to travel to Arlington. Um whatever reason. I mean, it was just it was difficult. it was difficult to find. Um Jake Shrup did step up and he became the soccer coach because it was I mean he has a child in the program and it was between not having a season and and somebody with very minimal soccer experience coaching the coaching the team. Um we have about 33 students 20 from Sibly East, 13 from Central that participate in the program. So we got together just to hey is this thing working for everyone? Oh, actually, let me back up. One of the one of the potential issues that we have is because Sibly East is the host, we are part of their conference, so to speak. And that is the I'm looking at you. Do you know the name of the conf? Okay. It's because the Minnesota River Valley Conference dissolved. They are part of the conference with like Newm Cathedral. Is it Cathed Cathedral? >> Um, Minnesota Valley >> Minnesota Valley Lutheran, St. Claire. Yeah. So, St. James maybe. So they don't have soccer in that conference. This is the point. They don't have soccer. So there isn't a conference schedule that these kids are even running. So they are they are participating at an independent level. So Randy the AD over there is finding uh we're going to go to wherever you know that we're going to pick up those those uh those games. And also because of that there is no um postseason eligibility for the team nor are there any postseason awards i.e. all conference etc. So even if we had the Lionol Messi of soccer playing for I know that's an exaggeration for those at home that's a soccer player. um like that like that person wouldn't even be eligible to be an all-state selection or an like it just doesn't exist. So we said is this going okay for everyone and we have some reservations about that. So it has we are talk um Mr. Cyford Seaffort uh the superintendent at um Civil East and um me here we are talking to our boards about potentially moving the soccer host school to us. We would be able to there there is a plan we So how that works is um is we are in year one right now of the Wright County Conference soccer schedule. So we would have to play maybe like a JV schedule next year with Wright County Conference because the schedules are already developed. But then it but then the following year we would get in on the first leg of the Wright County Conference soccer schedule. And we have a full full gamut of scheduling 18 games, 18 conference games with Wright County, which is probably what they would end up playing. Um it will be very difficult for our kids, for our boys because they it just it's a it's a young it's a very young program. Um and they would get eligibility for postseason play um postseason awards. You are no matter what you get one allconerence selection. No matter what everyone gets one um and then the how it works is the better you are like if you win the conference you might get six. I don't know. I'm making a number. you you you would get more depending on how you place. Um you know there are some legitimate downsides to this um i.e. practice space. Um um right now we basically just run the costs like we take care of girls, they take care of boys. If we um brought it all over here, we would insist on a fair share agreement where which basically all of the costs go in the hopper and then it's parsed out on a student by student basis. Um you know, and then you get a bill like we like uh Gleno charges us for um gymnastics. We charge Mayor Lutheran for the kids that play. Like it it's a very common um common practice. Um, but we have we just decided because we're we're hosting one and they're hosting one that we don't do that for for soccer because the costs are similar. Um, practice space would be an issue. The I mean the hard part is is that the the space in Arlington is actually one of the best practice spaces. It really is. It's just that it's, you know, a ways away. Um, Joe has connected with the city and they have agreed to allow us to use Friendship Park. So we would the plan is ideally that we would move the youth stuff to onto the fields behind the baseball fields at the elementary school and then we would stripe and and get ready the outfield of of Friendship Park for our JV games. Um we could in theory um so schools run games uh two different ways. Um you would either uh so if they have a back-toback varsity typically it's boys or girls that start at five and then the opposite that starts at 7:15. Um and then JV is away. Um I have like Holy Family for example they run like 4:00 5:15 5:30 7:15 all JV. So like you'd start with your boy JV boys and varsity girls and then JB girls varsity boys. kids that are on the same team, you know, or may JB that may dress have the opportunity to do that. Uh, that was that's really efficient and I would imagine that some of our visiting schools and Civil East would love that for busing costs, you know, to be really efficient that way. Um, and I guess I I'm I'm giving you I'm bringing you in the weeds here a little bit, but I just Are there Does anyone have major reservations? I mean, I I know practice space will be at a premium like and and and Joe, I just basically said, if this happens, you need to figure it out with the head coaches because they're because ideally, Sibly E, our boys and girls have to soccer players have to practice at the same time because they'd be sending one bus over with both of those all those players. Sibly E's busing costs are going to go high because they're going to have to pay for a bus every single day to come over and game days. But that would not be part of the fair share agreement in terms of we don't split those costs. It's just the cost in the program. >> So can't we use So friendship would be one and then we need another field. >> We would use the Soccer typically plays on Tuesdays, Thursdays, >> but I'm saying >> for um we would use friendship. So okay, if you think about it this way, we have base or football and soccer. Let's just say five teams that need a practice space. It may mean that like in again in theory, one week the soccer team has the turf field and one week the football team is either down at friendship or on our um shot put area or at the elementary school or across the way. Like it just people are just would just have to be flexible and when you have to move people get >> Can we use that other football practice field? Yes. a soccer field. >> Yeah. Um, >> is it big enough? >> Which which the one across the way? >> Yeah. >> No, it's not big. No, it's not. >> It's if if for a practice area, yes. >> But for uh Yes, that Yes, that would be used for a practice area. Okay. Yes, I was when I bring up friendship, that would be mainly be the game a game area. But yes, that absolutely can be used. So technically we have two soccer fields, friendship and that other field. >> No, friendship and our field, the turf. >> Yes, we Yes, we would. I mean the downside to friendship is that it's that friendship. >> Correct. >> You know, which is I mean I'm just again being real here. I have some teams that don't even walk want to walk across the street >> to the to the field over there because it's too far away. And and we're and we're um baseball. We have >> I I I'm just telling you what I'll say. I just I don't know. But Joe But I think one of the issues is they're saying we don't have a spot to store equipment. So Joe had the shop build a shed. So we're putting a shed over there to so they can store equipment. And and you know, I mean, I get it. It's not it's not as convenient as walking out your back door and having this fine service here, you know. So, it's just I think Mr. Clay has to manage it. >> It'll be a challenge to coordinate all those times and figure it out between all the head coaches, but it's a great opportunity for our kids. You got to start somewhere. >> Yeah. >> Help being play that JB schedule since it is such a new team >> that's gonna give them the experience, not just throwing in all the varsity. Um yeah it's yes I yes I agree with that because us and then you know going in and playing say for example Mountain West Tanka in the first game just would not go over well you know and and our kids can grow into that like it's it's >> well all the programs started that way they were all really young once and kind of grew >> agreed. >> Do we think it helps on the coaching front? Not that Jake doesn't want to. >> I think um I I can't speak for Jake, but I would say I mean >> um I'm trying to be I'm trying to be um good at how I say this. I think Jake knows his limitations as a soccer coach and and if we are just um one one rung closer to a four-lane highway, I think it just the the potential for for getting a high quality coach if the position comes becomes available. It's easier. >> Bunch of soccer experience. >> Josh coach my five and sixy old. >> Yeah, there you go. Oh, me? No, no, no, no, no, no, no, no, no. >> I can ref it. I just I I can't coach it. >> And also, would we potentially garner coaches that would if you're not even in a conference, they're potentially not even >> He wants to gain some notoriety, some >> Yep. I and I think the other piece is is there are I know there are some kids that like soccer here that don't necessarily want to get on a bus for a half an hour every day. And likewise, I think there's some students there that maybe just tried it out because that was the only thing available to them. So, I just I I think there's um I think both ads believe that it could um raise the bar of who tries out for the team. Well, there's ways wait room work and timing and all that stuff, too. >> So, we would be saving money when it comes to the busing. So, that would be the plus side. >> So, so I want to quantify that for you. We're talking probably about 8,000 bucks is what we is what we pay because you pay for the driver to go over there, sit there for the practice, drive home every single day. Now they're going to incur that cost >> and we're splitting everything else. So that part's, you know, >> participant. >> Yep. And that that percentage hasn't been agreed upon. My guess is is that Sibly East is maybe they're going to maybe try to do like a 6040 55 45 split to try to reduce some of their busing costs. I think either way we're going to come out ahead finan it shouldn't be a it has I mean I know we have to talk about this. It's The financial determination is not the reason why we're doing this. And I I think it's going to be a net positive in the black for us. >> Well, I like that it gets it gets more people into our community, >> right? >> Increase enrollment. It it could. So So we have So I asked Joe, we have an average of of 52 52 people attending our soccer matches at home, girls and and we did host one boys game here. So we have So the gates are decent, which is a challenge on the practice field because how do you take >> I don't know how many kids are on the football team, 50 60 kids and then you have 20 30 of them using Y. So now you double the amount of kids on a smaller space. That's not fair to those 60. >> Yep. So So I would we would have I think the girls soccer program we have 38 students. The boys soccer program currently we have 33 students. That's that's 712 for both of those. And we have 48 football players this year. >> And that's between two schools which we don't know what you know they have to travel over. My guess is we're going to lose 20 I we would probably lose four to six kids from them, but I we could gain four to six kids. I I think it'll end up being a little bit of a wash, but we'll we'll see. I don't I I I can't predict. >> You said could we use the elementary Yes. >> area soccer practice? >> Yes. That that actually is better than >> um because the the one back here is crowned really for for for um for drainage. It's it's crowned pretty big. I mean, I think you could. It's better for football than it is for soccer, for sure. So, I'm just making an assumption based on the questions that I'm hearing and that I'm feeling that that people would like us to continue to exploit. Like, I shouldn't shut anything down at this point. Keep exploring. Okay. >> I mean, our the you are so large around here, >> you know, maybe growing faster than we thought. >> Yep. Yeah, I would agree. I think um that Roy, thank you for bringing that up. That in of itself is why we started the co-op because both schools had a pretty robust community ed uh soccer program. And feedback that they were getting from parents was, "Well, what's next?" Mhm. >> And there was nothing because again if you if you remember >> um we used to be in a co-op on the boy side with Mayor Lutheran and Watertown Mayor and they dropped us. They basically said because and and again that sounds really bad but they they us being part of that co-op bumped us into double A and and they wanted >> and they probably had enough of their own numbers. They had that they did they had enough of their own numbers with those two on the boys side and and then we dropped everything and I mean their girls are really successful. They're in the semi-finals in class A this year >> for the first time. They're good. >> Yeah. And by the way, our girls aren't too shabby either. We have two >> nice all >> two all state and two honorable mention on all state. So, okay. Um any other discussion around it? Okay. Thank you. >> Item E1, consideration of 2025 seniority list. >> Um, okay. I didn't do this last year and that's my fault, but I I'm not going to click into it. It's there's seniority lists um um from from from both CA and MSEA, our Perry Union, um that I have posted. I've sent it out said, "Hey, everyone look at this. If you have an issue, let l I know and then we'll adjust it." It's already been looked at. Technically, it needs a board approval. So, Okay. Any questions? >> Hearing none, I'll make a motion to approve the 2025 seniority of this as presented. >> Second. >> Motion by second by any other conversations. >> All right. All those in favor signify by saying I. >> I. All those opposed. Your seniority lists are approved. >> Thank you. Everyone will be happy. We'll move on to our next board meeting is November 17th here at six o'clock in this room. And then >> just a reminder that is the audit. So um our auditor will be here. Um >> and if you have I don't have a preliminary one yet. Um we usually get it probably like a week out. But if you have audit questions that you for sure want the auditor to address. I mean that he has a presentation that he just typically does. Um, but if there are specific things that you're that like if you're hearing anything from constituents about our about our audit or anything finance that that you want our auditor to address, um, if you let me know, um, a couple weeks prior to the meeting, I can address those with the auditor and I will have him put it part of his presentation. Okay. >> Anything else for more members? >> If not, I'll look for letter G. Is there a motion to adjourn? They may want to motion made by box. Is there a second? >> Second by Ericson. Anything else? All right. All those in favor signify by saying I. >> I. All those opposed. We are adjourned. Thank you everybody. Have a great Halloween. Sorry.