Good evening. Today is May 8th, 2025 and the time is 6:30 p.m. I will now call the regular meeting of the District 191 Board of Education to order. Uh, welcome to those of you uh who are in the audience here and those watching online. Director Alt, will you please lead us in 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. Do I have a motion to approve tonight's agenda? So moved. Moved by Director Saxi. Seconded by Director Mickelson. Is there any discussion? All those in favor say I. I. All those opposed say nay. The motion carries unanimously. We will first on our agenda tonight um hear about our annual innovation report from Superintendent Dr. Battle. Thank you. Thank you, Chair W and members of the board. First, I'd like to start off with a quote from our strategic road map. Supporting and leveraging new methods and original thinking to improve student outcomes is one of our goals. And tonight's innovation report will show the continuity of our staff members who continue to leverage new methods and original thinking. So, first um many of you are familiar with our grow our own program. Um we recently have received another grant um from Minnesota Department of Education to support our adult learners. Um currently we have one uh a dozen 191 employees working toward teaching degree. um a description that uh the Grow Your Own Grant really helps to support um students, excuse me, their students, but also employees, adult students, and they can receive um over a 5-year period, $750,000 we've been awarded in this new grant. Um mostly to pay for tuition and stipens for district employees. Um our partner is Metro State University. Next we have examples of being community strong. So first let's start with the digital ticket provider. Um our athletic department switch to go fan for athletic tickets. Um it not only allows online purchases but point of sale purchases which has been a great option for spectators. Um the second one is also an athletic innovation. They switched to Huddle um for athletic live streaming of events and um the viewer experience and accessibility has been enhanced with that switch. Uh another one from the athletics department um is really providing more language options um about general athletic information. Um thanks for our wonderful communication department um for helping with that. So, it's in English, Spanish, Somali, and Mong. The next one we have is summer lunch and learn from our nutrition uh services department. Um this is a cap collaboration between food and nutrition services with our community education partners. Um we support three housing complexes in the south region of the district. Chancellor Manor, Arbor Vista Mobile Home Community and Rambush is Rambush Estates. So almost every Tuesday lunch period during the summer, we will have a community uh partner activity and AUX is a comprehensive cloud-based uh platform platform that we use within our community education department. Um it really allows us to efficiently and effectively uh manage uh registrations. Um it also includes uh the support for afterchool care, VPK preschool building bill building bill building bill building bill building bill building bill building bill building bill building bill building bill building billing enrichment programs and facility bookings. Uh the next one uh categories enhancing employee experiences. So, our purchase cards, PECARD uniters can benefit now from a newer and upgraded website with an improved workflow. Um, approvers are able to review receipts attached to each transaction instead of searching through a separate file storage system. Uh, we all remember computers were to make our lives easier, but sometimes the softwares do not. So, we have a better software. Um and then as mentioned earlier um the athletic department switched to huddle for filming of events. Um it is also a great learning and teaching tool for coaches and student athletes. So that's the experience for employees with the um use of huddle. Next category is the student support. Um continuing our culturally proficient school systems work. Um this year our transportation partner Smitty and Suns uh has been reporting that the implementation of bus ambassadors for positive behavior intervention and supports. Um they are experiencing significantly better behavior from our students on buses this year. Not saying that they're bad, but kids can get a little squirly from paying attention all day in front of their teachers. And so this has really helped to enhance um their behavior. Um this program includes a designated staff member being assigned to each bus route. They check in with the drivers, help students get safely on and off the bus and they collaboratively problem solve it. The bus uh driver in forms of of any issues. Um so we are glad we're supporting um not only in our schools with PBIS but also to and from school on our buses. Um we also launched this year our first six weeks of kindergarten program. This is a all hands on deck approach to supporting our kindergarten students designed by the student support leadership specialist with our primary teachers. I will tell you one of the learnings for our um kindergarteners if they have not been our schools. How many of us have those small milk cartons at home? They can't open. So it's really little things like that. Um so working with the primary teachers um that we they understand the expectations and building the right routines and habits right away so they can be more successful in their kindergarten year. Um this year was the launch of our grade nine academy. Um this program has all of our ninth grade students organized into four teams. This allows uh teachers and support staff to work together around data in order to assess the individual needs of students. Um there's increased student as well as family outreach. We are seeing stronger attendance and grade attainment. Um, and for 2526, we're going to enhance the grade nine academy with the inclusion of the bar program, building assets and reducing risk um being paid for a wonderful uh grant from uh allocation from the county. Also lastly, our elementary school preschool breakfast. So now we provide breakfast to preschoolers. Next area, community education partnership, Portugo HealthNet. Um, it's a new program introduced for our Latino community. It improves access to health insurance and medical care and it supports families with gaps in services throughout the community. Um, this is related to a new law that took in effect in January 2025. It allows these families to qualify through Menshore. Um and so we're quite happy to partner to have these services for um our families. Next one, community education operations. Um in partnership with facilities, there's been several facility upgrades. Um scoreboards um at Nicollet, uh Burnsville and Eagle Ridge. Um we are in the process of installing new bleachers at Burnsville High School. We've had increased signage at our tennis courts. Um, and then also wireless microphones and up updates in the Mirage Center. And then lastly, infrastructure and system innovations. Um, with the expansion of um, preschool and our elementary uh, families that access, they we really wanted to enhance security. So it adds another layer of security before for school programming. And that concludes my update annual report. Thank you. Thank you. Um are there any uh comments or questions from board members? Okay. Thank you, Dr. Battle. Up next, we will hear a community education data report from Allison Jordan, community education supervisor, and Jason Sers, director of community education. Welcome. Thank you, Chair Rub, uh, Superintendent Battle, and members of the board. Especially, welcome the new members of the board. Uh we're really excited to be here this evening to share what is um data that has only been collected by our district. I've been in education for almost 30 years and I've been involved in summer programming for a lot of those years. And what I will tell you is that um we've presented Allison and I some of this information uh at the Minnesota Community Education Association uh fall conference. We've also um shared some of this data at the area learning center conference in the winter and we had MDE in the room and they have never seen data like this and when we talked to other partners across other states they've never collected data like this and um so Allison is going to acknowledge that we had one board member ask a particularly good question last fall because we come every fall to present data growth data from our own internal assessments align to standards that we teach in summer. But I just want to thank uh first and foremost before we start, we have a large amount of people we hire every summer to make these programs happen. So first and foremost from EAS to teachers to custodians to food service workers to directors of operations and transportation to technology, without them we really don't have this summer program. Uh this was new about 7 years ago we started this. And so with that, I'll turn it over to Allison Jordan, our supervisor of community education. Good evening, school board chair Worb, Dr. Battle, and board members, as well as individuals in the audience and people at home watching. I am Allison Jordan, the supervisor of community education. And I have some exciting data to share tonight surrounding ALC summer programming, voluntary prek, and kindergarten jumpstart that we're going to share. Tonight, we'll be covering several key topics we presented to the school board last September, and a question was raised regarding year-over-year achievement data for ALC summer students and how they progressed during the school year. In response to that question, we've gathered the data and we'll be sharing those results this evening. This request also sparked our curiosity about the impact of voluntary prek and the summer kindergarten jumpstart program. So, we've included that data on those programs as well to add a more comprehensive picture of our students and their learning. Our two largest populations of summer learners are Hispanic Latino students and black African-American students. We believe that the Somali population is primarily represented in the black African-American demographic. The demographics of our summer learners closely reflect the district's overall student population. In the summer of 2021, we experienced a significant increase in enrollment, which we attribute to the return to in-person learning following the COVID related disruptions. Since then, we've observed a gradual decline in enrollment among black African-American students. We think that trend is due to possibly families resuming international travel during the summer, which was largely paused in 2021. Additionally, special education students on average reflect approximately 25% of our total ALC summer school student population in any given summer. This is consistent with the percentage of K12 students receiving special education support during the regular school year. To provide some context to the next set of slides, here is the longitudinal demographic data showing the number of students who attended summer school from 2021 through 2024. This cohort reflects students attending summer over summer for the four years. This slide represents overall a math data from fall 2021 through spring 2024. The average sample size for summer school students during this period was 761. The blue line represents students who attended summer school while the orange line represents those who did not. The slide illustrates that students who participated in summer school demonstrated an average growth of 11 points compared to a fivepoint growth among students who did not attend. And the gap in learning is substantially reduced. The A-reading data reveals a more significant difference in growth between students who attended summer school and those who did not. Students who participated in summer school showed an average of 34 points while those who did not attend experienced only about a 7-point growth over the same time period. We isolated data by demographic. This is the black African-American data and we believe which includes our Somali families. Again, the blue line represents the students who attended summer school between 2021 and 2024, while the orange line shows those who did not. Students who participated in summer school demonstrated a 12-point growth compared to a 7-point growth among their peers who did not attend over the 4-year period. This data indicates that within this demographic, summer school participants outperformed their non-participating peers by the end of year 4. For the black African-American demographic, a reading data from 2021 to 2024 shows that students who attended summer school achieved a 32 point growth. The data suggests that students in this group are making meaningful progress and are closing the achievement gap compared to their peers who did not attend summer school. This slide focuses on the Hispanic student population in the in summer school. Students who participated in summer programming showed a 10-point growth while those who did not attend showed a twopoint growth. This data indicates that summer school participation contributed to closing the academic achievement gap within this [Applause] demographic. This slide represents the A reading data for Hispanic students. Students who participated in summer programming demonstrated a 26 point growth while those who did not attend show a 9-point growth. This data suggests that summer school played a key role in narrowing the academic achievement gap in reading for this group. This slide reflects data for all multilingual learners in district 191. Multilingual students who participate in summer programming showed a 31 point growth, while those who did not attend demonstrate only a three-point growth. This data highlights the summer school participation helps multilingual learners close the achievement gap and outperform their peers who do not attend. The A- reading data follows similar trends to the A math data for multilingual students in the district. Multilingual students who participated in summer programming showed a 31 point growth, while those who did not attend demonstrated only a three-point growth. Again, this data reinforces the summer school participation helps multilingual learners close the achievement gap and out outperform their peers who do not attend. Next, we will focus on our voluntary prek or VPK data and demographics. The data shared spans from 2022 to 2024. As districts were not required to collect demographic data on students before the 2022 school year, similar to our summer school data, the two largest groups of students in VPK are Hispanic, Latino, and Black African-American students. These demographics align closely with the overall student population in our district. We believe that the Somali population is primarily represented within the black African-American demographic. Additionally, we have seen an increase in the multilingual population within VPK, which reflects the broader trend in our district's student population. This key will be used to interpret the testing data presented in the following slides. This slide shows the percentage of VPK students from 2021 to 2024 who attended VPK and subsequently enrolled in ISD 191. Approximately seven out of every 10 students are choosing to continue their education with us while others are opting for private parochial charter or home schools. Kindergarten students are assessed using the early reading assessment. The data here shows the early reading performance of VPK and nonVPK students from 2021 to 2024. In the 2021 2022 school year, 78% of VPK students scored in the sum to lowrisk categories compared to 74% of students who had no VPK experience. Looking across the years, we see the percentage of VPK students in the low to some risk categories has consistently equaled or exceeded that of their peers who did not attend VPK. Students in grades 1 through three are assessed using a reading assessment. This data compares the performance of students who attended VPK to those who did not from the same time frame 2021 to 2024. In 2021 to 2022, 79% of VPK students scored in the exceeds lowrisk or some risk categories compared to 75% of nonVPK students. In 2022 to 2023, the percentage percentages were 83% for VPK students versus 77% for nonVPK students. In the 2023 2024 school year, 90% compared to 68%. Across all three years, VPK students consistently outperformed their peers who did not participate in the program. Looking at MCA reading assessment results, we see a positive trend for VPK students over time. In 2021 to22, 34% of VPK students met or exceeded standards compared to 35% of their nonVPK peers. By 2022 23, that number rose to 45% for VPK students, while nonVPK students remained at 35%. In 2023 24, 41% of VPK students met or exceeded expectations compared to just 25% of nonVPK students. These results suggest that students who attend VPK are demonstrating stronger reading outcomes over time. As we look ahead, we anticipate that the the percentage of VPK students who meet or exceed benchmarks will continue to rise, especially with the implementation of Hegerty in all VPK and preK classrooms and targeted professional development aligned with the READ Act. Kindergarten Jumpstart is a summer program designed to support students entering kindergarten in the fall. It serves both current VPK students and those without prior preschool experience, offering a full-day experience that mirrors a typical kindergarten schedule. The goal is to ease the transition into school by building familiarity and readiness. While the program was originally grantfunded, it is now self- sustaining through a combination of annual VPK ADM generation and area learning center revenue generation. The demographics of the kindergarten jumpstart participants closely align with those of our VPK students during the school year. The data pre presented here reflects the most recent cohort of students who participated in kindergarten jumpstart during the summer of 2024. This analysis compares early reading and early math assessment results for Jumpstart participants versus their kindergarten peers who did not attend the program. Approximately 25% of kindergarten students participated in the Jumpstart program. In fall 2024 early reading assessments, 55% of Jumpstart students were identified as low to some risk compared to 76% of their non-Jumpstart peers. By winter of 2025, that percentage for kindergarten jumpstart students increased to 68% while non-jumpstart peers were at 74%. In early math, 74% of jump start students were in the low to some risk range in the fall compared to 80% of their peers. Winter data showed a slight shift. 72% of jump start students remained in the low to some risk category versus 81% of their non-jumpstart peers. Although the jump start participants are not outperforming their peers academically, the data suggests that the program supports a smoother academic transition into kindergarten. If we did not provide this programming for students, we believe the gaps in learning would be far larger. We also believe that this data might be a little skewed because last summer there were about 43 students who were brand new to our system and had never done school before. So in any academic year, the number can be between 40 to 80 students who have not had a previous experience. In looking ahead, we will continue to watch this cohort of students and watch their instruction that they will continue to have for Hegerty, especially this summer. At the end of kindergarten jump start, we will review the data and we will look at the early reading and early math data that will come forth and begin to look at pro programmatic changes if they need to happen. From field trips and enrichment experiences to hiring practices and curriculum, we are continually working to improve outcomes for students and families in our community. Our vision, future ready, community strong, guides our planning as we prepare summer programming for the youth and families of district 191. As we wrap up the school year and transition into summer, here are a few key initiatives and plans we are implementing to support continued growth and [Applause] engagement. As a final thank you, we'd like to recognize those individuals who helped gather this data. Director Oftall and Dr. Lowe, Director Gorton, and Drew Wokei. We have been working since the fall to make sure this information was available to share with you. To our district teachers and support staff, as well as our summer teachers and staff, it takes all of us working together to make a difference for our students. Finally, a thank you to the district leadership and departments that make all of this happen. Without all of you and your support, we wouldn't be able to do all of this. Thank you. Thank you. Um, are there any comments or questions from board members? [Laughter] Yes. Yes. Um, just really a comment. Um, I love this. I I love this data and it excites me. Um just yesterday I had a conversation with um someone from uh Minnesota Reading Corps um where they have noticed second graders this year across the state um struggling more than typical in second grade and their theory is that um so many of them missed prek um during co and um you have the data to back that up. And I just thank you um for pulling together this data. This is really great. Thank you. Thank you, Director Saxi. Sorry. Thank you. Um I just echo that and say double thanks owed to you and the whole team. Um I think thanks for this great presentation and the data there, but also thanks for the results. Um I think there's uh great visuals there that are great stories waiting to be told um of the impact that you're making, which is very very positive. So, thank you. Thank you, Director Mickelson. Um, uh, two things. Um, first, um, I've lived out Savage on the very edge of the district and in a social media kind of group for, uh, Savage residents, uh, somebody was asking about a couple of different uh, options for uh, one of their children. And, uh, one of the two options they asked about was VPK. And another parent, you know, from Savage was, "It's fantastic. you need to have your child go there and it was really great. So, um I thought that was and and that post was just a couple of days ago and I knew this was coming. I was like, "Oh, this is great." You know, what perfect timing. Um you know, so it just reinforces that. Um I think it also just reinforces that, you know, um uh the participants are some of the best cheerleaders as well. Um and and so it's great when uh people are willing to share those kinds of experiences um you know that and and the fact that they are having uh such a positive experience and so it's just uh speaks to the great job. Um, I guess I'm just curious as far as for some of these, uh, programs, um, what we have as far as capacity. Um, you know, are we kind of do we have weight lists? Are we, you know, I mean, what kind of barriers do we have to be able to provide these kinds of results to more students, to to more children? Registration for all of our summer programs is currently still open and accepting um, participants. We haven't started placing anyone yet. Um, a lot of the capacity um, depends upon the number of staff that we're able to hire. Um, we model out what it looks like summer over summer and so we have an idea of we're going to need about this many sections of kindergarten, this many sections of first grade. Um, we're constantly watching those numbers and making sure that we are able to accommodate um, with staff as many students as possible in the summer. Um, we do sometimes have a wait list and what usually happens is we're at capacity and then within that first week we start making phone calls home to families asking questions about their child's enrollment in the summer program and if they are planning to attend. Once we get a yes or a no from that family, um, then we start to bring students off the wait list as fast as we can. Um, and we do that up until just shortly after the 4th of July because we want to make sure we have time to collect the CL, the continuous learning plan data with the pre-EST and the post- test and show that growth and make the difference that we're able to make. Well, thank you for all that because I'm sure it definitely takes time and and effort. So, so thank you, Dr. Alt. Thank you. I really love this presentation and the results and I know the hard work that went into to bringing the results um the outcomes to our students. Um the fact that some that the summer program um is extremely representative of um of our community of our school community um makes such a difference in so many ways. Um, and so I just I'm just really really proud of this data and and thank you both um for leading that program. Um, one question um, what steps are being taken to actively and intentionally recruit current VPK student families into um, the summer programming. So, we made the decision to put VPK in its own building this summer in about December. Um, there are a lot of benefits and a lot of reasons for doing that. And then once that decision was made in early January, we started recruiting and pushing information via Seesaw to families. Um, at spring conferences, families received the information in a flyer. we are constantly getting it back out in front of families. Um the most recent kind of push in attendance was to um district families who we know have incoming kindergarteners and those um in the census data who also would fit that qualification. So maybe they don't have a student currently in the district, but we know there's a going to be kindergartener living at that that address. Um and we did see an increase and a boost in enrollment or registration at that point. Um we spoke to building principles today about it, sharing the information and the lists. So there are lots of many ways that we are reaching the community and letting them know that this program exists and there are spots available. The team also works really closely with the cultural liaison and social workers uh and they get the information quite early. uh Allison, uh Caitlyn, and Cynthia meet with them uh to give them the information and push that information out. And then our own in-house community connections coordinators as well as our whole connections team, engagement team, they also support Allison and the team in sending out that information many times. Yeah. Awesome. and and appreciating as well that you're that you are tracking the cohort because we do want to know, you know, how we as a district want to know how our how our programs are are impacting the Littles um once they're no longer little. So, thank you. Thank you. Um thank you for sharing this and again echoing everyone else all the the work that went into um putting this together. I think anytime you can produce data to um prove something is working um you should do it. But um in in my mind I'm thinking well how do you make this sharable to the community? get this out to where people see I mean there's lots of people out there I think that would be very interested in this information especially people who maybe are not sure if they want their kid to go to VPK and seeing these types of results would be like oh yeah for sure I want my kid to go um but just as like a marketing tool or just where would this data if we could get it somewhere I don't know put it in our dashboard or something where anybody that's interested not just within our district, but anywhere that might be able to want to. I mean, this is something MDE is like asking for us to like give them and they can put it out there for people, too. Um cuz I would think a lot of people would be interested in this. Um, and then secondly, when you talk about the people that chose not to um, put their co their child in VPK, like when you already have them, you know, enrolled and they're starting and you were doing these comparisons, do you ever ask these people, well, why did you not put your child in VPK? What were the reasons? Like, why did you not enroll them? Were there barriers? Like, I guess that's my my question. like um I know we would actively enroll or go out and recruit, but what after the point where they're already, you know, in kindergarten and they didn't attend VPK, are we finding out why the or you know they're in kindergarten and they they didn't we know they didn't go to VPK? Are we finding out why they didn't go to VPK? I would say not formally. I would say anecdotally um in having conversations with parents and with teachers some of it is they had other child care options that they chose uh whether that's in home whether that's grandma, grandpa, aunt, uncle uh some of it um uh you have to be eligible uh to be in BPK and the eligibility requirements have changed this upcoming school year drastically. Um, and then, um, sometimes it is genuinely because for whatever reason, even though we try to blanket as much as we can in Canvas, the community, they didn't hear about it or they moved in late and didn't hear about it. Um, we've never had a waiting list until last year uh, for VPK during the school year. So, we scheduled a meeting uh, with MDE and I said, you know, look, we have 343 kids that we could put into this program. We have like 330 spots. what can we do? Uh, and they were, uh, kind enough to work with us and allocate more seats so that we could accommodate those additional students and we were able to do that last year. And so, um, we do have the ability to add, uh, and, uh, there's a plan in place for next year around overflow if that exists. Um, but there's no there's never been a formal questionnaire or formal piece around that. Okay. All right. Thank you. Thank you. Next on our agenda is a report about the 2026 2027 school calendar options will which will be presented by Dr. Chris Belmont, assistant superintendent and Wendy Duggi, BEA president. Chair, Superintendent Battle, members of the board. um a fairly regular at least typically annual event is for us to present um school calendar options and uh an overview of our school calendar process as well as the recommendations shared by our design team. So Wendy and I are here again for that. It's a bit unusual that we're presenting two options for the board to have conversations about tonight. So we'll share a little bit more about how that came to fruition. Um but first especially for our new members just to share um a little bit more about how the sausage is made with the school calendar. So we have a fortunately I mean our team is excellent. They have a lot of diverse perspectives and opinions. So um we are guided by some real strong policy and parameters um featured in policy 602 um also state statute which policy requires us to follow. um 170 student days. I won't I won't read all the details to you. Um but just to know that those are out in front of you. Um and fortunately, Miss Drewie, this is not even close to her first rodeo. So, she makes sure that we are always following those parameters as we're designing different options. Um the four days uh the four workshop days that occur prior to the first day is a pre uh preference that's featured in our uh in our policy that we have um the one end of year professional day that's typically um in conjunction with high school graduation. Um we must start after Labor Day unless um there's special circumstances. And then that we have a minimum of four K12 family conference days. Um two occurring in fall uh first semester and two occurring in the second semester. There's more preferences that additional non- studentent days. Um beyond conferences and professional de development days include Labor Day, um MLK junior day, Memorial Day, um the Thanksgiving and the Friday. A lot of this is I know we have parents um of students in on the board. So, a lot of this is real familiar and typical for a lot of districts. You know, I think what we do really well is really try to get an array of perspectives and um and really authentically consider those perspectives as we meet in our design team. Um we met I believe we met four times in the development of the 2627 calendar starting last school year. Um we have students, parents, administrators, teachers, social workers, uh leaison, and then um Wendy and I co-f facilitate. So we try not to interject at any point our opinions instead to just guide the process, make sure we're following the parameters and make sure that um we're moving forward in a really positive way. We try to really maintain our core values. We do um inclusion and grounding activities at our design teams to remind us of what we believe. And so that can just help the various perspectives come together. And I'm happy to report we have really respectful dialogue and discussions and all perspectives are considered. Mr. D is going to share with you about this most recent design team process. Uh good evening. Um it's great to see everyone. Chair verb um superintendent battle and dire. Yeah. So there were um I just did a quick count 23 members on the committee. Some wear multiple hats. They're a parent and an administrator or they're a teacher and a parent. And so when you look at the numbers of who was participating, it would be more than 23 because like I said, some are wearing multiple hats. Um the design team members, like Chris said, uh we met at least four times, but there was also communication with the team in between the meetings. We would send out updated versions. Um as Chris as Dr. Dr. Belmont told you tonight we are bringing you two versions tonight which is unusual for us. One of them starts before Labor Day and the other one starts after Labor Day because this year or in the fall of 26 um September 7th is the latest that Labor Day can fall. The last time it fell on September 7th was in 2020 and the time before that it was in 2015. Um, so we do have 11 possible calendar versions that were developed and then we narrowed it down to two based on preferences and advice from the committee. Um, so both of the options include what you see here um, our assessment days. Um, parent teacher conferences. It said in a previous slide that it's two days. It's actually they actually do fall over three days. There are the first day is a 12-hour day, the second day is an 8-hour day, and the third day is a 3 and 3/4 hour day. We need to have 14.75 hours of conferences in the fall and then 14.75 hours of conferences in the spring. Um, so this is what they they both included all of these. So very consistent. Um, and then this is where the two options differ. So option one, the first day of school falls after Labor Day. That's like a traditional what we think of usually with our schools. Um last day of school, if you notice there is not until Thursday, June 10th, which is very late. It's the second week in June. And then option two, we do start before Labor Day. The first day of school is on Monday, August 31st, but then that would allow us to finish school on Thursday, June 3rd. Um, what I would like to point out about option two is the first day for teachers is the last week in August and the first week for students is the first week in September. And if you think about it, that's usually what we do, right? We usually have that first week for teachers, the last week in August, and the first week for students, the first week in September. It's just because Labor Day is so late and it's falling into the second week in September. That's why we're bringing you both versions. Um, for option one, option one and option two actually both have a very high number of 5-day weeks. That's been a major priority for the the committee. Option one has 27 5-day weeks and option two has 28 5-day weeks. And then both of these calendars um fit the suggestion that quarter 1 and quarter 4 are the longest quarters. So quarter 1 for both of these versions is 44 days and quarter 4 for both of these versions is 47 days. Yeah, just one other piece of information that might be valuable to the discussion. Uh checking with um operations director Dave Lake, the um there is a sizable project being sketched out for that summer of 2027 right now. Um Nicollet is in need of a roof replacement. So, um, one of the stipulations for those special circumstances that's outlined in policy is a a project, um, that would total $400,000 or more to occur that summer, and he confirmed that this would be well above that. So, yeah, we're just curious. Um, I know Superintendent B would like to hear the discussion prior to us bringing a a formal recommendation in on the 22nd. Go ahead. So, uh, thank you chair for, uh, award. I want to add, uh, a little bit more information. So, the state law does allow districts to start before Labor Day. You have to have a financial amount uh, amount, a minimum amount of construction. Um, also I believe was it 2015, you have to help me. The legislature did um allow the option start before Labor Day. So the state law says district should not start before Labor Day unless they have certain stipulations. So this current session there has been discussion about the legislature offering that again. So you do not have to have the construction amounts. Um so there may be some legislative action um that will allow the state for us without any construction. So I wanted to make that note. But it is unique and your board policy asks we need permission if we start before Labor Day. But we'll see what happens. State just like the cell phone policy. They may all be safe not allowed anywhere. Just Thank you, Superintendent Battle. There are there are a couple other stipulations. I think they include um partnering with neighboring school districts to also start. Um there's some additional language that we can look into if desired. But yeah, so thank you. That concludes our report. Um, are there any comments or questions from board members? Um, director Al, of course I do. Um, so to clarify, you're bringing this forward not simply as options, but because of the expectation of construction. Um, I think it was a it was fairly coincidental. Um, okay. We we did want to do a little research if this was even um within the realms of um policy, but really it was the discussions of the design team asking us to strongly consider bringing forth an option that um had us starting before Labor Day as well. And um couple more a question and a comment. Um wondering why um so let's see the option one offers 3 days of school prior to winter break. Option two uh offers 2 days of school prior to winter break. And I'm wondering um why choose why you chose a to recommend a two-day school week versus making November 3rd um a day off for students and staff. Which day? November 3rd learning day. I should have shared that that um it was in the slide, but I should have called it out. Um November 3rd is a school day, a remote learning day um to help us with the elections at the sites. Right. And that's why I'm asking why like why you wouldn't shift because they've got two Mondays in January versus one Monday in January to compensate for those different Right. But couldn't you have given made election day a day off for everybody rather than just a remote learning day? It get it gets really challenging when you're trying to put 184 teacher work days and 170 student days in between the first Tuesday after Labor Day and then ending on a Thursday so that graduation can fall on a Friday. So when you when you have these bookends, you get really restricted on moving one day, you it just doesn't necessarily happen. It it it has like a a domino effect. And I didn't hear what director Mickelson said, but um as far as the change between one option has winter break starting earlier than the other, it's because um if we start the week before Labor Day, we start with a 5day week. Oh. If we start after Labor Day, we start with a 4-day week. And so the other thing is with the option um option two where I made a note there that we would have a professional development day on Martin Luther King Jr. Day. That's because Martin Luther King Jr. day falls right in between the two semesters and putting in just an extra professional development day to have an extra professional development day, it it pushed it out so that we wouldn't be able to finish on a Thursday. Um, and so we did look at that, but the main reason is when you start with a five versus a four, it carries you through all the way to the end. We get that data years later. Well, and I guess power of one. Yes. I guess I guess my my feeling is that option one would be least disruptive to staff and families. Uh, Director Saxi, thank you. Um, I was just wonder curious of beyond those participating in the actual process if we have largecale data from parents on how they would feel about a pre-LOR day. I think it's just it shouldn't be, but it's sort of just shocking to see August 28th as a start, I guess, than I've never as a student in the late 1900s or as a modern parent um experience school starting before Labor Day. So, I think seeing an August 28th be like, whoa, that's that's very different. But yeah, what I would go back to is that's normally like about the time that teachers would start is that last week in August. And the other thing is going till the second week in June is is really hard. Um especially June 10th. Um, and the te the the teachers that we talked to were like, if we if we could get out earlier, you know, I cuz it's it's hard for students to learn that second week in June, it's it it gets to be a it feels like a very long school year. And now I'm feeling really old that you said you went to school in the late 1900s. You I had to ask myself like I did too, but that's not that long ago. And appreciate the question, Director Saxita. uh to just answer it um completely. No, we didn't pull um all parents uh beyond what our design team people in for informally gathered. So just to comment on that um so it might be helpful to formally but we find our families take vacations throughout the school year. It's not necessarily tied to the winter break sometimes the summer. Uh yeah. So it's really to gauge and but we do hear from some students about if you're in school later the opportunity to not work at these summer jobs. Yes. So there's really individual perspectives and then also our seniors who will report to armed services right away and then summer college bridge program starting in June cuz they get out in May. So that's part of the student perspective I heard over the years about going later in June. So when you get into that second week, third week, and people are accustomed to getting out earlier, there has been feedback about that. Um, so when you you look at the calendar, the first day of school would be the 31st for grades 2 through 12. Mhm. second first day of school for grades K and one. So I mean technically it's the 31st. Yes. Yeah. For option two. Option two. Yep. That's what I'm um and when you know to your point I mean what we're used to starting when Labor Day falls on the normal time, the normal day. Um, I feel like it's more like disruptive for people to go so far into June um before getting out of school. I just feel like it's very um like almost cutting into their summer break. Um, I mean, I know it's a it's a foreign concept for people to start thinking about going back to school before Labor Day, but there are states that already do this. It's not such a, you know, abnormal thing in other states. I don't I mean, it wouldn't be any different than if you were already in school and then you you have your holiday then still you still have Labor Day to celebrate. you just would already have started school. I'm sorry. Yes, you can. I sometimes I forget the order of things. Um, but it just kind of I was if if Labor Day was on September 1st or September 2nd, we would go into school. It would be it's like a three-day difference, right? You know, does that make sense? Um what I'm noticing as a parent, I'm like, "Oh, that sounds terrible. I don't want to go to school that early." But um as somebody in the school building, seeing the like we're done. Everybody everybody in the building is already done and it's only the beginning of May. Um keeping them further into June does sound terrible as well. So for you know just a thought that um maybe it's not so bad. The other thing is students have had their summer break and I think a lot of parents are are ready for their children to go back and I think to capitalize on that week and get a jump start. And I I will double check on this but I am fairly certain both Edina and 196 start before Labor Day. I I will check. And I was gonna say I think there um there are districts up north. Oh yeah, sure. Some start earlier in August because of all the possible snow days which was ailarated with remote but typically yeah they start middle of August snow. Yeah. So it varies. So we have been trying to see who has finished this calendar yet. And of my local president friends, the only two that I know that are done yet are St. Paul and Richfield. And so we are trying to monitor that to see who's getting their calendars done cuz you always want to steal a good idea, right? And so we've been working on that. Yeah, that's going to have trouble uh getting their kids working at those food. to Wendy's point, the the um policy calls for us to have it finalized by November. So, um technically we have some time. And is this like a you think just just this one time because it's so late and but not like a we're going to start a trend now of always going back the last week in August? No, I we're really just looking at it because this is the latest Labor Day can possibly fall. Yeah, I would I would say my my concern is making a decision in a vacuum. Um, if we are able to do some sort of survey of students and families and staff because this granted it's a one-time thing, right? We don't know what the reaction might be and or what kind of feedback we might be getting. Is is it going to make a difference with attendance? That's the other thing I I I mean completely completely open, but I'm concerned about to your point, Director Mickelson, you know, state fair, family traditions with summer, etc. if it's not going to be that big of an impact on them then [Music] I mean I think hopefully if we can if the survey can share some of the pros cons benefits of you know this is why we would really want it some of the reasons that you've presented here that you know I think a lot of people won't be aware of or really be thinking of it you know could probably be helpful for them to make an informed vote or or decision and when they're sharing their opinions. We do have a social worker um that served on the committee and she helped pull data for us on um what our student days with low attendance. And so we can see if we can go back to what happened in like I said the last time Labor Day fell this late was in the 2020 2021 school year and in the 2015 2016 school year. And so we can see if we can get some data to see what that last week of June is like. that yeah, I'd be curious if there was any other school districts that have surveyed this before um about starting before Labor Day if that was a tool that another district might have used um and how did that how did that play out? Yeah, especially ones that are more demographically like ours because I know and you know when I was growing up when there was a proposal with late labor days and everything because you know small town lots of farm families and everything in the district I was like oh no you know that was not going to apply but you know we have a very different um you know uh student body as far as you know things like to take care. We did at one point and I hope this is okay Dr. We did investigate if we could still keep maybe a 4-day weekend for Labor Day weekend. Like that might soften it a little bit. Mhm. But then we would need to see where that other day is going to have to fall. Um so this is my 10th year of doing these calendars and if anyone out there would like to um start taking this over that would be great. committed. So, we are, you know, we can look at that also if that if we think that that would soften it a little bit if they get a 4-day weekend, you know, and then maybe it doesn't feel like such a hard piece of starting before Labor Day, if that makes sense. So, in those other years, did we still start after Labor Day? Yes, we we have not started ever before Labor Day. That's why we bring it to you. Okay. So, and there was challen do you but can you say there was challenges then to having that later going later into June? Yes. It's it's really hard to go that late. Other schools are getting out and um it just gets to be a really long school year for the students at that point because if you think about it, you have your spring break and then you don't have any other days off until Memorial Day. the end of the quarter and then you've got another two one to two weeks after that and it just gets to be a really long stretch at the end of the year. Yeah, conferences. Okay, just can I verify we had a little side conversation the uh the dates the uh numbers in red those are end of quarter correct? Okay, good. All right. Thank you. Thank you so much. Yep. [Music] Um, at this time, I would like to share an update on our superintendent search. Last Monday, April 28th, the ISD 191 school board held a special meeting to review finalists and select who would be selected for first round interviews. Four candidates were selected. We also discussed the superintendent interview process and finalized interview questions. On Thursday, May 1st, first round interviews were held and three finalists were invited back for second round interviews to be conducted on May 7th. Second round interviews were held last night and the board unanimously voted to offer the superintendent position to Dr. Latana Daniels which she accepted. We are currently in negotiations surrounding her contract to be finalized and approved at the May 22nd meeting. And that concludes my report. Next, we will receive a report from Shamaz Shaz, sorry. Um, our student board representative. Okay, I think it's on. So what I have for the May student report is I'm going to start with the affinity groups and the extracurriculars. Um for the DIBC committee uh diversity inclusion belonging committee our seniors and junior leaders are brainstorming ways to increase attendance during after school meetings finding ways for event for making events more studentled along with further preparation for the next year and our next upcoming seniors. Our Asian Student Association board has elected their new 2526 ASA board. They've also have their upcoming AAPI show in the further preparations. The show will be on May 23rd in the Mor Center during 7th hour and an evening show at 7:00 p.m. to 8:00 p.m. For theater, the opening night for Percy Jackson is tonight and leading up to the 8th for and then on the 15th through the 17th as well. As for choir, due to low enrollment, freshman choir and freestyle choir isn't able to be offered. The choir students aren't partic particularly happy about this and have made a petition to stop it because there are two there are two very fundamental foundations of choir. Freestyle does most of the fundraising but also help students find their style of music and freshman choir teaches all the basics. As for athletics, Messiah Bennis has been granted this year's Athena Award. She broke records of former Hall of Famer Tori Dixon. She was a finalist for the Minnesota Gatorade Player of the Year plus Miss Ben award among other awards as well. For badminton, badminton has her state tournament plus individual state coming up next week from the 12th to the 15th, soon wrapping up their season. For track and field, Hazel Kubisac, a senior, broke the track and field school record for high jump, going from 101 in 2003 to 103 this year. Carly Lamont, a junior, is ranking number two in the state. And Caleb Kamar is ranking number six or seven in the state. And for other sports, as to my knowledge, all other spring sports are running smoothly and going about their schedules as usual. Other things going on at BHS for prom, prom has passed and was held on May 20 on May 3rd at the Landmark Center in St. Paul. Many students had a great time and enjoyed their evening with their peers. For culture week, it was from April 28th till May 3rd. Throughout the week, students got to participate in themed days to dress up, eat different foods from different cultures, and each affinity group dedicated a meaning each day after school. For decision day, it was on May 1st. It was held in the career center. There was chocolate and vanilla cake during the lunches for seniors to eat after taking pictures with their friends, holding pennants, or showing off their college merch. The Inenver Hills graduation was today on May 8th. The class of 25 associates of arts students will participate in the Inenver Hills Community College graduation earlier today at 3 p.m. and would have had pictures in their grad outfits with Dr. Battle and Mr. Belmont beforehand. The AVA graduation was earlier this week on May 6th. Um, it was the AVID senior graduation/ceelebration. It was held at 6 pm at the high school in e-coms honoring and recognizing seniors for their hard work. Seniors were given their avid stos and two stu students myself and Mus body gave speeches as voted by their classes. And that concludes my report. Do uh board members have any questions or comments? Thank you Shanaz. Uh now we will receive a report from Dr. Terresa Battle. Superintendent. Thank you, Chair W and members of the board. Um, we have reached the point of our school year when we are celebrating so many achievements and milestones. There are three that I want to share with you in the community tonight. First, on Wednesday, Eagle Ridge Middle School officially became an AVID demonstration school. AVID is a college readiness program that teaches skills and strategies to help students succeed now and in the future in their future academic work. Becoming a demonstration school means that Eagle Ridge has shown that it meets or exceeds AVID's program standards and puts it in the top 5% of schools nationwide using AVID. Of course, students at all of our secondary schools benefit from strong AVID programs. And that brings me to my second celebration. As Shaaz mentioned, on Tuesday, Burnsville High School held its annual ceremony to recognize and honor seniors in the AVID program. These are students who have taken the AVID elective class and have put in a tremendous amount of work to learn college readiness skills, graduate high school, and make a plan for continuing their education. Um, the students just being with pride every year at this ceremony, and they absolutely deserve it. I want to express my sincere appreciation to all of the AVID teachers and coordinators for their work in providing this key academic and social supports that students need to thrive. And last but not definitely not least, as Shannaz mentioned um this afternoon 48 Burnsville High School students graduated from Inenver Hills Community College with their associate of arts degree. It's our first class of AA Pathway students. I am so impressed with these students and with our staff members, especially Becky Aerson, Sarah Noble, and Kathy Funston for making this program and partnership a reality. It is such an example of our pathways approach. Through partnership, we're providing barrierfree and meaningful opportunities for our students. I couldn't be more proud and I'd like to thank the previous board members and this board for continuing to support the associate of arts degree. Um it was a new program in my tenure. Um and then once the the board gave its approval, I cannot thank staff enough for implementing this program and our program is unique in the state of Minnesota. Um, all of the courses our students uh need for the AA degree, they can take at our Burnsville High School. They do not have to leave campus, which allows them to participate in extracurricular activities, uh, reduces that travel time and spend uh, that senior year with their peers. So, congratulations to all of our amazing 191 students and staff members who helped to make these three celebrations that I mentioned happen. Thank you. That ends my report. Do board members have any questions or comments? Okay. Thank you, Dr. Battle. Lastly, we will receive reports from board members. Do any board members wish to share a report? Just a reminder that we will have committee and school reports on our agenda at the second meeting in May. Oh, director. Thank you, Chair Web. Uh, yes. Um, recently I attended uh the first of many year-end celebrations um including the uh celebration of our graduating indigenous students and AVID graduation. Um both events were uh emotional reminders of how special and important it is to celebrate our graduates and their lived experience here in 191. Um last weekend um and actually um I was joined by director Anderson at the um at the AVID uh celebration this week. Uh and let's see in attendance at the POW we had uh Chair Worb, Director Anderson, and Director Mickelson. Um it was um and Dr. Battle um and the south of the river powo is always just a wonderful event um very warm and very welcoming and a wonderful opportunity to celebrate our families as well as um graduating seniors from the area. Thank you. Anyone else? No. Okay. Um we will now move to the business portion of our meeting. We will start by approving the cons consent agenda. Although board action is required, it is generally unnecessary to hold a discussion on these items. In the event a board member wishes to discuss an item that that item will be moved for a separate consideration. Do board members wish to remove any items from the consent items? Okay. Is there a motion to approve tonight's consent agenda? So moved. Moved by Director Alt. Second. Second by Director Saxi. All those in favor say I. I. All those opposed say nay. The motion carries unanimously. Moving on to new business. We are being asked to adopt a resolution relating to the termination and non-renewal of the teaching contract of probationary certified personnel at the close of the 2024 2025 school year. Presenting the resolution this evening is Stacy Sivine, executive director of administrative services. Thank you, Chair Worb, Dr. Battle, members of the board. I'm bringing to you a recommendation to adopt the following resolution. Be it resolved by the board of education of school district 191 pursuant to Minnesota statute 122A.40 that the teaching contracts of the following licensed probationary teachers in independent school district 191 be terminated at the end of the 2425 school year. We have further resolved that written notices sent to said teachers regarding termination and non-renewal of their contract as provided by law. Is there a motion to adopt the resolution just presented? So moved. Moved by Director Mickelson. Second. Seconded by Director Alt. Is there any discussion? Having been moved and seconded, this resolution will require a roll call vote. So in just a second, I will ask Sarah to call the role. And when she calls your name, please respond with an I if you are in favor of the resolution or nay if you are opposed. Sarah, will you please make the roll call? Director Mickelson, I. Director Alt, I. Chair Worb, I. Director Anderson, I. Director Saxi, I. This resolution was declared duly passed and adopted. Up next on our agenda is a closed session as permitted by Minnesota statute section 13D.03 to discuss labor negotiation strategy. Is there a motion to close the meeting at this time to discuss labor negotiations strategies? So moved. Moved by Director Anderson. Second. Seconded by Director Mickelson. Um all those in favor say I. I. I. All those oppos say nay. The motion carries unanimously. The time is now 7:45 and we will move to the HR conference room to discuss labor negotiation strategy. Once the close session is finished, we will return to this room and the dis to begin our work session to discuss the board of education goal setting for 2025 2026. session to discuss setting our board of education goals for 2025 2026. You will find a copy of last year's goals in the board packet to use as a launching point for this discussion. Would anyone like to kick things off with thoughts or questions? And to be completely honest, I have not had a chance to even review this. Um, so I will be looking at it um and coming up with my own fresh ideas as I review it right now. So, and for new board members, we do this every year at this time. Um, it's basically um, you know, MSBA recommends that the the board has goals that we set each year um for ourselves. And um I'm just bringing it up. And sometimes what we do, you know, we'll we'll look at the strategic road map, decide are these the same areas that we want to cover. If include in the goals, do we if if we want to keep all or some of them, do we keep the you know the activities, the expectations the same beneath? Do we change them? All that good stuff. Um well, okay, so this just popped in my head. um because of us bringing on a new super superintendent, I know that I think one of the things that we will probably want to add is um creating a um a new relationship with the the new um superintendent and just kind of um um I'm trying to think of the right word, establish um that relationship ship with the board and with with her and just um get you know some groundwork laid down about um you know all of us being on you know the same page and just you know supporting her and um transition plans ongoing plans expectations goals right right so we really would look at goal four right kind of the most obvious like replacement opportunity with on boarding a new super All right. So, can I ask a quick question first, though? Um, when do you review these goals to um give yourself a give ourselves a progress monitor, so to speak, if we're meeting them? Yeah. So, we do an evaluation. We have like a a the board evaluates itself, right? Um we do a board evaluate we self- evvaluate our you know evaluate our the self um and then we have like you know our own discussion surrounding that. Um it just kind of helps us to kind of take a temperature on where we're at as a board and you know with these goals um in mind to are we you know are we meeting these goals? Are we are we where we want to be as a board? Are there things we want to work on? How do we feel like we work together as a board? You know, just different things. Um and we've had uh we have MSBA come in and do um a session with us to to when does that happen? In the fall. In the fall. Okay. Thank you. So please I mean goal one is like never ending. It's kind of that could just stay there forever, right? Yes. Um the only thing that might change might be the bullet points if there's something new that we might want to do. Yeah. or add. I wonder though if um adding our commitment to um um coordinate or coordinating is not the right word. Um working with Apac um I mean in any other group, but they're the ones who challenge it would be the parent groups. Yeah, we've got the Somali family group. We've got the Spanish speaking group. We've got the special ed group. We've got I mean, yeah, that's a great one. [Music] Um, we haven't had like a a CPSS work session in a while. Retreat. Yeah, retreat. Mhm. I I think we should add one or we're technically due. Yeah. And we usually have a ret we historically would have a retreat in August or September. Um since we're a new board, we can decide, you know, how many we think we want or need and and when. Yeah. And given new superintendent, is August ideal? Yeah. Yeah. Um, is that something they participate in with us? Okay. Mhm. Yep. Yeah. The superintendent is always with us. Yeah. Yes. Always. That's why she's getting rid of us. unless you're hiring a new one. Um but yeah, I think a retreat is a good idea or two or two. And it could be um CPSS, which I know um the other thing is board building. That's another traditional retreat that the board does when we're new like this. Mhm. Um what that looks like we can determine or check in with MSBA on. Right. Yeah. Okay. So, we'll probably want to just tweak this one a little. Which one? Goal one. So just add so keeping bullet one and bullet two is that um facilit members of the district or the measures of progress uh under members of the district. Oh, members of the district, keeping the first two bullet points there, I think is what are you guys? Yep. Mhm. And then under measures of progress. What do you guys think? Well, so under the members of the Okay. Work to understand. Yeah. The community representatives kind of includes those parent groups. have something a little bit more specific about those other I think we'd want to be specific. Yeah. Yeah. And I think quite honestly receiving information from cultural liaison we've never had that. No. No. They don't do any reporting to us. They do not. No. We have the school reports come where there might be a cultural liaison, there might be a parent, some students depending on what the principal decides. Would it be we will receive information from the family groups or will we engage with the family groups? I don't know. And Dr. battle your thoughts. So previous you mentioned four groups are Spanish, Spanish, Somali, special ed, Apac and Apac. So that's a good question. Do you want to engage with them or I mean just Yeah. Are we receiving a report or Right. I it maybe it depends on what their reports say, right? So when APAC comes and says, you know, they're not just reporting, they're saying, "We have these asks of you and we say, okay, we want to work on these things." Then that's engagement. Um, and not just hearing a report. So I think engage would be a better word. Engage based on the report makes it clear that it's in this setting. Yeah. Right. Yeah. Yeah. That's that was kind of what I Yeah. We don't have to like go to their meetings. Yeah. Um because they probably don't want to say, but they always welcome you. But for some people, Sarah, you want to read back just so we she's clear. Engage with I'm looking for the word for the community groups. Do we want to list them? Do we want to say or or just keep parent advisory committees of various culture? We could just name them parent groups. Board members will engage with um how about district representative district cultural um parent parent group family groups. Family groups parent and family groups. Yeah. So this would be a third bullet or are we replacing this bullet with the school reports or keeping school reports and just taking out the first sentence? Yeah. Okay. So second bullet I'm removing the first sentence. So school reports will feature examples of school culture as well as celebrations of this culture within the school community. And then I'm sorry a third bullet or yeah third bullet which will be board members will engage with um the district's um cultural parent and family groups. Okay. And I'll obviously send this back out to you guys. Okay, I got it on it some more, too. Can I ask one more question? Is are these goals um what we have here? I mean obviously they're aligning with our strategic plan. Um was there any guidance from MSBA on making them or this is just that we do that we do and that we do it in this way? Okay. But not the actual content. Not the act. No. Yeah, they did say as you started off, it should be aligned to your strategic plan. That was the main It should make sense, right? Yeah. Yeah. So, goal two. Mhm. our pathways the focus. Is there anything else that we might want to change to? Um is there something we might want to add? Um maybe what we heard given what we heard tonight it seems like there's more we might want to specify beyond pathways there. Yeah. VPK and summer school associate degree. Yeah. Maybe after it says including but not limited to pathways. Did you want to list some specific ones? I think more that's what I'm hear kind of. Yeah, possibly. I think the bullet points below are very more centered on. So it says that above like it's not limited to ways but then all the bullet points. Yeah. Mhm. So measures of progress we could update is what you're saying Tyler. Okay. Well, we're still working on profile of a learner, so we would want to keep that up. And someone mentioned AA degree [Music] summer session. Yeah. I mean, so under the receiving dashboard reports, um I mean, is that what we're calling the like getting updates on the A program, the a program, the um voluntary prek, the summer school, right? So we have Yeah. So we have a dashboard and then from that Dr. Battle and her team kind of get out the reports. They're not explicitly called dashboard reports. Gotcha. But yes. Yeah. Yeah. So I get feel like in there is where we'd want to list all of the things we want to hear from. So I don't we don't have on our dashboard the metrics of success the the summer data VPK. So that's a consideration. the board formally approved those metrics that may be where you add that one. All right. Okay. Yeah. So the dashboard would include then you would definitely get that and then it would be visible to everybody if you added that one. So I just wanted to connect those dots for you based on the previous conversation earlier tonight. I mean that information Yeah. like and you go on Zillow and see like our score based on like MCA or whatever, you know, like and then you're like, "But wait, I want you to show this on Zillow." You know what I mean? Like, look how much improvement we're making. I don't know. Anyway, so would it be a another bullet point because the VPK and summer are not technically in the dashboard? The AA program was something we had discussed. It is kind it is a pathway but if we feel explicitly that we want to call it out well it's unique because as you mentioned maybe this is the opportunity to review that dashboard. We do have three new board members that weren't a part of the approval. Yep. And maybe that's one of the goals that Yes. Yeah. Cuz I don't know. Can Yeah. Is that to it or remove some things? Is that a part of the goal for the top part? The members of the board will um re-evaluate um the information that goes into the dashboard. Because is that something we should be regularly evaluating if we are adding new new programming or have the opporting the dashboard just as a you know a bookmark in in here for reference. Yeah, I like that. So, if I'm hearing correctly, it would be reviewing um and consider reviewing the the dashboard. Would I add that to that second bullet where it's have a deeper understanding how K pathways is reflected in our district especially within our elementary and middle schools as well like should I add as well as evaluation of dashboard school dashboard reports or do you want that as a separate um I mean it seems like it would be separate. Yeah, I think I feel like it would be too evaluate. I don't even think Sarah, do you know about the dashboard? You're new, too. That's the one we use for the mapping success. Yeah. I mean, they do a whole calendar for the year. So, I usually work off that, so that's how I know what's on there. So, it would probably be helpful cuz they look at that. Um should it do you want to put it? You had mentioned consider or should I just put evaluate periodically evaluate? Yeah, there you go. Periodically dashboard um progress reports with the dashboard content itself. Yes. Right. Okay. Yeah. dashboard content. All right. I have evaluate periodically dashboard content and progress reports or just content period because there is a schedule sort of that does those reports roll out and maybe there the reports are in the bullets below too. Oh yeah, this the last one quarterly reports. Well, for example, there I'm so sorry. I was just thinking of that dashboard report that we do use or that's kind of in play. It's the um comprehensive and curriculum. It's the early read. So, there are these kind of specific and you read act was added last year. So, again, that would be a great question. Is that continuing or will that be a se, you know, separate? So that's this one was called out because it was a new one last year, but it is on that same sheet now in terms of tracking. So the read act they delayed the launch for secondary. We were supposed to start that next year. So we can still do a quarterly report, but it'll probably be on how the elementary I don't know that's what we have to discuss cuz we were expecting the reports would be on the launch of the secondary. But I mean, it makes sense to keep it cuz we're not done yet, right? Yeah. So, I wouldn't suggest changing that. The the content may be a little different than what we had this year cuz it was all about the launch and the PD days and they'll be fully implementing next year elementary and uh special education teachers. So, we're still waiting from MDE about what the pause means and the expectations. state hasn't. Okay. Would you like me to list out the dashboard reports that are on the schedule for your board reports on this document? No. Okay. Cuz if we change them then Yeah. Okay. But separately though, we're going to like review what's on the dashboard. Okay. Yeah. Okay. Um, are we looking at go three now? I am. Yeah. just reading. No, I I was thinking about something, but I was like, I don't know. I'm trying to figure out if if I should put it out there or not. I don't know. Um, attendance. That might be a a dashboard. Yes. Yeah. Yeah. Mhm. That one you review. Yeah. So, it's already there. It's already there. It's already there. Yes, ma'am. Okay. Um, but we don't I mean, do we know we receive reports on what they're doing to improve attendance, but um when was the last time you received like a report on attendance? Was it a month ago? Okay. So, we're get I know what I saw that we're going to get. So, when they first did the report to the legislature, so how many months was that? Yeah. Uh-huh. And then they're getting ready to do no cuz they have to report back to the legislature. And I know that's coming up. I know it's coming up. Yep. Is that report going to include just overall general data on attendance? It will. Mhm. Okay. Yes. All right. That was yeah my thought. Okay. Is there a um is there a survey that goes out to families on their opinion of the um what's the word I'm looking for? The um productivity. That's not the word I want. But of the board like I mean there's district are are we ever included is the board ever included in those questions depending on who's running the report. Yeah. Yeah. The survey I don't know Aaron if he wants to come in. Didn't we just get one this specific there are questions about the board on our annual survey. We definitely more in love with. Okay. He can answer. I love that you man behind the curtain. Yeah, there is a question about board and administration I think is the um is the wording in it and I was going to pull it up right now but I don't think I need to but there is one about um are families informed and then does the board and administration engage the community in decision-m those are the two kind of main ones. Okay. And so when we say um when we talk about these we're including ourselves in these surveys that we're sorry anyway yeah thank you will it under measures of progress is that you're referring to okay or just kind of all of them specifically. Yeah. I mean, yeah, I was looking at the bullet point, the third bullet point, and thinking like um it's not just the voices heard on the performance of the district itself, but specifically us. I was just curious if we were included in that cuz I couldn't remember. We fill out a lot of surveys. I like what um Gold Creek does for us. Mhm. changes to gold three. Um I'm thinking Um, I'm sorry. I'm just I'm trying to articulate how I want to say this. Um, I'm I'm just thinking about the situation with Sutrail. Um, and when we're talking about identifying any gaps, and I know there's been conversations about people not feeling like voices were heard and not, you know, having things explained or whatever. I mean, and I know some of it's situational, but um just if there's anything we can do to like I mean, cuz we might have another situation where we're selling a building, we would add community to that bullet. To which bullet? Sorry. The second bullet point. Board members will information is getting to our families, students, staff, and community. Yeah. Mhm. Hello. Um, we're just learning how the information gets out or are we um claiming how it gets put out? Well, that's comes out in our questions during board meetings. Okay. Right. This is kind of I sometimes use this as kind of a reminder to ground myself in terms of okay, what is it that I need to make sure I'm doing? Right. Yeah. And and and and in officers, you know, making sure that we're bringing forward information that ties back to this, too. And you had two examples from earlier. Director Sati S where I go again Saxi and chair Ro you asked about the input from families on the calendar. So that's related to one. Yeah. You sure? So nice. Good. You grounded it remind you mind doing that. So you two kind of showed that. Yeah. tonight. Yeah. Not just budgeting, it's other. Yeah. Okay. So, so we're leaving that as as well except for that one. Yeah. Adding community in community on the second bullet under measures progress. I added end community after staff. Thank you. All right. And then um and then for number four, so we agree that we will update that to um and we could call it feel like we should call it something else. Onboarding on boarding on boarding the new onboarding. Yes. We need to find out if if you know Dr. Your D likes tea. D or it could be donuts. I know you know that's a it could be anything that starts with a D though. Yeah. Yeah. It could be donuts. the you know I have to tell you the inspiration for that was uh Dr. Bernardia Johnson from Minneapolis public schools. When I worked for her, she had soup with the soup. I like and they serve soup. Is that at local restaurants and they had soup? Sure. That's fun. And bread. Just to make sure I captured. Did I hear that we're adding onboarding to goal four or replacing? Replacing. Replacing which word? All of it. Providing. It says providing appropriate governance and guidance to Dr. Battle and our team. It's going to be onboarding the new superintendent. Replace guidance. You still have to provide appropriate governance to Dr. Daniel. I mean, this is a whole year, right? these goals before and there's also and I think underneath something about team building new team something like that because it's all of us. Yep. Yep. Um um but I think you're right Tyler provide appropriate I feel like we should I mean I would say put goal for is on boarding the new superintendent and then underneath it put provide appropriate governance and guidance um to uh the new superintendent facilitate team building. Yeah. Yeah, that works. Okay, just to quickly recap that it was goal four will be provide [Music] onboarding to are we will we say new superintendent or should I list Dr. Dr. Dr. Daniels Dr. Daniels and her team. And then where would you like to add in that language? All ISD1 board members will um provide appropriate governance and guidance um facilitate team building. Yeah. Yes. [Music] And then maybe Yeah. In addition to the you know board members will understand it'll be the first part of the sentence will live up to the governor's role of the board of education in providing so taking out supervising I mean don't we still have to do that yeah well all board members will understand and live up to the governance role of the board of education in supervising providing support and guidance to the superintendent. I think that stays the same. Yeah, it is what it I mean I mean that's literally our whole job, right? Okay. And then I was but then I would say at the end I would say while providing appropriate governance and guidance I think we're because we were trying to fit in the u the governance and guidance somewhere is what we were intending to do there. So I mean it it's in that sentence. Oh, it does live up to the governance role. Uh, and then providing support and guidance. Oh, okay. So, then we don't need to add it. Okay, never mind. Moving the provide appropriate governance and guidance down into just kind of the paragraph. Okay. So, it's there point. Okay. But just kind of inserting. Okay. No, we're good. I'm going to read back one more time. Yeah. So goal four, provide uh appropriate governance and onboarding to Dr. Daniels and her team. And then we're going to keep that whole paragraph underneath that. That's not changing. No, it just says it should say provide onboarding of Dr. Daniels and her team. Or maybe support onboarding. Support onboarding. Support onboarding. Yeah. Yeah. Dr. balance in her team cuz there's a lot that she's going to Uhhuh. Okay. So, the first first section of that first part of the goals will go away and will be support on boarding of Dr. Daniels and her team. Yep. And then keeping this paragraph underneath. Yes. But Rachel also had the facilitating team building. Right. But then in in between pretty much that new title and the all ISD 191 board and in between that you know in the paragraph it will be um facilitating what what facilitating team building team building. Yeah. I just didn't catch where while facilitating after her team in the first line. Okay. And her team, while facilitating team building team building. Got it. And in the fourth bullet, change Dr. Battle to Dr. D. Um I would just say to modify these things to indicate um let's see um cuz all these things are going to be like new to her. So um I would say I'm trying to I know there's like words in my head. I'm just trying to put them together. Um um set expectations with Dr. Daniels about communication protocols and other items rather than clarify. Oh, cuz right I don't have yet. So board members will work with Dr. Daniels. No, under the bullet points the third members of the district. It says clarify. Oh, I see. I was up. I was there's another clarify. Okay. Okay. So, we're on the move. It will be set expectations with Dr. Daniels. Yep. Communications or create expectations because right it's not I mean I Well, I guess that's fine. Yes, that's fine. It's fine. You can ask chat GPT which one it likes more would be a bit more of a collaborative word than set. Okay, I have to tell you the parameters of the calendar. I told Wendy and give it to Chad GPD and see if what comes out. I said not logical cannot do it. I'm sorry. Show me how to be a co-pilot. You can ask it anything. What's the calendar, the parameters, the dates, and see what comes out. How about support um Dr. Daniel's introduction to the the school the the school and the community at large. Yeah, that is something that we're going to do. That's in the we will that is that is we will the board of education will yes board of educ yeah working under the details y um so fourth bullet support Dr. Battle or Dr. Daniels how many times that support Dr. Daniels, I missed the key word, but to school community, introduction to school, our schools. Oh, well, the school community just district community the district and the community at large. Okay. Um, and I think we just can remove the bottom bullet. Where am I? Under measures of progress. Mhm. Well, that's the one we changed to set expectations. No, there's nope, there's a second. Yeah, there's two. We're under um so there's yeah how do we how do we measure the progress of setting those expectations and or creating I'm sorry creating those around communications and then how do we measure it? Well, we have the retreat with MSBA. Mhm. Yeah. Okay. That's what I was looking for. So I have a superintendent to superintendent transition and I thought there was an MSBA board transition for new there is we have a yeah we have a retreat in the fall. Yeah that's where I had but I need a transition retreat okay I'm so confused. Okay, got it. So for that first bullet under measures of progress, board members will participate in a transition retreat with MSBA or just with transition retreat. Maybe one or more. One or Yeah, one or more. Okay, keep it open. So I would take out one or more. Do you want to keep facilitated in there? one or more facilitated transition retreats. Just adding the word transition up there. Okay. I would say you could probably delete the rest of it because they're they the retreats are what they are. Yeah. Okay. Yeah. Wouldn't necessarily be about governance. So that new bullet will read board members will participate in one or more facilitated transition retreats. Yes. Okay. I don't think we need the last goal. I mean, don't we though? You've got name changer facilities based on whatever we create up. Okay. So, we want to change it. All right. So, we'll change it from tech levy to Wait, where are we? Yeah. Oh, I thought you're still on the I thought we were still doing our measures. Just announce what you're talking about. I'm sorry. I'm You're like Rachel nodding at Delete. You got big projects. We need to do we need to label these bullet points like ABC D. Yeah, let's do that. That would be a lot more ABC. You could be like add numbers. Don't have the text. Are we keeping these two bullet points? in progress the same under goal four and do you want no we're not the first one we changed what about the second one under communication we still need to know those things right I mean I think that we will work with Dr. Battle to um you mean Dr. Daniels I mean Dr. dining yesterday. Um to It's going to be hard. I had it live. Um I think it's a little bit confusing cuz we're saying we're going we're going to we'll do that and the measure of progress is that we're going to do that. So I think we remove the bullet point. Is that a specific step? I think so. Yeah. Okay. So under measures of progress under goal four measures of progress there'll just be one bullet under goal four members of the district 191. Okay we'll delete clarify expectations with Dr. D because we have Dr. Daniels with Dr. Daniels. Yeah sorry um and leave bullet point on the bullet point three under measures of progress board members will work with Dr. Daniels because that's a specific thing. Got it. Um it's a way we're measuring the onboarding. Okay. So then we change that to say to review and set the board super because I don't think we're clarifying. We're creating them. Yes. And that's the word that keeps coming up and we don't need to do that. So to re I would say review and set. We're not even reviewing. We're just Yeah. Yeah. To reach. Yeah. Okay. To set the board superintendent communication protocols to ensure enlightenment and clear expectations. Yes. Yeah. Okay. I heard just a couple different things. So, I just want to make sure I'm hearing correctly. The board members will work with Dr. Daniels to I heard review, create, and set. No, only set. Only set. But didn't we already set up? We're moving that one. We're moving that whole bullet point and making it just that's the thing that's gonna be evidence. It's getting close to our bedtime. Start to get loopy. That that's whole part I asked. Okay. All right. And are we moving on to five now? Is there You were already there. No, sorry. I'm like I'm sleepwalking by saying I'm sleep sleep talking I think is what I would call it. Um is everyone okay then with goal f goal four? Yes. All right. So yes, we are now moving to goal five. And so I think uh I guess after uh talking and speaking before thinking um we would probably just uh reward it to say special projects for 2025 2026 specifically surrounding uh long-term facilities uh school name changes um sale of buildings. Do we need to specify all things? Okay. All right. So, yeah. Um, open facilities. Can we just say all the things? Yeah. I mean, could we do we have to say this specifically? Can we just say special products? Yeah. Special say Yeah. Yeah. Boom. Yeah. Special projects in 2024, 2025. Period. Well, but we do need to I mean specifically open facil open facilities and and long-term um facilities. That's a known thing. Yeah. And school name change. Yes. Yeah. Unless we want to unless we want to put it under Can you just bullet point them out below? Yeah, bullet point them out below. It could be down below, right? or something. Okay. Period. So, the goal five will just read the special projects and then under measures of progress, am I changing that to measures of progress/ special projects or did you want me to just list the special projects underneath there under bullets kind of like it is now? Yes. Second. And I captured open facilities. Should I put open facilities long-term facilities? Open facilities and long-term planning is different. Different. So it'll be two bullets. So one, two, school name change. I thought I heard three. And still sale of properties. Sale of properties. Okay. And it's not just metap. Well, no, it's properties. Properties. Properties. Mhm. Well, successful closure and sale of Metaf and Sut Trail. That's Mhm. They're the only two left. Well, they're the only ones that have a bid. MW Savage is just sitting there right now with no interest. So, it's not it's not like it's impending. We have No, but sometime during the year, it could it could. It could. If we wanted to add it, we could. I mean, if you just left it as property. What do you think? What do you think, Anna? There. When we talked to the city of Savage, uh, they they are ready to help. Move it. Yep. All right. Yeah. So, to clarify, sale of properties. Properties. Yes. Mhm. Um I don't know how we what we would put for Okay. So learn and understand project each project on the district. I think we could keep that. I think both of those bullets would work. Mhm. As always the community sharing information about the special projects. Um do we need anything about And we don't do anything with the design teams. Well, we we approve the the guiding change document comes before you for each, right? So, is that something that needs to be listed? We could What was that? Just I don't know how to word that. Is it approving the guiding change document from the design projects or various designs? off provide guidance and approval as needed in special projects. Yeah, provide guidance and approval as needed for special projects. But that's kind of do that anyway though, right? I mean, do we have to we're supposed to Yeah, true. Well, well provide and that's up above. So we don't need to have it down below. Yes. So take striking hats. I think there should be something about including the community voice. Yes. I I was thinking about too um putting a like transparency a word the word transparency in there somewhere under that serve as a voice of the community to that. Um sharing information information Is that not already included in our other goal above? Do we not already have in the goalpage? But I mean if but we have a whole goal just on that. True. That would be for everything we do. Yep. Good point. All right. Correct. Umbrella goal. I think we can strike the third bullet point under measure of progress because we have open facilities defined above. Yeah. Mhm. [Music] But isn't the measure of progress that we are moving forward not well successful closure and sale of properties is open facilities. Okay. But there's are there there's not other open facilities just those things? Not yet. I mean would it there hasn't been any talk about closing another school? Right. I um the other facilities project the long maybe that's what I was thinking of the long Gotcha. Right. So change want to see forward momentum with our long-term facilities plan in the open. Okay. Not the open. Not the open, but the but the long term, right? There's a lot of words that we're getting there. I got I got great words. Um all the words. So that could be successful. Um um planning and oh I'm trying to think of the right words cuz cuz there's a lot involved with the long-term facilities and we have a lot of work to do on that. I want to say success because I don't know because we can't say completed but forward momentum seems like a open yeah um forward momentum for what what do you what are you classifying as forward momentum though because there's a lot you're doing as part of it you have to like go before you know different you know committees that are vetting like they're deciding which how to prioritize different projects um and determine which things you know need to be how much is going to get done in one year. Yeah. So that comes in the guiding change, right? Yep. That's the detail in the details. That's why that guiding change is so good. So where do you measure the progress on that by having the guiding change document approved? What that's what I'm trying to get at. You want more specific than for momentum. So you could get reports on once we decide the priorities on each project. That's one way. Okay. So um just like you do the regular reports like Uhhuh. and and budget review cuz we construct you know prices change. Budget review and approval. So approval of of design design. Yeah. [Music] What's the name of it again? Guiding change. Guiding change. Guiding change. Guiding change. Guiding change. Um along with um budget review and approval as needed. Yeah. So, for example, if a construction code go up, they come with a change order cuz sometimes it can be massive. Vision 19. That's the budget. You got to go back. They're saying, "Nope. Timber, lumber's going up." It is going up again, by the way. Yep. Okay. And it's terrible quality. Just want to be sure I'm capturing the thoughts. I have been I have the main um 1 2 3 four I have kind of four measures of progress but I need a little help filling in the final tweaks before the language. I have open facilities. Are we keeping it with the forward momentum in open facilities or is there words going before open facilities? We're removing open facilities. Open facilities is coming up. It's long-term facilities. Okay. And then there was that discussion about forward momentum and long-term facilities, but that's being stricken and we're going with long-term facilities. Uh regular reports, budget reviews, and guiding change. Um approval of approval of Yeah. approval of guiding change and review of budget. Review and approval. Review and approval of budget as needed. as needed. As needed. Okay. Teamwork. So that goes with long-term facilities. School name change. Is there I mean that sort of has the same words, right? Is there a guiding change and there's going to be budgeting for that? Say yeah. Just ditto for for name change. Mhm. Ditto language for school name change. And then we for sale of properties I had successful closure and sale of properties. I think we remove closure. Yeah, there has been no discussion the closing. I think that means closing on the property like when you go to the sale and sold that's the sale. Sale that's the sale. Right. Right. That's what I closure is about closing process. Yeah, that's just Oh, okay. So, there's there's they're calling it like when you close the school. That's what they're calling that. Oh, okay. Yeah. So, just the sale of closing is part of the sale, right? Closer is part of the Okay. Okay. I'll send it out for Are we done? Are we done? Thank you. Yes. So, for goal six, I'm just Okay, hang on. What time is it? Where's your script? I've got it. I just got to get the time. Okay, you have time is 9:07. And having no further agenda items, I call to adjourn this meeting of the ISC 191 Board of Education. All right.