Good evening. Today is September 25th, 20125 and the time 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. >> Is there a motion to approve the agenda? So moved. >> Moved by director Hume. Second. >> Seconded by Director Anderson. Is there any discussion? >> All those in favor say I. I. All opposed? Nay. The motion carries unanimously. Our first report under information this evening is to receive a strategic roadmap dashboard overview report from Dr. Latana Daniels, superintendent, and Amina Oftall, director of curriculum, instruction, and assessment. Welcome. I believe Dr. Daniels will be starting things off. Good evening, Chair Worb and everyone. Um, the strategic road map dashboard was created to collect quantitative and qualitative data aligned to our strategic directions. Um this evening we will share this data to help us understand what we should celebrate and also the opportunities that we have before us in order to um attain and actualize our strategic directions. So with that said I'm going to introduce Amina Oftdum instruction and assessment and she's going to share this report with you all tonight. >> Thank you superintendent Daniels chair Worb and members of the board. I appreciate your time this evening and tonight we will be sharing that overview of reporting for those metrics of the district strategic dashboard. Um I'll also be sharing some key data points from the state northstar accountability system and an update on the implementation of the profile of a learner with curriculum and um with curriculum and instruction programming the district strategic dashboard as uh Dr. Daniels shared with us is a vehicle to share with our community some key indicators of how well we are meeting the broad school board goals for or for the organization. Each of the four areas has specific measures that will be reported to this body as indicated with this uh schedule throughout the year. This reporting will also align with the uh comprehensive achievement and civic readiness reporting as well as the achievement and integration reporting. So as you look at the year uh um and the reports over the course of the year, you see where different uh data points for the strategic roadmap will be uh shared with you. Uh usually they're embedded with other reports, but you will be able to call out those specific indicators. The Minnesota State Northstar accountability system was put into place in alignment with the federal ESA legislation. In uh 2025 is the beginning of a three-year identification cycle for the state of Minnesota for uh improvement uh with uh the support of the Minnesota Department of Education. Uh the key purpose uh is to identify schools for support and publicly report student data. Um and here are some of the impacts for the Northstar accountability system for district 191. We start with Ed Neil and Sky Oaks previously identified for targeted support in the last three-year cycle. They did not meet the exit criteria for the specific group of students. Um those students receiving special education services. And so for this cycle, they shift from targeted support to comprehensive support for the next three years. Both sites have a support staff member assigned to us from the department of education um to work collaboratively with the building principal and with their leadership staff. Bos Burnsville Alternative High School continues to be identified along with many other alternative schools for the comprehensive support focused on their four-year graduation rate. Um BHS will serve as a partner in the state provided support since it serves as a primary theater of over 30% of the students at BAS um and uh will then be a partner in that improvement cycle. I just want to call out that in the last cycle uh three-year cycle, BOA saw an increase overall of four-year graduation rates from 42% to 58%. Still shy of the goal of 67, but making tremendous progress with some very strategic uh action steps. In addition, academic performance and cons consistent attendance at BOS um based on their three year three-year averages were below the state targets. Uh also in this cycle, Vista View Elementary has been identified for academic performance based on the past three-year average along with consistent attendance for the group of students who receive special education services. Our virtual academy sites, both elementary and secondary, now have uh three years of data able to be averaged um and have also been identified. The elementary site has been identified for overall academic performance and secondary for academic performance uh English learner progress and consistent attendance. The Minnesota Department of Education support um is provided to the identified sites through a partnership with Minnesota Compass continuous improvement coach who will meet and work with the leaders and the staff at each of the sites. They coordinate that support with us at the district office. This is a structural shift from the regional centers of excellent advocate from the past cycle and it does align with the statewide move to an MTSS framework. The focus for the first year is assistance in completing a comprehensive needs assessment and applying uh the MTSS database decision-making protocols. Both of these strategies are things that um as recipients of a 4-year grant through the Department of Education for MTSS support, we have built those structures in place and uh feel as though our sites are well suited to engage in this work. I just wanted to share with you a few data points um from the Northstar accountability. I do want to call out the fact that the um reading and math data for Northstar are calculated somewhat differently than uh you would see uh the data points that were reported in August through the MCA data release. While still using MCA data, these charts reflect a more specific enrollment criteria. However, students who did not complete the test for any reason, even with a formal parental opt out, are considered for the purposes of this calculation as not meeting benchmark. Some of the targets for uh in this section are also based on three-year averages and um uh a comparative ranking of schools across the state. [Applause] Looking at these graphs for overall achievement in math and reading in the trend, um you can see that there has been little movement or change at the district or even at the statewide level. It seems as though we remain consistent in how our systems are serving our students. In this view, and this is a new one I haven't shared with you before, is the data indicator that looks at students who improved their benchmark performance from the prior year or maintained their status as meeting or exceeding benchmark. This uh gives us an idea of where we're seeing uh pockets of growth and where students are continuing to make that continuous growth uh to stay on target. Um, looking at math, we see about 30% of our students held their uh, meeting benchmark status and saw at least to 12% of those students uh, of students improved from the prior year's status. That means that if they weren't meeting benchmark, they have now moved into meeting benchmark. In reading the figures look as though it is 17% of district students demonstrated an improvement in the benchmark status and 33% last year maintain their meeting benchmark status after general achievement in reading and math. The the next accountability indicator is progress of English learners toward their um individual language acquisition goal. So as students uh who are identified as uh uh needing language proficiency growth, they uh are actually after their first uh test, a seven-year goal is created for them and it is benchmarked for them each year. That goal then adjusts based on how they perform after that each year of the test. This uh indicator shows us what percentage of students met their individual targeted goal for language acquisition based on the access test. The average amount of progress for English learners toward their individual goal was flat from the prior year for both district and statewide. The percentage of students who met their individual language growth targets did see a very slight increase district-wide um with little change statewide. Also uh just want to call out that uh at this point we are exceeding the state uh just uh just a a small titch as we continue to work on our multilingual service and programming. The third accountability measure and one that has a strong focus statewide and you've heard about it many times at this board meeting is consistent attendance which is defined as uh attending 90% or more of the time in which the student is enrolled. There was a strong increase district-wide and statewide remains somewhat the same. This is a lagging indicator showing the prior year we won't see 2025 until this time next year. While the state accountability reports are valuable to evaluate overall organization growth and progress, it is our own internal measures in the past year that have guided us toward some specific actions within our continuous improvement model. Not only have we made uh gains in growing in our understanding and implementation of the MTSS framework, multi-tered systems for student support, but uh we do want to I do want to highlight just a few areas of focus for us over these next couple of years. First is the continued implementation of our PK foundational literacy implementation. We continue to uh support teams with coaching through uh literacy coaching staff that meets with teams monthly to evaluate their uh formative data and then uh make changes to their instructional practice to respond to that. This year we'll be looking at a focus on observing small groupoup instruction which should be differentiated for student needs and should be flexible to respond um as students hit formative targets. We'll be working with our uh administrators on uh observation protocols so that they are clear about what they're looking at for fidelity and uh strong instructional practice and uh coaching them on how to have those feedback conversations with their staff to improve response. At the middle school um the staff are actively engaged uh with under the leadership of their principles in the implementation of a structured flex win time. We have put new structures in place uh that uh help helps to identify specific student needs both in reading and math and have structured interventions that will be delivered to them. The uh read act training and implementation starting in 2023 to 24 and 24-2. Um we continue through 2526. This year we have 52 uh staff engaged in redact training in early childhood and in K12. Uh next year we'll be looking at approximately 75 uh secondary staff who will be engaged in the redact training. And then um in partnership with the multilingual staff um we are uh looking at a series of very small micro pilots uh intervention pilots for multilingual students uh focused on foundational literacy for students who are newcomers or have emerging language skills. Um at that point sometimes it's very challenging for them to engage in the tier one phonics and phmic awareness or um that level of instruction is significantly below their grade level. And so using some uh unique uh options, we have uh engaged with uh at least three sites for some of these small micro pilots to identify which uh what materials are are going to give us the greatest amount of growth for those students so that they can then engage back into tier one instruction. In math 9 through 12, math curriculum review uh is occurring with the new math standards and uh they will uh do a math adoption for grades 9 through 12 at the in the spring and implement those uh in the classroom next year. The middle school flex win time also looking at math scores. Um the 68 math intervention we uh did about u uh a soft pilot uh a small soft intervention uh last year with the uh switching over to the exact path uh online platform uh from our previous use of the of study island that we adopted during COVID. We found that study island no longer uh was providing us with the standards aligned rigor um and the more targeted intervention that our students were needing for math. And so, uh, now both middle schools in grades 6 through 8 will engage in the diagnostic this fall, which will create an individualized intervention plan for students who might be struggling with math skills. And then it will also create uh an enrichment plan for students who are at benchmark or at grade level for their skills. So, they'll be engaging in that. The minimum amount of time or the maximum amount of time that they should be engaging in that is about 40 minutes per week. And uh we'll be engaged in uh in a research study with the uh vendor to uh establish our u fidelity and see what the impact is going to be for our student scores under language proficiency. I think our multilingual staff have been working very very hard to put new structures in place. Um putting in their additional coaching along with additional teaching staff and the new structure uh that is allowing us more flexibility in how we're distributing staff after we have done our initial screening and making sure that our screening is done much faster and much more efficiently so that students students can be placed um as soon as possible into the appropriate instructional levels. Uh the coaches are doing not only classroom observations but are also coaching staff on some of the new multilingual uh curriculum that they uh purchased uh in the spring of last year and doing some training and implementation of those things. We also have a very strong project and I just want to call out uh Dandre Brogue who is our multi-ilingual project manager at the high school for um and the staff at the high school in the ELA department for the work that they're doing with the integration of high school multilingual and ELA programming really creating a tier one option for students to no longer be separated because they are multilingual learners but an integrated approach into the language arts and multilingual. These uh staff members are working very very hard to make this as successful and engaging for our multilingual learners and and as inclusive as possible for them allowing them to engage with their English speaking peers. You also have been very aware and so I I I and I don't pretend to be an expert on this but I do know that we have our team uh being led by Dr. Belmont and uh Amy Pyatroski and Morgan McDow on the attendance handbook which is being delivered this year and uh creating that consistency for expectations and response across the district. Um and we continue to uh implement those attendance strategies uh that increases awareness uh increased family engagement uh continuing to work on student incentives for uh attendance and then data tracking for early warning systems for early intervention around attendance. And while all of those things are happening, our staff are also engaged with taking the profile of a learner to from um a chart and uh a discussion and an alignment on a piece of paper into a way for students to begin to engage uh actively engage in the profile and for their own personal development. uh for some of the you you I just want to remind you that the profile of a learner is that summary of the aspirations that we're hoping for uh in collaboration with our community and business partners um of what we want to see for our high school graduates. Um it does express those knowledge and skills that uh in the in uh various uh areas that we want to see students be able to apply as they move into the world of adulthood. The profile of a learner has these as the areas. I know many of you have seen this particular graphic before. Knowing that the seven uh uh domains that we look at are things that we want all of our students to have some experience and some levels of mastery in each of those areas as they uh enter in to their world of adulthood. So how do we do that? Um we have uh worked on uh identifying the attributes of the profile of a learner in coursework. Um and then we'll move on to students creating the demonstrations of the profile attributes uh embedded within their co coursework and then we the next stage will be to move outside of course coursework into extracurriculars. Um and then uh supporting students through the tools that we have through uh a student portfolio of their achievements. So that's that's the direction that we're moving. Um last year we did uh an alignment uh with the high school staff of the profile with uh curriculum and instruction. We asked each staff member to survey um all of their all of the domains and to identify those that were significantly instructed in their course and which ones were also significantly assessed. So in which course were there artifacts or assessments in which students were able to demonstrate with uh high levels of fidelity that particular attribute from the profile of a learner. We are now in the process of taking all of those uh artifacts and uh assessments and mapping them onto uh and opportunities for students um so that the students can begin to select which uh opportunities. So there might be show you how that works. There might be an assessment or a product that they create in um um in a language arts class. Language arts 9 has an assessment at the end of one of their units. All students participate in that particular assessment and it has been identified to meeting one of the criteria of the profile of a learner. Students may then choose to select that particular assessment or artifact and add it to their portfolio as their demonstration of that particular area. Other students would say that's not really my best work. I'm going to choose a different artifact from some other setting that also meets that criteria for the portfolio. And so students really uh do have the agency to select those artifacts that show their greatest strengths or in some cases where they're just making it show. Um but they will be able to map those and we'll be able to have multiple choices and opportunities for students. There should be no attribute in the profile of a learner that only has one opportunity for students to demonstrate. They should be able to demonstrate that in multiple settings. Um currently we uh have a platform known as Zello which is our college and career planning tool. Embedded within Zello is the opportunity for students to create their own portfolios. We have done some portfolio work um and so the next step is to uh overlap the uh criteria or the domains of the profile of a learner into that portfolio so students can begin to add those particular products in there. Um the portfolio uh has a tremendous amount of space. Students can create links. They can uh actually drop in artifacts, PDFs, videos, other types of things that might be uh um ways that they can show their demonstrations. So students uh have begun collecting those and we use that as part of our integration with our AVID program as well. And so the first group that started with this were AVID uh elective students last year. and still uh working with them to kind of uh test out what what um kinds of needs students might have as they develop the portfolios. And then we'll begin to expand that out to all students. Students will then um uh include all of the tools that are there in Zello, their interest surveys, their transcripts, their course planning, their post-secondary applications, their and then we'll move forward to uh students creating a resume and updating that resume each year. Um and then artifacts they can save electronically and then there'll be a yearly reflection which would be here are my highlights and here and um here are some areas where I want to continue to work. It's an ungraded portfolio. It is not part of a specific course and it is embedded with it will be embedded within the advisory work and then there will be some components that might be embed embedded within for example the ELA. The resume may become part of the ELA. um some financial things may become part of the um part of the social studies curriculum and other things might be part of the financial literacy course. So there's places where we've targeted specific things. Um but uh again students will always have that opportunity. The next level is to expand that outside of coursework. So it's easy to pick the artifacts that align with the coursework, but we know our students are incredibly active outside of the classroom as well. And they're incredibly active in their own communities. And so there is no limitation on the way that they can choose or select artifacts. They may be artifacts for someone who might be an Eagle Scout, might be somebody who is uh a proficient performer in in a different area. It doesn't and all of our students are engaged in um volunteer work as well. And so any of those things could um be uh examples of artifacts that uh uh students could uh add into their portfolios. Um, one of the pieces that um, we haven't mapped yet, but is our next layer is uh, mapping through extracurriculars uh, in partnership with um, activities director uh, Kevin Kleiner. So that will be one of the things people who are participatory in a team sport or in an individual sport. We may recognize them here at the board or uh they're recognized by their peers or their um uh teammates, but uh here's an opportunity for them to create that as a portfolio. At the end when they graduate, that portfolio can also be transferred into and accessible to their own personal uh email address. So, it continues to be accessible to them once they graduate and lose their ISD 191 email. That's my presentation. Thank you. Thank you. Uh, do board members have any comments or questions? >> Uh, director Chester, >> so with the profile of the learner, is that really more exclusively in the high school and kind of like our career pathways? Are we looking to introduce the idea of the profile of a learner in elementary school and middle so that they can like a pathway start seeing how it's flowing up there, >> right? and uh so uh getting into place the formal um uh portfolio beginning in nth grade. However, students beginning in sixth grade have access to Zello and so they will be already uh adding um some of those uh college and career planning pieces in there as well. And so the next piece will be mapping our middle school as well in the hopes that uh we'll be able to have students begin working on their portfolios. then they may want to uh layer different demonstrations as they become more mature and the um artifacts become more sophisticated. >> Oh, Director Saxi, >> thank you, Chair Worb. Um, thanks for the report. Um, two questions. One, do we have a rough estimate of what percentage of our students don't have a score for the Northstar measurement? because if they're included, I'm just wondering how far a ceiling drops, >> right? Um, yes. And I don't know that number off the top of my head, but yes, I can tell you. Um, the numbers are exact and I can tell you exactly how many students have no participation score in them. >> Thanks. I'd be interested in that. Thank you. Yep. >> Um, second question. Um seeing we are as you highlighted um doing slightly better than state average with language programming. Is there anything we've found from our programming there that could be taken out and applied to the reading and math side that's working? >> I think uh one of the things that um I know working collaboratively with the other directors is really focusing on those things that implementation science tells us are some of the strongest and most uh impactful and part of that is the coaching model. And so really uh looking at having someone having our administrators and having a coach that just simply is non-evaluative spending time looking at what those practices are and then continually giving feedback on how to improve those practices. The other one is looking at data constantly looking at those formative assessments that we're doing. What are those common assessments and where can we see those data points? And I think right now our principles are actively engaged in um looking at those collaborative teams and how we can uh strengthen those structures as well as part of our MTSS framework. >> Thank you. >> Uh Director Hume, >> um I first I had the same question as director Saxi around the optout numbers. So I would definitely >> Yep. >> appreciate getting those at some point. Um, I think for me, and there's a lot of discouraging information in here, unfortunately, um, I think what I'm pinning a lot of hope on is improving attendance and the cascading effect that I would hope that would have on a lot of these other things. Um, yes, because I think obviously, as we've said many times, if they're not in school, they're not going to be doing the learning. And I think these scores probably reflect some of that. So guess I don't have a question but wanted to say that. >> Thank you Dr. Al. >> Thank you chair word. Um question and a comment um with regard to the continuous learning coach uh assigned to us uh from MDE. Can you can you elaborate on um the amount of time that the person spends with us? how many districts each individual is assigned to like what is the depth and bread breth of their support that we receive. >> Um I think it varies. Uh if the um if the school is identified for comprehensive support then that person is probably um my experience has been that that person is probably on site at the district or in communication with that principal at least once a week. Um uh it it may not always be an on-site meeting, but uh they they are in constant communication for the comprehensive support. For targeted support, it uh looks more like a monthly meeting um meeting with the leadership teams uh and having some directed um targets or activities that that they'll be working on. Um on October 1st, MDE will host us as a district to take us through that and to see if that's that's been the past experience to see if that continues forward and if those uh expectations will be the same under this new structure. >> Gotcha. Um thank you for that. And uh the comment is goes back to the profile of a learner. Um, I just find it really refreshing and reassuring that the plan is for the students to actively engage in the development of a portfolio because it's one thing to be exposed to each of the seven um realms, but to co have that cognitive reflection and yeah, I'm I'm accomplishing this, you know, or I know I need to grow here. Um, that just it just seems like a really effective plan. So, thank you for that. Well, we hope that it supports our core value of student agency. >> Um, thank you for your presentation. Um, I just had a also a comment, a thought along the same lines of um, the uh, the um, scores as far as like being reflective of attendance. I'm also curious as far as cell phone usage and the changes that to policy as far as allowing them in the class and if we might see any changes with some of the the new policies we have in place and not having as many distractions um and more focus on learning. So, I don't know. That's just I'm curious. Um secondly, um I know there was a mention um in the like one of the first couple slides about interventions um in the middle school. Um how do they identify which students they um they help with like you know with the intervention? >> Sure. Um so the model of flex win that they're using at the middle school means that during that time all students are engaged in some type of activity um focus academic activity around reading or math. Um and so uh we start with our screening data. So that window will close tomorrow and so we'll have that broad picture of where students might fall um in the in the continuum of meeting grade level skills. Um then students who don't meet the benchmark at that point um we will do further diagnostics into the specific areas to make sure that whatever interventions that we're doing with them with the small group interventions are targeted toward the specific skills that they have. Um and then students who are meeting benchmark uh will continue to do some expansive work uh especially in reading. we would focus on comprehension strategies and uh some uh uh non-fiction reading, some more um reading for information kinds of skills. And it also gives those students the opportunity to continue to work in those areas with their teachers on um embedded honors uh work as well. And so it really is we start with the screening data, we move to diagnostic data, and then uh then we'll progress monitor students with as their response to the intervention to see if we need to move them and whether or not we're being effective. at this point. We're looking at um this is uh we'll uh group and regroup students after the first six weeks and uh which is coming up after based on our screening data and then uh again at the semester break to uh with another set of data to kind of check and see where we want to shift and once students are in groups they may not stay in those same groups for reading or math because students may have different skills and and skill needs in those two different areas. >> Okay, great. Um and then my only other question was regarding the profile of a learner. So with this portfolio um how are they able to share that like if they want to um you know share it with I don't know do they share it like with um a college or what what's the um intended use of the portfolio >> right? So the portfolio becomes a personal archive for them. the portfolio itself can't be just given for someone else to view, but it becomes that um archive for them to be able to pick and choose. So um if a student wants to put together a portfolio of their fine arts projects, they have this collection of them uh within there that they can begin to pull out and use that as a resource to uh to send or create some other kind of viewing or publicly shared document. The portfolio is not public publicly available. So um only uh uh students and their teachers can have views into the portfolios. >> Okay. So it's like they can you know have it's like a personal database. >> It's a little vault. They can pull things out. Little storage closet. They can pull things out based on um what kinds of information that they want to do and how they want to present themselves. >> Okay. >> I was thinking of like the storage bin that we used to put our kids art projects in but virtual. >> Yes. >> Okay. Great. Well, thank you. Thank you. >> One more. >> Oh, >> thank you for your presentation. Uh, I wanted to add as someone who's been using Zello since I was in middle school and and now increasingly in high school, I think a lot of the assignments that we're tasked in advisory are done half-heartedly cuz we're not graded. So, I think it would be really important to incorporate the student achievement and that profile throughout other class curriculum, ensuring that teachers have time in their regular core classes to actually work on it. Uh, because it's such an amazing thing. So, people shouldn't not do it if they're not thinking about it in advisory, which Yeah. Yeah. Yes. And I I I really appreciate that comment because one of the things that we've talked about is how important that collective efficacy. It can't live just in advisory. It does have to be something in which teachers are saying, "Here's an artifact for your portfolio." I know we've all worked really hard on this particular one. Some of you may want to select it and put it in there. So, I I really appreciate that perspective. Thank you. >> Thank you. Thanks. Um, up next, we will receive a report about district facilities summer construction project from Dave Lake, director of operations. Good evening, Dr. Daniels, school board members, and Chair Worb. Today, I'm excited to share an overview of the 2025 summer construction and improvement projects across 191. These updates reflect our ongoing commitment to safety, modernization, accessibility, and student centered learning environments. Let's start at Burnsville High School where our activities facilities saw major enhancements. In the main gym, we replaced the bleachers and refinished the gym and activity center floors. We also upgraded the sound system, added infill walls, and completed interior painting. The main entries were recarpeted, and in the pool area, we replaced the filtration system, updated portions of the pool deck for improved function and safety. Sitewide at Burnsville High School, we made critical infrastructure updates. These included replacing the district freezer, mechanical upgrades to the emergency generator, air handlers and water heaters, exterior repairs and fresh paint on the maintenance warehouse building, new interior wall and floor tiles, classroom and office repainting, and replacing media center window screens and film. All of this helps modernize and maintain our largest district facility. At Diamond Head Education Center, we focus on early learning and facility maintenance. We created a brand new voluntary prek classroom, an additional classroom, updated various classroom and offices, and made necessary building exterior repairs. We also added security cameras, and replaced several rooftop compressors to support building climate control. Next, our middle schools. At Eagle Ridge, we upgraded the pool filtration system and installed a new ADA compliant pool lift. The tennis courts were also resurfaced and painted. At Nicollet Middle School, we enhanced the public address system, recarpeted the media center and several classrooms, and invested in the music department with new carpeting, casework, and the instrument storage solutions that you see in the picture here. Over at Gideon Pond, uh we focused on creating refreshed and functional learning environments. We installed new carpeting and flooring in all classrooms and updated flooring in the media center and music room. We also updated the main office and staff areas and completed essential mechanical and air handler repairs district-wide. Several important updates took place across multiple sites. Uh we added new play playground equipment pieces at three elementary schools. We introduced new cafeterias or new t excuse me, new cafeteria tables at five elementary sites. ADA automatic door openers were added for accessibility at Eagle Ridge and Burnsville High School. And then we did extensive classroom and interior painting throughout the district. All parking lots in the district were swept uh restriped and painted. and we made several sidewalk repairs and major mechanical plumbing, HVAC, boiler, and chiller upgrades. These projects, while sometimes unseen, are critical for the daily comfort, safety, and efficiency of our school operations. In closing, this summer's construction projects represent a major investment in our students, staff, and community. Thank you to our facilities team, contractors, and district staff for helping complete these projects on time and on budget. We appreciate your support as we continue to maintain and improve the learning environments across our district. Thank you. >> Thank you. Do board members have any comments or questions? >> Director Hume. >> Um, I'll just say thank you. I think a lot of these changes you mentioned towards the end, they're not always super visible, but they are super important and I see that and I appreciate it. Um, personally, I'm also excited about the new bleachers in the gym. >> Having been to more than a few basketball games over the last few years, it'll be nice for the fans at the games to have new bleachers to sit on this year. So, that's great. >> Thank you. >> That that one was exciting for us because we we finished up literally right before Dr. Daniels, welcome back. >> That's what I heard. >> We were painfully close and it was fun to watch the kids and staff come through like, wait a second, what's going on in >> I didn't have to move it to the football field. >> Yeah. >> How old were the old bleachers? >> Uh, the old bleachers went in in 2008, so they're not terribly old, but they were um they were in disrepair. We had a lot of problems with those. So, they were >> last few years we knew, okay, that the end is coming here. So >> it was a great up upgrade. >> Great. >> Director Alt, >> thank you, Chair Worp. Yes, I'd like to echo Director Hume's gratitude uh to you and your team. Um summer is never a dull time for you guys. Um and uh you do such an awesome job at um keeping our facilities in in good shape and safe and and comfortable for the students and staff and and I really appreciate that. Um, one question. I don't think I remember ever hearing about a playground um, installation from this as part of this report. Is this new? >> Yeah. So, it it wasn't the playground itself, but just individual pieces of equipment. >> Yep. >> Um, so we had at two sites we had some equipment that I would say maybe wasn't age specific. Um, and so we had some concerns there. So, we decided, okay, we're going to go ahead and remove these. And then it was fun. We had uh it was Vist and and Edward Neil. And so, the we reached out to to both Lyall Bomba and Angie Pole and said, "Okay, we're going to replace this. Here's the dollar amount. You know, we're in this price range. Um, you pick out what you'd like for your site." So then they got their staff and their students behind it and and uh so that was that was really fun to have them choose like, okay, this is what we're what we're going to do. We're going to pull this out of here. Um you've got this footprint. You tell us what you want and we'll get it for you. So that that was a fun project. >> And do you anticipate this becoming a cyclical part of your summer work depending on where the need might be at the elementarymentaries? >> Uh we're hoping so. So we um you know back last year when when we started Stacy So and I started meeting with sites with the long-term facility planning um at that time we also worked with director Danny um in finance to identify possible funding sources and then um we have a dollar amount secured and then we're going to um try to build up that budget and then we'll work together with Dr. Daniels and and the executive team and our principles to determine, okay, do we want to build this up and try to replace an entire playground or do we want to, you know, maybe do fencing one year at a at a site, couple um playground pieces of equipment? Um but then we want the feedback in particular from our elementary principles. How do you want to do this? Do you want to should we do it where every four years or five years um we replace a playground or or do we want to everybody gets a little bit each year? So, we're working with them on that, but we're in the early stages, but uh I I we do already have a dollar amount for year one, which would be this coming year. >> Nice. Well, I um applaud your creativity because um in my experience as a you know, when my kids were in school, um this is a real shift in terms of who's funding the playground um pieces. And as a parent who participated in fundraisers, oh my gosh, it's a huge undertaking. And so hearing the partnership from um from you and your team is just I think it's it's very thoughtful and um and and again inclusive and it it aligns with our goals and it's just really great. Thank you. >> Thank you. Thank you. I I enjoy doing projects like that like Gideon Pond too doing the flooring. So I worked with Salama Hussein principal and then her staff and then they got feedback from from their community. You know, I know how to put in carpet, but you guys tell me what you want. What what makes, you know, Gideon Pond Shine? You know, what what type of equipment for a playground would you like? Um, you're the expert in that. I I know how to get it done, but you tell me what you want and we'll we'll make it happen. >> That's great. Thank you. >> Thank you. >> Thanks. Um, we truly appreciate your team being able to complete these projects over the summer. So, >> thanks. All right. Um, moving along, we will now hear a report about our language access plan, uh, from Isis Buchanan, director of educational equity, and Aaron Tinklinberg, director of communications. Welcome to you both. [Music] >> Thank you very much. Uh, thank you, Chair Worb, Superintendent Dr. Daniels, and members of the board. Um yeah, we're presenting the language access plan tonight. Um this is a document that's required uh based on new legislation from the 2024 state legislature. Um it was uh implemented then, but school districts aren't uh don't have to have it uh don't have to have it adopted until sometime during this school year. So that's why we're bringing it forward now. Um it includes a couple of requirements. Um primarily the goals are to ensure that uh every governmental entity including all school districts have uh system and tools in place so that uh students and families uh can get the information they need and get it in the in the languages that they need it in. Uh a lot of this that you'll see uh is not so much from um it's not new things that we're doing but it's just codified here into the language access plan. Uh there are a couple of requirements that go along with it. One is that we make it publicly available, which we'll do obviously put it on the website and it'll be part of the student handbook. Uh and then also that the board um review and approve it every two years. So, uh assuming this we make this presentation and that it goes for the board's approval at the next meeting, uh we'll see you again in 2027. With that, I'll turn it over to uh Director Buchanan about sort of the nuts and bolts of the plan. >> Yeah. And a lot of the pieces of this plan really are about putting together um some of the other pieces we have to just ensure as a district we're um giving access to highly qualified language professionals if we do have staff um who need that for clear communication. Um and a lot of it is pulling together the pieces like director Tinglinberg said about um how translators, interpreters and culture liaison and how all those roles work together for the um for the sake of ensuring that we have good communication between you know our students and their parents as well as our staff and you know the broader community. And so we really are trying to create the plan in a way where we're meeting the needs of the statute but at the same time creating a resource that'll be valuable in our district. >> With that we're happy to answer any questions. >> Do more do board members have any questions or comments? >> I do. >> Director Hume. >> Um just one. Um so obviously we have a pretty significant portion of our staff who are able to provide services and support in say Spanish or Somali. Um what about other languages that are maybe less common among our population? Um how will this plan ensure that they have equitable access regardless of the language that the student and family may speak? >> And so right now we we already have in place tools that we use. So, we have on demand either by phone or video where we can have interpreters and there's multiple services that we use for that. And then we also have in-person agencies that you know you can request an um interpreter to attend meetings. We really are trying to make sure though that our cultural liaison remain in that role of building the bridge between home and school. And so really using those interpreters as the people to just translate the language in an oral conversation whereas translation is just the written. And so in all those components right now we have layered approaches. Um and I know working with Dr. Dr. Belmont, I've just let some principles, you know, like as we're talking about conferences and all of these things, but it's really about making sure we have a lot of different ways to meet the needs and that there's not just one direct way that everyone has to use. like you have to think about the particular meeting or situation you're in and choose the best um format possible because some technical special ed IEP meetings may be pretty strenuous. And so we may work with interpreters who work with our district all the time and who understand some of the language and can help us build that communication with the families more easier than others. Um, and I do know we do have a few interpreters like that where they're just very well known and good at doing that role and then sharing that information with, you know, all of our staff. And then we also continue to look for new ways to enhance that. And so, one of the companies, Propo, they added on a 247 ondemand translation. And so just trying to add that in as a layer for all of our sites too so that if they need something translated and it's not like urgent emergency you we have that on demand other than just the you know all of our electronic ways that we can just say translate it now and and ensure that it's accurate. >> That's great. I appreciate that. I know I don't remember the number, but I remember >> being told at one of these meetings that how however many dozens of different languages are spoken in the homes of our of our families in the district. So >> that's really helpful to understand that a little better. Thank you. >> Yeah, >> director Al. >> Thank you. Um just one comment. um appreciating that this is coming from the state but also knowing the thoughtfulness that you and your teams um took in in approaching this. Um, I do appreciate uh respecting the role that our multilingual staff plays in the classroom and making sure that we allow them to stay true to that the expectation and the and the responsibilities that they accepted and not simply add others on simply because they do speak another language. Um, so I thank you for that. Um, one question. Um, in the document itself, uh, bilingual staff, uh, are fluent in multiple languages but are not trained interpreters. Is there a reason why translators isn't included in that statement as well? >> I don't think there's a reason why. like that could be something that we could edit cuz bilingual staff are fluent usually in more than one language. And so then being able to work with them. I'm not >> Yeah, I the definition could be pulled a little bit from state statute or from other examples where they have those. Um in my opinion the or my reaction to that is that uh we want to be real clear about that an interpreter is a specific role separate from translation. Um so that there is a trained interpreter that's a specific job function and people are you know skilled at that um as compared to necessarily translating might not fall under that same um skill set. Uh it's it's a different sort of being able to do that in person and and orally rather than just uh rewrite it. It's similar obviously but but it is a little different and that's maybe why it was left out. Um, >> and I think we sort of talked about that when we defined interpreters versus um, cultural liaison and translators because typically you have an interpreter when it's a conversation with people, you know, like having dialogue and the translation is just having a information on paper written and translated into other languages. And so some of our staff do have that skill and ability as well. And so I I do think that in one of these sections we talked about how some of our culture liaison may translate documents after their regular schedule job >> to support you know special ed or other um projects that are happening. >> And I guess the question is is that um part of their role to translate or is are they strictly a bridge? I think it can be for a a bi any bilingual staff member. Um, so for instance, a clerical staff member who's sending out a newsletter in one in English or and then they're bilingual and could also or translated into Spanish. That could be just a normal part of their job. So, it wouldn't be excluded in the same way as being an interpreter is excluded uh from this definition. >> Got it. Thank you. I know it's complicated. >> Thank you. All right. Thank you. >> Up next, we will hear a report about recommendations for the academic calendar for the 2026 2027 school year from Dr. Chris Belmont, assistant superintendent. Welcome, Dr. Belmont. >> Thank you. Good evening, Chair Worb, Superintendent Daniels, member of the board. Um, here presenting. I'm I'm here without my co-f facilitator. Um, Miss Drewie is unable to make it this evening, but I'll do my best in presenting our recommendations for the academic calendar for the 202627 school year. Several school districts have spent more time than typical on this calendar, and I'll kind of go through why, as well as just one quick recap. I I know I spent some time in May with this board reviewing our processes and then I'll share um our design team's recommendations and some of the rationale. So um I'm grateful that our school board provides pretty clear and tight parameters and preferences for our um school calendar. I think they they've been cultivated over a lot of years. And so, um, you can see some of those parameters here. Um, I will probably go through and, um, highlight just changes or kind of key points as it relates to this recommendation, but of course, I'll take questions about any of them. Um last spring since I was here presenting with Miss Dooie um legislative accept the legislature did share that um for the 2026 and 27 and 2027 and 28 school years. um boards could unilaterally change uh or start school prior to Labor Day prior to Labor Day without the legislative uh rationale that's in statute. You can see that we have six non- studentent days for professional development. Those are days that teachers are working and growing and students are are not engaged in school. Um that's in addition to those 170 student contact days. Um there's some specificity there. And then we have a minimum of four K12 family conference days. Two in the fall and two in the spring. Our typical um approach has been to break that up a little bit and have a 4h hour, an 8 hour, then a 4 hour over three days. You can see non- studentent days um that are beyond conferences and professional development days. Many of these days are um codified statute. Some of them are local um preferences like the winter break of at least seven days excluding weekends. So, um I have appreciated Miss Trugi gives me um feedback in all forms. She's had many assistant superintendents to partner with on calendars over the years. She has shared that she believes that um our approach these last several years has been um increasingly more collaborative trying to get different voices around the table. We know that school calendars impact people in different ways and so um it's it's really nice to get as many perspectives as we can even if we can't make sure that everybody's first choice is the first choice that's or the final choice. Um but having them engaged in the process seems to have helped us create better calendars and um maybe got and maybe resulted in better information being shared outside of the team. We met four times to discuss this um calendar. We did have like um several asynchronous connections including in the last few weeks around our design team weighing in on sometimes just different aspects or questions we have that have circled back um including um when we were here in May and we heard from the board um to go back and collect information specifically around how our community is feeling around um around starting before Labor Day or after Labor Day. Um we did we made sure we um stayed with our design team through that process as well. Miss Jugie uh math teacher is the one that cultivates a lot of different versions for the team. We look at models. We share things. We usually have key um trends and things that show up that we have to spend more time on. Um she's always kind of working through those pieces. So, I mentioned in the May board meeting um after looking at two proposed calendar versions, the board requested that the design team collect more input from the community regarding the start date. Sent a fall survey out to families and we received over 650 survey responses from the community. Um so right around 50% of families chose uh their preference as starting before Labor Day around 40% chose after um and then around 10% said they had no preference. Um when we went into the comments sections that gave us some more information data um some of the I would say the prevailing themes around people that selected before Labor Day to start before was um concern around going so deep into the summer months until June I think is late into the second week of June I believe was 12th um maybe the 10th anyways double digits into June was the concern. And then um for those that recommended staying with after Labor Day, it had a lot to do with the weekend state fair, going on traditional vacations and things like that. Collecting all the information, circling back with the design team, we're recommending that school starts the 26 27 calendar. on August 31st and ends on June 3. Um first two weeks of school are four day weeks. That's a change. Um we we recreated a calendar in some sense to make sure that we tried to um our best to accommodate all all perspectives that I shared some of those trends. Um, so as we do right now or we did this year, we started with a um started with a 4 day week and then we did a five day week and um we're recommending two 4 day weeks. So you can see in the calendar version that um you go Monday through Thursday starting on August 31st which does lead to an earlier end of the school year. Then you have the Friday prior to Labor Day um off and no students or staff a four-day weekend then leading into another 4day week. We do think that that'll be interesting data for us and especially for our younger learners how they're getting into the school year. But I think all of us are kind of moving into the school year through different ways and this can allow us to set some really clear structures but not exhausting. I still even in the schools today I'm seeing um especially some of our younger learners exhausted by the end of the school day just getting into those rhythms and I think it just affirms people's concerns that that pretty sizable amount of people that are concerned that um they have traditions they travel on that Labor Day weekend and this would be a a significant change in our community. You can see a number of other things that have been pretty constant over the last years remain Kane one assessment days. I will point out that this model has um MLK day being a PD day that hasn't been the past practice the last four or five years. So that means our staff would be working on MLK day and um students like per policy there wouldn't students wouldn't be in session. Same for President's Day. The reason that we had to do that had to do um had to do with that that day off at the beginning of the year and just the flow of the way this calendar um I don't want to get too into the weeds on it but it it present it was problematic beyond just how late it started just where different things were falling. So, I do empathize with our colleagues or my colleagues and other districts that have been wrestling with their calendar, including some districts that still haven't that are like us and that still haven't gone totally forward yet. You can see where the spring break um is on this calendar, March 29th through April 2nd, and then where fa family conferences lie, the first and the third quarter. So, I can um I'll be happy to answer any questions or take feedback. Back to you, Chair. >> Yeah. Do board members have any questions or comments? Uh, Director Anderson, >> uh, I apologize because I know you've told us this before, but can you remind me um what is the um purpose of the remote learning day? So I don't I don't know the exact definition of remote learning day as it's like um described in statute and in policy. Um the statute and policy that's allowing for remote learning days is fairly new since co um the reason November 5th or I'm sorry November 3rd is a a remote learning day is it allows us to um to not fall below our membership minutes have some semblance of instruction for our students so our teachers can give some type of instruction and um we won't be having um we won't be having our uh children in the same spaces as our electors, our voting that goes on in our schools on that day, which has been deemed unsafe and challenging. The remote learning days that happen on um winter uh like winter weather also have essentially the same purpose. uh, Director Anderson to keep some semblance of learning going knowing that um, our ideal situations are kids in school with our with our teachers. >> That's good. Thank you, >> Director Al. >> Thank you, Chair. Thank you, Dr. Belmont. Um, one comment. Um it will be interesting to learn about attendance um during those first two weeks. You know, should this calendar be approved as as recommended? It'll be interesting to compare attendance during uh the first two weeks of the past 3 years, including this this upcoming one. Um is there a difference? Right. Um, I like the fact that the first two weeks are 4 day weeks. You know, I know there are other districts that have um gone back before um Labor Day and it's only been a one or one or a two day week and we've talked a lot about how really if you're going to have a short week, let's try to keep it only at four because everybody needs to acclimate, particularly going back. Um and a question about spring break. I know in years past uh we had uh the recommendation had um included considerations for attendance um during uh for that spring break. And my concern is that where spring break lands this year or this for that particular year, are we going to have attendance concerns there as well? Um, that's a good question. Director, we our team spent a ton of time on March 20127. Could you specify a little more about the attendance piece um um about >> so we know that that different members of our community um observe you know have have different observations and we've noticed that attendance >> within within a particular time frame. Okay. Thank you. >> And have problematic attendance rates. >> Yep. So, um we do like we have Morgan McDow uh with along with director Petroski. They're kind of our attendance gurus right now. They can give us all the dates, trend data when those. So, so thank you, director. We looked um we looked deeply at predictability around attendance and trend data in how he choose different dates. um his the last time the Muslim holiday of Eid fell on a student contact day, our attendance was significantly below our typical day. I want to say by as much as 30 to 40%, I don't remember the exact time, but it was noticeable. The last few years accord including this year our spring break has kind of encompassed Eid, which has been very fortunate. um in 2027 Eid uh is likely to occur March 9th or 10th. >> Yep. >> So the the design team is trying to accommodate for and anticipate that significant drop in attendance. And so um so we are fortunate to have um people who happen to identify as Muslim on our team and are suggesting that we know spring break maybe can't be that early in March. Um got >> for a number of different reasons, but they chose that March 10th date for >> Okay. Thank you. >> So thank you. Yeah, we're always trying to thread the needle on a lot of different pieces. >> Yep. Dr. Saxi, >> thank you. Um, just a comment that might be related to kind of a talking point when messaging this when it would be unveiled. Um, I was originally kind of a just hearing about before Labor Day, kind of a skeptic originally, just hearing that. But all the work that's gone into this and every the details you laid out in here, I think it makes a ton of sense for for a lot of reasons. But I also sketched out the number of days. So, it's just kind of it sounds like summer would be shorter next year, but it will not be. So last year and this year going from graduation Friday till Labor Day was 88 days both last year and this year. This would be 87 days next year for summer. So it's actually >> kind of a trick of the >> a trick of the numbers with Labor Day being on the 7th that it makes it seem shorter. It it will not impact the length of summer break at all. >> Thank you. >> Thank you. Yes. Thank you. Um, I liked how you you you named it too cuz that has been a key conversation too. It's like um whether we're working with summer programming there will be there will need to be a lot of considerations that I feel like we've vetted through. We keep kind of describing as plate tectonics rather than like really um decreasing time a little bit. Yeah. Thank you. >> All right. Oh, direct director Hume. Um, I agree. I thought that was a great point you made um because I had some of the probably had some of the same concerns with the August date. I will say I just checked um the attendance numbers at the state fair. The four lowest attended days are what would be our first four days of school. So I don't think many people will say I was going to take my kid to the state fair on Wednesday. >> Um um but my actual question is related to the graduation date. um which I think was June 4th. And given our conversation at the last meeting and the direction we provided, I assume that would need to be a tentative date until an actual off-site location would be confirmed for the 2027 graduation. >> Yes. >> In case we find look for a place and there's no availability on that particular day, for example. >> Yes. Thank you, Director Hume. That is a good point. um the having graduation on a Friday is so they have like they have like statute policy parameters and um preferences. So that is a preference but we would make sure we brought that to the board if a change was recommended. >> That was my only question. >> Thank you. >> Anyone else? Well, um just want to thank the team for all the work they put into the calendar. I know it's um a large undertaking, so appreciate all the work. >> Yeah. Thank you for naming that chair. I'm just standing up here, but there's a whole lot of people that have been helping make this. So, I want to thank them as well. >> Thank you. Uh it's now time to receive reports from board members regarding board committees, appointments, and school assignments. Um why don't we start off with the legislative committee? >> Uh nothing to report. We did not have a meeting. >> Okay. Um policy review. >> Sure. Thank you. Uh we met last Tuesday the 16th and move forward policies uh that are coming forward tonight. Uh the next policy committee meeting is Tuesday, October 21st, 5:00 here at Diamond Head. Thank you. >> Uh negotiations. >> Yes, we've had, I believe, two meetings with the uh BEA representatives since our last meeting on uh September the 18th, and then on Tuesday of this week, the 23rd, and we have another meeting on next Tuesday, the 30th. Um so, negotiations are ongoing. >> Thank you. Uh now we will move to the business. Oh. Oh, sorry. I'm sorry. >> Um, director Director Anderson. >> Okay. Thank you. Um, I just wanted to mention um that um I uh I've been working with the Foundation 191 board um and they unfortunately had to make the tough decision to cancel the uh grapes and grain event that was going to be on um October 2nd uh due to low ticket sales. Um and so um if you had purchased a ticket, you will be refunded within the next few days. Um and hopefully uh this is just a small pause this year and uh we'll be able to get it together again soon. Thank you. Okay, now we will move to the business portion of the board meeting starting with the consent agenda. Although board action is required, it's generally unnecessary to hold discussion on these items. In the event a board member wishes to discuss an item, that item will be moved to separate consideration. Do board members wish to remove any items from the consent items. Is there a motion to approve the consent agenda? >> So moved. >> Moved by Director Chester. >> Second. >> Second by Director Alt. All those in favor say I. I opposed. Nay. The motion carries unanimously. Um on to new business. Up first on our agenda, we are being asked to certify the proposed tax levy payable in 2026 and schedule the date of the truth in taxation hearing. Presenting the recommendation this evening is Stacy Sovine, executive director of administrative services. >> Thank you, Chair Worb, Dr. Daniels, members of the board. Uh each year in September, school districts are required to certify the proposed property tax for the upcoming calendar year as well as establish a a date and time for the truth and taxation hearing. Uh we are required to do that before September 30th and report that to the county auditors as well as the state. Each year we when we go through this process, we typically ask that the board uh certify for the maximum amount. Part of the reason that we do that is because uh the Minnesota Department of Education um is constantly uh looking at the numbers, making adjustments, um recalculations, and submitting those. So if we lock into a certain figure that may be more or less than what we actually end up um proposing and certifying later in in December. Our truth and taxation date will be on December 11th, 2025 to be held during the regularly scheduled board meeting here uh at Diamond Head Education Center at 6:30 p.m. It is my recommendation that the board of education certify the proposed property tax levy for taxes payable in 2026 and authorize the clerk to execute the levy certification forms in the maximum amount and to also schedule the truth and taxation hearing on December 11th, 2025 to be held during the regular schedule board meeting at 6:30 p.m. Is there a motion to certify the proposed tax levy and schedule the date of our truth and taxation hearing? >> So moved. >> Moved by Director Hume. >> Second. >> Seconded by Director Chester. Is there any discussion? >> All those in favor say I. >> I. Opposed. Nay. The motion carries unanimously. The next item on our agenda is to consider approving the collective bargaining agreement with the service employees international union local number 284 custodial employees. Presenting the recommendation once again will be Stacy Sovine, executive director of administrative services. >> Thank you. Um we met this summer with uh SEIU uh both for our custodial units as well as our food and nutritional services. Uh custodians ratified their contract a couple of weeks ago. Uh food and nutritional services ratified theirs yesterday and we'll be bringing that to our next board meeting. Both of the uh contracts do fall within board parameters. Um looking at a a 2-year increase of equivalent to about two and two on the salary schedules. Um for the custodians, we modified some language around reporting absences overtime. clarification and also a slight increase in uniform reimbursement. The two-year increase cost will be uh just over $600,000. The MSBA 2-year package is just over 9% and again the settlement is within board parameters and I believe we met maybe three times. So, we were able to move through this fairly quickly. So with that, it is my recommendation that the board of education approve proposed revisions and readdopt the unchanged language in the 20252027 master agreement with Service Employees International Union Local 284 custodial employees. >> Is there a motion to approve the collective bargaining agreement with the custodial employees? >> So moved. >> Moved by Director Saxi. >> Second. >> Seconded by Director Chester. Is there any discussion? All those in favor say I. I. Oppose. Nay. The motion carries unanimously. Up next, we will now consider approval of the academic calendar for the 2026 2020 27 school year. Presenting this recommendation will be Assistant Superintendent Dr. Belmont. Thank you, chair. Thank you for having me back. [Applause] Okay. Getting my papers in order here. So, um just circling back on the report I just gave a few minutes ago. Um it is um my recommendation that the board of education approve the academic calendar for the 202627 school year as proposed and outlined in the board materials the previous agenda item. >> Is there a motion to approve the 2026 2027 academic calendar? >> So moved. >> Moved by director Alt. >> Second. >> Seconded by Director Anderson. Is there any discussion? All those in favor say I. I oppose. Nay. The motion carries unanimously. >> Thank you. >> Up next, we have a contract up for approval. It is an income contract for Inenver Hills Community College. Presenting this recommendation will once again be Dr. Chris Belmont, assistant superintendent. >> Thank you, Chair, Dr. Daniels, members of the board. I was here previously and um this contract was uh shared just after one of the last times I presented. So it's an addition. It's from Inenver Hills Community College. My understanding it's a criminal justice course that we partner with um we share with Simley High School to kind of join our students together. Um so it's uh this is an annual uh contract that we should formally approve for post-secary courses and programs offered in our school. This contract is a little bit unique as I mentioned because of um it allows us to share classes with Simley High School and then also share the costs. Therefore, it's my recommendation that the board of education approve the Inenver Hills Community College income contracts presented between Simley High School and Burnsville High School and the state of Minnesota acting through its board of trustees of the Minnesota State Colleges and Universities on behalf of Inenver Hills Community College and authorize the superintendent of ISD 191 to execute the agreement. >> Is there a motion to approve the Inenver Hills Community College income contract? So moved. >> Moved by director Anderson. >> Second. >> Second by director Saxi. Is there any discussion? >> All those in favor say I. I. Opposed. Nay. The motion carries unanimously. >> Thank you. >> Our next agenda item is to approve on a first reading basis changes to policy 516, student medication and teleaalth. Presenting this recommendation will be Amy Petroski, director of student student support services. Welcome. >> Thank you. Good evening, Dr. Word. Um Dr. Battle or excuse me, Dr. Daniels and members of the board. Um I am here to recommend on the first reading basis the uh to approve the changes to the policy 516 student medication and teleaalth. The changes to the policy that were reviewed on September 16th were um to replace the auto injector with a different delivery system. So that that is now in our policy. As well as um we removed the medical doctor authorization for non-prescription medication so that our students can take um non-prescription medication within the nurse's office. So, um I just recommend that you approve the policy 516 or medical. Is there a motion to approve the policy 516? >> So moved. >> Moved by Director Hume. >> Second. >> Seconded by Director Anderson. Is there any discussion? All those in favor say I. I. Oppose. Nay. The motion carries unanimously. Next, we we will consider approval on a first reading basis changes to policies 414, mandated reporting of child neglect or physical or sexual abuse. 534, school meals, 707, transportation of public school students. 709, Student Transportation Safety Policy, 802, Disposition of Obsolete Equipment and Material, and 806, Crisis Management Policy. Presenting these policy recommendations this evening is executive director of administrative services Stacy Sine. Welcome back. >> Thank you. Quite a mouthful. >> Uh yeah. >> Um on September 16 at our uh last policy review committee, the committee did review the MSB legislative updates to the six identified policies. Uh it was approved through the the policy committee to move forward on a first reading basis to the full board. Therefore, it is my recommendation that the board of education approve on a first reading basis changes to policies 414 mandated reporting of child neglect or physical or sexual abuse 534 school meals 707 transportation of public school students 709 student transportation safety policy 802 disposition of obsolete equipment and material and 806 crisis management policy. Is there a motion to approve changes to policies 414, 534, 707, 709, 802, and 806? >> So moved. >> Moved by director Anderson. >> Second. >> Second by director Alt. Is there any discussion? >> I just have one sorry clarifying question. >> So in board book and on the website, policy 806 is labeled emergency operations, but I've heard both of you refer to it just now as crisis management policy. Can we just be clear on the name of the policy [Applause] >> crisis management? >> Yeah, we have it listed as crisis management. >> On the website, it says >> when you click on it though, it says crisis management. >> If you click on that link, >> but on the website it's called emergency operations is why I'm asking. >> Okay. >> Yeah. So, the website needs to be updated. >> That's perfect. >> We're changing the name of the policy. It should be consistent in both places. Yes, I would agree. >> That's my only point. >> And it wasn't marked as a change, so I just wanted to be clear. Thank you. >> Okay. All those in favor say I. I. >> I. All those opposed say nay. >> The motion carries unanimously. This concludes the regular portion of our business meeting. The final item on our agenda is a closed session as permitted by Minnesota statute 13D.03 to discuss labor negotiation strategy. Is there a motion to close the meeting at this time to discuss labor negotiation strategy? >> So moved. >> Moved by Director Humes. >> Second. >> Second by Director Chester. All those in favor say I. I. All those opposed say nay. The motion carries unanimously. The time is now 7:56 and we will move to the HR conference room to discuss labor negotiation strategy. We will return to our open meeting immediately following the closed session. However, please note that having no further agenda items after the closed session, we will not be returning to the dis upon completion of the meeting. Thank you and board members, please make your way to the HR conference room.