Good evening. Today is August 14th, 2025 and the time is 6:30 p.m. I will now call the regular meeting of the ISD 191 Board of Education to order. Welcome to those of you who are in the audience here and welcome to those watching online. [Music] Um, Director Anderson, will you please lead us in the pledge of allegiance? I pledge 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. Is there a motion to approve the agenda? >> Moved by Director Hume. Second. Oh, go ahead. Second by Director Saxi. Is there any discussion? All those in favor say I. I. Opposed. Nay. The motion carries unanimously. Tonight we will start off with a student performance and achievement committee um literacy and readback report with Amina Oidol, director of curriculum instruction and assessment. Welcome director Aidol. [Music] board chair word, directors of the board, superintendent Daniels, thank you so much for the opportunity to share some valuable information about the reading performance and instruction of 191 students. This evening, I'm happy to be here to talk about the work being done to impact how students learn to read and how teachers are supporting those students at all levels of performance. The overview tonight will cover elementary, secondary literacy, proficiency benchmarks, growth trends, action plans, and a brief readact update. I begin with a broad view of how our elementary students in 191 have performed uh being measured using our district screening tool of early reading for grades K and one. This tool identifies foundational literacy skills and um pro and shares where our students are doing uh their strongest work. There were declines in kindergarten from last year. However, we do see stable performance for grade one. Taking a look at grades 2 through five with fast bridge A reading, which is more of a comprehension and vocabulary measurement, there are strong improvements in grades three and five. While the bar graph gives us the picture of students by grade, the chart to the left allows you to see how the cohorts of students are progressing and gaining over time. Taking a look at middle school literacy and proficiency targets for FastBridge A reading. We're looking now at grades six and this year or this past year was the first year that we added students for grade nine as part of our universal screening of all students. The middle school results continue to be inconsistent and waivers from grade to grade. You can also see the cohort chart and be able to see how cohorts are performing over time. Those are taking a look at our the percentage of students who are meeting our proficiency benchmarks for grade level. However, there is another layer of story here and that story has to do with how our students are growing. Our next few slides want I want to highlight the measures of growth. In this uh in these slides growth is characterized as aggressive which means students who are making more than a year's worth of academic growth. Typical at least a year's worth of growth. Modest less than a year's worth of growth. Flat little to no growth or no target. that indicates students who might be lacking either a fall or a spring score. So, growth could not be calculated. Growth targets are calculated based on the student score in the fall uh regardless of where they may have scored and the normative growth for a student that would be starting at that score at that grade level for the course of one year. The multicolored graph shows a lack of progress for our kindergarten students around growth targets. seems very stable with uh with uh very little change from last year to this year. However, it does show some positive progress in shifting students from modest to typical growth. Our scores for first grade really did show a significant shift in students uh in the yellow who were only making modest or less than a year's worth of growth into a significant high uh greater proportion of students making uh at least a year's worth of growth. In the lower right hand corner is another view of this uh combining both aggressive and typ and typical growth into a adequate growth for the year. So you can see the totals in a different view. Taking a look at the grade 2 through three grade band, there was notable growth for each grade level uh with a significant growth uh increase from 38% to 46% uh for our uh grade three students. Our grade three students are students who have had consistent foundational literacy curriculum since they were in kindergarten. Taking a look at our grade four five band for uh growth scores. There were there were significant increases in scores for grade four in the growth targets. However, there was a modest increase for grade five. And then we also disagregated the data for race and ethnicity. There were a few changes uh amongst the the different demographic groups, but a high I wanted to highlight the significant growth for our Hispanic students in the intermediate grades. This is a group that has traditionally struggled with achievement in the past and we have been putting into place new structures. These are also students who um have not always had significant background in foundational literacy and we're trying to bridge that gap for them in the middle grades. Taking a look at grades 6 through 8. While you saw previously there have not been strong increases in the percentage of students meeting proficiency benchmarks, there is an increase in the percentage of students making adequate growth at all middle grade levels. Um, and one group I wanted to call out specifically was our native and indigenous students. This group uh showed a growth increase from 33 to 47% a noticeable 14% increase. While the group is relatively small in comparison to the other demographic groups uh at the school uh about 12 to 15 students, the size of that group did not significantly change between the two years. And so giving us an adequate look at the at that particular trend and so it was uh some significance that should not be overlooked. Taking a look at our college and career readiness benchmarks around literacy, we uh the ACT results moved us from grade level proficiency to more of this look at the readiness benchmarks and the text complexity indicator. This uh reading score, it's a subgroup of the reading scores um really uh represents the students progress toward understanding complex written material that is often required in college and career level and career levels. The gold in these graphs represent the percentage of students meeting those college and career benchmarks compared with peers across the state. The state results for 2025 were not yet available. And then looking ahead to our response are our action items for the 2526 school year. In our responses, we include a continuous focus on foundational literacy with an emphasis on providing more intensive support for students with emerging English language skills. We will be looking at piloting a couple of different solutions, intervention solutions, especially for intermediate grades, knowing that those students come to us not only with limited English proficiency, maybe new to country, but they also are coming to us then lacking the foundational literacy skills that will allow them to progress. And so we're looking at some solutions and some tools. It's also year two of our fourth and fifth grade vocabulary morphology implementation. And then we will be continuing our redact training and the application of the redact training from this past year. Training and tools will be provided also to principles to strengthen their observation skills of classroom practice to ensure the fidelity of instruction. This continues to be an area of challenge for us is making sure that we are consistently in classrooms and coaching teachers in appropriate instructional strategies around foundational literacy that aligns with the readact training that they completed. We also have teacher steering committees that are engaged in the integration of the updated state English language standards. We have groups that are working at the high school level, middle school level, and at the elementary level to do this alignment. Dandra Rogue, the multilingual project manager, has been collaborating with Sarah Noble, associate principal at Burnsville High School to guide a team of to create a more inclusive and evidence-based English language arts and multilingual instructional um integration. This project is very complex and it requires a restructuring of curriculum but more importantly of instructional strategies to make them more inclusive and allowing uh students with various multilingual needs to be able to access the language arts curriculum at the high school level rather than being placed in separate courses that are just focused on English language development. really excited about this particular project and we know that the teachers are working very hard at this. Middle school staff and leaders have been collaborating with community education to support a house model where instruction for a group of students is shared by a more pure team of teachers. This is allowing us for a more structured intervention and support in reading and math for grades six and seven. We initially started this with grade six last year and now have uh revised and revamped it to provide a more supported integrated structure for students with evidence-based in uh interventions that we will be documenting uh in alignment with the school within school alternative education or SWAS um in order to generate funding for this integrated approach during the general ed school day. This allows for additional interventionists to be hired with this alternative education funding as well as to support the extra staffing for this pure house model. Finally, um we are also looking at uh awaiting for the uh release of the approved reading interventions from the department of education which are due out in November for us to begin exploring those um as our middle school and high school intervention pieces. And now a quick update on the district compliance with the REAct. As always, there are three components. The first is screening. Guidance for screening in grades 4 through 12 was released by MDE this spring. It does include a two-step screening process. All students must participate in a universal screening instrument. And uh that is a choice by us at the district as what instrument we would like to use. It is not being mandated for grades 4 through 12. Once those students have taken that screening instrument, any students that is that does not read at grade level or meet that grade level benchmark is then required to use the MDE uh approved CAPY read basic for dyslexia screening. the that will increase our screening cost for of about $102,000 from this year. For curriculum, uh I've placed a three-year kind of look at how we're exploring our curriculum. We have foundational literacy curriculum and we're working on that implementation uh as you've seen over the last three three years. But uh this year we are exploring curriculum options for MDE approved comprehensive uh knowledge building uh language arts curriculums and we do have some small micro pilots as you know um we've practiced this in the past and uh and those are being generated from teachers and we've had great success in those and so we will be uh engaging in those in um some of our intermediate grades. In 2627, we'll do a full curriculum review um of our uh curriculum, our core curriculum, and make a recommendation for implementation of one of the MDE approved curriculums for the 2728 year. We estimate the cost for that implementation to be about $500,000. Our foundational literacy implementation, which runs parallel to our comprehensive, will also have the continuing cost of about $99,000 per year. In terms of professional development, I just want to acknowledge the just the tremendous amount of work and investment, energy, and engagement on the part of so many of our staff. This la this past year we had over 328 teachers and administrators and coordinators enrolled in read act training. This past year we have a 90% completion rate as of July 30th. Um over 300 people have completed all of the training within one year. at 67 hours of online and uh live training over the course of a school year while they were all teaching full-time. This is a tremendous achievement. And I also want to do a call out to our elementary principles. our elementary principles. Each one of them committed to completing the training with their staff and each one of them created the environment and the support for that to happen during the contracted school day. These administrators made that commitment and modeled that learning for their staff and their staff truly appreciated it. They I heard the com I heard the comments over and over again. we couldn't have done this without my principal showing us how to do it as well. And so just a huge amount of kudos to those folks. Um and the the response for the training was was really incredible. And so I'm just so pleased by such a huge initiative and having so many people working toward that final goal. I'm so excited for them to continue on with the application of the learning that they had through the readact training as they continue to do their foundational and comprehensive literacy implementations. It also strengthen our principles as they look work on those observation and feedback tools with classroom instruction because now they've had the same training as the teachers and they're able to use the same language for their feedback. It really is momentous. Um, we do have about 60 additional staff who need to participate this year in the phase one training. I will give a lot of compliments to the state of Minnesota. Um, about a third of the staff that we are hiring are coming to us with the completed readact training. And so we're really excited about that as well because they're ready to go and join our staff. um literacy training for 125 or more educational assistants will also take place in August. This is one of the requirements from the read act as well is that any educational assistant or paraprofessional who is assisting with academics also have a a background in foundational literacy. And so we are uh have two staff members, Katie Ness, who is our new elementary coordinator, and Kim Zande Hammer, who is a a teacher on special assignment in the student support services office and has been leading um uh reading intervention uh review with the special ed staff. Um have both become trainers with the Department of Education and are able to conduct that training for us on site. So, it's it's eight hours of training and we're really excited to bring more people into the fold so that they can continue to support with strong instructional strategies. Um, thank you and I'm happy to answer any questions you might have. >> Thanks, Aina. Um, is there any comments or questions from board members? Thank you, Chair W. Thank you again, Amina, for your report. Um, just a couple of questions. Um, going back to the, um, implementation of new core curriculum. Can you shed some more light on when was the last time that we did that? Um, and a little more context. >> Yep. So, the last time that we adopted a new core curriculum was in 2016. And so our curriculum is coming up as being um no longer in print. And so um we are looking at um either replacing it with the newest edition of what we have. However, the curriculum that we have right now was not one that was identified by MDE as being highly aligned with the science of reading. And um so uh we're really wanting to take a look at that. And so it will have been nine years and time for us to take another view. kind of coupling of a couple of um perfect storms to make sure we're up to date. Right. Great. Thank you. Um you mentioned in your report that the middle school results tend to waver. Um and I'm wondering why you think that might be at first and second um what are we doing differently? >> Great question. Um, I don't know if I have a clear answer as to the inconsistency for the scores. Some of it's related to cohorts. Um, but some of it also has to do with the fact that we don't have a clear uh foundational reading or reading instruction that happens after grade six. And so what we're measuring are reading skills, but we're teaching literature and writing. And so that's the nature of the standards, but not all of our students have those proficiency levels as yet. Um this the the question of what are we doing differently is an excellent question and there are two pieces. One is is that we're looking at um introducing the vocabulary and um morphology components that we're doing in fourth and fifth grade. There is a third uh level to that and we're looking at expanding that into grade six to kind of boost that consistency and then thinking about what would be the value of offering it for our seventh grade students who um hadn't had that instruction for for those years. And so really trying to cycle in because our diagnostic data is showing that our students um are are most of our students have strong foundational literacy skills. the students that are in that yellow range that are still not quite meeting benchmark um are showing weaknesses in vocabulary and comprehension. And so trying to invest more strategies in that and the vocabulary morphology piece is one of those uh pieces that have been identified through the state standards and through the science of reading as being helpful for that. So that's one of the pieces is taking a look at that uh curricular resource. The other one is really looking at our flex wind time and making that much more highly structured. And so, um, we've, uh, created a list of evidence-based, uh, interventions that meet with the alternative learning centers criteria for interventions. We hope to expand that the more that we get, um, information from the Department of Education. Uh, and uh, and also looking at uh, implementing uh, continuous progress monitoring. So, not only increasing the resource of having more interventionists there to work with students, but we're also training then our general ed teachers in um ELA um in both sixth and seventh grade on how to deliver some of the broader interventions around vocabulary and comprehension which they may not have been trained for as secondary language arts teachers and uh providing that support in that instruction. So really focusing in on that flex win time and the training of our language arts teachers to do some of those broader tier one interventions. Awesome. Thank you. That was really helpful. Um school within the school just um wanted to say how excited I am to hear about you know that extra scoop of learning for our students um extra funding and extra FTE to make make a difference for the students. So that was that was really great to hear. Um, that was it. Thank you. [Music] Oh, yeah. Thank you for your presentation. Great. Thank you very much. Up next, we will receive a report about our district assessment plan from Dr. Brandy Lowe, the district's assessment data and research coordinator. Welcome, Dr. Low. >> Thank you. uh board chair WordB directors superintendent Dr. Daniels, thank you for um for giving me an opportunity to just talk about our comprehensive assessment plan for um next school year. And so for the school year that has begun really um the hope is that um at the next meeting the comprehensive assessment plan will be approved and this is pursuant to um our policy 614 that we come back every year and just look at the assessment plan, make any adjustments that need to be made. Um so that is that is here. I I'll highlight in just a second some of the changes um to this year's plan just so that you'll have that in mind. Not a ton of things have changed between last year and this, but I'll highlight those. But before I do, I just want to um just just talk briefly about our school assessment coordinators. Um it is it is very very common. I've been doing assessment for a while and it's very common for um at the end of state assessment season usually June July um districts will get reports back from the state saying um not just your scores but we'll find out from the state that this student this student this student has been identified as a student who has cheated because they've found um they found their assessment in another place or they have um they've they've copied a response from some other place. And so lots of um work happens um at state levels um from these assessment systems and every summer we get that back. It is not uncommon, trust me. But I am just really happy to say to you this year we had zero reports of irregularities from MDE. So that that is an accomplishment. It's maybe not an accomplishment that we talk about very often because it's rare to get, you know, to get that um back um with without any changes um or or any irregularities reported. Um I'll also say that we were audited multiple times, some surprise audits from NBE. Again, that's reg that's a normal occurrence. Um and we had zero zero recommendations for improvements at any of our audited sites. So, a really strong year for test security. Um, that's something that our school assessment coordinators have worked really just very very hard on at their sites. They they work with the classroom teachers to provide um to to provide students with comfortable positive test environments that are also secure. Um, so any issues that have existed this year, um, they were caught at the classroom level and stopped, you know, stopped there. So, I'm really really proud of the work that they did. Um, and and I just wanted to call your attention to that for this coming year's um comprehensive assessment plan. The um there are just a couple of changes. Like I said, the one uh um uh Dr. Sorry, Amina already mentioned is the um addition of the Cathy basics diagnostic. That's coming about because of lead act. um it is not a it is not an assessment that we um you know got to go in and select by doing a review or anything like that. That will be administered to um students in grades grades four and above who have taken FastBridge and have identifi have been identified as below benchmark. So they will they will then take an additional you know this additional test that's online. Um and you know the hope of this additional diagnostic is that um we can we can help out any students who may be dyslexic. You know that that we're seeing those fastbridge can is a is a broad screener that is going to identify big needs and then the idea is that Cappy Cappy basics is going to hone in a little more um and try to find what issues might exist if the student's not reading at grade level. So there's that um that change. There's also additional clarification on um for students in grades two and three in the same way when they take fastbridge if they are not um if if they're not performing at grade level then they have to take an additional um an additional piece of fastbridge for um foundational literacy skills. So what what MD has has asked us to do is to look at um to look at one of the subtests of the early reading. So, the test uh for kindergarten and first graders um nonsense words and to administer nonsense words to those students in grades two and three who aren't reading at at benchmark. Um so, that's just an additional follow-up test again with the hopes to identify and pinpoint some needs that might exist there. Um and then the final thing, last year, you might remember we expanded um our FastBridge screening to include 9th grade. This year we're taking it one step more and expanding to 10th grade. So, you know, we have that cohort of students who are um going into 10th grade right now. It's normal for them. They've only they've only had FastBridge, you know, so this is this is just kind of growing up with them. Those are the changes um to the to the year. Of course, I'm available for questions um if you have any. Um but otherwise, that's that's it that I wanted to point your attention to. >> Um thank you. Um, are there any comments from uh or questions from board members? Governor Alt. Thank you, Chair W. Thank you, Dr. Low. Appreciate your report. Um, first, uh, I appreciated, um, your sharing about the system systematizing of, um, the coordination of assessment and the difference that that has made. um you know that movement is just really welcome and the outcome this year you know kudos to you and your team. Um and just kind of a big picture question I I believe this is the second or third year that we've received this report. >> It is uh this is the second year we've done it like this. I think the year before that it was more of a presentation of just the bigger things but yeah the second year like >> second year. Okay. Um and it's a stand statemandated report. Um I'm just wondering um how have you found this report helpful in your work Dr. Lo and also how is this overall helping what we do in 191. >> Thanks for asking me to reflect on that. Um I I I think that uh what it does for us is it just provide provides clarity a vision. Um, you know, in the beginning, uh, when, you know, when I stepped into this role, we was we were doing this. We, you know, we had a plan. I think that combining it all for this purpose into just this one comprehensive place. Um, it helps not just us stay focused as an organization on the system at hand, but it also is a good communication tool. Um, we, you know, this is not, this document that you have is not just something that, you know, we in the room look at. Um, teachers ask for it. We send it out. Um, we send it out all the time. I mean, I I get requests for it all the time uh throughout the school year. And it's, you know, because a teacher is looking for a point of clarification on a specific on a specific thing. Sometimes they're just looking for dates, you know, and that's that's also that's also helpful. Um, it's a public document that we post on our website. Um, you know, frequently we we might get requests from parents where the answer is in the comprehensive assessment plan. and so we'll give them the answer and also direct them there in case they have, you know, further follow-up questions. So, I think that it's helped focus the work. Um, and it's been a uh it's been a good place to just, you know, kind of keep everyone aligned, keep everyone on the same page. >> Awesome. Thank you. Thanks. Um, other comments? Okay. Um, thank you. We will now receive a report about updates made to this year's student handbook. Here to present this information is assistant superintendent Dr. Chris Belmont. Welcome. Thanks, Chair Wood, uh members of the board, Superintendent Daniels. Thanks for having me for this um this annual presentation of our 202526 student handbook. our leaders were in extensively this week as we're preparing for the school year launch. And this is a this is a really nice reference point, our student handbook to help us start out right, then continue on in good, safe, and positive fashion. Um, and I haven't always done a presentation, but I know we have some new board members and new superintendent to just see our process for student handbook development. Um, but some board members that have been around might recall that we went through some extensive changes after the 2023 legislative session. Um, less content changes to present to you today, but still walking you through all of those and responding to any questions you might have. Um, one of the things I feel most proud of is um, we continue to add voice to the student handbook development. So we have board policy and state law as kind of that framework that bedrock. Um we consult the Minnesota schoolboards association model student handbook as well. But then we just keep adding voices and perspectives to our team. This last spring I think I believe we had 16 team members representing um different roles as you can kind of see here on the slide and then they go out and collect input and then we have kind of a core process where we just keep at it. Um, I want to say thank you to all the administrators, the community members, parents, student perspectives that just go into this because it is somewhat laborious. Um, not as laborious as some of the technical work that Sarah and Carrie do to also make sure that it gets prepared. So, so thank you to all who helped give that the direction it needs. um some of the new features in um in this year's draft. Uh a new superintendent redder with a new superintendent picture. Um the uh uh our policy our student attendance team uh that's that's a new team um based on the pilot work that's been done um from the legislature on down to our school district. that team um produced a lot of information that went into some of our handbook changes that you can find on page seven as well as uh quite a bit of policy review committee work and then board adoption of policy 524 personal communication devices um mainly around cell phones and other electronics. uh added to some of the content changes that we're preparing to launch if approved. Then there's some incremental changes just um fixing different pieces uh human growth and development changing from um um just changing to fourth and fifth grade um based on recommendations from our health care experts and our child development experts. The students then receive a more comprehensive human growth and development um unit in health and seventh grade school. Um student data privacy um just making sure that we're aligning with the the significant or yeah the significant changes to directory information in Minnesota state law over the last few years. um adding law enforcement to one of our uh responses around some serious offenses um weapons just to help uh tell the story better. Sometimes there's after hours calls that our administrators will make or they won't have access to a school resource officer. So we added law enforcement and then just aligning dress code um updating that to you know really modernizing it and aligning it to policy. Some other incremental changes um had to do with just um some of the working with Dr. Low and our administrators on our behavior response guide. Just making sure that if we're delineating between minor and major behaviors, it's minor behaviors tend to be in that level one, level two category. Major behaviors fall in that level three and four. So just being a little more clear with um serious instances that we also report to MDE, things like bullying, harassment, threat, intimidation. Um some of our processes have shifted over the last several years, which would not really um give administrators that need to look at a level two response to some of those things. So we took it out. Same for level three with weapons. It doesn't require certain things in certain situations for administrators, but it definitely helps zero in on the se severity of the situation and um and gives just a little clearer guidance for how best to respond. Um, yeah, we worked with law enforcement just to update uh some of the examples of weapons that that align stronger to to state law. Next steps, if if approved, we'll make sure we're we're rolling out communication plans. the work of principles this week to just um imagine new ways to help get the essence and the values and the um yeah, the values of the student handbook out into the eyes and ears of all of our students, staff, and families. Really trying to be proactive and caring and responsive to our to what we really believe should happen in our community, more proactive and less reactive. really believe that the student handbook can provide a a really good tool. Um the RDS and our uh SSLs are coming together even next week to work with Dr. Mo and myself and really just get calibrated really work to to make sure that we're aligned across our system and how we're leveraging the student handbook for positive proactive prevention of behaviors that we don't that would interfere with learning. Then um September 15th, we'll attend a law conference at Kennedy and Graham with a few other administrators and we'll start um assessing any changes from the state law and that um or um policy um and then moving into practice as we look to just constantly refine and look at our 2627 development. So, thanks for taking a little a few extra minutes this year to let me walk you through how this handbook is made. Back to you, chair. >> Um, are there any comments or questions from board members? >> Director Al, thank you, Chair Ward. Uh, thank you for for that presentation. and it provides really helpful context um to what you all have been working on and and what we can expect. Um going to page eight of the student handbook. Um I know you did a really beautiful job of kind of clarifying um for me on the questions about um tardy versus you know absence and and the response to that. Um, if I'm looking at number three where it says students are expected to be in their assigned classroom or learning space in person or virtual on time and for the full day. Students missing a portion of the day or period will be marked as tardy. Now, based on how I read this language, I'm interpreting that to mean that if I, as a student, show up late to class, whether it's 1 minute or 20 minutes late, I'm going to be marked tardy. Is that correct? Uh yeah, that that would be how we interpret policy 503, the language there. So there's and because I guess my my what my mind goes to is that you know talking about um being aligned across our across our system making sure that we have equitable practices in our classrooms so that regardless of what teacher a student might have you know they know if I'm if I'm a minute late or 20 minutes late I'm going to have I'm going to have to answer to my my parents and the administrator. >> Yeah. Yes. That's correct. It's uh definitely a scenario that our attendance handbook team is is wrestling with how how best to make sure that we are really aligned and equitable in our responses to those kind of things. Um we our attendance um team and I know that's a different presentation from director Petroski and her team. um they've they've really been trying to figure out um that they've gone through a lot of different codes that have been presented over the years that is not just giving us really valuable data or they're just not they're essentially not living in our system. They're just sitting there. So, one of the codes they're looking at is missed significant instruction to just name that a target occurred and the student was gone for a significant amount of time. And so our success teams can can look at that data, find out if it's occurring more regularly at certain times, classrooms, or by student, so they can intervene better. So then you're saying that's interesting. So you're saying that a student that misses a significant portion of the class one day and then is late 5 minutes, they would have one mark, they would have two marks. One would be for the extended app tardy and one that would be just a tardy. >> Um, I would have to double check with the attendance team. I I'm not sure they've totally I'm not I haven't seen the exact model. My assumption is that it would be it would be one marked tardy with some additional information through that code that they missed significant instruction >> and the one that was shorter would just be a tardy. Yeah, I think I see any shaking a little bit more about that. >> Spending enough time together. >> Why not? >> Okay. So um the per the reason that we want that miss significant instruction is so when our um attendance teams in the buildings are reviewing the data that is actually data for us to look at so that we can have some talking points with families with students if they're older and really begin to look at that information to get down to the why and see if we can break down some barriers for that. Um, so as a family or as a parent, you would not see that miss significant instruction anywhere on the report card. The report cards only report the tardies and the absences, excused or unexcused or whatever. That's the only thing that our families will see. But that miss significant instruction will be marked a tardy for what you see. But the data behind it, we will be able to dig more into that so that we can get into um whatever reasons that we have for those pieces and kind of begin to look for that. I mean when you know a tardy is about 5 minutes late, you're late, but 20 minutes late you've missed significant instruction in a 44 48m minute class. It's a little more actionable when it's significant, but we keep track of all of it. That's our goal with this miss significant instruction so that we can really tie that piece down. Got it. Thank you. All right. Thank you for your report. Next, we have a report from our new superintendent of schools here at District 191, Dr. Latana Daniels. Good evening, everyone. It's good to be on the other side of that desk right now. Um, but I'm happy to join you all this evening as the new CEO of District 191. I just would like to share we are 6 weeks in working with the team and we are sprinting to the first day of school. We've had an exciting week um with our principles and also um district level leaders joining us yesterday for some leadership um professional development. Um we've also um welcomed our building leadership team members here today to work with their principles to develop their school improvement plans. Tomorrow we have the community um resource community education resource fair. Next Thursday, we have our state of the district or state of the schools address that's being hosted here um at Diamond Head and well co-hosted with um the city of Burnsville and Savage and and um with um Dr. Funston um also working with him. So, we are excited about that. We welcome back new teachers this upcoming Monday and we welcome everyone back on um Monday um August 25th. So, we are sprinting and preparing for the start of the school year. Everyone has done an excellent job rolling out professional development and training in support of a successful start to the school year and I'm just looking forward to what the year will bring the adventure. So excited to be here and excited to be working with you and the team. That's my report. Are there any comments or questions from board members? All right, thank you for your report. Um, do board members have any reports they wish to share? Just a reminder that we have our committee report scheduled for August 28th. Oh, you do. I'm sorry. Director Chest, sorry. >> Yeah. On uh Tuesday, August 5th, I attended uh Ron Elementary's night to night party and it was very well attended. The bouncy house was the place to be. Um and there was just so many several families and um faculty there. So, it was really a fun thing. Okay. Director. Thank you, chair. Uh, yes. Um, same evening. Um, some of us congregated at cityville city hall. Dr. Daniels was there. Uh, Dr. Belmont, uh, Principal Sandival, uh, Director Hume. Um, I had the pleasure of riding around with, um, Birdsville Fire Department. Um, and it was really great to get to meet um, our senior citizens as well as families. Um, in July, kind of backing up a little bit. Uh I also uh was pleased to attend the international festival. Again, a great celebration of of our community. Um and also wonderful to see um you know members of our community, our families. Uh and then in June, I was also honored to be invited to attend a career exploration event uh for local youth which was sponsored by DA Salam. Uh the event was very well attended with standing room only and there were at least 150 uh participants. Um basically it was designed to share options and opportunities with families and students. Um speakers included professionals from the region uh who shared their knowledge and experiences. Uh and the goal of course was to get families and students on the same page in terms of where opportunities live and how to go after them. Um community speakers also highlighted 191 pathways um as one such opportunity for families and students. That concludes my report. Thank you. Um well I also uh attended night to unite. Um um but this was I was excited because this is my first year getting to go um ride around with um I got to go with the fire department as well um and visited three different neighborhoods and it was just really great to connect with our community and and uh be out talking with families. So it was very enjoyable. So um all right now we will move to the business portion of the board meeting starting with the consent agenda. Although board action is required, it is generally unnecessary to hold discussion on these items. In the event a board member wishes to discuss an item, that item will be moved for separate consideration. The board members wish to uh remove any items from the consent items. Okay. Is there a motion to approve the consent agenda? So moved. >> Moved by Director Chester. Second. >> Second by Director Mickelson. All those in favor say I. I. Opposed. Nay. The motion carries unanimously. On to new business. Up first on our agenda, we will hear from Dr. Chris Belmont, assistant superintendent, and Kevin Kleiner, director of athletics, as they present a recommendation to approve the 2025 2026 athletics and activities handbook. Welcome to you both. [Music] Thanks again, Chair W, uh, Superintendent Daniels and members of the board. Happy to be here to present uh the 202526 Burnsville High School student athletics and activities handbook. Um use a sports term on pinch hitting for associate principal. So I'm going to hand the mic off to Ed Kleiner and get going. All right. Good evening everyone. Board chair word, superintendent Dr. Daniels and other members of the board. Thank you for having me tonight. um highlights of the you know this just updating it on a yearly basis. So a lot of updates um with the change that we did um a month or so ago with all the fees. So that's been updated. Um and then just updating personnel, you know, uh coaches and adviserss that have have changed in those positions. Um so some of the big highlights, a couple um activities that just outdated weren't in there anymore. So those have been removed or clubs I should say and activities um different clubs that have been removed. So just um you know getting it as updated as possible to start a new new school year. So that that's about the the long and short of it. Yeah. Some of the things that u Mr. uh wanted to point out the neur neurode divergent disabled coalition. That's a new group the polygot club. I hadn't heard of that but a group that comes together just around different language and culture. That's um this is a new exciting addition at the high school. I'm just personally so proud of all that we offer our students to try to match their brilliance and their passions and let them shine. So, um yeah, it's fun to look over this list and see those changes. Back to you, chair. >> Okay. Is there a motion to approve the 2025 2026 athletics and activities handbook? So moved. Moved by director Anderson, second. Seconded by director Alt. Is there any discussion? All those in favor say I. >> I. All oppose say nay. The motion carries unanimously. The next item on our agenda agenda is to consider approval of the changes to the Boys and Girls Alpine Ski Cooperative. Here to present the recommendation is athletics director Kevin Kleiner. Welcome, Director Kleiner. report your word, Superintendent Dr. Daniels and directors and members of the board. Um, this is, uh, it seems like a lot, but it's really, um, a lot of it's procedural from the Associate High School League. Uh, you have to dissolve a current co-op, even to just add a school like we're going to do attempt to do here tonight by adding Bridgefield High School into our Alpine Ski Co-op. But formally, you have to dissolve each one separately. Uh, different gender, boys and girls, Alpine, two different ones. and then remake uh reapply and make the new co-ops adding um essentially adding root but it's forming a new brand new one. So formalities there but that is the the kind of procedural why behind it. Um just to add more viability to the program having another school um even some of it logistics with um Buck Hill is where we all go and they're getting tighter on their parameters like you have to have X number or you don't get a lane to practice with. So just having another partner in this to have to hit that number on a yearly basis to make sure we get kind of our training lane. Um without that it's it'd be really difficult to even have the sport. Um so that that would be the why just uh and also financially we'll help kind of spread the costs out in the sport amongst three schools instead of just two. So there's some uh realities there financially that will be helpful. Um, so we're excited to maybe get some momentum in that sport back by having another partner join us. And um, so that's that's the re request to add Richfield High School in uh, alpine ski for boys alpine and girls alpine ski. >> Thank you. Back to you, chair. >> Is there a motion to approve the recommendation related to the alpine ski cooperative? >> So moved. >> Moved by director Saxi. >> Second. >> Seconded by director Anderson. Is there any discussion? >> Uh, director Hume. >> Um, yeah. I just am curious about the fees for the co-ops. Um, does a student from Burnsville pay the same as a student from Shakipi as a student from Richfield or like is there any kind of coordination around the fees pay for the for the cooperatives? >> Great question. Um, they pay what their local school charges um whatever that is. Then there's then from there the expenses are shared. So like we'll as the host school kind of the money flows in and out of us but then we'll charge it back to Shak and Richfield in this case um in terms of uh coaching salaries and and all that kind of stuff and buckill fees transportation fees then the expenses get shared but so it's kind of their revenue coming in for their fees that will help them pay pay us back for their portion uh and probably on top of that their revenue. So it's possible that a student from one district would pay more to be on the same team as a student from the district. >> Correct. District. Yes. >> And some of that is just even from a systematic registration system and their student information data and that kind of stuff. So um any school has in their you know in their policies and their fees structure and how they how they do that. So yes long answer your question yes they could all be painted. That's what I assumed, but I heard some chatter and was just curious. So, thank you, >> Dr. Alton. >> Thank you. Um, I just want to thank you for your diligence, doing the due diligence to um, explore how else we can, you know, solidify these opportunities for our students and for going after it, making sure that, you know, thinking thinking it through and adding the extra schools so that, you know, we can continue to offer this for for our students. So, thank you. >> Absolutely. Thank you so much. >> Thank you. Uh is there Oh, wait. Sorry. All those in favor say I. >> I. Oppose. Nay. The motion carries unanimously. >> Thank you. >> Yep. Up next, we will now consider approval of the 2025 2026 student handbook. Presenting this recommendation will be Dr. Chris Belmont, assistant superintendent. Welcome back, Dr. Belmont. >> Thank you, chair. Um, I'm here uh seeking uh board approval for the new 2526 student handbook that's intended to provide guidance for students, families, and staff regarding procedures for conducting safe and effective school experiences for all. The handbook is intended to support existing policy and law. Is there a motion to approve the student handbook for the upcoming school year? So moved. >> Moved by director Chester. >> Second. >> Seconded by director Hume. Is there any discussion? >> All those in favor say I. I. Opposed. Nay. The motion carries unanimously. >> Thank you. Thank you. Next on the agenda is to approve on a first reading basis changes to policy 634 electronic technologies acceptable use. Presenting the recommendation this evening will be once again Dr. Chris Belmont. >> Thank you chair. Um the this policy 634 electronic technologies and acceptable use was um deliberated on with our policy review committee on June 17th. And the the only substantive change is that the language around personal electronic communication devices was removed um because of the inception of policy 524. Is there a motion to approve the changes to policy 634? So moved. >> Moved by director Anderson, second by director Mickelson. Is there any discussion? All those in favor say I. I. Opposed. Nay. The motion carries unanimously. The next policy on the agenda is to approve on a first and final reading basis changes to policy 524, personal electronic communication devices, including cell phones. Once again, presenting the recommendation is Dr. Chris Belmont, assistant superintendent. >> Thank you, chair. So, this is the forementioned policy 524. This is exciting. Yep, we are. No, and this policy was reviewed by our committee. It's a new policy for ISD 191. And um and it uh and our committee on July 29th at a special review committee meeting. It change it include um the the policy that was uh originally adopted by the board was amended with a very minor change. We found an inconsistency to one term. So >> is there a motion to approve the changes to policy 524? >> So moved. >> Moved by director Hume. >> Second. >> Second by director Alt. Is there any discussion? >> I have a question. >> Director Hume. So, the agenda and recommendation say first reading, and I believe I heard you say first and final just a moment ago. So, I just want to be clear. Is this first and final or first reading? >> It says first and final. >> Okay. >> The agenda says first, that's why I'm asking. >> So, I'm sorry. I read what's in here. It says on a first and final reading basis. >> Board book says first reading. That's why I'm trying to clarify. >> So, board book is wrong. I really I don't know. I don't know. I'm I'm first reading. It was in the script that I just said first and final. >> Oh, okay. So, that's an error. >> Yeah. In the script. >> In the script. Okay. Well, I'm sorry then. It's a first reading. Sorry. >> Okay. All right, >> that's corrected. It's our first reading. >> That's all I wanted to clarify. >> Okay. >> Okay. Um, all those in favor say I. >> I. All those opposed say nay. The motion carries unanimously. Related to policy 524, a set of regulations have been developed and Dr. Belmont will be presenting the recommendations for approval to these regulations on a first reading basis. Dr. Belmont. >> Thank you, chair. So, also at that special meeting, uh that special policy review committee meeting on July 29th of this year, um a regulation was put forth to give um administrators and staff and families and students just more clarity around how best to um navigate policy 524, personal electronic devices. Um the regulation includes um just different delineation of who who does what in response. Um roles and responsibilities for students and staff. um the kind of um how best to to manage both the goal of proactive keeping cell phones away from destructing disrupting learning um and then the reactive how best to manage if a student's really struggling with that expectation. Um surveys and data collection will occur in the first few months of implementation to help determine that the policy uh and regulations are being implemented effectively and equitably because this is a a new policy and and a new regulation. The review committee is really thoughtful and and and is is charging us as a as school district officials to make sure that we're leaning into this new change and um and reporting back in one way or another. >> Okay. Um is there a motion to approve the newly developed regulations for policy 524? So moved by director Anderson seconded by director Mickelson. Is there any discussion? Director Hume, >> I just want to say thank you. Um I know a lot lot lot of work has gone into this over the last seems like many months. Um, so thank you and thank you to you and to director Al for having a special meeting of the policy committee in July when we typically wouldn't need to so we can have this finalized before the start of this school. I think this is going to be a lot clearer for families and students in the district and for staff which is one of the goals that we had when we talked about this back in the spring. So thank you for all the work that's gone in. >> Okay. Um yeah, I would like to re uh iterate that myself like I really appreciate all the work that's gone into this. Um I think it was, you know, really necessary to clarify this for um this faculty, students, staff, everybody. Um I do have a question about um so this where is this being published as far as will it be alongside the the in the policy handbook or where where is this going? Is it >> uh Yeah. So, thank you for that question. Regulations are posted in on our website um in connection with the the policy that it's conceived from. So, okay. It'll be underneath 524 more or less is how it reads on our website. Um and and to your point, chair, like um if approved tonight and and going forward, um with second reading, we'll continue we're going to continue that work of making sure that we operationalize it really successfully here that the we learned from other school districts and schools that these first six weeks of really launching a regulation like this are so important to helping um get all the adults on the same page, being really both like compassionate and clear with students about the expectations and then communicating with families because just like all of the items in our student handbook, it's very possible that home expectations may differ and differ from community expectations. So helping people connect those dots. >> Yeah. >> Thank you. >> So that will be our work. All right. >> All those in favor say I. >> I opposed. Nay. The motion carries unanimously. We will now move to um to our final item on our agenda. We are being asked to approve a joint powers of agreement for inter agency early intervention services between Dakota County and ISD 191. Here to present this recommendation is Amy Pachowski, director of student support services. Hi, good evening director Word, Dr. Daniels, and members of the board. I am here to bring forward a joint powers agreement that allows the partnership between us and Dakota County for the early intervention services. These services support our families and our children um who have children birth to three who qualify for early childhood special education services. Key aspects of this joint power agreement that we work with them is that they um we partner with them to offer nursing consultation, consultation and service coordination to school districts personnel who are working with the families with children with significant disabilities and facilitating meetings between Dakota County inter agency um and the district as well as coordinating the distribution and information and materials. Um Dakota County also attends the region 11 in um region 11 meetings and then they bring that information back to the um member districts in the Dakota County. So these services are vital for assisting our families and medically fragile children under the age of three and staying informed in all the changes and processes and available resources that are essential to ensure our families get what they need. We recommend that the board of education approve and authorize Superintendent Dr. Daniels to sign the joint powers agreement for inter agency early intervention services between district 191 and Dakota County. Is there a motion to approve the joint powers of agreement? >> So moved. >> Moved by director Saxi. >> Second. >> Second by director Hume. Is there any discussion? Okay. All those in favor say I. I. Opposed. Nay. The motion carries unanimously. Thank you. This concludes the regular portion of our business meeting. Next on our agenda is a work session to discuss the board planning document for the 2025 2026 school year to review policy 206 listening session protocols and guidelines and finally to review and discuss Dr. Daniel's goal goals for this year. Before starting that work session, I move that we take a brief recess and return to the dis at 7:50 to begin our work session. Is there a second? Second. Okay. Uh moved by myself and seconded by director Alt. All those in favor say I. I. Oppose. Nay. The motion carries. Please return to the dis at 7:50. our work session this evening by reviewing a proposed draft of our 202526 board planning document and make adjustments and recommendations as needed. Does anyone have any thoughts or suggestions to kick the discussion off? >> Are we going category by category? >> Yes. Yes. Okay. [Music] [Music] So the first thing is the board development goals setting board development goal setting and self eval. Um, so for August, we have the summer seminar. I don't think anybody wanted to that though. >> Well, I think we're just reviewing to see if these are still that we want >> to keep on here. >> Are there any things that want that we want to add? Okay. Um, so just to clarify, this is um kind of like what we use year to year. Yes. Want to update it for this year. >> Exactly. And typically, so um depending on the year, we might have uh like last year we added Read Act, right? And this is just kind of the the document that um Dr. Daniels and officers use to kind of plan out our agendas. It helps the staff to you know kind of plan things out um kind of in an organized way. Yeah. And this would be this our opportunity to update this for the for this school year. I didn't see anything that I would suggest for changing with board development. >> Okay. But I don't know if anybody else did. >> I would agree. But I did note that it is an odd year and in September is the time to start talking to MSBA about doing our board self-evaluation later in the fall. >> Y so it's already almost September. >> And for those who are newer, we do an evaluation with MSBA every year. Here we do a more more in-depth one in the odd numbered years and then a shorter one in the even numbered years typically which helps can help define our board goals and such for the year So, do we need to keep the work session to finalize changes to the super valu? >> Oh, yeah. Sorry. >> Oh, okay. Sorry. >> Sorry. >> It's just very sorry. Um, I'm sorry. Did anyone else have anything? I thought we were done talking about board development. Did Did anyone else have anything on board development? Okay. Um, for Susie Bell, um, cuz I guess I'm not remembering why we I mean I I felt like maybe we had a a work session to review the changes. Is that because we do we make the changes to it because of it being updated every year? Is that why we're doing it? Okay. because I was like thinking maybe it's because when we the year that you switched to the Google doc I was getting confused. >> I think it's because we typically and it's the next thing on I think on the workshop for the work session for tonight is reviewing the superintendent's goals and wanting to make sure those are incorporated into the review document so that that because that's what we're evaluating >> the superintendent on in part is their annual goals. >> Okay. Maybe we could word it differently. Yeah, >> that's what I'm thinking because it makes it sound like we're redoing the tool itself. Committee updates. >> Update. Yes, >> good choice of words. for that. I did have uh one thing. [Music] Oh, in February, um the executive assistant creates two documents, one for the s self eval and the second for the board evaluation. And then at end of February, the link is sent to the superintendent to complete. >> It's one piece that I noticed was missing. Um I think it's in our process, but not in the four. >> Exactly. Yeah. Yeah. >> We definitely need to get that added in here. And then I think from there it kind of flows. >> Specifically updates this document. >> Sarah, this this document like this one, right? Sarah. Yeah. So, do you want me to write down what we're updating? >> I believe we're recording as well. >> So, she'll just know from that or Dr. D, did you have any from Sarah? How she watches? She watches. >> She Okay. Okay. Um, I just wanted to verify. I was like, how she >> she already told me she on error. >> Okay. Um, hi Sarah. Um, I already hope anyone else have any suggestions for the I know. >> Okay. Um Okay. So, then we want to go down to board word priorities. >> Oh, budget. >> Oh, sorry. Budget. I'm sorry. I was going to go to I don't know why I did that. A budget. Okay. So the my screen is not working and there's a placeholder for pretty much every meeting from January to June for a work session or some sort of a budget >> Yeah. >> update which based on previous >> years is probably appropriate. I think though if we're scratching the work session for budget planning, wouldn't that in February, wouldn't that be added in March as opposed to just a strike through? >> Yeah. Wait, >> March or February? >> January. >> January. >> Oh, January. Sorry. January and if I could filter and hold them. I know I keep having to go up and so >> so January. Yes, that work session. If if we're not doing it in January, I'm imagining we are going to do that in February. Um unless the presenting of the current reality and parameters covers that. >> Was that something you and your staff had talked about, Dr. as part of your board planning document in November. I think we additionally started to bring both the enrollment numbers, our assumptions, our projections. Um December interesting taxation January we do a revised budget. [Music] the middle of February into March for all. >> It kind of looks like it's already in there because it's like work session. >> Well, there's a work session in March. I don't know why we have one in February. >> Very next the February one has >> it needs needs a work session. >> Okay. Yeah. >> Okay. So, remove placeholder and just put work session. Right. >> Okay. Because the point is we want to be able to backmap to April which is when the HR events. >> Yeah, we did. Yeah. Mhm. Okay. There's like a work session every month except for January. Do you see anything else? Okay. Okay. Uh now we're going to move on to board priorities. So that's when we approve the um board priorities for the coming year, >> right? And that's the um that we have with the BEA to um protect uh specially licensed staff. And it yeah it comes forward in um I can't tell if it's May or June. >> We had a work session. >> May yeah work session and then >> I think it's August. It looks like it is when it's the actual approving. >> Yeah. >> So that must be the next meeting. >> Yep. >> Okay. So I noticed that other ones say like at the first meeting or at the second meeting does it matter >> for this one? Not really. I I think the intention was to give flexibility so that whether it's the first or second meeting. >> Okay. Um moving on to on boarding. >> So is this something that happens every >> after an election board members? >> Does that need to be said? I guess is the question. >> Yeah, maybe it's just in the box on boarding as needed. On boarding your board members as needed, >> not necessarily after an election, >> right? Yes. >> Right. It could be after an appointment also. >> Yes. Yet. >> So, we'll change that to onboarding new board members as needed. >> It doesn't necessarily follow the months just this progression of time, >> right? Yeah. Because the the details of the of the mentoring is in a document unless we wanted to spell it out. But again, if we have some people starting in January and some people starting in May, the month months get mixed. Okay. Um, are we good there? Okay. Uh so policy um that's monthly committee meetings and I think the only thing I would add that's not here is the monthly review meetings between the policy chair and the superintendent because that is that is something that we So maybe underneath the only one paragraph just underneath that and it was just understood that it's for every month. >> Yeah. >> Okay. Okay. What about legislative? Yeah. I think the only thing I I would add in because it seems to be an annual thing is what we're going to discuss on Tuesday and for August. We have to identify priorities for which group is it? Scale. >> Scale. So we have to we have to create fill out a form in August for scale to identify their leg you know to help identify legislative priorities. And then um for November, I would only add in that um it's based on state, you know, like those things as well as um MSBA and scale and AMSD's release of their priorities. Um yeah, that makes sense. Um, I don't know if this fits in here, so I apologize and I'm sorry if I'm repeating, but also the um AMSD asked for um like our legislative platform in August. Oh, they want forms too. Okay, so there's two questions out. Okay. [Laughter] I don't know if they I think the district the district that right now does it before. >> I've never done it either. Okay. I just remembered the scale one. Um, and then the other thing I would um because I don't believe once we've approved or adopted our our legislative platform just because of the start of session that we've um scheduled a forum with our state representatives and um legislators u representatives and senators. Um it's that we've kind of moved it to we meet with them on the hill. >> Sure. And then that's when we get scheduled to have meetings in March to present our agenda. But I think it was always hard to get them to all come here on the same day at the same time. >> I think it it's happened once, maybe twice. >> And not everybody was able to >> Not everybody. Yeah. >> So I think we have much more traction when we're in March. if they're at the legislature that day. >> If they're at the legisle that day. I know we still leave stuff with their staff and we email them, >> but they're very busy, so it's understandable. >> And we stock them a little bit. Yeah, that's right. >> Do we still invite legislators to the committee meetings? >> We I mean, maybe maybe after an election if they're new. I think that's what we should do. is our you know we have a we have a fairly good >> had the same one for a while. >> So that would be good in probably December. >> December. Yep. >> Before the after the election but before the session begins. >> Yeah. The session I mean the session really normally doesn't fully start until February but they get kind of busy and settled in in January. >> Right. Yeah. And swarming. So, so December would be ideal between December and January. So, just put a placeholder for December and January. Okay. Are we good on that? Okay. Uh, so next is election. So that's not an every every year thing either. Um, we should put >> It says uneven years. >> Says on. Yeah. >> Oh, it says uneven years. >> Even years. I think we made that change last year. Oh, >> until he gets to taking office and then it's of course the odd years in January. [Music] I don't think does any anything doesn't need to be changed on there, does it? >> I don't think so. >> Yeah. Okay. Um, next we have student performance and achievement committee. And I'm assuming would have let us know if anything needed to change. Okay. Annual events. I mean, these all look up to date to me. Does anybody see anything that's not on there? Supposed to look good. Okay, we have the read act update. Um, well, we just got our report, so that's on here for August. Um, do we need to add quarterly? Why are the quarterly reports marked out? >> I was just going to ask that. >> I think the quarterly reports were marked out because of 90% of the teachers completing the redact training and therefore the the lessened me of providing more frequent reports around who's being trained and who's not being trained. >> Two got pushed back. So we'll need it again when they start phase two. >> Oh, secondary. Okay, that makes sense. >> All right. Okay. Then there's no training that like school board members needed to take on that. >> Oh, there's a of course a teacher strand and admin strand, but I don't think it's the board director strand. >> Okay. Um so then we have negotiations. Um just one big chunk. So anybody I'm you know looking toward the negotiations people team or committee if this all looks correct. I don't think there are any changes to negotiations by Stacy. Okay. >> Yeah. >> Okay. >> After this, I don't think No, I think it's fine. >> Okay. >> I did have a couple of suggestions that didn't really fall in any of these buckets. So, okay. >> Completely open to suggestion on where they might belong. >> Um, April, May, uh, propay close session. That's typically, we know we always have to receive a a report on propay budget. >> Be under budget. >> That could be under budget. Yep. >> Yeah. Y Okay. Um and then in November, sometime November to January, every 3 to four years, uh safety and security close session with uh BPD and BFD cuz that seems to get lost in the shuffle. Um, you know, we had one last year and before that I think it had been quite some time. >> Oh, you said 3 to four years, but given how many new board members we have since last fall, I wonder if we should think about doing one this fall. >> Yeah. >> Or over the winter even. >> Mhm. >> And maybe keep it like I was thinking November to Janu. November to January cuz for us it's kind of a downtime. I don't know what it is for the city folks. So, but yeah, it's not a bad idea. >> Do the same with um Egan and Savage [Music] there's anything at an Egan school or Egan school or at Savage school we'd be working with was law enforcement and fire department. >> Yep. in the past of one other security close session I attended. I'm trying to remember Burnsville was definitely there. Savage might have been there. I >> think it's worth extending an invitation, but then see if they show up. Yeah. See if they're able to make it. >> And I guess the question is logistically, and maybe this is up to you and your team to determine, Dr. Daniels, but is it one with all or is it one separate because each of them is a different municipality, different staff? I don't know. >> That must be to create its own category. I don't know where you would put that. Yeah. >> Yeah. Yeah. And maybe what we do is just Yeah. create the new category and this can come back once we figure that out. Okay. That's the end of the document. Okay. Um Yeah. like am I at the end? Okay. Um, so are we okay then to move on to our next Okay, our next item. >> Sorry. So, you're we'll be you one of you will be asking Sarah to update it and then be brought back at a future board meeting. >> Yes. Yep. >> Perfect. >> Yep. Our next item up for discussion is to review policy 206 listening session protocols and guidelines. Before diving into our discussion, I would like to call on Dr. Daniels to lay down some background related to the propo the proposed changes. Thank you again, Chair Worb. I um proposed to our um chair and vice chair, chair word and vice chair alt a change in our um listening session. um sign up procedures. There were um three reasons why I would like to propose the changes. Um first to create um a more efficient process. Um, right now I think about um up until today, if I just use today for an example, today um when I checked in with um Sarah at um 5:30 we had no one signed up for um listening sessions. However, at 5:37 we had two guests signed up for um listening sessions. And so, you know, wanting to be more efficient and streamline the process and move away from um this this uncertainty or this wait and see to more certainty around who is showing up to sign up or speed at listening sessions. Um the second reason is it will allow us to be more prepared. Um be more planful and prepared. For example, when we have um and I've seen this in my own experience in my former school district, and I've heard that this has played out in the school district as well, when we have multiples um signed up for um listening sessions, and we just find out right before the listening session, we have our team running around trying to reconfigure space and provide appropriate um whatever amenities, support for those who need to speak. And so I think again it will allow us to be more proactive and prepared for um who's going to speak um at the listening session and the arrangements that need to be made. And then I think overall it just provides a more positive culture because I do believe in transparency and I do believe in um relational um relationally building that trust. Um and I don't think that that's just a one-way street. I think that is that works two ways. And so I see um an opportunity for um our team to be transparent about the process and again ensuring that we are allowing um voice at both meetings um but also is being courteous to our our board directors as well as our team and ensuring that we are more informed as well. So I think it aids in a more positive culture which you will hear more about when I speak about my goals. Um I inroaching this conversation with Chair Worth and Vice Chair Al I have always been open about um the number of days we provide for people to sign up. We did have guests at our um listening session today to speak about um the the concern about signups being on a Monday and I I hear that concern because if war packets so I clarify with say when do board packets go live and she said packets go live Monday at noon. So that will pose a conflict and we definitely don't want an MP voice around um the process that that's not the goal. the goals of what I um listed and shared, but I do want us to be more proactive and um have a more streamlined efficient process that invites planfulness and a positive um school culture. So um I have shared the rationale for the change in um process. I've also done additional research and found that this is a practice across um six districts that um I had Sarah um check into your people have to sign up in advance. Um we will and it's located in our um guidelines how we will roll this out in which there will be multiple modalities in which people can sign up. You can sign up either online which would be new. You can also call Sarah or you can also um email Sarah, but you know, I would appreciate us considering um a desire to shift more into a proactive moment instead of a wait and see um situation. So, this is where I'm proposing to you all to discuss. Well, I think also I I um was a listener at a listening session where um we expected multiple multilingual speakers and we needed to provide interpreters and I remember um the scaring that staff needed to do to be prepared for that and we want to be prepared um and getting that short notice. It's not always possible >> and we and along that line because I did forget to mention interpreters. Thank you for mentioning um interpreters vice chair word I mean yes vice chair alt instead of word um and and as a district that aims to be inclusive and inclusive of all voices um we do want to provide the support so all voices can um be heard but all voices can hear what others are hearing as well. So, um, thank you for, um, adding that piece as well. >> I think it's critical we address the need for the gap between the final agenda going up and when that deadline is, otherwise, it's gaining efficiency at the expense of what the listening sessions are supposed to be about. Most people are going to be bringing forward something that they see on the agenda that's going to be discussed as opposed to a random topic that they would show up to talk about that week. And the people showing up >> before the meeting or just before the meeting are it's to the scene something on the agenda and that's a from a transparency standpoint and what we're also trying to get out of them I think that's critical and that's >> personally if I'm signing up to do it I'm going to I'm going to be here anyway so >> and also if you're if you're a speaker that has a topic on your mind unrelated to an agenda you still can um at any meeting to share that. >> Yeah. >> I think um something that concerns me about it being needing to be so many days in advance is um if if on a Tuesday something comes up and in my world and I want to talk to the board about it, um now I have to wait a full two weeks before I get to um to do that. And I think as somebody who has shown up to say things uh you know that there doesn't Yeah, that's fair. That's fair. And again, I want to repeat that when I found out that the packet goes live on Monday at noon. We know it can't be Monday. That that's not fair to that's not fair to our community. >> They have a proposed alternative date. Um the general practice is that it is by noon the day before the board meeting. >> Exactly what I was going to say. So for Wednesday >> yes Wednesday by noon and in discussing this with Sarah I have not discussed this with my chair or vice chair yet but in discussing that with um Sarah we also talked about again when you think about streamlining when you all you know prepare questions for our team to respond to and Sarah pushes out collects that information and pushes out that information to you all. if we have that information by noon on that day preceding the school board meeting, that information can also be included. So those board representatives who um are planning to attend the listening session will know if they necessarily need to show up. And these are the topics in which people will be speaking to. And so all of that information can be rolled into one bundle and pushed to you all in in advance to just ensure that we are communicating and we're aware of what we should expect on the day of board meeting >> and noon the day before will give you and your team adequate time. >> Yes, I think you could work with me the day before. Yes. Um, did I see in here though that we were asking like if you needed an interpreter to have like for a full week ahead of time? Did I see that? >> You did see that in um Yes, you did see that in number number 10. >> Mhm. and but again again that can be some language that we adjust in order to you know work more expediently. Again we're also talking about why is more courteous if we know in advance because if we need an interpreter we need to find that interpreter. Um and so it you know just enough time for us to do what we need to do in order to support who we need to support. So with the online form, which I think is great, I I love the idea of at least having that as an option >> for people to register for that listening sessions, would they would it be always be this is the form for the next board meeting on such such and such a date or would there be an option to potentially >> select that I I can't go to the August 28th meeting, but I would I want to speak at the September 11th meeting >> in my former district I think that they you know offered like the next three in that >> Yeah. You want to do it like six month out or anything. >> Yeah. In that district sessions the public comment was only offered once uh once a month. Okay. >> And so they would have the the dates listed per month in which the listening sessions would be offered and so we definitely could offer >> have that as an option on the form. >> Yes. >> Yes. Mhm. >> I really like the idea of an online sign up. Yeah, that's >> as long as there are nonline options also, which it sounds like. >> We do not we do not want to impede access at all. So phone calls, emails, online option that's that all works and it's actually already here in um number one that we are providing that as as an option. Another thing that was um shared during the listening session is that if we will if we do have an online form, how do we make it very visible um and accessible on our website? And so that would be something that we need to be mindful of as well. >> Yeah. And I think it also would be fair to mention that if the dates and times of the listening session um don't work for the individual, the superintendent is always available. Absolutely. >> And as we can attest, we also get emails. >> Absolutely. There's there's many ways to reach us. >> My doors are open. >> I'm just wondering as far as any kind of transition period maybe as far as like we we have it all posted and we have lots of notices but we give people a month or two, you know, if they show up >> at a listening session expecting to fill out a card or you know and and just you know and having notices at the listening session about hey this is happening. I mean, I just, you know, I mean, I I we had a few meets, you know, people who come more than once, um, you know, since I've been on the board and and but I mean, I know a lot of people kind of are are one and done. They have certain issues they want to address and so, you know, they may, you know, it it it may not help to get that message out there so much, but just maybe a possible transition. >> Yeah. What how long would you all like the trans transition period to be? >> I was kind of thinking, you know, one or two months. So that would be like two or four year >> in September and October. >> So that yeah >> and we can that's like a thing we can push out, right? Um Mhm. >> Is it something we want to build? We have to provide the policy for the we want to build a implementation date into the new policy that effective November 1st or December 1st or whatever the date might be. This is this is when you kind of got that built into the policy with the transition. >> It would be the regulations but yes regulations. >> Yeah. >> Um going back to another comment about the interpreters. It's kind of I've been thinking about it. Um I think the language that we have here, please contact the board administrative assistant one week prior. I think that's fair because it's not it's it's not saying you must. It's just >> as a Yes. As a courtesy and people will do as they as they do [Music] >> or to guarantee an interpreter. >> Well, that too. Yeah. is I mean if we >> do our best. >> Yeah, we'll do our best if it's Yep. Yep. Yeah. Any other concerns or questions about the proposed process? change. [Music] So, is this already like written up? Like just push a button and it's ready. Sarah will watch the video and she will hear all of our commentary and yeah, Sarah will hear all of our commentary. She will condense it and and clean up the language. Of course, I will share um a clean proposal with our officers in preparation for um the PRC meeting. Um, and since we have time, yeah, >> we can bring it before policy review and make sure it's ready to be implemented by um, November. >> And my concern in asking that we have this work session was I didn't want to have the policy committee go make changes. It was a it felt a little better just to hear from everybody so that then we can go forward and just say, okay, this is what we talked about, you know, kind of great course. Okay, thank you. Um, our final work session agenda item is to review the superintendent goals for the 2025 2026 school year. So, at this time, I will turn it over to Dr. Daniels to walk us through her proposed draft. Thank you again chair word. I um am presenting to each of my board directors my proposed goals for the 2526 school year. I tried to model my goals after the MSBA um model um goal setting template um for evaluations and also in um hearing your feedback about my 100 day transition plan. I'm trying to merge as much as possible and include as much as possible for my 100 day transition plan in my goals. And so I have um four goal areas. Um and the first goal area is communication and community engagement goal. That is language from NSBA. The language that was in my 100 day transition plan is community partnerships and engagement. The goal is to foster a culture of transparency, trust, and collaboration by establishing consistent channels of communication with stakeholders and engaging the broader school community through meaningful dialogue and outreach initiatives. There are key objectives that I have identified for each goal um that include um references um to my 100 day transition plan as well as other activities I plan to complete as well. So for example um I would like to conduct listening sessions with families and community partners to understand perspectives and establish accessibility. So as I shared earlier my door is open. I want to hear from families. I want to hear from our partners and I want to hear from stakeholders. Launch a communications mechanism, a newsletter, district website updates, etc. to share updates, decisions and achievements regularly. Implement structured opportunities for stakeholders to provide input on district initiatives and priorities. Continue to highlight stories, voices, and accomplishments of students, teachers, and families to build a shared sense of community and pride in one. Develop relationships with Burnsville even Savage city officials to underscore and support and willingness to partner and continue partnerships with community partners and organizations in school district. school district operations goal which was in my um 100 day plan is operations and management. The goal is to establish a facilities management plan that ensures safe functional and future ready learning environments through coactive planning, transparent budgeting and stakeholder engagement and collaboration. Key objectives review the current LTFM plan to determine the needs of buildings. work with the administrative services director Stacy Soline to identify a consultant and team to plan and prioritize the work over the next three to five years, align budgetary and personnel resources to the execution of the plan and determine the next steps around the school name change process. Under teaching and learning, I have a goal to establish a district-wide culture of collaborative aligned leadership and instructional excellence by building trusting relationships, aligning strategic prior priorities, and fostering continuous improvement across all levels of district 191 in the first 12 months. Key objectives: conduct listening sessions with directors, principles, staff, students, families, and community partners to identify strengths and opportunities. Analyze academic and demographic data to inform strategic planning, resource allocation. Facilitate monthly leadership professional development. Focus on effective communication, instructional leadership, and equitydriven practices. Work with the schoolboard and leadership team to update or create a district strategic plan that reflects current needs and vision and assess and launch initiatives aimed at ensuring equitable access to learning opportunities and culturally responsive practices. districtwide. And finally, climate and culture. The goal is to foster a culture of transparency, trust, and collaboration by establishing consistent channels of communication with stakeholders in engaging the broader school community through meaningful dialogue and outreach initiatives. Um, I will conduct listening sessions with directors, principles, staff, students, families, community partners to understand perspectives and establish accessibility, meet with the DEA president frequently to build a collaborative relationship, implement structured opportunities for stakeholders to provide input on district initiatives and priorities, and continue to highlight stories, voices, and accomplishments of students, teachers, and families to build a shared sense of community, trust, and pride in one nine. One, culture and climate is important for all of this to be successful. And so that is culture and climate with a big C as well as a little C. So these are my goals that I'm proposing for the 2526 school year. And I would like your feedback at this time. I like that you called out and aligned it with the MSBA ones. I thought that was nice. >> Thank you, Dustin. I like the consistency of the connections um across our school community. Um two suggestions um on operations. Uh so thinking back to um vision 191, I remember uh the leadership team being actively engaged in that effort and it wasn't just a single um member of your ELT that that was driving that um because marketing has a unique role to play. teaching and learning, another unique goal. And I would I would like to know I I would like to suggest that um that you consider that um given the breadth of what you're going to be talking about >> vision whatever vision structure was. >> Okay. >> Yeah. >> And we can definitely talk more about that. >> Okay. Cool. Um, climate and culture. Just a thought. Um, yes, for sure. Meeting with um, the BEO president makes complete regularly makes sense. Um, you might also want to consider meeting with other um, CBU leaders, not on necessarily a schedule, but just including them because they also have insights to share. >> Right. Right. >> That means the other bargaining unit. >> Yes, I figured out the acronym. I mean in case anybody knows context we we have how many burg? >> Yes. >> I also agree that's a good thing to include in there. I would just different people have different interpretations of words like frequently. So it might be good, you know, quarterly right now. >> Every other month, twice, twice a month, >> twice a month. >> Might just be good to be a little more than that. >> My definition of frequently may be different than Leslie's. >> Yely directed directed. >> We've already met twice. >> As needed. As needed. as needed is frequently enough. >> That's great. That's that was my my main comment. So, >> thank you. >> And I really appreciate the thoughtfulness of of how you structured this and the and the content of the goals. I think it's just it hits the mark. Thank you. Thank you so much. Thank you all so much. It's very detailed and also some I think someone who is external if they saw this they would have somewhat of an understanding of what your priorities are and I think that's >> as important as this group knowing what they are is someone sees it on YouTube or on the district website or wherever you know these wherever these things get posted that that they can see them oh that's what she does all right thank you director I just like how it's very intentional. >> Yes. Thank you, J. [Music] All right. Does anyone else have any comments or Okay. All right. Um, this concludes our work session. The final item on our agenda is a close session as permitted by Minnesota Statute 13D.03 03 to discuss labor negotiation strategy. Is there a motion to close the meeting at this time to discuss labor negotiation strategy? >> Moved by Director Chester, second. >> Seconded by Director Anderson. All those in favor say I. I. All those opposed say nay. The motion carries unanim unanimously. The time is now 8:43 and we will move to the HR conference room to discuss labor negotiation strategy and return to our open meeting immediately following the close session. However, please note that having no further agenda items after the close session, we will not be returning to the dis upon completion of the meeting. Thanks. [Music]