I would like to call this meeting of the Robbinsdale Area School Board to to order. Welcome everybody. Today is Monday, May 5th, 2025, Cinco de Mayo. It is 6 o'clock and we are in the Education Service Center boardroom. Will the clerk please take the role? Gladly. Uh, Director Basset here. Director Bowman, that's me. I'm here. Uh, Chair Evans Becker here. Uh, Director Hillbrand here. Director Holmes here. Director Long here. Director Wuto here. Dr. Stalo here. We have a quorum. Super. Thank you. Okay. The next item on our agenda is approval of the agenda. Do I have a motion to approve the agenda? Some moved. It's been moved. Is there a second? I'll second. Moved and seconded to approve the agenda. All in favor, please say I. I. I. Oppos say nay. We have an agenda. Okay. Number three, Round Ardell Proud. Take it away, Superintendent Stalup. Excellent. We are really excited tonight to have an entire team with us from Lake View Elementary, and they're going to share and highlight some of the work around the uh international balora primary years program. um the fifth grade exhibit particularly. So I'm going to go ahead and hand it over to principal WLman right now. Thank you. Good evening Dr. Stylo Chair Evans Becker School Board. Thank you for having us this evening. My name is Wilbur Wkelman and I am the proud principal of Lake View Elementary IB World School. I am joined this evening by two fifth grade teachers, Miss F and Mr. Sega um who will read the mission statement and the bland acknowledgement. The mission of Robinsdale Area Schools is to inspire and educate all learners to develop their unique potential and positively contribute to their community. Robinsdale's land acknowledgement reads as follows. We acknowledge Robinsdale Area Schools is located on the homelands of the Dakota and Ojiway people. We recognize the painful history of genocide and forced assimulation of the indigenous inhabitats of the inhabitants of this land. We honor and respect the many indigenous peoples who live on and hold sacred these lands. And we stand with members of these nations to fight injustice in all of its forms. We uphold the preservation of Dakota and Ojiway languages, landbased education, and tribal sovereignty. Thank you. Um, at the center of the primary year's program is student agency. How are we giving our scholars voice, choice, and ownership um in in their classrooms and help them engage in the learning process? Um, this is seen seen throughout our program of inquiry from prek to grade five. Um, but it is really emphasized in the exhibition. Um the exhibition is the culminate culminating pro project done um at the end of fifth grade which really celebrates scholars work in the primary year's program. Um scholars with the assistance of mentors and teachers um write their own planners. They write the central idea, the lines of inquiry, um the questions that they're going to be answering. Um they they identify the key concepts. Um then they do the research. uh they determine an action plan and then they share their findings with classmates, families, and other people in the building. Um we have six uh fifth grade risktakers um who are willing to share their information on kind of where they are um in in their exhibition project. So fifth graders, why don't you come on up? introduce yourself, talk about your central idea and then your last. Hi, my name is Emmanuel and my central idea is space pollution. Um, it's up on the screen and it's right there too. Yeah. Um, how space of space pollution. Okay. The central idea. People affect the world in both good and bad ways. Lines of inquiry. Types of pollution around the world. Impact of in pollution around the world. How many people cause pollution? How many people can prevent repair pollution? Thank you. Sorry guys. Oh, the central idea is people of the past uh shape the present and future. Hi, my name's Afton and the lines of inquiry are important people in ancient Greece. Life life and culture of people in ancient Greece. Elements of ancient Greek culture that have influenced life today. Hi, my name is Lavel. The central idea is OG is always evolving through human innovation, lines of inquiry, basic components of cars, de the develop of cars over the years, present and future technology of cars. Thank you. um and they will be sharing um their finished projects um on our global communicators night which is Thursday 29th of May um 2025 and it starts at I should have put the time I think it starts at 5:00 so you are all invited we'd love to have you there and just kind of see kind of all the work that they've done um as we you know as we really celebrate their learning and their time at Lake View and in the primary years program. Any questions? How do they come up with these complex questions? [Music] Thank you. Great job, everyone. Okay, Director Basset. Yep. Hi. Um, thank you for being here. So, I have a question. Uh, you know that, uh, the IB program travels through from the primary years on through middle school. Have any of you thought about um what your plans are for IB going forward? If you have, can you come to the mic? If you haven't, have you discussed that? Well, have you discussed that with anyone? It's okay to say come and say yes or no. That's okay. Are you are most of you going to RMS? Well, that's not that does not necessarily mean that you're going to be involved vigorously in IB. So, can I are you planning to do that? You don't know. Well, if you don't know, you can say you don't know. You haven't decided? Yeah. You haven't decided? Well, you have plenty of opportunity for Principal Winklman and the folks at RMS to talk to you about what IB means there. Does that sound like a good idea? Yes. Yeah, I think so. Yay. Any other questions? Oh, comments? And director Bowman, I just want to thank you for your presentation tonight. It was really a thoughtful presentation and as I read through it prior to tonight's meeting. Um I too was really uh taken back by the high level work that you presented in your questioning. So thank you. It makes the future look bright. Thank you for your work. Thank you for your hard work on your projects, but and also thank you for taking time out on this gorgeous day to come inside and talk to us about what you're doing. We really appreciate it. I also want to thank you all for coming. I love um how you started out with student agency and your voices were the ones that we learned from tonight and that's so important. So, thanks for sharing your knowledge. We're excited about your school celebration as well. Families, thanks for also being here tonight and for supporting um your students and our schools at Robinsdale Area Schools. If I could get a picture with y'all up front, that would be fantastic. We have some certificates for you. Should have already. Well, the point is is that I kind of mean that they haven't they can't tell me. Yes. How do you think the program's going to die? You're doing That's right. I was also impressed with this part. That was where my learning was. I was like, "Wow. Oh, that was very best principal on timing a presentation. That was nice to see. It'll happen. All righty. Let's move on to item number three. Item number three. Whoops. Four. Item number four, uh, the District 281 Youth Council update. Director Anthony Williams. Okay. Good evening. And Dr. Anne beaten. Yes. Good evening. Um Chair Becker, members of the board, Dr. Stalo. Um tonight I want to introduce uh reintroduce the Robinsdale 281 Youth Council. Uh this is a group that f focuses on nurturing, developing, and uplifting uplifting youth voice to the forefront of the DIS district decision-making process. Um it is comprised of um high school students from both Armstrong and Cooper. this year and uh they're here to present their you know their findings for the year and their recommendations. So I'll let let them all do all the talking. Perfect. Thank you. So as mentioned the purpose of this presentation is to reintroduce the youth council again um share the research they've done um and at the end conclude with our recommendations for moving forward. So I'm going to pass it along. We're going to let them do most of the talking tonight. I'm Nicole Pagy. I'm the youth enrichment development coordinator. Thank you. Thank you. All right. So, our mission statement is to work on behalf of district 281 student body to improve the overall experience of every student by incorporating youth voices into the decision-making process. [Music] Uh, my name is Bower Meltzer and I'm a junior. My name is Anna Pavla and I'm a senior. My name is Kylander Nelson Shabertia and I am a sophomore. Hi, I'm Addie Anderson and I'm a sophomore. Hello, my name is Dennisar Juardona and I'm a junior. I'm Ann Beaton. I am the person who's helping out. I'm a teacher and a bar coordinator at Armstrong High School. Um it's my second year with the youth council. So I'm excited for what this group has come up with. This is the path we followed. So we started back in October with our first meeting and we looked at the district um strategic plan. We unpacked it. We saw what rose to the surface as themes that we wanted to focus on. And so the themes of student engagement and wellness and also staff investment and impact rose to the surface for the group. And then in November we started together just sharing lived experiences. So the kids talked about their time in elementary school and how they saw it shift when they got to middle school and then again in high school. We have kids from um that have grown up through the district and kids that came from elsewhere, other countries even. And so it was interesting to listen to the storytelling and and what they have experienced as students on their way up. um they did see a connectedness in K5 that then changed in middle school and they were wondering why and then again um felt even more disconnected in high school. So a little conversation about COVID but a little conversation about growing up and how things have changed. And then in December we did some I wonder questions, some we wonder questions. Um really looking at that shift in student connectedness K12 along the whole path. Um students were really interested in including some investigations at the elementary level all the way through. Um, in December we also did some reading and so I provided some articles, kids read on their own, did some research to learn more about um, student engagement, sense of belonging and then social capital were all things they were interested in. And so we learned from that and picked a focus student and teacher engagement and then also relationships. So student to student, student to teacher, um, teacher to teacher, I can't remember the triangle. I think I forgot one. And then also community or sense of community. And so that led us to January. And so we're going to go into more detail with what we found because the October through December is what we presented last time we were here. We analyzed data from the district surveys and found that students felt that teachers didn't meet their needs in offering help in class. And that we noticed the positive um responses to the decline in 2020, but they actually started declining in 2017. So that was an interesting fact we found out. So for our observation we went to four different schools. We went to Saison, Forest, RMS, and Sandberg. Um and what we did was we had a packet uh with um with sections for each school and we had like things that we wanted like behaviors we were going to look out for, things that we wanted to look out for. It wasn't just we were just going there just looking at things and writing it down. It was a little bit more precise than that. Um, and we just went to these schools and we just looked at things and what was working just behavior with staff, students and things like that. That being with that being said, when we went to all the different schools, what one thing we specifically noticed is the psychology of teaching. And with this being and what I mean by that is that there is no wrong way of teaching. So, I know the perception of teaching is how do we improve on something that can benefit all students? And we all know students don't all learn the same exact way. So, it's kind of hard to grasp at the fact of improving one specific teacher to um cover the needs of all students. And so, what me and Bower specifically found out was that like I said, there's no wrong way of teaching. Teachers teach with different stylings, different um type of methods at different paces and although may benefit or restrict to some uh students as um as far as it goes, uh we found out that there are many different ways of teaching and there is no wrong way. So we can improve and we can change but that does not necessarily mean that it's going to be for the better. And to add in on that, things that will influence the way a teacher, I guess, teaches their class are, you know, skills they have and their background. And one thing that we noticed was that diversely skilled staff can help foster can help the community help foster a stronger sense of community. One of the one of an example of this, I believe we were at Forest and Dasar and I were in a classroom doing our observation and part of this observation was that we were trying to go to schools that did not have um like all these programs like RSI or CC school like that and we were observing this teacher and they she gave instructions and then one of the students didn't really understand kind of what was going on and she turned to that student and spoke in perfect Spanish to tell that student what to do and I thought that that was very interesting that the school that is not necessarily meant for like Spanish speaking students or programs had a teacher like that that could help talk to those students that might not be that fluent in English. And so that's just kind of that's what that bullet point is about that we need more diversely skilled staff like that at buildings where there aren't programs like that to help each individual student do their best. So here in the youth council we have different people from different groups. Uh Dr. is the bar coordinator and specifically for example me and Bower are members of AVID. So talking about that we and relating back to the psychology of teaching we found out that there is no you know like I said wrong way of teaching and bringing that on to the impact it has on education and the learning methods we have or teachers have on us are like as students we found out that there's there's different ways to teach. So we have two specific avid teachers at Armstrong High School. And the way it works is they alternate the incoming freshman class to stick with them throughout all of the four years of high school. So me and Bower have Mr. Okconor and we personally love him. And there's Mr. Spawn as well, which people also love. You know, I love Mr. Spawn uh just as much as Mr. Okconor. And what we noticed as as students is that we have a better connectivity with them as teachers than, you know, my freshman year math teacher. you know, no offense, they're miss um missed out, but we noticed that we interact on it daily much more than with, you know, our average teachers who stay with us throughout the four years of high school than we do with some random other teacher. That's not to say that all we should be sticking with the same teacher throughout all four years of high school, cuz I know many students may hate their freshman year math teacher. But we do find it interesting how there's all these different ways of teaching and different connectivity levels could potentially increase or have connections to better education and you know a want to learn. So, moving on to March, we had doc Superintendent Stalo come to both Armstrong and Cooper um and talk to each of the grades um in the auditorium. Um so, pretty much what was happening was a live survey where she would ask a question and everybody in the auditorium would answer. So we studied one specific question and the answers to it um which was what is the best way to build strong relationships between students and teachers. Um as overall themes we found a lot about mutual respect and equality students wanting to talk to their teachers and wanting have wanting to have personal communic connections between teachers and students outside of simply academics. Uh we found commonalities between grades whereas freshmen they wanted to be talked more by their teachers and staff. We found as sophomores wanted to be listened to more, juniors wanted to be respected and seniors wanted to be treated as young adults. Um we also found it as a commonality that between the two schools that those were similar themes within the grades um with an overall wanting to just be spoken to more, wanting to discuss things going on in school. um wanting to discuss decisions being made uh not just on a academic level but also on a personal level. Um, we also found a trend and it's kind of funny. Um, there's this one meme that goes there's the one meme that has been prevalent lately and it's just like making fun of how teachers are always handing out work. And so it came up at least couple dozen times while we were going through the responses to the survey. Um, it is like keep handing us a freaking packet, yo. and we thought it was entertaining and so we just pulled it up on our phones and shared it with the group. But we watched the full video to find that the meme came from a student talking to his teacher or like like as he was leaving the room as he's being told to leave um and explaining how you can't expect kids to understand what they're working on, understand what they're supposed to be doing or to um want to do the work if you're not talking to them, if you're not explaining it to them. if you're not trying to connect with students on a personal level, if you're just handing out packets, if you're just handing out homework, handing out assignments, um how are they expected to learn, if you're just trying to apply learning in such like a as de developmental state as high school? Um and so it was really moving and important, which is why we're including it in this presentation. Um, and that was just kind of an interesting way to see our research and the kind of hypothesis that we've come up with reflected in like mainstream media reflected in the students that we're using as our subjects. Thank you. So then with that, in April, we examined some programs that the district already has and has implemented and we just wanted to look at these programs and see what's working. And I just want to say that we did pretty baseline research. We don't know a ton and since we don't know a lot, we're not recommending what to do with these programs or like what programs should be cut or what programs should you should follow through with. We were just going to look at these programs like off their websites, see a little bit how they're implemented, and just look at how it's working if we can. And so I just want to say we're not kind of telling you guys what to do with these programs or what not to do. um we don't know enough to do that. We're just we are making recommendations just not necessarily about these programs. So that's just wanted to throw that out there, let you guys know. So for the past maybe half year or so with all this research being done, we led to these three main priorities being stuff that we recommend you guys do but also stuff we noticed the most with you know all different type of communication like different types of speaking individual learning watching and with all that being said we found out that our top three would priorities would be building relationships between staff and students two being staff identity and examine biases. So we want to eliminate the biases or the ideas teachers have within the students and the students have you know to teachers before that classroom happens on early September and our third final one being that we want to have engaging and active lessons. So going back to what I was saying about the psychology of teaching, we don't want one teacher to teach the same as another because that gets repetitive, that gets boring. No teacher or students wants to be able to do that, you know, three4s of an entire year, eight hours a day. Nobody can like I can't listen to my teacher talk for the same way that long. So that being said, we all these three main recommendations leads us to our our real recommendations. So our first one I'm start us off is going to be to name the youth council priorities as listed above in the school improvement plans for those who don't know school improvement plans are so you know just to sum it up or plans individual teachers and dis like it's like when okay blanking it's when district district leaders and individual school leaders meet together and they come up with a plan with each individual school and that plan is talking about how can we improve, how can we learn, how can we, you know, what are our expectations and goals for this year. So what we want to have implemented is our priorities in the school plan so that we as a district can improve as one. So our second recommendation was to use these priorities that we are listed above um when we're choosing these programs like from the last slide whether that's AVID CLR bar whatever it might be um and designing prof professional development making sure that these are true priorities when we're trying to improve our teachers in our schools. Our third bullet point is when implementing programs and professional development follow through fully. One of the things that we realized when we were doing research on uh the different programs that we chose to see what the district already has, we've seen that the programs aren't really fully followed through with uh things like Catalyst and whatever maybe in one elementary school, but they're not across the district. It's maybe only one or two. And with things like AVID, essentially not every school in the district has the same programs or has the same accessibility to programs. And so one of the things that we know like with AVID, AVID seems to really work. Kids seem to love it. They love to do their work. They get work done. They have great grades. If something like that is working, how come you're not following through with it and how come it's not every building? And so that's one of the recommendations that we have is that when you choose something, make sure you choose it and you follow through with it rather than just kind of saying you choose it and not really doing anything with it. And to help with the follow through for teachers curriculum and the their training, um we want um to have some time for them to rework their curriculum so that they can implement the training into it because life moves fast and it's hard to just change your curriculum in the middle of the school year. Then our final recommendation is co-plan and co-f facilitate with professional learning with students so that students would be able to participate in how teachers are being taught to facilitate their classrooms. Um having students involved in the process would help them be able to reflect the students needs, help them be able to connect well with the students. um and also understand on a personal level what education means in the student's shoes, not necessarily just um as a student is entering the classroom and what role they play within the classroom, what role the class plays with their lives. Um, and being able to have um, staff and students work together in order to create um, a quality professional learning environment would also help improve um, the general understanding of what it means to be like in class, what it means to be a student, what it means to participate um, and what it means to teach younger minds. Can I say wow? [Applause] guys are brilliant. I love the work that you've been doing and I respect the work that you've been doing. Uh board members comments. Dr. Long, I have been waiting for this the whole time I've been on the board. So, thank you you guys and please come anytime and tell us what to do cuz this is about your education and your future. We're setting you up for that. So, how can we best set you up for your future? Ellis, Director Holmes, um, I just want to say thank you. You were all easy to listen to. I appreciate your directness, your candidness, you're very intuitive, and the peers that came before you in the groups because I I believe you're the third group that I've worked with now or heard from. and so they always come well prepared and it's time the board starts listening and making sure we put action into your recommendations and communicate that back to you. So, I can't thank you enough. Like my colleagues have said, your voice matters. Be loud constantly and keep doing this because you're the generation um that's making a huge difference right now. So, thank you. Thank you. Thank you. Jackie Bowman, I just a quick question. Are you guys associated or have you worked with the Minnesota Youth Council? Do you uh any of that? Okay. I mean, so um prior to this year's group, our previous year's group did work with uh the Brooklyn's youth council. Um that was part of the training. They had some staff turnover um on their end. So then we had we didn't re-engage um but they used to go to those sort of regional youth council meet that was prior to to this group having that opportunity due to staff turnover on the end of Brooklyn Bridge Alliance at that time. Thank you Dr. Basset. Yeah. Hi. Thank you for being here tonight. Um so I have kind of a three-part question and uh and I really was impressed by your focus on fidelity. That's the term the education term for following through. So good job. Uh so I I wondered about um the methodology director beaten and for others. Uh so it sounds like that you are using you use uh focus groups a lot or surveys rather and I wondered about focus groups um the use of those. So I'm not quite done so I just want to get it all out. So if I could uh and so then um I I really wondered about the ability or the great group here. So in the model is it do we gather and harvest from existing groups recommendations for the continued formation of this group so that future groups coming through can benefit from the structure of what we're doing. We have the group but you know you know how it's been for you. So to the extent that you can share with your leaders any recommendations or suggestions you have for improvement uh I I would you know I think that'd be a good thing uh for uh for all of us. Uh and so um so foundational for going forward so it gets better and better and better. Okay. Uh and then I wondered about my my real central question because that was just some a pondering about the methodology. Uh my real question kind of has to do with um to what extent do we are you able to kind of cross-pollinate with some of the other groups. One of the questions that I remember when we first started this conversation was we have a lot of different student groups operating. How they cross-pollinate is a mystery to me and how many we even have. And uh so I think that that was foundational information that we were hoping to get and I I don't feel like I have it yet. And so that's kind of those guys, not you guys. um you know so because I think that's helpful and instructive and then perhaps can inform the work that you do going forward your group or your the ones who will come after you uh to know how do you cross-pollinate information from all of those groups because if you are our youth council you're very productive so if you are that uh then uh to the extent that we can get you know that some of the other information filtered from the other groups I think it'd be beneficial because you guys do a great job. So, thank you for being here tonight. We appreciate that. Pardon me. Absolutely. Up to the microphone. Sure. Absolutely. Um so what I heard from your beginning wondering was how um all the students and how all of us represent um 281 and how um groups like this is well we kind of are the focus group and I feel that we do represent a lot of the groups because like you heard from them we are part of AVID um a couple AP students um students in sports uh students in leadership like this um student council things like that um and so we do try to represent those groups but as we are kind of the focus group for 281 one between Cooper and Armstrong. Um we try to represent ourselves and our school while also trying to gain general knowledge from um our schools themselves. And the surveys, like I said, the surveys that we've used and the data that we've used has been general for the district and by going to other schools like Forest Sison um and examining how they work. It's kind of our way of reaching out to the other group, reaching out to other groups, other denominations. Um, and then you brought up a point earlier which I thought was interesting of how we are representing the like we're representing um our schools and we're representing 281 um 281 as just students as um like kids but also leading on to other groups because we were given the option with the group last year that we could continue their work or take um their work with mental health, take their work with school safety um take their work with staff because they did do some work with staff. But we wanted to create our own we wanted to create our own guidelines and our our own expectations and based on the responses that we were given and the data that we observed um to create our own kind of understanding as one whole project whereas the group last year we were offered to continue their work in three separate projects but decided as a council to do our own. I think that's great answers great answer excellent answers. I think the other thing you're seeing is you're seeing the growth of this group. And so I know like I said I started sort of midy year last year. Um hopefully brought some researchbased stuff to the approach that that we started to do and had the three-pronged approach which was a lot. Um this year the group really wanted to go K12 which I thought was great because you are working with high school kids again. So the temptation is to just meet where you're at. And I was really proud that they were like, "No, let's go." Like, "We want to get into these elementary schools." And and that journey going back to the um the storytelling from their own experience, I think helped lead us to that. So, um I'm excited to see where it can go and develop it and and maybe make it bigger. For me, it feels like we've I've still been testing the waters to see like is this something that you guys are liking? Because I mean, this is just a structure that could really be amplified in my opinion. So, Superintendent Stall. Yeah. So, I want to add my thanks. Um, you know, I think the best scholars, especially in educational research, are those that have practical ways to impact the lives of students and staff tomorrow. And that's what some of your recommendations show. The second thing I want to talk about is your systems thinking. I think that's one of the greatest ways to ensure educational equity is when we have systems that all students have access to and we implement as as director Basset said with fidelity. The third thing I want to be sure that the board and our community knows is this group has also presented to the reimagine RDale vision 2030 team. they've shared um you know they I don't know if they had all of this ready at this time but they've shared where they were at that point um because that group has been hearing a lot about the importance of both the hands-on learning and engaged learning and that relationship between staff and students. And the last thing that I want you to know is tomorrow morning at 7:30, all of our district uh principles, APS, and district leaders will be together for a meeting. And at that time, we've had nine different teams that have worked on our strategic plan priority uh themes. Um those have all come to the board as a report. Uh and we'll be bringing those together to look at all of the recommendations as we prioritize for next year. your presentation and recommendations are a part of that meeting as well. So those will be be viewed by all of the leaders in the district and considered um and combined with some of the things that our leaders have also been working on. So I want to be sure that you knew that. So thank you. Great work everybody. Director Bass, do you have a final question? I would say one of the things we used to do is we used to get to shake people's hands as they walked by. Um you know you did a great job. Can we do that chair? It didn't take but a minute for them to do that real quick. Let's stick with what we have. We deviation is We are over time. Are we over time? Well, we totally appreciate all of your work. Every single one of you, great job. We're so proud of you. Thank you very much. Thank you. [Applause] Let's do a picture for sure. Oh, we got time for a picture. Let's do a picture. Thanks. Yes. Oh, well, I'm sure they do. Well, we'll also be in the Definitely. Well, you know, since I didn't get to shake their hand, I'm going to get in the picture. Okay, wait. Nice job, guys. You're good. Don't worry. do that. I don't want to be like a weird Nice to see you. Power used to take pictures with them. We don't anymore. Great. Well, that was two amazing things in a row. Yes, it was. And now it just gets better. Superintendent report. Uh, mine's going to be quick and I don't know how I followed that. Thank you and good evening, Chair Evans Becker and school board directors. Wait just a second. Superintendent has the floor. We need to have it quiet. Thank you. At Robinsville Area Schools, our mission is to inspire and educate all learners to develop their unique potential and to positively contribute to their community as we've already seen two outstanding groups of students do this evening. our collective work is focused on this mission and tonight I just want to share a couple of ways in which we've been engaged in that. Um so it was a joy to attend the Athena Awards banquet on May 2nd last Friday and inspire in inspiring uh celebration of student athletes female student athletes from across the state from Robbinsdale. We were proud to recognize Armstrong Ava Mack and Cooper's Anna Delaney. These young women have truly excelled in the classroom and in their athletic pursuits and it was a privilege to be there with them and their families as they were honored. And while the Athena Awards are the focus of this slide, I also want to give a quick shout out to two more outstanding students, Kavan Johnson from Armstrong and Emanuel Carmel from Cooper who were named this year's 2025 Apollo Award winners. I think there was another picture, one more slide of the girls. There we go. that was as they were getting recognized. Um, I don't know that I've ever been more humbled than when I heard the amazing things that all of these students are doing. Uh, also, uh, we recognized on Friday 50 years of volunteering in Robbinsdale Area Schools. For half a century, our schools have been shaped by the care and commitment of community members who give their time, energy, and heart to support students and staff. From classrooms, uh, help in mentoring, event coordination, one-on-one support. Our volunteers certainly make a difference in countless ways. They reflect everything that makes our day special. Our values, our mission, and our deep belief in the power of community. To every volunteer, past and present, I want to thank you for the 50 years of partnership, pride, and possibility. We're grateful for your impact, and we can't wait to continue this incredible journey with all of you. And we couldn't do it without all of you. In the strategic theme of collaboration and partnership, on May 1st, we were proud to host the AMSD community engaged leadership event at Fair School Crystal featuring Dr. Darius Stanley from the University of Minnesota. Dr. Stanley is a respected scholar who challenges us to think deeply about what authentic inclusive leadership looks like and why it matters. He is a colleague of mine from the University of Minnesota who um actually has this notion and his framework is about cocreating um what schools are and what our students need with our community and that certainly has been the foundation of our reimagine um our deal work. So it's a powerful to be in a room of passionate educators, board members and community leaders who are all working toward a more just and equitable schools. Uh events like this show what leadership in public education truly means. Listening, learning, and leading together. In our priority of community engagement, we've reached an exciting milestone in our reimagine our Dale Vision 2030 process. The community survey officially closed yesterday. I want to thank every student, staff member, family member, and community member who took the time to share their input. We received 4,62 survey responses, which was an incredible response from our community. In total, we've now reached 17,600 engagement touch points across all of our efforts through surveys, meetings, focus groups, and more. And also, as I end tonight, I want to welcome our new assistant superintendent, Dr. Bob McDow, who officially joins us on June 1. However, he has already been um wildly engaged uh in anything we can get him to be engaged in at this point. We're really excited for the support that he will show um our students, our leaders, our staff, and our families. Um and that's my report for the evening. Thank you very much. Thank you very much. Did you see where our new assistant superintendent is over there? Just wave a hand. There we go. All right. Okay. Item number six, strategic plan priority work theme D. away again. Excellent. As uh an incredible team is coming up to share their work again. Um as you heard me say earlier, we have teams in each of our priority strategic plan priority themes. Um this group has been working on staff investment and impact. Uh so I want to thank you all for being here this evening to share an overview um with the board as part of their oversight of operations. And with that, executive director Amy O'Harn, I'll let you take it from here. Good evening, Chair Evans Becker, board directors, and superintendent Dr. Stallow. Uh we are here tonight to share with you the work that we have done around the D staff investment and impact. However, before we get started, I would like the team to introduce themselves. Hello. Uh my name is Brian Shrie. I'm a special education supervisor. I support Fair Crystal, Samberg, High View, and RVA. Good evening. I'm Heather Hansen. I'm the proud principal of the School of Engineering and Arts. Good evening. I'm Ein Tran in human resources. Good evening. Mike Bur. Mike Bur, assistant principal, Plymouth Middle School. Good evening. Tracy Maul, special education supervisor with the elementaryaries. I am Lana Lindman, assistant principal at Neil Elementary and I have had the opportunity to be the team champion for this team. So the purpose tonight is to share with you the work we have done as it relates to strategic theme D staff investment and impact. We will share the why. Why do we put specific action plan into place for the 2425 school year? And why are we making recommendations why we are making the recommendations we are making to Dr. Stalo for the 2526 school year. As a school district, we have spent the 20 2024 2025 school year focused on strategic themes and priorities. And tonight you will hear about strategic theme D, staff investment and impact. Within strategic theme D, we specifically are focused on cultivating a district culture to be inclusive, supportive, and welcoming. As we continue the work with our strategic plan, we will focus on other objectives in strategic theme D. But tonight we are focused on objective two. Through the cycle of continuous improvement, we have grounded our work in staff survey and exit data. We have gathered input from learning leaders and aligned the work with the human resources department improvement plan. As we bring our recommendations forward to Dr. Stalo, we have intentionally thought about the needs what needs to be moni monitored on the district scorecard and what professional development needs need to be implemented to support our leaders to move the work forward. Now, Brian is going to talk about what the priority work is that we will be focused on during the 2425 school year. Our committee's primary focus was on enhancing the onboarding experience for new employees with Robin Schools. Uh to achieve this, we analyzed data gathered from employee exit surveys and surveys completed by our learning leaders. This data helped us identify gaps and areas within the current onboarding process. Uh with our employee exit surveys during the 2324 school year, 198 out of 295 of those surveys were completed by exiting staff. That's a 67% completion rate. Of those uh 198 that were completed, nine resigned for another position within the district, 142 resigned from the district, and 47 selfidentified as being retired. Uh during the 2425 school year, as of right now, we have 141 out of 164 were completed. Uh that's 87 84% completion rate. 14 resigned to accept another position within the district. 90 resigned from the district, and 37 selfidentified as retired. of the uh staff that were terminated did not complete the exit survey. Uh learning leaders uh 30 learning leaders completed the survey. 14 identified a uh system that they have in place to onboard new staff members. Uh 11 said they did not have a known system for welcoming new staff members and and six did not were not sure if they had a system in place. Uh we also incorporated the five essentials for workplace mental health and well-being to strengthen the onboarding experience and ensure it supports the overall well-being of new staff members. Additionally, we identified effective onboarding practices already being used by system leaders and buildings throughout the district. By centralizing and streamlining these successful practices, we are working to create a constant and efficient effective onboarding process that can be utilized by all system leaders when they welcome new employees. By reviewing feedback from employee exit surveys and input from system leaders, we were able to clearly identify our areas of need. We also took a close look at what onboarding practices are already working well across the district. Using this information, we developed and improved onboarding processes designed to support staff engagement, success, and strong sense of belonging. We also gathered and centralized key resources to help our leaders create welcoming, inclusive communities throughout Robinsdale area schools. Heather, thank you. I was able to take well, we were able to take a look at our exit survey closer and we looked at the nine questions that were around feel staff's feelings, how they're feeling valued, how they're supported, their training, and maybe even some concerns that they may have with their supervisors. The good news is majority of our staff members that were exiting that um did the survey, 79% indicated a positive experience in Robbinsdale District 281. One area that we noted that indicated area for growth was addressing concerns, a staff concerns fairly and promptly. Um, other reasons that were indicated in the survey for why they were leaving district 281 were kind of having other work opportunities, you know, um, that worked for their families at home, wages, you know, being able to work at home, those types of things. Others were retiring and there were some combined reasons and factors related to leadership around climate, culture, and things um, areas of concerns being addressed. onboarding. Around on onboarding, we know that we want our staff to to have that opportunity to be trained and we we looked at the um questions around that. Um we do have an onboarding that came across as positive um around the mentee mentor programs for licensed staff. So when a staff is onboarded through HR they and when they um come to the buildings if they're licensed staff there is a mentor in the building that is one mentor per building for the mentees and they meet once a month on different areas um that they they learn about and training also uh staff from will meet with the CNI our curriculum instruction teaching and learning team um one time quarterly so that that was a positive um 20% of the 198 staff completing completing the exit survey did indicate a need for clearer defined duties and training and onboarding. What we found is or what we came um what we learned about in this process was that our onboarding practices vary widely across departments and schools depending on their supervisor. um we do have a need for more continuity across the district and understanding of what happens from HR into the into each site and department. So that's an area of growth. Of course, this is um this slide is about welcoming and having an effective community. Um of course, we want to retain our staff and keep them here for 31 years like myself. Um so how do we do that? We know that leadership is key um in the buildings and their departments to have a positive climate and culture. Um and right now it's kind of independ it works independently. It depends on the leadership within a building that that staff collaborating together. Um our goal 24 right around 25% of our exiting staff um did not believe that they were treated as a valuable member. So, that's an area that we want to grow on because we want 100% of our staff and students feeling valued and respected and wanting to stay within our community. Um, how do we do that? A welcoming climate and culture. Um, it's we need to it if you have that, it improves morale, it retains staff, um, it keeps people in the system are working for us. It increases collaboration amongst each other. It enhances diversity, inclusion, and um it encourages innovation. It keeps people here in district 281, which is what we want. Thank you. So, as mentioned, we really took a deep dive into that 2023 survey data that we did with. And just a little bit of background about that for those of you who weren't here at the time that was conducted uh April 14th through May 3rd of 2020 had 785 responses. So really um high level response with that and as mentioned before some of the I guess I'm not that tall as um previous mentioned um the areas of strength were really positive connections with other staff h and feeling that the work that they do matters which is awesome. um the areas of concern were around opportunities for growth and uh safety concerns as well. So along with that we looked at the exit survey and that's really what was one of our deliverables this year was to look at um the data that we collected last year and we didn't start moving from a paper exit survey to an electronic exit survey until August of 2024 or excuse me 2023. Um, and so that I think has really helped. That's what's that's why we see the increase in the number of people who have responded to their survey and we do a great job I think of trying to follow up and helping people to um fill that out. Um, so we analyze that survey and and both uh sets of data are linked in there in that PowerPoint if you want to take a deep dive into that data. Um, so the other two deliverables we had this year were to put together a an onboarding document, um, which really explains to all of our staff why that's so important. um that we want to make sure that it is um not a one one-stop thing that it's a continual support over time to really help people um not only feel welcome and um learn about their position so that they can really take ownership of that and feel good about that job and feel that they have support throughout that process. So um you know from what happens in HR to what happens at the building and then after that throughout the course of the year onboarded into their evaluation so that it's all connected. Um and then the other thing we put together was the uh school community engagement document resource guide. So we worked with all of our leadership um gathering ideas and how to support staff again to help them feel welcome and supported. And one of the big things is that it's a living document. We're going to continue adding to that as we know um as things come up and that we work together collaboratively to support each other in this work. So we know that teachers have a well- definfined onboarding process when they're new to district. Uh they get a welcome email and how to respond to their buildings are at. There's the probationary uh due process nights that I supervise for special education. I know there's probationary nights uh throughout the school year that teachers can go and ask questions. So that's kind of the onboarding envisioning that we have is like having systems like that in place for all new employees so that way they feel welcome and they we can retain quality staff members uh in the district. Uh so after reviewing the feedback from the leaders, it's clear that our onboarding process needs to be improved in order to make new staff members feel more welcome and ready to start with Robinson area schools. Why do we need that consistent onboarding? All new staff members need an effective onboarding system to start their roles on the right foot. I mean, if you don't have that welcome feeling to the new building, you're just going to feel like, do I even want to be here? And we want to change people's mindsets when they start. Like, we want them to feel ready to go. Uh, so new staff want to feel welcome. They know what to expect when they start their new roles with Robindale. New staff deserve to have buildings, welcome them, and set them up for success. It's our jobs as supervisors, principles, leaders to ensure that those employees feel like they have that good first day at work. Uh whether they're nutrition services, a pair of prof or an educational assistant, uh working in the media center, everyone deserves that same type of experience and we want it to look the same. Whether you're at Noble or you're at Armstrong High School, we want it to be the same. Uh so this is going to lead to increasing staff retention and uh help us out in the long run. Uh so HR will begin the onboarding process with uh ensure that HR that the new hires receive essential information, welcome emails that indicate where and when new hires need to go on their first day. This information will include logistical information for their sites and links to their welcome packets for each site. uh educational assistants uh play a crucial role in supporting our students here in the district. Uh by having EA onboarding checklist, learning leaders will be able to ensure that probationary education assistants are receiving the onboarding they deserve in order to effectively do their jobs with uh competence and independence. And then there is also a uh just a new employee checklist that could be modified uh to meet the needs of each new employee in whatever department they're with they're with. The goal of the checklist is to streamline onboarding and have it be consistent for all employees at all sites. Uh new employees deserve an easy to understand process and it's our hope and dreams that this is what it's this will help new staff feel welcome. Okay. So, focusing on that positive work environment, our goal was to create collaboration, support among all district leadership and really unify our work together. And so, we created a document that is like a live working document that really um has an overview of those core elements and the things that we work on. And then we added in um different levels of support um that district leadership can tap into throughout the school year. So we took that document and we presented it to our learning leaders and asked for feedback um positive feedback saying obviously this is hard work and it's work that we need to do together. They liked the document. They like the links and support in it. However um what they felt would really help move the work was collaboration and time to work together. And so we have asked moving forward in our learning leaders meetings um that there could be some time carved out for just that um depending on whatever the topic may be that we can have time just to collaborate and discuss those topics and really work together and learn from each other. Thus far, we've discussed where we've been through a data review, uh, resource collection, collegial input. Uh, following this presentation, our next step is to bring our recommendations forward to Dr. Solo, uh, for final approval for the 2526 school year. And now it's questions if you have any questions. Anyone? Very comprehensive. Director Holmes. Um, thank you for all of that information. I just want to speak to the importance of onboarding and how much that sets the pace right from the beginning. And so my question, my first question is around how are you um I guess I'm tying it to culture too as they come in because we linked that in your presentation. How are you measuring culture effectiveness through is it through the surveys or is there a question? Did I catch that there were nine questions in there? Do any of them cover culture? You went through a lot of numbers, so I was trying to catch up. So, if we can get that, too, that would be helpful. I think there's two different surveys we're talking about. One um is the staff survey from 2023 and then the uh continuous um exit surveys that we do. And the exit surveys, I believe, you said that's where there were nine questions. It was that gentleman. I think maybe Amy if director Ohern if you could speak to it and how how how do you so I'm going to back up on process. Yeah. So I think the biggest thing around culture is developing a process and procedure throughout the district that we are following from HR to every single building and that's what we were missing. So there were buildings that were stellar in the onboarding process and had a plan that was documented three pages of logistics that were being followed. that implementation was not happening through 20 buildings. So that process now is going to not be an option. It is what we are who we are in Robinston. So that's the first piece as far as coming from your your HR rolling into the building. So HR always had an onboarding because they have to come here and fill out the paperwork and all of those logistic things, right? But then rolling from HR that welcome email will trigger that onboarding process and then we will be following up with those district leaders as far as the culture piece as we are rolling out the second round of the staff survey. So the staff survey was done in the spring of 23. Now, in the spring of 206, we will be doing a second survey with similar questions to see has this implementation of what we're doing changed the culture, changed the climate, and changed the staff morale, and how do they feel differently about being a part of Robbinsdale? Has this had an impact or not? So, just pairing on that, can the board have a copy of those questions? I know we had talked about it. Um, in terms of if they were questions created by the district or exit data, I couldn't. I'll work with Molly. Okay. Yeah. So, I tried to it wouldn't open on my end. Links didn't work. Okay. We will figure that out so you can get into there. I think it's just a dead hyperlink somehow. It's happened before on how it comes to the board. Okay. Um, and then my Can I go for my second question? Yes. Have you It hasn't been three minutes yet. You have time. Um, how and then when you're rolling that out to leadership in the individual buildings. I guess that's what how are you measuring that? Is that going to fall back on HR here? um if they are following the process, right? Yes. There will be a lot of follow through either with HR in collaboration with their new um supervisor who is the new assistant superintendent together. We will be following up to make sure that this process is being followed with fidelity because if it's not and someone if if it's not then we need to be revisiting that because the expectation is based off of the recommendations from this team to Dr. If this is what's moving forward, then the expectation is that everyone is doing it. Well, I guess it's just emphasizing that it's not a it's not a gotcha moment. It's the importance of the onboarding and setting the employees up for success and being welcomed. So, creating more of a dialogue instead of a monologue. I guess that's what I'm focused in on and how you're going to track that. So, correct. I don't disagree with you. Okay. as much support as an employee can get to want to stay here, feel a part of the community, feel what do they need? What do they want? What do they to show up for work as their bestelves every day? What What do they need from us to be here and to show up for the kids? Well, and addressing their concerns because you're talking about you had some areas of growth in there where they feel like they're not being supported. And I think that's that's really where the emphasis comes for me because if you're working with a supervisor and you have an issue with that said supervisor, how do they go about that so they don't feel intimidated so it becomes something that they can work through or work on? And just making sure that's crystal clear because I'm concerned that that process hasn't been where do they go next? if they if they can't talk to that person uh in this [Music] also a goal of this was to really support that collaborative culture and and show that to the staff that they we are working together in hand in hand and supporting them from beginning at HR orientation to what happens to the building. So very much. And just to close that out, I think there's an opportunity because I did pull our policy. It's 103 on complaints for students, employees, parents, and other persons. And perhaps there's some work that we could do there instead of just having the onus on one person determining if an investigation goes or not. But anyway, it opens up dialogue on how we can improve that policy, too, because I don't think it was quite working the way we had hoped it would. But thank you. Thank you for your work on this. This is exciting. Um yeah, just briefly I wanted to say I as someone who in my in my other life spends a lot of time working on climate culture and you know staff um environment staff retention. This is really great and um I'm really excited to see the fruits of this um work because this is really important stuff. So thank you so much for your work on it. Thank you. Thank you. Nice job. Wait one second here. Director Bowman, did you have a I I know it's redundant, but it's been a long time coming to to attend a board meeting where we're talking about process and talking about sustainability over time and across buildings. Those have been the words that have been vacant uh from the vocabulary from the last four years for me. So, uh seeing process established uh uh really gives me a grand sense of hope uh in moving forward. So, I thank you for the hard work because I know it's not easy. So, thank you very much. Thank you. Thank you very much. Thank you. All righty. We're ready to move on to item seven, operations. The first letter A is the District 287 long-term facilities maintenance. And I'm going to turn it over to Vice Chair Long. Do we need to move the motion yet? Um, you you can introduce it and then we can Okay. Um, last time we had the board meeting, um, our, uh, chief executive offer officer of finances talked about, um, district 287 has a long-term, um, facility maintenance, um, LTFM, uh, plan that, um, they have sent to us and they need our approval as one of their member districts. And, um, hopefully you guys don't have that many questions. She is not here. Um but uh are do I move it first or or do you move it or before we go to questions? Go ahead. Okay. You're moving the resolution and you're waving the reading. Exactly. Do I have a second? I'll second. Okay. So Bowman and Hillenbrand. Okay. So now is are there any questions? This is the second week that we've been talking about this, so people should be familiar with it. Do we I'm not seeing any hands. It's a roll call. It has to do with money and so it is definitely a roll call vote. Okay, I don't see any questions. Let's take the roll call vote. We are going to be voting on the resolution to uh for the long-term facilities plan for district 2 for intermediate district 287. Thank you very much. Director Basset, yes. Director Bowman votes yes. Dire uh chair Evans Becker, yes. Uh, Director Hillbrand, yes. Director Holmes, yes. Director Long, yes. And Director Wuto, yes. 70. Resolution passes. All right. Um, next thing uh is uh item B, the server and storage refresh plus backup recover and cyber vault. Joel Merling. Good evening. Hello. Chair Becker, Evans Becker, board members, and superintendent Dr. Salo. I'm here today to talk about some technology requests that this is a non uh vote uh thing tonight, but I just want to present what we're looking to do uh to upgrade our uh system infrastructure and the data centers. So B, the purpose is is to present a rationale of what we're looking to do um the results from some of the numbers we're getting and then the recommendations for the next steps. So we wanted to address was the agent hardware that we have in our both of our data centers which was installed in 20 uh20 and due to the high cost of renewals for support and subscriptions. Uh we want to take the time to pivot and bring in new hardware which includes uh long-term maintenance and more local support. um which is exciting because then this will allow us to reuse our current servers to move along our um security uh camera servers and get those refreshed and and up to better standards. The funding stream that we want to use for this is the technology levy. And for our next for our next board meeting, I'd like to come back and ask for approval to refresh our servers, our storage, our backup software, and our cyber vault, which helps us for cyber security. And all those, as you can see, have long-term solutions to them. So, this is a one-time buy, which will then give us um time in the future to use our funds for other projects and that's how quick and down and dirty this is. Any question? Very concise. From the basement of where technology lives and the excitement of it. Okay. Director Hillbrand, do you have a question? Just a quick question. I just want to make sure I heard correctly. You said that then the current servers you'd be repurposing them, correct? Great. To basically into our uh camera system. No, director Long, did I see a hand? No, I was Oh, thank you. Director Holmes, um, I tried to go back because we just approved something with you not that long ago and I was trying to go back and it just dawned on me. Can we create, and I can do it, too, just a tracking spreadsheet of what we're approving technology-wise because it's over my head sometimes when you get into your lingo and what's doing what. So, it would just help me um track the levy dollars and what's working and what's not. So, I mean, this makes sense to me how you presented it at the high level. Um I just don't know how it differs from other areas that we've Yeah, last time I was here was for firewalls. The firewalls and the um wireless uh network infrastructure to increase the capacity there. Those were using -ate funds for that. So, we had to do that a little bit earlier in the cycle, but that's Yeah. And I I obviously and there was it was greatly explained and I know some of it was increasing the um you know the web availability for our high schools and all of that, but if we can just put it in one place and you if I can do it, I just need I want to see what we're investing in because we're talking about big dollars and it adds up fast and we have an accountability piece to the the public when we're talking levy dollars. So, I don't know how that can be done or if it's the will of the board, but it would be helpful for me. I see not. Are we answering a question? I guess not. Uh, Dr. Basset. Yeah. And and kind of related to that, um, you know, because one of the questions that that you and I talked about recently and you may not remember, but that was about um data breaches and some of those kinds of things. So this technology and I think it kind of goes in some ways to director Holmes's question because this is hardware that we're talking today. Yeah, most of it's hardware. Some of software the backup soft is software but yeah but the software and the protections that we have because some of the things that come to my mind I just at a presentation about AI and some other kinds of things that's a different set of protocols, systems, solutions, all of that. Uh, and I don't know that we've actually addressed that yet and it's not in this plan. And so I guess my only overarching comment, this is a comment and as you're thinking about responses to this where those buckets go, software as opposed to hardware and that kind of thing, but the the technology plan will you we do have now a five-year technology plan as a question. Yes. Yes, we do. We do have a technology plan and I believe that is something that we're looking at to review and recreate. Okay. Used to seeing more committee and a whole nine yards. And so I mean it's been a while since and I think we talked about that a little bit too. Uh so I think a link to the five-year plan might be a useful background information for the board to just understand the totality of it. And so that would be helpful if we could have that. You know, thank you. Superintendent Stallow did. Yeah. think I just wanted to be sure that we looped back on that question that that director Holmes had. I mean I I and I don't have the depth of the knowledge obviously Joel that you do but um I'm assuming that there are ways that you internally are tracking budgetary items and where those whether it's or whether it's technology levy or whatever. So I think looking at how we provide summaries of that or ongoing tracking of that we can figure Oh definitely. I I have a new boss that's very number orientated. Yeah. And in the five-year plan, I guess my question would just be, is that something that um today is accurate or is that something we're going to continue to look at to update and revise? It's something that needs to be updated and revised. Okay. To go along with the whole reimagine our deal and everything. Thank you. Did you have a follow for the superintendent? Yeah. for the super and and superintendent I I think you know my comments I I assume from his comments that it was something that would be in in progress but I think just because as I hear it and as I understand it a full picture historical picture for how technology works in this district is good foundational information. That's really the point I was making about the the five-year plan. So if we can have a link to that that'd be great. All right. So we will be voting on this next week. Two weeks. Two weeks. A week. Sorry, next meeting. No, well, not even next meeting. The 19th in two weeks on the 19th. Thank you. All right. Thank you, Joel. Thanks, Joel. All right. Now, we have the ad hoc safety security committee report. Is there an update? Uh, nope. As we stated in our last update, we are waiting on dates from administration um and ask the board to give directive on keeping this a priority and getting us on the schedule. Then uh governance policy procedure manual update update the same thing as we've been saying but we're getting closer actually we're you know uh in talking with uh Miss Olson this evening we are ready at this point to have Gita myself and Molly meet and just go through it for formatting purposes but the content of it we deemed our last meeting as being finished from us and we'll get it formatted. So hopefully within a couple of weeks you'll you'll have it before June 1 actually. It'll it'll be a little light reading. It's like over 40 pages, right? You'll enjoy. All right. Policy committee. There's no update right now. No update. Can I just I would like just the board hopefully on schedule is I know it said tentative in our last one. So we are set to meet policy this week on the 7th. Yep. It's posted in workbook as a posted media. I just wanted to make sure we're on track. Yep. Super. Okay. Administrative reports. I do not believe there are any administrative reports this evening. Five minutes. Oh my god. We don't know what to do. All right. This brings us to the consent agenda. Items on the consent agenda are routine in nature and are voted on in one motion by the board and it'll always be a roll call vote. And items on our consent agenda tonight are the property casually cas property and casualty insurance renewal draft of the minutes licensed staff personnel report and the non-licensed staff personnel report and the financial reports. Is there a person moving? I'll move approval. Director Bowman moves approval and second Hill and Brand. Director Hillenbrand seconds. All right, this is a roll call vote. Seeing no hands up. Um, let's take the vote. Sounds great. Director Basset, yes. Director Bowman votes yes. Chair Evans Becker, I vote yes. Uh, Director Hillbrand, yes. Director Holmes, yes. Director Long, yes. Director Wuto, yes. 70 consent agenda passes. All right. Uh the next item on our agenda is a closed session pursuant to Minnesota statute 13D.05 subdivision 2B. Um and we need and I as a chair I'm going to move that we go into a close session for preliminary consideration of allegations against an individual subject to the school board's authority. Is there a second? So move. Uh, Director Wuto, I I moved it and director WTO seconded it. Okay, great. Okay, thank you. And um, we will come back after the closed session to vote. Oh, no. But I Okay, we'll vote and then I'll explain that. All right. All in favor of going to the closed session, please say I. I oppose say nay. Okay. Now we will go into the close session and after the close session we will come back uh in order to be able to adjourn the meeting. Recess to go to close session. And it is 9:10 p.m. Close session is over with and I will take a motion to adjurnn. So move. Second. Moved by director Bassid, seconded by director Holmes. All in favor, please say I. Oppos say nay. We are adjourned. We will start this the work session in 10 minutes at 9:20. It is 9:23 and we are starting the work session. Today is Monday, May 25th, 2025. We are in the boardroom at the education service center. I'm Gita Evans Becker, board chair. And we'll go this way. Aiva Hill, board member, board member. Ambassador, board member. Kim Holmes, school board. Ter, superintendent. Caroline Long, school board. Renee Bowman, school board. Nick Wolsburg, attorney. And Ali Olson, executive assistant to the superintendent and school board. Thank you. Vene White, community member. All righty. The first item on our agenda is follow up from our April 22nd, 2025 work session with Dr. Excellent. Um I don't know that it was in the board packet this time but at the last meeting the last uh work session where we weren't we did we ran out of time. Um I had updated uh the document that originally came to with recommendations on January 6 and then we reviewed um at the April study session um with what I believe we I heard. So I just thought we should run through this to see where we are with these items to make sure that that there is consensus with them. Um so I'm happy to walk through the document if that works for them. Uh so the first red uh part under transparency means preparation. Um board members had requested that materials be posted by noon on the Thursday prior to board meetings. this um as you discussed this would give y'all more time to review materials and prepare for meetings um ensure that all information was in the packets when it was set. This would replace the current Wednesday and then Friday so it would just be Thursday. So I had two outstanding questions if this is something the board um has consensus on. um wondering if there was consideration to a 4:00 p.m. on Thursday instead of a noon. And then the second thing um the question I had was um would it would you want it released to the public at that time? I know currently we release the board packet uh to the public when you get that second you know that Friday when you get the rest of it. So I would just um be interested in that. The only reason I'm asking is in case there are changes. You know, for me, I always I always like the release of information as close to the meeting as possible. I'm actually accustomed to it being released at board right before the board meeting. Um, so I mean, we can do it either way. I just want to be sure that I'm clear if this is what the board wants that I'm clear with what time and then when it's also released to the public. So, is everybody not wanting it on Wednesday and only on Thursday with no changes? Is that what everybody really wants? And I like having it on Wednesday. I I guess I guess my question is it's double work then. I mean, it's it's just so for me it was it's Thursday and then it's Thursday and so there isn't something Wednesday. That's what I heard, but I might have heard incorrectly. And is that Yeah. I just I think the conversation started going around when we get all of the materials and so are you saying everything would be there by Thursday? So no Friday update but no Wednesday. I I I like I like having the agenda on Wednesday. I like now that you've implemented sending out what's discussed in agenda setting. times that that's kind of bad for me. All right, I the sooner I can have all of my information the better. So I I think you know I mean that that's what we're saying is because I know there was conversation about having it a week before and you said demands on staff is too tight and so then I was starting to think will we ever get to a point where we can plan out so it could be greater because my point was the weekends are tight to review some of the information we get. Some some agendas are light, some of them are pretty loaded and I spend hours, you know, reviewing. So, I don't know what the answer is here. I just know I need a completed information um as soon as possible. So, I don't know what to do. So, the question for me then is um will everything be in the packet on Thursday? That would be the intent. That would be the intent. Y well that would be really ideal for me if it's all there and I agree. I'd like to see you know kind of if I'm not in Okay. I will send the update after agenda planning then so people have a general idea and then we'll get the um actual everything Thursday questions need to be in by Sunday. Sunday's still fine. It would make sense that you turn you get them in to me on Saturday. I just do the same as we always have with that. Okay. Um is the noon or 4? Do you have a do Molly? Is there anything is there anything that I'm not thinking of in terms of are there any items that traditionally have not been done by Friday that are out of our control? That would be the Ardell crowd presentations. They don't always come on time, but those are things that I can always upload later, too. Um, yeah. Well, we'll just we'll I'll announce that tomorrow with learning leaders that that changes. If this is the if that's what y'all want, then I'll announce and hope they get it in there. So, as we did in the closed session, is anyone uncomfortable with this? Can anybody want to speak against this? Okay. I do cuz I would like more time to process the information. Okay. We still have a majority because I am well I'm just going to say I my intent is you know I mean to review but I again it's gonna the it's specific to the agenda itself. If we're talking about questions being sent by Sunday we're going to get stickler on this. My questions aren't surprise questions. It's processing the information and reacting to what's done at the table. So I just want to be really clear as we're going through this. You just mentioned the questions by Sunday too at 9 PM. I just want to be really clear that we're not being sticklers because if questions come out at the table, we're not being what? Sticklers. Oh, thank you. Because we just threw in the bullet point like so processing packets of information possibly starting Thursday and you know the meetings are on Mondays. I just don't want to get lectured anymore about surprise questions. It's just the volume of work that is coming varies from agenda to agenda and we all have different schedules of when we process it. So, I just want to make sure that we're assuming good intentions by all board members and we have agreed that if we ask a question that wasn't asked prior to the board meeting, we are willing to take the answer. We will get back to you on that. And so, Okay, everybody is agreement on this. I mean, the proviso is that if it's a question that staff needs more time to develop the answer to, they'll just say that. That's pretty much common sense. I mean, really, you know what I'm saying? I just want to make sure that's in the room. So, we're not saying that. Yeah. Awesome. But I feel like there that director Holmes is making a good point. Like if we're assuming positive intent, don't just think that we're trying to surprise you with questions as that got you. It's, oh, something came up that sparked our thought process. I I don't think it's good to charge or fuel our conversation against certain people. I will agree to presume positive attent. Okay. Well, I you know, this is kind of in the middle of the superintendent running it down here. I'll take and then um release to the public at that same time that y'all get it. Everybody that's not okay with that. Everybody will get that. Yes. Yes. Yes. Okay. So the next um bolt went with text. Uh there was conversation originally. We said formalize board reports to become committee reports as the purpose reports for a board representative appointed to an internal or external committee organization to inform the rest of the board about relevant work because the board delegates representation with such a group to one or more members. Those representatives are responsible for reporting back to the board. So we didn't discuss that exact issue. We also didn't discuss um the second bullet. Another recommendation is to assume there's no committee report unless a board representative on the committee asked to be on the agenda or another board member request that the representative of an identified committee provide an update. Again, we didn't talk about that. What we did talk about was the board discussed and agreed to a twominut time limit um per director on board reports keeping information concise and relevant to the board work. It was also agreed that if there is nothing to report, board directors will state that there's no report. So given the red, if that is accurate, my question is just do we strike out those other two bullets? Is there anything within those other two bullets um that you that you would like? I just didn't have clarity on that. I have a quick question. Which document are you working on to April 22nd? Sorry. And then I got down the agenda to discussion of minutes and proceed meeting procedures for So it's the 22nd proceed. Okay. Two minutes limit for director and report four reports concise. It's just a two-minute target, right? Like I don't want to I don't want to be timed. I don't I mean we're all professionals here. So if there's a cons a specific concern, I think it needs to be vetted right now. Um, we tried the two-minute thing last meeting and we had a couple board members hit the target and a couple who didn't, but it was something we're shooting. I think we should shoot for I I I don't shame anybody. Help me understand why we're obsessed about the two minutes because I think last meeting our board reports were fine. Uh, it was just to be concise. So, in order to be concise, if it takes a little bit longer, I'm not going to let go. Board report is the only time that a board member can speak freely. I don't think it was excessive. I think you're all aware that we're trying to be respectful of time and watch meeting lines. I just don't want there's something I'm just trying to get if you can help me understand it more clearly. In the past, there's been what I would call grandstanding campaigning um over talking what people have done that is not really necessarily related and so it was just an effort to keep it under control. Did you have something you wanted to say? Well, that's what I was going to say. our previous discussions have been because we've had people do board reports that talk about everything from their relatives to other things and we were trying to because we have so much work to do keep it to the actual work of the board what you did as a board member specifically in terms of board work without wandering all over the place. That was the intent of it. So I agree. I mean we want to say important things but I also um is you know is it relevant to board work is my concern when we sit up there because again you know we I have sat through a lot of board reports that have not allowed me to have any greater learning about what board members are doing to improve any great learning about activities that board members are doing work that they're doing those kind of things and I'm sort of I'm really not interested much in the the personal kind of element of of the reports that we were getting at times and that's where the discussion originally came from even a year ago when we were looking at ways in which to uh minimize some of the time that we spent in the board and maximize the messages that we give out. So you can all disagree that is just the perspective that I came from and I'm done. Can you live with like two to three minutes maximum? mean another minute or you just don't want to limit. Are you ask me? No, I'm fine with limiting. I just either state a specific reason or be prepared whoever's in share to call it out. I'm fully aware of the conversations we had a year ago, but we're still dancing around the topic here. And so I just want to be very cognizant of the fact that two this is board reports are the only time where a board member can speak freely. And so we're all agreeing that we're trying to be concise and professional. Just don't be gabbling people out unless it's excessive because Oh, I haven't yet. But you're I know. But you're referencing last meeting. Last meeting was I think pretty tight and pretty good. And I did glean things from everybody's what was stated. So if there's something beyond that, that's what I'm saying. Help me understand because you said, is it just the two-minute factor that you're on from last session? Uh well, we had two minutes last time and I'm saying is it more comfortable to go limit to two to three minutes or just go with two minutes and do the best we can? That's my opinion. I'm just I would be more willing to have you be listening. That's my perspective that you are active listening and Caroline's active listening and I think it was a good meeting for boards last night. So I think the effort was there and I I think it was an improvement. This is my point. True. Okay. Director Basset then director. Going back to the training that we had where uh Mr. Wsburgger and Beer were in the meeting. We had this whole training. Uh and all those items like grants all those things were were commented on that which was very effective. Uh I think that uh the target of of trying to be uh concise uh and you know two to three minutes is reasonable. But I I do agree that we shouldn't be trying to police other people. Adults should be able to police themselves because that's also subjective. Some people get policed, other people don't. So let's just not even worry about that. I think trying to hit the mark of what we talked about is trying to keep it germanine to and because what I think is relevant to our community and to the school to our students may not not be the same thing as director Hilden is. you know, that's why we all get let instead of people without problem. So, I think that the value that we we're talking about, which is trying to be concise and keeping it a couple minutes is is good. I don't I don't, you know, but I do think that policing of people because it's not even has not been evenly applied and even one question before you get two questions and a followup question. That's not so I think that um those are all principles that we should should aspire to. I don't think there's anything wrong with it, but I think it's also important that the reality of the room is not always evenly applied. I'm not sure why we're talking about this right this particular bullet point because we already decided on this just the last meeting. So, I'm I'm I think we were asked about the board reports whether they should be on the agenda if there's no or people should ask for them to be on the agenda if they have a report, right? And then the other one was um kind of related. It was one or the other, right? Did I I just I just want to I just want to land the plane. These were recommendations that I presented in January based on the training that Mick and Liz gave us. So, I just I just want to land the plane on this. So, those first two bullets, if we just didn't talk about them. So, those should be if we strike those out, that's fine. The one in red was one that at least my records indicate we did agree on last time. Okay. So, I just need to know so we can get rid of this document. So, if you have a committee report for the board meeting, do you want to let Molly know, put it on the agenda well ahead of the Thursday date or do you want it on there and just continue to say no report if they have no report? So, the the other option with that we'll look at later in a recommendation is is just on the agenda is kind of like we have right now. We What we do right now is we call up all of the board committees and then we always we have a spot for administrative reports. So we could also just have a spot on that agenda under that goal three um where there's administrative and board board committee committee reports. So if anybody has one they give it but we don't have all of them listed on every agenda. So that's another option. It's a good option. I can live with that. Okay. Director Long, can you live with that? Yeah, cuz sometimes we have a committee that might happen right before the meeting and there might be information given at that meeting that we need to share that we might not have enough time to get it to Molly by that Thursday so that she can put it in there. So hold on. So strike board committee reports administrative and then once boards director Holmes We did um can we include then or look at when we're getting to the next options our standing committees because the safety and security is an ad hoc and so for me having it on the agenda even though there's no report we we need some form of accountability because we have these committees for a reason and if there's no report no report no report then it tells us that the committee is not working or you know I mean it allows us to produce or process as a board what's working and what's not. My example of this is the transportation whatever committee that was at one point. Start there. Well, I'm not starting. This is just an example of we had tasked we had tasked as a board and there were thoughts by some board members of what was going to happen and what wasn't. Um but then I think it got lost whatever reason it could happen to any of the committees right and the ad hoc committee we formed as a board because that was a priority we came out of from professional development we wanted to focus in on it. So to me it's um kind of like a post-it note it's there. So I just want if we can list them somewhere if you all don't want them listed for whatever reason or to say no report. I'm not opposed to saying no report, but it's also, like I said, a post-it note because it keeps us tasked as a board of are committees working, are we doing the work that we said we were supposed to be doing in those committees, etc., etc. So, you would prefer not to have it say board committee reports, have it say each I don't care if it says board committee reports and then in parenthesis it says these are active committees or whatever. It's just very discombobulated on when committees are going to report and when they're not and what the expectation is and what the goal is. So, just something that'll help us keep going in that direction. Um, as a board to have on our radar of what the actual task of that committee is, if it's not working, it is working. Okay. I have a question. Yes. A question really for directors. So are you saying that um are you not in favor of if the committee has a report to have it on there or you Oh yes I am for sure. Okay. So but when there is no report are you saying that having it on there should be there whether there is no report or not. I'm just want to make sure. Not a report, not a blank sheet, but it's just like a standing item because if we have standing committees, I don't see a negative to still checking in with the committee and they say no report or we're going to meet. So having them listed and then if you have no report, just say the report, right? Basically. Yeah. But we're not listing every committee. Well, I mean like and but again, what's the rhyme or reason? You know like FAC should be a big report for this this board. So what are we regularly reporting on? What is the time? Is it a different discussion or FAC specifically? But I'm saying we've got to have a rhyme or reason to when the reports are coming in. I'm not concerned about what the agenda looks like when it's laid out. So, I'm just I I'll just offer that I I've I never had the conversation before. We This is how it was listed both for administrative and and board committee reports. And when there was a report and we got to that point in the agenda, somebody said, you know, I'm a member of the policy committee. We met on April 28th and then they gave the report. And otherwise if nobody had an update they I mean I guess from time to time maybe they just said no policy didn't meet so we won't have a report but we just we didn't list them all. So again I I'm just looking for direction and clarity and trying to land the plane on the document which started with Mick and Liz's stuff as well. So, Dr. Long. Okay. So, I'm starting to get confused between committee reports and our board reports because we're saying that for both of them, but two separate things. Yes. Right. But I thought we just went back to the first point where we So, Director Longren, did you bring us back to the first bullet point? Yeah, the uh Yes, the committee reports because the first two that's why I was about committee reports. It's kind of present as two different ideas. So the question is that's what I was trying to answer. Okay. Okay. So we have two schools of thought here. One is just say board committee reports and anybody who has a report even if they just want to say no report for this committee and let it go just board committee reports or list them list them. So, can we just like I know that you feel like they should be listed and just to clarify, but we're not jerky. Are you saying that committee reports should be board reports? That's what I'm trying to get on because we want those aren't one. All I'm saying is those are the two. All I was bringing is back to the question that Dr. Stallow asked, which was how do we want to do it? And I honestly I I find whatever. So, there's no opinion on my part. I was just going through the document just No, I have the document, but there's two different ideas here. Right. Right. That's what I'm saying. Between the two ideas, four reports once a month. Yep. And we'll be concise. Then for the committee reports, every meeting there's an opportunity for a committee to report if they have a report. So if we just label it committee reports, whoever has a committee report raises a hand and then I say that but you or it says committee reports and the committees are listed and so I just want to get the two different ideas out there and see who's a consensus. Okay. So, Director Holmes, you want your your idea, I believe, was list the committees, right? No. Yeah. I I don't remember. Yes. I don't understand what we're Yes. Just to go back to So, the first point about um about the committee reports being part of the board report. Sorry, that's what you're asking about. So, it just took me a little moment to connect the dots there. Um the the only thing about that is for example a policy committee three of us are on it none of us are chair of the committee per se so then who does the report so that would always be a question on some of these with multiple people I think the agreement's there though that we're now there's two separate things reports right so then it's just a question of are the committees listed or not right so for now We are striking both the first and second bullet. Is that accurate? We're striking the information under the bullet that starts with formalized board reports to become committee reports. I heard you want those are two separate things that we're going to keep them as separate things. Is that accurate? Yeah. Okay. And then the second one, um, we're not going to worry about, um, you saying if there's a committee report or not. We will get to that second question, I think, when we get down into that goal number three about if we're putting the board um, listing all of the committees or not. Am I accurate that I did a strikeout on some discussion about having board reports prepared and running, but I did not hear consensus or agreement on that. So, I struck that out. Strike that for now. Um and then and this was um I I must have written it the first time before the January 6, but um I know we had some conversation, but again just in land the plane about the notion of um what I'm recommending is based on that study session that would have been in December that there's no board report summarizing the board listening time. I heard board members concern that it's difficult to paraphrase what people have said. Um so I know we talked about it. Um there wasn't consensus but so I'll bring forward as a recommendation for us not to do that for you to discuss and consider. I agree. I agree it's it's summarizing three minutes into like 10 seconds. Wonderful. The alternative for that would be to have whoever uh led the uh listening for that night to actually generate a report that would summarize what was done and then submit it in two weeks. You know, that might be an easier way to to do it. We get the sheets. We get what they Right. But but what I'm saying is that we wanted if there was a request for a like a summary, you could note your summary by saying five employees spoke or five people spoke on this, one spoke on this. So you're really going to attach numbers to the topic that uh is being discussed. And then you've got the underlying paperwork. So a summary page with your underlying paperwork. That would be the only other I agree with you. Summarizing that stuff immediately afterwards while a board meeting is occurring does a disservice to the people who spoke. And the other side of it too is that if you're really interested about what's being said at listening time, show up. And that might be the opportunity for us to really uh advertise for people to show up and listen to. But pretty much everybody does show up. No, but I meant for the community. Oh, I see. You know, because again, when we talked about this in the past, it was referred to as the board's listening time and is it really for the community. It's for us to learn from and take from and whatnot. And I can understand doing a summary page on that. But a verbatim almost long lengthy report again does a disservice to the people who actually came in and spoke. So just my opinion. Okay. Move on. Dr. Holmes. Um, I would not discontinue this until we have a board discussion on how what how and what we're going to do with listening and work. We started it. There was frustration on where it was going and it was abruptly ended. I think we do a disservice. I would agree with that. In summary, rising immediately because it's impossible. I mean last listening s session there were 14 speakers and I still felt horrific for how I summarized it because you want to bring it I think it's important to bring the community voice into public record. So that's why because we don't record it. We don't summarize it anywhere else. So until there is a component that we can hone in on and figure out how that is going to be reported um I am open to talking about you know I mean initially I you don't have to do it that evening if you facilitate and you bring it back to the next meeting. I think that's a good possible solution until we have um that board discussion but we are we are due as a board to talk about that because we've talked about the form and what's read. We talked about reporting versus not reporting. We've talked about um you know having it. Anyway, we've had lengthy discussion and we still we didn't land our plane either, Terry. Well, it's the next bullet. So, ironically, it's the next bullet. Regarding listening time, I'd recommend we maintain the current structure. Well, and I just that's a board discussion that we delved into it and we didn't even finish. So, so I wouldn't make a change until we can hammer out because if if that's the recommendation that we're going to leave it and then we're not going to have any report. I think that does a disservice to our community until we have a new discussion about what to do at listening time. I would like to recommend that whoever facilitates just can say the you know at the bottom of the form it says what are you talking about on the bottom of the listening time form they have their name why are you speaking and then that's the only summary is that is the topic top right just the topic that is spoken I like that actually five people talked about that one three people talked about this one and that's it because I don't want to make a whole whoever was facilitating have to do a whole report for the board when we get their sheets anyway. If that's the actual point though, are we concerned because we're taking some heat and criticism and so it's not like we want to advertise it. I think sometimes those are not filled out and they have, you know, an attachment of whatever they're taking their time and their energy to give it to us. So if we can put it into a format um if the topic's there but again like what is what is the ultimate goal for this and my ultimate goal is to communicate to the broader community and stakeholders because just to show up there people who have talked to us about not being able-bodied to show up and I know we have quite a few people who are tuning in to our board meetings via video now you know uh so I just if we can come to an agree agreement of what that's going to be and it doesn't look like it's limiting. Um, I mean I director Bowman said, you know, I mean maybe there's something we can put in formally at the next meeting. Next and actually then if we're going to talk about listen time because there's a whole bunch of things on that haven't been talked about, but if you wouldn't mind putting it onto your parking lot and that would be uh um the shared drive could be better utilized. And I would like to see the actual board have a share drive where our listening time sheets are scanned in and we can actually have the sheets in the share drive. So we as board members can go back and review any time. At this point it's difficult for me to you know to review those sheets because I have to go ask modeling for them and I have to find somebody. And I think that if those are are documents meant to enhance board learning then we should have them share drive. back to listening time. I like your idea about it. I think we try to educate the public and so so in order summarizing is going to be just the topic that you put on and you know I mean it's we're going to not try to be I think we do the best job. So timing of that I'm flexible whatever the body wants to do but I do think that that's a good solution and we just try to educate the public that you know we just want to report the how many you know this topic came up so can we put it does it say required on the form can we put required on the form for their topic and before it comes over to us it's got the topic on it and if it doesn't then we just get called over and put a topic here and I do think it's the responsibility of the facility to to emphasize that point to emphasize the point that we are trying that's right I agreed everybody heard that take note of what director Basset said when you facilitate I'm just saying you know I mean I agree whole another job We listening time which we we are in listening time. I also I'm just watching the clock and I know that those I I don't know I don't think we'll land this in the next two minutes. So I also want to see if that if like the date conversation or some of that is more important than this right now. Since this document was passed on from the last meeting, if board members don't mind, we could spend an extra time beyond 10 to get this completed. I would I would be willing to spend I mean, if we put time certainty to it, if you're going to ask me to stay here until we're done talking, it'll be 2:00 in the morning. 105. You got 15 more minutes. 15 more minutes, people. You want me to add 15 minutes to this time? So, we're at five minutes left for that part of the discussion. Uh, no, 15 minutes left at the meeting. What do we talk about now? Okay, we got five more minutes on this topic. Yes. Yes. So, director Wood has suggested that we continue here as opposed to moving to another topic. I would support that since it's carried over from the last meeting. No, the staff is not I agree. I Okay, so take it away, Superintendent. Um the next uh the next recommendation I had is we maintain our current structure with listening time. I can't hear you. What' you say? I'm sorry. The that we maintain our current structure with listening time. I I and maybe you've heard more than I have. I mean I just I think there's a lot of work to do unless you're hearing concerns or that broken second frequency and all that is out. I know there was a also a comment at one time we've talked about determine if there's language in the introductory statement on the form to support improvements or clarity. I don't know if anyone feels anything's needed with that or if we just for now keep going on until we get information that there needs to be change. But I'm going to strike but I'm going to strike the Ann Becker line. Thank you. All right. I I'm sorry because I listening time. We we ended a work session abruptly about listening time and I emailed about it because we were having some ballot debate on if it's recorded or not recorded and especially if it's, you know, if we're just going to say three people spoke on family literacy, two people spoke on the cuts. I mean, I have I I do have issue with that. So, can we discuss that at the listening time overall discussion? Can we discuss that at the overall listening thing is put onto the parking? I don't know if it is because Terry's recommending right now that we stay as is. And so, does that mean we're not going to have a listen? I would parking lot listening time until we come up with a better plan for listening time. We stay with current way. If I where where it is in the the line though because we've already started a work session. It was abruptly ended. We're we're just talking about the parking lot now and I'm sure there's a whole list of things. So where I I guess I'm asking my colleagues where does that stand in your priorities because it's it's been a while since we talked about it and I am hearing that it is broken. you know, people wish that it was recorded, especially for people who can't actually make it to the premises. Um, so I have heard those pieces. Yes. Just uh my strong advice on the recording and posting time is not to do it, not to live stream it because what happens is people use it to grand stand for their own purposes and once information is out, you can never get it back. And so they can say just terrible, horrible, untrue things about board members, about employees, about kids, and you can never bring it back. And that's why most districts have gone away from recording. And in fact, um I had the Department of Administration recommend I had with one of my districts not to record them just for those types of reasons. So um I I think it's unwise to record your listening sessions or to live stream them. I think it be could be very misleading to the public if they hear some things that aren't true and in listening we don't dispute it. It's true but those are the all part of the broader structure in general. That's why I'm asking when is that work session going to occur because we talked about other districts that do have Hopkins is for one you know that you can speak on the topic at hand that night. There are different structures. We started all of that again and we did cover the what happens if somebody says something. We we did do that. So my concern is that if we say we're just going to leave it as is that it's the coming back to a work session which we agreed to at that time when we abruptly ended it isn't going to happen. And so I'm just asking for clarity on that right now. So is the will of the board to leave it that way but discuss it at a work session and make maybe make big make big changes or make changes. Yes. Yes. Um y'all I mean you decide. I know what's on our plate in the next 6 months and I'm trying to map out right now um study sessions where I can make sure that you're having the same information that the vision team is. We're going to be ending the year. There's going to be recommendations for next year's work coming forward. So again, I'm just I I think I think there's a lot of work to do and I think to Director Holmes's point, it is about prioritizing. So, if it's going to go on another study session, then that's going to push something else back, which can certainly happen. Um, but I know our list, even in thinking what was already shared with the vision team, which I want to be sure that I'm catching you up as I said I would. I want to be sure we have time for that. George, I guess I I really I appreciate that. Thank you for saying that. Because for me, I want to make sure that when it's time for us to pass the budget, I feel comfortable and I understand what's that I've shared with any concerns that I have with you, that I've understood the perspective that the administration has that we can actually have a budget that we can all live with. And that's coming up next, very, very soon. And so, and there's a lot of I feel like there's a lot I don't know about that budget and um and even the program and stuff. like I know we're kind of trying to land it, but that hasn't landed. That's got to land, you know. So, I think we live with listening session a little while longer like it is. I agree with Director Holmes. I think there's some some questions that remain about listening session. I don't want to squeeze it into something, you know? I mean, I I I'd rather just us focus on what's what's most important to me, to speak for me, is making sure that we understand what's happening with the budget and we understand the program changes that are coming and even the standard of care. I don't feel like I have a clarity about what the standard of care, how that's shifting and where that's landing and that's most important to me. So, so can we agree that um another time a listening time discussion will come up but not in the imminent future when we have all these other things going on but we don't want to forget about it. [Music] Agree. Agree. Yeah, but again I it's not I wasn't asking for next board meetings. I just I think the last time we spoke about this is in January and here we are, you know. So and then before then. So I just of course budget takes priority right now, but this is a board responsibility that we have that we've elected to have and I know people say we don't have to do it. We do. So we owe it to ourselves to have the conversation. I you know four months with you know after that we've got two months now to get through budget. So that'll clear that. I just don't want it to be forever pushed aside. Okay. And I also just want to for the record say at least from my perspective being in multiple districts. The way we do it I think is I I I understand access but I think that it's not because it's not on camera because folks are able to talk to the board. I think it's unique and I I think it's well done and I actually wasn't sure when I started that I would feel that way and I do. So I I also is it broken? I think that's the question you know and different perspectives on that. Okay. So we're going to leave listening s listening time as it is but we're going to put it in the parking lot for when we are able to discuss it fully. All right. Next thing up, I think we've already we have the time aotments that have been added. Um, so we've got that. We've already talked about the board not meeting till past 10 p.m. unless like tonight there was a request and there was an agreement. So I think those next two bullets around meeting efficiencies are okay. Um, the next one is uh the recommendations again originally offered by legal holding just one business meeting in one study session per month. Um I'd like to propose uh and I revised it a bit in red. Um working toward the following in consideration of the discussion by the board. A revised recommendation is to move listening time to the first meeting of the month followed by a robust business meeting. no study work session that evening. And then the second business meeting was no brief with only um draft minutes and finance approvals on the agenda as well as occasional business action that is timerestrictive and then the study or work session will be more robust to support the shared goal. studying and discussing issues in detail before coming to the business meeting. Trigger long, did we ever work out the whole finance thing, paying our bills? Yes, we can open just to pay bills. That was what I was waiting on is to see if that was going to be. Yes, you can do that. that would have to fall under the occasional business action that's time restricted. But you can vote at during a work study session. There's nothing that prohibits you if it's publicly noticed from voting. But as it as it sits right now, there are two business meetings, just a robust one and a very brief one. Correct. I just I would like our agendas to be dependent on the topics that are there and so again a work session I don't want to just limit ourselves because we haven't done a study sess or a work session on listening hour as we just discussed and so we don't have to take cabinet's time to do that as a board we haven't done a self evaluation as a board there's some word tasks were behind on so I don't want to limit our work sessions on what we have our list in the parking lot is lengthy so I think there's some time there where we can respect your time and the cabinet's time but still come together as a board and figure out we haven't even set official board goals I agree with that so these are all things that I think we could give time to and come together as a board and I don't want to lose those items. So I I just picking an arbitrary number doesn't make sense to me. I understand respecting time and and cabinet and I just know there are topics that go beyond we can't even get to our agendas last meeting and this meeting. So I think Renee had her hand up before me. Well, because then the other, you know, the other part of this whole discussion is really based on meetings that start at five or six o'clock and then in traditionally with this group of rungo midnight or two in the morning. So, uh um having extra meetings of work session meetings would be an option. So, you have a meeting that's two hours that only discusses listening time and it's limited to that. If we're going to get through some of the work, then I'm going to recommend we better have listening times. I mean, we better have work session meetings beyond the nights that we have our regular board meetings would be uh the way to get through it. Well, actually, we used to have a work session, you know, it used to be three three meetings. I I guess I what I'm really interested in and I I I'm will go with the group on this. I'm more interested in us getting our work done. Uh I think director Holmes listed a lot of things that we have not even touched. We still have our own former review to do. I mean there are a lot of there's a lot of board business you know and for whatever reason that hasn't get gotten done. I'm not in the you know cast inspirations. The fact is we haven't done it and we do need to do it, you know, and so I think that whatever accommodates that is is is a priority for me, you know, how can we how can we get the work done that we need to get done that is really board work and um I would offer that dedicated time for just work sessions would provide that opportunity. I have a shared goal. Same goal. Dr. Hel, well, I'm just wondering if we I mean, we could talk this to death, but why don't we give it a try and then if it's not working, if we're not accomplishing what we need to do, then we come back to it in 6 months or whatever time period is. Yeah. And also in support of that just like director said if for some reason we have agents things that need to be addressed there's no reason we can't come to a consensus and say next week can we have a 2hour session as a board right we we we are willing to do that but having a dedicated time to say okay this is when we meet as a board once a month to address these issues it will weed out some of the fluff also I think Right. We do our homework. So when we are at this meeting, we know things that need to be done and we efficient. Director Holmes. I think so. I I don't think there is much fluff right now to be honest. We like I said, we haven't even gotten through our complete agenda. I didn't say there is fluff. So it will weed out if if things are set to a certain agenda, then there won't be Well, you use the word fluff. So, I'm saying our our meetings have been pretty time constrained right now as it is because we put the 10 p.m. pumpkin a lotment on and so we haven't completed our agenda last session or this session. We still have FAC bylaws to get through that didn't carry through. So, I'm I'm concerned about limiting when we're not completing the agenda items now. And we've been trying to do, you know, a better job. Caroline's timing flagging chair. But, you know, I I I it's still not there. It's it's and so I don't the the f the hyperfocus on time for me isn't improving, I guess, what I want to get to. And it's getting the work done. And we have a lengthy list. And two newer boardrooms, you probably don't even know what a parking lot is. I mean, you know what a parking lot is, but you don't know what's on the list. And so that's one of the conversations where we come together and talk about board member parking lot items and there's a wealth of them and then we have to prioritize and it's it's lengthy. So I just that is board business that shouldn't tie up staff's time. If I just respond to that real quick. I I think though that in the professional realm of things items that are agent need to be addressed as agent, right? things that we can push back can be pushed back and when time allows it is done like listening time you just said it started from January right no that's the last time you spoke on it okay it is May we haven't addressed it so that means it is not that agent right now if budget comes up and that is agent the board needs to address that so there are things that once we start with the calendar process all these things can be spread out in a year and they will be addressed perfectly on time without overemphasizing our time limits cuz some of us do have to get up in the morning. I'm sorry. What does that mean? You should have been here last year. I do get up. No, no. I'm just saying like I'm just asking for clarification on the statement. I I have to get up at 7:00 to see my first patient. I have to get up as well. Okay. It is not against point of order is 1016 now we're going past um would there be a reason that we couldn't just like accept the rest of this document there's so little red left on it so with that though that we just talked about are we going to July one schedule meetings out as recommended here or no I think there was enough agreement to give it a try and see what we thought. Right. Yes. No. No. No. So, so that means in in practical terms that means that we're going to have work session once a month. Long work session once a month. Long business and with an agreement that if we need to have more business that we just have to have another meeting. Yeah. And and with advanced notice to figure out the best dates because people just plotting dates on a meeting without checking everybody else. Not okay. Well, we'll see how it goes for July and August. How about that? Can we do that? Three months. Three months. Okay. Three months. July, August, September. And by that time, we'll have a good feeling about this is great or this is not so great. Okay. Could we do that? No. Yes. I'd go through the end of the year. Too bad. and make a change at the meeting if needed. Oh, good. Okay. Well, I I'll I'll reserve my opinion, but I I'd have to actually see it in practice and see I'm willing to go to try it, but I I you know, I I'll become a believer when I see us getting the work done that we need to get done because we haven't gotten the stuff done. Okay. Now, [Music] the rest of it, uh, goal three and four were were just the way that the items would, um, change to be called out on the business meeting and the study session, um, a work session, work session aligned to those five areas of the of the board rules, which are also aligned to the um, board uh, working document. that hopefully that's one of the things that comes forward at one of these study sessions is to make sure and and just so you know we've been tracking it so we'll be able to show you how we've been using that at least internally to make sure we say okay the board says that they're doing these cycles of review of policies when have those been approved the oversight of operation you've seen nine presentations tonight was the last night of that strategic theme one so it just has been an ongoing um ability to say okay here's And that's kind of that flow kind of that you talked about that the year just becomes really predictable. Well, you know, uh, superintendent, I think that, um, the work of the organization and the administration is a moving train. There are things that must get done and you're going to get those things done and bring them to us because we have to by law or some other, you know, external pressure. the work the board needs to do. I I I just think in this our board needs to set some goals for ourselves and we need to identify the things that we think are important for us to monitor. We have because other than that we're just we're just going we're just we're following the administration. I mean I I this just my response which is not which is has nothing against what you're saying. But I'm saying I think that in terms of the board's work, I think one of our very soon things we need to be working on is setting some board goals. And um and the one last thing I will say too is about um it it fits in here and I don't know exactly which bullet it fits in in terms of efficiencies but assuming good intent. I believe that it's important to stop all the the the extra editorializing and language around what anybody else is intending when they say something. Whatever they say is what they intend, you know, and so all the editorial around it takes us to a place where we do some of the things that Mr. Wallsburgger talked about before. We spin up because people don't want to be insulted. And so we'll appeal can appeal to our chair when that happens and we'll expect the chair to have a room. All right, it is now 10:20. I have the calendar for June, July, and August. Anybody to write down any days they were not available? Anybody still need to turn? We have not completed. Okay. And then people were given post-it notes to write down topics that they thought would be appropriate for I mean I sent this to you that you were prepared to do that. If you're not prepared to do that and want to send it to me in an email that'll be just fine including what we've already sent emails to you then put it in a fresh email to the board. Okay. Just the dates on the calendar are for the summer professional development. Okay. And then if there are things you would like discussed at professional development in the summer time also that we'll get Molly back her post. And now we got through her whole document. This document is done. Is done. Are are you okay if we try the agendas in those two formats? Yes. Yes. Yes. She said yes under the caveat of Okay. And director. Yeah. I just wanted to stay on the record that my choice of the word some of us have to wake up was not intended to be mean to anybody. I apologize if I went that way. I'm not here yet to be taken any question as all right in that case. Thank you very much. We'll see you next week. Tuesday. Tuesday 5:00.