All right, good evening. Uh, this work session of the school board of oile schools is being held in the forum room of the educational service center on Tuesday, January 6th, 2026. The work session is being audio recorded. The recording will be made available on the district website within two business days after the work session is ended. With regards to the audio recording, our communication staff has asked that we share a friendly reminder that side conversations during the work session are picked up by the recorder and can affect sound quality. Also, conversations during transitions between agenda items are on the recording as well. The intent of the schoolboard work session is to allow for schoolboard discussion of topics. Work sessions do not include an opportunity for audience members to address the board. To acknowledge attendance this evening, I'll ask that all present at the table state their name starting with the person to the left. >> Tanya Prince, school board member, >> school board member. >> Anthony Paris, executive director of technology. >> Eric Paster, school board member. >> Brian Several, executive director, community engagement. Kala, executive director of community relations. >> Steve Fliss, assistant superintendent for elementary and middle schools. >> Adam, student, student board. Amy Thompson, district level principal. >> Naomi Cooper, student board. >> Christian, student board. >> Jill K, director of learning and achievement. >> Brian Bass, assistant superintendent for high schools equity and achievement. >> John Schwarzland, executive director of HR. >> John Morstead, executive director of finance and operations. Sarah Mitchell, school board member, Amy Moore, general counsel. Kelsey Dawson, school board member. Kim High, superintendent, >> and I, uh, Thomas Brooks, schoolboard member and present. Uh, the purpose of schoolboard work sessions is to build trust and teamwork to exchange information and when applicable to provide direction in order to facilitate efficient and effective decision-making at regular board meetings. Dr. Hy, will you please share your check in? >> Sure. Thank you, Vice Chair Books and Chair Prince, school board members. go and get going tonight because we have our wonderful scholars here uh to have a discussion with us around standardsbased grading practices. So, Dr. Bass, I'll let you introduce our speakers. >> In an effort to turn it directly to students, I'm going to hop right over to uh district level and get us started. >> All right. Great. Thank you very much for having us. Um schoolboard members, we appreciate being here and always um are excited to do a student perspective. So tonight we are talking about standards based grading and this is a topic that was shared um and presented more information on by Dr. team I think at the last work session and so we are just extending that with sharing a little bit more from the student perspective. So we have two outcomes today for our time with you. The first one is to explain the student experience with this grading practice in their classes and then the second one is to discuss ideas for improving standardsbased grade so it works better for our scholars. So um back in January on the 26th we all came together um and had our own little mini work session. So we actually listened to the podcast that was created which was a a refle or summary of the previous board work session and as students we spent time listening to small chunks of that and then talking about the different topics that were in that. So part of it is um just becoming creating awareness as well as wanting to offer um their own experiences. So from that we kind of kind of highlighted four different big areas. first of all the purpose and what grades measure. Then really look at standardsbased grading practices. Um the students had just reflections on how this connected to their own experience and then coming out of that had a few recommendations. So we're going to um I'm going to turn it over to our students um and before I do that I just want to highlight two concepts. So you'll hear uh and you may be familiar with these concepts, but two of these um things you'll hear the students talk about and one is formative assessments and summitative assessments. So they're pretty familiar with the language and how they interact with their um teachers and learning in the classroom. But when they're talking about formative assessments, that is something that might be used in a class period at the end of a lesson. um a really short little it could be like a little mini quiz that helps the teacher and the student understand their own knowledge on a specific topic. A summit of assessment then is a longer maybe a group of standards um or a unit of study where at the end of that it's kind of a culmination of learning that summarizes what the students have learned throughout that unit. So those are some words that you might hear that you just want to make sure that we clarify. So I'm going to turn over to our students. >> Okay. So for what grades measure, I feel like we can all agree that grade is supposed to measure how much a student like grows and learns throughout a course of a a classroom. But we all agreed that it kind of feels like grades are kind of measuring our effort or what we put into the classroom, which sometimes it can make us feel like when we get a bad grade that we're not smart enough or we can't handle the course break. Um, historically grading was designed to sort students. Um, with historically, you know, things are changing really fast. In the past 20 years, social media, AI, there's just been so much. And still, there's just so much of the old school system that has still remained. I've had experience where in some of my classes where if I get a bad grade or if I do bad, my teacher almost sees me as less, treats me as less, and can also like put me in situations that other students aren't. And that really bothers me. >> Oh [ __ ] I don't have to read that far. Good thing I got my glasses. >> Empathy and flexibility. Overall summary. This is about students have a life outside of school just like teachers have a life outside of work. Um students notice that some teachers acknowledge that factor but do not adjust to the deadlines. And we all understand that teachers prepare us for college, but not all of us go to college. So that preparation for some of us isn't necessary and is a barrier to our mental and well-being. And some teachers, some students know that teachers work hard but don't want some of the flexibility. and then grading and support for every student learning at high levels not just those who are fewer responsibilities typical of school success. Um overall a lot of us outside of school are extra set of parents we are workers. We are in sports and other activities. Some of us come to school at 6:00 in the morning and we're expected to stay awake the entire time and then after that we go to work and then the day repeats all over again. So some of us are mentally exhausted to keep continuing that cycle and then for some of us it's survival because we are the extra parent in our family sometimes and most of the teachers or some of them do not acknowledge that. So, a lot of the times why students can get bad grades is because they don't have the resources to get the good grades because they're always doing something else. But that's basically that part. >> Okay. So, we all agree that retakes are a good thing because retakes help give us a second chance to show our learning. And just like Naomi said, we all have responsibilities outside of school. We have club, we have sport. So, retakes helps give that flexibility as well. Um, oh yeah, and also retakes can help make some a little less stressful because they are 80% of our grade. So retakes can take that interest away from us. And in general like life is about learning from our mistakes. So like retal consistently line practices. So like from class to class there's a lot of inconsistencies in grading in general. Um like some teachers will give zeros while others don't. Um not all teachers allow retakes and like if we think retakes should be like an option for every class. Um and then um just like overall like the grading scales for each class are different. They're based on what the teacher wants. So we're like our and that makes it like really confusing for students. So our thought process was like for each subject like all English classes, all science classes, all math classes will have the same grading scale and it's not up to like teacher interpretation because then someone like two people can be in the same math class, but if one teacher's grading scale is different or like they grade it on a curve and the other doesn't, then they would get different scores and that doesn't really make sense. Um, and it also like of course we have the grades like on a scale of four for like GPA, but I know like I know someone who got one question wrong on like a test with over 10 questions and it brought her grade like the grade for that test was a 2.75 which doesn't really make sense if you're thinking of it as in as if like if it was 10 questions. If it was 9 out of 10 that's a 90% that's like at least a three. That's not a 275 if that makes sense. So just like um really enforcing that all teachers of the same subject are grading in the same way. And of course it might be different with like APs and stuff but then still all the APs can be on the same level and then all the regulars and like everything. Um yeah this is just more of what I just said but just like consistency um within the department and it is helpful to have like clear rubrics and syllabuses. I know some like I've had teachers give me a syllabus. Um, but it's like addressed on the first day and then never looked at again. So like if rubrics and the grading scale could be implemented in something like that, that would also be helpful. And then lastly, we said that extra credit feels unnecessary because there are retakes and extra credit usually involves like a lot more work. And so the people who have like outside responsibilities won't be able to do that and those are the people that the retakes are trying to help. So extra credit would just be boosting the kids who are already getting the top grades which is like there there's no point for it because of retakes. Basically what Alia just talked about support alignment between departments. Now, we're not saying every department like English and math have to have the same grading skills, but that every teacher within said department should have the same grading skills so that it's consistent and so that students don't need to check with each and every individual teacher what their grading skill is cuz we shouldn't be expected to already have that information in our mind. That's it. And for moving towards students taking retakes. If the goal of education in high school is for everybody to learn, like I think it's more beneficial that people take retakes and learn more versus just succeeding and failing. So honestly, if the goal is for us to learn more, retakes are 100% beneficial. Um, and then in addition to that, like what Christian said, the goal is for every student to be as successful as they can be. Um, then we were thinking of like reducing the number of formative assessments or like making sure that formative assessments are necessary for the learning process because right now it feels like a lot of formatives are just like busy work or daily stuff. Um, and so like that's not super necessary to put into the grade book. I know I've had classes where there is daily work but it's not necessarily in the grade book because it's not like it's not needed to do well on the summit or to learn all the content. Um so and then like so yeah that's just >> yeah and then lastly we just know since students are busy with jobs and clubs after school we just think that flexibility should be a little more given to students especially are there any questions I have a question since you guys said 100% of you like the are for the retake But what percentage of your classes, like are you saying you like that that's offered or you're suggesting that it would be offered more? Like out of your school day, how many classes offer retakes within that? >> I would say a majority of classes. >> There there's like a select few that are heavy on the college don't do retakes. So you don't get one either. >> So I would just say yeah, it's more that more teachers do that than less. >> Okay. >> If that makes sense. >> Yeah. But I think I think we think it should be all teachers. Yeah. Um especially because like of course like you said people like oh college doesn't get that you don't get second chances in life whatever. Um and I think if the goal of like high school is to prepare you for college or for whatever postsecondary plan you have if the goal is to prepare you like for just life in general then I think giving like giving students grace is really important. And also, if a student does like poorly on the first test and then they ace the retake, if they learned the content, does it really matter when they learned it? You know, like if if they got like if they understand it at the end, I feel like that's what matters most. >> And what's usually the timeline? Is it kind of a standard like a certain number of days or is there flexibility with when you need to take the retake? >> I would say it depends on the teacher. Sometimes they'll be like, "Oh, you got a week to win the contest." Or they'll be like, "Whenever you're ready." So, they'll give you the time. But obviously, it's not going to extend to the next trimester. That's kind of most of the cut off. >> Some retake work, which I feel like is fine because then it helps you like understand the concepts more as long as it's not like an insane amount. >> But um that's prep work to take the retake. Like in order to take it, you have to do that. Do you get full Do you know if you get actually do you get full credit for retakes? >> Depends on the teacher. >> Yeah, some of our teachers >> Yeah, some of the teachers will be like, "Oh, you have the point taken off for the ret. I think there should be like a system in place that doesn't all like I like the flexibility between like teachers deciding how they want to grade but it almost feels kind of no it is inconsistent and I haven't had like a traditional high school experience but just hearing from that and from my own experience in a way it's really inconsistent not really that good >> right like as far as teachers can like adjust it based on what they think or if like the whole class does poorly or something they can like revisit it retach it stuff like that. But just like in general like overall there should be a consistent grading scale we think just because it's less confusing and also it helps to make sure that the grades are accurate like an accurate reflection of what the student knows. >> Does it differ between each high school on retake grading? Like so each is at your schools it could be dropped an extra half half a point or >> for my school they don't really drop retakes like if you get a retake and you get the full score you get the full score. >> Okay. >> Yeah. >> Our center teacher based like >> teacher based. >> Yeah that's what I would say >> cuz from what I know every teacher is different. That's why I always have to ask which gets a bit tedious but you just have to do what you have to do unfortunately. >> Is it teacher based at the other schools at all or just exactly the same? >> Everyone who offers retakes gives full credit. >> Not everyone offers it though. >> That would be an interesting audit of who does offer it. >> Yeah. >> I'm sorry. You said not everybody offers retakes. >> Yeah. Have any of you applied to college? >> Yeah. >> Or are planning to? Has this grading come up at all? Has it impacted your application process? Some of the feedback I had heard last year was that it's hard to compare with the weighted once we get into the weighted conversation like how how that compares across the country. So just curious if you've had any feedback about that during your process. >> I haven't had any from mine. I also think that um well the colleges I apply to at least are looking at more than just I feel like a lot of colleges now are looking more at more than just GPA or class rank um and they're also looking at like other factors that also equally contribute. So I I haven't heard anything but >> I haven't I don't know I I'm going to a liberal arts school. I don't know if they care too much about grades, but but uh I know the rest of the country goes by percentages, so the 1 2 3 4 might be a bit different transferring wise. Like I don't know how it's going to be when I get graded in my other classes and they say, "Oh, you got a 75%." I don't know what that means. >> So, I think for students transferring to college, they might be a bit confused because we've always done one, two, three, four. Good point. >> That's good. >> I mean, >> I guess you could just do 75% of four and then figure out. But that's like annoying, you know? >> Yeah. >> I don't know >> cuz it might be different. >> That's true. >> They might be, oh, 75 that's a C or 75. >> Yeah. >> In your discussions about flexibility, did you have any kind of specific ideas about what flexibility would look like? I think to make it work, it should go in my mind person by person basis, kind of like mental health. Cuz although everybody needs mental health, not everybody will speak up for themselves. And I feel like the students who need it the most will say something and they'll be like, "I have so many things going on this week. Can I please just get an extension?" Like that. I think that will work because the students who need the extension will say it or teachers will just be like, "Hey, I'm a flexible teacher. I can help you with this. You just have to let me know." So like everybody can have access to it and then it can just go by person by person basis instead of like everybody gets the same need cuz everybody doesn't have the same. Um, I also think like to add on to that, if they're like I know some people be like, "Oh, that's unfairness conversations or whatever, treating students differently, which like really just treating them based on what their needs are." But even if it was like if teachers like of course deadlines are still important and it's still like time time management is still an important skill. So if teachers give deadlines and they're noticing that some students are like consistently missing them even though like you know they are showing like they know the stuff and it seems like something else could be going on. I think having the teacher like really take initiative and reach out to that student be like hey if you need anything like do you need some help on this um like you can like come in during this time and we can work on it together or like if you need a few days extension just like let me know. So like it might not be like whoever just asks for it can like get it because then some people might like some people who don't really like need it I guess might try to like abuse that. Um so yeah I don't know just like having the teacher really be more cognizant of that. Um yeah >> so I have a take on that. Um I really agree with the person at firsterson learning. I mean, that's what I've done. But when I think about it, how would that clash against a current school system, especially like the traditional high schools? You know, I think that's a great idea, but would that make the standard for certain grades kind of almost like it could be easier for some and harder for others? And I'm not against it. I'm just kind of trying to see how that would play out and work. But I don't >> I would say not too much. as a student who needs extra help all the time. It would just be like time out aotted outside the classroom space. You know what I'm saying? Like sometimes I take college months. So I spend a lot of my time in the monk classroom outside of school >> just to learn extra if that makes sense because that's the extra me. So Christian, you had mentioned um some negative experiences. Um from your perspective, is that um rare or is it common? And have you felt that there's an outlet to share when there's um when you've faced something that's not been helpful from a teacher? Um, I feel like it's been kind of common, not directly in like the ISD279 like area, but definitely in other schools I've experienced that where I would not do so good on tests or I wouldn't do so good and I would get almost treated less like a lot of other the better students would get to pick where they want to sit or have more flexibility or more stuff for the teacher. But for me, when I was struggling, not really. Um, I wouldn't say I really had a lot of safe outlets to get that out, but that was years ago. I'm sure it's a lot different now, but any of you guys want to add on to that? >> Christian, was that in a school district? >> No. School. >> Okay, that's good clarification. >> Um, I have another question. This might be more of a joke question. Um, in terms of because you guys have mentioned we don't necessarily grade the time factor cuz I agree work you get a second chance and so whoever said you don't get a second chance in the real world that's silly. You do you get many chances. >> Um, so I like I love that part of it and that it's it's real life based. Um, but I am curious how it how we reinforce some of those skills of um like time management and you know self-determination in the process and it sounds like even retakes that's part of it. Um, but I'm curious if there's been feedback or impact we've seen as kids have started to graduate out and how this has impacted that part of learning. >> So in terms of kids who've graduated and come back and give us feedback, I don't know that we have a lot of that information or just studies just studies. Um, I think the other piece is that there are still lots of ways where time management is reinforced, but uh, a retake is really there in case you need it. It's not the general process that we want that every student's going to say, I'm just going to do this and do it in a retake. So then uh, I can't remember which one you spoke to, you know, the extra additional work that some teachers uh, put in place to do that. So there is still though those lessons whether they're implicit or explicit from teachers about the importance of time management using a calendar. We start using planners in uh kindergarten, first grade and writing down and then really getting into it uh in middle school and then with the addition of AVID classes and advisory there are lesson explicit lessons in both of those programs. >> And I'm not saying retakes mean you have bad time management because we've had to use those as well. So in our home >> also um when I was um from elementary through middle school, I went to um a preparatory school as well and they had like very strict deadlines like if it was late it was a zero like stuff like that. And for like for those years I turned everything in like like on time like pushed myself like you know went above and beyond and that did like that impacted my mental health negatively. So then when I got to high school, I was relieved that it was a little bit more like um I know that I got a little bit more grace, but on like time management stuff, I really haven't noticed a difference from when I was younger to now, just even with like the different grading. >> Thank you. >> I would say with the time management in AVID, I I think it hits more of the lower grades like 9 and 10, and they seem to be doing amazing. Like every program is doing great. Wish it was around when I was in their place, you know. I think the AV program really works and they got bar and I for all the rest of the other students. So, I think they really honed in on like the planners and stuff. >> Yeah, it works out. I see it works out for them from what I see. >> Um I So, I don't have much else. I mean, I thought the point that you you all made about extra credit was valid. Um, I think one of the questions that I have, um, think I know you mentioned, um, a lot of students kind of taken on that role of a second or third parent in the house, um, needing to bring in additional income, even if it's to support themselves, um, sports, clubs, all of the other things that that life brings. um the formative assignments like are you finding that students are motivated to complete those when it's so little of the grade but it's so critical to success on the summitive assignments >> I would say as a student who is in circles of other students who are like really high achievers they'll just say I'll do none of the formatives I'll do all the summitives because the summit is 80% of the grade and if they get fours on all the summitives that means the grades even if they have all their formulas missing. >> That's sometimes how it weighs out. And so some of these students who are really busy just find no need to do the formulas. And since there's so many and they pile up sometimes, you're just like, why do them? >> But I know it varies from student to student. For me, I kind of struggle. I'm like, oh my god, this teacher just assigned me five assignments and this teacher just assigned me six. Y'all got me doing everything. I'll do them. I'll do them. That's the type of student I am. but I won't do them on time. So, it ends up making me send them in missy because there's so many to do and they kind of pile up. >> Yeah. To add on to that, I think like formatives like for some of my AP classes, formatives are only 10% of the grade, which is even less. Um, so like they don't impact your grade as much, but they still impact it. Um, and so like I'm not the biggest fan of formatives personally, but I'm also I would say I'm a pretty good test taker, but then like also taking into account the people who are not like who are anxious test takers who really need those formatives to like boost their grade. So like originally I was like no, just like get rid of the formatives, make it 10%, like it doesn't affect you. But then that's also not fair to the people who may know the material and may know everything and then the test comes and they just like freeze. So, I feel like the ratio of 2080 is pretty good like right now in general. Um because yeah, I just feel like it's a good a good balance. >> Maybe >> it's just the volume. Is that what it is? The volume. >> Yeah, the volume of formatives like a lot of them are just busy work. Like we do not need that many. I don't need like 80 formatives in one class. I think if the formatives could be narrowed down to like material that that will actually like benefit us and like help us learn the content because some of it it's like content adjacent but that's not very helpful I guess. >> Um so like I do think formulas are still important. Um it's just hard to find the ones that matter with like in the sea of all the ones that don't really. >> I agree. Just kind of building blocks up to the summitative would be helpful instead of all the extra go do this or go do that. >> And why would somebody do like 20 formatives and it only be like 20% volume >> is way too much when I can just not do that, save my energy and do a summitive. >> Like they need to lower the amount of formatives or kind of fix that a little. Well, and my worry there is that people will throw the baby out with the bathwater to some degree and not do formatives. So, they don't have they don't get those steps where they learn the material. And that's kind of the feedback I've heard is my kids don't do the formatives. They'll just do the summitative. So, then they just don't know how to do what they're doing. They just can wing it basically. You know, kind of like some of your friends, they sound like really good test takers. Um but if you don't have those foundations once you get to higher classes it gets really challenging or you know SATs or college and >> I think your formatives were like if if the volume was decreased and like for a lot of my formatives there is time in class to do them and so I think like time in class or even with the teacher to do it or to even start it is helpful and like just for people to you know like getting started is always the hardest part I feel Um, so and I also think if the volume decreased, then instead of having 20 missing assignments on my plate, I would have like three. And that's a lot more doable and and I'll be learning like the same amount. >> So, how many do you have this week? Like just a slice of your life right now. >> I don't know. I'd have to count >> like on that you have to do. >> Oh, >> not missing. Yeah. >> Um, >> it's only 1% of your grade if you get right or wrong. Like how many assignments have >> Yeah. Like how many do you have this week? What's a normal life? >> On your phone. You can see what's in your >> You have five >> somewhere around that. I don't know. >> Yeah. >> I would have to look at school. >> They're one per day almost. >> Depends on depend. Yeah, that's so for me like that's the well and thank you to staff like the last couple of presentations have definitely informed me of standardsbased grading and I I feel good about it but the thing I struggle with most is that 20% for the formative. Um it does feel like a lot of busy work. Um as students you're getting maybe not you all but some are getting all of the missing assignment alerts. parents are sometimes getting a ton of missing assignment alerts and it seems like it's not worth the effort sometimes because it's it's not worth much of of their grades. So, I I just I struggle with um if students are skipping the formatives, then they're not necessarily prepared for the summitives. Um if they're cramming for the sumatives, are they just taking the summitives to get the grade or are they actually learning and retaining that information? Um, so like that's I guess conceptually like what I'm struggling with, but um otherwise thank you for the presentation as always. Um, it's always great to hear your stories and and how it actually works in the classrooms. >> What happens if you switch the percentages around the world? Does that not really work? >> 8020 like 7030. >> Oh, like 6040. >> No, not 60. I do have to do it. >> Oh, yeah. You're right. >> I think 8020 is >> Well, I feel like what I've heard from you guys is that you want it to be quality. Quantity versus quality is I think a consensus of what I heard. So, >> that's feedback. I'm sorry. I say one of the things that we talked about was that yesterday when we came back was really that alignment between the formatives and the sums that you could really see that and see how that formative uh was quality to build to that topic. >> Thank you. >> Thank you guys. >> Um really quickly before um this doesn't have to do with grading by any means but as a student board rep like having this time I feel like I just need to address like talk about something with all of you. Um, so this is something I know that's on the minds of a lot of students and staff and just everyone here. So obviously right now ICE is in our community, like taking our peers and there hasn't been a public statement from the district to address this. Um, especially at Maple Grove, I've noticed a really big divide between students with different political opinions. Um, but ISIS's actions are no longer a political issue, they're a moral issue. Um so like the Aussie school's mission statement is our mission is to inspire and prepare each and every scholar with the confidence, courage and competence to achieve their dreams, contribute to community and engage in a lifetime of learning. So according to the statement that you've all promised to uphold, the school board's job in short is to support and encourage every student to continue learning and giving the option for online learning and sending vague messages about safety is helpful but it's not enough. Um, and like I talked to a few students and staff at Maple Grove about what they think could be done to increase the support and safety of students in the district. And some of the stuff may already be in place behind the scenes. It may already be like going on. I don't doubt that you guys are doing like what you can. Um, but the students are not aware of that because there's been nothing to address it. Um, our parents get the emails from the district. We don't. Um so like a lot of us are in the dark right now and it feels like there's nothing happening to support the students who are scared to come to school. Um, so some things that I some like feedback I received are missing students should receive support from the school instead of disciplinary action for like truency um attendance and then approaching students directly or sending out a district-wide message instead of waiting for students to come to you because if students don't feel safe or comfortable attending school, they probably don't feel comfortable asking for help with that either. Um, so like sending messages directly to the students or parents of students who have been missing, seeing like um what we can do to help. I don't know if the district is allowed to like organize a mutual aid thing for like not politically whatsoever, simply for students in our community and their families who are struggling right now. Um cuz I know and mutual aid of course it has to be like an underground type thing but if it go if it went through like a secure place in the district. I feel like that could also help with the people still at school could help bring the community together and also give support to the people that are online. Um also describing what the online option would look like um and encourage students to do what they need to in order to stay safe because a lot of students like they might want to do online but nobody really knows what it entails. No one knows what it is. No one knows if we have to take different classes or if it'll mess up our schedule or how that will look. Um and then this um the last part, this one is a really big one. I think informing students and staff of ISIS's rights entering schools and like the protocol we would follow if they enter the property without legal requirements. Um, and just like our rights as students. And I understand that like teachers may take or teachers or parents, whatever, may take this as like a politically charged lesson or like, oh, they're leaning to one side or the other. So, like navigating that. Um, but in my head, it wouldn't be a political lesson. It would just be like informative in the same way like we get taught about what to do if there's school shooters or if there's strangers in the building. Like it it could even be a foundations lesson on this is what we do when a stranger enters the building. Um, and like these are your rights in general. Um, and I understand that it might be difficult to get approved, but I also think that the safety of the students is worth fighting for. Um, so in order to uphold the mission statement that you all agreed to, um, please consider implementing these ideas or similar ones and put the safety of your students over the politics involved in protecting them. Um, and then just my little speech. I just want to end it by reminding you guys of a quote by a Nobel Peace Prize laurate, Desmond Tutu. If you're neutral in situations of injustice, you have chosen the side of the oppressor. So, please just keep that in mind. And again, I'm sure there are things going on behind the scenes, but there's nothing that's been done to directly like address the students. And I think that's really important. So, thank you for your time. And if you have any questions like you guys have my email but yeah that's all. Thank you. >> Thank you. I do have one one quick question. Um so one thank you for the statement. Um senior leadership in action at the school. Um and so thank you for that as well. Um one question I had you mentioned that you acknowledge that there probably is a lot happening that students just aren't aware of. What's the best way to get a message to students? >> Um, honestly, I'm not I'm not completely sure. There's a few different things like >> of course, yeah, your social media. >> I know social media. >> No, no, not your specific. I'll People actually look at the district social media. I know that sounds crazy, but like people repost that stuff. I I look at it. That's that's just one idea besides an email >> or even an email to the students cuz students don't don't get the district emails only parents do. Um, so like an email or like um I don't know if setting up a mutual aid thing is even possible, if that's like legally allowed or whatever, but just I don't know in general or even like the foundations lesson um like with the what we do if strangers enter the building, adding on to that like or just like an announcement, an email, like anything to get the message out, making it required for teachers to say it in foundations, like honestly anything that will make like even if only like 50 students get the message, it'll spread. So it'll be like at least we know something's going on and like obviously like you can't compromise the safety of the students who aren't at school or anything. So like just like keeping it vague like the district is actively working on it like this is the online schooling. This is what it looks like. This is what resources that you can like use if you need help. These are things you can do to like donate just like information like in an email to the students, to the parents, to both like just in general in social media >> if if that's like allowed. I don't know. >> I mean, I just thank you so much. I mean, this is exactly why we have student board reps. This is exactly why. And so, thank you so much for for saying that. Um and I know that um you know our board collectively we we did pass a resolution um really stating kind of the role that just exactly what you said how it ties to our mission and that education as public in public education we doesn't matter status right everyone is safe and everyone is welcome um I think it was a huge miss I you know I I mean I'm even thinking of myself you know we I know that we try to put a lot out to our families and and parents But um but it is it's it's our scholars, our students um that that also need to know where we are and where we stand um about humanity and about people. And so thank you so much for for for making that statement. >> Thank you guys for listening. >> Thank you. >> Good. Thank you guys. >> Right. Go ahead. Dr. Bass on our our cabinet on update district operational plan. >> Okay. Will you drop? I can't I can't >> I can't have it anyway. >> All right. Second. >> Would you like me to run? >> Oh, she go for it. Teamwork. Teamwork. You don't actual. >> No, I'm just using >> Brian. I can do it. I got it on my >> Thank you, executive director of technology. All right. Thank you, Dr. How. Good evening, uh, Vice Chair Brooks, Chair Prince, members of the board, and community members. Tonight will be sharing the 2025 2026 operational plan for the school district. Um, and then joining uh me this evening will be members of our cabinet. Um, we'll be sharing uh strategies, process, and outcome measures that align to each of the strategic directions. and then within our respective divisions or areas of responsibility. So our two outcomes for tonight, the first one is to learn about the operational plan at a high level and then number two um seeing the alignment uh between um the work that we've prioritized and the strategic directions that you all have set for the district. So again this this uh should look very familiar our strategic priorities for the year. Uh this presentation actually reflects D1 which is to refine our district department and site operational plans to serve as a tool to monitor the impact of continuous improvement efforts on student achievement. So we're going to be providing updates uh in terms of the work that we're doing in each of the four strategic directions this evening. This should look familiar. Um in our vision card presentations we shared the system strategy return on investment uh framework and so we tweaked it just a little bit. Um the top line with the vision cards said expected outcome here we shifted it to goal. So this past fall when the cabinet met we talked about what what uh what process and what steps made the most uh sense in terms of how we think about our work and we felt like goal was a better descriptor than expected outcome. So our goal is what we're trying to achieve, the strategy, the main actions we'll take to reach the expected outcome. The process measures again are what are the adult moves within the best practices that we're trying to implement or the strategy that we're trying to implement. What are those things that if we do with fidelity will actually impact the the desired outcome or the goal and so the outcome measure is so to what percent did we achieve the goal that we're trying to have in this particular area? So just a quick review on that and here we go jumping straight to our first strategic direction uh a goal one which is to increase uh every student's sense of belonging, safety and respect across all school environments um is our is our goal and then the strategies here Minnesota uh multi-ter systems and supports that first bullet is to strengthen tier one culture systems. So, how are we um looking at the systems that influence the culture and climate for our scholars in the building? And so, we look at the social emotional learning curriculum that we have and we also look at the positive behavior intervention and supports framework and models that we have in each of our building to consistently model and reinforce belonging. And so, what's the process measure um for that? Uh tier one fidelity checks. Um, in our vision cards, we actually report out on the percent of uh the the tiered fidelity for each of our sites. That that is something that we report report out on. And then you'll look at the outcome measure is that we want to increase um our students reporting on our student stakeholder survey that they feel respected and included uh from 73% in 2025. We want to see that go up to to 90%. We also want to decrease uh in students reporting feeling bullied or harassed by a peer in the last 30 days from 20% in 2025 to 15%. Continue to see that number go down. The second area in Minnesota MTSS is that we want to deepen those tier 2 and tier three supports so students feel seen and supported before challenges escalate. And so what that means is for students who were not getting through their core their core classroom experience, we're not we're not connecting with them and and able to support them uh in ways that have them uh feeling connected. One of those additional things that we need to do is interventions to support them. So we have uh an intervention tracking system that we want to make sure that we're using consistently from school to school. Um Dr. Khan talked about our uh RTI store. We're going to talk a little bit more about that later. Um, we also look at the coordinated professional development that happens between sites and uh our departments here at the district level, making sure that that we have a narrow focus that we're not all over the place, but that we have two to three big big uh efforts that we're working on. So, you'll hear AVID a lot at the secondary level. We know that uh our structured literacy work that we're doing aligning our curriculum to the science of of reading has been a huge push um at the elementary level. And then we also look at um the uh 100% 100% of the sites complete the ETC cycle and that's our last one there uh under strategies continuous improvement magnifier using the equity transformation cycle to identify and reduce the use of exclusionary practices making sure that kids are in school. And then you'll see the the other outcome uh measure there is that 100% of our sites um participate in our May reflection uh where they share about an equity equity challenge what they learned through the equity transformation cycle and they'll present uh the actions that they've taken in May for their presentations. So that's strategic direction a goal one. >> Okay. Strategic direction A goal two is ensuring all school environments physical and cultural signal welcome, safety and inclusion for every student and family. Um strategies here focus within the building a better future initiative. So the first area is designing and building environments that reflect student identities, culture, safety, and joy. Um how we're going to propose um the process to measure that is through meeting the meeting of all of our construction milestones and obviously remaining on target with our estimated costs or budgets. Um we've come to enjoy the term value engineering which is what we do when things come in over budget and we have to ultimately um make some reductions in order to stay on budget. So typically when we start the process and go through de design, we want a very open and collaborative process that's going to uncover everything that the the building may want with if within that range of scope that we're focused on. And then once costs come in and we know what they are, we have to make decisions together to back off to say okay well this is what we can actually afford to do. So everything's prioritized and we rank it so we can maintain that ontarget estimate. Um the outcome measure for this group is um for both of these will be based through the community survey with a goal of 85% or more students and families satisfied with the school environments. The other strategy is aligning staffing instructional resources and transitions to ensure inclusive experiences in new or renovated spaces. So again, if you're thinking of new spaces that we're bringing on staff to be able to um execute in those new spaces and um more importantly as as we're transitioning and renovating spaces that we're creating the instructional resources, curriculum and needs to be able to um utilize those spaces to the best of the ability and provide for the students in the best ways possible. So with that that on-time facility transition planning with both staffing and curriculum alignment is the process. Uh and the final um outcome measure again is 85% or more field on the survey that the bond dollars have been used responsibly. All right. Strategic direction B goal one strengthen high quality rigorous core instruction so all students experience rigorous learning with appropriate support. So again uh Minnesota multi-ter systems and supports in the academic area looking at uh implementing coherent uh a coherent MTSS framework to ensure strong tier one instruction and timely intervention. build leader capacity to observe, coach, and grow rigorous instructional practice through the instructional leadership academy and learning walkthroughs. So, if you look at all of the process measures um listed here align to those two bullets. Um our PLTS, the teacher teams and buildings um that that those that those teams are happening um are occurring and that they are documenting all their work in RTI stored. Um, and then we have the second one there, accountability for tier one effectiveness as measured in RTI. So, I don't know if you all remember this from that previous presentation, but RTI is a new warehouse for data and intervention tracking. Um, RTI works with districts to design and develop system systematic processes for prevention and early intervention through the implementation of multi-ter systems and supports frameworks that allow our teachers to respond to instruction and respond to intervention using the most comprehensive data and documentation system. So, um, that's what's happening in that one. And then the other two uh process measures are um we we spoke uh last year about the partnership with the University of Minnesota with the instructional leadership academy. This is where we're making sure all of our leaders receive foundational training around instructional leadership. Uh and specifically they're learning the practice of learning walkthroughs where they're going in uh with uh with colleagues to look at the current state of teaching and learning in classrooms and being able to use learning walkthroughs to talk about that and then begin to turn that work over to their instructional leadership teams where teachers are actually going into classrooms of their peers and and making public the practice of talking about teaching and learning and the impact uh and the impact of that on um student achievement. Uh and then the outcome measures that we hope will be influenced and impacted by this are that students in grades 2 through 10 who meet expected growth on a reading will increase from 40% to 43%. And then the second one is that aggressive growth uh at the 75th uh percentile from 12% in 2024 25 to 15% in 2526. So growing the number of students who are in the 75th percentile for a breessive growth. The other uh strategy that we have listed there is making sure we have a guaranteed and viable curriculum. So the program improvement process identifies those content areas where we're doing curriculum review. And so you'll see we're doing that in math, social studies, health, the English language learning uh learner standards in our core classes. So strategic direction B goal one. All right. Goal two uh college and care readiness pathways is our first strategy there. Um this is expanding our high value pathways, credentials, bilingual seals, internships, accelerated uh coursework, online options. So participation mirrors our district demographics. Um that is what we would identify in our process measure as secondary pathway participation data. So we have that in our vision card for vision card B. We share that data annually. Um the uh the outcome measure that we would like to see is that we want to see increased credentiing, accelerated pathway achievement and then we've actually disagregated this by race and ethnicity to see um increases in um participation and achievement in those uh pathways for each of uh the student groups identified there. Then the continuous improvement magnifier for strategic direction B. We want to elevate the district behavioral specialist program to increase utilization and student outcomes. We want to strengthen American Indian education supports with the targeted focus on graduation and cultural relevance. And then the last one there is to align uh this is hall probably let you speak to this one. >> Yeah. So some of the work here is like aligning all of our we'll call it prek. It's really, this is really about four-year-old prek versus birth to three prek. Um, all of our systems to support kindergarten readiness and long-term academic success. So, one of the things that happened this year already was um because prek funding comes in at different uh ways and it's overseen by different departments, right? So, I have a I have a portion of it, learning achievement has a portion of it, schools, different people have different portions of it. So, lining up our TS Gold uh evaluation kindergarten readiness. Uh and then this year on I forget what month it was now, but for the PD day, all of the fourstar teachers, all of the VPK teachers, everyone came together and received the same PD just for four-year-old programming, right? So, just kind of uh it seems like an obvious one when I read it sometimes now, but it just because of the way the different funding streams have come in over the years, this has been a nice one to tackle uh this year to make sure that there's some alignment and kids are getting um but we're we're we're judging the same things or evaluating the same things even though they you know some of the programs are all day, some of the programs are two hours, you know, so we just are trying to align all of those systems because they're not exactly the thing. So yeah, thanks Brian. >> Absolutely. So uh the process measures um for for continuous improvement magnifier include the MDE child count data. So what is the MDE child count data? Um so that is the data that allows us in the area of special education to understand at the beginning of the school year when we look a month into the school year what is the federal setting? um what's the what's the so of our of all of our students who are receiving specialized services, what federal settings do they fall into? And that allows us to um direct resources to those uh settings and to those buildings that have higher concentrations of students within particular settings. So that's why um we list that as a process measure. Um the other process measure is our licensed special education staff retention data. And then as we look at the uh American education uh the strategy piece on graduation and culture relevance um we have a process measure of improvement attendance milestones and in a conversation with Ethan earlier um he spoke to that we want to see an increase of 10% in culturally relevant programming that that the programming that we offer out of um our uh our program our American Indian education program that students are participating in a number of the c of the culturally relevant programs that are offered weekly and monthly and so um we were seeing an increase in this until the last three to four weeks. Um but excited about that um looking at that data for process measures. Then we look at the outcome measures um and we see increased license special education staff retention from 90.2% to 92% this year. a decrease in students starting kindergarten and center-based programming from 12% to 8% of all kindergarten students on IEPs. And then the last one is to increase the American Indian city graduation rate from 68.6% to 75%. >> All right. C um C as you know is very much focused on communication. Uh we have one goal for strategic direction C and that is to increase the awareness of AI school's identity, promise and results among current and prospective families. This awareness is then converted into trust, satisfaction, and action. Um there's a few different strategies that we want to do to make that happen. All of which u very much fall under our communication plan. Um we have so many different tools uh to get the word out. Um so we want to ensure our communication tools are used effectively um at the district and at the school level, site level as well. Um so we do a lot of professional development on that and checking in on that. Um, we also want to strategy-wise implement communication practices that center clarity, cultural responsiveness, and accessibility. Um, just making sure that uh we're being clear and we're sharing things um that make sense, are supportive, and that people can get to them as well. Um, expanding multilingual supports and removing barriers to accessing them. And then our fourth strategy is strengthening the brand identity to help families easily recognize and trust district and school communications. Um, a lot of these things that I've mentioned um have some digital components to them. So there's a lot of different data that we can gather and keep a close eye on um how they're working. Um we're a lot of times taking a close look at those monthly to see if there's any adjustments that need to be made. Um we're checking in as I mentioned um we also have some rubrics and that we can compare it to. The National School Public Relations Association has a very thick set of um things that we can be uh checking against to make sure that we're meeting best practices. Um and also um we can do some analysis like some SWAT analysis and just kind of seeing u media wise what how we're being covered as well. And then in the outcome measure um column you'll see that we have some new metrics that we're going to be sharing with you soon. So, we're um taking a an estimate on what we think might come back with some of our community survey results. And then the first goal for strategic direction D um is to ensure clear and transparent enrollment related information that converts awareness into action and reflects the district's care and concerns. So, very much what we're talking about here is an enrollment marketing plan um which you've heard um quite a bit about, right? um making sure that we're increasing student enrollment um in all the different ways that uh we want to do that. Um and then we're also um this year right um implementing a robust communication plan for the attendance boundary change process that is coming to into effect this fall. Um a similar um in some different u process method uh measures um we can also do um with the advertisements specifically with the enrollment marketing plan. we get a lot of digital information and data that we can um see if those are working or address them in any way um and see if we're getting some call to action um happening with those as well. Um but again similar like leadership and engagement stats, check-ins um analysis and media coverage. Um and then our outcomes um are very much focused on enrollment information. Um we have some new retention data that we're taking a look at. Um, so we're trying to get to 90%. Um, our cohort a couple years ago was 89.7. So we're trying to increase that a little bit. Um, making sure that our enrollment doesn't decrease um, compared to November one projections. Um, and then very much with the boundary process, we want to make sure that students attend the school that they're assigned day one. um we have a high um expectation for that of 95% and then um 90% of our community will trust the district and that again is going to come in with our community survey results. So that will be a new metric that we'll be able to hand it off to strategic direction D goal two is to advance innovative efficient and sustainable operational systems that support safety, reliability and long-term district success. Ivon and I will go through the strategies we are currently focusing on. First are the three-year operational plans which are critical to the alignment across all departments. By requiring every department and site to submit a three-year plan aligned to board priorities, we improve coordination, reduce surprises, and create more reliable and responsive district operations overall. This has an ultimate outcome measure through our uh community survey identifying improved operational reliability, responsiveness, and user satisfaction. Second, we are strengthening cyber security and data protection to ensure safe and dependable school operations. We track our progress through clear process measures such as incident response expectations, fishing readiness checks, and completed security and continuity plans with outcomes focused on stronger security scores, and community confidence that levy dollars are being used responsibly. Finally, we are exploring AI and emerging technologies with intention and caution. At this stage of focus, our focus is on the learning, building a shared understanding, strengthening data foundations and developing intent internal capacity. Because we are still in this learning phase, future strategic steps and outcomes, measures for AI will be defined once we are confident we are moving forward responsibly and in alignment with district values. I will hand it over to Ivonne for uh the additional ones. >> Thank you. Excuse me. Thank you, Anthony. Um from an HR standpoint, uh our um roll up uh priorities um into the uh district strategic priorities are supporting our mentorship programs. Uh we've been more intentional uh this last year in terms of using data to um help us target the sites that need um uh more robust mentorship. So for instance, ESP mentors at certain sites based on turnover data. Um we will survey um the mentees experience. We are um developing survey for the site uh feedback um that rolls into our retention data and you will um have the opportunity to meet our retention coordinator um and we will be back after we have an opportunity to look at our um take a deeper dive um into our dashboard data with regard to our our um a variety of retention programs. Um the first we've been working hard on uh um being sure that we can offer competitive, equitable, and sustainable compensation packages from salaries to benefits. Um so that's involve collecting and evaluating market data. um conducting equity uh reviews and studies um focus group surveying folks um and then implementing um making database decisions on that um which helps with hiring and retention. Um and we also have uh several grow your own programs um that helps with career pathway and development um and as well as retention. Our grow your own programs are youth, special ed, um adult, uh with a focus on obviously those individuals who need to transition to a licensed staff staff position. Um uh we are being again very intentional on we're about halfway through um a few different grants for a grow your own grant. Uh one of the things that we'll be able to share again towards the end of the year is the data on the increase in um program participation rate and completion rates as well. And again that um uh that will help us. We want to keep people in the district. So um we may be able to um transition some folks from being an ESP um or in another role into licensed staff. Okay. I'm handing it over to Dr. B to wrap up. >> Would also um wanted to share uh that ERS, the uh organization that we worked with to help strengthen our work with the vision card articulation last year, the system strategy with TR investment. We are working with one of their lead consultants, uh Dr. Charlotte Horton. she's working with us across the system around continuous improvement so we can go deeper and deeper with this work uh and mapping out our return on investment framework within each of our divisions uh across all the sites. So we're continuing to go deeper with that work um in the system. So to share that as well and happy to answer any questions that you all have we we tried to keep it high level but so there's a lot as you can see there's a lot of work um across these strategic directions. Thank you. Uh board members, any questions? >> Can I just ask should we should we do like one by one so we're not all over the place or no? >> Sure. >> I don't know. Like how do you >> Yeah, I would like that. Yeah, we just start with one. >> A1 from day one. >> I mean, so I guess I'll start with this one. Um, I really only had maybe more of a comment than a question on on this one. Um, the decrease in students reporting feeling bullied or harassed by a peer in the last 30 days from 20% in 2025 to 15 in 2028. Um, so I'm hoping that if we see a trend from 2025 to 2028 that that says something. My concern with this outcome is that it's hard to determine, at least on the surface, if this is really due to a decrease in bullying in school or if this is a decrease in reporting. >> Um, and so I guess just thinking ahead, I am fearful of celebrating a decrease of this number without the context of what's actually happening in our school sites. Uh but again maybe if there is a a slow decrease from that 20% to 15% um and a consistent trend over those years then maybe that kind of addresses that concern. So um that was just the one thing that kind of stuck out to me on that one >> with that as an outcome measure. So there might be outcome measures selected but I would assume that there's the triangulation of other data not just that single data point too. So but that I think that might be one just how do we have the full picture of the the culture in addition to that one data point. >> Yeah. Part of the challenge is trying to give you a high level of some of the data measures >> as opposed to giving you all of the data. Right. Because we've heard feedback about giving you a lot of data. Brian, right? So, um, we're trying to be cautious of that, but but for for sure we can share more. >> Is there a way on >> Is there a way on student survey that we're creating that we can ask our babies um what percentage of time are they reporting? Go back to the app and see, have they reported it? Do they use it? Maybe get some information on the amount of kids that are actually using it. I mean, we can give you the numbers of who's using it, but it would be nice to ask the students themselves. >> Yeah. >> Yeah. Our high school sessions um kick off here this month, and so safety is the number one uh scale that they're going to be giving us feedback on. >> Um I just kind of related to well, first of all, I'll just say overall, thank you for all this is a lot of work and like this is really it's clear. It's very very clear of of and so I just have more some clarifying questions and just um you know just from our student schoolboard reps I think this is every time we meet with them I feel like it gets better and better and I feel like they're becoming um I love just their voice. I just I'm so grateful. But one of the things that she said Aaliyah >> um was about how do I guess I don't even know like how do we communicate with students? Is that something that regularly happens? Like when there's a huge situation in our community that's impacting safety. Um, and you know, you have we have a student here who's saying like nobody's talking to us and of I mean I know there's and I appreciate she said there's a lot going on behind the scenes for sure because there is so much. I'm just more curious of like I love that we're doing those sessions but it do we communicate with them regularly if things are like happening? Um I know she mentioned like foundations class like that's an opportunity to just say yeah this is what happens if a stranger comes in our building or this is what so I guess I'm um curious it's like I feel like for myself like it's a huge miss like I didn't even wasn't even thinking that. So that's really my I guess my question of um when you think about belonging and safety and respect. Um I don't know. I thought she had a I just really appreciated what she said and I I was just curious about that piece. you want to. >> So, we don't regularly kill I mean like from our districtwide messages they they go to parents um in you know 99.5% of the cases. >> I was actually I know we've sent to students >> a time or two but I'm trying to even think of what it was. Um, I know like I've worked with um principles. I think it was like the new ticketing system for maybe um when it went electronic like I worked with a principal that wanted to notify students, right? Um and yeah, there has to be like you can it's definitely possible. that are in our system >> for like I'm thinking mass modifications specifically, but I do know like >> um and I'm trying to think of like a good example, but I do know like foundations has been used in the past to communicate certain messages to students. Um I'd have to do a little bit more research to like dig up on what I think that's probably a route used more than like emailing students. Um, but I can't speak to exactly like what like like principles would have the same capability of sending to students to grade levels. Um, I've heard throughout the past that students aren't really checking their emails as well. So, I mean, we basically the only thing that we can send to students is um emails unless they're like in an activity now. I think with like the there's an activities app that they can get some more like text based or app based communication. Um but email would be the only way that we can like directly it would be their school like email. >> The other method that we've used because when we've done the student survey for technology we'll push it out through schooly announcements. So we can do that which is a common way from a teaching and learning standpoint that we've mass messaged students in particular levels. And it probably depends if it high school versus middle school versus elementary. >> Probably would be high school. >> Yeah, be more. >> We do do John um safety. They all go through safety protocols for that part. >> Yeah, it was just, you know, the more that's why I have this look on my face because it was just more >> it went to parents. I went Yeah, the parents would talk. >> I was just curious when she That was a interesting point like I was like, huh? Like I guess I didn't really think about it. I mean, I definitely don't read all of the district emails to the kids. >> Mhm. >> So, I can see how that would be a gap. >> I like talking points. >> I I do know that Principal Becker >> got on the intercom or put out a message >> to students one day just acknowledging the environment and how difficult >> it can be for learning. >> Um, but I can also see how maybe that's not like a consistent message or it's not happening across all sites. Um, you know, when kids are carrying a sentence to the school every single day, if that one message is the only one that they've heard in the last couple of months, um, you know, that could be a valid point that the message isn't getting to them. at the elementary they do a closed circuit you know the TV >> radio TV station they do communication there but >> yeah but in anything like >> if they don't know ice can't come in a building >> you know that it was a big aha for me right >> me too I was like that's a good nice to hear that like just to have the perspective I like >> I think even thinking about >> think culture um you know so much of the students are seeing things on social media or amongst themselves. So how are we being intentional about sharing information with students so they that they can have an accurate view >> um of information about their school. >> So it just it it opens up like a whole new conversation on a lot of things. >> Yeah. >> Um any other questions on A1 before we jump to the next? I I do have one quick one. So, um can you talk about the so the last outcome? I'm trying to understand how that's an outcome and not a process measure. I'm trying to understand like the impact there. >> So, uh we debated this. >> Okay. And so if I if I so I'll give you the the the the the highle summary of the the conversation. So um obviously we want everything that we like in this in this area to increase students sense of safe welcoming inclusive spaces as measured by a number of scales right on student stakeholder. Um and we believe that if we can uh routinize the use of the equity transformation cycle that like that's that like that is a skill set we want our leaders to have. We want our leadership teams to have and so we also want that to be an outcome, right? We also want that to be an impact. And so it can serve both as a process measure to impact right how we respond to that data and and create stronger responses to when kids are reporting that there there are threats to safety or welcoming or inclusiveness in their buildings. So we can we can absolutely see it as both. >> Okay. Okay. >> But we're really trying to focus on the cycle and the knowledge and the skill and the capacity to really have our leaders and our leadership teams be comfortable with that. >> Is that is that helpful? >> I think so. I think so. >> Yeah. So I'm sorry to that point how do we know what the equity challenge is like is it >> present they'll present and there'll be documentation that we'll collect on the process from each of the sites >> are so all of the equity challenges are connected to belonging safety and respect >> no some of them are academic challenges and some are cultural challenges so it's both academic and uh cultural. So is this the right outcome for A1 specifically? >> It can be one of the outcomes, right? It's not the it's not the sole, right? So there won't be some right um data but it won't be like if 70% of our schools chose a strategic d uh a problem of practice or a challenge that falls into strategic direction A then it would be right um if it falls into B then it would be but I think I think we'll find more of what we're seeing so far has been A than B direction A than B. All right. Uh, A2, come on. Um, I had a question. Um, so 85% or more feel that bundles have been used responsibly. I'm just trying to think of the last referendum vote. It was 85% that are you >> No. So, the reason we do that is because typically, and this happens, you know, you'll you'll find bond votes that that tends to be a little um tighter split. I want to say we're probably in the 55 56% pass range. >> But once people see what was done, >> the feedback changes pretty substantially. >> Yeah. >> So, that's where we're at 85%. I'm going off like my old district, we did the same thing. We actually passed a big bond referendum by 11 votes. And when it was done and we opened it, the response rate was in the high 90s as to do. spend our money wisely. >> Just trying to set you up for success. >> No, I appreciate it. I appreciate it. >> Yeah, that's a question that's going to be on our community survey as well. So, >> Okay. >> The the question I had on this one, um so the first bullet point under strategy says design and build environments that reflect student identities, culture, safety, and joy. But the process measures um seem to be heavily focused on construction um in the actual like buildings themselves. Um the outcome measure makes sense to me, but it's the process that isn't connecting for me. Like I'm not seeing the connection between like the buildings themselves and student identities, culture. Um safety, I get that one, but enjoy. Um it just feels like something's missing between the strategy and the process. Um so I don't know if you have any initial thoughts on that, but um that was kind of the the question that I had. Yeah, I I guess probably one of the processes we didn't list there that would maybe spell out a little better was the design process, the user group, the the multi-stage design process. So, could we brought in for both staff, students, community that we really didn't call that out in the process. So, maybe that's adjustment we need to make. >> I think that'd be good because you you spend a lot of time getting that feedback and such an important part >> for for the new buildings. We spend over a year. >> Yeah. Yeah, that'd be a good thing. Anything else? >> All right. Uh, B1. Um, so one thing I think about like with kind of some of these outcomes and one thing that comes up and just because I work but just like how do we account for attendance like when kids are in the building I mean kids are not coming to school um then they're not able to really receive this rigorous discussion because or instruction um there's becomes like a disconnect. And so how do we kind of address that a population of students that maybe experience truency um in this goal really um when you want to we want to strengthen high quality rigorous core instruction so all students experience rigorous learning with appropriate support. Um and you know you look at e-reading or all these things but how do you kind of ensure that um students who have barriers to attending school attendance um it's included in this or is it considered into this? >> Yeah. So we have not identified um metrics around attendance um in this one. I just made note of it though to as we think about the vision part uh and what we populate this year about including attendance. >> Yeah. Because at TAC, you know, that's a lot of what they talked about there like the connection between attendance, behavior, and academics. And I just think that's such an important like Yeah. Yeah, I mean they just kind of all kind of all they're connected and they go really hand in hand. >> So Dr. Bass with the direction B goal two has a major process of meeting at for attendance milestone. You think that should be moved over to B1 or >> I'm sorry. Can you >> Well, it does have T-C attendance on this one here. I'm just saying do you think it should be more B1 >> from goal two >> B goal two >> I'm sorry I have so many pronouns here >> and I just think like beyond even I mean I think for all of our students too >> um it's really important >> so just overall intent yeah I got you >> and then I was kind of curious of and maybe I'm not on the right track but you know how does this kind of translate into our last presentation around standardsbased grading like when you look at um like the rigorous instructional practice I oh there you have it um and just kind of just what we were talking about here you know just kind of consistency in that way around whether it's retakes or formative and the quality of the work is that all part of it they connected >> yes >> you don't answer for So frankly >> uh so I think right when we think about high quality core instruction there's the four components and really looking at both rigorous which student agency and pedagogy of voice but how are we making sure that the grading practices are consistently implemented which is what I heard a lot of yeah with students as I think of you know next steps how are we helping leaders have those hard conversations maybe with teachers about beliefs or practices so it's all connected we don't necessarily have outcome measures on everyone it doesn't mean that we're not paying attention to it and doing work around it. Um, but if I put everything that we're doing on our operational plan like 17 pages, >> right? >> So, it is being attended to and I I don't know how to reflect that in the district operational plan in a meaningful way. >> Did that answer your question? >> Yeah. No. Yep. >> Did you want to say anything about the intervention tracking? >> Uh, so the intervention tracking, can I talk about attendance too? And I think that it ties back to strategic direction a as well like safe welcoming inclusive. When we think about social and emotional learning that is where uh attendance interventions happen. Uh so one of the things we have is our dropout prevention work which is funded through title four funds and looking at what are the reasons students aren't coming to school. There's a lot of uh new interventions being put out since co about attendance. So working with our school social workers, our psychologists and counselors about getting that up and running for the spring and next fall in the last three to four weeks has sort of changed our trajectory a little bit about doing what's immediate and then starting to plan for next fall and intervention tracking. So, we're tracking both social and emotional attendance interventions, behavior interventions, and academic interventions in a systemic way as opposed to maybe uh I do it on a spreadsheet, you do it on Post-it notes, someone else will do it on a sheet of paper. So, how are we doing it in a systemic way that follows the student as they move throughout the system? So, I don't have to call Dr. Bass in four years and say, "Hey, what did Jill kind do when she was in sixth grade?" So that attendant that uh intervention is there and that information is there for students and teachers and leaders. I mean, I do I mean, I'm sorry, but I just you kind of triggered something, but I you know, I do really worry about the impact that this immigration enforcement is having on our students because even if every single agent pulled out tonight, the damage has completely been done and it's been done to the same group of students that were impacted disproportionately by CO. And I am like gravely concerned because there's no money. That's the other difference, right? CO had resources with it and we're not going to have those resources anymore and you know I think that and this is where it's like the weight continues to be on our public education system because I mean like how do we focus on this when you know families are getting evicted when parents have been detained when families don't have food on the table like I am like what they brought mutual aid I mean I don't know like it's hard to kind of even like think of this because like those the same students that were impacted from co George Floyd are also being impacted you know right now. Um so I mean it's you know even like what's happening in the summer you know to ensure that we're addressing that learning loss with no other resources is challenging. The only thing that I'd add to that um and it's already been discussed but um regarding the rigorous learning with appropriate support um I know we don't want to add too much to this and we're trying to keep it high level but if there are process measures um or appropriate outcome measures that reflect the feedback that we got from our students today. I would like that to be included going forward um just so that we don't lose sight of it um and so they know that their feedback was um not only considered but um you know integrated. So um so yeah something to take back if we can include something. >> I have a question. You know, we received an email about somebody offering us to go into the classroom and like, you know, like to like see I mean, when you do like these learning walkthroughs, is that ever a time where a board we could ever, if we're interested, be participate in any of that? >> We're looking at Katie. Um, >> I was pre a couple years ago had some conversation with union leadership about um how we could partner with them to um do classroom visits or walks because we do the superintendent walks through, but I think there's hopefully some opportunity to do that differently. >> That particular structure is not meant to be evaluative, >> right? So like it's not we're not going in there um like you would be for a formal evaluation or a summitative evaluation that we would do with teachers for like 10 year if they're probationary or if they're whatever like that structure. This is meant for us to really to get comfortable talking about teaching, right? So like what practices are we using in classrooms this year? We're working on increasing student engagement and discussion. And so what are some of the things that we're looking at? So we're going to look at that critical reading strategies like what are some of the critical reading strategies we should see and how are students like applying those strategies. How are they like what are we seeing? So that's that's the purpose of those learning walkthroughs is to really get a pulse on what how are the instructional practices like to what extent are they there and um and are they like being used in the way in which they were meant to be used and what's the impact it's having on student learning. Kelsey, is it around like board visits to come and see? I just thought I mean reading. >> Yeah, like we're we're making, you know, we're giving direction and decisions on things that I mean, I'm not in the classroom every day. I mean, I'm a mom. I'm a parent, but I'm not >> and I think it it probably be valuable and whatever that capacity looks like. I maybe it's not wearing water, but >> that won't be a problem. >> So, uh you're next, but just wanted to acknowledge we are 15 minutes over and I know the finance team is waiting. Um, so yeah, we want to kind of speed through the rest of this. >> Um, my comments overall, I really appreciated the specific outcomes that you that you all gave. I thought that was really helpful, especially from like a community perspective. I think it's really helpful for us to know what you're specifically looking at as your metrics. Um, and I thought this was just very clear and concise and I appreciated the approach. So, it's a very general comment. Sorry. Um but specifically even like the A reading like seeing how we're measuring some of those key indicators for our kids and um attendance would be another great one to add I think. Um so I think this is just such a great move forward. I really appreciate what you guys did here. >> Thank you. Thank you. One thing I was wondering overall is we used to have the um three-year that said the you know um the work that's coming the work that we're doing right now and then like what's moving into sustained state >> and that showed like the full breath and weight on the system are we not doing that anymore I I found that one really valuable >> so go ahead no go ahead >> so um so the teamworks version of learning implementation and standard work showed us where these things are at in relationship to is this a is this a piloted um is this a re a thing that we're researching right now or is do we make the choice to to actually we piloted it was successful now we're going to implement it and then we've been implementing it and now it's a standard work. Um we we felt like um in terms of return on investment and what's happening in the next couple of years with with budget and finance that it's important for us to start looking at our our strategies and our investments and saying which of these things are having like real impact. And so we felt like moving to this this flow would give us that. Now we could still map this for multiple years. We would just hold off on the process and outcome measures. >> Yeah. and and we would just list the the strategies and we could color code them so that it reflects right in the strategy section what's learning what's implementation and standards. So we could integrate that and have that scale in here um to to like integrate the integrate the two. No, I like I like the focus and the measures, but I also it doesn't have to be all linked and like measures on everything, but I like to be able to see the weight on the system because then it answers some of the questions where it's like, oh, like I thought we were doing this or where's this like so even if it's not like at a like I think it's good to have um this narrowed in >> for like the strategies and the focus, but I think we also want to see the weight on the system of all kind of the stuff that's moving through. Okay. I think we still have that version. >> Just tell I'm like I think that's the way we started. >> We have that version too. >> Yeah. >> If it's not incremental work, it's it's just more like that snapshot of it doesn't have to be all linked to measures and outcomes and numbers. >> Yeah. >> And Tanya, I think you already know this and the board does too, but we each have our own departmental >> Yeah. >> plans too that link >> to this, you know. So that's some of the this is the overall district work. Um, but that's to the weight too, right? We and you heard us all have different key areas that we help in this thing, but we also have >> I don't know what you want to call it, spokes on the wheel that spoke out where here's the work we're doing um in a specific direction or goal area that relates specifically to community ed or specifically department of you know educational equity. So >> which is one of the strategies highlighted in direction B goal 2, right? >> Yeah. All right. Um, so I I don't have much else. Um, I think on B2 I just wanted I noted that I wanted to hear more about the strategies of uh supporting American Indian students. Um, but I know we don't have to do that today and keep it high. >> I just can I just say I had that question too. >> Yeah. >> Um, so maybe we can me invite Ethan back and >> Yeah. >> Yeah. It would be I think it'd be great. >> Okay. Next one. Okay. >> Yeah, that would be great to >> I just had one quick question on B2. Um, so the increase license specialized staff retention. Um, I guess I'm not seeing a strategy that I see we're measuring it as an outcome, but I'm I'm having trouble drawing back to any of these strategies that are listed here. >> Now, we will be back um to go through the retention. We're in the midst of gathering more um data. We've changed some of the measurement tools that we're using. So, we did do a work session and then we will come back after we've had another full year of data to do a deeper dive because we're it's across several platforms and then we're looking at um the uh turnover data. We're breaking it down and disagregating it into you know um by race and ethnicity um and also by position. Um so the goal was after the last work session with the feedback as well that we would be back towards the end of the school year um end of the school year into the fiscal year to be able to do that deeper dive. >> Um the only other comment that I had was on the grow your own. Um, >> so I know you said you're coming back with more info, but >> it would be cool if we could get some like testimonials or hear from >> some staff that went through that program. >> That would be that would be great. >> Um, so yeah, just >> rate is um Yeah, and we'll bring the data on the participation rate. We didn't the first um the after the inception we had uh very limited participation and we knew that some of the work that needed to be done was just communicating the program um more broadly and being able to answer questions for people. Um so yeah, I I know would love that. So we could make that all part of the same package. It's all under that portfolio. So yeah, thank you. >> And would that that'd be great. And also would that include the mentorship programs like the teacher of color mentorship program and don't we have a new teacher mentor program too? >> We do. We have a few different mentorship programs and that we probably I would certainly talk with um have want to know which what you'd want to hear from because we probably couldn't do the grow your own and the teacher um mentorship programs or the mentorship programs in one. We have um TC teachers of color. We have new teacher mentors. Um we have ESP mentors. Um and so th those are different programs and the vibro have multiple programs as well. >> Are those how are those mentorship programs funded? Are they through the state or >> um the mentorship programs are funded? They're grant funded and there's different grants that provide the funding. >> And then I'm sorry, we also do uh siphons for the mentorship programs too. I'll reserve my questions for a later date. >> Thomas is Yeah, I got the look. You got the look. >> All right. Um Dr. Bass, next steps. When should we hear more? Um is >> so when we come back and present uh vision cards uh we have C and B coming up this spring. >> CND is in April. >> Yep. So we'll be back to to share C and B and then in June uh A and B. So correct some of those additional pieces that you all asked about today, we'll make sure that those are reflected in the data that we bring for those presentations. >> All right. Is that >> Thank you. >> Yeah. >> Thank you. >> Thank you. Thank you. >> It's okay. Go ahead. Okay. >> Uh we're going to go ahead and have our next presentation. Uh call in Mike and Kelly. Uh long range financial planning budget update. Um good evening. Um so this evening's conversation around our around our fiscal year 2027 budget which we have divided into three different parts. The first part is just a general overview of the budgeting process, review of our budget adjustment proposals that are being brought forward for consideration and then capital budget requests. So you most I believe everybody has seen the the first few processes. So I'm going to go fairly quickly through them. So the this the first page is our long range um financial planning model that the district uses which has two purposes. A solid data driven and collaborative budgeting process as well as a comprehensive financial projection tool. Um few quick things to point out on the diagram. The mission is at the center. This is especially important as we make proposals and how we allocate our limited resources as a system. we needed to to stay focused on the mission. The gray ovals around the mission represent the work of the staff, particularly budget managers um and what they do throughout the year to develop budget proposals based on strategic priorities of the district and guidance of the school board. The teal boxes on the outside represent the school board's role in the process. Tonight, we're preparing for the work that you will see in the box on the left side of the diagram, specifically for the board to approve budget adjustments that are being brought forward and have gone through the extensive LRFP process. The final item to highlight is the box on the top right hand side, which are the guiding principles for the LRFP process. The next page is an overview of our budget adjustment process and how these requests come forward. As we stated earlier, all budget requests that come forward should align and support the district's mission and strategic directions. Each proposal, as you'll see under number six on this page, needs to be proposed and evaluated using the pair process or program efficiency abandonment and redirection. This ensures that there is an intentional process for evaluating the impact of a proposed budget adjustment. Also, based on guidance from the schoolboard back in November, all budget requests should have a costneutral effect, meaning any proposed increase in the budget capacity in an area should have an offsetting budget reduction in another area um based on an extensive prioritization process by each budget manager. The exception to this requirement, which was introduced a number of years ago into the budgeting process, is an element called the strategic investment. This is a proposal that does not have a budget reduction offset, but because of the potential impact of the request on the mission and strategic direction, the board would be asked to consider using fund balance to fund the request. Today, we're not bringing forward any strategic investments for FY27 based on financial projections and maintaining our minimum fund balance policy in the future years. Um, the last item I'll draw attention to is number seven, which highlights the fact that these budget requests have on January 26th gone through our LRFP advisory group, which includes some community members for feedback and evaluation. And we'll go through some of that feedback at the regular business meeting on February 24th. The next page is the annual timeline of the budgeting process. Our process starts in April every year in our pre-planning phase and ends in June of the next year with the school board approval of the budget. You can see multiple touch points of various staff and stakeholder groups which demonstrate the collaborative nature of the process. You'll also notice that the school board has nine different touch points throughout the budgeting process to both to keep you informed as well as to ensure opportunities for you to give direction and make decisions. A document highlights the key dates in the budget process and again those items in blue are where the board takes action. I will turn it to Kelly Bonusa, director of business services to walk through some of the financial information related to the budget process. >> So the next document we're going to look at is the fiscal year 26 adopted expenditure budget for all of our budget. So long range financial planning has been around for more than 10 years utilizing this process as it was designed. We utilize it for all of our budgeted funds with the exception of our debt service fund which is shown in the orange piece of the chart. The chart then shows the size of our funds in relation to each other. So we have $442.5 million that was budgeted for at the beginning fiscal year 26 and that does not include our grants such as compensatory title one achievement immigration any of our funds. Um we bring those both those both those both those both those both those both those both those both those both those both those both budgets to the board monthly as grants are approved through the granting entity which could either be the federal state next document on page 37 of your packets is the estimated cost again just to quickly orient everyone to the spreadsheet at the top of the spreadsheet are the big broad categories of salaries benefits purchase services supplies and other forc school year 26 to that we apply a 3% factor and then we start filling this document as we um as information becomes unique to us. So again that planning assumption is 3% fiscal year 27 general employment projected expenditure budget and again that's the starting point for all of our expenditures and we utilize prior year trend and complete this document as well. So for fiscal year 27, as we've been filling in that document, um at this point in time, we're we have identified 2.45% of that 3% um increase for next year, which is higher than it has been in previous years. For instance, last year we were only 1.77% this time. So if we go to the next document, this is our general fund five-year financial projection. And again, this projection is a high level for there are three sections to this projection. The top section shows the regular expenditures, differences, fund balance, and then fund balance percentage for that seven-year window, which begins in fiscal years 24 and 25. The adopted budget for fiscal year 26, which for our current year and then projects output this year's 27 for fiscal year 2030. So there are $2 million in operational adjustments under this chart and those adjustments are projected to start in fiscal year 29. The assumption section then shows the revenue expenditure assumptions being used for those same years. We have a revenue increase based on legislative changes. So the revenue is going to fluctuate between 2 and 3% increase on the general or basic allowance and those estimates are provided by for this future years. Again, the expenditures are projected to increase 3%. Which is consistent with our prior tactics and isn't being changed at this time. Therefore, if we exceed those 3% in costs, we'll be outside those parameters and we'll be deficit spending at a greater rate than what is on production. Then the middle section shows the budget projection for both revenues that are in blue and their expenditures in red. And then those trend lines show the same colors of the general trajectory for each of those items. So as you can see in that document, your expenditures projected to help pace beginning in just 26 by 19.7 million. And then the final section looks again at the fund balance projection for that same time period. The green bars represent our actual and projected fund balances for each of those years. And then the orange bar shows the minimum required fund balance for 5% as set policy. Again, the trend lines show the trajectory of the fund balance related to the minimum. And then as you can see, the fund balance is projected to start to decline in the current year. So all the requests that are being reviewed this evening as well as the expenditure tactics are included in this financial projection. Again, we want to caution the board that the funding clip that we talk about in education is projected for fiscal years 2031 and we'll likely need to address that for the fall earlier um so that we can have that softer financial lending to 5%. So, fiscal year 2031 will be added to this projection document in spring 2026. And with that, I'll turn it back to John. >> Thank you. As mentioned earlier, um each budget adjustment proposal needs to go through the pair process to ensure consistency in the evaluation process. Um pages 40 and 41 of the board packet, you'll see a blank version of this document that we have the budget managers complete. included our questions about the intended impact of the proposal, how the proposal aligns with the strategic plan, how the proposal aligns with our equity work, how the budget manager is going to measure the effectiveness of the proposal, what impacts the proposal may have on other departments, and what legal or schoolboard policies may be affected by the proposal. Once this is complete, the repair goes through the evaluation within the original department, then through all of the district's budget managers, and finally through the FR LRFP advisory team. At any point during that evaluation period, budget managers can adjust their requests based on feedback from these groups. Moving on, you will see a summary of all the budget requests. The first section represents the recommendations for the general fund broken down by instructional and non-instructional categories. The next section includes expenditure tactics. Also to provide flexibility for increased enrollment next year and again to ensure that we can provide the same level of services. We have a proposal for a staffing contingency that will only be allocated if enrollment warrants it. And starting on page 43, you'll see a line by line list of the proposals, including the summary as provided by the budget manager. For next year, all of our proposals um in this round come from the department of leadership, teaching and learning and net to a 0 overall impact. I'll go through the list here briefly. Um in the area of educational equity reduce 3.355 FTE multilingual community and communication specialist which will move to grant funded add 2.0 FTE early childhood English learner teachers add 3.72 FTE English learner staff development assessment specialist teachers um combined line item for both of those is about 475,000 add budget capacity to continue core English learner program activities for 242,000 had 1.8 8 FTE teachers and 2 FTE staff development assessment specialist teacher for native language revitalization program in the area of learning and achievement. It's the elimination of two positions starting with 1.635 FTE data and assessment coordinators and the subsequent 365 um FTE which is grant funded um and then with that the addition of 1.0 zero FTE data science coordinator and casual salary budget capacity. So, it's both net to zero. Um, in the pre PK12 operations area, reduce 8.48 FTE teachers um for the 279 online staffing contingency. Uh, approximately $895,000 savings. Eliminate 232 FTE AIO administrative professional. add 48 FTE teacher for Aspenbridge staffing allocation and in student services reduce 1.0 FTE special education building coordinator which will move to a grant funded um position and with the special ed reimbursement it's actually a savings of about 31,000. On page 44, you'll see the color-coded results of the feedback from our LRFP advisory team, which includes members of the community. Grant represents um positive or neutral feedback. Yellow represents areas of concern, and red represents the perspective that the proposal may have a negative impact. Proposals are evaluated this year, were primarily seen as positive or neutral with a few areas of concern. Um and the one red um is is very specific as to why that came out. um specific feedback was given to each budget manager at the conclusion of the LRP advising meeting and they um again that area had opportunities to make adjustments as needed to what was presented here. So that completes the review of the budget adjustment process and then we're going to turn our attention to the capital budget review and I'll have Kelly walk us through the projection. >> So page 45 in your package is the capital fund 5year projection again zerobased budget approach um meaning that where expenditures are requested be the dollar amount that has to be a request completed for that item. Um the top section again shows our operational adjustments under the chart and the line highlights adding expenditures of $400,000 for fiscal year 29 and an additional $800,000 in fiscal year 23 or 20.2 million which is listed on the right. And the assumptions section show the revenue and expenditures assumptions 027 330. And then the next section um shows the budget projections for revenues in blue and expended as planned expendure that's in that final section. We look at the fund balance projection for that same time period. And the green bars represent our actual and fund balances for each of those years. And then the orange bar shows minimum required fund balance of 10% for this fund. And again those comments show the annual fund balances where minimum and as you can see we're using this fund to maintain that minimum fund balance of 10%. Also included in this projection is the projective special assessment. >> Okay. So just like our LRFP budget adjustment proposals, you'll see the capital request proposals categorized by each division starting on page 47. And I'm just going to kind of summarize rather than going through all of them. So, community engagement at just over $81,000 is really the addition of a few um pieces of equipment and primarily replacement of of either devices such as AB student um laptops or an envelope stuffer things that that the communications and community engagement teams just need to replace. In the division of leadership, teaching and learning, 3.3 million. Um this is primarily uh expenditures that we see on an annual basis. So replacing sports uniforms that are on cycles, um purchase of instructional and core curriculum materials, um maintaining. Fortunately, each of our divisions do a really good job of having a little bit of contingency for some of their programs. So if something comes up, they have um a fund to go to with that. But but what you're seeing down this list is primarily the normal every year list of items that we see with the exception being um some money set aside for specialty furniture and equipment for Aspen Ridge Elementary dependent on the need as we actually get the building up and running. In the human and administrative resource team division part um just under 6.5 million. The biggest one is the maintenance of all lease commitments for instructional spaces, athletic facilities, flex rooms, equipment, and Northwest Family Services Center. Um, contingencies for equipment, special assessments, and so on. Purchase of capital equipment for new elementary and um the interior and exterior maintenance for other new additions at other buildings. replace grounds um and maintenance and custodial equipment, instructional andformational technology team, I2T2 um they actually have an offset. So so the uh items that they replace are offset um in the in the capital budget with -ate revenue. And then as we move to the capital projects tech levy specifically which is um 14.3 million or so about 2.1 million falls within the heart division for security and emergency management where they are maintaining and replacing camera systems software licenses, visitor management systems, store intrusion, radios and have a contingency and the majority of that 12.23 23 million is um I2T2's staff and maintaining all of our services and systems for technology. Um the existing technology leases, digital displays, um purchase and install of wireless displays in the new classrooms in the new wings and the new um schools themselves and replacement of their normal student and staff mobile devices on the schedules. So, the next steps in the budget process include bringing forward the FY27 budget adjustments and the FY27 capital budget to the board for approval at the February 24th board meeting. And with that, I will turn it back to Vice Chair Brooks for any questions. >> Thank you. Um, questions. >> No questions. However, um as we see the new shift to def deficit spending become realized this year, I think that we're going to need to have some real conversations about the pace of this deficit spending. I think that if in 5 years uh we're down from where we are today in our fund balance to 5.1% I think our um our stakeholders would find that fiscally irresponsible for us to do so I think um we may need to have some more long range discussion and planning and thinking and parameters for if that's really the pace that we want to go at. I'd also um I know we've seen the numbers over the years, but it would be helpful if um on the 5-year financial projection if we could go back and get a um historical view from time to time. I know we look at that and maybe look at the last 10 years and see like I know we always talk about what actually gets realized. Do we get more funding than we expect? um just so that we can begin to be prudent as this flip is actually realized for maybe what feels like the first time um in our history um or in our recent history of flipping into that significant deficit spending. So just just a thought as we look ahead >> and just so you know for for reference the u the audit report that was submitted in November contains the back of that contains a statistical >> section that has 10 year running summaries of all those pieces of information. So I think it's updated every year. >> Yeah. >> Do you want that sent out to you all? >> I can look at that or I don't know if others want it. We can sign if you want. >> Oh, it's nice to have a fresh. >> Okay. >> Can I ask one? It is kind of a ticky tacky question, so if it's not for tonight, that's understandable. Um, the commencement, the high school commencement cost, is that on par with what we've paid previous years? >> How much of an increase is it? Um, Emily, you may have to help me with that. I believe we're going from call it 35,000 to 120,000. >> Yep. Is >> that close? >> That's close. >> Um, yeah. So, so our hands were very tied this year and one of the um big curve balls is this used to always be a lease levy. Um, so it would go into our building lease side. Um, and that is no longer there was a change in interpretation at MDE, so that is no longer allowed. And this is the first year we're realizing that. And then on top of that, or is it the second? Can't remember. Um and then on top of that, the uh the sudden change in the fall from what the University of Minnesota did to to close Maruchi from any of those things. Um, we do I am aware of a proposal, a proposed piece of legislation that will come up this year that will um potentially reinstate graduation and the ability to put that in the lease levy which would again help our teaching and learning team and not have to take that hundred and some thousands off >> and they will explore opportunities for um other other venues if they fit. But really it comes down to you know they they whittle down um some of our best choices. So, so we really have to look at what we have and and make decisions. >> I would say just as the feedback from community again is um that is a very steep cost and I understand we were under under a lot of pressure to find a new place. Um I think we it'd be concerning if we kept it that high. >> Oh no, they won't. >> Just got to say >> this is a this is a this is a lucky graduating class. >> Yeah, they're fancy. Thank you. >> Anything else? >> What was the with the reduction of the online staffing? Was that because of the elementary >> the the 8.48? It was a contingency. So, it was it was um staffing allocation that we had sitting there in case enrollment went higher and so we could be able to react. And we um we've been kind of watching it over the the last two number of years and actually it was higher I believe and we've kind of slowly whittleled at it but kind of gotten to the point that we could remove the contingency and the needs existed elsewhere and so trying to rather than sitting on contingency that we not used for multiple years made more sense and I believe a lot of that went to really support the multilingual learner programs. So making sure that those are sustained. J Brooks, you've done it again. Got us on schedule. >> I'mma wrap it up in five. So, uh, for the school year calendar, uh, we'll get this updated out from Sherry because there were some add-ons from this evening. In March, we were going to have, um, our, uh, what's her uh, presenter, our Somali presenter that's helping out, AIO senior. >> Yeah. Um, so just because of the uh current events that's happening, he will not be coming here, but we will be I will be sending out an update in March on his work over at AIO Senior High School. He's been working with the parents there and I was uh kind of um understanding parent needs and needs parents have from our school, our school district as well. In April, I did have a question for you. So, we did have listed there a standardbased grading update. What are the next steps that the board You don't have to give me the answer today. You can send it to me. What are the next steps that the board wants with standardbased grading? Do you want us to keep going further? Do you want us to go to teachers? Do you want us to go to principles? Uh we can follow through with what our scholars said in regards to inconsistency. I know Jill took massive notes over there with that. Um real >> Yeah, I mean I'll give it now. The only things I see are the inconsistency and then the percentages of how like re-evaluate that how the grade is split. >> Okay, >> those were the two pinch points I heard. >> So we can take that off. >> Okay. All right. And then uh we were going for March to add on uh again some more information Indian ed what your vision is and what what's working there. And then we can add on um in one of the months grow your own program and then we'll have room to add on mentor programs as well. Um Erica we do have the data that's coming in for technology use in um May as well and extracurricular activities in that I believe you asked as well. >> So um and we had listed here a vision card B and E but vision cards will be A and B in June. And so we'll get all this updated and sent out to your work. >> Okay. >> Thank you. >> All right. Um, meeting adjourned at 8:03.