--- ## author: Jesse Sierks date: D:20171017085700-05'00' --- ## Work Session Tuesday, May 19, 2026 5:00 PM ## ECC 350, 5701 Normandale Road, Edina, MN 55424 ## I. Determination of Quorum and Call to Order ## II. Approval of Agenda ## School Board Work Session Tuesday, May 19, 2026; 5:00 PM ## ECC Room 350 ## I. Determination of Quorum and Call to Order ## II. Approval of Agenda ## III. Discussion ## A. Year End Update: Elementary Acceleration Plan ## B. Early Learning and Family Center Final Report ## C. Workers' Compensation Renewal - Fiscal Year 2027 D. Property, Casualty, and Liability Insurance Renewal – Fiscal Year 2027 ## E. Long-Term Facilities Maintenance Update – Spring 2026 ## IV. Leadership and Committee Updates ## V. Superintendent Updates ## VI. Adjournment NOTE: School Board members may participate by interactive technology as permitted by Minnesota Statute 13D.02 ## III. Discussion ## III.A. Year End Update: Elementary Acceleration ## Plan ## Speaker(s): Jody De ## St. Hubert, Director of Teaching and ## Learning; and Deb ## Richards, Talent ## Development ## Coordinator ## Board Meeting Date: May 19th, 2026 ## Title: Year End Update: Elementary Acceleration Plan ## Type: Discussion Presenter(s): Jody De St. Hubert, Director of Teaching and Learning; and Deb Richards, ## Talent Development Coordinator ## Background: This report details the 2025–26 Elementary Talent Development Acceleration Review, an audit of math (grades 3–5) and reading (grades 4–5) practices aligned with the Edina Public Schools Strategic Plan 2020–2030. It reflects the district’s commitment to ensuring every learner’s strengths are recognized early, nurtured intentionally, and connected to meaningful opportunities for academic growth and social-emotional well-being. Conducted during the 2025–26 school year, the review was designed to sustain excellence by identifying both strengths and opportunities for continuous improvement in elementary acceleration programming. It celebrates high student engagement and strong peer connections. It also identifies needs for improved communication, site-to-site consistency, increased rigor for grades 1–2, and social-emotional support during transitions related to accelerated programming. In summer 2026, review team members will create a multi-year implementation plan with clearly outlined metrics for success, to address the review findings and return to the board during the 2026-2027 school year to provide updates on the progress of implementation. These efforts reaffirm our commitment to ensuring each and every learner’s strengths are intentionally nurtured so that Edina students continue to thrive. Recommendation: No recommendation is being made at this time. This item has been prepared for board discussion. Desired Outcomes from the Board: Please bring questions you have for the presenters. ## Attachment: ## Executive Summary ## Defining Excellence: ## Elementary Acceleration 2025–2026 1 This action plan outlines Edina Public Schools’ commitment to Academic Excellence with a focus on Acceleration in ## Elementary Talent Development End of Year Update - April 2026 - Reconnecting to Our Vision This report provides an update on the completion of the Elementary Talent Development Acceleration opportunity review. Elementary was selected for the review because the Secondary has more accelerated opportunities to access. The process began in the fall of 2025 and is designed to ensure continued excellence by guiding necessary adjustments and strengthening the program for the future. The Elementary Acceleration Review is an audit of current practices and a commitment to ensuring that each and every child’s strengths are recognized early, nurtured intentionally, and connected to opportunities that enhance achievement, as well as social and emotional well-being. The review directly aligns with the 2020-2030 Edina Public School Strategic Plan, strategy A.2, “Articulate a system of flexible pathways that maximizes learner engagement to grow students’ strengths and talents.” This review process of Elementary Acceleration was specifically designed to gather and use data for sustaining excellence. The review of Acceleration in Elementary Talent Development is completed and the focused areas for continuous improvement have been identified. ## The What: Talent Development- Elementary Acceleration The Elementary Acceleration learning opportunity is operating in the full ## implementation stage of the Edina Talent Development Framework. Talent Development is an instructional framework for each and every. While “Gifted Education” refers to identifying students who already demonstrate advanced academic abilities through test scores, Talent Development in Edina is Gifted Education and MORE. It takes a broader, more inclusive, and proactive approach to instructional excellence. This more inclusive approach of Talent Development does not reduce or eliminate opportunities for advanced learners instead it expands opportunities for all. ## Edina Public Schools | Defining Excellence: Elementary Acceleration 2 One of the four Talent Development learning opportunities is Acceleration. As part of the overall Edina Talent Development Framework, Acceleration is for SOME students and specifically supports students who are demonstrating advanced academic abilities. Elementary Acceleration includes compacted and faster-paced learning that happens outside of the homeroom classroom for math in grades 3-5 and reading in grades 4-5. The Curiosity Lab is a tool used to support students who are underrepresented in advanced programming to access possible future opportunities. In this report, the Curiosity Lab was not reviewed as part of accelerated programming. ## Timeline: A Five-Phase Approach The review was structured into five sequential and deliberate phases, of which ALL have been completed as of April 2026. This approach ensured that the final recommendations are comprehensive and community-informed. 90% of the Talent Development Elementary Acceleration Lead Team strongly agreed that the five phase approach was comprehensive, inclusive of many perspectives and effective in honoring the survey data. ## Phase Timeline Status Key Actions ## One: ## Implementation 2021-2025 Completed Moved the acceleration opportunity through the four stages of Implementation Science, resulting in the full implementation of the acceleration model for Math (grades 3-5) and Reading (grades 4-5). ## Two: ## Planning for Review of Acceleration Summer-Fall 2025 Completed Created a plan for continuous improvement, including presenting a draft plan to the School Board on September 8, 2025. ## Three: ## Engagement & Data ## Collection ## Preparation Fall 2025 (September 18 - December 1, 2025) Completed Convened the internal lead team, defined the scope and process, and determined feedback tools for each focus area through multiple stakeholder meetings. ## Four: ## Comprehensive ## Review ## January-February 2026 Completed Collected data across all four focus areas and stakeholder groups. This included reviewing demographics, growth metrics, and evidence of shared understanding of the program. The survey data was ## Edina Public Schools | Defining Excellence: Elementary Acceleration 3 analyzed and validated with the ## Acceleration Lead Team, District ## MTSS Team, District, Talent ## Development Team, and the District Parent Advisory Council. ## Five: ## Finalize ## Recommendations and ## Implementation ## Roadmap March-April 2026 ## School Board presentation on 5-19-26 Completed Recommendations were identified that align with the Edina Talent Development’s Framework. Feedback was gathered by key stakeholder groups in order to create implementation options and begin creating a multi-year implementation plan. In partnership with the marketing team, elementary TD teachers, and elementary principals, the multi-year implementation plan will be created during the 2026 summer. The implementation will be phased with some action steps beginning during the 2026-2027 school year and others in the 2027-28 school year. ## The Four Focus Areas: Our Throughline All analysis and future design for the Elementary Acceleration Review is centered around four key themes. These themes align the review with the overall Talent ## Development Instructional Framework philosophy and vision of Edina Public Schools, for each and every student to discover their possibilities and thrive. 1. Purpose & Vision for Acceleration: This focus area seeks to clarify the definition of acceleration within elementary Talent Development for both internal and external audiences. It is currently framed as a learning opportunity that provides a strong instructional match for some students who need additional academic challenges. 2. Inclusive & Consistent Approach to Nurturing Potential: The goal is to determine if the district has broadened access to acceleration opportunities, moving beyond traditional identification methods to reach more students. This area also examines how consistency is ensured across all elementary sites. 3. Right Instructional Match for Every Learner for Optimal Growth: This theme focuses on how the program creates individualized learning experiences that directly respond to students' readiness levels. Metrics for success include placement accuracy, ensuring students meet individual growth targets, and ## Edina Public Schools | Defining Excellence: Elementary Acceleration 4 guaranteeing that acceleration provides meaningful challenge without consistent overwhelm or boredom. 4. Integration of Social-Emotional Well-being: This measure focuses on how acceleration influences students’ social-emotional outcomes, including their sense of connection and confidence as learners.The review monitors whether students experience a healthy balance between challenge and manageable expectations, ensuring that academic acceleration strengthens, rather than compromises, their long-term well-being. In addition, this component will review how students move into and out of accelerated pathways to ensure that increased access does not unintentionally create stress, isolation, or barriers to belonging, and that students receive the support they need to thrive at each transition point. ## Stakeholder Engagement for Data Collection The Elementary Acceleration Review was grounded in broad stakeholder engagement. The process was designed to draw on formal feedback from a larger and more diverse group of students, families, and staff. 90 % of the Talent ## Development Elementary Acceleration Lead Team strongly agreed that the Review process was comprehensive in scope, thoroughly examining the existing barriers and opportunities within our elementary acceleration model. Data was gathered from six distinct stakeholder groups using a variety of confidential methods, including surveys and focus groups, to ensure a comprehensive perspective: ● Students currently participate and participated in the last three years in acceleration opportunities ● Parents/Families of students who have participated in the past three years in accelerated opportunities ● Classroom Teachers (K-2 and 3-5) ## ● Talent Development Teachers ## ● Principals/Administrative Deans ## Comprehensive Review Process (completed Winter 2026) The review transitioned into the critical data collection and synthesis phases. Data was collected across all four focus areas and all stakeholder groups. The survey data was then analyzed and validated with the Acceleration Lead Team, District MTSS Team, Talent Development Team and the District Parent Advisory Council. Groups were given the following to analyze: the raw survey data for each stakeholder group, ## Edina Public Schools | Defining Excellence: Elementary Acceleration 5 a summary of the survey comments, a summary of the raw data broken up by focus area with strengths and areas for improvement identified for each focus area. This is what we learned: The survey data identified both strengths and areas for improvement in each focus area. Below are the consistent themes within the survey data: ## Focus Area Strength Area for Improvement Purpose & Vision for ## Acceleration A strong internal understanding of how the district defines acceleration Gap between district’s “internal clarity” and the “external” experience ## Inclusive & Consistent ## Approach to Nurturing ## Potential Flexible grouping and student-belonging in Accelerated classes Site program inconsistencies ## Right Instructional ## Match for Every Learner ## for Optimal Growth Over 90% of parents and students believe academic needs are being met in the accelerated course Underserved grades 1-2 populations Integration of ## Social-Emotional ## Well-being Peer connections while in accelerated classes Flexible grouping can produce anxiety The summarized raw data is available in the appendix. In addition to grounding our analysis in the survey data, the Elementary Acceleration Review also included a look at our neighboring school districts and their offerings for advanced learners. Districts generally fall into two different broad categories: ● Gifted and Talented (GT) Programs that most often follow an identification-first model. They use standardized testing and IQ scores to find students with high "natural" ability. Once identified, these students are placed in a separate school with an accelerated curriculum. The focus is on providing a specific environment for those who have already met a high performance threshold. ● Talent Development Programs that follow a development-first model. Rather than screening students, these programs provide high-level enrichment to all students. The goal is to nurture potential over time, assuming that with the right instruction and opportunities, more students can reach an advanced ## Edina Public Schools | Defining Excellence: Elementary Acceleration 6 level of learning. Most of the time these programs do not offer, or offer very limited, unique accelerated learning classes. Edina Public Schools offers both approaches. We focus on cultivating talent through enrichment, extended learning and real-world opportunities. Edina Public Schools also focuses on finding excellence through acceleration opportunities. The Talent Development program in Edina continues to earn significant acclaim, extending its reputation from local success to national recognition. Notably, Riverside Insights recently showcased the district’s innovative application of the CogAT assessment, highlighting our commitment to identifying student reasoning strengths to directly inform and enhance classroom instruction for each and every student. This approach represents a pivotal shift in educational philosophy, moving away from a traditional deficit lens toward a proactive, asset-based framework that celebrates student potential. This momentum is further evidenced by our program coordinator’s invitation to present at the annual Minnesota Educators of the Gifted and Talented (MEGT) conference. As school districts across the state increasingly look to Edina as a model for excellence, we remain dedicated to refining and sharing these impactful opportunities for our learners. The Elementary Acceleration Review uncovered three opportunities that neighboring GT programs offer that Edina does not: ● Opportunities for primary (1st and 2nd grade) aged-students in Math and/or ## Reading ● Minnetonka’s Ready-Start Kindergarten program: a Kindergarten program designed for children who may not be ready - socially or academically - for a traditional classroom. This is a comprehensive Kindergarten program that prepares students for first grade the following year. RSK was developed for families struggling over the decision to start Kindergarten or wait another year, a common discussion for children with summer birthdays. ● Wayzata’s Rising K's, a, full-day summer pre-kindergarten program designed for children entering kindergarten in the fall, including those with summer birthdays. This program focuses on kindergarten readiness, featuring play-based, hands-on, and themed weekly activities to support the transition to elementary school. Based on direct conversations with families we know of eight (8) families who live in Edina that have enrolled in the Navigator Elementary Gifted Education specialized school in Minnetonka. ## Edina Public Schools | Defining Excellence: Elementary Acceleration 7 Recommendations (Spring 2026) Teams synthesized the analysis of data, with a strong focus placed on areas for improvement. The synthesis guided final recommendations for continued improvement designed to sustain excellence. Recommendations were identified that align with the Edina Talent Development’s Framework. Based on best practices and validated by our student survey data, four recommendations emerged. ## Edina Public Schools | Defining Excellence: Elementary Acceleration 8 ## 100% of the Talent Development Elementary Acceleration Lead Team strongly agreed that the methods used to conduct the Review (such as data collection and team collaboration) were effective in identifying the most critical areas for improvement. 100% of the team also strongly agreed that the recommendations will have a high impact on the quality and accessibility of elementary acceleration opportunities. ## Next Steps: Transition and Readiness Feedback was gathered by key stakeholder groups in order to create implementation options. This review affirms our commitment that each and every student deserves the right instructional match for optimal growth. By aligning acceleration with the Talent Development Instructional framework, we ensure that challenge and support are not mutually exclusive, but are essential components for enhanced achievement, as well as social and emotional well-being. The findings from this process will shape a stronger, more inclusive, and responsive acceleration program, ensuring students leave elementary school academically prepared, self-aware, and socially confident, in alignment with the Edina 2020-2030 Strategic Plan and the Portrait of a Well-Rounded Edina Graduate. Next steps for each focus area are identified below, with the understanding that a multi-year implementation plan will be drafted in the Summer of 2026 to intentionally move the work forward. The multi-year implementation plan will be shared with the Board in the fall of 2026. Success measures will be included in the multi-year implementation plan. Immediate actions taking place in the summer of 2026 while the multi-year implementation plan is being drafted are: ● Website revisions will clearly explain the purpose of acceleration, selection criteria, K-12 pathways, and site specific opportunities. ● In partnership with the Early Childhood leadership team, standardized communication regarding Talent Development opportunities will be created and shared with families who have students entering Kindergarten. ● In partnership with the Middle School leadership team, standardized communication regarding Talent Development opportunities will be created and shared with families who have students entering grade 6 for 2026-27. ● Elementary principals will review an audit of site-to-site consistency on June 11th and begin thinking about critical steps to address the inconsistencies. ● Elementary principals will meet on June 11th to review stakeholder feedback and identify the best option for expanding rigor in grade 1 and grade 2. ## Edina Public Schools | Defining Excellence: Elementary Acceleration 9 ● Flexible grouping and transition protocols will be created in the summer with a representative group of Talent Development teachers. Flexible grouping begins mid-September in TD 3rd grade Math. A standardized approach will be used to inform families and students of the opportunity. It will include a common message to families and classroom teachers and a possible site meeting with families. An opt-in option is also being evaluated. ## Appendix ## Appendix A: Acceleration Raw Survey Data: Math Students ## Appendix B: Acceleration Raw Survey Data: Reading Students ## Appendix C: Acceleration Raw Survey Data: 3-5 Classroom Teachers ## Appendix D: Acceleration Raw Survey Data: K-2 Classroom Teachers ## Appendix E: Acceleration Raw Survey Data: Parents ## Appendix F: Acceleration Raw Survey Data: Administrators: Principals and Deans ## Appendix G: Acceleration Raw Survey Data: Talent Development Teachers ## Appendix H: Talent Development Advisory Council Members ## Appendix I: Talent Development Elementary Acceleration Lead Team Members ## Edina Public Schools | Defining Excellence: Elementary Acceleration 10 III.B. Early Learning and Family Center Final ## Report ## Speaker(s): Dr. Anne ## Marie Leland, ## Director of Community ## Education & Strategic ## Partnerships; Kim ## Isley, Assistant ## Director of Early ## Learning; and Laura ## Phongsavath, Early ## Learning Center ## Manager ## Board Meeting Date: May 19, 2026 ## Title: Early Learning and Family Center Final Report ## Type: Discussion Presenter(s): Dr. Anne Marie Leland, Director of Community Education & Strategic Partnerships; Kim Isley, Assistant Director of Early Learning; and Laura Phongsavath, Early ## Learning Center Manager Description: This presentation brings forward recommendations for School Board consideration that emerged from two years of imagining, researching, and collaborating have shaped this report and the vision it represents for a transformed Early Learning and Family Center. Along with a variety of ways in which we gathered stakeholder input, this report builds on a series of School Board presentations, November 2024, February 2025, September 2025, and January 2026 and brings that ongoing conversation to this moment. Recommendation: No recommendation is being made at this time. This item has been prepared for board discussion. Desired Outcomes from the Board: Please review the information and come prepared with your questions. ## Attachments: May 19, 2026 ELFC Final Report ## Early Learning & Family Center ## Final Board Report May 2026 ## SectionContentsPage 1 ## Our Journey 2 2 ## The Case for Our Vision 3 3 ## Edina’s Early Learning Program Landscape 6 4 ## What our Community Shared ## Three Meetings, Three Layers of Insight 9 5 ## What It Points To: Five Design Priorities 11 6 ## April 28, 2026: Final Cross-Functional Meeting Findings 13 7 ## Investing in Our Current Strengths 15 8 ## Architectural Planning Progress 16 9 ## Unresolved Design Tensions 16 10 ## Looking Forward: Path for Board Consideration 17 ## A ## Research Appendix: Supporting Citations 18 ## About this Document Two years of imagining, researching, and collaborating have shaped this document and the vision it represents for a transformed Early Learning and Family Center. It builds on a series of School Board presentations, November 2024, February 2025, September 2025, and January 2026 and brings that ongoing conversation to this moment. These findings are offered for discussion and reflection. The School Board is not being asked to act tonight. We are sharing the thinking behind this work, and where it could lead. ## What’s Inside: 1 November 2024 Initial vision shared with School Board; potential opportunities explored February 2025Proposed transformation framework developed and presented August 2025 Community engagement strategy launched; ThoughtExchange generated 750+ ratings from 74 participants September 2025Action Plan presented to and adopted by School Board December 2, 2025 First cross-functional team meeting: building leadership, teachers, support staff, PTO, district administrators, and architect January 20, 2026 Second cross-functional meeting: learning neighborhoods, family engagement design, and future-proofing enrollment April 2, 2026 Parent Leadership Council meeting; ELFC vision shared with broader community stakeholders Spring 2026 Mid-year progress update shared with our School Board; Wold Architects advanced to preliminary space needs analysis April 28, 2026 Final cross-functional meeting: Stakeholders affirmed design priorities and identified limitations a dedicated ELFC would address May 19, 2026Final report presented to our School Board ## Section 1: Our Journey Two years ago, Edina Public Schools embarked on a journey to envision a transformed Early Learning and Family Center, reinforcing the district's commitment to premier E-12 education that truly begins at birth. Throughout this journey, one vision has remained constant: to position Edina as Minnesota's premier E-12 district by establishing the ELFC as a foundational cornerstone, a destination where excellence in early childhood education meets comprehensive family support in an intentionally designed environment. ## Key Milestones ## A Shared Commitment to Minnesota's Premier Early Learning Program If early childhood education is a garden, the curriculum is the seed, the teacher is the gardener, and the physical environment is the soil — it must be rich, supportive, and ## intentionally prepared. — Dr. Lilian Katz, Early Childhood Researcher 2 ## Section 2: The Case for Our Vision There is a persistent misconception that early childhood programming is a warm-up act, something children do before real learning begins in kindergarten. Research has dismantled this idea entirely. The years from birth through age five are the most neurologically significant period in a human life, the window during which the architecture of the brain is built, when language, social-emotional capacity, executive function, curiosity, and the ability to take risks as a learner are all established. ## Early Learning Is School ## The Physical Environment as the Third Teacher The research on physical learning environments is equally clear. The National Association for the Education of Young Children’s (NAEYC) Young Children (Winter 2024) frames the constructed environment as the "Third Teacher,” alongside family and educators, in a child's development. A supportive and inviting atmosphere is critical for development. [3] When children have access to well-designed outdoor spaces with natural elements such as grass, plantings, varied terrain, and sensory materials, their mathematical reasoning, scientific inquiry, language development, and physical coordination all benefit. As NAEYC's Young Children notes, many programs fence in space that fences out all the natural elements. Children may be outside, but they are not in nature. The distinction matters enormously. [4] NAEYC's landmark resource The Great Outdoors: Advocating for Natural Spaces for Young Children (Rivkin and Schein) provides the research and practical framework for nature access as a non-negotiable component of quality early childhood environments. Programs like the Thomas Irvine Dodge Nature Center in St. Paul demonstrate what is possible when outdoor space is designed with purpose. [5] 90% of brain development occurs before age five. The neural connections formed during early childhood establish the foundation for all future learning, behavior, and health. Children who arrive at kindergarten prepared with strong language skills, executive function, and social-emotional regulation, maintain measurable academic advantages through elementary school and beyond. Quality preschool environments show statistically significant associations with language and math outcomes at kindergarten entry. [1] Longitudinal studies show that high-quality early childhood experiences are linked to higher graduation rates, greater earnings, lower grade retention, stronger social skills, and better health outcomes in adulthood. These are not marginal differences. They compound over a lifetime. [2] For children needing additional opportunities, quality early learning is even more consequential. It is the single greatest lever a school district can pull to close opportunity gaps before they open. 3 Following the April 2, 2026 community leaders meeting, it became clear that the phrase "nature- based" was creating confusion for some stakeholders, suggesting the ELFC might remodel itself entirely after programs like Dodge Nature Center Preschool. Our stakeholder’s vision is to create intentional access to nature, outdoor spaces where children can explore, investigate, and learn, woven into a comprehensive, research-aligned program that serves the full spectrum of Edina families. The language in this report and in future communications uses "access to nature" and "nature-connected learning" to reflect this distinction accurately. ## A Note on Language: Access to Nature Imagine a child we'll call Mia. She is three years old, and she attends the ELFC. In a new building, she arrives each morning through a bright, welcoming entry filled with natural light. She hangs her coat in a cubby at the right height. She uses the bathroom in her classroom, on her own, with a fixture sized for her body. She steps outside into a sensory garden where she watches the seeds she planted three weeks ago now reaching toward the sun. Her teacher is nearby, in a collaboration zone connected to the outdoors. Mia is learning to regulate, to explore, to wonder. When she walks into kindergarten two years later, she will carry all of this with her, the curiosity, the confidence, the sense that learning is a place where she belongs. This is what the research describes. This is what a new ELFC would make possible for every child in Edina. 4 ## The E-12 Continuum Starts Here Edina Public Schools takes pride in its E-12 commitment to excellence. But that commitment has a growth opportunity. The earliest years of a child's educational experience, the years when investment yields the highest return, are housed in a facility that does not reflect an optimal physical environment designed with children in mind. When a child arrives in a kindergarten classroom, a teacher can see the difference. Children who have experienced rich, play-based early learning in well-designed environments arrive with stronger vocabulary, more confident self-regulation, and greater readiness to build relationships with peers. They know how to explore, how to try, how to ask for help. These are not innate traits. They are the outcomes of a high-quality early learning environment. A new ELFC is the district's declaration that educational excellence begins at birth. ## A Story Worth Telling 5 ## The Economics of Early Learning: Return on Investment (ROI) Investing in early childhood education is one of the most well-documented return-on- investment decisions in all of public policy. The research on this point spans decades, crosses disciplines, and comes f rom some of the most rigorous economists in the world with origins in Minnesota. Longitudinal studies have tracked children over decades measuring outcomes in health, education, employment, earnings, and reduced public costs: With every $1 invest in early childhood education, $7-13 is returned in societal benefits, Heckman, 2006 (Nobel Laureate in Economics) and Mississippi State University Social Science Research Center (2025, May). Investing in Early Childhood Education Pays Dividends. These benef its include: ## Anticipated Relevance for Edina and Alignment with Future Enrollment Higher kindergarten readiness, reducing the need for intervention and support services in early elementary grades Stronger E-12 enrollment retention, as families who have a positive early learning experience in-district are more likely to remain in Edina schools Parent workforce participation, supported by access to reliable, high-quality programming Community economic competitiveness, as quality schools and early learning facilities are a demonstrated factor in where young professional families choose to live Reduced burden on kindergarten teachers, who spend less time on foundational skill- building and more time on grade-level instruction when children arrive prepared The earlier the investment, the greater the return – James Heckman, Nobel Laureate in ## Economics Reduced special education costs – Children who attend high-quality early learning programs are signif icantly less likely to require special education services, saving districts and families substantial resources. Lower grade retention rates – Quality early learning reduces the likelihood of children repeating grades, which carries direct cost savings and improves long-term academic trajectories. Higher graduation rates and lifetime earnings – Participants in quality early childhood programs complete more education and earn more over their lifetimes, generating greater tax contributions and reduced dependence on public services. Two-generation economic benefits – When parents can access reliable, high-quality early childhood education, they can maintain or improve their workforce participation — increasing family income and economic productivity simultaneously. Reduced crime and public health costs – Long-term studies, including Heckman’s landmark Perry Preschool research (2010), show that quality early learning is associated with reduced rates of crime, incarceration, and public health burden decades later. ## Early Learning TypeProgramsOur Realistic Opportunity ## Core Preschool ## Programs ## Berry Patch (two Edina campuses), Creekside, and comparable play-based preschools Primary opportunity to retain ECFE families and compete for play-based, family-engaged preschool enrollment. A facility upgrade directly targets this. ## Full-Day and Child ## Care Programs ELFC, Primrose, and other licensed childcare centers With full-day programming and Little Kids Club expansion, families who need full- day care are often choosing these programs by default, not by preference. ## Language Immersion ## Programs ISLA and several other Spanish immersion preschools in and around Edina If Spanish immersion is added. These families are also most likely to stay in- district for Kindergarten, making them a strategic enrollment priority. ## Private E-12 Schools ## Blake School, Our Lady of Grace, and similar independent programs Families typically choose Blake for prestige and K-12 pathway, OLG for faith- based education. These are distinct value propositions and are not appropriate to replicate. ## Section 3: Edina’s Early Learning Landscape The ELFC stands out in our community as having exceptional licensed educators and specialists, a research-aligned curriculum, inclusive programming, and a community of families who deeply value what we offer. However, every year families in Edina make decisions about where their youngest children will spend their days. They visit buildings. They look at classrooms. They see outdoor spaces. They imagine their child in the environment. In some cases, they choose a private early learning program because the ELFC's current facility does not have have internal or external curb appeal. ## Edina Families Are Making Choices Right Now ## Understanding the Edina’s Early Learning Options Informed by stakeholder input gathered through the cross-functional planning process, the early learning landscape is more nuanced than a simple list of programs. Understanding all the options and for whom shapes both the facility vision and programming strategy. The table below presents realistic opportunities to recruit and retain students from our community ultimately, increasing our resident family enrollment. 6 ## Current ELFCNew ELFC Vision What families experience todayWhat Edina families experience in the future Outdated building not designed for early learning and non-contiguous early learning program spaces Inequitable learning, bathrooms outside classrooms, and outdated play spaces No dedicated nature-connected learning environment Lack of cultural elements and family connection space Multiple entry and exit points creating safety issues and concerns Limited bus area for student drop-off and pick-up with inadequate parking within a multi-building campus creating safety issues Designed from ground up for children 0-5 In-classroom bathrooms, sensory spaces, natural light, and equitable learning areas and play spaces Nature-based outdoor learning with sensory gardens Family Commons and multilingual resource center with language immersion programming Safe, warm, and welcoming physical space that creates psychological safety and wellbeing Parking lot and bus area that are universally designed for all families and children A critical insight from stakeholder engagement – the facility vision and the programming vision must be presented together. A beautiful new building without compelling expanded programming will not, on its own, attract and retain families. And expanded programming without the facility to support it will not reach its potential. The two are inseparable. Families considering the ELFC want to know what the building will look like and what their child's day will include. The programming vision including expanded two-year-old options, flexible scheduling, language immersion, nature-connected learning, intergenerational experiences, full- day school, and Little Kids Club options are as much a part of the case for investment as the facility plan itself. ## Programming and Facility Must Move Together ## The Landscape: Where We Are and Where We Can Lead 7 ## Strategic Insight: The clearest enrollment opportunity lies with ECFE families who already know and trust the ELFC. Families are currently choosing full day programming with childcare by necessity rather than preference, and families seeking language immersion are also the most likely to stay in Edina for elementary school. A new facility, paired with expanded programming, directly targets all three of these audiences Stakeholders went on a virtual tour, visiting early learning centers around Minnesota, including one in South Dakota that are truly inspirational and designed to serve families with our earliest learners. Using examples from other early learning centers, participants experienced different approaches to space and layout. They saw what worked, what didn't, and most importantly, what might work for Edina's unique context. Every detail of these example centers communicates to a child that this space was designed with them in mind, that discovery lives around every corner, that being here is exciting. This is what inspiring early learning environments do. They are intentional. Natural light supports biological rhythms and signals welcome. Spaces designed at child scale build confidence and independence. Outdoor environments with plantings and sensory elements connect children to the living world. ## What Inspires the Vision: Lessons from Exceptional Spaces ## What Makes the ELFC Standout 8 Here is what we do best: offer an exceptional E-12 experience. When a child attends the ELFC, they are already part of Edina Public Schools. Their teachers know what is expected in kindergarten. Their records travel with them seamlessly. Their developmental screenings are aligned with what their future teachers will need to know. The transition from the ELFC to kindergarten is not a leap between institutions, it is a step within one and the first important benchmark along our learners’ journey to grade 12 graduation. ## What Other Programs in Edina OfferWhat the ELFC Can Offer Purpose-built, inspiring indoor spaces All of that , plus seamless E-12 curriculum alignment Quality outdoor play environments All of that, plus developmental screening integrated with district systems Enrichment: music, language, arts All of that, plus a public-school commitment to equity and access for every Edina family ## Strong K-readiness programming All of that, plus a transition to Edina elementary schools that is a step, not a leap Family engagement and parent education All of that, plus ECFE, ECSE, inclusive classrooms, and a full spectrum of family support services in one place A welcoming, child-centered environment All of that, plus a community hub serving all of Edina across generations ## Nature-Connected Learning Intentional access to outdoor learning experiences as central to our early childhood philosophy, with natural materials throughout indoor and outdoor spaces, secured courtyards with meaningful plantings, and strong visual and physical connections between classrooms and the natural world. ## Universal Design Universally-designed from the first moment of arrival: zero-entry access points, generous and efficiently organized parking, wide corridors and doorways supporting diverse mobility needs, and flexible spaces that adapt to varied learning styles and abilities. ## Family Partnership A Family Commons area at the building entry where parents gather before and after programs; multi-purpose spaces for school-wide events; resource centers in multiple languages; adult-sized, culturally proficient spaces that honor families as first teachers. ## Purposeful Design Spaces designed from the ground up for children ages 0 to 5, not adult spaces adapted for small bodies: in-classroom bathrooms, quiet and sensory areas in every classroom, teacher collaboration zones adjacent to learning neighborhoods, and adequate organized storage built in from the start. ## Section 4: Three Meetings, Three Layers of Insight Over three cross-functional team meetings spanning December 2025 through April 2026, stakeholders representing building leadership, teachers, support staff, PTO, district administrators, and Wold Architects engaged in structured dialogue around the future of the ELFC. Four overarching principles surfaced and remained consistent across all three conversations. ## December 2, 2025: Establishing Core Principles The first meeting introduced the concept of the physical environment as the Third Teacher and invited participants to brainstorm across five areas: learning spaces, family connection, programs and services, practical priorities, and vision for the future. 9 1 2 3 4 The second meeting moved from broad principles to detailed design questions, exploring future stable and sustainable enrollment, translating the learning neighborhoods concept into design specifications, and positioning the ELFC as a true community hub. Pod-based learning neighborhoods organized by age group, with shared common spaces and motor rooms within each pod Flexible programming capacity to accommodate a broader age band and more scheduling options for working families Intergenerational programming connected to a Senior Center presence, with dedicated volunteer coordinator A community hub model extending beyond early learning hours, including parent education and co-location of community partners near the front entrance Language programming, including dual language options in French and Spanish, as a distinctive program offering The final cross-functional meeting brought the same core group of stakeholders together for a focused conversation organized around four questions: what a dedicated space would make possible, who else could be served, what current limitations could be addressed, and what the ELFC is already doing well. January 20, 2026: Deepening the Vision 10 ## April 28, 2026: Affirming, Expanding, and Grounding the Vision ## Section 5: Five Design Priorities Universally-designed entries will create welcoming first impressions from the moment families arrive. Generous parking with efficient circulation patterns will accommodate the reality of early childhood programs and families juggling multiple drop-offs. The Family Commons area at the main entry will serve as the center's living room. Multi-purpose gathering spaces will host community events, and resource centers will provide multilingual family support materials. ## Learning Spaces That Inspire 11 ## Family Connection at the Heart Combining research, three rounds of cross-functional team engagement, survey feedback from stakeholders, and architectural analysis from Wold Architects, five specific design priorities have crystallized for the vision of a new Early Learning and Family Center. Natural light will flow through all classrooms, supporting children's biological rhythms and creating spaces that feel alive and welcoming. Flexible furniture will support multiple learning configurations. In-classroom bathrooms with developmentally appropriate fixtures will support independence and dignity. Designated quiet and sensory areas in each classroom will provide regulation support, and teacher collaboration zones adjacent to learning neighborhoods will foster professional learning communities. Organized storage designed in from the start will eliminate the makeshift solutions that currently characterize too many early childhood classrooms. [3] ## Nature-Connected Outdoor Learning Quality outdoor space needs to be a core part of our programming. Outdoor environments rich in natural elements such as grass, plantings, varied terrain, and sensory materials that support math reasoning, scientific inquiry, language development, and physical coordination in ways indoor spaces alone cannot replicate. The vision for the ELFC includes outdoor classrooms designed with safety in mind, sensory gardens, raised garden beds, natural play elements, and spaces designed for both structured outdoor learning and child-directed exploration. [4] Intergenerational programming could connect seniors and young learners in mutually enriching relationships. Community partnerships with retired volunteers, high school students, and pre- service teachers could expand capacity. Multilingual communication technology would ensure language is never a barrier. An early childhood screening suite would consolidate services. Co- location with Community Education programs would position the ELFC as a true hub for lifelong learning. ## Programming That Meets Families Where They Are 12 ## Visionary Elements That Set Us Apart Enhanced nature-connected learning will position the ELFC as a leader in this research-backed approach. Expanded programming for two-year-olds will meet growing demand. Flexible scheduling for 3s and 4s programs will accommodate working families. Lunch bunch and enrichment options in language, art, music, and STEAM will extend learning opportunities. ECFE programming will be positioned as a community builder. Language immersion will attract a new audience of families who are also strong candidates to remain in-district for elementary school. ## Practical Considerations That Enable Excellence Security must be balanced with a welcoming atmosphere. Parking designed for staggered program schedules will prevent the congestion that currently creates transition stress and safety issues. True zero-entry access must be designed in from the beginning. Staff support spaces, including areas dedicated to professional development, recognize that excellent teaching requires time for collaboration. A dedicated ELFC space was described not only as a facility improvement but as a statement of values: a clear signal to the community that Edina prioritizes early learning and community wellness. Specific program opportunities identified included: Intergenerational programming, including structured interactions between young learners and seniors Spanish and French language immersion programming Expanded class offerings and more sections of existing programs, currently constrained by space Drop-in childcare options for families who need flexible access Nature-connected outdoor learning environments with intentional design Community spaces and play spaces accessible to the broader Edina community Transition services and co-location with Community Education adult programming A resource center for community needs and co-located mental health services ## Section 6: Final Cross-Functional Meeting ## Findings ## What a Dedicated Space Would Make Possible 13 ## Current LimitationWhat a Dedicated Space Addresses Parking, drop-off, and shelter at entryDesigned circulation and covered lobby space Limited and inadequate outdoor space Intentional playgrounds, green space, and nature access ## Little Kids Club space constraints Separate Little Kids Club space, attached but with its own amenities Lack of natural light in classrooms and officesNatural light designed in from the start Age-appropriate bathrooms not connected to classrooms In-classroom bathrooms as a standard feature Insufficient storage throughoutOrganized storage built into every space No dedicated lunchroomCentralized kitchen and dedicated dining space Limited meeting and office space Functional offices, IEP meeting rooms, collaboration zones Safety concerns that conflict with openness Security designed with welcome in mind from the beginning Insufficient enrichment program space More sections possible with more purposeful space Limited space for summer programmingDedicated spaces that function year-round Special education transitions across spaces Special Education presence in each pod, reducing unnecessary transitions ## What Current Limitations Could Be Addressed 14 The April 28, 2026 conversation was notable for its balance. Stakeholders named, with genuine pride, what makes the ELFC a standout program worth the investment. These strengths are the foundation the new facility would be designed to sustain and grow. ## Section 7: Investing in Our Current ## Strengths 15 ## What We Do Well Why It Matters for the Future Inclusivity and kindergarten transition support A dedicated building would deepen and sustain this approach Flexible programs meeting diverse family needsMore space enables more flexibility, not less ECFE as family education and community building A Family Commons and multi-purpose spaces amplify this role Highly qualified and expert staffSpaces honor and support expert teachers Strong parent engagement and supportFamily Commons and resource center High-quality, EPS-aligned curriculumDedicated spaces allow curriculum fidelity Play-based and age-aligned learning Spaces designed for 0-5 make play-based learning more possible In-house special education support A pod model with Special Education presence reduces transitions and stigma Welcoming environment for all families Intentional zero-entry, multilingual, and culturally proficient design Community support and pride for our youngest ## Hornets A new facility would deepen community investment and identity SEL and social-emotional supportsA sensory-rich, regulation-first environment ## Strategic Insight: The community is not asking for something entirely new. They are asking for a facility worthy of the exceptional program that already exists. The staff and families who show up every day desire a building that meets them at the level of their commitment. Community conversations have surfaced important design tensions that will require thoughtful resolution as planning advances. Identifying these honestly is part of presenting credible, grounded recommendations. How do we balance security needs with openness and genuine accessibility? What is the right approach to child safety while still providing natural light through child- appropriate window access? Can we create appropriate building scale while maintaining the intimate, neighborhood feel that young children need? Where should the Family Commons be positioned to maximize accessibility while maintaining separation from classroom instruction zones? How do we design for the full breadth of programming vision including language immersion, intergenerational spaces, and community hub functions within realistic budget parameters? How do we ensure that a larger facility retains the warm, relational culture that makes the current program exceptional? What is the right sequencing between programming expansion and facility completion, and how do we communicate both with clarity to families and funders? Our collaboration with Wold Architects has advanced from conceptual discussions to preliminary space planning. The architectural team has conducted comprehensive site assessments, analyzed program requirements for each learning area, developed preliminary square footage ideas, explored multiple configuration options, and provided initial cost projections for various scenarios. The comprehensive space analysis examines classroom square footage by age group and program type; support spaces including offices, staff rooms, and storage; family engagement areas and the Family Commons; multi-purpose and gathering spaces; a Senior Center area for intergenerational programming; specialized areas for STEAM, sensory experiences, and gross motor development; and service areas covering kitchen, maintenance, and building systems. ## Section 8: Architectural Planning Progress 16 ## Section 9: Unresolved Design Tensions Two years into this journey, the district has moved from aspiration to actionable planning. The community has spoken clearly and consistently. The Early Learning and Family Center deserves a home that reflects the quality of its work and the breadth of its vision, one that competes confidently in the Edina early learning landscape, honors the E-12 promise the district makes to every family, and positions the ELFC as a community destination for generations to come. ## Section 10: Proposed Path for School ## Board Consideration 17 ## Direction Brought ForwardConsiderations for the Path Forward Affirm the five design priorities as the guiding framework for a new ELFC facility How our School Board would like to engage with the design priorities and what additional input is needed before the next phase Continue collaboration with Wold Architects to advance from space analysis to schematic design What parameters, including budget range and site considerations, should guide architectural development Expand community engagement to reach stakeholders not yet deeply involved in this process What form and timeline that engagement should take, and how findings will be reported back to our ## School Board Develop a facilities financing roadmap in connection with the district's broader capital planning work How and when our School Board would like to receive a financing analysis and timeline of options Present programming vision alongside facility vision in all future stakeholder communications How our School Board would like to receive updates on programming development as a companion to facility planning Provide the Board with ongoing reporting on planning progress How our School Board would like to receive implementation updates and what metrics would be most useful The Early Learning and Family Center belongs to every family in Edina including current ELFC families, families whose children will one day walk through these doors, and community members who understand that investing in our youngest learners strengthens everyone. The garden we are preparing will nurture growth for generations to come. The following sources support the research claims and framing in this report. All NAEYC sources are publications of the National Association for the Education of Young Children, the leading professional organization for early childhood education in the United States. ## Section A: Literature Review – ## Supporting Citations 18 ## Early Learning Quality and Kindergarten Readiness ## [1] Preschool Center Quality and School Readiness Keys, T. D., et al. (2013). Preschool Center Quality and School Readiness: Quality Effects and Variation by Demographic and Child Characteristics. Child Development, 84(4). PMC4024382. Findings: Quality in preschool center classrooms shows statistically significant associations with language and mathematics outcomes at kindergarten entry for children ages 3-5. Quality effects were consistent across demographic groups and entry skill levels. ## [2] Longitudinal Outcomes of Early Childhood Quality Vandell, D. L., et al. (2020). Quality of Early Childcare and Education Predicts High School STEM Achievement. PMC10524717. See also: Cognia (2021). Redefining the Measurement of Early Childhood Program Quality and Child Outcomes. Findings: Higher quality Early Childhood Education is associated with math and reading achievement in elementary school, which in turn predicts high school STEM outcomes. Relations operate through skill-building foundations established in early childhood. Longitudinal outcomes include higher graduation rates, lower grade retention, and stronger adult earnings. ## Physical Learning Environments [3] A Supportive and Inviting Atmosphere: A Discussion About the Design and Function of the ## Physical Learning Environment Ameley-Quaye, A. (2024). Young Children, Winter 2024, Vol. 79. National Association for the ## Education of Young Children. naeyc.org/resources/pubs/yc/winter2024/design-and-function- environment Summary: An architect-turned-early-learning-environment specialist examines how the design and function of physical spaces act as the "Third Teacher" in early childhood settings. Explores how supportive and inviting spaces directly influence children's learning, interaction, and development. Featured in NAEYC's Winter 2024 issue on quality in early learning programs. 19 ## Nature-Connected Outdoor Learning [4] Play in the Grass! Practical Considerations for Quality Outdoor Play Smith, B. and Olsen, H. (2019/2021). Teaching Young Children, August/September 2019; reprinted Summer 2021. National Association for the Education of Young Children. naeyc.org/resources/pubs/tyc/summer2021/play-in-the-grass Key finding: "Many programs have fenced-in space that fences out all the natural elements. Children may be outside, but they are not in nature." The article provides practical criteria for quality outdoor spaces, including natural elements, accessible design, shade, and direct curriculum connections. Aligned with NAEYC's 10 standards for early learning program accreditation. [5] The Great Outdoors: Advocating for Natural Spaces for Young Children, Revised Edition Rivkin, M. S. and Schein, D. National Association for the Education of Young Children. naeyc.org/resources/pubs/books/great-outdoors-revised-edition Summary: A research-grounded advocacy resource for intentional outdoor spaces in early childhood settings. Includes examples of Minnesota-based nature-connected programs, including the Thomas Irvine Dodge Nature Center in St. Paul. Endorsed by Richard Louv (Last Child in the Woods) and Alice Honig (Syracuse University). Provides both the research rationale and practical applications for outdoor environment design. ## [6] Using Principles of Nature-Based Preschools to Transform Your Classroom Young Children, November 2018. National Association for the Education of Young Children. naeyc.org/resources/pubs/yc/nov2018/nature-based-preschools-transform-classroom Summary: Explores how programs can integrate principles from nature-based preschools — including outdoor access, natural materials, and inquiry-based learning — without becoming exclusively nature-based. Directly relevant to the ELFC's approach of nature-connected learning within a comprehensive program model. Edina Public Schools | Early Learning and Family Center Final Board Report | May 2026 ## III.C. Workers' Compensation Insurance Renewal - ## Fiscal Year 2027 ## Speaker(s): Mert ## Woodard, Director of Finance and ## Operations ## Board Meeting Date: 5/19/2026 ## Title: Workers’ Compensation Insurance Renewal – Fiscal Year 2027 ## Type: Discussion ## Presenter(s): Mert Woodard – Director, Finance & Operations Description: Ahead of the 2026 fiscal year the District elected to switch workers’ compensation insurance carriers from Dakota Truck Underwriters by and through Risk Administration Services (RAS) to State Fund Mutual (SFM). The District worked with its agent of record to obtain rates for the 2027 fiscal year and the renewal proposed by SFM is for a gross decrease of 3.85% or $21,286, with premiums going from $520,750 to $500,694. The net rate proposed by SFM for fiscal year 2027 is $0.497, a slight decrease over the fiscal year 2026 net rate of $0.530. The net rate in fiscal year 2020 was $0.600. Due to the highly competitive renewal quote and recent switch of carriers, the District declined to seek quotes from other carriers. The administration will recommend that the Board authorize the Director of Finance & Operations to execute all agreements necessary to accept SFM’s renewal offer and bind coverage for fiscal year 2027. Recommendation: There is no recommended action. Desired Outcomes from the Board: Prepare to discuss the information regarding the District’s workers’ compensation renewal for fiscal year 2027. ## Attachments: ## 1. Workers’ Compensation Renewal Executive Summary – Fiscal Year 2027 ## ISD 273 2025 Arthur J. Gallagher & Co. All rights reserved. ## Overview On behalf of the Gallagher Public Entity Team, we would like to thank Edina Public Schools for the continued opportunity to serve the District. This Executive Summary is a shorter version of our proposal and is intended to summarize the renewal and outline our CORE360™ approach for the district. The intent of our CORE360™ approach is to help you optimize your total cost of risk and thereby improving the district’s profitability to better serve the community. We highlight each CORE360™ cost driver, beginning with Insurance Premiums and ending with Contractual Liability. Highlighting each cost driver will not only summarize the key accomplishments but also ensure that we are deliberate in driving value to each of your six cost drivers which represent your total cost of risk. The Executive Summary also follows the decisions made and action items we discussed during our Strategic Review call on April 16th. During the discussion we established the following goals and objectives for 2026: • Agreed to continue partnership with SFM at negotiated rate decrease. • Continue to provide the greatest deliverable to ISD 273 – program stability and carrier partnership. • Continue to provide extensive loss prevention services and claims advocacy to drive down the district’s total cost of risk. We believe we have delivered on these results and look forward to reviewing the Executive Summary in further detail. We know that you have a choice and we appreciate your business and continued support. ## ISD 273 2025 Arthur J. Gallagher & Co. All rights reserved. ## Workers’ Compensation ## EXPERIENCE MODIFCIATION VALIDATION ## ISD 273 2025 Arthur J. Gallagher & Co. All rights reserved. ## Thank You for Your Business On behalf of the Gallagher team, we would like to thank the district for the continued opportunity, partnership, support and confidence you have placed in us to handle the insurance program. We have enjoyed the partnership and look forward to continue earning the district’s business year-over-year. We look forward to implementing the agreed upon renewal strategy in 2026 and thus reducing the district’s total cost of risk. Thank you ## III.D. Property, Casualty, and Liability ## Insurance Renewal – Fiscal Year 2027 ## Speaker(s): Mert ## Woodard, Director of Finance and ## Operations ## Board Meeting Date: 5/19/2026 Title: Property, Casualty, and Liability Insurance Renewal – Fiscal Year 2027 ## Type: Discussion ## Presenter(s): Mert Woodard – Director, Finance & Operations Description: In December 2015, the School Board awarded the District’s property, casualty, and liability insuranc e contract to the Minnesota Insurance Scholastic Trust (MIST). MIST provides the benefit of self-insurance cooperative purchasing, with 31 school districts currently participating in the MIST program. The program allows the group to pool its total insurable values, making it more attractive in the marketplace and less sensitive to carrier dynamics, stabilizing premium increases. Any remaining funds at the end of a claim year are distributed among member districts. The District’s renewal for the July 1, 2026 to June 30, 2027 period is $1,099,030, a 13.75 percent decrease over the prior year, or a reduction of $175,137. During the District’s initial budget development that took place in the fall of 2025, the administration assumed a 12.5 percent increase. Recommendation: There is no recommended action. Desired Outcomes from the Board: Discuss the MIST property, casualty, liability, and cyber insurance renewal for fiscal year 2027. ## Attachments: ## 1.MIST Full Membership Renewal Presentation – Fiscal Year 2027 (forthcoming) ## 2.MIST Insurance Policy Pricing List – Fiscal Year 2027 ## Minnesota Insurance Scholastic Trust (MIST) ## 2026-2027 Member COST COMPARISON ## Estimates Only – Invoice with Final Premiums to Follow ## Edina Public Schools ISD #273 ## Statistical Information 2025 Expiring 2026 Renewal % Change ## Total Insurable Values $714,819,233 $725,109,280 1.44% ## Students 8,895 9,000 1.18% ## Vehicles 93 93 0.00% * Invoices to follow. Please hold payment until invoices are received. A new P.O. Box is being set up due to changes in treasury services. The invoice will have the new P.O Box listed. ## Coverage Description 2025 Expiring Costs 2026 Renewal Costs % Change ## Fixed Costs: Package Premium (includes surplus lines tax) actuarial debit/credit in [ ] $302,800.44 [15.00%] $285,593.05 [-13.11%] Excess Property (includes surplus lines tax) $372,462.93 $251,433.46 Boiler & Machinery $18,285.00 included Cyber (includes surplus lines tax) $49,078.98 $49,078.98 ## Excess Cyber Liability N/A N/A Pollution Liability (includes surplus lines tax) $14,709.14 $15,173.67 ## Claims Administration Fee $8,352.00 $6,042.00 Loss Control Fee $1,200.00 $1,218.00 Operating Expense $7,077.40 $14,515.00 ## Gallagher/RPA Administration Fee $35,609.88 $36,678.00 ## Total Fixed Costs $809,575.77 $659,732.16 ## Variable Costs: Corridor $27,804.00 $32,947.00 ## Loss Fund - Package actuarial debit/credit in [ ] $436,787.00 [15%] $406,351.00 [-10.85%] ## Total Program Contribution on a ## Maximum Cost Basis $1,274,166.77 $1,099,030.16 -13.75% 26 ## MIST 2026-2027 Property & Casualty Renewal ## Minnesota Insurance Scholastic TrustMinnesota Insurance Scholastic Trust ## Motion Required ## Minnesota Insurance Scholastic Trust ## Brokerage & Administration Team ## RPA / Gallagher Team ## Name/TitlePhone/Alt. PhoneEmail Jack Kurcab – Vice President, Program Administration & Brokerage 630-634-4036Jack_Kurcab@rpadmin.com ## Nick Lano – Area Vice President952-556-6292Nick_Lano@ajg.com ## Samuel Ding – Program Director617-678-5360Samuel_Ding@rpadmin.com ## Laura O’Malley - Executive Program Manager630-228-6717Laura_OMalley@rpadmin.com ## Katie Navin- Senior Client Service Manager630-228-6665Katie_Navin@rpadmin.com ## Marissa Hermle – Client Service Manager II 630-285-4252Marissa_Hermle@rpadmin.com ## Minnesota Insurance Scholastic Trust ## Renewal Statistics - Annualized 2025-20262026-2027% Change ## Members 3131 0% ## Total Insured Values 8,531,001,0688,585,861,159 0.6% ## Student Count 98,05097,233 (0.8%) ## Vehicle Count 8468682.6% Expiring exposure/premiums/loss funds are annualized in order to get a true comparison of the pool’s renewal costs ## MIST Member Map 5 New Members Added since 2024 ## MIST Net Position ## Year-End Audited Financials ## Retained Carrier Profit $1,825,901 As of June 30, 2024 $3,911,668 As of June 30, 2025 +$2,085,767 ## © 2024 RISK PROGRAM ADMINISTRATORS ## State of the Insurance Market - Overall ×Liability ×Auto ×Abuse ⁻Crime ⁻Pollution ⁻Property ✓Cyber ✓Boiler ✓Property Hard Market: Rates increasing, terms eroding, shrinking capacity. Market and loss history playing major factor. Challenging renewals: General rate increase to keep up with losses and inflation but options and coverage readily available. Stable: Carriers compete for business. We can drive down rates and costs. In some cases, market is still hard but shows signs of improvement for proactive management. ## © 2024 RISK PROGRAM ADMINISTRATORS ## MIST Renewal Strategy •Explored alternative program structuring to decreased carrier fixed cost •Chubb & Munich Re – served as great negotiation levers during marketing •Marketed Boiler/Equipment Breakdown coverage •Prepared to offer higher cyber limits •Explore cutting edge loss control technologies → MIST Water Sensor Program •Aggressively market MIST Property Renewal to explore market options •Utilize the softening of markets to spark market competition •GovPro, Chubb, Travelers as main market options for Excess 28 ## © 2024 RISK PROGRAM ADMINISTRATORS MIST → $8.7B in TIV ALPS → $5.7B in TIV Ohio EPC → $10.7B in TIV ASBPT → $1.5B in TIV ## GovPro Excess Property Program for Pools (no risk sharing) 2 out of 4 programs approved to enroll Controlled exposure with hand-selected K-12 Programs Proven success → Alternative to standard market ## Probable Maximum Loss (PML) “Worst Case Scenario” out of 5 calculation methodology 1% chance in 100 years = $100M 0.10% chance in 1,000 years = $277M 0.01% chance in 10,000 years = $732M ## Total Program TIV = $26.6 Billion ## Spread of Risk ## © 2024 RISK PROGRAM ADMINISTRATORS ## Gov Pro Benefits •Allows you to better take control from the standard market •Brings competition to Travelers & Chubb – Keep them on their toes •Increased insultation in changing markets ## • Ex. Today vs Hard Market •Renewal stability •Diversified property program with broad market participation, not tied to one carrier. ## •Direct, E&S, Bermuda & London •Keeps markets competitive in changing markets •MORE coverage, higher limits •Homogenous group of Insureds (K12 Schools) with a good spread of risk (Ohio, SD, MN) •Selective Underwriting – RPA programs only vs. -single dictating market -Gain Control 30 ## 2026-2027 Program Structure ## Chubb ## Excess Property $200,000,000 ## Per Occurrence $400,000,000 ## Per Occurrence ## Gov Pro Coverage Highlights ## Primary ## 100M 150M Excess of 100M 250M Excess of 250M 500M Excess of 500M ## Sublimit Coverage Expiring GovPro ## TOTAL LIMIT $200M$1 Billion ## Flood - Low Hazard - Zone X ## $25M$50M ## Flood - Moderate Hazard - Zones B, X-500 ## N/A$25M ## Earthquake ## 25M Annual Agg $50M Occ/Annual Agg ## Earthquake - New Madrid ## Excluded$25M ## Business Income ## $10M$50M ## Additional Highlights ## 1. No Margin Clause & Co-insurance included 2. Include 10% Swing Clause for TIV before endorsement 3. Scheduled assets are covered within SOV 4. Underground assets, pipes, fiber options are covered within 1000ft of covered location Comprised of: -Direct, admitted ## -E&S -Lloyds of London -Bermuda ## Excess Property & Equipment Breakdown Renewal 2025-2026 ## Expiring 2026-2027 Option 1 - Renewal % Change 2026-2027 Option 2 - Renewal % Change 2026-2027 Option 3 - Renewal % ## Change ## Excess PropertyTravelersTravelersChubbGovPro* ## Loss Limit$200,000,000 $400,000,000$200,000,000$1,000,000,000 Total Insured Value$8,531,001,068 $8,585,861,159 0.6%$8,585,861,159 0.6%$8,585,861,159 0.6% ## Total Premium excluding Taxes $4,314,007$3,041,112-30%$2,464,837-44%$2,715,172-37% Rate/100 excluding taxes$0.0506$0.0354$0.02871$0.03162 ## Total Premium including Taxes & ## Fees $4,445,152.79$3,133,561.80$2,464,837.00$2,977,166.53 ## Equipment BreakdownLibertyChubbChubbGovPro ## Premium$217,273$141,444-35.3%$141,444-35.3%Included Rate/100 excluding taxes$0.00258$0.00167$0.00167n/a ## Total Premium with Taxes and ## Fees $4,662,425.79$3,275,005.80-30%$2,606,281.00-44%$2,977,166.53-36% *GovPro is a commission-based policy *GovPro is a “Not-to-Exceed” amount ## Recommended ## Losses to the Excess Property Layer Loss ratio since pool inception: 4.8% 2016-20172017-20182018-20192019-20202020-20212021-20222022-20232023-20242024-20252025-2026 ## HartfordHartfordHartfordTravelersTravelersTravelersTravelersTravelersTravelersTravelers $546,435 $554,394 $549,172 $927,971 $1,848,589 $2,131,224 $2,586,375 $3,694,329 $3,694,329 $4,314,007 $0 $0 $0 $1,062,647 $0 $0 $0 $0 $0 $0 0.00%0.00%0.00%114.51%0.00%0.00%0.00%0.00%0.00%0.00% 2016-20172017-20182018-20192019-20202020-20212021-20222022-20232023-20242024-20252025-2026 $89,131 $88,752 $87,809 $100,492 $114,679 $121,888 $138,654 $183,536 $194,949 $217,273 $176,433 $17,865 $7,531 $0 $46,868 $10,037 $777 $5,261 $0 $0 197.95%20.13%8.58%0.00%40.87%8.23%0.56%2.87%0.00%0.00% ## Losses to the Equipment Breakdown Layer Loss ratio since 2016: 39.5% ## Losses to the Loss Fund All open years are still developing Losses to the Package Loss ratio since pool inception: 63.5% 2016-20172017-20182018-20192019-20202020-20212021-20222022-20232023-20242024-20252025-2026 ## Includes ExcessIncludes ExcessIncludes ExcessIncludes Excess ## Excess Written ## Separately ## Includes ExcessIncludes ExcessIncludes ExcessIncludes ExcessIncludes Excess ## Premium Paid $599,470 $567,695 $563,195 $679,691 $943,171 $1,383,365 $1,650,476 $2,029,601 $2,014,322 $2,413,046 ## Corridor $300,000 $300,000 ## Remaining Corridor $0 $79,000 ## Claims to Layer $1,743,421 $488,986 $174,390 $3,199,194 $35,806 $333,283 $0 $516,792 $667,000 $421,000 Claims – ## Aggregate Stop Loss $241,190 $0 $0 $0 $0 $639,424 $0 $0 $0 $0 ## Net Loss Ratio 331.06%86.14%30.96%470.68%3.80%70.31%0.00%25.46%33.11%17.45% ## Package Renewal ## Lloyds of London / Ambridge +0.6% in TIV No changes to terms/conditions ## Package 2025-20262026-2027% change ## Property Pool Retention$250,000$250,000 ## Property Member DeductibleVarious by TIVVarious by TIV ## Liability Pool Retention$250,000$250,000 ## Property Limit$750,000$750,000 ## Liability Limits$4M/$8M$4M/$8M ## Aggregate Stop Loss$2,000,000$2,000,000 ## •Total Package Premium (excl T/F)$2,413,046$2,618,7968.53% ## •Total Loss Fund$3,545,600$3,700,0004.35% •Corridor $300,000$300,000 ## Total including ## Taxes/Fee & Corridor$6,334,212$6,701,3195.80% ## Reminder: ## Property Tiered Deductible based on district TIV • Under 100M; $10,000 • ## 101-450M; $25,000 • 451M & above; $50,000 ## Projected Losses at Various Confidence Levels Losses limited to the indicated retentions provided by Casualty Actuarial Consultants, Inc. (CAC) ## Ambridge Loss Fund Expected losses by CAC Estimated high losses by CAC ## MIST Cyber Renewal Loss ratio since 2014: 31% ## CFC2025-20262026-2027% Change Total Premium excluding taxes and fees$616,149$611,099 Total Premium including taxes and fees $634,880$634,8800% *Cyber moved to a Master Policy in 2025 2016-20172017-20182018-20192019-20202020-20212021-20222022-20232023-20242024-20252025-2026 ## Premium Paid $147,856 $131,186 $131,186 $139,043 $171,443 $390,000 $578,350 $608,300 $593,313 $616,149 ## Claims to Layer $0 $31,063 $149,432 $50,790 $179,000 $3,259 $567,338 $191,748 $0 $0 ## Net Loss Ratio 0%24%114%37%104%1%98%32%0%0% ## MIST Optional Cyber Current: $2M total limit Additional Option 1: $1M xs $2M = $3M total limit Additional Option 2: $2M xs $2M = $4M total limit Additional Option 3: $3M xs $2M = $5M total limit ## Westchester ## Insurance Company (Excess) ## CFC ($2M Primary) Why additional cyber: ✓Ransomware attacks on educational institutions increased 23% in early 2025, with average demand at $556,000 ✓K-12 schools averaged 4,388 cyberattacks per organization per week in Q2 2025, making education the “most attacked industry globally” ✓Education sector experienced 1,075 confirmed security incidents and 851 data breaches in 2025 ✓Recommendation to take advantage of the currently stabilized cyber market Pricing options will be included in individual proposals ## Pollution Liability 2025-20262026-2027 % ## Change Total Premium excluding taxes and fees $167,507$173,592 Total Premium including taxes and fees $172,599$178,8693.6% 2016-20172017-20182018-20192019-20202020-20212021-20222022-20232023-20242024-20252025-2026 ## Premium Paid $71,840 $74,043 $75,156 $84,276 $90,217 $84,276 $90,217 $138,732 $146,386 $167,507 ## Claims to Layer $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 ## Net Loss Ratio 0%0%0%0%0%0%0%0%0%0% ## III.E. Long-Term Facilities Maintenance Update – Spring 2026 ## Speaker(s): Mert ## Woodard, Director of Finance and ## Operations; and Rod ## Peterson, Director of ## Buildings and Grounds ## Board Meeting Date: 5/19/2026 ## Title: Long-Term Facilities Maintenance Update – Spring 2026 ## Type: Report ## Presenter(s): Mert Woodard - Director, Finance & Operations ## Rod Peterson – Director, Buildings & Grounds Description: The District administration will update the Board and community regarding the following facility projects: 2026 – Edina High School re-roofing, Edina High School mechanical upgrades, Edina Community Center exterior stairs rehabilitation, Edina Community Center parking lot rehabilitation, Edina Community Center interior surfaces renovation (ELFC), Valley View Middle School plumbing and restroom renovation, Concord Elementary interior surfaces renovation, 2027 - Edina Performing Arts Center lighting and theatrical rigging, Edina Community Center elevator replacement, Cornelia Elementary parking lot rehabilitation and reconfiguration, Cornelia Elementary exterior surfaces, Cornelia Elementary gym floor, Cornelia Elementary interior surfaces, Creek Valley Elementary restroom and interior surface renovations (phase II), Highlands Elementary parking lot rehabilitation and site-work, Highlands Elementary gym floor, South View Middle School mechanical systems, re-roofing, and interior surfaces, district-wide interior surface renovations. The projects will be included in the District’s ten-year long-term facilities maintenance (LTFM) plan that is updated annually prior to approval by the Minnesota Department of Education (MDE). The District will present and seek approval of the updated LTFM revenue and expenditure budgets at a subsequent meeting of the Board. After the Board approval, the plan will be submitted to the MDE so that LTFM revenue is generated for taxes payable in 2027 (fiscal year 2028). The projects were reviewed by the Finance & Facilities Committee at its April 2026 meeting. Recommendation: There is no recommended action. Desired Outcomes from the Board: Be prepared to discuss or inquire about current, planned, and potential facilities projects within the District. ## Attachments: ## N/A ## IV. Leadership and Committee Updates ## V. Superintendent Updates ## VI. Adjournment