[0:14] 820th the regular school board meeting for the dynasty Lord I know it's on I'm gonna call the meeting to order we do [0:20] have a quorum we always start first of all looks like we have a nice full crowd which is nice to see we do start with our [0:28] superintendent doing a very quick overview of the agenda so you'll be starting out with the proofing of [0:33] minutes from work sessions and other last regular meeting so those work sessions to the public no working on [0:39] their strategic plan we got presentations tonight by science fair competitors and the robotics team will [0:46] hear from members of the audience and consent you have various business items to approve for reports and discussion [0:53] we'll have Randy and Libby up here for alternative compensation and the report a mural lead us through a couple [0:59] policies and under action you'll be approving the long term facilities maintenance program budget Steve will [1:08] walk through the walk you through the purchase of Chromebooks and some additional action on for other policies [1:15] and then for information for your reading is is there also on the on the [1:21] agenda so that's it all right thank you very much the first item is approval of the minutes can I get a motion to [1:27] approve the minutes of the April 15th work session day April 15th regular meeting the April 23rd work session the [1:34] May 6 special meeting and work session the may 13th work session and the may 15th work session are there any changes [1:43] to the minutes of those meetings all right I know we're gonna do a roll call so we're gonna have a roll call on [1:50] approving the minutes of the to April 15th meetings the April 23rd meeting the [1:56] May 6th meeting the May 13th and the May 15th meeting yup Sara [2:01] hi hi hi hi motion carried [2:13] alright next we have presentation recognition we are starting with the sixth grade science fair competitors [2:20] Randy I think that you were you've got the floor here along with the competitors yes yep [2:32] it's on huh okay I'd like to bring up our competitors here and their [2:38] instructor Lissa capital so if you come up and join us here and we'll do some introductions Raheel acheté Rahil a [2:47] okay and then we have Indra curry wala and then Ruhi critic are awesome okay [2:54] and then we have Alyssa Kapil sitting here and the reason we're recognizing these three is these are three budding [3:02] young scientists and they did this incredible work this last fall and they were at our state science fair and at [3:10] the state science fair they have a project which they're going to tell you a little bit about in a second about bacteria on desks I don't know if we [3:18] want to know the answer to this project but we're gonna find out so we'll hold the suspense here but at the at the [3:25] State Fair they won the emerging scientists award from Seagate they won in second place for excellence [3:32] environmental health science they won third place in the Beckham colty er science award and these awards gave them [3:39] eligibility to apply to compete at the Broadcom National Science Fair in Arizona in the fall of 2019 how about a [3:46] huge round of applause for that accomplishment [3:56] now we have Alyssa Kapil here their advisor so I'm going to start with a few questions for Lissa before I get to the [4:04] three of you so Alyssa how did how did middle school science fair come to be [4:09] this year in the fall we started actively talking about how are we meeting the needs of our science [4:15] explorers at the middle level and one of the things that came up was we need some opportunity for some independent [4:20] research so between R and E and then also working with selfie with Ericka Gardner we decided that we would start [4:26] offering these sessions where kids could just come talk about it and explore options and and look at oh I want to do [4:33] this experiment and then from there students would then develop it into a science fair project if they wanted to [4:39] they did not have to compete through that we just had these girls and two [4:45] other projects from the middle level that developed into this great science fair platform and competed at the [4:51] regional level for the Twin Cities Regional Science Fair so it was a good launch for it and how many students [4:58] would you say participated in science research they might not have went to the fair this year but across the two middle [5:04] schools how many students are we talking this year we had about 75 middle schoolers who just came to play and [5:12] explore science topics and everything from how does electromagnetic waves how [5:19] are they affected by solar radiation all the way to designing a joint for his mountain bike because there was this one [5:25] joint on the mountain bike that kept breaking to to our bacteria on desks to [5:32] bacteria and water fountains I'm sorry it's it's okay it's okay to walk through the school and drink out of the water [5:37] fountains and to be at the desks but it was good it's fantastic this our first [5:43] year of doing that we're going to continue to grow it now Alissa how did you get interested in this topic why [5:49] science fair for you what's your background in this I grew up a science [5:54] nerd it started at this age that I started a science project on dirt I grew [6:00] up in a farming community so I wanted to understand why how the so the chemicals that farmers were [6:05] putting on fields were affecting the surrounding forests that developed into a six-year project that took me to my [6:10] senior year where I competed at internationals with identifying two different tree species that actually [6:16] clean up the soil meaning they take out the stuff that shouldn't be there and return it to a normal state so that the [6:22] rest of the environment can do that so with that said I go off to UMD to be a psychologist and I got hooked up with a [6:31] couple science teachers up there that of course I met on international science fair trip because we went to the in Philadelphia for international science [6:39] fair but at the same time I also got interviewed by these Nobel laureates and you guys I'm sorry but once you [6:45] experience that you want every child around you to have that opportunity so it just developed into there I did run [6:52] state science fair for a while crazy decided to have kids instead yep so I [6:57] stopped doing that but since then I've always been on the board and kind of helping out with science fair so it's [7:04] nice to be back on board with these kiddos at that level thank you listen we're so excited for [7:10] your enthusiasm around this and and I have it as well and we're excited to continue to grow it all right no more [7:16] suspense how clean are those desks that [7:30] was good there was bacteria and we saw a [7:39] lot of different types of bacteria we didn't like categorize them but we decided definitely if we wanted to do it [7:45] again we'd want to do that because we were interested to see with some that good bacteria that we needed in our [7:50] lives and that was good for us or was some of that bad that could have made us sick and we did you see blood agar which [7:58] does grow more bacteria hazardous [8:05] potentially so through this whole time during this year what was the greatest [8:11] learning for you doing this research doing this project for each of you what was your walk away your [8:17] just learning moment I think I really learn like what I could really do [8:24] science does a big it kind of opened a door for me and also had a really fun time we learned to like work together as [8:30] a team we learned how to just do lots of how do not have bias that's is one of [8:37] our big goals like sometimes we're like oh this classroom is gonna be really dirty because this these kids do this in [8:43] that classroom so we all had we had to [8:48] we went like in two separate rooms and we counted the bacteria separately and we did find that we had some disc [8:54] recordings because we did have some by so it's good that we did that I feel [9:00] like the most important thing I learned is how to swab desks it was really helpful and who knows I might become an [9:08] infectious disease doctor when I grew up the most important thing that I learned [9:14] was like Indra said how to prevent bias so we did that by Counting all the [9:20] bacteria separately and then if we didn't agree on how much bacteria was in [9:26] a patriot ish we'd all come together and count it together and that helped a lot in preventing bias very clever plans [9:35] there so taking all this in what what is this same for your future what are your [9:41] thoughts about what you do next either in school or maybe even beyond that I [9:55] don't know this was really fun so I definitely want to do more of these science projects probably next year and [10:01] I might I'm thinking probably going into science for a career all of us we [10:11] actually started thinking about next year we're not sure exactly what we want to do we actually found bacteria very [10:17] interesting although is sometimes really gross it was really fun to work on I'm I [10:23] definitely as Rahil said I'm thinking pursuing with some kind of science or engineering path and so this just kind [10:29] of showed me how much fun it really can I also want to pursue a science or [10:35] engineering path right now I'm thinking about engineer but that kind of changes every week so yeah I also really liked [10:45] this project and I thought that it was really fun and bacteria is really interesting for me so yeah thank you all [10:54] we are very proud of you you are the reason we are here in Edina and we're excited to learn about the project that [11:01] you do next year and your research how about another round of applause for our students and our teacher so if you don't [11:13] know this already Randy and I are both science teachers so I'd like to ask the robotics team to come up we're gonna be hijacking the rest of this meeting [11:19] around now we've done some bacteria now we're gonna do some physics so if I can have the robotics team come come up and [11:26] do we have the robot here okay you guys come up front come on up so just to give [11:39] some background on on Saturday I had the opportunity to go to Mariucci Arena and watch [11:46] 18:16 do its thing and 1860 was quite a [11:52] robot it was able to I'm gonna I'm not [11:57] going to explain what this thing can do but it can pick up a ball and put it [12:02] into a bin with the circle and and and [12:07] I'm thinking that we could maybe put some like maybe we could put the board chair in that and then launch the board [12:13] chairs that is that possible is that work okay so so so these but I'm just [12:23] I'm going to turn this over to somebody who knows a lot more about this than I do because they've been working on it but one of the things that was really [12:29] telling as an educator was the aha that I had was that every one of these [12:35] individuals that are on this team had a critical role to play the success of that robot and without one of them that [12:43] robot wouldn't work making decisions on the competition making the decisions that what needs to be fixed [12:48] making decisions on the specifications of the robot it just goes on and on and on and it was really quite an experience [12:55] watching robots trying to put balls into bins and discs on two holes they say [13:00] that right so who am i turning this over to Nate all right and make sure you [13:06] explain how the robot got to be ninety one eighty one okay all right so a [13:13] little bit about our robot every year we're given a new challenge so in chant very early January we come [13:19] together and are given a game so the game is provided through a video it's a nice animation then we get about a 50 [13:24] page rulebook that every single person you see here plus the 20 other kids not here has to read front to back it's a [13:30] very tough task to get them to do but it allows us to really come together as a team and make the decisions on what we [13:35] want our robot to do and how we want to approach the challenge so the challenge this year focused on placing cargo which [13:41] are the balls and then hatch panels which are the weird discs like things on the front of the robot and so we decided [13:47] to make a simple but robust design that allowed us to really capitalize on our ability to produce effective machines [13:53] while also maintaining our like ability to operate effectively under duress the [13:59] joke about 91 81 is see that you can run the climber up just don't hit stuff see [14:04] that really big climber that we just actuated that comes up and extends out and is able to grab onto a box and our [14:11] robot in under four seconds is able to flip itself from the ground to the wheel seeing the sky and so the joke is we've [14:16] become 90 181 because our bumpers are flipped so our numbers would come up inverted I'm just going to give a quick [14:23] season recap so at our first regional we do regional events as a team our Frisian [14:28] 'el we competed well on the robot and ended in tournament quarterfinals we were eliminated at that point but it was [14:34] a good run for us to get the workings running on the robot in order said how we worked but we were recognized at the [14:39] regional level for our culture change work through the Chairman's Award which is what those nice ladies and gentlemen are wearing their fun suits for [14:45] following that we competed in Minneapolis at the North Star Regional which we took home the entire event [14:50] alongside a team from Washburn high school and then Minnetonka and so I was a really cool collaboration for us it's [14:56] the first time in our 14 year history we've led an alliance to a victory in the first time in 13 years [15:02] we've won so that also call the fight us a second time for Championships and at Championships we made it to field finals [15:08] which is really fancy way of saying we got knocked out right before the fun matches began so we we got very far [15:13] farther than we've ever been in team history so it's a really good year but I think the highlight crowning achievement [15:18] which was the big trophy they made me carry in was we were recognized nationally for our culture change work that's who the Chairman's Award which is [15:25] the most prestigious award at first it highlights and exemplifies teams that really embody first mission and core values to enable and excite students [15:32] through the inspiration and recognition of Science and Technology and so we did that through a multitude of work that I [15:39] think they're gonna tell you a little bit about and that puts us on league with about only 30 other teams in the [15:44] country in a program that's operating currently with 35 not 33 thousand registered teams my numbers are getting [15:50] a little jumbled and so really that elevates not only Edina but Minnesota across the board as a leader in stem and [15:57] STEM education and it's really excited that we were the ones to be able to take that lead I'll take over all right all [16:18] right so first chat now um so the Chairman's award again covers the most [16:23] recent five years in team history our team now has 11 11 odd Chairman's Awards [16:29] so we've been recognized over our long 14 year history for our work this time [16:34] we decided so last year we ended up at like second place for Chairman's Award at Worlds so it's really exciting for us but we decided to change up the script [16:40] and so we went with something that's more fun a little different but a I mean [16:45] a blast to write I was a part of the group that worked on writing and presenting it and it was a blast to write and work with the kid and see them [16:51] develop the script so they're just gonna give it their all they're a little rusty but I think they're gonna kill it hi [17:04] we're super excited to tell you about our latest journey the first jungle to find the fountain of culture change here [17:09] our previous reports itinerary and a map of our latest track I'm Bella and I'm the expedition leader [17:16] I'm tensing and I'm the lead scientist and my name is Oscar and I'm the cartographer mission of 1816 explorers [17:24] is to build bold confident leaders who transform culture promote value and celebrate stem we do this by building [17:31] leaders and problem solvers guaranteeing first thrives through our first sustainability system and through our STEM for all initiative to recap our [17:38] latest journey we began with climbing inspiration mountain to conquer it we apply critical thinking and [17:44] problem-solving skills developed on previous journeys at our alumni led team retreat part of our expedition but [17:51] whoever our exhibitions culture and history I also adopted our core values of respect trust inclusivity commitment and [17:57] joy of life we develop them to allow our [18:04] expedition to better execute our mission and ensure our long-term sustainability as a student-led expedition we develop [18:11] our leadership skills by organizing outreach events building relationships with sponsors and educating the community about stem after reaching the [18:17] top of inspiration mountain we stopped to hear a transmission from former team captain Rachel to learn how she used the [18:23] skills she gained with expedition 1860 [18:31] [Music] [18:38] it's truly inspiring to hear how valuable our expeditions are let's keep moving through our journey next we [18:44] stopped to check our map to locate the tree of sustainability once at the tree we were able to see how [18:49] it provides shelter nutrients and an anchor for all forms of flora and fauna similar to how our expedition works with [18:54] all levels of first that's our first sustainability system in action exactly we support and engage first programs [19:00] within our community across Minnesota and throughout the country our longtime sponsors now in Medtronic are the routes [19:07] for our quest for culture change their support allows us to work with and grow expeditions all over Minnesota we [19:13] leverage relationships with expedition sponsors CA to fund an inner-city practice field in robotics hub that was used by more than 20 FIRST Robotics and [19:19] tech towns teams our mentors our alumni are critical sustainability we train 18:16 alumni in our Metro [19:26] development program and a third of our mentors are alumni first participation in Edina now [19:32] averages 260 explorers a year we invest over 2,000 hours annually and mentoring [19:38] all eleven dinah FIRST Tech Challenge teams including to all girls teams and five high school teams this explore [19:44] pipeline interests at every incoming student has prior first experience before joining our expedition our [19:49] long-term partnership with Edina public schools in our Somali liaison has resulted in FTC team one thirty to [19:54] twenty six the first all Somali team in Edina we convinced the Minnesota State [20:00] High School League to sponsor an official varsity state championship now eight years running our resources also [20:05] assisted teams in Texas Connecticut and New Jersey to establish our own official varsity state championships now robotics is on par with other [20:12] varsity sports like football and hockey we were also the first Minnesota high school toe award varsity letters to [20:18] Robotics explorers and new this year varsity letters to high school FTC teams all Minnesota first expeditions require [20:25] extensive networking to ensure a successful journey our boot camp spring Minnesota and North Dakota expeditions [20:30] to the annual swamp fest retreat our collaboration with 50 172 Gators the [20:35] team not the animal their core values [20:41] workshops teaching them hard to find their shared values and dig into what binds them together we also know that [20:47] the best way to support as many expeditions as possible is to branch out through advocacy on the local state and [20:53] national levels our advocacy starts locally with the annual state of stem report to our City Council on the state [20:59] level we founded the Minnesota advocacy conference of 2016 and now it's become the annual stem AB today at the State [21:06] Capitol every year we teach over a hundred explorers from 14 different expeditions how to approach elected [21:12] officials with specific stem asks based on our resources in stem advocacy day exhibitions in New York and North [21:19] Carolina even organizing their own state advocacy conferences we are founding members and organizers of the first [21:24] national advocacy conference in Washington DC our work in DC since 2013 has inspired [21:29] to Minnesota senators to recognize the value of stem engagement programs like first our Minnesota Sun there's ad [21:36] language of every student Zach and the Perkins vocational and Technical Education Act prior to the [21:41] work 1816 is done both these bills were signed into law and now impact every student in the nation in all we've [21:48] worked on five state-level bills in the past three years impacting 860,000 public school students this year we [21:54] partnered with our state senator to write and introduce three new bipartisan bills that will impact first programs in [22:00] Minnesota the first bill funds the next-generation Technology Development Commission the second bill provides 1 [22:07] million dollars in funding available to all robotics programs in Minnesota and the third allocates $100,000 for five [22:13] practice fields around the state in fact I testified on the practice field bill which was included in an omnibus bill [22:20] nice back to our story we continued on our journey to find the fountain of culture change on our travels we saw [22:26] that biodiversity makes the first jungle thrive that's why we started our stem [22:31] for all initiative you work with overlooked groups to inspire them to embark on their own stem journey [22:37] recruiting more female explorers is essential to our stem for all initiative we bring hands-on demos to the annual [22:43] Girls Science and Technology event and thus we national conference this year three all-girls expeditions joined us to [22:50] encourage participants to connect and engage with first programs in their hometowns it was over 24,000 to engage [23:00] homeless youth a difficult group to reach a stem we develop and host first programs at to urban additional housing [23:05] facilities this year our explorers created a mission to the moon with our modified Lego curriculum I remember how [23:10] excited those students were every day to continue their moon mission me too we [23:18] even brought the moon rover to the swee National Conference and all vinspired over a hundred young explorers Twin [23:24] Cities public television's hands-on science show featured FIRST Robotics we helped write the script for this episode [23:30] which featured the green machine and for other expeditions since airing on TV it has been viewed over 50 thousand times [23:36] online making it the most popular episode of the series after scaling inspiration mountain exploring the tree [23:42] of sustainability and discovering that biodiversity makes the first jungle thrive we've reached the but even though [23:49] we found this out and our work isn't done this new map marks an even greater opportunity to change culture but to do [23:55] it we'll need our mission to guide us remember we build bold confident leaders who transform culture to promote value [24:02] and celebrates their by building leaders and problem solvers through our first [24:08] sustainability system and through our stem for all initiative so uh real quick [24:25] if we could just have each person introduce yourself a grade level and just go down the line here [28:06] all right oh that's pretty amazing stuff there next on the agenda is hearing from [28:13] members of the audience noise so we do [28:20] welcome input from the community we ask the people who come and speak before the board keep their comments to three [28:25] minutes or less if you have complaints about individuals we ask that those are not be brought in this particular [28:32] setting but instead be brought to the attention of the superintendent it is also not the board's practice to respond [28:38] at the seven o'clock meeting to comments that are made we do have a 6:30 session in which there is more interaction and [28:44] we answer people's questions there will be follow-up though to anything that people say tonight from the [28:50] superintendent or from the appropriate person so I want to note that we have 18 people signed up for tonight and so to [28:58] the extent that I have had some leeway in the past to allow people to run past three minutes I'm not likely to give [29:05] leeway as much tonight so that we can have the opportunity to hear everybody speak oh the other thing is that to the [29:13] extent that someone has said whatever you are planning on saying if you could provide sort of a perhaps a shorter [29:19] statement or an agreement with a prior person that might be helpful so with [29:24] that our first person is Ralph and no last name topic has personal experience [29:33] with middle school in Edina all right we're now down to 17 Amy Olsen [29:42] welcome [29:50] act to follow I just saw but it does actually set set [29:56] my comments up very well my name is Amy Olson and I have a 7th grader at Southie [30:02] middle school who participates in gifted and talented and enriched programming after watching the recording of the [30:08] Dinah school board meeting of April 15 2019 I want to comment on the testimony [30:13] made by another parent regarding curriculum delivery an academic challenge at Southie middle school in [30:20] short and many of the statements made on April 15th are false here are a few examples the first [30:27] incorrect statement all students get the same content whether the content is [30:32] appropriate for the students learning level or not using 7th grade language arts as an example the reality is that [30:39] required texts differ among the regular into rich classes enriched language arts has an additional summer reading [30:45] assignment and within the enriched classes themselves choice books vary greatly giving individual students the [30:53] opportunity to read and learn at their own level also Southview offers multiple [30:59] differentiated classes across science social studies and math you can find the [31:06] specifics on these and some additions for the 2019 2020 school year on the [31:11] district website by simply googling Edina gifted education it shows up first [31:16] on the when you google it so whoever did the metatags nice job incorrect statement number two [31:24] by limiting high achievers to grade standard material their growth is being [31:29] suppressed Edina is a top school district personally my son is very [31:36] challenged in his geometry enriched language arts enriched social studies [31:41] and science classes he scores in the top percentile of standardized tests he does [31:48] not automatically get A's and works very hard we recently had him take the early [31:54] AC T through the Northwestern University talent development program because we are those parents and he achieved is [32:01] we're higher than 70% of other students taking the test nationally that was without prep we attribute this to an [32:09] excellent and rigorous education he had at both Cornelia elementary and now at [32:14] Southie middle school I want to also note that the map growth data presented [32:19] you at the Dinah school board work session prior to this same April 15th meeting that I'm speaking of shows that [32:25] the highest achievers in Edina are growing at the fastest rate across the district I also fact checked the statement made [32:33] during that meeting high-performing kids get a Hall Pass to work independently in almost two [32:39] years at South u I had never heard of this so I asked my son is he if he has ever received a pass and left the room [32:44] to work independently his answer was no he's 13 so I didn't take his word for it [32:50] I checked in with South food ministration what I learned that this is not a general practice at South you if [32:57] it has even done at all an administration was equally confounded by this I won't continue to fact-checked [33:05] the entire presentation it would take me too long but I think you get my point I [33:10] want to add that a group of South View parents led a grassroots campaign to [33:15] send a letter support for South you its programs curriculum curriculum delivery and administrative administration and [33:23] staff I want to note that out of all the parents who sign that letter at least thirty percent have students receiving [33:30] gifted or advanced services at South via middle school clearly south U is [33:35] providing the learning experience their students need and that they expect thank you for letting me partially set the [33:41] record straight I wish I had more time to add more detail I have other examples and for your work [33:46] in moving this district forward I appreciate all of your work thank you thank you [33:54] so next is Anna Miller and just to keep [33:59] this flowing after Anna Miller will be [34:06] Bethany Mikaelson welcome hi hi my name [34:12] is Anna Miller and I'm a senior at Edina high school I played on the Dinah high school varsity tennis team in addition [34:18] to teaching tennis lessons an interlocking Country Club last summer I saw a need in the market for smaller [34:23] groups more personalized lessons and more convenient times so I began teaching private and semi-private tennis [34:28] lessons to kids in the neighborhood I charge $30 an hour regardless if there was one student or three I use Edina [34:34] communities in our tennis courts and there was never an issue with court space because the timing of my lessons I received very positive feedback at the [34:40] end of the summer so I plan to teach again this summer I even had adults book lessons with me just to have someone hit [34:46] with or get some exercise this spring after posted my information at different social media groups I was contacted by [34:51] Donna Public Schools and was informed that if I want to use the tennis courts I would need to purchase liability insurance and paid the $50 per in our [34:58] court fee I understand the need for insurance and I'm willing to pay the 300 ollars a year but when I found out that [35:04] the court fee would be $50 I knew I wouldn't be able to continue teaching tennis because the fee alone is way more [35:09] than I've ever charged my small lessons I was discouraged since I worked very hard last summer to build this business [35:14] and many families were already looking forward to continuing their lessons I'm asking if you'd be willing to waive the [35:20] $50 per in our court fees my small business can continue I feel as though the $50 per in our court fee is [35:26] prohibitive of young people starting businesses the policy is understandable for some however I am requesting an [35:31] appeal of this fee as an exception these areas in our cities often go and use and have the potential to service business [35:37] incubators for entrepreneurs in the city in a successive fee is serving as red tape in the entrepreneurs journey I have [35:43] a high interest in entrepreneurship and I even received a full tuition scholarship to the University of st. Thomas for my entrepreneur [35:48] entrepreneurship potential joy be my business to set up my students parents and I have an understanding that in the [35:54] rare occurrence that all the public courts are being used by other people we would find an alternative or cancel lesson which never happened last summer [36:00] I'm not asking to reserve the courts as there are seven courts and only handful of times have there been one to two [36:06] other people any of the other seven quarts and I only need one for my lessons if granted out of view this is a [36:11] waiver of the fee and if it got excessive it would be a different story it would need to be reevaluated so I'm [36:16] here to ask you if you could be so kind as to wade the $50 per hour court fee so I can teach tennis lessons this summer [36:21] thank you thank you [36:27] so after Bethany Michelson is Mike Muir [36:33] welcome hi my name is Bethany Michelson [36:38] I'm an intervention teacher and I do reading and math and in that capacity I do quite a bit of fast bridge testing [36:44] and I've done a great deal of work with students to help them try to pass MCA tests I would like to just share a few [36:51] of my reflections about MCA data trends although the MCA can be a frustrating [36:56] test I believe the data matters because it serves as a measurement of the effectiveness of the system and the [37:03] effectiveness of the curriculum we look at this data not to give credits or demerits to teachers but to protect [37:09] students students live work and grow within a school system where they're almost powerless to affect change data [37:16] serves as a protection on an individual basis because the student and their parents can see how their individual [37:22] achievement compares to state and national rankings data also serves as an accountability to the school system [37:28] which may be giving diplomas but not teaching adequate basic skills in reading math and science when we look at [37:35] MCA data in Edina we are essentially looking at the effectiveness of how we are teaching basic skills in Edina or as [37:42] some believe we may be looking at a lack of buy-in to value the MC testing either [37:47] way our MCA scores will impact the value of a diploma from the Dinah Public Schools as an administrator told a group [37:54] of kids at HS I believe that holding teachers solely accountable for scores [37:59] is questionable at best since they are dealing with a variety of variables over which they have no control I felt that [38:05] as a teacher there's so many things being handed to me when that child came in I had no accountability over their [38:12] scores they could take the test or not take the test seriously school district administrators and school board members [38:18] are actually more accountable since they make curriculum decisions based on the data so a downward trend in [38:25] data should provide prompt to review and change in curriculum if we have data that shows that the test scores are [38:31] declining and no changes made there should be accountability at the decision-making level when the community [38:37] creates an atmosphere where no one can look at the data trends and ask questions without being publicly humiliated we are enabling a system to [38:45] continue on the same path as before that sounds harmless enough unless the data [38:51] is showing that we are under serving our most vulnerable children the community and specifically the parents have a [38:57] responsibility to ask questions about data results I applaud the parents who [39:02] are looking at the MCA data and asking questions about trends within the data we need to ask questions we need to hold [39:10] powerful decision-makers accountable because these are the systems that create and sustain inequity we need to [39:16] look at data to protect students last parents need to encourage students to do [39:21] their best in MCS so that we can objectively measure if our school is effective in teaching [39:26] basic skills students should be held accountable for doing their best and MCAS because these accountability tests [39:33] flawed as they are are the best way we have to ensure that we have taught the students the basic skills they need [39:40] thank you thank you so after my career [39:46] will be Isabella Margolis welcome thank [39:52] you dr. Schultz a member of the M members of the Dyna School Board my name is mike maher and i'm the boy scouts of [39:57] america commissioner freed i know last year elementary school principals were advised by the district to restrict [40:03] access by outside groups to the beginning of the year open houses unfortunately Edina Cub Scout and Girl [40:10] Scout units were impacted by this guidance to the surprise of several units as they work to confirm their [40:16] attendance fortunately cooperation between our community stakeholders including the [40:22] district principals PTO leaders other parents and the Boy Scouts of America last minute access was offered to the [40:29] Cub Scouts and Girl Scout leaders to the opening event of all the schools this resulted in nearly 80 new Scouts [40:35] and Cub Scouts alone in particular I have dr. Schultz and Val Berg to thank for that expedited intervention in [40:44] finding a resolution I'd like to believe that there had been a last-minute realization that Cub Scouts and Girl Scouts are not outside groups where our [40:51] packs and troops organically cultivated within the community of each of the elementary school is that the children [40:57] attend these parent led units provide experience for learning that complements [41:02] the excellent education provided in the classroom these organizations focus on [41:08] service leadership and civic participation making for further enriched learning in our youth we assist [41:15] Book Fairs service affairs and participate in school yard cleanups often children return to their [41:21] elementary schools as teens seeking to do their gold star award or Eagle Scout projects for the very elementary schools [41:27] they went to when they were younger one Scouts BSA troop which is the new name of Boy Scouts now the girls have been [41:33] welcomed into our ranks has a four for Eagle Scout projects benefiting the [41:39] Edina elementary playgrounds this summer Cub Scouts and Girl Scouts turned out outside groups to our schools we are [41:46] very much part of the heart of our schools consider these ten years it gives me great joy to announce that [41:52] Concord Elementary's Cub Scout Pack 62 will be celebrating 70 years of scouting a service this coming fall beyond the [42:00] amazing to cut that hit the room seventy years all right beyond the amazing accomplishment of [42:07] continuous operation through seven decades of parent volunteerism and student participation is the fact that [42:12] Concord zenit actually predates the opening of that school by three years back 62 transferred into Concord when [42:18] the school opened and there's one of the longest if not the longest continually operating student group in Edina public [42:24] schools I'd also like to congratulate the ten years of the other EPS Cub Scout PACs [42:29] the current continuous operations of these PACs our countryside 33 years Normandale in 27 years Highlands 26 [42:37] years creek valley 24 years Cornelia 24 years these six units share 233 [42:44] registered scallops and 422 dedicated parents 108 of which are BSA registered adult leaders how [42:51] could such long tenured student activity groups not be considered true boosters for the very schools in which they're [42:57] organized it should also be noted that Cub Scouts actually has the smaller presence in Edina elementary schools [43:04] than Girl Scouts so I officially represent the interests of the BSA in Edina of course I also [43:09] advocate for the rights of the Girl Scouts of the United States of America as well with all the challenges that [43:15] schools face today it is beyond me why any school would want to lose by removal [43:20] or barrier of access the many wonderful benefits Cub Scouts and Girl Scouts provide the educational community as we [43:27] approach the 29 the 2019 2020 academic year the BSA wants to engage the [43:34] administration in the school board to ensure that both the Boy Scouts of America and the Girl Scouts of the United States of America I recognize as [43:40] in taro components of the elementary schools in which we attend them tonight I engage the process of securing the [43:50] rights of Cub Scouts and Girl Scouts to operate in our elementary schools with clear and unwavering support I'm asking [43:57] the school board to consider all Cub Scout units and Girl Scout units long established now across seven decades to [44:04] be formally categorize as class II organizations within policy 902 section seven part Beaton the Boy Scouts of [44:11] America will be reaching out to members of the school board over the next several days to initiate a formal request thank you thank you [44:22] after isabella Margolis is Eric Margolis [44:30] welcome well short okay hi my name is [44:37] Isabella Margolis and I'm currently a junior at Edina high school I haven't always been a Hornet though before [44:42] coming to EHS my sophomore year I was a student at Hopkins High School where I was an honor student with a 3.85 GPA and [44:49] while I enjoyed my time at Hopkins a month into my sophomore year I was sexually assaulted by another student because I no longer felt safe at Hopkins [44:56] I had to transfer the transition to dine it was not easy in addition to the trauma I was dealing with as a result of [45:03] the assault I had to deal with challenges of fitting into a new school making new friends and on top of that the education educational challenges [45:09] that came with transferring but despite the adversities I faced I managed I worked as hard as I could to catch up in [45:15] classes I joined hip-hop dance team and even today I'm a part of math team Spanish club and various other [45:20] organizations around school by the end of my sophomore year I was finally beginning to feel like myself again [45:25] prior to coming to Edina I was excited I was finally going to be able to get a fresh start in a school that was not [45:31] only rigorous in its academics but also cared about the students who attended that excitement and feeling of success [45:37] even faded when I found out that the school wasn't supporting me as I once thought it was my family and I have [45:42] continuously fought to get the credit in grades from my previous courses approved grades that I worked hard for just like [45:47] every other student who works hard for their grades but the biggest challenge that I have faced the challenge that I'm [45:52] here to speak to you about today is he Dinah's refusal to impute my ninth and tenth grade GPA into his cumulative GPA [45:58] my GPA leaving Hopkins was a 3.8 my GPA this year is a 3.7 but the GPA on my [46:05] transcript the one that he dinah has calculated for me is only a 3.4 a GPA which does not correctly reflect the [46:11] type of student that I am or the level of its success I perform at this recently has denied me the opportunity [46:17] to to further my education and increase my level of academic performance when I applied to the University of Minnesota [46:23] PSEO program my application was initially rejected because the cumulative GPA as calculated by dinah [46:30] didn't meet the program's minimum GPA requirement of 3.6 fortunately I was [46:35] able to make a case of the you to recalculate my cumulative GPA to include my Hopkins one and they have now [46:40] approved my application for consideration the same you also negatively impact me when applying to summer film programs at [46:47] various universities every single program I apply to denied me except one LMU summer film college program a top [46:53] film school with one of the most prestigious film programs this was only made possible because I flew out to [46:59] California and had the opportunity to speak with the director of summer programs and gave my case yet again [47:05] education and film are my passions and hearing that you have been denied and considered an inadequate student for the [47:11] programs you're applying for because the high school that is supposed to support you refuses to fix the issue is emotionally and academically damaging [47:17] when I when I apply to colleges which is right around the corner how many of my going to have to call and beg for them [47:22] to flag my application just so they can look at both my transcripts and recalculate my GPA to be reflective of [47:29] my academic success as an in Dinah student who will soon be in a Dinah graduate all I'm here to ask of you is [47:35] to change or correct the misapplication of a policy that is not only hurting hard-working students like myself but is [47:41] also hurting the school as a whole because their transfer students will not be able to represent Edina high school at their highest level possible I am [47:49] Annie Dinah Hornet I'm a representation of the quality of student that he done it produces and I'm asking to be given [47:54] credit for the work that I have put in and for others to have the same thank you thank you after Eric Margolis will [48:07] be Stephanie stern key Thank You mr. [48:13] chair board members superintendent Schultz fellow Dinah parents students [48:20] administrative district staff teachers I have submitted my written remarks to the [48:25] secretary hopefully she will hand all of those to you so I just want to take these three minutes to kind of highlight some of the things I think that you [48:32] should take away from this but first I want to really thank Isabella for her courage of sharing the circumstances [48:37] around her move into your district that took a lot of courage and I'm just [48:46] reminded how strong she truly is I know that all of you care very much about our [48:53] district and our students in our school I saw today I see it every day I see it in the work that you do all the time and that's why I'm here [49:00] because regrettably today there exists a practice at our high school which causes [49:05] issues with how the cumulative GPA of a transfer student is calculated it's [49:11] excluded from their cumulative GPA on their transcript I've included Isabella's transcript for you in the [49:19] paperwork that I have prepared and I've highlighted where you can see how this [49:24] practice which does not appear to me to be supported by school policy is negatively affecting her you'll see that [49:31] all of her coursework grades approved by the district put on to her transcript [49:36] are excluded from the computation of for cumulative GPA this is applied to our [49:42] attention as Isabella told you when we applied for fall PSEO and we were denied [49:48] I had to contact the operations manager at the University of Minnesota Twin [49:53] Cities she had to have a special one-off meeting with the program's director to [49:59] get permission to recalculate Isabella's GPA all of those correspondents are also part of this so that you can refer to [50:06] them at your leisure so why is this important well I don't know why we do [50:13] this I know that you're a data-driven evidence-based board I appreciate that I see how diligently you work so I [50:20] provided some data for you of the 12 West Metro schools of which you all have a partnership of with [50:26] Intermediate School District 283 you're the only one that doesn't include [50:31] people's grades that you accept on their transcripts and their cumulative GPA I'm not sure if that's what you want our [50:37] district to be known for but I'd be shocked personally to believe that dr. [50:43] Schultz is along my lifelong educator a former teacher in 7th and science and [50:49] superintendent of Hopkins wouldn't want students that transfer from Hopkins to receive full credit for the work that [50:56] they put in not only that the GPA that you use that you calculate which you [51:02] exclude other greats from another Minnesota public institution you use [51:07] that for honors and class ranking now this practice at the high school appears to be correct completely in [51:14] opposition to school policy 6:18 it's a skinny policy I hear you debate all the time about [51:20] skinny policy it clearly states that high school students grade point average honors and class rank will be solely [51:27] based on grades approved by the district yet I'm told that policy 620 is the reason why this practice continues at [51:34] the high school so here's my ask I don't know why you do this please stop doing it it's a bad practice by the way I [51:41] don't think it only affects Isabella I've given you data from the Department of Education of Minnesota with the [51:46] average daily membership you'll see that about 37% of students that are in high [51:52] school over the last 10 years are non-residents probably have transfer [51:57] issues I wonder how many of them maybe didn't even realize it I get it we have [52:03] the time the energy the means to track this issue to come here and talk to all [52:09] of you and I want to make sure that you know within he's like with any school issue I started with the counselors I [52:16] went to the principal when that didn't resolve my issue I reached out to superintendent Schultz when that didn't [52:22] resolve my issue I reached out to the board liaison Miss Erica Alan Berg so [52:28] now I'm here here's my ask please have a work session please review this please [52:33] fix this please change this policy let our students be recognized at graduation [52:38] and give them all the opportunities they can to exceed in higher education thank [52:44] you for your time thank you you're up [52:56] thank you as Eric Margolis referenced within the submission packet that he [53:02] provided to you is also a copy of a brief that I have prepared for you on the analysis of policy 618 and 620 [53:12] because of the time constraint that would be just impossible for me to go through that in detail with you so I'm [53:17] planning to use my time today to hit the high points but I would encourage you to take a review of that brief [53:23] I apologize skip the part where I introduce myself my name is Stephanie Hill I'm a parent of two students in the [53:30] Aegina School District I have a kindergartener I'm sorry first grader at countryside elementary and then isabella [53:37] is my junior here at Edina high school I'm here today to ask the board to hold [53:43] a work session to review policy 618 and 620 as it relates to the calculation of [53:48] the cumulative GPA for transfer students now currently when a student transfers [53:54] into Edina high school their GPA from that transfer school is not computed [53:59] into the cumulative GPA now in support of this practice Edina administration has relied on its [54:06] interpretation of policy 618 and specifically 620 subdivisions three and [54:13] four and more specifically to a sentence contained in the second paragraph of [54:18] subdivision 4d which states that the grades will be reflected on the transcript but not included in the [54:24] overall GPA now this reliance on this one isolated sentence is misplaced [54:31] like any statute any rule in any policy we must review the language in its totality and in this particular instance [54:38] we need to look at the language of policy 620 subdivision 4d but also in [54:43] conjunction with subdivision 3 and policy 618 subdivision 4e now [54:49] subdivision 4d is made up of two paragraphs in the first paragraph we talked about the requirement for [54:56] students to obtain pre-approval for to be completed coursework outside the [55:02] district and then it goes on to make specific reference to college based coursework that does not [55:08] receive college credit and then summer school programming the language to paragraph one of subdivision subdivision [55:16] D is completely silent on its application to transfer students paragraph two of subdivision four D [55:24] limits the number of credits to eight which will be pre which for pre-approved [55:29] coursework that is referred to in paragraph one to eight credits which [55:36] will be applied towards that forty three graduation credit requirement this [55:42] credit limitation should make clear that subdivision four D is not applicable to the calculation of the GPA for transfer [55:49] students and here's why in compliance with policy 620 subdivision three Edina [55:56] does not limit the number of transfer credits to be applied towards the graduation requirement because if we [56:02] impose that limitation practically we would prevent students who transferred [56:07] into Edina after ninth grade from being able to meet that forty three credit graduation requirement as such no one [56:15] could reasonably conclude that subdivision four D applies to transfer [56:21] students in the calculation of their GPA finally the language of policy 618 [56:26] subdivision 4e is persuasive this policy states that a student's high school [56:32] grade point average will be based solely on grades approved by the district because a dinah already approves those [56:39] grades pursuant to 620 subdivision three their failure to base the student's GPA [56:46] on those grades that they have approved is in direct conflict with policy 618 so [56:53] why does this matter this math miss application of policy acts to [56:58] disenfranchise a portion of the dinah student body by forcing a GPA on transfer students that is not reflective [57:05] of the coursework that they have done in grades nine through 12 so I'm asking you the board to approve a [57:14] work session on this issue and to end its practice of denying students the benefit of the GPA that is reflective of [57:22] all current coursework that they have completed in grades nine through 12 thank you thank you so the next 10 [57:34] speakers I think are all on Cornelia I don't know we're going to start with [57:42] Kathy labs and go after Kathy to Chandra kavadi I'm not texting I'm just reading [57:56] off my phone so bringing that up my name is Kathy labs I am the parent of a fifth [58:03] grader third grader and first grader at Cornelia elementary and I am also a member of the Cornelia PTO on Friday I [58:10] authored a an email that went out on Sunday to the Cornelia parents through [58:16] my school anywhere which is a PTO run platform and this is that email [58:25] principal Masika sent us all an email Friday about staff retirements and new hires for the coming year what you may [58:31] not have noticed is that we are losing two fourth grade teachers but they are hiring only one miss lis is replacing me [58:37] Leon the grade one team as it stands now the expected class size for the fourth grade next year will be 29 29 and 30 the [58:44] PTO was informed that a fourth class will not be added until all three classes reach 32 students we believe [58:50] that this decision may be due in part to our transient or mobile population there is a significant turnover which we [58:56] believe is due to the rental properties and our boundaries which often equates to shorter term residences we have been [59:02] told that due to this we can expect that there could be large fluctuations in class size over the summer and that this [59:07] could work itself out possibly but we aren't willing to take that risk on the education of our children [59:13] this presents another topic of discussion regarding the effects of the transient or mobile students on the [59:19] learning environment changeover in the classroom can be both disruptive and create additional onboard [59:26] and off-board work I'm sorry changeover in the classroom can be both [59:31] disruptive and create additional work on the teachers and staff to onboard and off-board those students we are unaware [59:36] of any additional support given to Cornelius staff to accommodate the added workload and if anything our mobiletrans [59:42] population supports an argument for smaller class sizes according to the [59:48] 2017-18 district annual report which is located on the website it indicates on [59:54] the front page the student to teacher ratio in the district is 18 to one based on the class site guidelines presented [1:00:00] in the April 2018 school board meeting the desired instructional class size range is 24 to 27 I acknowledge I got [1:00:07] that wrong when I sent the email out and I put the third grade range as 23 to 26 Masika sent out an email today [1:00:13] correcting that at 29 students per class paraprofessional support is granted at [1:00:18] one hour per student over 29 based on the Edina public schools posted job description for a paraprofessional a [1:00:24] pair of provides support in the classroom but is not a licensed teaching professional and does not provide instruction we had been told that the [1:00:31] decision to add a fourth grade class sits with the district office we encourage you to reach out and share your concerns to the following [1:00:37] individuals Mary Mandor Feld when Jackson and Superintendent John Schultz [1:00:42] and then we invited them to participate in this meeting tonight and ask them to [1:00:48] email the school board if they could not attend so I'm sure you receive plenty of emails today the school board is [1:00:55] identified in their 2018-19 goals that they will be focused on ways to reduce the achievement gap we believe the class [1:01:01] size issue accordingly is in direct contradiction with this goal given the makeup of our student population and the [1:01:06] effect of larger class sizes on individualized learning furthermore it limits our teachers abilities to bring [1:01:11] our students along creating stress in the classroom they care deeply about our children's education and we aren't [1:01:17] providing them with the situational tools to do their job successfully what I ask of you is transparency I would [1:01:24] like to know that we will continue to know what the enrollment for our school looks like next year so that we can [1:01:31] stand form to make informed decisions our children's education and decisions about that I think it would be and also [1:01:39] I think it's important for us to understand the turnover rates at each of the schools I did ask for that [1:01:46] information about Cornelia and told that it was not available and I would like us to further investigate the impact that [1:01:54] those transitions in the classroom have on the learning environment and make sure that we quantify them and that we [1:02:00] provide the appropriate resources and support thank you thank you next after Chandra will be [1:02:14] Katherine Graf hi good evening my name is Chandra cavity I am the parent of a [1:02:19] third grader at Cornelia soon to be a fourth grader next year thank you [1:02:25] school board members and staff for your service and dedication to education in Edina I'm here today along with other [1:02:31] parents to bring more attention to this situation of Cornelia as you've heard our staff at Cornelia fourth grade will [1:02:38] be reduced from four teachers down to three next year and we're expected to see our class sizes well 232 before we [1:02:46] can expect to have another teacher added as it stands best case scenario is between 29 to 30 students this is well [1:02:54] beyond the ratio seen in other schools in the district and certainly beyond what the district touts a range of 23 to [1:03:01] 26 Cornelia has the highest number of students of color my son being one of [1:03:07] them the highest number of socioeconomically disadvantaged students in our district and the biggest mobile [1:03:14] student population it is precisely for these reasons that we must not allow our [1:03:19] class sizes to swell the real issue at stake is equity and how we as a district [1:03:25] take care of our disadvantaged students and if we really intend to close the achievement gap the optics at play here [1:03:32] serve only to elevate the garbage propaganda put out by the Center for the American experience [1:03:38] I implore you to not let any of our students especially those already disadvantaged to fall behind by by [1:03:46] relegating students massive class sizes our kids need adequate support to grow and to learn [1:03:52] and to become acclimated to a new school and for many of our Cornelia families a [1:03:57] new country I love our schools I know you do too please help the students of [1:04:03] Cornelia to achieve their full potential and offer your support to reinstate funding for Cornelia's fourth grade [1:04:10] classrooms next year thank you thank you after MS graph will be Kelly [1:04:19] basile welcome hi my name is Katie Graff [1:04:26] I'm also the parent of a Cornelia 3rd grader and a Cornelia first grader I think context is important here first [1:04:35] I'll ask for a show of hands or for people to stand up and show who's here from Cornelia concerned about this [1:04:42] staffing decision that's 25 50 percent [1:04:48] of the room and shows how important it is to our school I I won't go into the [1:04:54] numbers you've seen the numbers our class sizes are expect to be 29 29 30 my son's current class has 19 maybe 20 [1:05:01] students they just added a new one that would be a an increase of a third that's [1:05:06] a lot for any school or any student to take in it's a lot for any teacher to [1:05:12] take in and all of that will be felt by the students our kids have had these [1:05:18] class sizes in 1st grade two years ago there were three teachers there were significantly larger class sizes as is [1:05:25] expected and it was hard on the kids their desperate needs were not being met or they our teachers were trying to meet [1:05:31] them but it was hard they had paraprofessional support that's not the same as a teacher and it was [1:05:36] hard on the teachers they were struggling to meet all the needs of all the students and did a great did as they [1:05:43] could the last thing that I wanted to touch on is again there's little [1:05:49] transparency with respect to this decision I learned about it Friday and then [1:05:54] Sunday as Cathy explained in her email there are four teachers in the fourth [1:06:00] grade this year in the 2018-2019 school year to retired we expected all of us [1:06:06] for two more to be hired I fully expect although I don't know this for sure that [1:06:13] for the 2021 the year after my son's year the school year 2022 2021 [1:06:21] that there were also before teachers the numbers don't support three teachers so it is really this class that is being [1:06:29] harmed by this decision it's a salary savings and as far as I [1:06:34] can tell of one year's salary and so I would like to know why that decision is being made and where are those funds [1:06:41] going if there is a need for those funds elsewhere I think we parents deserve to know that so two asks I guess [1:06:48] transparency and ultimately for reconsideration this of the decision we need for teachers thank you thank you [1:07:01] next person after kelipah seal will be Patricia patch welcome my name is Kelly [1:07:09] de silly and I'm a parent of a current 3rd grader 2nd grader and soon-to-be kindergartner at Cornelia elementary I'm [1:07:16] here tonight to share with you my concerns about the proposed class sizes at Cornelia next year in August of 2016 [1:07:22] my husband and I relocated to the Minneapolis area we spent countless hours researching school districts and [1:07:28] making many weekend trips to find the perfect place for our family the city that checked all the right boxes was he [1:07:33] died now primarily due to the reputa reputable and well-known school district that fall my oldest started in first [1:07:40] grade and my middle one in kindergarten what I didn't realize until school started was that my daughter's first [1:07:45] grade group had approximately 80 students in her grade and as a result had 27 students in her first grade class [1:07:51] I will never forget that first time I volunteered in the classroom it was just below a level of pure chaos between the [1:07:59] sheer number of bodies in the classroom and the constant in and out of people from the classroom the energy within the [1:08:05] room did not lead to a conducive learning environment my daughter struggled she struggled with reading she [1:08:11] struggled with attention and she struggled with behavior needless to say it was a really long year that year two [1:08:19] students in her class alone left the Dyna School District to pursue education elsewhere and I can only assume that [1:08:25] that large disruptive class is contributed to this decision on their family's part the addition of a fourth [1:08:31] section in the 2017-2018 school year reduced the numbers from 27 to 28 students in a class to 22 to 23 students [1:08:38] which brought about a remarkable transformation academically and socially for my daughter the transformation of my [1:08:46] daughter over the past two years has been remarkable and I believe it is in large part due to her regional class size of 22 students the district needs [1:08:54] to put students first and recognize the negative impact these sections three sections of fourth-grade will have on [1:08:59] students and teachers more students means more demands on the teacher and I feel my daughter will be I fear that my [1:09:05] daughter will be one of the kids who will get lost in the system she like every student in Edina needs a classroom [1:09:11] setting where the teacher can focus on the needs of all students not one where a teacher is maxed out because of a high [1:09:16] student just student to teacher ratio class sizes for next year are projected to be 29 29 and 30 students per fourth [1:09:23] grade classroom in April of 2018 Mary Mandir filled the district director of [1:09:29] equity and and enrollment presented to the public elementary instructional size guidelines in her presentation she [1:09:35] stated the ideal classroom size for students in 4th grade should be within the range of 24 to 27 students per [1:09:41] classroom a clear contrast to the projections that will put Cornelia two to three students over this range in the [1:09:46] fall in a district which with a stated goal of closing the achievement gap it simply doesn't make sense to grow the [1:09:52] fourth-grade class sizes at Cornelia at this time parents are left to ponder their reasoning behind the shift in the [1:09:58] district's goals in stance on class size clearly keeping four sections of fourth-grade will make a profound [1:10:03] statement to parents and staff that Cornelia's goal is to give each and every student the best learning environment possible thank you thank you [1:10:15] after Patricia patch we'll be nickel kuranda welcome thank you [1:10:22] good evening everyone my name is Patricia patchy and I am the parent of a [1:10:28] third grader who will be in 4th grade at Cornelia next school year 2019 2020 [1:10:34] I'm here with other parents as you realize who are extremely concerned [1:10:40] about the expected size of the fourth-grade class for next school year it seems that the district is willing to [1:10:47] take a chance to allow the class size to be between 24 27 or more instead of the [1:10:54] average student teacher-student the average student-teacher ratio of 18 that [1:11:01] applies to the whole district of Edina we will also inform that for the fourth [1:11:08] class to be added that we will need to have all three classes reach 32 students [1:11:16] this decision would be setting up our children for failure why would you [1:11:23] create a double standard for a school after all we are an integral part of the [1:11:31] Dyna School District if you're willing to take that risk on our children's [1:11:36] education we are not if one of the factor that triggered your decision was [1:11:43] a transient population due to the rental property on our boundary I would argue [1:11:48] that this reason should be the determining factor for reducing the [1:11:53] class size change over in the classroom require that the teachers spend more time helping the student to catch up [1:12:00] with the level of the class and the level of the district if one of the [1:12:06] district goal is still to reduce achievement gap then you should reduce [1:12:12] the class size for the 4th grader at Cornelia for the next school year and [1:12:18] you should vote to add a fourth teacher who would be ready to start at the [1:12:24] beginning of the school year and not wait Cornelia has a higher [1:12:30] number of children in the ESL program which is English as a second language [1:12:36] and that's the higher number of children compared to all of the other elementary [1:12:42] school ESL kids need a lower class size and more individual attention not a huge [1:12:49] class sights it is also true that our school has the highest ratio of children [1:12:57] of color and children from immigrant families my family being one I would [1:13:06] like to thank the Canadian teachers especially principal Masika excuse me [1:13:22] when a new school is checked my daughter was in second grade struggling having [1:13:31] moved from the French immersion she was only a French speaker and a miss Masika [1:13:38] and her team really the amazing job of helping us through that resistor and I [1:13:45] think that all of these work that they are doing is really despite what's going [1:13:51] on outside in a district which is the criticism from conservative and [1:13:56] diversity learning supporters and one of the parents mentioned that as well we [1:14:04] care about all the children and we want them to have the same chance to succeed [1:14:10] in reducing the achievement gap and I'm sure you all share that sentiment we [1:14:21] thank you for all your work and all of the amazing opportunities you give our children but we would like to make sure [1:14:28] that you give them the same opportunities as other kids in the same district we please have faith in you [1:14:36] and we're counting on you to do the right thing thank you for your time [1:14:41] thank you after after Nicole Miranda [1:14:50] will be Melissa Craig welcome hi [1:14:57] I'm also here to support mrs. Masika and Cornelia my name is Nikki kuranda I'm a [1:15:04] third grade parent and a teacher of third grade students at Cornelia I believe that Cornelia should be allowed [1:15:10] to hire another fourth-grade teacher now to keep the class sizes as they stand in [1:15:15] the low 20s we do not want to wait to be given permission in August as teacher [1:15:21] quality has been consistently identified as the most important school-based factor in student achievement the [1:15:28] district initiative of personalized learning is at risk with increasing class size first and foremost student-teacher [1:15:35] relationships are key to student success with more students in the classroom there is less personalized time between [1:15:42] student and teacher also more students hinders a teacher's ability to [1:15:47] conference with individual students as regularly which is a major component of [1:15:52] our reading curriculum and tier 1 reading instruction the proposal to alleviate the 30 to 1 student to teacher [1:15:58] ratio is to hire an extra instructional para pair professionals are not licensed [1:16:04] teachers they're only required to have two years of college and receive no training to help with academic needs of [1:16:10] our students they are not paid to meet with classroom teachers to properly communicate about student needs or [1:16:15] reteach strategies for example our student population can also have its [1:16:21] challenges two years ago for example the students on my roster changed by 16 names from the beginning to the end of [1:16:28] the school year frequently I was welcoming a new student and saying goodbye to another student Cornelia does [1:16:34] have a population of students with higher academic needs something we love and embrace as teachers and families we [1:16:41] have many students who are learning English students who qualify for title and services and students that have been [1:16:46] identified with learning disability I currently have students in my class ranging from the 8th percentile to the [1:16:53] 99th percentile and I'm doing my best to meet each of their needs day in and day out with the lower class size I have [1:16:59] this year I feel the best I have in a while knowing that I'm doing a great job I wonder if these students academic [1:17:07] social and emotional successes would be so evident if I had an extra 10 kids on my roster Maya Angelou said this is the [1:17:15] value of the teacher who looks at a phen a face and says there's something behind that that I want to reach that person I [1:17:21] want to influence that person I want to encourage that person I want to enrich I want to call out that person who is [1:17:28] behind that color behind that language behind that tradition behind that culture I believe you can do it I know [1:17:34] what you have done for me I love my job I love my community and I love being a mother on behalf of the elementary [1:17:41] teachers edina residents and third-grade moms thank you for considering to add a fourth grade section to the 2019 2020 [1:17:48] school thank you after Melissa Craig [1:17:56] will be hauntin so thank you school [1:18:05] board members for taking the time to listen to the public comments my name is Melissa Craig I'm a parent of a second [1:18:11] grader at Cornelia and twin kindergarteners so I'm not directly currently affected by the reduction of [1:18:19] staffing at Cornelia I'm here to speak on behalf and show support for those families those currently enrolled at [1:18:26] Cornelia and the ones that will transition in in the coming months I would like to board to know that I'm [1:18:32] here in support of equity for Cornelia I emailed you yesterday with some concerns [1:18:38] about the elimination of the staff position in the 4th grade level as well as the reduction of multilingual learner [1:18:43] support in Cornelia we will be going down from 2.5 to just 2 [1:18:50] full time staff for ESL and they'll support I won't take the full time to [1:18:56] reread my email but I hope that you do take the time to read it and think about the questions I posed regarding the [1:19:01] additional crushers responsibilities efforts necessary for the cornea staff to help those of the unique diverse population [1:19:08] that we have at Cornelia I'm an accountant by profession so I'm well aware of the fiscal responsibilities and [1:19:14] needs of an organization however it's my belief that the reductions of staffing to Cornelia to meet an equal [1:19:20] student-to-teacher ratio across the board is in contradiction to the equity [1:19:25] efforts put forth by the school district today I just want to re-emphasize to you the unique qualities of Cornelia please [1:19:33] consider the diversity of our student population whether that's the abilities the language needs the turnover of our [1:19:39] students when making your budget budget decisions I want you to encourage you to think about equity for this school and [1:19:45] not just the quality thank you thank you [1:19:51] so after you Anton will be dr. Dwayne Hyde Miller [1:20:14] thank you very much and excuse me sir [1:20:24] what is your name no didn't okay thank you so it is dr. [1:20:30] Dwayne hight Miller here if not next is Kelvin going in welcome hi my name is [1:20:46] Kevin wind thank you the boy and the staff I'm a parent of the fourth grader third grader [1:20:54] and the first grader at Cornelia I'm here to voice my support for the [1:21:01] class and the class our reduction I heard I've heard the world agree have [1:21:09] flown around quite a bit but I think I'm equally within my own family because I did had my son go through the fall great [1:21:18] and he has such a wonderful teacher is mr. Erickson and I think about my [1:21:25] daughter who will be in for great next year and it the class I expand it Essen [1:21:30] I see the inequity in my own families right there I cannot justify if I'm not [1:21:37] gonna be I'm not here to ask for the reconsideration to class I reduction you [1:21:46] know but the time next year you know I'm gonna talk to my daughter and say ok I [1:21:52] bother my son did really well and then my daughter do not have the same [1:21:57] opportunity that will be unfair to her so I understand that we live in the [1:22:02] limited resources so I'm asking for the fact that that to me the in education the class I and [1:22:09] grade teacher are the two most important aspect of education and I'm hoping that [1:22:14] that you deliberate the decision until now until August please keep that in mind and making sure that the class is [1:22:22] being reduced thank you thank you very much that [1:22:31] completes hearing from members of the audience and I want to thank everybody who spoke tonight you will hear back [1:22:38] from the superintendent or the appropriate person within administration again don't hesitate to contact the [1:22:44] school board we do tonight have a number of staff recognitions there is [1:22:50] accommodation of Erica Gardner James Hawthorn Matt Pierson Kathleen [1:22:55] Hartman and Joshua friendor these are rigor coaches theater facilities [1:23:01] managers music and orchestra teacher art teacher and the theatre and media tech supervisor there was a parent that wrote [1:23:08] in that says thank you from the bottom of my heart for the experience and the Southview theater production you [1:23:13] afforded my children this year they've had an amazing experience that will stay with them for the rest of their lives [1:23:18] because your generous time energy love enthusiasm and expertise there's a [1:23:24] commendation of Tim Anderson principal in Southfield middle school parent wrote in says we have a sixth grader at South [1:23:30] you I want to let you know our child that's having a wonderful experience at South view our child has connected with [1:23:36] several teachers has come a long way in learning to be responsible and accountable and most important finds [1:23:41] learning to be interesting and sometimes even fun a parent goes on say they'd [1:23:46] like to mention how much they love flex time and that they've been impressed with how the district has put attention [1:23:52] over the years into education beyond academics and appreciate that work there [1:23:57] was a combination of madeline lee fourth grade the long term substituted cornelia parent wrote in saying i wanted to share [1:24:04] with you how much ms lee has contributed to our child's success this year from the day we introduced ourselves to ms [1:24:10] lee she seemed to have a genuine interest in hearing how to help our child succeed it's very clear she's gone [1:24:15] out of her way to connect with our child and figure our child out there was a combination of emily höckert who was a [1:24:22] third grade teacher at Creek Valley Elementary parent wrote in and said you have been the best teacher our child has [1:24:28] learned a lot from you our child has developed not only as a student but also become a better human being by learning [1:24:34] so many principles of life from you next we have a commendation of deaf [1:24:39] brass Ted who's a third grade teacher at Concord Elementary it says Deb has a [1:24:45] caring calm way of managing her students her classroom is always peaceful and in control she establishes expectations [1:24:53] right away with respect being a top priority parent goes on and says Deb's literacy program is not only fun it's [1:24:59] impressive as a classroom volunteer I've witnessed tremendous improvement with their reading skills as well as Deb's [1:25:05] ability to individualize lesson plans and meet the diverse academic levels in her class there's a way of two more [1:25:13] accommodations coming there's a commendation of Leah Ellis special ed autism teacher Tara Dunning grade four [1:25:19] teacher and Jill euchre special ed autism parent wrote in and says in recognition of teacher appreciation week [1:25:25] I wanted to tell you how much I appreciate each of you your investment in my child has helped him or her to [1:25:31] move back into the classroom for math gain more general ed experience and make deeper connections with peers and [1:25:37] friends and finally we have a commendation of Andrew Atwood vocal music teacher at Cornelia elementary [1:25:43] parent wrote in and says I just took advantage of kids gone on a field trip to come and observe Andrew and his fifth [1:25:49] grade informants this morning an informants as an in-class performance I am so impressed with his teaching and [1:25:55] wanted to thank you for hiring him and those are the commendations we receive for this month thank you to our teachers [1:26:02] and for parents who provide support for our district and I should say also our [1:26:09] staff I don't mean by saying teachers to eliminate staff next we have the consent [1:26:15] agenda are there any items to remove from the consent agenda yes please Sarah [1:26:24] you want to go first I was just I was gonna ask I actually talked to you about this on Friday that we removed class size [1:26:31] guidelines for 1920 from the consent agenda and we move it to an action item [1:26:36] please okay Amir is that the one who you have a different one you're a same one all [1:26:42] right we will take up class size guidelines right at the end of the consent agenda [1:26:48] can I get a motion to approve the consent agenda second all those in favor [1:26:55] of approving the consent agenda say oh no we need to do roll call aye aye all [1:27:11] right motion carried can I next get a motion to approve the class size guidelines for 2019 20 so [1:27:21] moved I get a second second and do you [1:27:28] have any particular questions regarding this or you just wanted a little more background on it well typically we don't [1:27:36] do class size guidelines and consent and I wanted to clarify as we did discuss [1:27:42] this I believe in HR committee that the changes in the class the reason it's in [1:27:48] consent and the reason we're bringing it forward it's not because we're actually changing the class sites guideline [1:27:54] parameters as such what we're removing is language around non-resident [1:28:03] enrollment limits and we've had a way of looking at it to try to help protect the [1:28:10] time period when we we have to give notice to non-residents versus you know [1:28:15] families literally moving into Edina and then I know for example my son was in a bubble class at Highlands where suddenly [1:28:22] one summer like seven second graders moved in and you you bring those kids in because they're residents and so we've [1:28:29] tried to always you know be very careful with our open enrollment but due to state guidelines that is not the best [1:28:36] practice for the way that we were writing the policies so we wanted to amend it to show that difference but [1:28:44] bear in mind and I wanted to make sure this was clear that the actual numbers for classified guidelines have not been [1:28:50] changed so I just want to make sure that that was clear and since it was just in consent I didn't want that [1:28:56] be missed by the public great are there any other comments yeah couple more I [1:29:03] think given that background as well we didn't have a follow-up conversation [1:29:08] about what this range should be given the change in the open enrollment [1:29:14] approach which perhaps made this range a little easier to to land on the way we [1:29:22] were doing it before with open enrollment capped a little lower there's some some transient in and out students [1:29:27] at any school in the district but you're a little more likely to land in this range if you kept open enrollment a [1:29:33] little lower and so the adjustment not with this is there is no separate line [1:29:39] for open enrollment and yet we kept this same target which [1:29:44] seems to me like it's more likely that we would land at the high end or above [1:29:49] this target and we set this target this isn't this isn't set externally and so [1:29:56] where these numbers come from and how much uncertainty there is in hitting them especially given that a lot of [1:30:03] times it's sort of an average bye-bye district maybe great white or or whatnot [1:30:09] but within a certain building especially some of the buildings like Highlands they're a little tighter and what they can accommodate for certain programs or [1:30:15] or in this case Cornelia though which has a little more uncertainty in terms of fall enrollment it just seems unlikely that we're gonna [1:30:24] be pleasantly surprised with where we land in the years going forward so at [1:30:29] some point I think we ought to revisit what these ranges are and whether or not be wise to take them down one or two and [1:30:38] then well just I just want to verify that in HR we were not discussing the actual parameters themselves is this was [1:30:44] about language and making sure that we were accommodating the statute Minnesota [1:30:50] State statute so if a discussion such as that I agree would need to go to a fuller board and probably start in [1:30:57] actually policy committee right and a mere I don't have the exact wording [1:31:05] since I'm not the lawyer but Trevor did say that because we are removing this word from the statue there is flexibility and [1:31:12] there are lovers lovers for us as a school district to close enrollment and I don't want to state anything because I [1:31:18] don't remember exactly what he said but he said that you do actually have lovers that you can close enrollment and I [1:31:24] can't remember if he said it's on a school by school basis I actually think he did because we were we were actually [1:31:30] asking grade by grade but we were asking those same questions because to your [1:31:35] concern about the averages across the whole school well what if Cornelia or [1:31:41] what if a Concord gets a balloon we can actually as a district decide to close [1:31:46] enrollment at a specific school and let people flow into other schools and I can't remember if that had to come to a [1:31:53] board but there was a lot of discussion around well what can we do as a district because of those so you're right it is [1:31:58] this the trevor said is that it's based on capacity capacity is based on space [1:32:03] so if you have a largest section going through the school you can do in a [1:32:10] school bait school by school basis but the school district the school board has to stop the university enrollment yeah [1:32:22] so that's that's just the overall wisdom of how we got there and why why there was a separate line trying to make sure [1:32:29] we can land in the fall maybe the October 1 numbers on numbers we can stand by secondly I would like to define [1:32:38] a place that may not be now with without a preparation but to find a place to continue this discussion about this [1:32:43] particular night it just trikes me that a lot of good points made tonight and [1:32:51] perhaps or something that can be arranged so I think it also makes sense to simply track to see what difference [1:32:59] it makes as we move forward and if we find you know that we're at that upper range or you know we click over it every [1:33:05] so often then that would be another cause to revisit the numbers right I [1:33:10] think we often look at this from from a couple of lenses one of his student learning you know and that's why the [1:33:17] numbers are different by grade and frankly we it's more common to go up to 30 and secondary especially in high school [1:33:23] which even then there's some concern but at least you can say the effort around [1:33:30] well for example some three other concerns were denied reading attention and behavior have been addressed a bit [1:33:36] more a little more onus on the on the students but so in addition to that student there's of course the the [1:33:43] reality of the financial impact of class size which is why sometimes we we tick them up maybe district-wide [1:33:50] and there are only so many rooms in schools and that's why you can't always just have a 5th section open up across [1:33:56] the board occasionally is you mentioned a bubble class gets a fifth section at some schools some years but this is a [1:34:03] whole new lens this idea of of a reduction in expenditure on the part of [1:34:09] a classroom teacher when you still have a lot of the overhead cost you still have the administration yourself the building the art teacher is still [1:34:15] full-time the gym teacher the music teacher the library I mean everybody you spent all this on our [1:34:21] surrounding cost and then you saved on the classroom teacher and bumped it up perhaps to 32 and they're still not if a [1:34:28] couple of classes go to 32 won't work for tonight that still doesn't trigger another class 32 is a lot of kids it's a [1:34:35] lot of kids in high school I don't mean I'm smart but I just you know to to say [1:34:42] the cost savings is to shut down a homeroom it's a whole new lens on how we [1:34:47] look at class size I think we one thing to remember here is that when we have [1:34:53] the class size guidelines they are based in in expenditures and operations within [1:35:00] a building and the the lens that we put on this not just from what's good for [1:35:07] kids but also you know dollars coming in to to be able to pay our staff I know [1:35:14] that at the high school next year we have put a much tighter limit on actually following the class size [1:35:20] guidelines at the high school which will cause constraints for kids who may have signed up for that music theory class [1:35:27] that just can't run because there's not enough kids who want that class or even you know not meeting the numbers so it [1:35:34] you're right it's it's it's it's tough I mean being Mike when my son's class became a bubble class he [1:35:41] lives with that through fifth grade and you know you had to make the accommodations and deal with it but I [1:35:47] understand that there's the constraint of the the budget as well this is a [1:35:52] particularly you know tough situation when the kids are in currently four classes and then it would have to be [1:35:59] reduced but I think we have to you know consider the what's going to happen with [1:36:06] the children but also as a budgetary you know as we just were discussing budgets earlier this evening how we balance that [1:36:14] and I mean I'm bottom line is it isn't easy because yeah if I could have 20 [1:36:22] kids in every classroom that would be fabulous but that's unfortunately not the reality and we're lucky that according to the governor you know and [1:36:29] the legislature it sounds like we're gonna be at two into it we always have to wait for the boat to come in but it's [1:36:36] tough with the funding not keeping up with with what's going on with our expenses a couple more points one of [1:36:43] them's on expenses because especially as we spend money elsewhere any given new [1:36:48] hire could be contrasted with the missing teacher and say that's where the teacher went from so if there's any [1:36:54] elementary school that gets something that other elementary schools don't it's gonna look like it came from that classroom teacher I don't think that the [1:37:07] class size guideline well okay let me hit the class size guideline directly just what is the range mean 24 to 27 [1:37:15] does that does that mean anything because if we say well what really [1:37:21] matters is that 30 you get an extra para what does the 27 mean why did we put that an Inc so I do think that the goal [1:37:32] is to camp out at 27 or less it's I'm [1:37:37] not sure I follow well wishing what we're not well I don't think that the it's not [1:37:46] always that simple I mean you when you have families and human beings moving into a neighborhood [1:37:52] we can't guarantee because we can have to guarantee that they can go to the elementary school that they have the the [1:37:59] area that they've moved into so to have a hard cap would be to say of those 7 [1:38:06] second graders that moved in when my son was going to school sorry you can't go to school here we legally cannot do that [1:38:12] so there's other factors that weigh into this I think a mirrors point I think I [1:38:18] mean I told I totally agree with what you're saying but I think a mirrors point and why I think it's hard to swallow is that we can't control [1:38:25] you're right we can absolutely cannot control families coming in and out and how we end up and I know my kids have [1:38:31] been in classes sometimes that have been way of beyond the desired instructional size range but this is a decision we can [1:38:38] control and so it's hard to swallow as a district when we are knowingly reducing [1:38:44] staff from 4 to 3 and knowingly put putting kids quite a bit above our [1:38:50] desired instructional so I think that's sort of what but for me it's hard to [1:38:56] completely agree and understand I don't have much more than I didn't know like I [1:39:02] said my initial request was a time to discuss some of these numbers and to give more time for this to digest so [1:39:08] people can put some informed thought into it yeah I'd like to do that as well - okay all right for now though we do [1:39:16] have a motion to approve the class size guidelines that are before the board we're gonna go to a roll call on that I [1:39:32] i motion carried thank you everybody [1:39:37] next we have reports and discussions all comp report with Randy and Libby [1:39:54] yeah I was wondering why the two of you needed four cheers good evening that [1:40:06] chair wall and Freedman superintendent Shultz board members community members and attendees I'm joined here this [1:40:12] evening my name is Randi smiles director of teaching learning I'm joined here by Libby sandbag our teacher evaluation [1:40:18] program facilitator we have Amanda shoots one of our peer coaches for our [1:40:23] outcome program and we're also joined by Eric Dolman who is a health teacher at the South View middle school across the [1:40:30] street here so Amanda is gonna speak a little bit to her experiences as a peer [1:40:37] coach in this model in this system and Eric will be able to share a little bit of his experience on the other end of it [1:40:43] as a teacher going through the system and experiencing the peer coaching and what that's like from a continuous [1:40:49] improvement standpoint I'll just do a quick little overview and then get out of the way this is Olivia takes over [1:40:56] sharing most of the report here but per Minnesota statute by June 15th of each year we have to deliver to the school [1:41:04] board a report about our allcom program and some of the things that we look we [1:41:09] look at our how well the program is serving our teachers and we look at you [1:41:15] know where they're continually areas that we can improve from year to year so we look at it from a continuous [1:41:20] improvement standpoint and then in this report we've summarized some brief findings and then recommendations moving [1:41:27] forward for the next year this is a report for information only there are no decisions needed on the part of the [1:41:33] school board this evening but we're just delivering to you what is required from us in terms of state reporting so at [1:41:39] this time I'll turn it over to Libby to go into a little bit more depth about the program itself so amazingly we are [1:41:47] about to wrap up our 11th year as a Q comp district here in Edina our program [1:41:54] has many identified strengths primary among these is our use of cognitive coaching our peer coaches guide teachers [1:42:01] through a reflective conversation pree observations post observations [1:42:07] multiple times during the year using cognitive coaching and their skill to guide those conversations our program is [1:42:15] implemented with fidelity across the district in part due to the fact that we have weekly peer coach meetings and I am [1:42:21] in communication with our principals ensuring that all of the programmatic elements are in place for all teachers [1:42:28] across the district our teachers across the district and this is anybody covered under the [1:42:35] teacher contract so it includes school nurses coaches and classroom teachers [1:42:41] they are continuing to stretch in their practices with their coaches and are [1:42:47] continuing to write rigorous student learning goals and those are goals that they track and follow for an entire year [1:42:54] our coaching team remains strong as I said we meet weekly to do professional development to problem-solve issues that [1:43:03] might be going on and learn from one another and our program is very dynamic it's able to change to meet the needs of [1:43:09] participants and that would include our teachers our coaches and our principals we are going to continue to look at our [1:43:17] program and improve it as we have done over the past eleven years next year we [1:43:22] actually have two new peer coaches joining our team we have two coaches whose terms are up so they are cycling [1:43:30] out of the program and Beth Mohs and Nicky McKeever both high school teachers will be joining the peer coach team will [1:43:36] continue as a team to refine our coaching skills through professional development both as a team and [1:43:41] individually and the coaches who are returning next year will continue to [1:43:47] work with the same group of teachers that they have worked with for the past two years continuing the relationship [1:43:52] and trust building that they have built over these last two years and we will continue our inter-rater reliability [1:43:57] training that we've been doing for the last five years with principals coaches and some district level administrators [1:44:04] that helps again to ensure that we have implementation fidelity across the [1:44:10] district as we have in past years we have administered a spring survey and [1:44:15] one again we're really pleased with the results especially on two of our key questions when teachers answered the [1:44:22] question my participation in the program has helped me grow as a teacher this year over ninety four percent of [1:44:28] teachers said they agree or strongly agree with that statement and that's up about one percent from last year [1:44:35] and when they answered the question my participation in the program has had a positive effect on student learning this [1:44:41] year over ninety two percent of teachers agreed or strongly agreed with that statement and that's up about two [1:44:47] percent from last year so a program that's in the eleventh year that's still seeing teachers responding positively to [1:44:53] these two pieces is really telling teachers were also able to provide some [1:44:59] written commentary on the survey and just a few short responses they provided [1:45:04] participation and alt comp helps me align my practices with best practices anytime I'm observed by someone I'm more [1:45:11] purposeful about the strategies I implement in my lessons this allows me to reflect on the strategies that are [1:45:17] most effective and use of those strategies positively affects student achievement my coach asked thoughtful [1:45:25] questions that have really helped me reflect more on my teaching and how my teaching impacts students drawing again [1:45:31] the connection between a teacher's learning and the impact on students when [1:45:36] teachers were asked to identify their growth areas for the year you'll see [1:45:42] that the largest response rates were with C LRT strategies engagement [1:45:47] strategies personalized learning and assessment strategies and these are aligned with some of the district priorities so our coaches are also [1:45:53] helping to ask teachers questions and move them in a direction that we've identified as a district to be important [1:45:59] so I'm now gonna pass it over to Amanda to give some examples of the work that [1:46:04] she's done with teachers in her role as a peer coach hi I'm Amanda shoots I'm [1:46:11] proud to be one of the seven coaches that serve Edina public schools as part of our vault comm program this is my [1:46:18] second year and next year will be my third year as a peer coach I come in with the background of teaching ESL or [1:46:24] multilingual learners from kindergarten to high school as well as teaching avid at the high school and being a k12 multilingual program [1:46:32] coordinator for the past 13 years and as I reflect on on the program I work with [1:46:38] about 80 teachers across five different areas so I work with teachers at Highlands and Valley View middle school [1:46:46] and the high school early childhood education and then also artosis here at [1:46:51] the district office and those are all tenured staff the first teacher I want [1:46:57] to tell you about experienced a great experience is one of the wonderful EHS art teachers and through our cognitive [1:47:05] coaching prog process the teacher shared with me that he was struggling to reach often his Somali boy students within his [1:47:13] ceramic class and through our connection around reflective questioning and [1:47:19] cognitive processing and conversation we were able to uncover a new idea that might allow more voice and choice for [1:47:24] students that would offer up the idea to include language script in the design of [1:47:31] what would be a plate or a bowl or a pot so basically a student who wanted to [1:47:36] write in Russian Arabic Chinese Thai Hindi or any other language script would be able to do so and still meet the [1:47:42] needs that were required in the rubric the rationale and design according to the teachers standards and the state [1:47:48] standards so the teacher shared with me that because of this program and because of our coaching and time together that [1:47:55] it helped him open this up this new option for students and help students to get excited about their work and achieve [1:48:00] at higher levels they were able to dive in at Adi in a in a new and deeper way another another high school teacher [1:48:08] shared with me this year at the beginning of the year that he wanted to include more culturally CLR T culturally [1:48:15] linguistic responsive teaching strategies but he was pretty nervous about it and so he didn't know quite [1:48:20] what to do so we in cognitive coaching it's a lot about me asking questions and trying to get to a place where the [1:48:26] teacher you know is able to reflect and get to a place so he was able to reflect [1:48:31] and and come to the idea that he wanted to try the give one get one strategy with his class [1:48:37] well throughout the year we kept revisiting these C LRT strategies and it was a really for him a huge bonus he [1:48:45] said that it reflected or he noted higher student engagement participation and even physical movement in the class [1:48:51] which was is really important he has it actually a large class I so it was something that he didn't know point was [1:48:57] possible but he's planning to make CL RT part of his student learning goal for [1:49:03] next year because it's been so successful this year so and he's going [1:49:09] to record data around its effectiveness with student success my final example is [1:49:14] connects with my passion point of multilingual students and student voice one of our teachers at Valley View [1:49:20] reflected with me on the use of effectiveness of student voice and talk time in class she was concerned that all [1:49:28] students weren't getting equal talk time and weren't able to connect in all the [1:49:34] same ways so we talked about how she supports the needs of students who may be multilingual or who may have more [1:49:41] limited academic English we all saw here tonight I just want to point out the academic English used by [1:49:47] the robotics and stemming team I just thought it was fascinating and I made a huge list of academic words because it's [1:49:52] my passion actuates elevates transmission sustainability leveraged extensive [1:49:57] inevitable right so these are the words we want kids to be using so how do we get that to happen and this teacher was [1:50:04] also excited to get that to happen more in her classroom so through questions and reflections the teacher decided to [1:50:11] try some new things one of my Libby loves this trip it's intentional think-pair-share and also sentence [1:50:18] starters and frames that the teacher started using with her class and immediately upon our conversation the [1:50:23] first time she the teacher emailed me and said hey I use sentence starters for a turn to talk today and it really held [1:50:29] all of my students not just language learners or kids who were needing additional support she said thanks for [1:50:36] the idea so at the end of the year the teacher shared that she had continued using similar strategies to increase the [1:50:41] academic language use of all of her students in all of her classes and she reported great results [1:50:48] all right so I'm Eric Dolman I have been teaching at South few for the last five [1:50:53] years I have taught Fayed avid and now I'm teaching the seventh grade health class and one common theme that all [1:51:00] three and Randy Libyan Amanda have said is reflection and so I kind of took that [1:51:06] to heart this year for my student learning goal and I try to be a reflective teacher and grow as a teacher [1:51:13] every year but I try to inspire that with my students as well and so my learning goal was for every student to [1:51:20] complete a end of the unit reflection thinking about what went well areas are [1:51:27] growth then areas or areas of success than areas of growth as well so they can [1:51:32] incorporate that not just in my class button all their classes so they can learn themselves about themselves as a [1:51:39] learner and so one really cool thing about this program and how it's set up [1:51:46] is you meet as a pre-conference and then you meet they come in and observe and [1:51:53] then they post conference but it doesn't just end there my peer coach Jason Sporn [1:51:59] I reached out to him several different times throughout the year through email [1:52:04] through phone call just catching him when he's been at Southview and open to talk and continue those conversations so [1:52:11] it was really cool to be able to experience that and just outside of just [1:52:16] the requirements of what we have to do as teachers but seeing the growth of my [1:52:21] students from first semester unit then I got a whole new set second semester and [1:52:26] through our conversations we had end of the unit reflections and having them think about what choices they're making [1:52:34] in class whether they're come coming with me for teacher seminar or they're working in a small collaborative group [1:52:39] or working independently and how those change choices were changing throughout [1:52:44] each content throughout each day and I could see that then I looked at the data [1:52:50] because I try to make very a lot of data-driven decisions too on how I'm presenting the curriculum and the test [1:52:57] scores the quiz scores and the test scores increased from first stirred a second semester and then from [1:53:03] my first unit to my fifth unit now that we just took this last week and so that [1:53:09] was kind of brought that to light for me on some of the things that this program [1:53:15] has set up through my conversations and another thing that through this working [1:53:22] with the peer coaches is it's inspired me to then want to present to my peers [1:53:28] some of the things that they've helped me bring into my classroom so I've presented at the school level at the [1:53:35] district level and at various state conferences too and so that's helped me [1:53:42] grow as a teacher as professional but also help the students grow as learners [1:53:47] - so are there any questions thank you [1:53:56] so much can you tell me what give one get one is what's that strategy give me [1:54:01] a content like a science or something so let's say your show so anyway let's say [1:54:10] that you want to work on I'll just do vocabulary cuz i'm a language person so [1:54:17] each student's gonna have a vocabulary word that they've got in front of them and they're gonna work around the room [1:54:24] to switch with somebody else right so you Eric's gonna have one vocabulary on his card and I'm gonna [1:54:30] have one on mine and you could do it a couple different ways one might be that I'm gonna read this to him and he's gonna read his to mine and we just [1:54:36] switch give one get one so that's a really quick way to do folk a Buhl arey and then you're switching you're moving [1:54:41] all around the room right you're also reading the word touching the word and hearing it so there's three different [1:54:48] ways to touch the language there but you can also do it with ideas I have a great idea about something and I want to share [1:54:53] it so Eric's gonna write his idea I'm gonna write my idea and then we get to hear all kinds of different ideas as we [1:54:59] move around the room so there's lots of different ways to do it but it's yeah [1:55:05] other questions I think I said this last year but I am I was an adult [1:55:11] computer instructor for 18 years at the Science Museum and I always wanted to have something like this where I could [1:55:18] pull my ideas of teaching with other instructors and get their ideas - there's nothing like that at all and I [1:55:24] think that this is fantastic what a excellent way to cross-pollinate and come up with new ideas and encourage [1:55:29] each other so and do I understand that this is also tied in with PLC's PC ELLs [1:55:36] PLC's excuse me yeah yeah many of the [1:55:41] many of the PLC's use their student learning goal holistically so they might have the same student learning goal [1:55:46] across that PLC group okay and is this driven by incentive pay - is this tied [1:55:54] in with so this is and this is the Minnesota performance pay system so alt [1:56:00] copper cucum and so are their performance goals set up for and so some [1:56:08] of your pay would be conditioned off of performance of certain goals preset there is it this is in addition to the [1:56:16] salary we have a sect incentive incentive tied to observations an [1:56:21] incentive tied to goals are these student learning goals and an incentive tied to a site meeting a standardized [1:56:29] test site goal that's set in the fall we do not have incentive dollars tied to [1:56:35] PLC's that was an intentional decision made eleven years ago because we [1:56:40] realized the value of PLC's and didn't want to tie money to them in case every [1:56:45] year we think them funding from the state might go away but we wanted PLC's to continue whether or not that funding [1:56:53] was there so there is not there are not dollars tied to the PLC work okay [1:57:00] - so my PLC actually chose to do all the [1:57:06] same common student learning goal so part of the PLC we actually brought all the data from that in each of our [1:57:13] classes together and we could discuss that and then make data to inform decisions but then it was also nice [1:57:20] having my peer coach not be the same content area as mine and so to give a [1:57:26] whole different perspective of things that I see as a fight and health teacher but Jason wasn't a fight and help [1:57:33] teachers so he sees it in a very different light and so that gives a different perspective so that was helped [1:57:39] inform me as a teacher - sounds [1:57:44] enriching and quite creative couraging all right thank you very much next is [1:57:56] policy review premier policies 107 108 it looks like that's right the two up [1:58:01] for discussion tonight are 107 and 108 as you say 107 is public relations and [1:58:08] school communications and mostly just cleaned up a little bit not a lot of major change there is one part under the [1:58:17] state of the school district report that got longer conversation in committee and [1:58:22] where we landed with that with regard to this report and should we put some maybe [1:58:28] he's more guidance into policy about what the report looks like or what it covers and we decided that it was we [1:58:35] were really starting to talk about the report as a measure of accountability as a tool for district accountability and [1:58:42] there's already a policy on that policy 616 school district system [1:58:47] accountability which will be up in cycle to discuss next year so we just put that conversation on hold and they said well [1:58:53] when that policy comes up in the fall and into the winter we can talk about what kind of report we need to have [1:59:00] accountability if that's what we're looking for in these reports and really left 107 alone can you just [1:59:06] what do you cross referencing in the other policy I'll just mention yeah it's [1:59:12] not exact spot but just the idea that if if [1:59:17] we expect to hold ourselves accountable and there are some policy around that process or those tools and that's what [1:59:24] we think the annual report might be used for then it would you know let's put some more robust thought into that [1:59:31] especially after the strategic plan and think about what what measures do we use and what systems do we have to talk [1:59:37] about accountability and so that that conversation was abbreviated without [1:59:43] coming to completion because we realized it was it was part of something larger and not policy 107 itself so policy 107 [1:59:50] before you has relatively minor edits including a few lines around state of [1:59:57] the school district report which is where i got on my tangent here I mean [2:00:02] that was going to be one of my questions tonight is why we're removing the the concept of a required annual report as a [2:00:08] district we kept I was asking it's somewhere else but I'm not sure why we [2:00:16] would why we would remove an annual report which is something we do well so a couple of things one is that it came [2:00:23] from an up side requirement these reports used to be there and those requirements have been supplanted by the [2:00:29] world's best work force requirements which we still do annually and 107 itself actually isn't modeled by MSBA [2:00:37] it's not a state or federal policy it's really just need ina policy at this point which is fine but that's that was [2:00:44] the initial impetus to to change that and it's also one of the explanations for why the reports look different over [2:00:50] time we did keep the language that says the school district will provide regular communications to the entire community [2:00:56] and we did keep a long list of bullet points about what it would include including district goals and results of [2:01:03] progress on district goals and so it's it's it's edited maybe more so to be [2:01:09] less reflective of some sort of external guidance and then intercept the extent that we we see a report as a district or [2:01:18] a board tool we should have that conversation more holistically about overall accountability with relation to [2:01:25] district performance and strategic plan of accomplishments later so it's not [2:01:32] necessarily a removal of the concept of an annual report it's that we have these [2:01:37] details here and maybe we'll look at it in a more holistic fashion as we look at other policies and finalize the [2:01:44] strategic plan it sounds like okay thank you absolutely it's that's what took us a while I'm 82 [2:01:52] all right 1 o 108 school attendance boundaries I'd say it's a relatively [2:01:59] short policy with really no edits of merit tonight but it is it's worth it's worth familiarizing yourself with the [2:02:05] stuff that was already there and is still there because to the extent that there's ever a need in any district [2:02:11] across the state to consider which houses are assigned to which Elementary's which house is assigned to which middle schools that there's a lot [2:02:18] that goes into it to include geography and safety and class sizes and [2:02:25] logistical concerns and so as we've heard from from other districts as they go through those process of changing [2:02:31] those boundaries your process had better be had better be tight and defensible because this is one of the more [2:02:37] difficult things the district ever has to attempt so regarding that what I'm [2:02:45] assuming that the policy committee then looked at the the various five points under letter C and at this point feel [2:02:53] that those are sufficient to do an appropriate job as you just described I [2:03:00] would say that if we if we find ourselves in a situation where this policy is being pulled up to the front [2:03:06] of a conversation it'd be worth having the seven members of the board and the the advisors from the district look at [2:03:12] those five with with a more skeptical eye yeah and I'm not implying that [2:03:18] there's anything wrong with them but I just that we didn't give it that hard of a look yeah all right [2:03:24] any other questions all right thank you a mirror next we're gonna move on to [2:03:29] action items can I get a motion to approve the Intermediate School District 287 long-term facility maintenance [2:03:36] program budget Margot's you've got and this looks [2:03:42] somewhat self-explanatory but can us a little bit of background this is the annual approval that is required for 287 [2:03:52] in order each dit member district must have this approval in order for them to [2:03:58] gather long term facility maintenance dollars because it ends up on our annual levy certification so this is excuse me [2:04:07] this is our annual approval it ranges in any given year between just under 50,000 [2:04:14] a year to around 60,000 60,000 a year and this one's 55,000 so I recommend [2:04:21] approval need questions all right so [2:04:28] we're a lob a roll call on the motion to approve the Intermediate School District 287 long term facility means program [2:04:35] budget I I i motion carried next can I [2:04:46] get a motion to approve the purchase of Dell Chromebooks Steve good evening [2:04:55] board superintendent dr. Shultz tonight I'm bringing forward an action item to purchase Chromebooks for the 4th [2:05:01] grade it's to replace the Chromebooks that have been existence there and for Chromebooks for the sixth grade as they [2:05:07] transition to a one to one program we solicited quotes using existing joint [2:05:13] powers agreement we received 10 quotes based on the lowest quote price and [2:05:18] relationship with the vendor we are recommending the purchase of thirteen hundred and fifty Dell 3100 Chromebooks [2:05:26] Google management licenses from Best Buy [2:05:32] although we're changing this from parents paying part of it to the [2:05:37] district taking on the expense do and I [2:05:43] know you you had shared with us actually at had a work session some of the value [2:05:49] in that for the protection of our students in terms of what they can access on these devices [2:05:56] is there any concern or do you have ways to fix the computers if kids maybe don't [2:06:02] handle them as well because they don't have parents didn't you know pay for part of it if you could just address [2:06:07] that thank you yeah thank you I think we're going to address where our plan is to address it in a number of ways the [2:06:14] first one is just really being intentional with our parents and our students about the fact that this is a [2:06:20] district device and that they have to establish some norm there will be norms within the buildings about how to use [2:06:26] the device and the care and feeding of technology and making sure that we're using it as well as having the warranty [2:06:33] built into the devices as well so we can make sure that the devices are getting fixed thankfully in the last few years [2:06:41] and we've we've actually have familiarity with this device they come a little bit more ready to be handled in a [2:06:49] middle school they have rubberized edges so they can be dropped and they won't break [2:06:54] they have spill guards so if liquid gets built on the keyboard it doesn't destroy [2:07:00] those engines but with with I mean those those devices but with that said I think we're gonna really work on making sure [2:07:06] that our students are using these devices with care and intentionality [2:07:12] next year so same question sorry and so [2:07:19] now I know we've discussed fourth and sixth grade traditionally we give parents access again in ninth grade for [2:07:25] that student group to purchase a new device after it's been three years since [2:07:31] their last well what is the plan for the fall of next year for the ninth grade [2:07:36] class thank you the plan is to continue with our e-learning squared at the ninth [2:07:41] grade and so ninth grade families will be receiving a letter around the July timeframe letting them know that the [2:07:50] expectation is their child brings a device to school charged and ready to go we give them parameters on what the [2:07:55] device looks like and then they have a few options that they don't already have a device one of those would be to check [2:08:01] out a device from our media centers yeah after signing a loan agreement or to access the best buy web store to [2:08:09] be able to purchase a device at a significantly discounted price thank you [2:08:16] Steve so much one last question or one question for me since this is a change in how we've done [2:08:22] things in the past I was just wondering if you could quickly address what you feel the why are we changing and what do [2:08:28] you feel a benefit for both families in the district are really fast certainly and you've heard me say this [2:08:36] and so I feel like I'm a broken record but what is really imperative I think in [2:08:41] my role in this district is to understand the incredible power of technology but with that power there's [2:08:48] benefits and there's negative aspects of it and so I find my role continuing to evolve into making sure that we're we're [2:08:56] leveraging that technology the incredible asset of technology in our classrooms bringing experiences that our [2:09:02] children's wouldn't have you saw the the green team the the robotics team and the [2:09:09] technology that they use and it's incredible what they're doing but there's also negative aspects of technology and so we continue to monitor [2:09:18] those negative aspects and figure out ways to mitigate those in our school system one of those after talking with [2:09:25] teachers parents students and our technology advisory team was is [2:09:31] especially at the middle school level as our students are developing good habits and self-control and self-reliance is [2:09:38] probably putting a little bit more guiding guidance on that and a little bit more limitation on that and so after [2:09:44] talking with those stakeholder groups we figured providing them a device that we can then have a little bit more control [2:09:50] over monitor make sure they're they're the same devices so every student has the same learning experience with that [2:09:56] technology we felt that we're gonna be able to slowly do release and provide [2:10:02] them access to technology but in a walled garden environment at that sixth grade Steve in our work session did you [2:10:11] bring up some enhanced security or auditing and a parent's ability to [2:10:20] where their students have been on the site could you address that absolutely [2:10:25] and so we currently do have the ability to as part of ear eight and as part of [2:10:30] just good practices the district does filter and monitor technology and access to websites on our network and so if a [2:10:38] child brings a device or an adult brings a device connects to our network we [2:10:44] monitor we don't actively look at it but we do filter we do trace traffic on it [2:10:50] by going to a one-to-one with the sixth grades next year all those students [2:10:55] devices will be monitored and we'll be able to run reports on it we currently do this process right now and so we do [2:11:04] engage with parents that are interested in understanding what types of websites [2:11:09] their children are going to an amount of time that they're spending on websites we can provide them a report generally [2:11:17] we run those when requested and so that report kind of shows what websites at [2:11:22] about what type of time element that they were spending on those websites we [2:11:27] are entering into what's called alpha with our current security filtering [2:11:33] company called goal Guardian to actually be able to create a parent facing report [2:11:38] as well and so then the parents would be able to actually get these reports as well if they were so inclined and then [2:11:45] they would be able to access these reports for their children as well it's an early stages they're just an alpha but we're because we're one of the [2:11:52] first users of this security filtering software we're going to be part of the school districts that help inform them [2:11:59] as they build out this product so it's a budding partnership and you see this the [2:12:04] prospect of being able to put out notifications to parents about where their children have been on on the web [2:12:11] do you have any idea at this time next year could parents have a report like [2:12:18] that I don't have that information yet we're hoping that they're gonna move quickly on it but software development [2:12:25] cycles differ between each company and each vendor and so we're gonna monitor it this is what I do know is [2:12:32] I feel strongly that the use of technology is a partnership with our community and our parents what we're [2:12:40] committed to doing is developing the norms and publishing the norms that are not in congruence with what our parents [2:12:46] want but in partnership with our parents of how we leverage technology in the school district and then work with them [2:12:53] as they develop their norms within their household so that we're in partnership making sure that that technology is [2:13:00] being used as a positive tool I want to affirm you what you're doing I think this is an excellent direction I've [2:13:06] talked with many parents who have said that they feel the technology one it really enables their their children to [2:13:12] learn more but it also creates a bit of a wedge between them and their children because their kids can take the computer [2:13:19] off to the corner can toggle out real quickly they don't know what their kids are doing the more visibility the [2:13:26] parents have into what their children are using the devices for the parents can set up agreements with their [2:13:33] children about why what are you doing here how much time should we spend and I think that visibility will be greatly [2:13:40] appreciated by a lot of parents so thank you very much a following question is will this monitoring tracking also be [2:13:49] able to track when the students are not on the EPS Wi-Fi does it have an audit [2:13:56] long that will track when they're at home or on other wi-fi's yes the because [2:14:01] there are devices they will they will monitored and for the filtering both on network and off network so if they bring [2:14:09] the device home and they get connected to the Internet we get the report of the traffic that [2:14:14] that students use that device for if they go to a coffee shop or anywhere that they connect to the internet we get [2:14:20] that report okay fantastic another follow-up question is you use the term that I think some people don't always [2:14:27] understand the green yeah I know mini follow us here I think this is really [2:14:32] exciting the green the garden oh I'm sorry yeah thank you so the tool that we [2:14:40] use the vendor product is called goguardian it is the product that we use to [2:14:46] filter our Chromebooks right now and so that's the tool that we're currently using and then they're building out and [2:14:54] that works for all of our Chromebooks and so both on district or if the devices go someplace else and connect to [2:15:01] the internet we get that report of traffic and usage of those devices by the students and they're the company [2:15:08] that's working on a parent facing report for that information as well okay thank [2:15:14] you very much I think this is great because it affords an opportunity now that we're about to probably prove this to visit with what we're doing in [2:15:21] implementing with this technology so thank you Steve thank you so I have a follow up questions his follow ups it's [2:15:28] actually in since I do have an incoming 6th grader I received the communication [2:15:34] that was sent to parents and in it it said that where is it it said since [2:15:41] students will be getting an assigned district provided Chromebook no outside devices will be permitted for use does [2:15:47] that can you just clarify for me does that include cell phones because I know there's some sorry sorry I know there's [2:15:55] some discrepancy in buildings as far as cell phones being brought into classrooms is this is this like a are we [2:16:04] trying to restate a district stance on kids can't bring cell phones I was just [2:16:10] because that was my first initial reaction when I read that and I just wanted to clarify if there was meaning [2:16:16] behind that statement thank you for the opportunity to clarify that at this at [2:16:22] this time I were strictly speaking of a computer or laptop or device with that [2:16:29] said we do have and I believe that both middle schools in the high school have pretty firm guidelines and norms around [2:16:36] cell phone use and that that constantly is is being evaluated and I'm pretty [2:16:44] safe to say that right now the policy is is no cell phone use bell-to-bell in our [2:16:51] buildings without teacher approval for the device with that said we do [2:16:56] recognize that sometimes they get used in the hallways and things like that [2:17:02] we're not unable to to monitor them we have done in the past and I would wheel [2:17:08] entertain it again is a process where we call pouching cell phones and we did [2:17:14] that as a social experiment at our middle schools last year where we asked our students to put their cell phone in [2:17:21] a pouch and have it sealed for the day and so that at the beginning of the day [2:17:26] they pouch their cell phone if they needed to access their cell phone they could bring it to their homeroom teacher [2:17:32] to their office to open it up I mean they kept the cell phone with them and it was it was a great experience I think [2:17:38] for for us to help drive awareness of the dicta vh er of cell phones that they [2:17:46] that there are for them unfortunately we also heard some parents give us a little [2:17:51] pushback on that saying that they thought it was important that their children had a cell phone as well so [2:17:57] we'll continue to monitor what the district wants and what they want around policy around cell phone uses but right [2:18:05] now it is very restrictive I think it's not supposed to be used in classrooms and we're just reiterating that with [2:18:11] this move forward okay thank you other questions if now go to roll call vote on [2:18:17] the motion to purchase the dell Chromebooks i i motion carried can I get [2:18:30] a motion to approve policies 507 508 538 and 721 all right brief over here 507 is [2:18:44] corporal punishment and 508 is the extended school year for certain students with individualized education [2:18:49] programs not a lot of things to change there just went through the review 721 [2:18:56] was service animals in schools we've covered that no update there 538 student [2:19:02] travel the only thing that's been updated since last time we talked was on the on the motion for this whole list of [2:19:09] four there's a note that says in answer to your question this policy would be effective for all [2:19:16] student travel approved May 28 29 teen or later I had talked to a mere about a [2:19:27] couple things that I've heard just through parent conversation regarding [2:19:32] and I don't know if this really falls under a DA specifically but when we have [2:19:38] student travel that's coordinated through a company that we're hiring [2:19:45] regionally nationally I want to make sure that we are including in that [2:19:52] dietary restrictions and they don't mean you know you're just toying with a diet [2:19:58] you feel like you know having a fancy diet that week I mean kids who are physically allergic to you know nuts [2:20:07] gluten allergies so all of the different things because I think from what I've [2:20:12] heard we've had some experiences where kids have been on you know a week-long trip and when they're you know they're [2:20:19] taken to restaurants and you know the food is provided but they're not getting [2:20:24] their food allergies met and so I want to make sure that I realize in you know [2:20:31] once we go outside of our boundaries as United States that that becomes limited and I understand that but I think in [2:20:37] this day and age no company that we're hiring should not be able to accommodate the basic food allergies that we all [2:20:46] know exist and so I want to make sure that when we're vetting companies that they are doing that and I'm not even [2:20:51] asking to put that responsibility onto our staff I expect the companies to do that with obviously the information from [2:20:58] students who are participating in the field trip so I'm just wondering if we need to include language because I don't [2:21:04] know if it's something that would fall under a TA [2:21:11] I think it probably depends if they have some sort of like a 504 plan or an IEP [2:21:20] but Jeff but I don't think kid with a glutton with celiac disease is gonna have a five-hour medical 504 plan if [2:21:28] they have depending on the severity of it they'll probably have a medical 504 plan but Jeff is not allergies I mean [2:21:36] we've put signs on classrooms all the time even if those fall under health plans or 504 plans typically or will be [2:21:43] a part of the IEP but once again those are those are documents that are are federally driven and only available [2:21:51] within our country so when they travel abroad I mean it doesn't have the same impact as it would anywhere else but and [2:21:57] my point is not for international travel at all but there probably also are kids that might have nut allergies that [2:22:02] aren't severe enough to necessitate a medical rival for plan that still need [2:22:08] to have I just think we should I think we somehow I'd like to see language that [2:22:14] clearly states that we will we will try to accommodate that in the United States because to me it seems pretty pretty [2:22:22] simple thing to accommodate when companies are dealing I mean you have a a plethora of restaurants to choose from [2:22:29] you're going to choose the one that can accommodate kids you know the gluten the dairy the the nuts the other thing I [2:22:35] wanted to verify is when we talk about competitive bids it's not very [2:22:41] prescriptive as to you know how how [2:22:47] that's happening and so I just want to make sure that when we're putting [2:22:53] together field trips and the staff is starting the initial contacts with [2:22:59] organism particularly when they're looking to an organization to help them plan the band trip or whatever trip we [2:23:06] don't have any language around do they have to have two bids three bids you [2:23:12] know do they have to prove that they've gotten multiple bids I just wanted to make sure so that we are being aware of [2:23:21] competitive nature and making sure that we're we're doing that so I'm just wondering did you guys discuss any more detailed language [2:23:28] around that and would you entertain making more detailed language would that [2:23:33] fall under a mirror well the policy for our our bidding process depending on how [2:23:41] much the the trip is in total would be in the purchasing policy or the purchasing policy yes it would be and [2:23:49] it's a service so I'd be a quote official bit but it the policy would [2:23:55] apply and so I don't know if this reference is that but any services if [2:24:01] the district is doing it for quotes and bids that policy applies well then my [2:24:07] question would be when when the vote for example band right now they're preparing [2:24:13] for their Florida trip but as a parent I pay the company directly I don't pay B [2:24:18] Dinah schools I don't pay the band director so when it's not hitting the [2:24:24] threshold as an individual student are you are you looking at that is the [2:24:30] however many students go when you total up the cost or is that on a per person per student cost because then they're [2:24:37] never gonna hit the threshold so I have not been asked the question before I'd [2:24:42] have to gather more information from people but how we do it within the [2:24:47] district when the district is purchasing a service or a contract very product [2:24:53] from a vendor it's the total amount of the service so if the service is about [2:25:00] twenty five thousand dollars we would get quotes and to be honest we get quotes all the time below that limit [2:25:07] because it's a good practice to and we want to make sure that even if it's a [2:25:13] three thousand dollar service we get it leave these two quotes because we want [2:25:19] to spend our money wisely and across the board that is done all over the district so but by statute 25,000 and above it's [2:25:30] a good question though to either reference that I don't know we cross-reference the Braavosi either [2:25:37] and it's our language as a competitive bid process will be considered and I [2:25:42] just I think that should be maybe either we better dismantles or it must be done so those are the two things that I and [2:25:51] and I'm bed see us do something around [2:25:56] food when kids are traveling and and food is not something they can go make them choice their own okay so are you [2:26:14] asking for that change to be made tonight are you asking that that policy [2:26:19] not get approved tonight just tell me where you you and just you know it's I'm [2:26:26] sorry to delay this but I do think there's I I look to the experts on the [2:26:32] language part of it I think the considerate is a simple change possibly but if you want to think about it [2:26:39] further and how that would affect the operations I don't want to force the change to change consider two must or [2:26:47] something along those lines if we think it's gonna be a problem operationally but I'd like that to be considered and [2:26:54] as for the food I do think I would prefer to have something in there with some kind of language that that's part [2:27:01] of our combinations but I'm just one person [2:27:06] correct your any thoughts on well I [2:27:11] think I'm willing to bring it back to the committee and talk about it some more Owen yep that sir [2:27:20] okay so just procedurally if that's what we want to do we have to reject the [2:27:27] motion that's currently pending and then have a modified motion to approve the [2:27:32] other policies and that a motion to table 538 so is that where the board is [2:27:39] currently leaning I'm fine with that I would just ask Jeff to weigh in on where [2:27:46] do because we have language about in a da language in there so I think we [2:27:54] I think we need to just make sure that if we are gonna add language about food [2:28:01] is it already covered by that language if we're gonna add language specific to food are there than other things that so [2:28:08] I just think we just need to be careful with with that and I expect yeah I just [2:28:14] want it discussed how it should be handled is it more of an a practice thing if it's not in the core part of [2:28:21] the policy but I think it's we need to be aware of this and that like kids go [2:28:26] hungry Adam restaurant so are there any trypsin [2:28:31] process that are impacted if this gets delayed a month okay policy we were [2:28:44] approved we just approved some tonight so see that again please [2:28:49] well we just approved some in consent I would just add that any any trips that [2:28:58] are in planning or in processor would just fall under existing policy okay so I don't think there's anything that is [2:29:05] being held back because of this conversation and I and I will verify I've been taking notes on the [2:29:11] conversation I'll verify with Susan but I believe that efforts are made for this [2:29:17] and that's held to pretty tightly I'm not saying it's perfect but I'll double-check and how that is done and it [2:29:24] may have been a vendor issue at the time all right so we're gonna go to roll call [2:29:29] on this that to accomplish what I think I hear people say we're going to reject [2:29:35] the pending motion and then I'll ask for a different motion everybody tracking that you would say no to reject it so [2:29:48] and and before we do that so also when it comes back there are still comments [2:29:53] in the appendix that I think are no longer intended to be included so those can get just deleted for the next time [2:30:00] through all right let's go to roll call on the motion to approve policies 507 508 538 [2:30:07] and 721 they all right now can I get a [2:30:28] motion to approve 507 508 and 721 any [2:30:36] additional discussion questions on the pending motion so all will go to roll [2:30:43] call on approving so Sara this will be approving 507 508 and 721 all right and [2:31:01] since 538 was sitting on our agenda I don't know if it's necessary but I'm gonna still request a motion to table [2:31:07] that till next month any questions discussions give Sarah a second to catch [2:31:15] up and they'll do a roll call on tabling 538 [2:31:26] hi hi hi hi [2:31:35] all right thank you everybody that completes the action items are there any [2:31:41] committee updates well I have one okay [2:31:49] should be a la C yes so but can you hear [2:31:56] me okay yes yep okay so I would like to announce that the [2:32:03] legislative action committee is seeking new members and that the legislative [2:32:10] action committee works to advocate for Edina public schools at the local state [2:32:16] and national levels and if you are listening to the school board meeting and interested in getting involved with [2:32:23] this important work please contact me Ellen Jones at Ellen Jones at Edina [2:32:30] public schools org the legislative action committee is made up of nine [2:32:35] steering committee members who all must be residents of the district and the [2:32:41] steering committee meets every week from September through November and less frequently or as needed through the end [2:32:48] of the legislative session developing a platform and planning advocacy work of [2:32:53] the committee all right and then also to [2:32:59] let people know who are currently members of the committee it is a one-year appointment and therefore they would need to seek reappointment if [2:33:08] that's what they want right they they have all been notified and I there are [2:33:14] currently many have asked to be considered to be on the committee again [2:33:23] and we have two definite openings all [2:33:28] right and then as a correction I think [2:33:34] I'm sorry yes so we want to get those emails to you [2:33:43] any other updates oh sorry I just had an [2:33:48] update from the Special Education Committee I wanted I sent this to the board that I wanted a broader audience [2:33:55] to know that South few middle schools peer insights program one a pacer award [2:34:01] the faces of change award for the from the pacer Center's National Bullying Prevention Center and tomorrow nights at [2:34:09] 6:30 at the pacer Center in Bloomington our South View middle school program is [2:34:16] going to be recognized and I just wanted people to know people are welcome to attend and it's just a great recognition [2:34:24] for our school district and for the self upir insights program sounds great [2:34:29] and Sarah you had an update teaching and learning update I just wanted to let you [2:34:36] guys know that we got an update on the compacted science progress update and [2:34:41] they're in the middle of just reaffirming with kids about the various [2:34:47] tracks so the compacted versus the traditional pack for science and how [2:34:52] that's going through the system we also got a quick update on surveys that will [2:34:57] be going out and all the classes that are in there their first year of inception including the changes in pre a [2:35:05] p10 Language Arts and so there'll be a second survey within that class and [2:35:10] they're also going to share with us some examples of some potential student work and how teachers looked at the pilot for [2:35:20] the earned honors or embedded honors excuse me and then lastly we just had an [2:35:26] update on surveys that are going on in the district which is that typical time of year for surveys to go out and in [2:35:34] particular there because we're starting the Science Review they're going to do a survey within even the science teachers [2:35:40] to talk about what their current practices are and get a baseline for as we go forward so that's it unless you [2:35:47] have any questions [2:35:52] yes here we go and that dude are we going to be surveying the students that [2:35:59] have indicated that they will be leaving the district we have a student client [2:36:08] Climate Survey but on our current list that we discussed at teaching and [2:36:14] learning we do not have a a student exit survey included if that's what you were [2:36:24] asking right that is exactly what I was asking so you know we had to we do know [2:36:38] the the district has emailed parents [2:36:44] asking if they plan on leaving the district and the district has responses [2:36:51] from those parents who so will know if they are planning and leaving and I was [2:36:57] just hoping that the because our finances and so much depend on retention [2:37:04] of students gaining a better understanding of why students are currently leaving the district is really [2:37:11] helpful especially if we're targeting and prioritizing strategic plan [2:37:18] initiatives I would propose that the [2:37:23] administration email and outbound survey to all people who are who've indicated [2:37:29] that they're leaving the district [2:37:34] alright so that is not on our agenda for the evening so if that is not something [2:37:40] that I think the board has the ability to vote on this evening so bees have to be something that if we're going to [2:37:46] pursue it we would need to add it to a subsequent agenda all right should we [2:37:53] run that through a committee Lenny would you like it to go like to a committee [2:37:59] action rather than work session or a meeting like I'm just trying to help with process so I'm not [2:38:07] sure of the process because it I don't [2:38:13] have an answer for you at the moment okay that's might think about it but I'm [2:38:19] just trying to make sure that we would get a little bit of this information [2:38:26] while we are formulating our strategic plan so I'm I just I'm trying to Lenny [2:38:37] if you could explain what where you're coming from with this this is just a [2:38:42] request to the administration I'm not sure if it needs action you're asking [2:38:54] for the board to direct administration if we're going to vote if we're going to [2:38:59] direct administration I believe we have to have a vote to do so it's not currently on our agenda and so we would [2:39:06] have to put it on an agenda item and vote on it otherwise I told you I wanted to discuss [2:39:14] this and and and I didn't realize that this would not be able to be acted on so [2:39:21] what I told you that we would discuss it at the work session and we ran out of time but it wasn't put on the agenda [2:39:27] item for this particular meeting you actually raised a different issue at the [2:39:33] work session that stopped us that was it [2:39:39] was supposed to be in the work session I'm going to suggest that we table this discussion since we were doing committee [2:39:45] updates and this isn't part of a committee update and that we move this [2:39:50] to some other time yes I'm so sorry it was I had asked Lenny where I should [2:39:57] have put this and he said in a committee update so I don't mean out of order and [2:40:03] I would like it put on a next agenda please okay anything else on tonight's [2:40:11] agenda is there any objection to it earning earring done we are adjourned [2:40:17] thank you everybody