[0:00] so I think thanks okay hello good evening ladies and gentlemen all right [0:15] good evening ladies and gentlemen it's seven o'clock and we do have a quorum so [0:20] I'd like to call this meeting to order tonight is Monday February 10th and I just want to note that board member Fox [0:26] is present via teleconference and because of that all votes will be done via a roll call superintendent Schultz [0:32] would you like to review our agenda for the night so tonight you'll approve minutes from the 7th 9th and 13th of [0:38] January we have consent items around student travel and the parent advisory [0:45] capital projects requests for discussion have our first presentation on budget [0:51] development for 2021 we're also going to have presentations from technology [0:57] community education and student support just to give a high high viewpoint of [1:05] the of the budget process for each of those areas there big part of the district budgets so leaders in those [1:13] budget areas will be presenting in action tonight you'll be approving the renovation bid and you'll be approving [1:20] the strategic plan directions and also policy 601 and information we have some [1:27] enrollment mobility reports expenditure reports some information on radon testing and some staff recognition so [1:33] that's it and I know there's some changes to that I'll let you talk about those changes to your allenburg great [1:38] Thank You superintendent Shultz it looks like we have some ninth grade government students and the audience is that true [1:44] yeah I won't be too offended if you guys leave around 801 so I assume there'll be [1:51] a mass exodus around 8 o'clock 801 I have two changes I would like to propose [1:56] to the agenda tonight first I would like to remove the achievement and integration three-year plan from the [2:02] agenda and I would like to add to the action portion of the agenda the establishment of polling places can I [2:09] please get a motion to amend the agenda so [2:15] we will now vote by roll call to amend the agenda to remove the achievement and integration plan and add to the action [2:22] portion of the agenda the establishment of polling places aye aye aye all right thank you the [2:40] meeting agenda has been amended our first order of business or I have second oh I have one other request for a change [2:47] of agenda that will do that when we get to consent it was at the consent agenda [2:55] yep our second order of business is to approve the minutes from the January 7th [3:01] 9th and 19th work sessions in addition to the January 13th regular meeting do I [3:06] have a motion to approve the meeting minutes so moved is there a second second we will now vote by roll call to approve the January [3:13] 7th 9th and 13th meeting minutes aye aye [3:20] aye all right thank you the January [3:29] meeting minutes are approved we now have hearings from the audience thank you all [3:34] for coming tonight to speak and I would like to reaffirm our commitment to welcoming community input we ask that [3:40] you do not duplicate information that has previously been presented if you have a complaint about image your [3:45] individual employees board members your students in the district please direct any of these comments to the appropriate [3:52] site administrator the superintendent or submit them in writing to the board the board typically does not respond or have [3:59] discussions on any issues presented but questions raised during the presentations will receive follow-up as [4:04] directed by the board I would like to remind all speakers that your presentations are limited to three [4:10] minutes but you have 15 seconds left of your three minutes I'll prompt you to wrap up your presentation [4:15] our first speaker tonight is Cindy Mullen and just so we have a line up the [4:21] next speaker after her will be Wendy Martin Cindy Mullen [4:30] welcome okay [4:40] all right so I'm Cindy Mullen I am a parent children's advocate and I come [4:47] from a long line of teachers and I'm a teacher myself in the past few months I [4:54] pull out my two children from Edina public schools I'm here today because I want to draw attention to the fact that [5:00] our district is currently not collecting data on why families are leaving the district I was not interviewed surveyed [5:08] or asked why we left my husband and I know dozens of families that have left [5:13] over the last few years or looking to leave yet caring why all of these families that [5:19] are leaving is not an area of focus there is however a concerted effort to [5:24] focus on to recruit students from to our district and I know that there's an [5:30] event next week at the high school to recruit people to our district so to me this is concerning because it indicates [5:36] that the district is simply not interested in solving the problems of why people are leaving and instead of [5:43] putting that focus on recruiting students to the district at this point [5:48] because my kids are in a new school I don't have any skin in the game I don't have a dog in the fight but for the kids [5:56] still here especially those that have parents that might not know the school system as well are new to this country [6:02] don't come from a family of teachers or don't have the time themselves to investigate what's going on on their [6:08] behalf I want to draw attention to a key few reasons and why so many families are [6:13] leaving so maybe more of you can do more about it number one we have an equity [6:21] program that is not only widened that achievement gap overall but parents of color and equity experts have openly [6:28] objected to this because it has had the opposite effect I looked at a board [6:33] meeting from back in October 24th 9 2016 and at about the nine-minute point a [6:41] professor an equity expert a woman of color professor said this is not working [6:49] please change it but nothing's changed that was 2016 we have a 601 plan that [6:56] was shot down by this board that would have allowed 50% of our student [7:01] population ready for more challenge and rigor to get it through enrichment programs and honors classes we have a [7:07] controversial pre AP English ten curriculum that rage huge concerns by parents and was not deemed fit by board [7:15] members here today as even fit for their own children yet they advocated for it [7:20] seriously we are still touting the success story of this as a great program for spelling [7:28] out 15 seconds left alright we have a personalized learning program that has been proven disastrous for struggling [7:35] learners with LD ADHD dyslexia and artistry struggle struggles never had [7:40] any data to support its effectiveness and then we're also still pushing for heterogeneous classrooms eliminating [7:47] ability grouping which is essential for effective delivery of instructions to students at their level can you please [7:53] wrap up your prism all right so there's so many more reasons but please I guess if we could sum it all up [8:01] if we would just look at the data and look at what works and doesn't work a [8:07] lot more families would be here and we wouldn't have to spend our time recruiting people to come in if we just [8:14] could retain the people here by fitting their needs looking at the data and using the data [8:19] to inform our decisions instead of what feels good thank you next up is Miss Martin and after Ms [8:27] Martin will be Wayne winger [8:42] good evening at that age I have to put my cheaters on all the time now on [8:48] January 6 2018 consultant Paula Forbes an attorney Laura booth but it [8:55] facilitated discussion on the governance role of district board members On January 4 2020 attorney Trevor Elmer's [9:03] LED board training on effective governance understanding the rights responsibilities and risks of being a [9:09] school board member both sessions were attended by the superintendent tonight I [9:14] would like to refer to the 34 page training document provided by mr. homers [9:20] specifically page 3e to individual board [9:26] members have no authority to act on their own unless the board has delegated [9:31] authority to an individual board member the individual board member has no power to give orders to supervise or evaluate [9:39] an employee to investigate a complaint to formulate policies or to take any [9:46] other action on behalf of the board referring to page 5 section G after the [9:56] vote is over the board acts with one voice regardless of which side of a vote [10:01] an individual board member was on a school board acts as a body and it speaks as a body with one voice once the [10:08] vote has been taken board members should not undermine board action board members [10:14] are entitled to have their own view and they are encouraged to share that view publicly when debating a motion however [10:22] once a vote has been taken the body has spoken and no board member shall act to [10:27] undermine the implementation of the board's vote motions to reconsider on [10:33] occasion a school board member will be in the minority when voting for or against a motion unhappy with the result [10:39] the board member will move to have the board reconsider emotion the board is not required to entertain such a motion [10:46] under Robert's Rules of Order a motion to reconsider may only be made by a member who voted on the winning [10:52] side if a board member who was not on the winning side of emotion moves to have the board reconsider the motion the [10:59] board chair shall rule the motion out of order ideally the chair would state that under parliamentary procedure and the [11:05] operating rules adopted by the board a motion to reconsider may only be made by [11:10] a member who voted in favor of the motion if it was passed or against the motion if it was defeated based on this [11:20] information I wanted asked tonight if the board has followed the appropriate process and policy that has led to the [11:28] vote on policy 601 miss Barton your 15 seconds left based on this information has the board [11:35] followed the appropriate process and policy that has led to the vote on policy 601 as proposed by the [11:41] superintendent and board chair tonight thank you thank you Miss Martin now we [11:49] have Wayne winger and after Wayne winger will be crystal quest good evening good [12:00] evening I'm Wayne Wenger in November the school board approved policy 601 which [12:07] builds seven gaps in the academic program it gave kids a choice of classes [12:12] where there was no choice in classes one example is the English 10th grade class [12:23] there is no choice currently everybody has to take the same class edina is the [12:28] only school out of 37 metro schools that does not give students a choice while [12:35] the course was tweaked last year it is still below state reading standards one of the required readings is a graphic [12:42] novel which is at 5th grade reading level that doesn't meet the needs of our [12:47] tenth grade students or all of the 10th grade students we know each I know students are smart 80% of them are above [12:56] the 50% line for an on the national level so we're smarter than the average [13:02] student adding a level tenth higher level 10th [13:08] grade class would challenge and stimulate our kids and allow them to make the progress that they should the [13:16] policy of the school board is that once a decision is made everybody supports that decision and moves forward that is [13:23] not the case here the school board is actively trying to rescind the policy that was approved in November and none [13:30] of the people that voted for the policy in November supported the vicinity [13:36] motion it's been about three months since the approval in that time the [13:42] administration teaching and learning and that teachers could have explored the implications of the policy what the cost [13:49] is how to make the new classes work new class work with existing classes [13:55] identifying schedule issues then the board would have answers about now to [14:01] answer some of the concerns that were raised and they'd be able to get decide on the classes and schedule them for the [14:09] next school year instead we have delay more studies and a lack of urgency to [14:14] respond to the academic gaps that were identified when it is time to read finalized the cat classes to be taught [14:22] next school year I don't think any of these classes will be ready by based on the processes and what we've seen [14:28] current ninth grade students will have no choice a mind is a terrible thing to [14:33] waste and the result of that is going to be the fault of the school year school board excuse me thank you [14:40] Thank You Wayne up next is Chris milk West and after that Mike levy [14:51] hi Chris hi thank you my name is Chris Moe Quist we have two daughters who are [14:57] juniors Eddie Dyna High School I'm speaking tonight about three years worth of budget cuts to the special services [15:03] department and the growth of our special education student population nearly eighteen years ago our daughters were [15:09] born totally unexpectedly and shockingly early they arrived at 23 weeks gestation [15:15] weighing just one pound they spent nearly four months in the hospital and have had scores of [15:21] specialist surgeries doctors therapists therapies and on and on our family is [15:27] blessed that we live in this community where they have been able to be part of you Dinah public schools for nearly 16 [15:32] years they have had the most dedicated compassionate encouraging and professional staff and teachers we ever [15:40] could have imagined and a major reason that our daughters have been able to thrive and achieve so much is because of [15:47] the tireless efforts of these teachers and staff entering the world so early usually causes all kinds of problems in [15:54] our case both of our daughters have some significant learning disabilities and with their particular set of challenges [16:01] they straddle the dual worlds of special education and general education and [16:06] they're not alone medical advancements and earlier interventions have allowed an ever-increasing number of students to [16:12] straddle those two worlds and that is now becoming much more of the norm but [16:17] over the past three years nearly 1.5 million dollars has been cut from special services unfortunately those [16:24] cuts were being made as the special ed population in this district was growing far faster than it ever had before and [16:31] far faster than anticipated so we now have more and more students needing to access fewer and fewer resources I'm [16:39] especially worried about the burden this growth has placed on our incredible special ed staff and teachers right now [16:45] with so many students and fewer resources they are all too often overworked and overwhelmed and they need [16:50] your help we talk a lot in this district about concepts of equity diversity [16:55] inclusion and the concept of all for all but when we use those terms were rarely [17:00] referring to or even including special ed students in those conversations here's the interesting [17:06] thing about disabilities they are the great equalizer they don't care where [17:11] you're from they don't care what color your skin is they don't care where you live the language you speak or how much [17:16] money is in your bank account appropriate and adequate funding for special education is an equity issue it [17:23] is a diversity issue it is an inclusion issue these kids are all for all [17:29] I believe this board has a responsibility to do everything in its power to help special education these [17:36] students in particular start and live their lives with every possible disadvantage so I'm asking you tonight [17:44] to re-examine and restore the significant budget cuts that have been made to special services our staff and [17:50] teachers need your help our families need your help and most importantly these amazing students need your help [17:57] thank you for your time thank you Chris [18:03] Mike levy is up next and then Melissa [18:09] I'm not sure I want to go after that that was fantastic it's gonna be a little bit of more the [18:16] same for me but a little bit of a different angle first thanks for the opportunity to speak tonight my name is Mike levy my family has lived in United [18:24] for thirteen years my wife masseuse as speaking after myself we have three kids our oldest son [18:30] for Kayla she's 11 at Southview is a 6th grader we have Brayden who is a 4th grader at [18:36] Normandale and McKenzie who is a second grader at Normandale we're gonna talk a little bit about McHale and just who she [18:42] is and what she's experienced as a 6th grader here Eddy Dianna first let me give you some background on Michaela so [18:48] 1 years old she had her first seizure she actually was eating a piece of food and start choking and she was having her [18:54] seizure and her aunt had to give her a Heimlich maneuver as she was rushed to the hospital with her first seizure from [19:01] the age of 1 through 5 she'd have him fifty-plus Caesars a day and what would [19:07] happen is they've come in clusters for about 10 to 14 days then they would go away for three months and they'd come [19:13] back and we didn't get an answer until she was 2 and she was diagnosed with something [19:18] called myoclonic a static epilepsy alright neurologist told us there's good bad and ugly and she's got ugly and if [19:24] you saw a picture ever today she's anything but ugly she is a thriving young girl because of the school system [19:32] that were in so Mikael just two years ago was diagnosed with a very specific gene mutation and underneath that gene [19:39] mutation is everything underneath the Sun low muscle tone speaks apraxia seizures challenges with behaviors she [19:47] is a girl who just goes if anyone has kids and those you can give you a kid a half a milliliter of melatonin at night [19:54] they'll go to sleep in about 15 minutes our daughter gets 15 milliliters of [20:00] melatonin and it takes her anywhere from 15 minutes to an hour to go to sleep and that's what somebody's sleeping we're [20:05] sitting in her room as she goes to bed so let's talk a little bit about the transition so this is her first year as [20:12] a sixth grader the the teachers there Jeannie Schaefer Abby Olson the team and [20:18] the peer insight program have been remarkable for Makayla when we moved to Edina there are two things our Realtors [20:24] just the most for us and that was school was one of the biggest things he highlighted as we were contemplating [20:30] what town to live in so what about South you Jeannie Hsieh fabulous and appear in sight program in the beginning of this [20:37] school year Michaela is a runner meaning she doesn't sit still she literally runs and and when you were in public with her [20:43] you have to hold her hand she doesn't sands change her danger she doesn't stay in cars and sidewalks and busy streets [20:49] Michaela was not fully potty-trained despite us trying to do that she wears a [20:56] pulpit times Michaela is inconsistent her use of speaking she is nonverbal and [21:03] uses an iPad to help communicate Michaela started off in a stroller 95 percent of the time in the beginning of [21:09] the school year and Michaela had no friends she's not verbal she's special-needs kid and no one [21:16] really wants to pay attention to her so what's it look like today from Michaela in the school district Michaela is [21:21] spending chunks of her day out of her stroller she's walking the halls with her peer insight group friends who are [21:28] reading a book to her as he's answering those questions with her iPad that's a long way from where she [21:33] started at the beginning of the school year Michaela doesn't wear a pulp in school and she has barely any accidents at all [21:40] the self-dignity for her she's 11 Michaela has friends they appear and say [21:45] program they come over to our house on Sundays they come over in Tuesday's they come on Thursdays she's got a group of [21:50] 10 to 15 friends last week we went to her sixth-grade choir class in that sixth-grade choir class she sat through [21:57] her entire 6th grade performance that's 1st 2nd we as a family in my two younger kids and wife went to pick her up [22:03] afterwards in her stroller and as we were leaving there must have been 15 20 25 kids coming up terrorists we were [22:10] walking saying great job Michaela awesome job Michaela and what brought tears to our eyes was our 10 year old [22:16] son said Wow mom and dad Michaela's got a lot of friends they really liked her there was something so simple as that so [22:24] a couple things in closing is my time wraps up I do understand there's been [22:29] some budget cuts last few years in special education I understand there's some being contemplated going forward [22:35] and you just heard one of my my colleagues speak much more eloquent than [22:40] than I will in that comment but in the special education handbook it states Edina public schools embraces the all [22:46] for all mindset for every child who attends school in our community my daughter doesn't have a voice I need [22:53] your help being her voice I need your help and advocating for Michaela and [22:59] people like Michaela it's your responsibility frankly it's all of our responsibility to ensure and all for all [23:06] mindsets access to curriculum and due process I urge you to remember my story [23:12] and my wife's story about our girl Michaela where she started the beginning of the school year and where she's at [23:18] today because of the great work with Jeanne Shaffer Abby Olsen two girls you're gonna hear later from in peer [23:24] insight program and all the kids to support that decisions by this board [23:29] have an impact negatively or positively and how it affects kids particularly kids most in need if you give these kids [23:37] access to paraprofessionals technology support and fully fund special education these [23:44] kids too will be the best versions of themselves just like my daughter Michaela has and thrived today thank you [23:52] for your time thank you for your consideration thank you thank you my [23:57] next is Melissa [24:05] um so I'm Melissa levy michaelis mom and might just spoke about the pair insight [24:12] program which obviously we can't say enough good things about I'm here today because I have a concern about looking [24:19] ahead to the summer programming and the fact that there are no opportunities for [24:24] my daughter know that they've removed the summer sonic this is a picture of [24:29] Michaela but she was like before the peer insight programs she's at her sister's game she's at her brother's [24:36] game she's with me no nurse troller so [24:44] moving into south view this year these are now what her days look like she's with her peers she is still out and [24:50] about in the community but she actually has friends the importance of the summer programming is so that she can be with [24:57] her peers I called to find out what happened to the program and was told that it was revamped it was revamped so [25:04] that there are morning camps and afternoon camps those camps are are dural they're preparing for college [25:10] taking your SATs there are no classes that my daughter can attend i have asked [25:15] what support is going to be provided and we have no answers i have asked what class can my daughter take I have asked [25:22] the inclusion manager she cannot give me an answer she tells me she works from K [25:27] through five so who's looking out for our kids starting at sixth grade everyone has passed the phone to [25:34] somebody else nobody has given me an answer I want to know where my daughter can go [25:39] this summer and be with her peers thank you [25:46] last we have Ava is it Holly and Josie moe hi thank you well thank you for the [26:00] opportunity to speak tonight i'm ava holly and my name is joe zero and we are students at South View middle school and [26:06] we have been part of the aspire and peer insight program for two years and we love it so much so far in those two [26:13] years I've made so many friendships and connections with my classmates it has changed me in so many ways and I now see [26:19] everyone the same and I've realized no matter the physical or cognitive disabilities my peers have they should [26:25] all be able to do the same things that kids without disabilities get to do like hanging out with friends and being [26:30] included in things not only in school but out of school as well the friendships I've made through this program means so much to me and it's the [26:37] highlight of my every day getting to hang out my aspire friends I think that being a peer in sight has made a huge [26:43] impact on my life I view life from a different perspective now because I got to take a chance to step in the footsteps of some of my aspire friends I [26:50] know how important it is now to be as inclusive as possible and everything I do because no matter who you are we all [26:56] deserve friendship and not only do we deserve French art relationships at an elementary and middle school level but [27:02] all people deserve relationships throughout their whole lives if there was a loss of funding in the program it [27:08] would change my life immensely because I wouldn't be as connected with my Aspire friends and we'd be separated instead of [27:14] being together the funding of this program is valued because we also get to do fun things like going to the mall [27:20] going skiing and going to the zoo which it really helps use life skills and there's so much fun getting hang out [27:25] outside of school I would love that this program could grow and we could continue at the high school [27:31] Piron sites is one of the best things that's happened to me the importance of the special education fund is key to [27:37] allowing all aspire students to have a chance to hang out with their friends while doing fun activities such as [27:42] bowling basketball shopping and much more that it all include out-of-school skills it gives students a chance to [27:48] connect one-on-one with their friends and to make everlasting memories so having the special education fund is [27:54] crucial for helping students make extra connections outside of your everyday classroom while doing fun activity [27:59] they don't normally get to do I think it is very important to also continue the special education program throughout the [28:05] high school level because there there are so many lost connections to the transition between middle school and high school [28:10] this pure insight program has made so many children's middle school experience so much better thank you for listening [28:16] to me speak and share my experiences with this amazing program we are so very passionate about this and thank you for [28:22] your time thank you thank you both for coming thank you everyone for coming and [28:31] for your engagement in our district we're now going to move on to our consent agenda oh there's a back to my [28:41] page Wow I apologize it's always useful to turn [28:49] pages over we have two more speakers Kaylee Roth and Bridget Schoen [28:58] I apologize come on up thank you Sarah [29:04] yeah hello thank you so much for giving [29:12] us the opportunity to speak tonight I'm Bridget Schoen I'm Kaylee Roth and we are students at South few middle school [29:17] and have been a part of hear insights for about five months pure insights has impacted me in so many positive ways one way that it has [29:24] impacted me is because of all the connections I've been able to create with the students from aspire Kayleigh [29:29] and I both have gotten so close with them that we now hang out together out of school and have Sunday night dinners [29:35] go to sky Zone see movies have sleepovers and so much more Piron sites has also impacted me [29:41] impacted more than just southeastern US after I joined the program and started spending time with my friends from [29:48] aspire out of school our families got to know each other and have become close friends too [29:53] as we started the school year we didn't know what to expect from this program but now we have gotten to know everyone [29:58] and we look forward to coming to school just because of it whenever I walk into the room everybody's always having such [30:05] a fun time and smiling my experience in this program so far this year has been amazing this [30:11] fire program is such a welcoming fun and inclusive group of people and it has been such a privilege to be able to hang [30:17] out and get to know such amazing people in it the best part of my day is when I see my friends from aspire in the [30:23] hallway and we have nicknames give each other handshakes or just hugs what I've learned from peer insight this year is [30:29] that it isn't a program to help the students from aspire but it's to make connections that you have in and out of [30:34] school the first day I walked into room 143 I was a little nervous because I didn't quite know them the first thing [30:40] that caught my attention was a girl named Mikayla with a big smile waving me over I immediately started smiling and [30:46] walked right over to her the next day I got her mom's number and now we hang out every single weekend I'm so blessed to [30:52] be a part of her life because of the fun this program has been able to branch out and do fun field trips like bowling [30:58] skiing dances Polar Plunge and so much more we are so grateful to be able to have a [31:04] special education fund because it lets us do so much if we lost this fund then [31:09] we wouldn't be able to make stronger connections with one another and have the opportunity to go on these trips I would like to end by saying that this [31:16] program would not be possible if it weren't for mâche friend miss Olson there they are truly the most amazing [31:21] teachers you could ever have they're always kind being goofy and making people laugh they both have bonds with [31:27] the kids that no one has seen before the start of the school year I had no clue what I wanted to be when I was when I am [31:33] older but now I have the hope to be a special education teacher just like them we want to say a big thanks to them and [31:39] let you to know how much we appreciate you and all you do thank you I feel [31:45] [Applause] and now we have more Ecco laurio is here [31:58] Mauricio okay now we are officially finished and I won't say my spiel again [32:07] we're going to move on to our consent agenda now is there anything anyone would like to remove from the consent [32:13] agenda I would I'd like to pull the [32:18] superintendent's contract okay anything [32:24] else do I have a motion to approve the consent agenda so moved is there a second second [32:32] we will now vote by roll call to approve the consent agenda [32:44] aye-aye-aye hi the consent agenda has been approved [32:51] is there a motion to approve the superintendent employment agreement so moved is there a second second okay reason why [33:05] I'd like to pull it is that of all the contracts we approve the superintendent's contract is probably [33:12] the most important and I don't think it's a real good idea to pass it on a consent and I think it deserves some [33:17] discussion from the public and I would [33:23] actually prefer to come up for vote excuse me next month at the community a [33:29] little more time to look at the contract to get some feedback I just wanted to [33:36] note that the HR committee unanimously recommended the approval of John's new [33:42] contract and for the community it's a three-year contract with one percent salary increase for each year his last [33:49] contract was a one point two five percent salary increase for each year and so both the HR committee and John [33:58] we're trying to be we realize that there are budgetary [34:04] constraints in the district and so we were trying to be sensitive to those so he did agree to a lower salary [34:09] adjustments so the HR committee we are excited to offer him this contract and [34:15] have a have him help guide us through the strategic plan implementation so I just wanted to go over publicly the [34:22] parameters of the new contract that the HR committee presented to the board at the work session I'd like to respond to [34:35] pulling it off I'm not on the HR committee but I do trust the diligence of the HR committee [34:42] and the work that they did with the new contract contract it was updated with an [34:47] alliance with m/s VA the Minnesota State Board Association to a boiler place and [34:54] to make sure that we are as transparent as possible and added a lot of really good language on top of that we had legal review that went through for the [35:01] contract so I'm not I'm not sure if we if you're asking for a community [35:07] feedback is that our entire community that you're looking for or I'm not I need some more parameters around what [35:13] you mean by community feedback I guess in in reviewing it because typically in [35:18] the past we wouldn't send the superintendent's contract out for feedback from the community and a survey [35:24] form or anything so I need some more parameters for me on that what I mean by that is now the contract has been in [35:29] board book and so it's publicly available people can read it and if they have some comments or reactions to it [35:35] they have some time to digest it and reflect on it and give us feedback I do [35:41] agree that I'm seeing improvements in the language and there's more that's been brought in from MSB a model [35:47] language which I think puts us in a better position but I'm just uncomfortable in principle with it just [35:54] coming through so quickly in it being perhaps the most important contract that [35:59] we actually that we approve as members of the board [36:06] Oh can I ask which parts of the contract do you think are most important that we get feedback the two main things that [36:14] we're talking about are the term and the salary so those are the big changes are [36:19] you well for instance as Erica alluded to here the John's salary increase [36:27] proposal is one percent that's not inflation and so actually John in real terms would be taking a pay cut and in [36:35] in your of pay cuts of budget cuts that's actually Noble and I think that's [36:40] good and I think that would be something that the community would be aware of and something to settle in on it's a shared [36:47] sacrifice there's we're talking about a one two or [36:54] three year extension how does the community feel about that it's been [36:59] basically approved by the HR committee and good you did due diligence [37:05] appreciate that but I would like this to be just more public than it has been [37:11] and up for more public review and so I [37:23] also have I just would like to get some feedback from the board on a few items [37:29] that while I can appreciate that the board has decided to make the language [37:37] in his contract mirror the language of the Minnesota School Board Association [37:42] they're in doing that when I looked through the two documents the proposed [37:50] new contract and the MSBA language there [37:56] are some changes that are significant enough that I think we should discuss them as a board one in particular is [38:04] with respect to outside activities the MSBA template includes the following [38:10] sentence well here I will read the whole [38:17] paragraph on outside activities while the superintendent shall devote full time and due diligence to the [38:24] affairs and the activities of the school district he or she may also serve as a [38:30] consultant to other school districts or educational agencies lecture engage in [38:35] writing and speaking activities and engage in other activities if as solely [38:41] determined by the school board such activities do not impede the [38:46] superintendent's ability to perform the duties of the superintendency that is [38:53] what is currently in the contract but what is missing is the following statement however and this is a [39:01] statement that's in the MSB a model contract however the superintendent may [39:08] not engage in other employment consultant service or other activity for [39:13] which a salary fee or honorarium is paid without the prior approval of the school [39:18] board and it is my feeling that it's [39:25] important that the board understand that job that John's superintendent Schultz's [39:34] number-one role is to be superintendent of a dying of public schools and that [39:40] focus is very important and without this [39:46] final sentence which is recommended not only by our state school board [39:52] Association but it is found in other state school board association model [39:57] policies I feel as if we would be remiss in our obligation to make sure that we [40:07] are fulfilling our roles so we actually did take a look at that particular provision and the first sentence already [40:14] gives us the authority to say that he can't have outside employment the second [40:19] sentence doesn't really add much the first sentence already says it's our absolute discretion as to whether he can [40:25] do anything paid or unpaid so it's already covered by the first sentence how would we know [40:33] how would we know actually I think we already know that our superintendents historically have taught classes right [40:40] and my my feeling is that this gives transparency to those things I actually [40:46] am delighted that John is teaching a course and and maybe representing us in [40:53] other activities but I also feel strongly that the board should know what [41:00] those activities are I'm principal [41:06] I'm I'm uncomfortable with this also because the community might want to know this that we had a work session on this [41:13] on Thursday in which the contract was walked in ordinarily those contracts and documents are given to us a number of [41:20] days in advance has walked in we saw it right then Erica provided very good explanation thank you but over the [41:27] weekend a couple of things were found by community members and much of the business of the board is done first by [41:34] putting major pieces of decision-making [41:39] on the discussion for a school board meeting and in one month and then the [41:44] next month we vote on it and I would be in favor of scheduling a discussion next month and then voting on [41:51] it in April actually contracts usually aren't done [41:57] that way contracts usually are via consent that's the standard practice for [42:02] us we don't usually ever discuss contracts at board meetings like this and then vote on them they're almost [42:08] always done via consent as far as the sentence at issue that Ellen brought up [42:15] the the discussion that we had was I'm not going to reiterate what Lenny said [42:22] but we also felt that it was going to be a waste of district resources to every year have a lawyer write up we would [42:31] have to every year have to have a lawyer write up addendum to Jon's contract giving him [42:38] permission to teach the class that we already know that he teaches and we just [42:45] really felt it was not only a waste of monetary resources but also a waste of time to have him to go through that [42:54] process when this clearly states that if we ever feel there's a conflict that [43:00] he's not focusing his attention on the school district this gives us the legal right to bring that to his attention so [43:07] the second sentence doesn't give us any more authority it basically adds a legal [43:13] step that we would have to undertake every year where we would have to take monetary resources we would have to have [43:20] an addendum to this contract and we felt that for the price that would cost it doesn't really gain us anything from a [43:27] anything from a contractual perspective I realize that you disagree but that's how we felt can I also add to just I [43:37] want to push back on a comment that you made Owen between myself Lenny and Erica [43:43] and then the time also that Trevor put in to going through this contract I don't necessarily think it's fair to say [43:49] that members of the public found things in there there's nothing hidden in the contract and there's nothing that's done [43:58] with any bad motives right there may be wording that in John's existing contract [44:04] that he's still on right now that that wording is what makes sense for our district it may not be the exact [44:10] wording from MSBA and that's okay we didn't take their entire contract and lift it and turn it [44:17] into a need ina contract because there still needs to be some personalization for our district and for the agreement [44:23] between us and our superintendent right there's negotiations that take place that he agrees to that mean this wording [44:30] may not make sense and that's the agreement we have with him and that's what brought him to our district so [44:36] there may be some wording that's different but we kept with the wording that makes sense for our district and [44:42] for for what we have in agreement with John for for his contract if that makes [44:48] sense so there's nothing you know between the three of us and Trevor this has been gone through with a fine-tooth [44:54] comb many many times and we've been very intentional about the changes that we made things we added things we took out [45:00] whatever so just want to make sure you know that so I also just want to note that the prior contract had no paragraph [45:09] dealing with outside activities that was something that we added in discussion with John and so it went from nothing in [45:16] there to something saying that it's up to the discretion of the board so this [45:22] is an addition it's just that we as America's re-explained you know a part of our thought process on the second [45:28] sentence so I guess my question is do we do we have individuals that I would like [45:37] to get a I guess a flavor for how the majority of the board is feeling that our comfortable the language as is and [45:43] are comfortable with approving the contract or do we have individuals that feel like they want to bring this back [45:48] to a work session next month because I think that we can move forward with what [45:55] individuals would like to do okay so yes [46:00] that's a good thing to say but there's I have a couple other issues with this contract so I think it's a little [46:06] premature for that well I think if we have the majority of board members that are comfortable with the language in the [46:13] contract I think I'm trying to understand we're well not all of the items that are [46:22] different from the MSB a contract to this contract have been discussed right [46:30] but we might have multiple board members that like the contract as is is what I'm [46:35] trying to get at in an effort to just [46:42] make sure we stay on track why don't we take the well I'm comfortable with the [46:48] language like I said I've been through it a lot so I'm gonna say that I am comfortable with the language if anybody [46:53] else wants to chime in in an effort to keep moving I'm also comfortable with [47:00] the language I think when you brought up the the timing and I think having leadership embark on a new strategic [47:07] plan that also mirrors three to five years is key not only for our district but for our students and our teachers [47:13] and our community so I'm comfortable of the language as is Matt do you have any [47:19] comments on the contract well the language as is this went through a [47:24] committee it was thoroughly vetted language was added to the elements that are being raised if the issue is not [47:31] around income or length of time served and it's more about some small wording [47:36] on some contract language that I think is sufficient to capture the essence and the legal right to make sure someone [47:42] doesn't act out of accordance um I would very much want to move on with this contract and get John in place it's also [47:49] a competitive environment and I think that we had discussed this as a board multiple times in the committee [47:54] discussed this and I think that stalling this for a month doesn't make any sense to me okay I I will add my own comments [48:03] here I do respect the the work of the committee however I also feel that this [48:11] board hasn't had its normal time to reflect on what was being proposed [48:17] because it was walked in and so I did [48:23] have several questions I had questions about how the accrual language for vacation was [48:30] worded also for sick leave but most importantly this outside activity [48:37] sentence that is missing that would just lead transparency to other activities [48:45] beyond the duties the other item is also there's a continuation of insurance [48:51] coverage and I am not sure if this benefit has been negotiated as part of [48:58] the broader UPS contract or teaching staff and I and if it if so then forget [49:04] it forget the comment that I made I'm really sorry that I did not have an opportunity to bring this up at the work [49:11] session since I did not see the contract I agree with Owen this is perhaps the [49:17] most important thing that this board does and to be able to have the time to [49:23] review the contract at a work session and then bring up questions at a board [49:29] meeting I think is appropriate due process but the question that I have is [49:35] the EPS language obligates the district to continue paying for health dental and life insurance from the end of the [49:41] superintendent's employment until he is eligible for equivalent coverage elsewhere or for Medicare which is an [49:51] extensive benefit and my question would be is this a benefit that's been [49:58] negotiated so it was negotiated at the time of the initial contract three years ago and actually this is a section that [50:05] we pulled out and looked at again this particular time and discussed the terms [50:11] of this both whether this is something that should continue and what the [50:17] expectation were it was of the superintendent so this is a particular paragraph that we did pull out and have a disc lengthy discussion on and it's [50:24] really a continuation of what was offered on the prior contract okay thank you [50:32] we're not saying because to me there's an insinuation that this was fast no [50:40] fast run by the group which is not the way this was done and I don't want that [50:45] perception out there so if the money had a pay cut relative to inflation the time [50:52] horizon was accrued agreed upon by the board and now we're playing with words around a secondary clause as to whether [51:00] or not reporting of outside activities a little bit of vacation clarity and something else is there something else [51:06] that wants to be brought up so we can see whether or not we're all aligned with the proposal because end a day this [51:12] stuff feels pretty minor and also kinda I think makes us look like we're not as thorough as we happen so is there is [51:19] there a question behind the question or is it literally these the timing of getting a contract and I'm kind of [51:27] confused as that why we're having this conversation good question Matt for me it's fundamentally the discussion I [51:34] think what we've been talking about here has been healthy I was aware of the sentence being left off this weekend and [51:41] I was wondering why I was left off what happened and I feel I didn't have time to actually settle in on the language [51:48] and review it hear other people's comments and what else is there in there [51:53] that is kind of a surprise I don't know but I agree erricka most of our [52:00] contracts are done by consent this one is of a different order and so I would [52:05] view it differently and would just simply like to have a more robust evaluation of it and I think that that [52:12] would communicate to the district met that we are earnest about dotting our [52:18] eyes and crossing our T's can I also just add because I want to make sure that that the public is clear about the [52:25] timing so we did know that this was going to be on earth was a Thursday [52:31] meeting Thursday meeting so we all knew it was going to be on our Thursday meeting even though the document wasn't [52:37] done because there were still negotiations going on with John so it couldn't be in our board book we all knew that it was [52:43] coming and we all have the ability to go in and look at both John's existing contract and we all have access to the [52:49] MS VA contract so when we received it on Thursday we had over an hour to sit and [52:55] go through as a group how many pages is this four or five if you ask any of these ninth-graders four or five pages [53:02] in over an hour is we we had an opportunity I want to make sure that people don't think this was rushed in [53:09] and we didn't have time to look at it because I don't want that perception out there in the public because it's it's [53:14] unfair that's not what was done we've also had from Thursday to today to really digest it I just need to put that [53:22] out there as a member of the HR committee to make sure people know that that we did everything that we could so [53:28] I'm just gonna put that out there so I think that we have enough information to decide that we should I don't think we [53:37] have enough support to move this to another month and I don't think that there's much more to discuss about this [53:43] I think that we should now vote and we need to vote by roll call to approve the [53:49] superintendent contract agreement I all [53:59] right hi hi thank you now we are going [54:15] to move on to discussion and we have four items up for discussion the first being the budget development plan with [54:21] John soup so John you're up [54:37] so all I'll kick this off so with the budget report that's that's on this [54:45] agenda was also presented to the board in a work session prior to this meeting so we're going to first give a brief [54:53] overview of where our budgets at with regards to the level of cuts and how [54:59] we've used revenue generation as well as proposal for expenditure reductions and then we'll go specifically into the into [55:08] those reductions and and then take any comments and questions the board may have after that so John do you want to [55:14] kick it off yes a good evening chair Alan Berg superintendent Schultz members [55:19] of the board tonight we will present the budget alignment plan for fiscal 2021 [55:25] as dr. Schultz mentioned we went over this in detail at a board work session earlier tonight we're trying to balance [55:34] all the things I heard tonight earlier in the open agenda with also keeping a [55:40] strong fund balance at the 6% level and a triple-a bond rating so with that in [55:47] mind as we did the budget parameters I put them into the budget forecasting model that I use and trying to keep the [55:55] fund balance at 6% resulted in a number that was a million without a million six [56:02] thousand three hundred and forty-one dollars that we were short so at that [56:08] point we were looking at first revenue enhancements because that does not [56:13] impact the classroom and we have a number of things that came up recently [56:18] that we can add to the budget for 2021 a couple of them all mentioned Excel [56:25] energy rebate for the stuff that we were doing at ECC and other buildings we did [56:31] get a rebate of a hundred and nineteen thousand dollars for that and then you also see on your consent agenda earlier [56:37] some terms of agreement for cell towers in the form of a lump sum payment we did [56:43] go through that with the finance and Facilities Committee we discussed that over five different meetings before we came [56:48] to an agreement on that and that's about three hundred and sixty thousand dollars [56:54] as well there one other small payment too and so we came up with the revenue enhancements of about five hundred and [57:00] twenty thousand dollars so you subtract that from about the million dollars and we're left with expenditure reductions [57:06] that we'll need to look at in the amount of about five hundred and forty five thousand dollars so those were the [57:13] amounts that we looked at as we developed our expenditure reduction plan and we went over that tonight with the [57:21] board in a work session we have a number of different reductions there but we also have a couple of enhancements to [57:28] the budget as well I think I'll stop there and and see if there's questions [57:34] from the board okay so just to go [57:43] through the reduction so if we look at a reduction of five hundred thousand [57:49] dollars is what John's directing us to do we have a reduction of a great three [57:55] section at Concord with with that grade level going into fourth grade with a [58:01] higher class size guideline we are transferring general fund expenditures [58:07] to the capital projects love you so there's several expenditures services [58:12] that are in the general fund that can be charged or picked up by another fund [58:18] which is called the capital projects levy so we're reducing the general fund and transferring a hundred thousand to [58:24] that levy we are asking for a reduction at the high school of four hundred [58:30] thousand dollars which will be primarily an FTE reduction and adjusting classes [58:39] so that they're the less teachers approximately 4 or less teachers at the high school we have contingencies in the [58:47] system superintendent's office to manage staffing overruns and/or increased [58:54] enrollment so we will we haven't used that contingency as much over the last few years so [59:00] are going to reduce that in half by $50,000 saying with the superintendent [59:05] contingency my contingency to and handle those things that unexpected costs that [59:11] may come up have I haven't used that over the last few years so we're going to reduce that day those two contingency [59:17] changes if we need more staffing may impact the board coming back together to [59:25] release more funding for some of the things unexpected things that may happen then we looked at the district office [59:31] and within strategic planning as the board is going to approve a strategic [59:37] directions and we have the strategic planning coming to an end we won't need those resources so we're [59:44] cutting 20,000 out of that there's a census that manages the demographics of [59:51] students that we're going to actually shows a reduction in reaction a transfer [59:56] that also is part of the into the capital projects levy we have reduction in special education related to related [1:00:05] to Jeff reorganizing some of the leadership within his office and teaching and learning is going to reduce [1:00:11] the some of the training we'd give the new teachers a bit by 15 thousands for a [1:00:17] total of a hundred thousand dollars so those are the reductions that were bringing forward them so I'll stop there there any questions or comments related [1:00:24] to that [1:00:30] so what we're proposing for budget enhancements is the high school is [1:00:38] planning to provide more service to our ninth graders as they transition from [1:00:44] our middle schools and team the team the ninth graders with with with teaching [1:00:53] teams so that we can provide a more support for that transition from the [1:00:59] middle school to our high school so the high schools is proposing a counselor be added this also reduces the [1:01:07] counselor student ratio in the 1012 as well as in the 9th grade so it's a [1:01:13] reduction of that ratio the second we're adding is special education para support [1:01:19] as well as dollars to intervention and so we're giving mr. Jorgensen and dr. [1:01:27] smile the opportunity to some for for them to develop the intervention program [1:01:32] more thoroughly and to provide special education pair of support and then last [1:01:38] is an addition of 0.55 FTEs about $55,000 Tom multi-lingual [1:01:44] as you heard in the presentation last month there's a need for more staffing [1:01:50] in that so those are the additions that we would add in this 2021 budget proposal so that is the proposal that is [1:02:02] out there will the plan for this is this will be present of course to finance and Facilities Committee and then brought [1:02:09] back for a preliminary approval of the budget in March and then the board does a final approval of the 2021 budget in [1:02:17] June does anyone have any questions oh no I was gonna make the observation [1:02:26] just to confirm it so we have heard from a number of special IDI [1:02:33] advocates we would have a net $85,000 gain in special ed is that another way [1:02:41] to interpret this I I think we'd be yeah [1:02:46] you could for the total special education budget I would say that the difference is that the special education [1:02:52] Paris apartment is more as service related to the students whereas the 15,000 above is more for the [1:02:59] administration of the special ed program okay Matt did you have a question or [1:03:08] comment John and the team have done a [1:03:13] really good job especially the finance the Facilities Committee of considering all the different areas where we can and [1:03:18] cannot make cuts it's really imperative that we think about what's happening in the classroom versus outside that's a [1:03:24] huge lens that's used and one consideration that's not always understood is district keep what's [1:03:31] called a capital reserve and that's an important metric of the financial stability of a district in Edina we just [1:03:37] had a triple a bond rating last year which puts us at the top of the state however maintaining a strong fiscal [1:03:42] balance is really important and it gives us the leverage to make better decisions going forward especially of economics [1:03:48] times change so right now the numbers that John is presented continue to target a 6% fund balance in the capital [1:03:56] reserve segment it may be of consideration for the board in the coming months or even year to consider [1:04:02] whether that number should be the same or should possibly be higher for that again is something that we weigh along [1:04:09] with both the revenues that we receive as well as the way that we manage our cuts so I think that it's just important [1:04:16] for people to understand that in the balance of the way that the district manages its funds there's a classroom [1:04:23] lens used first and then secondly there's thinking about what is the way that we maintain stability we did two [1:04:30] binary issuances last year one saved over a million dollars for the district and one saved over a million dollars for [1:04:36] the taxpayers so there's a lot of thought being given as to how we manage our funds at all times you'll hear more [1:04:43] on the tech levity even today that's a really important levy that supports a lot of really really instrumental [1:04:49] activities across the district some of it relates very seriously to safety didn't safety so I want people to just [1:04:56] think about when they see cuts and other things we're really doing our best to manage public funds and do that [1:05:03] conservatively while focusing on the classroom first but any questions of course please continue to direct image [1:05:09] on the team thank you anyone else no [1:05:16] thank you John thank you I think you're stuck here for the next please think I am yes and Steve we're going to discuss [1:05:24] the technology levy budget [1:05:41] good evening chair allenburg superintendent dr. Shultz and fellow board members I too need to use cheaters [1:05:48] at this age fortunately tonight I tonight I'm here too with the assistance [1:05:55] of John to provide an update on the technology levy it's a financial update [1:06:00] and so what you will hear is not a lot about how the technology is being used in the classroom I did it provide an [1:06:06] update in in in October for the board and I'd be more than happy to do this so [1:06:12] again but this is more of a finance or financial update the deferred thank you [1:06:23] yeah as as voucher or as board member Matt Fox it is I did provide an update [1:06:30] at the Finance Committee earlier last week the first thing I want to bring up [1:06:35] is is that there is a technology vision that the district uses as a lens on how we make decisions it has four key [1:06:42] components that I'd like to point out not a lot of them to do with technology but I think they're important levers of [1:06:47] how technology gets used one is is how do you unleash a passion for our students and learning we know that [1:06:54] students that are motivated tend to learn and will be more engaged in [1:07:00] learning to our greatest assets are teachers and as you know we are in an [1:07:06] industry that is about people and so how do we empower those educators and make [1:07:13] them exponentially more powerful in their work three is how do we engage our [1:07:18] community our parents in this learning continuum because it's not just about the teachers it's not just about the [1:07:25] students but how do we partner and how do we become stronger and provide information to our community and our [1:07:31] parents and then forth how are we just being good stewards of the investment that the community is provided in [1:07:37] technology next slide we broken the technology budget down [1:07:43] into the following areas staffing and professional development which means exactly that is the cost of the staffing [1:07:50] and then any providing professional development that it's technology related construction is the amount of the [1:07:57] construction or the facilities renovation that has a technology focus and therefore is we use the technology [1:08:05] levy to pay for hardware which is a big portion of it is not only our student [1:08:10] devices such as iPads Chromebooks but also our teacher devices and some of our board members devices as well [1:08:17] AV is the type of tools that our teachers use in their classroom which is becoming increasingly important as we [1:08:23] look at some aging equipment in our classrooms infrastructure is our network [1:08:29] internet phones security and related hardware non-instructional software is the software we use to provide the [1:08:37] systems that support the school district and instructional software is the software that we use to directly [1:08:44] interact with instruction next slide so I just want to bring up a couple major [1:08:50] accomplishments that we've had in this we do offer a number previous slide a [1:08:56] number of face-to-face classes and professional development and we try to [1:09:02] do it Anytime Anywhere learning and so a lot of the excitement we've had is taking some of our professional [1:09:07] development will always offer it face to face but we're increasingly putting modules into our Schoology class and so our [1:09:14] teachers our Paras our administrators are leveraging the same tool that our students are using for professional [1:09:20] development anytime anywhere hardware it's that continued maintaining our [1:09:26] standard of devices and then as you notice this year as we are migrating at the middle school level to a one-to-one [1:09:32] technology device for our sixth and next year for our seventh grade students we're implementing a new future ready [1:09:40] digital standard for our elementary classrooms in this summer or this spring we'll start that work in three of our [1:09:45] elementary schools infrastructure thanks to your support we are upgrading our [1:09:51] wireless and our wired network and just to give you an exam of that in our non-instructional [1:09:56] software this weekend we did have a power outage in Edina and I'm happy to report that though there is a power [1:10:02] outage all the technology except for in one school maintained running even [1:10:07] during the power outage so our wireless network the portal the telephone systems [1:10:13] all that and remained running even though there was power out in the two in the dining area and then our [1:10:19] instructional software things like the portal things like our Edina apps that our teachers and students and our [1:10:25] parents use to acts the 2019 2020 [1:10:30] revised budget is a little almost six and a half million dollars and our [1:10:36] largest portion of that is of course staffing and professional development and about a little over forty eight [1:10:42] percent followed by our hardware are those devices we purchase our non instructional software aren't our [1:10:50] construction cost so that is that that shift that we took from the cough from the tech levy to pay for the technology [1:10:57] related construction renovations and then our instructional or AV infrastructure repair consulting and [1:11:04] supplies next slide I do want to bring point out one area that warrants a [1:11:11] little bit of additional discussion in under infrastructure we are running over budget to the tune of three hundred [1:11:17] sixty five percent over budget and so that would be a cause for asking some additional questions and so next slide I [1:11:25] want to detail how that happened it isn't that we're over budget as much as there's some accounting and John my [1:11:32] esteemed colleague on my right can can help me if I make if I if I make a mistake here but we budgeted about a [1:11:38] hundred and forty two thousand dollars but we spent almost a half a million so there is a it shows a difference of [1:11:45] three hundred seventy seven thousand dollars that was some of that was known for instance we did know that there was [1:11:51] going to be ear eight revenue ear eight revenue is the money we get from the federal government to offset technology [1:11:58] purchases as part of the e-rate program we also received the security grant from [1:12:03] a community member for the high school that was able to at for $50,000 that allowed us to put [1:12:10] additional security cameras in to harden our exteriors and to do some more monitoring for our technology and our [1:12:17] security at the high school and then the telephone upgrade was actually a purchase that we made last spring but it [1:12:24] was coated to this school year as opposed to last school year and so it was just a coating shift the money was [1:12:30] set aside in last year's budget and it's available in the excess and then we did always assume that we were gonna [1:12:36] leverage a hundred thousand dollars of our carryover fund of which we had in our budget and so that those additional [1:12:43] revenues help offset that three hundred seventy $7,000 over budget in that area [1:12:50] and we don't plan on making any more significant spends in that area so we believe we'll end our budget will end [1:12:56] this year at that amount next slide if you look this is our technology levy [1:13:03] amounts over time the blue is the revenue and the red is the expenditure we've always stayed below thankfully are [1:13:10] our revenue our expenditures have stayed below our revenues and that green area [1:13:15] is that carryover that I mentioned so some of that carryover was used to offset the renovations and some of [1:13:23] that's going to be used in the next year to help with the assist with the elementary future-ready digital [1:13:30] classrooms next year jon is said that the revenue for the technology levy is [1:13:38] going to be a little over six million or six million two hundred seventy seven thousand and you'll see that we plan to [1:13:44] spend just a little bit over that but again we have that carryover dollars so we'll work that down next slide just [1:13:50] some items that we want to stay on and watch is is that we do see staffing [1:13:57] increases in the technology levy and so that is we are a an industry of people [1:14:03] and so it is necessary to support the technology it's necessary to have people [1:14:09] using the technology and as more and more systems come on we do have staff that manage maintain and leverage that [1:14:16] and then there may be some additional costs with renovation building renovation [1:14:21] that will come in the tech Le'Veon I work closely with Eric Hamilton and John to make sure that those are accounted [1:14:27] for next slide so going forward as mentioned earlier next slide the tech [1:14:34] levy that is current tech levy does expire in the fall of 2021 so that marks the completion of that ten [1:14:40] years of that tech levy but it doesn't mark the completion of the needs of that funding we're going to continue to need [1:14:47] funding to ensure that we're equipping our staff and students with technology that works if we stop in four years that [1:14:55] technology is no longer going to be working are breaking down it's important that we are cognizant of that and make [1:15:01] sure that we are updating technology we also provide quite a bit of professional development for our staff we need to [1:15:08] continue to support the organization on their use of technology so that means making sure that when something breaks [1:15:14] that a teacher doesn't have to spend time fixing that and we have technology support folks that can come and help and [1:15:20] assist those teachers to get that equipment back up and running quickly but also to support our teachers on the [1:15:26] effective use of that technology so it's not all about making sure that things are working but that we're using that [1:15:32] technology appropriately through access to the Internet online resources library [1:15:38] books and other content we need to ensure that our teachers and our students have that technology so they [1:15:45] can learn in that content so they learn increasingly we purchase library books we purchase content and we want to make [1:15:52] sure that our teachers and students have access to that will provide productivity and communication tools not only through [1:15:59] email and through Google Docs but also our website our mass communication systems our emergency management systems [1:16:06] things like that we need to ensure that it's still functioning and we'll still have a need for that and will support [1:16:14] the technology in the other areas so of course our importance and where we put a lot of work in is how technology's used [1:16:20] an instruction but it is ubiquitous and what we do it is used in our air [1:16:27] conditioning and our heating systems to monitor that it's used in our our finance our HR [1:16:34] systems to ensure that we have payroll in time it's even used tonight in this in this presentation through [1:16:41] videoconferencing through streaming of this board presentation and through some of the technology that our board used [1:16:47] technology is ubiquitous it's not going away and we'll need to think about how we support that next slide and with that [1:16:55] I'll answer any questions thank you Steve board members to have any questions can [1:17:04] I just ask a clarification so in the one to one program in the middle schools so you're talking about so basically this [1:17:11] year's sixth graders would continue with their devices in seventh in the new sixth grade so that's an eighth grade [1:17:17] would still be a bring your own for next year that's correct we are planning on a faizan approach to the middle school and [1:17:23] so we started this year with sixth grade and so we've already had conversations with sixth grade teachers and seventh [1:17:30] grade teachers about transitioning that seventh grade to a one-to-one so our plan is our sixth grade students will [1:17:36] bring those devices to seventh grade with them and continue on we are also attending the registration nights at [1:17:43] South View and Valley View to talk with parents about the transition from and provide them more information about the [1:17:50] role of Technology in sixth grade we're gonna our plan is to continue with the [1:17:55] boot camps that are for parents and students to help provide parents information of how technologies use the [1:18:02] Y behind that but also explain that we're intentional about the use of technology and provide them resources so [1:18:08] we can partner on ensuring that the technology is going to be used effectively both in school and at home [1:18:17] so when do we need to renew this levy pretty soon that's that's right pretty [1:18:23] soon November of next year or when we certify our levy in December of 2020 [1:18:31] will be for the pay 21 levy which will cover fiscal year 21 22 and after that [1:18:36] as Steve mentioned that's when that levy will expire so we would probably as a [1:18:42] board one to discuss an election that would probably take place in November of 21 to [1:18:50] renew the levy so that would coincide with the next school board election - okay so I know [1:19:03] sometimes we've done levees in referendums in May is there just as you [1:19:09] sir plant this out I'm pretty sure we did have a May referendum and so just [1:19:14] take a look at the May vs. November timeframe just kind of give us two two [1:19:21] cracks at it so to speak in case there's any issues a questioning had for you [1:19:29] Steve and I don't know if this would be more appropriate for the tech levy plan or the strategic plan but I would love [1:19:37] to see the development of a high level technology plan and I know you have [1:19:43] elements of it in this and the presentation that you already gave to us but I'd like to see some goals related [1:19:50] to technology for teaching and learning and assessment practices in the schools [1:19:56] and specifically I would like to see how do we merge technology and special [1:20:03] education and teaching and learning together knowing that we have such a [1:20:09] vast both opportunity about variants and how students utilize technology and we [1:20:16] have everything from students that literally rely on technology to speak [1:20:21] and that's their only means of communication to students that use their [1:20:28] Chromebook as I would to some students that do better without technology and do [1:20:34] better reading a reading a book as opposed to I'm using a computer and it would just be interesting to really look [1:20:42] at the goals of the levy and the goals that we have in the strategic [1:20:47] plan and sort of look at it through a lens of technology and and saying if our [1:20:53] goal is to whatever it may be from an academic perspective how do we utilize [1:20:59] technology to get all our students there and whether it's this student needs a [1:21:06] whole different set of technology than this student how do we equip all our students with that and I would love to [1:21:13] like I said I don't know if it's a tech levy a strat plan something that I'm asking [1:21:20] for that is to pie in the sky but I would love to see something like that I think you I think you're I think you're [1:21:29] starting to articulate what we are what I'm thinking as well so we have our [1:21:38] strategic direction which is which has been really helpful and useful and from that we're doing strategic initiatives [1:21:44] at in the leadership group and I think one of the components of that strategic [1:21:49] leadership hopefully is our initiatives or actions as around technology use and [1:21:54] so I really appreciate you saying that we need to work collaboratively with teaching and learning and special ed and [1:22:01] and Jeff Jorgensen and Aaron Nelson I think I saw her in the office in the audience we work very close with the [1:22:08] assistive technology person she's fantastic just an incredible asset to the district [1:22:14] we would love to have four more of her so absolutely and then Randy's Department in our [1:22:19] department we actually literally broke down a wall so that we're connected once construction is over with in our area [1:22:26] and so that our plan is to absolutely go back and review the the why behind the [1:22:31] technology and to your point about not all technology looks the same for all of our end users is great and we'll take [1:22:38] that into our planning and so I see two kind of strata two areas of focus [1:22:43] ensuring that we have technology that's up-to-date within our standards of reasonable technology that we we want to [1:22:50] keep and keep up to date that's the making sure that it works I think more importantly as technology [1:22:56] and our equipment our teachers with the technology that's that piece but when [1:23:02] our teachers use that tool out of their tool box it's because it is the best tool for them to be using at that time [1:23:09] and so that gets to your point about making sure that we're working very closely with teaching and learning [1:23:15] assessment with special education to ensure that we've articulate what that looks like and that feels like a grade [1:23:21] level or a Content area or for our student our ml students or our students with special education that's going to [1:23:28] be the foundation I think of what that technology is going to look like for how much is it going to is there going to be [1:23:34] any change in what we need to purchase or is there any reallocation of those [1:23:40] dollars and then that would hopefully form the foundation of any future tech levy that we'd have so I think we're [1:23:47] right on the same thinking in that area thank you Steve no I just have a quick [1:23:59] question when you're talking about and you know how with the consistency of the Chromebooks coming into the sixth grade [1:24:05] have you seen any cost savings from a support standpoint I know that and I [1:24:10] don't know if if we can even capture that data but I'm just curious if that consistency has helped to just focus [1:24:20] that efforts in terms of support instead of everyone having you know a lot of different types of computers and Macs [1:24:27] and not being able to I just don't know if we're seeing any cost savings on that or maybe there's no influence I don't [1:24:32] know I don't think we've seen a a cost savings on the repair we still have repair devices and and Chromebooks are [1:24:39] are a device that in our technology department we love but we also hate I [1:24:45] mean they're they're very inexpensive devices and so they're very inexpensive and so they sometimes tend to break down [1:24:50] or they'll have manufacturer defects that will quickly fix I think where [1:24:56] we're seeing benefit is working with our teachers on this idea of intentionality [1:25:01] and then also being able to monitor screen time and filtering so we're be [1:25:07] I mean we continue to partner with our parents to ensure that our students are [1:25:14] making healthy choices around technology and so having the Chromebooks allows us [1:25:19] to have those a standard set of filtering rules both in school and at [1:25:24] home and partner with our parents to make sure that those choices are being practiced at school but reinforced at [1:25:32] home and supporting our parents in that journey okay thank you I think that's [1:25:39] all they could just talk for just a little bit about staffing and PD is [1:25:44] getting taking a little bit more of the budget this does that seem to be leveling off or do you see more of that [1:25:50] happening as it is rising because there's more technical technical penetration in all areas of the district [1:25:59] well I think it's a combination of a number of those factors I would say this is that I've been here for a couple of [1:26:07] years now in the indictment pabich schools and it has become more and more [1:26:12] prevalent technology in every area that we work with and so like it's no it's [1:26:20] there is no area in the in the operations that isn't pervy technology [1:26:26] technology isn't pervasive literally I was working with Eric Hamilton and Curt Johansson around the HVAC system and [1:26:33] that system is completely managed with computers and Internet of Things and so [1:26:39] we've gone from having 3000 things on our network to having 15 to 25,000 [1:26:45] things on our network on a daily basis and it's touching more of our staff so what we've done and and I think it's [1:26:52] right for us to do as when we look at what do we prioritize in this [1:26:57] organization specifically around budget cut times we talk about what do we [1:27:03] prioritize people and human interaction or things and technology devices and so [1:27:10] when we look at that we look at the technology levy as an opportunity for us to say hey if we have staff members in [1:27:17] increasingly doing more and more technology part of their position is related to technology and so that's [1:27:24] one of this opportunity where we start looking at is it is it make better sense [1:27:29] to have those that portion of their position out of the tech levy and so what when I say we have an increase what [1:27:35] we're doing is we're coding those staff people that are doing technology support technology management into the [1:27:42] technology levy and that's where we're seeing the increase okay thanks [1:27:48] now are we done great even John thank you [1:27:54] next we have a community education program and budget presented by Val Burke [1:28:11] welcome bow first tonight we're gonna be [1:28:21] reviewing our community education services budget we'll begin by reviewing [1:28:26] who we are and what we believe and we'll move into talking about our audited numbers for 2018-19 how they closed out [1:28:34] we'll talk a little bit about a mid-year review for this year and then really spend the majority of our time looking [1:28:40] forward to how we built and who's involved with our 2021 budget building [1:28:45] next slide please so powerful isn't it so community [1:28:52] education is built on a philosophy of citizen and community engagement and when we think at the highest level we [1:29:00] have this vision of co-creating a community of learners where all participate in all belong we base that [1:29:08] on six values that we have here equitable access for all teamwork and [1:29:14] collaboration maximizing our resources high quality customer service always [1:29:19] leveraging data for continuous improvement and partnerships and engagement we currently have 85 [1:29:27] full-time staff and 215 part-time staff that all support the values of our work [1:29:35] next slide this is who we are we truly do serve early learners youth [1:29:42] adolescents adults and the community at large through the programs and services we provide and manage and this wide [1:29:50] array of program opportunities are part of an eight million dollar enterprise that is constantly balancing a mix of [1:29:57] revenue generating non revenue generating and cost neutral programs the [1:30:03] opportunities that we provide reflect the needs and wants of our community and [1:30:09] reflects our staff our students our parents our adult learners the community [1:30:15] at large and our advisory councils and of course you our school board [1:30:24] our journey for the last seven years kind of gives you an idea of how the [1:30:31] outside environment and our school environment can affect reflect both the delivery of our programs and our [1:30:37] financial outcomes next slide oops can [1:30:46] you do the next slide please sorry we changed this it's just a it's nothing different in the presentation [1:30:51] just a just a review of how the slides go but I want to talk a little bit first [1:30:57] about how our revenue streams come in three main pots primarily we have 13 [1:31:02] percent of our revenue comes from community levies we're extremely fortunate in Minnesota to have community [1:31:07] support but six percent of our revenues come in from state and federal aid those [1:31:14] primarily support our restricted funds which are in early learning in our Adult [1:31:19] Basic Education by and large we are supported by fees about 80 percent with [1:31:25] a couple percent in some outside grants being primarily fee based our goal is to [1:31:32] keep a pretty robust fund balance we do this in order to be able to maintain our [1:31:39] programs and services during economic turn down shifts district program [1:31:45] changes and external trends that may impact our program revenues okay back to [1:31:52] the other one please thank you so let's look at our audited budgeted numbers for [1:31:57] 1819 we landed in a healthy place with our revenues exceeding our expenses by [1:32:04] about 192 thousand what's remarkable about that for this year was this was [1:32:09] the first year of our school start time changes and during that year we and community had hired two new program [1:32:16] coordinators so collectively we were building a new team delivering new [1:32:22] programs and it was sort of a blind year so we were pleased to be able to land [1:32:27] the year and a healthy level next slide over 20,000 [1:32:34] community members ranging from infants through adults were served through [1:32:40] community education in 2018 19 for 2019 [1:32:45] 20 we began very creatively as a leadership team we redesigned our pre-k [1:32:51] through adult learning staff to reflect the program changes that have occurred and to better listen and meet the needs [1:32:59] of our community at this point we don't have audited numbers but we are looking [1:33:06] fairly solid as we move into 2021 budget planning this is a very unique [1:33:12] confluence of time for us because you are looking back you're living in the present and you're looking ahead [1:33:18] planning next slide how do we do our [1:33:27] process and how do we determine our budget priorities we begin in September and October meeting as a leadership team [1:33:35] to talk about where we're at and where we want to be we work with our Advisory [1:33:40] Council to talk about our budget what our priorities are and have a dialogue with them and then at this point in the [1:33:47] year we bring our priorities forward to you the school board and then we'll continue to take dialogue and tweak [1:33:53] until we do the final budget in May our [1:33:58] budget priorities are built on three values this year high quality customer service teamwork and collaboration and [1:34:05] maximizing our resources financially the focus areas for us are creating a smooth [1:34:11] transition as community ed moves to the third floor in our first floor entrance [1:34:16] at may add in dorset insert inside door three we want to make sure that we are [1:34:23] creating an environment where our community members and our users feel welcomed and feel excited about the new [1:34:31] improved community center we also have allocated budget dollars we will be [1:34:38] successfully completing we hope three CES employee guidebooks this year we [1:34:45] have one for our coordinator staff one for our supervised and managers and one for our hourly [1:34:50] employees so partnering with HR were in the just beginning stages of that and we [1:34:55] should have those ready to go by July first and then finally we're allocating dollars to identify a partner with us to [1:35:02] create a awareness plan to build with our community and for our community and [1:35:09] to reintroduce our community to the programs and services that we offer so we will be working with outside folks [1:35:16] and our communication department to really renew energy and excitement out [1:35:23] in our community about community yet next I wasn't sure how hard that would [1:35:31] be to read it's a little hard but it is in the board packet as well it gives you a view of 2018 and how it landed where [1:35:38] we're sitting right now in 2014 and what our our projected budget was and then [1:35:44] looking ahead to 2020 and 21 I want to thank our friends in the business office [1:35:50] because this is the year that we have decided that it was time to build our budget from the ground up code by code [1:35:58] because many of as we've discussed many of the programs and services changed and [1:36:03] the staff has changed so rather than relying on let's take a budget and go 3% [1:36:09] up we just stripped it down to the beginning to kind of build up from there I'm going to be honest this is a first [1:36:15] swag at a 2021 in community ad we very often do a budget change in October [1:36:22] because we have more information about how our summer programming has done and how the year has landed but looking [1:36:29] ahead and with the new budget that we've put together as well as the budget tools [1:36:36] through eve finance we're hat we have the ability now to look at real time data and real time expenses and so this [1:36:45] allows us to be nimble with our program adaptations and program choices it also [1:36:51] gives us the ability to partner more robustly with our colleagues internally and [1:36:57] with our community partners so our bottom line for 2021 at this point looks [1:37:03] like it will be healthy with revenue exceeding expenses next slide please [1:37:10] looking ahead what gets us excited programmatically and partnership wise [1:37:17] the redesign of our pre-k foo adult enrichment program has enabled us to [1:37:23] will enable us to expand our pre-k enrichment options which were very delighted to do it also our community [1:37:32] involvement and engagement team has taken a really robust look at our offerings for all of our 6th through [1:37:38] 12th graders and we're excited to partner with many of the staff in our middle school and in our high school to [1:37:45] offer some career life in college ready options as well as a full robust student [1:37:52] of SPARC options we would call them and then we'd also like you to mark 10 10 20 [1:37:58] on your calendars where we will debut our fourth annual TEDx Edina event this [1:38:04] is an event where we engage multiple community partners and volunteers to help plan and execute an event that [1:38:12] serves over 400 of our residents in and in surrounding areas so I'll finish with [1:38:19] the thank you for the continued support of the board for community at the Department of Community AD and I'll be [1:38:27] quiet and see if you have any questions thank you about does the board have any [1:38:33] questions or comments I have one question Val under when I'm looking at this I noticed in the 1920 versus the [1:38:41] projected 2021 that for ECFE it looks [1:38:46] like it's about a hundred thousand dollars less is that due to less easy Fe [1:38:51] programming year over year or what is that that's I wasn't sure if that was [1:38:57] just looking ahead to programming and if it were there gonna be some easy if less ECFE I so tell me where if I'm reading [1:39:04] this correctly in the red it says easy of ikana home visiting mm-hmm is that for our traditional ec fe [1:39:11] classes right yes okay so then I just noticed there was a drop I was curious about that we I have been slowly but [1:39:20] surely expanding some of our pre-k and preschool options for families we still [1:39:25] have a very robust zero to three parent education and then Lea and her team have [1:39:31] been offering parent education in a vet and a really expanded way to families [1:39:39] without being attached to a class so I guess to answer your question there may [1:39:44] be we've also had to do some splitting between non AC Fe and EC and EC Fe [1:39:51] budgets that would account for a little of that couple thoughts I have first off [1:40:00] I'm glad that you pointed out that fees cover 79% of the budget which is exciting that it is largely self funding [1:40:07] the second thing is I've got a question for you on page six the second or last page in the fall of 2020 we will [1:40:14] relocate to the third floor of ECC the move will enable our tenants and nonprofits would you spell it for the [1:40:21] tenants are do we gain revenue from them how does that the dining credit union [1:40:27] lives here in the community center so that will be moved downstairs so it's outward facing to our public we also [1:40:34] host you Dyna give-and-go and the you Dyna IDI fund on the third floor and they will be down there we'll pair them [1:40:40] with our Dyna Resource Center and they do a lot of partnership work together and then our early childhood special our [1:40:47] early childhood preschool screening will be down in the current space that we are [1:40:53] in right now are they revenue neutral a part of the budget yes they are we do get receive [1:41:01] fees from tenants and so they are either a cost benefit to us or revenue neutral [1:41:06] okay I want to compliment you on these documents I thought they're very thorough and answered a lot of questions [1:41:12] that I didn't even know I had so thank you [1:41:17] the and I and I supports you so much in all the readiness programs because [1:41:23] that's just right in alignment with our strategic plan getting your kids ready for kindergarten and then meeting the [1:41:28] families along the way and as a dad who went through EC Fe for six years I gained so much from it so it's such a [1:41:35] valuable service to the community good thank you on anyone else Thank You Val [1:41:44] you are welcome to time in your presentation next up Oh [1:41:51] next up our student support services program and budget with Jeff Jorgensen and thank you to all the community [1:41:57] members and staff members that have stayed to watch this presentation [1:42:03] [Music] welcome Jeff good evening board members [1:42:09] and superintendent Shultz Schwartz was i sorry uh and welcome to special [1:42:18] education parents in the room seek members in the room and a special education teachers and I think our [1:42:25] students now left but I don't know if you noticed I'm kind of an emotional guy I was welling up over there when I saw [1:42:33] the students get up and give the testimony that they did and thank you so much for the fathers and mothers that [1:42:39] testified tonight and came up and talked about our needs in special education so [1:42:44] I thank you all very much for being here tonight i I'm here to give you just an overview [1:42:49] of the special education program in finance and I'd like to start off with a slide because you know when we talk [1:42:55] about mission and we talk about purpose and special education it really boils down to how we're driven by the state [1:43:01] and federal government and I'd like to revisit that because it's the mandate that drives our services and within that [1:43:07] mandate is some pretty compelling information and so back when I DEA was [1:43:13] originally developed back in the 1970s it talked about specially designed instruction at no cost to parents to [1:43:21] meet the unique needs of a child with a disability children receive special education and related services are [1:43:26] entitled to a free an appropriate public education second [1:43:31] to bullets there are this includes opportunities participate in schools of general curriculum I'm going to come back to that because that comes back to [1:43:38] our inclusive nature and then children who receive special education must also have opportunities to take part in [1:43:44] typical school activities that are appropriate to their individual needs that means it's beyond the school day we [1:43:50] need to be taking a look at those opportunities beyond the school day in the classroom environment next slide [1:43:56] please so our special education enrollment is currently at 1118 students and that [1:44:05] changes nearly on a daily basis controlling for early childhood special [1:44:10] education this counts for 12% of the k-12 population right now and that is up [1:44:16] from where we have seen it in the past our greatest growth is being seen in early childhood as can be expected [1:44:22] because we just keep heav'n kids and we keep identifying kids that are in need and that's okay because the earlier we [1:44:28] catch them the better we're also seeing tremendous growth at our elementary levels programmatically we're seeing the [1:44:35] highest increases in speech and language and I talked to the board a little bit about that last Thursday when I presented a site based programming [1:44:42] students that require programming for a good percentage of the day is also growing at at a rate that is hard to [1:44:49] keep up with because it's not only just about teachers it's also about space and about buildings and where can we where [1:44:56] can we house those programs we have stronger trends towards inclusion in our schools and that is an attractive [1:45:03] portion to people that are looking at our district significant resources are devoted towards dysregulated students in [1:45:09] the classroom and that was part of my sel presentation as well or social emotional learning presentation on Thursday and then our mental health [1:45:16] concerns continue to grow at lower and lower levels or early early childhood levels next slide please so this is our [1:45:25] growth trend within udine of public schools and what I'll show you there is that those bars are just in order from [1:45:32] 1617 and the blue all the way over to the green 1920 and 1920s not done yet [1:45:38] and I want to emphasize that is that those numbers are changing I think in the board report that I currently have somewhere around 50 students that [1:45:45] are currently in initial evaluation and we have about an 85 percent hit rate on those evaluations so those numbers are [1:45:52] going to continue to rise and those are happening at all levels middle school high school Elementary's and in early [1:45:58] childhood what you'll notice is that our non-public population has grown tremendously over the past couple of [1:46:05] years and we continue to see that rise that increases on a yearly basis and [1:46:10] that is that is additional staff that we have to hire to service those non-public students that we do gain revenue for but [1:46:16] it's only shared time revenue that we're receiving from this from the parochial schools a South View middle school and [1:46:22] Valley View are increasing from the numbers that initially went down in the ninth grade transitioned up to the high [1:46:29] school but now we're seeing those numbers climb right back up to that pre transition level next year we will [1:46:35] experience the highest level of special education students that we've seen within the last five years counting when [1:46:41] they had the ninth grade in attendance at the middle schools we have a large [1:46:47] fifth grade population of special education students coming through the system right now and they will go to my middle school next year [1:46:53] edina high schools remaining high and then we've also got a concord cornelia [1:46:59] countryside all increasing in their numbers Highlands elementary school is seeing some of the greatest growth and [1:47:05] special education students and I will point them out as having a population of 20% of their students right now are [1:47:11] identified as special education at Highlands elementary school which obviously increases our overall district [1:47:17] percentages next slide please this is Matt could you repeat that last number you say 20% of Alan's elementary [1:47:24] students 20% of the enrolled population Highlands currently is identified with [1:47:30] some form of special education need a good percentage of that is speech and language concerns but then we also do [1:47:36] have the full gamut of disabilities that are in attendance at Highlands elementary school okay thank you okay [1:47:42] so reflecting on the board strategic priorities I actually really loved the five strategic priorities that you that [1:47:49] you landed on because every one of them has deep ruts into our special education concern [1:47:55] next slide please what when we take a look at advancing academics obviously [1:48:01] this is something that is important to special education just as it is for our high academic learners and as we work [1:48:07] through and and we're already addressing some of these issues trying to improve our instructional practices these are [1:48:12] some of the elements that were utilizing right now with Hill wraps on day and then our social-emotional learning strategies we're working to ever improve [1:48:20] our early intervention strategies those strategies that we'll get to students sooner and hopefully keep some students [1:48:26] from needing our services in special education and then we've worked very hard this year on communication and [1:48:31] collaboration Park in parts is driven by the corrective action planning that we [1:48:37] discovered we needed to do from the Department of Education as regular education teachers just said they wanted [1:48:43] to know more about how to serve kids effectively within the classroom and so that's been a great deal of our work [1:48:49] this year has been trying to improve those communication practices this leads to a layering and supports as opposed to [1:48:55] separate and distinct services when we can collaborate effectively next slide please [1:49:01] so what you see here is a triangle and the triangle that the pyramid that we typically look at is straight on and you [1:49:08] see that Green Zone with all students you see the yellow zone with students that are an intervention and then you [1:49:13] see the red zone that is a zone where students are served more on one to one and very specialized training but I [1:49:20] really like this slide so much better and I'll tell you why it is a layering or a stacking of services it's not an [1:49:26] either/or it's not that you're getting everything in the mainstream and/or you're getting intervention or you're [1:49:32] getting special education rather students that are in the highest level of need get more services than other [1:49:38] students do and students in lesser need will get less service but we'll get an [1:49:43] exemplary education experience at the same time so we want to level those [1:49:49] services and in that leveling is where we see the best inclusion efforts taking place next slide please [1:49:57] so this is my this is my favorite and I had to take the time to write this out because Chris Moe quest actually spoke [1:50:04] to this a little bit earlier when he talked about equity and inclusion enhance climate equity and inclusion [1:50:09] this strategic activity a PPS will welcome respects support and value [1:50:15] everyone so students can learn effectively develop deeper understanding of complex issues and become empowered [1:50:21] to contribute to the school and community I wish I could have had the girls come up from the middle school at [1:50:27] this point in the presentation because that's what they spoke to tonight this single priority strategy [1:50:33] encompasses a primary objective of the Special Education Advisory Council and our program as a whole a primary guiding [1:50:42] factor in the delivery of special education services is that they are to be delivered in the least restrictive [1:50:48] environment possible for growth to take place while the individuals with Disabilities Education Act originally [1:50:54] listed consideration of the least restrictive environment as a process requirement it more deeply demonstrates [1:51:02] a hope that one day we will develop effective inclusive practices that allow [1:51:09] all students to thrive next slide please so inclusive models such as Unified [1:51:17] sports aspire program theater for all and multiple practices that are going on [1:51:22] in our elementary schools early childhood inclusion based model our glimpse give us a glimpse into a [1:51:29] possible future across our district a future in which the unified experience [1:51:34] benefits everyone I'm going to take some time here we put together a video with [1:51:40] the assistance of Chris Mach West just to talk about our theater for all programming register for this class and [1:51:53] they didn't know what it was they didn't know it was Unified theater they think it's just a regular theater class [1:51:58] and they want to quit a couple some of [1:52:05] them want to quit the very first day some of them want to quit a couple weeks in but we have never had a student quit [1:52:12] every semester we always have kids that come up to us and they're like yep not for me [1:52:17] dropping the class I but by the end of the class all of the kids say I'm so [1:52:23] glad I didn't quit I learned so much about myself it was the best experience that I ever had almost always those are [1:52:31] the kids that grow the most from it and it is the class that they feel the most [1:52:36] successful in there are the kids that are seeking community that they don't have within the building [1:52:43] they're the students that aren't connected or not connected in different activities they're kids that go to [1:52:48] classes that they don't have friends in the class that they don't have somebody that they sit with that lunch or they [1:52:53] have students that they set with that lunch that are also not in this school that you know they're kids that don't come to school on a regular basis they [1:53:00] um those are Phil's are the kids that you're just like I can keep you know it's amazing that you stuck it out and [1:53:07] then now you found a purpose and now you're coming to school when that wasn't something you are doing on a regular [1:53:13] basis and you really want to be here but they you know they're kids that that's [1:53:18] what they need they need a reason to come to school they need something that they're successful at that they feel [1:53:24] proud in and you know and then we they're the kids that go off and they're you know after school that they're like [1:53:30] yep I get my change my mind I'm going to be a special ed teacher or you know now I'm looking for you know I'm going to be [1:53:36] a PCA they find they find purpose in they never thought that they would do so [1:53:43] and the number of students that we have that graduate from high school that have [1:53:48] gone through our unified programming that go into going to college and go into at-home post-secondary things that [1:53:56] are related to special education that our numbers are crazy especially considering that overall those numbers [1:54:03] are decreasing nationally our numbers increase substantially our guiding [1:54:11] principle is that we're showcasing abilities that we're not putting disabilities on display we're showcasing [1:54:17] abilities and I think that guiding that guides every choice that Lisa and I make [1:54:23] when we're deciding on casting when we're deciding what set pieces should we use and we talk to the partners about [1:54:30] that as well as students who are partners you need to find out what your partner can do we're not focused on what [1:54:36] they can't do what can they do and let's focus on that so that really that guys [1:54:41] everything because the arts are transformative and kids every every [1:54:49] human being deserves the opportunity to be in the arts because that's what the arts are the arts are finding your voice [1:54:56] and expressing yourself and by voice I don't necessarily mean volka voice [1:55:01] because we have lots of students who are non-verbal but how do you communicate what is your communicative voice and [1:55:07] just watching the the interaction between the students together the [1:55:14] partners working together it just it's so phenomenal to see young people let [1:55:23] themselves be that vulnerable and let themselves be that human with [1:55:29] each other it's remarkable it really it really is to see how compassionate they are with [1:55:38] each other and then also to see students who have never been given an opportunity [1:55:43] to let their voices be heard and to tell their own story and to participate in [1:55:50] any artistic endeavor to see their eyes light up to see their faces shine is [1:55:55] phenomenal and then the that that first night of the first performance that we did to see the parents response and as a [1:56:04] parent myself it just it filled me with joy but sorrow because I thought I've [1:56:10] had all these opportunities to see my child shine in front of other people and I [1:56:17] just thought these parents who have never been able to see their child in [1:56:22] that light and it was really remarkable to to have parents come up to me and say I didn't I didn't know my daughter could [1:56:28] do that I didn't know my son could do that [1:56:51] I can talk about me to me because tell me [1:57:20] No [Applause] [1:57:30] [Music] police take a chance [1:57:36] [Music] the thing I love the thing it was very impactful for her because it not only [1:57:43] helped her build her theater skills and how do you deal with a partner that needs you maybe a little bit more than [1:57:49] then another gen ed student would it also made her think beyond herself about what theatre means to people and and how [1:57:57] far people can actually go the thing that was really impactful for me as a parent is that my daughter's lived [1:58:04] without a doubt a very privileged life and to watch her lend her skills her [1:58:12] skills as an actor her skills as a leader her skills as a caring person to [1:58:19] this group who'd been completely shut out of anything that she'd experienced in the last 15 years was a really [1:58:27] beautiful thing I really really don't think this experience for them they get to experience what it is like to be [1:58:32] unified that you know what I mean that you are working with students with disabilities and students without [1:58:38] disabilities and what it is to be unified and then they get to carry that forward they get to you know go on into [1:58:45] college and pull from that knowledge base get to go out and be productive adults and know that this class taught [1:58:53] them that unified is not just a theater class but it's how you should live your life like you should look at it that [1:58:59] it's an a you know that we should be inclusive and that being unified is a [1:59:04] way of life and I really think that it makes them better people better human beings and that they can share that with [1:59:11] other people out in the future and we think that's what they learned the most about this is that they could be [1:59:18] unified in that that's a way of life you underestimate what these kids are [1:59:23] capable of anything the adults are capable of and then what they want to aspire to just because they aren't vocal [1:59:28] about it doesn't mean they don't want to get up and right I think those kids all of them the gen ed students special ed [1:59:34] students come out with a greater understanding of the craft and more [1:59:39] confidence in themselves and probably more awareness of just kindness being [1:59:46] how to exist in a community where not everyone comes to the same level of [1:59:52] privilege that you do I think that the whole Unified is a movement that is [1:59:58] really starting to take off so this program embodies what that looks like you know that like I said it's unified [2:00:04] across the spectrum it's theater kids not theater kids kids with disabilities kids without disabilities and what I [2:00:11] think this program shows that unified is where we're going and that that anybody [2:00:19] can do it and that it is so positive in a school and it's so great to see that [2:00:24] in theater and outside of theater that these kids are genuinely friends and they genuinely care about each other and [2:00:30] it gives them the opportunity where before there wasn't an opportunity like how do you get involved in these [2:00:36] programs and and this program really does allow kids to come have a safe [2:00:41] space and to really feel like they're a part of something big thanks again to [2:00:50] Chris Mach was to put that together and organized those those interviews and and [2:00:56] I will point out that the young lady's singing in the in the video clip is a [2:01:02] lemo quests and and Chris was one of those parents that had no idea his [2:01:07] daughter had that kind of voice and it was dark in the theater but I I'm pretty [2:01:12] sure I saw tears hitting the floor but that being said I also want to point out [2:01:19] the song that she was singing I don't know if you heard the lyrics but the lyrics were very impactful if you think [2:01:25] about this theatre for all and one of the one of the phrases in there for the first time in forever at least I [2:01:32] got a chance heads over kids deserve a [2:01:38] chance our next strategic objective was the foster the positive learning [2:01:44] environments and whole student learning and special education as student support services taking the lead on this what [2:01:50] with our SEL programming with tier 1 tier 2 tier 3 types of interventions [2:01:55] going on where we're still early in those stages for tier 1 but we're very hopeful that we're gonna get some really great if I get to get some great [2:02:03] information out of that and be able to move forward on that next year next slide please developing leadership throughout the [2:02:11] schools we're already seeing some of the leadership that is taking place at our schools especially at the student level [2:02:16] when we give people opportunities to interact with one another we all grow [2:02:21] special education students taking the leadership roles it is regular education students taking leadership roles and [2:02:29] stepping out of their where they're at we're also working continuing to work with our building administration and [2:02:35] trying to allow our special education teachers who are the true brilliance in [2:02:41] this model to be celebrated to demonstrate their brilliance and everything that they do by sharing out [2:02:47] their insights and what we're seeing this year with the communication practices that is our special education [2:02:53] teachers are able to communicate more with our regular education teachers a true level of respect has been has risen [2:02:59] within a regular education population to see what our staff do what they know and what we can accomplish together next [2:03:06] slide please so engaging parents schools and community this is where I will do the [2:03:12] biggest shout-out ever the Student Support Services Department maintains an outstanding relationship with our [2:03:18] special education advisory council when I came into this district of six years [2:03:23] back now it was almost dead but thanks to sue Sullivan back here and a few [2:03:29] other it's true people that were true believers and getting that accomplished we now have representation every single [2:03:36] one of our sites as a matter of fact we have people competing for sites to sit in on that advisory it is an active advisory and we have a [2:03:43] great relationship with them and they are the ones that organized everything that took place beforehand here tonight [2:03:50] so thank you all very much I see MEMS telezart is our chair sitting [2:03:56] right back there next slide please special education finance this is this [2:04:01] is the tougher part of the conversation when we talk about special education finance we talk about how special [2:04:07] education is funded by the braiding of specific resources we get state funding which amounts to about sixty two percent [2:04:14] of the total cost of special education expenditures but with that we've had a cap on yearly growth of 4% and then [2:04:21] we've had to experience some budget cuts over the past four years that really brought us back down to more of a [2:04:26] maintenance of effort federal special education aid his is only about ten [2:04:32] percent if the Hat of our total cost it's actually a lot less I think than ten percent in our district and that's a [2:04:38] diminishing funding source even though our child count is going up and we should see an increase the amount of federal funds were not seen at some the [2:04:45] current administration we also have tuition billing which is students coming in from the outside and they're bringing [2:04:51] in funding with them when they come with but currently as a part of state special [2:04:56] education it is currently part of the state special education growth factor or growth cap and so it does make any [2:05:03] difference how many students were coming in it would still be capped at a four percent growth rate per year I know our [2:05:10] current governor is is working on that so the last part is the general education cross-subsidy aid and that is [2:05:16] where the district comes in to provide the remainder of the unreimbursed portion of the provision of special [2:05:23] education services and our AG our last numbers is sits between seven or eight million dollars is what our [2:05:29] cross-subsidy is in special education so that's the unfunded cost of special education services next slide please [2:05:36] this is just an example of the funding gap I love this this slide because it [2:05:41] really does show that what we're what we struggle with when we try to fund special education services and the [2:05:47] federal government has fallen way short in their application they were supposed to close that gap they were supposed to [2:05:53] pay for up to 40 the total cost of special education never even come close as a matter of [2:05:58] fact the highest point they reach was back in about 2010 where they reached a high of sixteen point six percent of the [2:06:06] total cost of special education as you can see what we're projecting for 2021 is about sixty three point four percent [2:06:12] so the state is increase in our costs a little bit in terms of the reimbursement but it still does not keep up with our [2:06:19] inflationary factors the federal is barely worth mentioning down at the bottom and then that black line up at [2:06:24] the top with black dotted line up at the top is is the the amount that we're getting for full reimbursement so the [2:06:30] remainder of our costs is all on our cross subsidy next slide please now [2:06:37] there there is some hope on the horizon and the hope on the horizon here is is that the the Senate the house and the [2:06:44] governor came together they did some good work in the educational finance bill they've flowed out some cross [2:06:50] subsidy aid to us to cap our cross subsidy at the current level from last year and that that aid will assist us in [2:06:56] getting through the current year is is then we move into the next year I believe there's still cross subsidy aid [2:07:02] next year John yeah so next year's also across subsidy age which again will keep [2:07:07] us at a cap and then the third year they're removing the cap from special education growth which is a big success [2:07:14] story so as we're growing now we're gonna be able to see more revenue coming in because they won't cap us at a [2:07:20] certain amount so that is that is really great next slide please and then we've got open enrollment open [2:07:28] enrollment is something that I do like to talk about in a very positive sense 22 percent of our total k12 special [2:07:35] education enrollment is currently open and rolled to us and that's in comparison to our district wide open [2:07:43] enrollment rate of sixteen point six percent when counting all students regardless of a special education status [2:07:48] the reason that this is important is is that it's demonstrating that not only are we getting students into us with [2:07:55] that 22 percent that are taking a look on the outside and saying edina has something special going on but [2:08:01] we're also keeping our special education students as they'll show here in just a minute with with just our trends in open enrollment [2:08:07] and what that's meaning for our tuition deficit that we've had in our district for a very long time period I shout out [2:08:14] to the aspire program I just receive a call on them today from the from Connecticut where someone was reading an [2:08:20] article about the aspire program at South View and they said we'd like to talk to somebody that created that [2:08:26] program because you're doing something right and it's not infrequent that I get [2:08:32] those kind of calls on our special education programming when these these programs are getting the national [2:08:38] attention that they so deserve next slide please so here's our opportunities with open [2:08:45] enrollments and I do I do want to say opportunities but also challenges that come with them we get an increased ADM [2:08:50] average daily membership here is our trend that we're seeing in our decreasing tuition deficit and tuition [2:08:57] deficit is just taking the amount of students that are coming into the program versus the amount of students that are going outside of the system and [2:09:04] then calculating the cost of that service now edina has traditionally had a tuition [2:09:10] deficit that has been very large and this is about round tuition billing deficit now for special education and [2:09:16] actually if I went back even further than that it actually started off I believe in fiscal year 16 or fiscal year [2:09:23] 16 at 1.3 million dollars is the tuition deficit and as you can see a steady [2:09:29] trend downward so that means our special education families are choosing to stay with us but it also means that students [2:09:35] are coming in to us from the metropolitan area around us which is which is good news for us and keeping [2:09:42] our ADM and keeping those dollars flowing now that the cap will be released because all that will be [2:09:47] dollars that will come back into us as a district it demonstrates confidence and special education program the biggest [2:09:53] challenge with this or things that we experienced and trying to plan for next year because planning for next year [2:09:59] becomes very difficult with open enrollment because we're not always sure of the enrollment status of the student [2:10:04] or whether or not they're identified as special needs and some of our students may have significant special needs and we will move to to meet those needs [2:10:11] coming in but some of those needs are very hard to plan for unless we are really understanding the needs of [2:10:17] student way ahead of time for an example this year we had to create a whole nother program at Creek Valley [2:10:23] Elementary School because uh because we had students that were either late to enroll to the district just moved in or [2:10:29] moved into the district from an open enrollment clause and as a result of that those are students that need [2:10:34] services all day long and it's not just adding a teacher that's adding speech time that's adding occupational therapy [2:10:40] time adaptive fayed time so those are hard things to do but it did check with [2:10:46] our neighboring districts just to see whether or not they're experiencing the same kind of mobility same kind of [2:10:52] movement same kind of increases in child count all of them are expressing a slight increase in child count a few of [2:10:58] the schools very few of the schools were identifying a large number of students that are open and rolling and so most of [2:11:06] them are experiencing those increases in their special education population through identification of new students [2:11:11] and they are seeing the same trend which is more and more speech and language students and more SLD students or speech [2:11:17] are specific learning disability students that is once again on the rise so next slide please [2:11:24] so programmatically we ask the board to remain engaged in our efforts to serve [2:11:30] our special education students thoughtfully responsibly and effectively fiscally we're gonna ask the board to be [2:11:37] understanding ever-growing special education population and the need for expanding services to meet those needs [2:11:44] one of the things that's you know John John talked me about setting up you know some additional dollars for special [2:11:50] education this year and I said that's it's really a hard thing to gauge John in terms of what it is we're going to need because my budget and the year can [2:11:57] vacillate four to five hundred thousand dollars in relationship to who enrolls with us in the fall and so I just ask [2:12:05] for that that understanding that we are compelled to serve and that's that the [2:12:11] vast majority of students that are coming into us wid through open enrollment bring with them the revenue [2:12:16] of other districts and the district's pay for a substantial portion of the excess costs of special education if [2:12:22] that goes there so we will build better programming through the open enrollment process for our students last slide [2:12:29] please so here's we're inviting the board to [2:12:34] hold us accountable we want you to hold special education accountable as we work towards better practices as we work [2:12:41] towards expanding effective inclusion practices for our students as we work towards improving collaboration with our [2:12:48] educational partners across the district as we work on implementing evidence-based high-impact instructional [2:12:54] strategies for all of our students as we work on improving our efficiency and workflow to maximize student service [2:13:02] time but as you hold us accountable we also at ask you to hold us up just as we [2:13:08] hold our students up as we try new things and sometimes fail as we take [2:13:14] risks and sometimes fall as we persevere in the face of adversity to meet the [2:13:19] needs of those we serve I thank you all for just being willing to engage in the [2:13:26] conversation and I know the parents of this district are very fortunate to have you on as board members thank you very [2:13:32] much thank you Jeff thank you for coming and presenting that and creating the [2:13:38] video thank you Chris for doing that do you guys have any questions for Jim I am [2:13:47] I quick wanted to just thank the special [2:13:53] education parents that came here tonight and spoke I've been a part of the seek [2:13:59] for I think two years now and it's been brought up how can we elevate special [2:14:06] education needs and a lot of times has been brought up that the energy it takes [2:14:12] to raise a child sorry special needs is all encompassing and [2:14:18] it's all I can not buy about all you can do to raise that child and to take the [2:14:26] extra energy to come and advocate for that child is a lot more sometimes than [2:14:31] you can do so I just wanted to thank you for coming tonight it really means a lot [2:14:37] and I just wanted to [2:14:43] say that it's incumbent upon us as board members to do our due diligence that we [2:14:48] understand the needs of special education students so you don't feel like you have to come here to advocate [2:14:55] for your students and I just wanted to acknowledge that and acknowledge you for [2:15:01] coming and before you leave Jeff it's a [2:15:07] little bit out of protocol but we got an email about you that I would like to [2:15:13] read to you while you're on the spot in the middle of the board room dear eps [2:15:21] school board it is long overdue but we wanted to recognize Jeff Jorgensen and his leadership of the special services [2:15:28] department at Edina public schools when Jeff arrives arrived special services at [2:15:33] the district had largely been focused on the mechanics of special education reporting requirements paperwork and due [2:15:41] process all of those things are necessary but Jeff helped shift the folk that focused where it belongs to our [2:15:47] kids he has made sure that everything starts with and is focused on what is best for students what Kenny Dinah [2:15:55] public schools do to help these students learn and grow to reach their fullest potential since he arrived at EPS he has [2:16:02] been a tireless advocate for these amazing kids for their parents and for the vital special education staff [2:16:08] members and incredible dedicated teachers across her district when budget cuts had to be made Jeff made some very [2:16:15] difficult decisions and took pains to keep those cuts as far away from students and parents as possible even [2:16:22] though it increased his personal workload and responsibilities his goal was to minimize to the best of his [2:16:27] ability the impact those reductions would have on the daily lives of students and parents the programs for [2:16:34] special education students that have been developed encouraged highlight highlighted and grown over the past few [2:16:41] years have been amazing all across our district truly unified educational [2:16:46] programming is taking hold across all levels in areas from early childhood all the way through the high school we have [2:16:53] a fantastic growing relationship with special mix any dinah staff created programs like peer insights theater for all and [2:17:00] artwork Studios are serving as models for other schools across our state and across the nation Jeff and his team have [2:17:07] been open and receptive to parents feedback he understands our message of inclusion and believes strongly and [2:17:13] access to an education that meets the needs of the individual we so appreciate and want to recognize [2:17:19] Jeff for everything he and his entire team across our district do to support us Jeff and the special services [2:17:26] department are the advocates the champions the fighters the supporters the encourages who help make our lives [2:17:32] easier and better by making things easier and better for our kids and their education they help our students learn [2:17:38] grow thrive and strive to reach their fullest potential Edina public schools so on behalf of all of us unseat thank [2:17:46] you it's not enough and it is long overdue but please know that we truly appreciate you with deep admiration [2:17:53] appreciation members of the Special Education Advisory Council Edina public [2:17:58] schools [2:18:05] I will say this is about our teachers [2:18:14] and the work that they do and it's about the families that we are willing to work [2:18:19] with us I have never been so blessed as to work with such a wonderful group of [2:18:25] parents in this district is I have been any dining Public Schools and I am blessed to work with the teachers that [2:18:32] we have that bring their brilliance to us every single day thank you thank you [2:18:38] Jeff okay finally up for discussion is the [2:18:46] policy review led by Owen Michelson the chair of the policy committee Thank You [2:18:51] Erica and that is a hard act to follow and Jeff and use special ed teachers and [2:19:01] parents thank you very much for coming very meaningful and very touching for all of us and I think we're so behind [2:19:08] you our policy is prosaic but necessary [2:19:15] to talk about and since I've become the policy chair I wanted to give a brief [2:19:22] policy 101 to the community because I was mystified by it when I first became [2:19:27] aware of the school board and that is as a school board we are governed by state [2:19:33] statute and it is spare but explicit and one of the areas that is outlined that [2:19:40] we are to cover is set and manage the policy of the district and to that end [2:19:48] we have one of our four standing committees being the policy committee and it is our charge to review four sets [2:19:56] of policies every month and those policies are those that may be affected [2:20:03] by the strategic plan which may be coming to us now if any one of the seven [2:20:08] of us choose to bring a policy up before the committee if we [2:20:16] oh I forgot to say this set third thing if we we have an annual review of about [2:20:24] a dozen policies that are mandated to us by the state that we have to go through every single year and then we also as a [2:20:32] body have elected to go through all of our policies and review them every three [2:20:39] four years and the policies are grouped into nine different series we have 171 [2:20:47] series thank you for looking that up for me Sarah today 171 policies and they're [2:20:53] grouped in nine series I'll just quickly give the community an overview of what [2:20:59] they are the school district that's the 100 series the 200 series is the school board 300 is the administration 400 is [2:21:06] personnel 500 is students 600 is educational programs 700 is non [2:21:13] instructional operations and business services 800 is bill it buildings and sites and 900 is Community Relations all [2:21:21] of these are searchable on the web on our website very good search engine and [2:21:27] it is our Commission this year to go through the 500 and the 600 series the student and educational program series [2:21:34] and I am doing this in partnership of [2:21:39] Brian vas and Brian did us a big favor [2:21:45] by looking at these 500 600 series that [2:21:50] we need to evaluate this year and compared them against our model language [2:21:57] that sort of our plumb line and it's MSP a the Minnesota School Boards Association and he looked to see if [2:22:04] there any language changes and if there are no language changes then we're doing something new this year on the board and [2:22:10] that is we're putting those on to our consent agreement on the board on our [2:22:15] agenda so that's different from last year some people have noticed that and what we on policy do is we're committed [2:22:22] to reading those and we have any objection to it then we'll take it out of our consent agenda and talk about it [2:22:27] so Brian has saved us quite a bit of time by doing that and that's why we had a deviation will [2:22:32] this this board meeting will continue to do that that's part of the reason I wanted to talk a little bit about what [2:22:39] the what the board is about and what the policy committee is about and it so [2:22:45] happens that today we have two policies up for discussion and what we do is we [2:22:50] have this policies on discussion one month in the following month we'll vote [2:22:56] on them and so the two policies for discussion today our our policy 536 and [2:23:05] policy 628 536 is dealing with [2:23:11] communicable diseases and the recommendation from our school nurse is [2:23:20] to actually rescind this because it is unnecessary because we already have that [2:23:27] in policy and state statute in another way governs this so I can open this up [2:23:33] for discussion then and then we can move on to our next policy I think the only [2:23:42] comment I support the recommendation of our professionals and that it's [2:23:48] unnecessary of the policy that were dictated by the state and that it's [2:23:54] unnecessary to have this yeah the only thing I would add I believe the policy [2:24:00] that were sending that was put in place in like 2012 was the last time it was reviewed just to give some perspective it's been seven years so yes I agree [2:24:08] with the recommendation okay so I move forward that way then the next policy is [2:24:16] policy 628 this is the exceptional athlete policy this was brought to our [2:24:22] attention by a concerned parent who presented to us I think it was in [2:24:27] September and was concerned that his son was being passed over for play on the [2:24:33] varsity soccer team we took this very seriously and brought it before the policy committee three [2:24:38] times and just last week we invited Troy Stein the athletic director [2:24:44] of EHS to come and address us and talk about it and try are you ready to talk [2:24:50] at all he's way back and thank you we'd [2:24:57] appreciate your insight into this good [2:25:07] evening board chair Alan Berg superintendent Schultz how can I help you with so there's no recommendation [2:25:14] change outside of some slight language in the appendix which I think we talked about it the policy level would be would [2:25:21] be good but how can I help answer any questions so in in essence you are [2:25:26] recommending that in substance we continue on with what we've been doing [2:25:31] and in the concern was that there were [2:25:36] athletes who were being passed over and they had been playing in this instance [2:25:42] soccer for years and then come the junior year of this athlete he was a [2:25:48] pretty good player but he was displaced by an 8th grader or ninth grader and [2:25:53] what you said in the policy committee was that there really is no displacement [2:25:59] that all athletes will still be retained on the team but we still have room for [2:26:05] the exceptional eighth or ninth grade athlete and so could you elaborate on [2:26:12] your hat so I'll go back to my the start [2:26:19] of the policy change so in the 2015-16 school year the policy long standing up [2:26:27] to that point had been that in order to be considered exceptional you had to make the varsity level and be a [2:26:34] significant contributor one of the challenges that coaches faced and the [2:26:39] student athlete faced was that's a that's a big big leap from a 7th and 8th [2:26:44] grader who is exceptional at that level and make that adjustment both socially [2:26:50] emotionally and then it physically as well so at the time we had some coaches that [2:26:55] make it made a recommendation they wanted that transition to be a little smoother in which they called a an [2:27:01] exceptional athlete could jump to the high school level so the B Squad JV or varsity level and then the thought [2:27:08] process was this student athlete would be at the varsity level by the end of that year or the next year obviously no [2:27:16] guarantees also in the policy we talked about having the ability for the [2:27:21] athletic director and the coach to determine which programs would fit under [2:27:27] that classification of exceptional so for example some of our programs we [2:27:33] state right from the beginning in order to be an exceptional athlete you have to make the jump to the varsity level for [2:27:40] example boys hockey we we won't bring any 7th or 8th grader and put them on a [2:27:46] JV team they would have to be exceptional and make that jump that allows us a little flexibility so the [2:27:53] other component is that seventh and eighth graders are not displacing anybody that is cut they are in addition [2:28:00] to that roster and whatever our coaching staff deems is that appropriate roster [2:28:06] size for that year they're going to make the appropriate cuts and then if they feel that seventh or eighth grader is [2:28:12] exceptional they would be added and an additional student-athlete on that team [2:28:17] so since the since specifically we talked about the boys soccer program and [2:28:24] some of those specific ones we've made the adjustment and this is why I think the policy is really good right now is [2:28:31] we've made the adjustments on our end and looked at boy soccer and said in order to be exceptional you have to make [2:28:38] that varsity team so we've we've cut back on that ability for a soccer athlete to make the jump to the [2:28:44] sophomore team and play on that sophomore team of the JV team and play on the JV team and I think it's [2:28:49] appropriate due to the number of cuts that we've been making in boy soccer and I understand how the public and the [2:28:56] parents can feel like that people are getting cut and then we're bringing up eighth graders and so viewing the number [2:29:04] of cuts we made that the termination this last fall that we would adjust that specifically to boy soccer [2:29:11] we've reviewed this policy with our coaches Council they are in full support [2:29:16] we also reviewed it with our Student Activities Advisory Council sack and they are in full support of the current [2:29:23] policy as well and we did make I talked about some slight language adjustments with the appendix and I think that's in [2:29:32] your in your notes and one of you I don't remember who had a highlight what [2:29:37] is the for learning and so we did make some adjustments and said that the athlete being moved to the high school [2:29:43] level must fit the criteria of an accelerated track for skill development [2:29:48] due to the lack of opportunity that he may have at the seventh and eighth grade [2:29:54] level and again fully anticipating that he'd be a varsity contributor in that first or second year so I'll open it up [2:30:02] for any other questions the only comment I want to make is we had a fairly robust [2:30:08] discussion around the definition of an exceptional athlete which is how we got this language which i think is an [2:30:15] improvement because even amongst the three of us in the pulse Policy Committee we had completely different [2:30:21] interpretation of what exceptional athlete would mean so I appreciate the [2:30:26] language that you brought to clarify what exceptional athlete means and it's really an athlete student athlete that's [2:30:33] outgrown what the opportunity that they have at the seventh or eighth grade level from a skill development [2:30:40] perspective yes similar to the classroom we want to try try and find the best learning [2:30:45] experience for them and we think this this is a good win for both the student [2:30:51] athlete and and their their their development in the program can I ask a [2:30:58] quick question so are there any sports that have a cap on rostering did they [2:31:07] are there any exist from an outside conference or whatever are there any sports now that would have the [2:31:13] capability of having an exceptional athlete put on but our cap at the number of kids we can actually [2:31:19] have on a roster so the only cap we have is when it comes to section tournament play and we have a roster cap that's [2:31:27] able to participate in that varsity competition so for example it might be [2:31:34] 22 for basketball right so we would have to follow that and each sport has that [2:31:41] that set amount but it doesn't mean that we can't take on more and have them be a part of our program than the regular [2:31:47] season I just wanted to say thank you [2:31:54] for looking at the boy soccer specifically and really looking at the [2:32:00] implementation in the management piece of that and how the policy impact set so I I think that is you've shown a great [2:32:08] effort in doing that and with the coaching too and so I wanted to applaud you for that I have a quick question so [2:32:13] if an exceptional athlete comes up and plays varsity as a seventh grader are they only allowed to get a varsity [2:32:19] letter for four years so do you mean like if eighth grade or pops up to [2:32:24] varsity as of eighth grader no but how many years can he compete at the varsity [2:32:29] level and get letters so each of our programs determine what their lettering policy is okay so depending on that [2:32:36] program it's possible they could letter and in each grade that they're up so they could light over five years it's [2:32:43] possible it's possible yeah I didn't know if it was against any Minnesota high school league girls are no one saw [2:32:49] that okay thanks yep okay my only comment for the additional language here [2:32:56] is I would use the general neutral instead of him/her as soon as I thought [2:33:02] that read it yeah Avery thank you [2:33:09] are there any comments did you get the comment about changing it to gender-neutral yes okay are there any [2:33:16] other come did you have a comment Owen on this yeah I did I can go with [2:33:22] the language as it is and with the assurance it's that you've had Troy for [2:33:28] not displacing athletes because it was fairly touching for me to think about that and hear that because my concern [2:33:35] was that one of the issues is that we're breaking up cohorts of players that [2:33:41] played with each other since elementary school and then through middle school and all of a sudden we have an [2:33:47] exceptional athlete who could be a leader and often times is and that cohort is missing that individual the [2:33:55] other is I've sometimes wondered how necessary it is for an exceptional athlete to go up and if they're really [2:34:01] losing that much of an opportunity and I've known an exceptional athlete who [2:34:08] just started running varsity in tenth grade and then went on to win the Big Ten 1500 meter and wasn't held back by [2:34:15] that and so it raised questions for me about being excessively competitive and [2:34:22] I think you addressed that and I guess I want the community to know that we talked about that and we take this [2:34:28] earnestly because sports are for the entire student from the entire student body and it's not exclusionary to talk [2:34:37] about exclusionary inclusionary that we are trying to be a big tent for all [2:34:43] sorts of students and we do exceptionally well winning eight state [2:34:48] championships last year what three already so I think we owe it to the [2:34:54] community to take an issue like that earnestly and I think we have so with [2:35:01] that than Eric I can just modify the language and we can move forward with the vote or with the vote next week next [2:35:08] month thank you I appreciate you bringing that up but one so and I appreciate your being here Troy [2:35:14] I think that concludes our policy discussion thank you thank you both that [2:35:21] concludes our discussion portion of our agenda tonight we're going to move on to the action portion and we have four [2:35:27] items tonight up for action starting with the Dyna Community Center renovation bid do I have a motion to [2:35:34] approve the but oops the Dyna Community Center renovation bid so moved [2:35:39] is there a second second John to you're up on this topic yeah I'll just speak [2:35:46] very quickly on this if the board recalls we did reject the fire suppression bids a couple of board [2:35:51] meetings ago so we did conduct the bid on January 16th the letter is written by [2:35:56] Kraus Anderson on January 17th the bid was acceptable this time around so I [2:36:02] would recommend that the board approve it and it was is is within budget on the ECC project that we're doing your board [2:36:10] members have questions no will now vote by roll call to approve the Aegina [2:36:16] Community Center renovation bid aye all right hi-hi-hi all right the [2:36:30] identity Edina Community Center renovation bid is approved next up are [2:36:35] the strategic plan directions do I have a motion to approve the strategic plan directions so moved second great John [2:36:43] are you leading us on this topic well I know that you are we glad to so [2:36:52] the board over the last few months have solidified five strategic directions [2:37:00] mission and vision statement as well as clarified values the administration is [2:37:06] beginning its thinking around the implementation so this is really the the [2:37:12] board's approval of the direction that were were taking the implementation plan and I would say the community there was [2:37:18] more to come we'll continue to add to the plan as the as time rolls on I just wanted to add in [2:37:26] a couple of things for the community if tonight's document is approved our administration will continue to draft [2:37:33] their action steps and metrics for the final strategic plan for next steps the [2:37:39] community just so you guys know there will be a board work session on March 2nd where the board is going to discuss [2:37:46] the process of prioritizing implementation steps another board work session on March 9th or the board is [2:37:52] going to review proposed implementation steps from the district in an April 13th work session where the board will review [2:37:59] and discuss refined implementation steps and metrics the board and administration [2:38:04] are both targeting late-spring for approval of a final strategic plan for the district and I also wanted to [2:38:10] mention a final note that once the strategic direction document is approved [2:38:16] there could be some minor semantic changes to it due to a standard editing processes now I'll open up to there [2:38:24] civil war for any comments or questions that you have or would like to make before we vote on this I had a question [2:38:33] for John because we at our last work session when we were redrafting the [2:38:40] mission statement and the vision statement we were gonna get some feedback and I was just wondering what [2:38:47] you had heard about our mission this is and and just to say this is the first [2:38:54] time that I've seen it actually typed up the the latest version of the mission [2:39:00] and vision so I had a few Lee team members look look it over and we're [2:39:06] presenting what what's what's in front of you okay [2:39:14] it's is it possible for us to pass the the rest of the document and get some [2:39:23] additional feedback on the mission and vision feedback from whom either that [2:39:31] both the district lead team maybe our [2:39:36] district leaders PTO leaders or the just what I'd like to do is these are really [2:39:44] strikingly different statements than what the community saw when they when we [2:39:51] sent it out for feedback so I was just wondering if we could just get some more feedback on him it would just be [2:40:00] separating those statements from the rest of the strategy so that the district can continue on with the [2:40:06] strategies but since I think that the that the mission and vision are really [2:40:11] critical elements and because they have changed so much I just want to make sure [2:40:17] that it resonates with the rest of the community I'm not opposed to putting it in front [2:40:23] of some people in an informal way I don't think that doing any sort of formal surveys or anything at this point [2:40:29] are a great idea I don't necessarily think that we need to take it out of the document and approve them separately [2:40:36] because I think that since these are strategic directions to give to the [2:40:42] administration to work on implementation steps I think that we can still get [2:40:47] informal feedback and if we need to make semantic changes to the mission and vision we can do that at this at the [2:40:54] same time I don't think that precludes us from approving this document that in [2:41:00] my opinion just once we get the implementation steps and metrics then [2:41:05] we're going to have a full strategic plan that will come back for approval correct right and so somewhere in those [2:41:12] stages if there is a change we want to make to anything in the document then I particularly I should say at the mission [2:41:18] of the vision for semantics we could do it at that point which I think they need some work anyway because I think I think [2:41:26] that from when we finished our work session Thursday to when this went public Friday there wasn't a ton of time [2:41:33] to even refine so I think that they needed some work anyway [2:41:38] I so I'm not I'm I think there will be some refinement to those two statements [2:41:44] I just don't necessarily think that if we take it out of the document right now then we're going to have to bring it [2:41:50] next month for approval I don't think it necessarily gains us anything from a process perspective if knowing that it's [2:41:57] going to need to be refined some I was just clarifying then I mean this is my [2:42:04] reaction to the the two statements it would be nice to have the community be [2:42:10] aware of what the process will be so that they can either they can understand [2:42:18] where we're coming from with these and if there's going when we say semantic changes I just want to be pretty clear [2:42:24] on what what we're talking about and and discuss it with the rest of the board I'm glad that you you agree that they [2:42:31] need to be looked at again and so and I [2:42:37] don't I don't particularly care if they're not if they don't get pulled out but as long as the process takes place [2:42:45] that we can relocate these two I would really appreciate it well I just want to [2:42:52] clarify when I say look at them I don't mean that we need to re I think that [2:43:00] what we agreed to as a board was and my understanding at the work session we [2:43:05] agreed to as a board to meld the two the [2:43:10] some thoughts from what Julie had proposed and some thoughts from what we had before and so what we came up with I [2:43:18] don't think from a grammatical perspective is necessarily the best thing from a grammatical perspective but [2:43:26] the the thoughts and the main ideas I don't [2:43:32] necessary engineering those thoughts because I think we keep engineering and [2:43:37] re-engineering and re-engineering and we never get to a point where we are like okay this is what our mission statement [2:43:44] is going to be now we need to actually edit it from a grammatical perspective so my concern is if we keep going back [2:43:50] and reengineering the main thoughts behind the mission statement we're actually never going to get to a final [2:43:55] mission statement so I think that that's assert some point as a board we're going [2:44:02] to have to say these are the thoughts we want in the mission statement and I was hoping we were there but maybe I'm wrong [2:44:08] and so I think if we're going to reopen up the process of the mission and vision statement then that is a different [2:44:17] process than what I'm talking about which is McCann if they're mechanics that we need to change in the mission [2:44:22] and vision that's different to me yeah favoring up the discussion again on [2:44:27] mission vision other than clarifying grammar issues or clarifying a point in [2:44:34] it but not to reopen it I mean we've been through this for months right and I [2:44:39] completely agree I I realized that we've been going through this for months and I'm actually looking [2:44:45] forward to but looking forward to finishing this I think we're very close [2:44:51] I think that these are are very close to being done but I would like to make sure [2:44:57] that we also get feedback from other other people so in that process besides [2:45:04] just a grammatical thing I would like to I would like to open that up to not a [2:45:10] survey but and I'm open to whomever you [2:45:15] feel is appropriate for that but this board has been kind of we're working a [2:45:25] little bit in a silo on these after we got the feedback we've reiterated we [2:45:31] rewrote them once we wrote rewrote them again we and then at our last work [2:45:36] session we got new ones that we just looked at that contained a [2:45:43] lot of the stuff that we had before but I just would like to get somebody else's [2:45:48] feedback that's all Alan by way of clarification are you meaning that we would put this into [2:45:54] discussion for next month or we put it into action for next month or no I it [2:46:00] doesn't it if if we can at least have a [2:46:05] process of reworking the wording in here we could we could approve these as is [2:46:11] with the understanding that the mission and vision statements will be reviewed [2:46:18] again I don't fight with that can I just add one thing I and I agree that they're [2:46:27] not they're not in final polished form I think that as the strategic plan [2:46:33] implementation plan comes out are we can take another look to it the through [2:46:39] lines to make sure that somatically it all works or semantically I said that [2:46:44] wrong but one of the things I do want to say I didn't present I didn't just draft new mission and vision statements as you [2:46:51] kind of implied that I that I just came I think Erica you said that Julie just brought them I did not do that that was [2:46:56] through the communication our district lead so I just wanted to clarify that that that actually came from feedback [2:47:02] from the district lead and it was similar language because it was looking at it from a marketing view and when I [2:47:08] say marketing just a communication um not necessarily marketing more communication are we clear about the [2:47:14] mission and vision and does it make sense and is it easy to understand so that there's no no misinterpretation of [2:47:20] what we're trying to say so I just wanted to clarify those two things no Julie in addition to that though that [2:47:26] you did base it on the feedback that we received from unity it was based on all [2:47:32] the feedback which was you know I don't know how many pages that is a hundred and twelve pages look through the [2:47:37] language it was also based on what was already looked at and what we had discussed so the sentiment and the [2:47:44] intent of the mission and vision I believe stayed very similar to what the [2:47:50] our board is a whole discussed it was just language changes so that they were more digestible I think I [2:47:57] think what you did Julie and I apologize if I implied that you just brought them you did bring in lead team and our [2:48:03] communications department and I think what you're asking for Ellen is perfectly acceptable as well and a good [2:48:08] idea so I don't think I think it's fine to in my opinion to approve it knowing [2:48:15] that we need to do some work on the mission vision statement and I agree with all that sorry Thanks does anyone have any more [2:48:22] comments okay will now vote by roll call to approve the strategic plan directions [2:48:31] hi hi hi hi next up is policy 601 do I [2:48:46] have a motion to approve policy 601 sold is there a second second okay John your [2:48:56] name is on this one as well [2:49:04] discussion the board had at the January 6 and I'll just read the last sentence [2:49:11] in the background paragraph or were it discussed implementation of section 5 K [2:49:18] that has been put on hold and a work group to review policy 6 1 is in process we do have that in process I think that [2:49:25] that meeting it might also be scheduled at this point is therefore appropriate to reinstate the version of policy 601 [2:49:31] that was in place before November 18 2019 until further consideration would be made by the board so the [2:49:37] recommendation that's before the board here's to reinstate the version of policy 601 that was in place before November 18 2019 until further [2:49:45] consideration may be made by the port thank you John do any board members have [2:49:54] comments about the vote on policy 601 [2:50:00] I would rather we not rescind policy 601 [2:50:06] 5k I as I said in our last board meeting I think it gives our students voice and [2:50:12] choice on seven classes that they don't have it renews our commitments and makes our commitment to the GT community made [2:50:19] three years ago it meets the needs of all of our students as in a way that I [2:50:25] think heterogeneous classes can't 80% of [2:50:31] our students are over 50% our fifty percent of our students are over eighty percent we the community would like it [2:50:38] many in the community would like it and I think it'd be an educational opportunity that we're passing and I [2:50:45] really hope that we can in the subsequent meetings that we're going to be having about six oh one can retain as [2:50:51] much the spirit of what 601 five K intended anyone else [2:51:06] okay if there's nothing else will now vote by roll call to approve policy 601 [2:51:13] aye aye aye [2:51:27] all right policy 601 is approved next up are holding locations do I have a motion [2:51:37] to approve is that the right verbiage just polling locations so moved [2:51:43] is there a second second John you wanna give a quick background to this I would [2:51:51] like that okay I would love that so we have Highlands elementary that was [2:51:58] pointed out to us that is going to be used as a I believe on here she a [2:52:03] temporary polling place for the March 3rd presidential primary and we did not [2:52:11] know about that until today so we thought we'd put this in front of you to [2:52:17] approve it as a polling place even though it's only on an interim basis for calendar year 2020 because they think [2:52:24] they're gonna use it for November election as well this dude this is due to construction at the I know Senior [2:52:33] Center yes you said it right yeah there's also a couple notes that we also put down there so that the public is [2:52:40] aware that a couple of polling addresses have changed that do not impact the [2:52:45] school district as well and I think those are highlighted in red on your form so just to give you an up-to-date [2:52:53] list of all the polling places and this was approved with city of Edina through [2:52:59] Hennepin County without our knowledge on the Highlands one but wanted to get that in front of you tonight is are there any [2:53:07] concerns from us staffing perspective at Highlands from for security or any I do [2:53:15] not know that yet I'm not going to be checking on that about being we just learned about it today right can I see it can I ask a [2:53:26] question do we have any recourse can we push back no no okay thank you and and [2:53:42] during the general election would this be the also the polling place yes this [2:53:49] is my understanding that they'll be using it for the March 3rd presidential primary as well as the 2020 general [2:53:55] election and and are we in school then no I believe we have a day off yes yep [2:54:03] are there any other questions about this okay will now vote by roll call to [2:54:10] approve the polling locations aye aye [2:54:20] hi hi the polling locations are approved and that concludes our action items we [2:54:29] do have some additional staff recognition tonight that I wanted to share we have a commendation for Kyle [2:54:35] emule Berg a grade 1 teacher at Cornell Cornelia elementary and Dianne Swenson a [2:54:41] special education teacher at Cornelia Elementary in an email from a parent it [2:54:47] says this email is just a note of appreciation from a father for Kylie and Diane our child is in first grade at [2:54:53] Cornelia elementary and we really appreciate the efforts of high Lemuel Berg and Diane Swenson thanks again and [2:54:59] then we have a commendation of dr. Carey Dahlquist the principal of Creek Valley Elementary and the Creek Valley staff in [2:55:07] an email from a parent to superintendent Schultz I want to take this opportunity to commend principal Dahlquist on her [2:55:13] wonderful school my children were welcomed with open arms by their teachers and classmates in these few [2:55:18] short months they have developed a strong sense of belonging a creek valley and will consider and will always [2:55:23] consider it their school they regular seeing the CV anthem recite the seven Habits also in song [2:55:30] and show me on a daily basis how at home they have felt since day one at Creek Valley every teacher I have come into [2:55:37] contact with has been open carry and helpful so a huge thank you to principal Dahlquist because I know she sets the [2:55:43] tone for this wonderful culture and from my entire family for providing our children with an unforgettable [2:55:49] experience so thank you and feel free to email the school board with any staff [2:55:55] commendations you would like to send us do we have any leadership updates or [2:56:01] committee reports so the only committee update from teaching-learning is it at [2:56:06] the last meeting we spend some time talking about methods to evaluate courses so new course proposals and what [2:56:13] kind of metrics that would make sense what it is that we would want to know as a district in terms of a course [2:56:19] evaluation I have one announcement that [2:56:27] I'd like to read from the 2020 census we count this is for the community indeed I [2:56:34] know the US Constitution mandates that everyone in the country become in every 10 years in order to make decisions about funding and representation census [2:56:41] day is right around the corner on April 1st 2020 you'll be receiving postcards from the US Census Bureau in March [2:56:47] telling you to complete the 2020 census either online over the phone or via the paper form if you do not complete it one [2:56:55] of these ways a Census Bureau employee will visit your residents to obtain the information is certainly preferable to [2:57:01] complete the form early there are 10 questions on the census form and you must complete the information for everyone living in your household family [2:57:08] or not there's no citizenship question and all information you provide is confidential is not shared with any [2:57:14] federal state or local government agencies the information is used to determine how many US representatives [2:57:20] each state gets how federal funds are distributed supports schools hospitals infrastructure and other vital programs [2:57:25] or businesses choose to locate based on population foreign for more information on the census go to http WWE together [2:57:36] edina org backslash Edina CCC thank you [2:57:41] John any other updates or community reports I have one this is just a quick update [2:57:47] from the not update but just a comment from the community education services Advisory Council I just wanted to [2:57:54] acknowledge the woodshop guys and girls down there they have made ukulele racks [2:57:59] for the elementary schools to hold the ukuleles that came in from the music program and I just wanted to say that [2:58:05] publicly and applaud them for that but when we talk about the important of community education and that connection [2:58:11] with our community and with our students that's what it looks like and it's just [2:58:16] he keeps getting requests for more ukulele racks so I just thought that was something to acknowledge that came from [2:58:21] our meeting and Julie I'll also add that in case people don't know this without ukulele racks the teachers actually [2:58:28] spend more time outside of the classroom having to tune the ukuleles so it's it's also a good process thing to thank you [2:58:35] for the ukulele racks from the Dyna School Board I think that is it and [2:58:41] unless there is any are there unless there are any objections I will adjourn the meeting thank you