order of business is agenda approval. Do I have a motion uh to approve tonight's agenda? >> So moved. >> Is there a second? >> Second. >> All right. All right, we will vote by roll call to approve tonight's agenda. And Director Ellenburg, we're going to have while they work on your sound, we're just going to have to have you give us a thumbs up. >> Okay, >> thumbs up. >> Okay. >> Hi. >> Hi. I >> I >> I >> All right. By a vote of seven to zero, the motion passes and tonight's agenda is approved. The first item on our agenda tonight is we are have an um excellence in action that features Edina High School's concert band and their talented director Paul Kyle. And so tonight's speakers include senior Brooke Blang, senior Rywick Canara Canara, uh, senior Sophie Nason, junior Ethan Trailer, and sophomore Elelliana Lon and director Paul Kyle. Welcome and thank you for joining us this evening. >> Well, good evening and thank you so much for the opportunity to be here tonight to visit with you. As you know, my name is Paul Kyle, director of bands at Edina High School, and I have some wonderful students with me. We just wanted to take a moment and share with you a few of the very exciting things going on in the band program. We recognize you are as busy people as we are and sometimes don't have the opportunity to attend band events or might not even be aware of all the things that are going on because it feels like there's always so many moving parts in our band program. So, we thought we'd come tonight and highlight just a few of those things. Before we share some of what we've been up to, I would be remiss in this opportunity if I didn't share with you that what we do in the band program every day is grounded in building the durable skills that prepare young people for life or what we might refer to here in Edina as the portrait of a well-rounded graduate. The reason I mention this is because these are not just skills the students simply learn about but actually practice day in and day out through their participation in band. Whether it's expressing creativity, thinking innovatively, being effective communicators and collaborators, or simply operating in a responsible and engaged way, these are durable skills that we practice every day simply because we have to in order to make the band class work. And it excites me that the same skills that we use to make band class work will set these students up for success later in life. And they also just happen to fulfill Edina's mission of producing well-rounded graduates. So, it has been incredibly busy for the band program this year, but it's all been good and wildly exciting. I first wanted to share with you an event that we did way back in November when the Edina Jazz One collaborated with the Concerto Dance Company and performed in their dance series at the Bloomington Arts Center. The band performed music from the famous Duke Ellington Swinging Nutcracker suite and we were in the pit in the performing arts center providing the live music for the dancers. I could tell you more because it was thrilling and exciting, but instead I'm going to have one of our jazz members that was in the pit share with you her thoughts. Sophie. >> Hi everyone. I'm Sophie and I play trumpet and jazz one. Playing with the Bloomington Art Center was so fun because we got to bring our band to the real world and make a lasting memory. It surprised me how many dancers and members of the audience came up to us afterwards and told us how amazing it was to have live music. Playing in the pit was a great experience and I'm so happy we had the opportunity to share our music and love for the arts. Thank you. Shortly after that, the Edina concert band went to Chicago and performed at the world's most famous gathering of bands and band educators, the Midwest Clinic. Now, I should share with you the last time the Edina band was at Midwest was 1960 under the band legend Butler Idol. We presented a session with Dr. Timothy Maher, who is the conductor emeritus of St. Olaf College, playing several of his works to a packed house. People from all over the United States and the world were in attendance and it was both an honor and a pleasure to present on that global stage representing Edina. Again, I could tell you more about this event, but I have two students who performed at Midwest here to give you their perspectives on this historic event. First will be Rywick and then Ethan. >> Hello. So as you guys heard my name is Rywick and uh I play trombone and during that presentation it was incredible to like meet all these people from in an international space is like huge and having all these eyes on you it kind of builds that pressure but it also teaches you to like really listen to yourself and see what other people would be listening to as well. Um apart from the presenta actually a part of that presentation um was it was just a completely different way of working with music. Uh normally for concerts we're just playing song then song then song then song but this was a complete new way to work with music because we were working with Timothy Mah and how he flows and trying to incorporate ourselves into his flow which I think is a really important skill to learn as a band student. Now, apart from the presentation, the whole clinic itself was really awesome. We got to listen to a band from Fory High School who are down in Texas who have an incredible music program and they played music that our program can play. But they played it in a way with incredible intonation and that just taught me a lot because anyone could play the music but to have that listening the power to just listen to each other and have that concise same equal tone is changed the entire way that whole band sounded and it was just life-changing. >> You know what I'm talking about the trombones? >> Uh okay. Uh, at the clinic there was a huge section for different manufacturers to advertise their instruments and I got to try out a bunch of trombones. I've never heard of a Wrath trombone before and I just immediately fell in love with it. It felt amazing. You sounded amazing on it and it just felt it was great. But the price wasn't great. But just to know that just to know like how important instruments are as well and just to get to try things you would never get to try normally by just going to Schmidt back in Bloomington. >> Uh my name is Ethan. Uh I play the clarinet in concert band. And for me Midwest showed me how um expansive and immersive um conducting and playing uh the world can be. and I actually entered a raffle and managed to win a free piece of music for uh my band which will be playing in the spring. Um it was an amazing experience and I would absolutely do it again. We then turned our attention to presenting at the 2026 Minnesota Music Educators Conference as we were selected through a rigorous audition to be able to perform. Being selected to perform is an honor in and of itself, and it would have been amazing to have performed. But alas, the in-person conference was cancelled. Despite being cancelled, the band poured their hearts and souls into some absolutely amazing music. And to tell you more about it is one of our concert band members, Brooke. >> Hi, I'm Brooke. I'm a clarinet in concert band. So yes, MMEA was canceled this year, but the preparation for the music taught my classmates and I a great deal. I personally um have private lessons with Karen Muffert Nelson and she was doing a solo with us for that concert. So I got to play alongside her and learn the solo with her which was kind of fun. Um but I think MMEA would have connected our concert band to amazing professional players just like Corin. Um we're going to play some exciting pieces. Roma, Crescent Moon Dance, La Forza, and then what would have been the world premiere of tiny abstract paintings. Um, I think Crescent Moon Dance would have been a really great piece to play and the audience would have enjoyed it. It followed a TV show with a girl who was also preparing for her concert band performances, which I think is really unique. >> Um, fortunately, we did get to play to play it for festival last Wednesday, which is really nice. >> And then lastly, I think would have added to the conference by playing music before just like abstract things. >> Um um overall that we play but the preparation learning experience and I'm really glad >> and just only the concert band or the top level bands that do all this stuff. Tomorrow night, the 10th grade band will take the stage for their March Music in Our Schools Month concert and give the world premiere of a brand new piece by composer Joanne Harris called Portigages of Time. In the process, the piece was actually inspired by words and videos from our students that gave Joanne the impetus for the piece. So to here to tell you about that experience is Ilana. Hello, my name is Elelliana and I play clarinet also in the 10th grade band. And I think I can speak for the entire 10th grade band when I say that working on this new piece, Portages of Time, has been like an amazing process. Every one of the band students in the 10th grade band got to share their ideas on what they think the piece should be about. And honestly, it just makes playing this piece so much more meaningful and cool. And the fact that us as 10th graders can produce like this to play this world premiering piece is just so cool and such an amazing opportunity. Um I think we have all grown and learned so much as musicians preparing this work. It is hard and I think we all worked so hard and I'm so proud of all of us. Um and we are so excited to share this piece not only with our audience tomorrow night but with every band across the world that does this piece in the future. And the most important part of tonight's visit, however, is the opportunity for me to personally say thank you to all of you for everything you do to support our Adina Ban program. I know I should be coming more frequently and saying thank you a lot more often, but I'm just been a little busy this year with all these things going on. But we are truly truly grateful for all the support and in turn we try to do everything we can do to exemplify excellence in our band program whether at our local Dina concerts on a state level like MMEA or on a national or international level. In fact, next year we'll flex our muscles a little bit more internationally as it is a concert band tour year and we look forward to being ambassadors for Minnesota any. So on behalf of these students and the entire band program, we wanted to say thank you by giving you a standing ovation on your feet. Well, thank you. And I will turn it over to board members to see if they have any questions, but I know there's an important other member of your band community that snuck in there behind you with Miss Lungren. >> Do you want to introduce her in her role? >> This is our para pro and we use the pro word not lightly. Uh she's our band pair professional in the band office and what I call the central nervous system of the band program. All right, band me or board members, sorry. I wish I wish we had I wish we were a band. Um, board members, what questions do you have for our musicians? >> I have a quick one. So, when you meet all these wonderful people from outside the state of Minnesota, how do you educate them on how to say Edina? >> That is a serious question. We have been mispronounced so many times. Um yeah and we try to do it without evoking any shame. It's just this we call it Edina versus Adena or the other permutations that come. Yeah. Especially in Europe Edinia comes up a lot. Well, and you were very gracious to thank us, but please know that it's really the other way around that, you know, when you talked about looking after the excellence that we want to have in Edino. When we look at the band program, we look at all students and how we want to make them live up to their potential and exceed that potential if possible. Um, what a portrait of a graduate looks like and so on and so forth. Everything you guys just did in this presentation demonstrates all of that because you're well spoken. You're well thought through. You're emotion about what you are. You're also speaking not just on your behalf, but on behalf of all your other members of the band who are not here tonight to do that, you represent them quite well. So really, it's thank you from us to you for doing such a wonderful job and taking this great opportunity that is before you and running with it to its full extent. So thank you to all of you and Mr. K as always. Thank you. Yes. Thank you for coming this evening and thank you for all you do. Music is such a heart of what we do here in Adina. And so anytime we get to hear about what you're up to, um it's always a treat. Uh Director Alenberg, were you Did you want to say something or were you just waving? >> Can you guys hear me? >> Not really. >> She says, "Thank you. I'm impressed." As a as a band as a band parent, I love it. and I was in Chicago with you. Right, Erica? >> All right. Thank you. Would you would you do us the honor of having your picture taken with us? >> We'd love to. Yeah. >> Okay. Okay. Uh, next up on our agenda is hearing from members of the public and this evening we do not have anyone that has registered to speak to us. So, we will continue to move on. Before I get to the consent agenda, I want to uh Dr. Bitman, is there anything that you would like to mention about the agenda? >> Yeah, I would recommend that we pull the information particularly around the A&I programming and budget. The budget does not need to be approved by the school board at this time. uh and we will be bringing that back for various amendments throughout the year perhaps just for your information. The committee of the the group, the parents, the individuals there are actually meeting this week on some of the recommendations and plan and so we want to make sure that they have an opportunity to weigh in on that. So we would just ask that we bring that back at a later time. >> Okay, great. Uh so do because we've approved it, I think I need to make a motion to remove that. All right, board members, can I get a motion to remove the A and I budget and report from tonight's board packet? >> So moved. >> Is there a second? >> Second. >> We'll now vote by roll call to remove it from tonight's agenda. >> Erica, do you approve it? >> Thank you. I >> I >> I >> I >> The motion passes and the ANI budget and plan are removed from tonight's agenda. We are moving on to our consent agenda. Is there anything anyone would like to remove from tonight's consent agenda? All right. Do we will now vote to approve the consent agenda? Um do first of all, do I have a motion to approve the consent agenda? So moved. >> Is there a second? >> Second. >> Birdman and man. Uh we will vote by roll call to approve tonight's consent agenda. >> Director Alenberg. >> I >> I >> I >> I >> I >> right. The mo consent agenda has been approved. Moving on to our discussion items. Our first item for discussion tonight is a continuation of the conversation we had at last month's work session around our K12 mathematics curriculum review process. And we have as a special guest this evening Mark Carlson who is the district's K12 math and science coordinator. Welcome Mr. Carlson. >> Thank you for having me. Um Chair Gabler, Dr. Bitman, members of the board, following our productive work session last month, we are pleased to return to present findings and recommendations for our comprehensive K12 mathematics curriculum review. As we discussed previously, this review was driven by the 2022 Minnesota academic standards, which prioritized a balanced approach of conceptual understanding, procedural fluency, and real world applications. Our goal tonight is to move these recommendations forward to ensure each and every Adina student has the tools to become a confident critical thinker and problem solver with a strong foundation in mathematics grounded in our core belief of professional excellence. This process involved two distinct design teams of educators who conducted a thorough audit of our our current reality, studied the latest researchbased best practices, explored curricular resources to meet the needs of Adina students. Some key findings. Our review identified that while our students proficiency remains strong, there is a need for resources that offer better scaffolding, student engagement, and vertical alignment across our system. To address these needs, we are recommending the following. At the elementary level, the adoption of a amplify desmos math. It is a it is built on a researchbacked illustrative mathematics framework and uses low floor high ceiling tasks to engage all learners at the secondary level. Imagine IM because this is also uses illustrative mathematics. It ensures a seamless vertical alignment. Finally, instructional shifts. These uh resources move our class word classrooms towards a model where students are active sense makers and problem solvers rather than passive recipients of information. Implementation and budget. The timeline we plan to begin is a phased implementation with the 2627 school year starting with early implement teams at the elementary level and four core courses at the secondary level. From a budgetary standpoint, we are still currently active in active negotiations with both Amplify and Imagine. The total anticipated capital expenditure is approximately $1.6 million with additional funding for professional development and consumable materials over the next eight years. The recommendation in this report reflect a unified vision for rigorous and engaging mathematics instruction designed to meet the diverse needs of all of our students. Thank you. and I'm happy to take your questions at this time. >> Thank you, Mr. Carlson. Uh board members, what questions do you have? Uh I had a couple. Um so some of these I brought up in the work session last week, last month. So I just wanted to bring them here to um >> our board meeting. I know we talked a lot about how literacy has been such a a big push for our district, a big lift, and um we really have some great outcomes to show for that. And as we look at the opportunity to tackle these new state standards in math, we talked about as a district really leaning into that um and maybe having further conversations at the administrative level in terms of if there's additional resources and um committing to that work and supporting our teachers and our students. So, um I look forward to as we move through this maybe having some more of those conversations >> as a board. Um and then I think that was I think oh the other um the factors that you laid out in the current reality in your report. Are there responses or recommendations that you anticipate making beyond the new curriculum and the compacted algebra redesign that we've talked about? There were things in there for instance um the teachers mentioned how much phones can become a distraction especially for kids that are easily distractable or maybe on the lower math isn't their thing. Um or you mentioned smaller time blocks for math in our middle school. Were there things that have kind of percolated for you that you see while we're taking this lift with math curriculum that we might also want to consider? >> I would say probably the the the biggest change from my vantage point and from the listening to our design team is at the middle level, we are very squeezed on time. Um it's it's a very unusual situation to have as little time as we do for core mathematics instruction at those levels. I think we could really, you know, it's it's a big system change to do something like that because we know that we are trying to balance the different the um the interests of being able to make elective choices and the the benefits that come from that along with um the the need for having strong core instruction over that period of time as well. So that balance is always there and and it certainly is is a place where we would love to see a little bit more time at that middle level. That being said, we really feel strongly that the the engaging aspect of what we're choosing here is really going to have an impact for our students. >> Great. Thank you >> board members. Any >> Okay. >> Thank you so much. This will now come forward in our April meeting for approval. >> Great. Thank you, >> Mark. >> Thank you. >> Okay, moving on. And our next item up for discussion is aligning community priorities with our learning environments. And I um welcome Dr. Dan Bitman. Madam Chair, members of the board, those in the audience, this is my opportunity to share a little bit about some of the work that we've been doing around our task forces specifically and also an opportunity to share publicly and with the board and um about our anticipated recommendations that are going to be coming forward. We are proud here in Edina of having strong schools, an engaged community, and a longstanding commitment to student safety, well-being, and academic excellence. Throughout the last several years, including this last year in 2526, the district has worked closely with students, staff, families, and community members that have engaged task forces throughout many of the priorities that have come to us. safety and security, which includes student and staff wellness, early learning, reimagining the high school experience, elementary talent development, Spanish dual language, and the condition and suitability of district facilities and learning spaces. Across all of this work, a consistent conclusion has emerged. To meet current expectation and future needs, Edina public schools will require additional investment beyond the existing resources. The primary driver of that is safety and security. Our community has been very loud and clear about their expectations. It has been the most prominent theme in community feedback and will be the most significant reason the district may need to seek additional financial support from our community. Our families and staff expect schools to be not only welcoming and inclusive, but also very wellprepared, wellcoordinated, and resilient. Experts at the state and national level consistently emphasize that effective school safety is built on layered systems combining people, training, and infrastructure rather than isolated solutions based on our community input and input and expertise. Areas where additional investment may need to be dedicated safety and security staff to support prevention, monitoring, and coordination. some additional personnel dedicated to student support and well staff student and staff well-being. Additional ongoing training and preparedness, ensuring staff and systems work together effectively. Some updates related to district-wide safety and security technology infrastructure that connects all of our schools and our district systems, allowing for coordinated communication and quick response. cameras and monitoring systems that support situational awareness and incident review and improve door access and building security, particularly in some of the older facilities that we have throughout our district. Experts note that technology alone does not create safe schools. Investments must be paired with trained staff, clear protocols, and strong coordination with local public safety and emergency partners. While safety is the primary driver of this work, the district's engagement efforts have also reinforced the importance of modern, well-designed learning environments. Some Edina public school facilities, many of which were built decades ago, were not necessarily designed to support today's instructional practices, student needs, or safety expectations. In several cases, aging infrastructure limits both our physical improve physical security improvements and the district's ability to deliverize specialized programming effectively. So, updating facilities across the district would support improved safety and security, innovative instructional practices, accessibility and inclusion, and an efficient use of space to meet our student needs. facil. These facility investments are not separate from safety. They're an essential part of creating schools that are secure, functional, and supportive of learning. Community engagement and feedback has also highlighted the need for purpose-built spaces to support students who require specialized programming and services. A dedic one of the things that has come forward is the need for a dedicated learning center, early learning center that could provide space designed especially for our early learners. Our community and our families indicate the need for additional child care opportunities before, during, and after school. Innovative spaces for such things as talent development and dual language immersion in both Spanish and French. collaborative services that currently operate across multiple sites or spaces that are just not designed for the purpose that there are. Increased space for youth and adult programming and increased enrollment stability for Edina residents. All of these things have come clear from our community. So looking ahead, you know that we have thousands of individuals who are involved in task forces this year and in April May at the end of the year they will be bringing recommendations to the board about each of these areas and I anticipate bringing some type of recommendation for the school board to consider that additional financial support from voters which could happen as early as November. And so I wanted to continue to keep this at the table to continue to provide information and to share the feedback that we were that we are receiving. Any recommendations would be expected to focus primarily on safety and security. Again, that was the primary driver from our families while also addressing some facility improvements and a dedicated early learning center to support student success and well-being. If the board chooses to move this forward, a potential timeline could include, as I said, as early as asking voters in November. But it would also allow for continued thoughtful board deliberation, continued community engagement, transparency around priorities, scope, and impact. Again, no decisions have been made at this time. We're still waiting for the recommendations. This summary is intended to ensure early awareness and support for informed discussion. Edina Public Schools remains committed to engaging the community openly and transparently, aligning investments with clearly identified needs and best practices, maintaining safe, welcoming, and highquality learning environments, and being responsible stewards of public resources. We are grateful for the partnership of our community and look forward to continuing this important conversation together. >> Great. Thank you for that. Um, Director Alenberg, would you try speaking? We've been working on your microphone. Oh, we still can't hear you. Okay. Thank you for trying you guys. Um board members, reactions, questions to the report that you have in front of you, Dr. Barry. >> Um this is really exciting and I just want to be clear with all the emphasis on safety and security that it be said that our schools are not unsafe currently, but with changing times and changing technology and changing needs, we would just like to be as upto-date as possible. Correct. >> Absolutely. And that's a really good uh point. We continue to be safe. We have many layered approaches. In fact, we've been commended by our state and national partners for the safety structures that we have in place, but as things change, as our world evolves, we want to make sure we maintain that excellence and we continue to stay up with the times. So, I appreciate the question. >> And as a parent with three kids in the school district, I greatly appreciate that because it's top of mind, I think, for every parent and family. Um, so as people follow along with this process, when do you think we could anticipate a solid plan? >> That's a very good question. So the timelines are pretty determined by statute. And so what will likely happen is the task forces, our community members, our families will be bringing recommendations to you this spring. We would have to have some of those things ironed out and approved by the state in the middle of June. And so that would include very specific dollar amounts, very specific plans for an approved review and comment at the Department of Education. In terms of language from the board level, that would not happen till later this summer. So we will want to continue those conversations. And again, we want to make sure that we're bringing people up to up to speed and also the work and the feedback that we're giving is reflective of what our community has been asking. um in outlining the different potential needs that we have. We have some capital needs in terms of facilities, physical assets and things like that, but there was also some mention about some staffing needs around certain security elements or whatever it is. Can you give a little bit of color to the difference between how you fund for a facility versus how you might operationally fund for staff and other ongoing expenses? >> It's a really good question. I'm glad that you asked it. There are a number of ways that we can do that. We already have a tech levy increase in place and so a likely option for the board to consider would be a slight increase up to 1% perhaps um of some additional dollars there to cover some of the staff and infrastructure related things specific to safety and security >> from a process standpoint. And this talks a little bit to what director Barry was talking about. So you said what needs to happen by June. >> So the application for a review and comment must be approved by the department of education at that time. And so right now we are working with our task forces to identify and refine what they really feel is necessary. You might also remember that some of our task forces, the safety and security for example is made up of folks throughout the state experts as well as our local police, our fire cyber security experts and people from our Minnesota crisis center. So we are working hard to make sure that any proposal that comes forward specifically addresses those needs. So you will continue to get more information in April, in May, and then in June. >> Okay, great. because I just want to make sure that if we need to approve something, we have a a good amount of time to kind of approve and this is a great first step and this is big picture and I think we'll want to know a little bit more about to use the word that director Bergman used color of what does this mean? Um okay, great. Um other questions board members? All right, excellent. Thank you. Moving on to our policy discussion and our policy chair is remote and inaccessible. So is there a backup policy member? >> I can wing it. >> Okay. Excellent. Our assistant clerk is going to step in and also be policy chair. Thank you, uh, >> uh, Director Arum. All right, we have, uh, some policies to discuss this evening and so I will turn it over to Director Arum to walk us through this conversation. Thank you. >> Sure. >> Bear with me. >> Uh, policy review. Uh, we'll start with 614, the assessment plan. Um, and that one second. We had to reboot for Wi-Fi. We knocked out. Yeah. Thank you, Jody. Please just come up if you do because you know, Director Dam Hubert. >> Thank you, Director Arum. Uh, good evening, Chair Gabler and Superintendent Bitman and board directors. Um, I have a couple of policies here uh tonight. I am starting with Did we do side 614? Sorry. >> Yes. Okay. I think I got them out of order when I came up here. Um, so the assessment plan, this one, um, we discussed at policy committee. Um, prior to that discussion, I talked to Greg Gusweiler, um, very intentionally just to make sure that we reviewed statute, MSBA policy, and components of our assessment policy. And we feel really strong about what we have in policy and all of our practices that are um, aligning. And so the you'll just see some really minor changes. um one is uh specific to EL um English language learners instead of multilingual learners and then um rewarded in that same section um that the assessment plan goes to the board every two years. We just rewarded that differently and then at the end the elements of the plan we added the assessment calendar there and then there are other small edits throughout. Are there any questions on that? >> Questions. >> All right. >> Wait, I have a question. Oh, sorry, Chair Gabriel. >> Yes. Thank you. Um, under 3B. >> Yes. Where it says district assessment committee. >> Yes. And we changed it from uh who would be on that committee. >> Administrators from each stratum of school configurations, i.e. elementary. It used to say elementary, middle, and high school, and now it says elementary and secondary. Can you speak to that change? >> Yes, I can. Thank you for pulling that out um and asking that question. Um, as we were reviewing how our committee currently functions, um, we, uh, believe that we're pulling our principles a lot from the building and our administrative deans. And so, Glenn, we have a secondary representation for the larger oversight kind of conversations that happen at committee, a secondary representation is more than enough. um we do work directly with elementary, middle school, and high school deans when we're doing the actual administration of all the assessment, but in this committee focal point, um it's good to have that secondary comprehensive representation. >> Thank you. That addresses my concern. >> And I would assume that the representatives of both at the high school and the middle school are comfortable with that. >> Yes. >> Yes. Thank you. >> I think maybe even grateful. Sorry, any additional questions? >> All right, next one will be 621 literacy in the readact. >> Okay, I thought I could stay up here for this one and the next one as well. So, the readact there you do see a lot of edits within the readact one. Um, I will note that they are primarily uh direct relation to MSBA. So almost everything the only two things I want to point out that um committee we had a good discussion and actually director Ellenburgg um had some good points with our purpose and general statement we wanted to be really clear about how important literacy is in Edina public schools under the purpose statement um and also then under the general statement of policy just wanted to be clear about how we're addressing the importance of it um everything else throughout the entire rest of this longer policy that's added in blue or crest tested out is directly from the updates in the MSBA policy. Not all of them, but a lot of them are um in alignment with now adding phase two of the professional development components for for readact, which we'll be talking about in the April board meeting. So that um I don't think there's anything else specific for me to call out unless you have questions. >> Board members, any questions on 621? Chair Gabler, >> are 3D >> and 3G the same? >> I think they are. >> Yes, they are. >> Um, so we'll fix that. And we had a good discussion actually around that one. So, it must have been we got it there twice because it was important to keep. But we'll fix that for the next. And then under 10 >> uhu way down at the bottom um is there this was for my mo my own understanding. So the title says literacy incentive aid uses but the paragraph says the school district will use its literacy aid and incentive has been crossed off. Is it one or the other? >> That's a good question. I might have to follow up on that one. Literacy aid incentive versus literacy >> the title of X. Yeah. Query at the end literacy incentive aid and then incentive is crossed off in the paragraph. So I didn't know >> if I didn't know about that. >> I'm hearing >> I know I'm from the gallery. >> They're different from our finance director. >> Okay. >> Thank you Merritt. >> Thank you. Thank you village. Uh, and then my last question is when it says um, this is more for maybe Dr. Bitman. When it says the local and comprehensive literacy plans, I know that we put those on our website, but I'm wondering because of our focus on literacy and how valuable that is if that is something that we can maybe flag for and send to board members just so that it's fresh and on our minds and we can see some of those outcomes that we're working towards. >> We would be happy to do that. >> Great. Thank you. >> Any other questions from board members? All right, moving on. Uh we're going to 633 research requests. >> Okay, thank you. Um this last one here from teaching and learning um was a team effort at the TNL policy or at the policy board committee um specifically on just delineating and being clear about what the process is depending on who has the research request. So really there's just a little bit of a different process for students that are in Edina public schools versus non uh district students. And so that's where we um have a lot of the updates and clarifications and specifically adjustments to the appendix is on that layer of things. Um are there questions that I can answer about those? >> I'll be honest, I don't remember seeing this policy in all of our years before and at least didn't pay close enough attention to it. So I'm a little just for FYI purposes explain to me what a request like what kind of how what what what's an example of a request that would come in that would both include students but also not to cover the language updates that you've made here. >> I absolutely can do that. So um the ones that I typically see are from either a edina educator who's getting their doctorate degree or even a master's degree and they have a research project that that they do along with that education and so then they fill out the appendix and all the layers to it. So that is often one of the requests I get. Once in a while we get requests from like an outside vendor um that they want to partner with us and trying something new. Maybe NWA wants to try something new within their assessment. So those would be outside requests. Even the teacher that's an EDI teacher I consider kind of an outside request because they're doing it in collaboration with their university outside of their day-to-day work. But it supports and enhances our EDI work is what what the hope is. Um, and then really that's what we delineated with the students. Like students could be doing a simple research project for a class. Um, like we just had history day. So there could be some research that happens in the class during that history day project that um the process really is to manage that in the classroom as much as possible and teachers would just reach out to me if there was something that um needed to have a little bit more permission from parents or something outside of a classroom project. >> Great. Thank you very much. That's very helpful. >> Dr. Huby, >> so research, >> what does that mean? >> Um, >> I saw in here reference to >> I think um surveys inclusive of like data. I'm just trying to understand what research >> actually means in scope of all that. >> I think um you definitely hit it on the nose when you said data, right? So, usually the outside requests that I've gotten, people are wanting to collect data either observations of how students respond to an instructional practice or um data that are we might have um based on some assessments. And so, that's why it's really that in particular is so careful that we follow a really careful process. So, data privacy for our students and follow the IRB processes with their universities. So it could be a variety of different data points, but I would connect the research to gathering data. >> And then in here in E1 talks about guaranteeing the anonymity. It's in the append >> appendex area. And then data privacy policies must be adhered to. number one seems really beefy like there's a lot there >> and just a data privacy policies must be adhere to and then I looked up our data privacy policy just to see what it was and my question really is specifically around like data retention what happens to the data once this thing is done >> um >> just asking a little bit deeper about that piece of it >> I can speak to that a little bit we work with the um research boards in terms of their practices and typically it's not property of the school district because they're in partnership with the university. So it goes under the university pieces there in terms of the data we hear in Dina public schools do there we follow the state retention policies. So we if there is property of of our school district in particular we would then follow that. >> So we're sharing the data but it's is it still our data? It is our data um with an approval and confidentially agreements with the university or the the organization we have a partnership with. >> Does that include the use of that data? >> It does and we have to follow even though we have um policies in place. State statute is pretty clear on what we can and cannot do in these areas. Yeah. And for certain things, for example, it's less about student name, for example. We don't allow personally identified information. It's more about student A, student B, and then the data that would be collected. >> So, it's it's it's deidentified sort of data that can then be used in that purpose. >> Correct. >> Got it. >> I know that my own children have had student teachers and we had to sign a parents had to sign something that said, "Yes, my child." And they didn't use their name. they were using the use IRB review process, but that would be another example. And parents certainly were notified and had to sign off on having their child be used as part of their re their master's project, >> their research. >> Yep. Good example. >> Any other questions? >> Thank you. >> Thank you. Uh, next up is uh, Director Leland with Community Education Services. >> Good evening. We'll start over. Uh, I have the pleasure to talk about policy 901. It is the community relations, community education policy. And it looks like there's so much that's been redone, but really it's taking the same language throughout and just revising it and modernizing it. So, uh, based on feedback from Director Allenberg, I really appreciated her because we're going to remove the bylaws. We'd like to There she is. We'd like to remove the bylaws from from this. We'd like to remove the appendix. But the piece that stood out to her, which I so appreciated, is under two, general statement of policy. And it reads, "The community education program of the Adina public schools strives to serve the entire Adina community in responding to educational, recreational, cultural, and social needs. It serves as a catalyst for developing individual potential, solving community problems, increasing a positive sense of community, connecting community to the schools, and improving community living." And then it goes on to listing all of the things that uh we do well. But what I appreciated about her suggestion to move that to the front of the doc document was how inclusive of a statement that is and how much it reflects our community so deeply. Um so thank you Director Alenberg for making that suggestion. And again, throughout this uh document, it's pretty much what it was, except we've just updated the language. So, no significant changes, but we are suggesting that the appendix be removed. >> Board members, any questions? >> Thank you. >> And are you staying for the next one too with Director Edwards? Yeah, I'd love to invite um Director Edwards up to the witness. What is this for >> the t the table? >> Yeah, be for a policy 904, distribution of materials on school district property. >> Yes. Wonderful. Thank you. So, we had a couple rounds of discussion about this policy. >> Really to summarize our recommendations, you'll notice we made reference to policy 902, which relates to um organizations that use our facilities. We also added a disclaimer that will be required on any materials that would be distributed. And I should add that in general, we really not support outside organizations um posting materials at our building. It's not really a practice that we um encourage. So, the policy really covers us in the event that some other leaders come in and see that differently. We also recommended removing the appendix. I think that the approval process gives us coverage for any type of material be it campaign or otherwise. We also have a disclaimer that we require um which we also believe provides the district with sufficient coverage. >> Just one one thing I'd like to add as well is um what did I want to add? the area where where we don't allow anyone to really advertise on our buildings, but but our district partners such as Ed Fund, I want I want to be transparent. Ed Fund, give and go, the city, we we do allow and oftentimes they email me or reach out and say, "Can we put this up?" And I say, "Yes, as long as you use green tape because our custodial team is really particular about the tape we use." So that is >> that's true. Yes. >> Help me understand um when we when our facilities are used by outside parties, so a basketball tournament, a volleyball tournament, something of that effect, um do the same rules apply for that type of material? So, if they're advertising or if they're putting up some sort offormational something or whatever, does it fall under that activity as well? >> We added This policy does not apply to persons or organizations permitted to use district facilities in accordance with policy 902. >> Okay. So, it's it's really then outside parties who aren't per who then come and post things on our walls. I know we've had some protests sometimes here where that's been done. This is also giving us the authority to then take those things down um and have the right to do so on our own property. >> That's right. >> Okay. Thank you. Any additional questions? >> Thank you. >> Thank you. >> Uh these policies will all come back next month for uh final review and potential approval. >> As always, as a former person on the policy committee who's happily not on there anymore. Thank you to the leadership of uh Director Alenberg and all the members of the current policy committee. It is something I very much value. >> All right. Uh we are moving on to the action portion of our meeting. Do I have a motion to approve the agreement to construct and maintain a storm water facility? >> Is there a second? >> Second. >> I welcome up director of finance and facilities Mard to present this item. >> Evening madam chair, members of the school board. Uh this item has been discussed um on numerous occasions beginning with our I believe September 8th schoolboard meeting where an official from the city joined me to introduce the topic. I won't um get into the the minute details but just as a reminder um there is a a der of pvious surface um remaining in the city of Edina which is almost fully built out. So whenever developments do occur that um remove um what is left, storm water management treatments need to be installed so that we prevent flooding throughout the district and our neighbors. Um the Edina tennis court renovation project actually removed a little bit more of that surface so that we could join the two lower tennis courts with the array of tennis courts that are um more towards the the west. As part of that process, we were scheduled to install our own storm water management facility. However, the city when we were um approaching them for a permit informed us that they had um plans to design and construct a more regional solution that would serve the entire conquered neighborhood um which is when we brought that forth to the school board. Um the watershed and the city have been working closely with us to design an agreement to put that into place. That agreement was approved by the Minihaha Creek wershed district um at their board meeting last month. Um, city council approved it um as well and it's now over to you guys to approve so we can put the agreement into place. Two key provisions were included in the um agreement. One um after 30 or within 30 days of receipt of the city's feasibility study, the district has the opportunity to um remove themselves from the agreement and install its own um storm water management facility for the tennis courts. Um, also, um, the city is required to bring back the facility to the condition, um, which it is now or better. And we're hoping to have a better facility after they're done constructing the facility. >> Board members, any questions about this item? >> I just have one really quick one. Um can you in the um in the packet and then also we talked about this before about um storm water credits and what that would maybe allow us to do. Um can you speak to that a little bit as far as um previously in the past we had talked about maybe having some kind of um addition to conquer? What would this allow us to do or could this allow us to um more easily construct um an addition to that facility? >> That's a great question. And so the city is going to agree to pass those credits along to the school district. Um that addition at conquer that you mentioned, of course, that's going to potentially remove more pvious surface. So we would have to install storm water management facilities on that campus. With this more regional solution, um I think the idea is to have it be superersized to provide more storm water management than is necessary. So, if we were to construct really anywhere on this campus, um the need for us to expend taxpayer dollars to put in storm water facilities um would be negated. So, there's definitely future potential benefit. In fact, the tennis court project um we had a $200,000 change order to the good um because we didn't install that facility at the time. >> Director Woodard, I really appreciate your work on this, Dr. Bitman's work on this. I know when this came to the board, it seemed like, oh, this should be pretty easy. But I I really appreciate you working with us to make sure that our questions were answered. And I do feel like when we're approving it that we have asked the right questions. I know there was a lot of concern around making sure we're making the right decision for this community for down the road because it seems like a great short term, but we wanted to make sure it was a good long-term plan. So, I really appreciate you working with us on that. Um you mentioned this already, but can we work together to make sure that as this project goes on that there's periodic board updates like for example when the um there's certain milestones reached like um when the city receives the f feasibility report and some of those things just so that we kind of are brought along in the process. >> Absolutely. I'm sure Dr. Bman will update you through the various channels. >> Perfect. Thank you. >> Absolutely. And I do appreciate that. I mean, no promises, but there was some wording in there that said they're going to minimize try to minimize the amount of road closure around this. So, um, I appreciate you listening to that piece, too. All right. Um, if there are no other questions, we will vote to approve the agreement to construct and maintain a storm water facility. I will ask for a roll call vote. Alenberg. I >> I >> I >> I >> All right. The agreement to construct and maintain a storm water facility is approved. Thank you. Do I have a motion to approve policy 514 under quick review? >> So moved. >> Is there a second? >> Second. >> Is Aram and Birdman. Uh we have Assistant Superintendent Nate Swinson here to talk to us about policy 514. >> Madame Chair, members of the board, and Dr. Bitman, uh just a couple things about 514. Two minor changes. There is the removal of a cross reference um from section uh 2I. Um, and then there is the parent or guardian being able to designate another individual in order to receive um notifications about prohibited content. So again, two minor changes which is why it's being proposed for a quick review. >> Any questions? All right, we will now vote by roll call to approve policy 514. Director Alenberg, >> I >> I >> I >> policy 514 is approved. Do I have a motion to approve policies 202, 606, 717, 906, and 907? >> So moved. >> Is there a second? Second >> assistant clerk aram, would you is there anything to talk to us about these policies? >> Um I don't believe there are significant changes from the um previous month's review of them. So um if there's no other feedback form then >> I just have one very simple question um on uh policy 202 um when it talked about board officers. I just want to make sure that the current assistant treasurer is satisfied with the definition um for that role. That that did come up in previous conversation. I just want to make sure that I have a an a a hard affirmative on that. >> I don't know if we can truly sum up the role of the assistant treasurer, but I think this does a great job as far as we we can go. Uh for board watchers at home, this is a running bit for from many others. Uh but I'm sure you all know that at home as you guys are well plugged in. >> I just want to make sure so now I can vote in in the affirmative for it. Thank you. >> You know many many boards they just have three or four but here in Eina we want to make sure everybody has a title. Everyone feels valuable >> because everyone needs attention. >> We'll now vote to approve policies 202 606 717 9006 and 907. Uh, Director Alenberg. >> I >> I >> I >> I >> I >> policies 202 606, 717, 9006, and 907 are approved. Do any board members have leadership or committee updates? Director Arum. >> Uh, just an update for the legislative action committee. Um we have uh our day at the capital on April 13th, the full day. Um the legislative session has gotten off to a pretty um uh busy start for folks and so I know that some of the administration was down there today um doing some work and we've had students testify already um at different committees and so we looking forward to an active LAC season um and we hope to have as many members of the community um help support our platform. So thank you. Thank you for that and thank you for your work and director Bman's work on the LACE. Dr. Bitman, do you have any updates? >> Madam Chair, members of the board, a number of them, but I was able to spend some time with the representatives uh and our legislative folks down at the capital all day today inspired by their commitment and their continued engagement particularly here in Edina. In addition to our platform and the things that we've been engaging with them, we did talk about things like the blue ribbon commission uh that would have an impact on Edina public schools in 2028. And so we wanted to be thoughtful about that as well as a number of other things that would have an impact. And we felt like they listened. They were they were had great conversation about that. And as director Aaron pointed out, we will continue to have students, staff, families, and administrators down at the cap uh working with them and testifying. A lot to celebrate in terms of students. A lot of things happening. We were able to celebrate some of our music programs tonight, which was phenomenal. Uh we also had Minnesota student journalist of the year, Lynn Claraton, who we're excited to celebrate, who will play a role in our communications and marketing department, as well as in a number of things with the Zephris. and of course some of our local activities and athletics. Boy swim being one who took home another state championship. So grateful for the continued success of our students and families as well as our coaches and our staff who just worked tirelessly to make great things happen. So with that, I will turn it over to the board chair. >> Thank you for that. Uh do I have a motion to adjourn our meeting? >> So moved. >> Is there a second? >> Second. You'll now vote by roll call to adjourn the meeting. Director Alenberg. >> I >> I >> I >> I >> I >> The motion has passed and the March 9th, 2026 board meeting has adjourned.