[6:08] good evening tonight is monday june 20th and we do have a quorum so i will call this meeting to order [6:14] do i have a motion to approve the agenda for tonight's meeting so moved do i have a second second [6:20] we will now vote to approve the agenda for the evening um is michael available online [6:28] he is not so um all those in favor say i anyone opposed [6:35] the agenda is approved dr stanley would you please review tonight's agenda for us [6:41] absolutely we have quite a bit going on we are going to [6:46] have excellence in action and then we move into discussion on um well my evaluation [6:54] and then um we get an overview around our work around the comprehensive [6:59] literacy plan a lot of the work that's been done around the assessment plan we're getting [7:04] a steam update we have some policies that we have under review [7:09] and then we move to action we have our budget we're looking at long-term facility finance we have our food [7:16] service management contract that we are bringing before the board proposal and then some more work around [7:23] policy we'll have our updates i'll give an update and we'll be done for the evening [7:30] thank you dr stanley um first thing on our agenda is our excellence in action and tonight's [7:36] excellence in action we're going to hear about community education summer programming programs began last week with summer [7:42] camps including cooking career exploration spanish science legos [7:48] bicycle repair and all types of sports we welcome cheryl gunnis the community involvement [7:53] programs coordinator to tell us what's ahead welcome cheryl [8:03] i think you need oh there we go uh we're going to start with a 30 second [8:11] video [Music] [8:59] thank you so i want to give a little shout out to our summer communications intern kelly rash [9:05] who will be preparing a sort of weekly summary every week and we'll sharing that with all the families who [9:11] participated as well as um on our social media channel so that was the first one that she completed [9:17] from last week [Music] as far as excellence in action i wanted [9:22] to give you a little summary of our summer enrichment role enrollments so this snapshot shows you [9:28] um from 2017 which is when my role expanded and i took over [9:35] leading the summer enrichment team you'll see the dip in covid and one thing i'm proud of on that graph is that [9:41] we were able to basically replicate 2017 even in 2020 and this year in 2022 [9:49] enrollments are still rolling in we currently have over 7 000 enrollments and 458 camps [9:57] over the 10 weeks this summer in order to manage that volume [10:03] we have a full-time staff enrichment supervisors three people who are managing preschool through adult [10:10] enrollments year round we have 17 additional seasonal enrichment staff [10:15] 84 independent contractors and 32 middle school and high school volunteers who [10:20] are helping us deliver all these great experiences for students and one more thing i wanted to point out [10:26] that i'm really proud of on this graph is that in 2021 we are asked to take over the early learning center preschool [10:33] enrichment programs so we're very proud of how we've been able to grow that this year we're up to about 700 enrollments [10:40] of preschoolers doing summer camps and next year the early learning center [10:46] will reassume responsibility for that programming but we feel like we've given them a really great platform to grow from [10:54] so that's a little bit about the quantity of our programs and then the quality so every week at the end of [10:59] programs we send out a survey to our participants and ask them to give feedback on on our programs so 119 [11:06] people have given us feedback on the first two weeks of programming [11:12] you'll see that of those 60 let's see 66 gave us 10 out of 10 and another 13 [11:18] gave us 9 out of 10. so i would say um given that this is we're just getting our groove in trying to figure out our [11:25] processes and protocols and so on i really would celebrate that quality [11:31] and i did a little word cloud of the narratives that people shared with us [11:37] and i would say there are kind of three themes of the feedback that we're getting one is that the kids came home [11:44] smiling even if they were reluctant at first and were asking when they could sign up for their next camp [11:50] families and parents seem very pleased with the mix of activities and that we're keeping kids engaged and they're [11:56] happy with what they're learning but um also happy with the rain and heat backups that we're [12:02] providing and just basically that we're there and third they're really impressed with the staff and i'm going to just say a [12:08] little bit about more about that in a second [12:14] um [Music] yes these are the kind of comments that we get they had a blast came home so [12:20] dirty and tired in a good well in a good way pumped and just excited all around and really providing peace of mind for [12:26] parents and a few more highlights so [12:32] in terms of making sure that everyone is able to participate in our programs um i prepared this slide a little bit [12:38] earlier but right for this year we have 162 students who are taking advantage of our partnership with edina give and go [12:45] and doing scholarships 162 students in 333 [12:51] different camps and 59 402 dollars of scholarships have been given out so far this summer and to [12:58] compare to again back to the 2017 we had 70 students and 34 000 at that time so [13:04] we've also been able to really grow the number of students who are who are reaching in in that way too [13:11] and then 104 students have chosen you down at community ed for their recovery services or extended school year [13:17] programming as opposed to other options that they had so we're really excited to be able to incorporate them in our [13:23] summer enrichment camps um i wanted to share three things about ways that we're innovating this year [13:30] um so one challenge that we have is sort of the shoulder season like the weeks when school [13:35] is out but teachers are still in their classrooms trying to wrap up the year or at the end of summer when new teacher [13:41] training starts and we're not able to really be in the buildings and take advantage of the space so this year we [13:46] collaborated with our kids club colleagues and we um made out and about weeks for the [13:52] first and last week of summers where we just had kids we had five different camps going out on [13:57] field trips every day all week so we had campers sort of extending that summer [14:04] parents were very very grateful that we had a place for kids to go and ways for them to be out and about in the community [14:10] 10 expeditions and those are for elementary and middle schoolers [14:15] the second great thing that we're doing this summer is we've reignited our aquatics program so we haven't been able [14:20] to have an aquatics program for a couple of years because of construction in our pools and covid [14:27] this year we were able to re-ignite that program 220 kids are are now taking swimming [14:33] lessons this summer which we had a lot we have a lot of demand for that [14:38] and you probably have all heard about like lifeguard shortages and so the way we solved that is we identified some of our returning [14:46] rec leaders and we sent them to lifeguard camp and we sent them to water safety instructor camp so we're able to have this aquatics program this year [14:55] and then as far as our staff and volunteers i really can't say enough we are continuing our practice this summer [15:00] of hiring edina high school students and recent grads and this is a leadership opportunity for [15:05] those students but it's also such a huge win for our program one mom wrote you know my daughter loves [15:11] to dance and hang out with kids her own age but she really loved the interaction with the high school students [15:18] every year and it's already happened our wreck leaders are getting invited to buzz lightyear birthday parties there [15:24] have been a few marriage proposals from elementary kids to the high schoolers and many parents and [15:30] grandparents begging for phone numbers for babysitters because they see the way that they're engaging [15:35] with those younger kids so i think that's really a great element of our program too that [15:43] doesn't always get celebrated enough we do have challenges construction and [15:48] parking lots especially at edina high school have been challenging we are continually problem solving and [15:54] improving and things are definitely much better this week than they were last week staffing is generally a problem not [16:00] necessarily in our in our program although it is but when other programs i have problems with staff and [16:06] our staff get spread more thin sharing spaces is always difficult and there are a lot of programs and a lot of [16:12] competition for space and right now we are also trying to get our fall catalog out because [16:20] registration for fall will begin soon so um but things are going well and our [16:25] whole team i'm so proud of them our original plan was to have some of our young staff people here [16:32] tonight with me and it's been a very long and very hot monday and mondays we get a new crop of kids and families [16:38] every monday so mondays are a lot of logistics and a lot of time in parking lots so i didn't want to ask them to [16:43] come back but they are amazingly flexible and committed to saying yes and being [16:49] welcoming and being problem solving and solution finding and keeping our interactions with kids and families [16:55] first so um that's a little snapshot of how summer's going [17:00] any questions do board members have any questions [17:06] yes genie mine's not so much a question but just a um i want to give you a shout out [17:11] for um your partnership with our special education advisory council with our parents and staff [17:17] there are some amazing unified summer camps available this summer that i know [17:23] the one my son was interested already has a long wait list but um yeah i just want to say i'm so thankful [17:29] for your partnership and the work you did to create that opportunity during the summer because i think that means so [17:35] much to so many kids to have that option and that partnership has helped our programs get better and stronger and it [17:41] benefits everyone so [17:48] i was just going to say thank you when you see that enrollment that is really exciting to see that that many [17:54] kids are engaged in programming and you're offering programs that families want to be a part of [18:00] and you and i worked in the past together and i cannot say how much i appreciate your innovation and your [18:06] ability to meet our families and our students with really fun programming and it has not always [18:13] been easy so you continue to do an excellent job thank you cheryl thank you it's really again it's really [18:20] an amazing team a big amazing team and when i think about when i land bad [18:25] exhausted at night it's like there was a little boy named luca today who was so excited his entire body was just [18:31] radiating he was so excited to be at contraptions class and um there was another girl who came up [18:37] for spanish and she was like i can't wait to learn spanish and it was just very um [18:42] it's exciting to see that so it makes it all worthwhile yeah can i ask my echo what my colleague [18:50] said um i have a question will you be adding any more camps throughout the summer or [18:55] are you guys set for the summer and then that's it yeah okay um [19:01] in theory in like january and september when we started planning summer [19:06] we tried to you know kind of imagine [19:12] us all working at 85 right so that we could have you know um just kind of match what we did last summer try to [19:19] have room to be able to problem-solve think forward innovate and so on and the demand is just so huge that we are [19:27] really operating beyond capacity right now and to add things that in the middle of [19:33] the summer it just isn't um it doesn't let us provide really high quality customer service in the planning [19:39] and that's when logistics get dropped and so we're not adding any more right now but [19:44] right i just i was curious um i knew that you had the summer planned out but i know there's been times in the past [19:50] where there had been some additions so i think that's great and thank you for all your work and your staff thank my heart [19:56] it's an amazing team it is yeah and i just wanted to say thank you [20:01] as well i mean i look to the catalog and the innovation of it compared to when my kids were younger and whatever else is [20:07] absolutely amazing and so i think it's a great work that you've been doing so thank you thank you [20:13] yeah i just want to echo the thanks and also give a special shout out to the members of your team that have been [20:18] directing traffic all week so i appreciate it high school or [20:24] as having a student at the high school doing this i appreciate [20:29] i genuinely do appreciate them taking their time and being out there knowing that's not part of what they [20:35] probably signed up for so i appreciate it make sure you thank them i will i will pass that along it is um [20:41] it's very stressful and there are a lot of programs and community out is often the one that's front and center and [20:46] trying to answer questions yes and direct traffic and keep people safe and yes [20:52] most families have been super patient and understand we're doing the best we can so we really appreciate that [20:57] too yes and it's not community ed's fault that there's construction so just thank the individuals directing traffic [21:04] so thank you thank you cheryl thank you okay we do not have any community [21:11] comments tonight so we are going to move to our consent agenda is there anything anyone would like to remove from the [21:17] consent agenda actually i wanted to move the fraser [21:22] contracts from the consent agenda so first we will approve the consent agenda [21:29] and then approve the fraser contracts we will now vote um [21:36] really is michael on at all i'm just going to assume that he's in france just so everyone knows so um [21:45] yes i'll make a motion to approve the consent agenda thank you is there a [21:50] second second we will now vote to approve the consent agenda [21:56] all those in favor say aye aye anyone opposed the consent agenda is approved [22:02] um is there a motion to approve the fraser march 22 [22:07] 2022 addendum additional clinician the fraser summer 2022 contract in the fraser [22:14] 2022-2023 contracts so moved second [22:19] thank you um i pulled the off these off the consent agenda so dr stanley could explain the [22:25] differences in these contracts and then also articulate for the community [22:30] the roley dyna education fund plays in funding these well start with edina education fund [22:37] we are so fortunate because in order to bring on the clinicians we need seed money to bring them on to get them [22:44] trained to get them acclimated into our system and the dyna education fund provides that [22:50] funding in order for us to do that and that is really important we just wouldn't be able to bring them on [22:55] so i'd like to go through each one of the contracts separately and i'm going to start with if you could pull out [23:00] amendment number one addendum b which is signed on may 5th of 2022 [23:10] this contract represents one clinician and we have made [23:17] the payments over this over the year for that clinician [23:23] a payment two payments were made in uh late october early november [23:29] and then a payment on february 8th and a payment on march 20th so that [23:34] represents one clinician um i know it could be a little confusing because the [23:40] next contract was also signed on may 5th that is an entirely different clinician [23:47] so it's the second clinician so that first clinician um contract was paid i in order to get a [23:54] better understanding with this i did call jeff jorgensen he's doing well by the way out in washington he said it was [23:59] only 75 degrees out there today i spoke with bailey nash in our uh [24:06] business office i spoke with janna dengel who is the administrative assistant and then i also called dr eric [24:12] jensen um from frasier who works on the contracts who works with all school [24:17] districts and work directly with jeff on this contract so i can make sure that i had [24:23] uh the clarity that i needed so then uh we'll move to the contract [24:29] amendment number two addendum c i have confirmed that although [24:36] that contract started later in the year so you know there's a shortage [24:43] for employees there's a shortage for therapists and we had postings out there [24:49] focus on focused on these clinicians all throughout the year and it just took a long time to get them hired so by the [24:55] time we got clinician number two hired it was well into the spring had we gotten them hired early we would have [25:02] them all year long what i confirmed with dr jensen is that [25:08] that twenty thousand dollars we will not have to repay that twenty thousand dollars again next year because we [25:14] brought them on so late in a year um he had agreed and jeff told me this that dr [25:19] jensen that uh frazier their cfo they agreed that we will not have to repay that twenty thousand dollars so we have [25:26] also made payments um toward that clinician contract already [25:32] um in in in april and may for the april and may [25:37] payments we made that on may 17th and for the may payment the 31st we are uh [25:43] the invoice is forthcoming for the june payment and then within that contract you will see that there's 27 thousand [25:49] dollars that is for um june and july summer programming so what [25:56] dr jensen explained is that they actually have staff members that are helping to [26:02] support through for mental health [26:08] during the summer they have it's another it's eight individuals not eight full-time fte but eight individuals that [26:15] will provide um up to 30 hours of support in the month of june and july and that is what [26:21] that 27 additional 27 000 is for and again we will that that invoice is [26:28] forthcoming and then finally the last contract that i'll have you pull up is the 2022-2023 [26:36] contract for site-based mental health that is an additional third clinician [26:42] again this is we've been hearing all year long that there's a greater demand our families [26:47] are asking for access to mental health services you know on-site co-located services [26:53] so that is an additional clinician and that is to be billed for next school [27:00] year and you'll notice that the extended school year during the summer and offering those mental health [27:05] supports in 2023 there will be an additional 27 [27:10] thousand dollars that we will pay for that in addition to the 20 000 [27:15] fee to get that that clinician started and again that is [27:21] the 20 000 startup fee is a partnership with um a dining education fund [27:28] thank you dr stanley i wanted to make sure the board and community understood that each separate 20 000 payment was an [27:35] additional practitioner that would be in our schools and understood the dynamic at play between our district and the [27:41] edina education fund um so are there questions about this specifically [27:46] yeah if i could ask i that is excellent that we've been able to bring on three clinicians and i know that the really [27:53] the hang up was just being able to find the staff to fill those positions do you know if [28:00] we that will eliminate some of the wait lists i know that we've had such great demand for those [28:05] co-located services do you know where we're at in terms of servicing students or will we not really [28:12] know until we're into this next school year i do not have the details on that right [28:18] now um i know we had significant wait lists and it seemed like whenever we were able to [28:24] bring a clinician on jeff would say that there was more interest and part of that is the trust that fraser in the co-located [28:32] services brings to our system i think parents just become you know they trust [28:37] their system more to offer those services we can look into that in the fall though and just even maybe even provide an [28:43] update on the services that are being provided to our students that'd be great and i know um as word of mouth spreads too from [28:50] families to families that we have that available i think that's also increased um as people have become aware that we [28:56] have that and i know the families that i've spoken to have said just cannot say enough [29:02] positive things about being able to access that at school and also what that relationship has meant for their kids so [29:09] i'm really proud that we're able to do that work i am too and i should say now these are contracts [29:15] for onboarding clinicians and the summer programming we do have [29:20] i learned eight clinicians in our schools so five additional clinicians that have [29:26] already been onboarded and again you know we just cannot think um edina education fund enough for um the funding [29:34] that we're receiving to help support the mental health of our students so [29:39] anything else before i vote to approve them okay all those in favor of approving the [29:44] fraser march 2022 addendum for the additional clinician the summer 2022 [29:51] contract and the 2020 to 2023 contracts say aye aye anyone opposed [29:58] the fraser contracts are approved um moving on to our discussion items the [30:04] first is a proposal for an updated superintendent contract superintendent sorry evaluation not [30:11] contract sorry about that [30:16] oh my gosh and process description um this was brought to the board in a work [30:23] session um dr dr stanley is um well versed in what this is and supports it [30:29] um so we've discussed this once before the key things that i wanted to point out and why this is being proposed is to [30:36] really have tangible measurements in the superintendent [30:42] goals and evaluation and have those two things align when when it's applicable but then also [30:49] make sure that there is common understanding and agreement as to how the superintendent can beat the goals so [30:56] if you notice on page 288 it says [31:02] what the goal is then it lists what the evidence will be of performance [31:08] and then it actually defines what does highly effective mean what does effective mean what does developing and [31:14] what does ineffective mean and so there's common understanding amongst all the people that will be evaluating the [31:19] superintendent what do all of those things mean before the school year starts and the [31:25] evaluation year starts um so we don't get to the end of the year and one person's effective is another person's [31:31] ineffective so that's really the why we're suggesting these changes and [31:37] again dr stanley supports them and this was discussed before so i just wanted to point that out [31:44] anyone did anyone have anything to add can i ask a question absolutely [31:50] first of all i i think this is fabulous and thank you to the governance team who put this together um my question [31:58] revolves more around what if any changes do we need to talk about as a board to [32:04] how this will affect the time that we need to put into creating this each year right like i [32:10] think this is will be a longer process but well worth it do we need to look at adding a meeting [32:17] do we need to look at giving ourselves enough time to have this be [32:24] what we want it to be and accomplish what we want it to accomplish um yes [32:29] absolutely and this was part of why the goal setting process got moved to [32:35] the board retreat as opposed to a work session to give us some extended time [32:40] but i assume that we're going to have to follow that up with some discussions and then potentially [32:46] some maybe off-site work with governance that brings it back because i think it's going to be an iterative process [32:52] potentially and i also think that um we might not [32:58] have magic year one so i think that we should um do our best to get it right year one [33:05] but it probably might take a a little while to build this into a perfect evaluation process [33:11] so when we approve our meetings for the next year [33:16] is it wrong to think or even just suggest that we add a meeting at that time to make sure we've given ourselves [33:23] enough time so that we don't run into the situation of like we don't have enough you know we aren't giving [33:28] ourselves enough time with pre-planned meetings to get this accomplished i would like to i would like to see what [33:35] we get accomplished in our retreat and the follow-up meeting after that and [33:40] then absolutely if we need to i don't want to i think you're i don't want to [33:46] get behind so we haven't beating we're not anticipating so but i think that's excellent feedback [33:53] thank you anything else okay um [33:59] we're going to move on to our um comprehensive literacy plan to get an [34:05] update on that i believe we have director teaching and learning jody d st hubert bethany van [34:11] osdol assistant director of teaching and learning [34:18] welcome the presentation it is okay [34:26] okay good evening dr stanley chair ellenberg board directors we are here tonight to give an update on [34:32] our early learning through 12 comprehensive literacy plan the update builds on the previous updates that [34:38] we've provided this year and the highlights are new information since the 131 222 report [34:45] with me tonight is bethany van osdel our director our assistant director of teaching and learning and i'm going to [34:51] turn it over to her to highlight the presentation well thank you thank you very much for [34:57] allowing me to share the many successes that we have been able to accomplish in the first year [35:05] of the comprehensive literacy plan um i think it's important to just remind ourselves what [35:12] is a comprehensive literacy plan so i'm just going to read off page 8 really quickly of the comprehensive literacy [35:17] plan it says definition of comprehensive literacy there may be no greater purpose for an [35:22] educational system than to ensure all learners have equitable access to evidence-based instruction [35:29] building language and literacy knowledge as well as the skills and strategies to competently engage in relevant learning [35:34] opportunities that foster success literacy is a continuous developmental progression from birth [35:41] through adulthood comprehensive literacy is a culmination of enduring and current research proven instructional design [35:46] which we'll hear about tonight and delivery with targeted interventions that result in developing [35:52] learners with the ability to strategically apply reading writing speaking listening and viewing [35:58] i know that's a lot but it's important for us to remember just the massive undertaking that when we think about [36:04] comprehensive literacy and with that i wanted i want to actually start by having us go backwards [36:09] for just a minute to the beginning of the year [36:14] it's been a year it's been a year we started the year this year with kindergarten first and [36:21] second graders who had not had a normal school year [36:26] we started the year last year at this time i think we thought we were going to start the year in a very different place and so while [36:33] we were all internalizing that we were not quite finished with the [36:39] changes and adjustments that we were going to have to make educators knew that we were going to be [36:44] faced with a reality with our students that we just didn't know what to anticipate [36:49] and i chose this graphic to just really illustrate the [36:55] fact that the resilience that our students and our staff and our families [37:01] have shown this year has just been outstanding and i think about [37:07] when we were in the middle of distance learning and we we heard kids are resilient they're resilient [37:13] they'll bounce especially the young ones you know and what we learned is some do [37:18] but many need intentional and assessment instructional targeted [37:24] instructional match to make that resiliency really a reality and i think about you know i was kind of processing [37:30] why i think you know we really saw the resilience here in edina and i think on the one hand it was the leadership that [37:36] we have dr stanley and dr smazel and jody and our literacy [37:41] coaches supported us and encouraged us and motivated us and pushed us [37:47] and i think about how that just really helped us feel safe in [37:52] wrapping our arms around something we hadn't we just we just didn't know before and then i think about our teachers and [38:00] how we started my first few meetings here in edina were looking at data and [38:06] and seeing things we hadn't seen before seeing needs we hadn't seen before and and sitting alongside teachers [38:12] rolling up our sleeves and saying now what how do we respond and what i find so inspiring about this system of [38:19] educators is it was never an if but a how how how do we do this and there were some tears and there was some [38:25] frustration and there was some questions and wondering but i'm going to share with you just some real key highlights [38:31] there's many things we could talk about but some key highlights and some pretty outstanding results that came from that [38:37] resiliency in our system so with that i also have to just pause and say i get [38:44] to celebrate and honor the work that is many teachers many many many [38:50] educators that participated in what i get to speak to tonight um this is just the the groups that i [38:56] had the pleasure of facilitating and i had over 50 educators that were not only [39:03] in the resilience embracing new realities and trying to learn new ways of being as teachers but [39:10] opting into leadership positions where we are saying that we are really committed to the growth [39:16] and doing what's best in our new reality too and so i'm not going to read all the names but i just want to highlight our [39:22] secondary ela team who started meeting in december and met monthly to do the work that i'll speak [39:28] of tonight same with our [Music] our literacy leadership teams from [39:36] our elementary schools and then our mtss assessment committee which i'll speak a little bit too and [39:41] then leanne and i will speak to um later on in our next update here but i just can't thank these [39:48] team members enough for linking arms with us and teaching and learning and going through the processes and and [39:54] doing the work to make sure that we're doing the best work possible so with that we have six goals in our [39:59] comprehensive literacy plan and they are very wide-reaching it's the comprehensive literacy plan encompasses [40:06] a lot and so when we marry this alongside of implementation science which is just how we do business in our [40:11] department of implementing change we really wanted to start with some key pieces around tier one and so you're [40:17] going to hear a lot tonight around what we were working with in terms of tier one supports [40:22] tier 1 definitions i should say and then our tier 2 and tier 3 supports [40:28] so specifically again i could highlight many things but some things that i think are probably highlighted the most or [40:34] probably the most impact on the system is that we have letters cohorts that are beginning um and so [40:41] i'll speak more to letters in in later on in the slideshow but this is a professional learning experience that is [40:48] deep and rich for our educators that are going to be building the capacity of our [40:53] early k1 and 2 teachers for now i'll speak to the timeline in a minute in ways that we [40:59] just haven't seen before with the current research so i'm excited to talk about that in a little bit we also have our district-wide committee [41:05] that i spoke of in elementary and again what they spent the year doing is engaging in countless hours [41:12] under the guidance of our literacy coaches in researching current and enduring [41:18] research around the five pillars of ins uh reading instruction and from that then we were able to [41:25] create a list of commitments that i'll share with you tonight that we'll we'll be able to see um commit to in all of [41:31] our classrooms k5 across the system our 612 design committee is [41:37] deep in exploration right now in implementation science phases and they are [41:42] they've worked through a lot of research too around current and best practices and i'll speak to that they have [41:47] developed their non-negotiables and they're working towards developing some drafts for course proposals [41:53] our assessment committee which we'll speak to later tonight but that began uh collaborative work to define again our [42:00] tier one what are we committing to every student around screening assessments [42:05] and then finally the instructional matches and we've talked about that um a few times i think this year with you all [42:10] around really identifying using our assessments to identify the needs and be able to really target that [42:15] instruction i would say it's one of the biggest lessons that we've learned this year is just the power of that instructional match i've heard it from [42:21] so many teachers and we see it in the data and the literacy coaches would speak to it too it's just that intentionality around really identifying [42:28] what is the need and then feeling that need versus what maybe we would have done in the past is just provide a comprehensive [42:35] intervention right so that's been a really really strong strong movement piece here um i'd say [42:42] k-8 really worked on that this year and i'll speak to that again later so letters [42:47] um whoops excuse me um is a professional development [42:52] course 36 hours for the first two units it's a big undertaking and what we see from [43:00] educators across the country is that this is a game changer and i'm just thrilled um i get goosebumps in fact [43:05] when i think about the impact that this is going to have on our system with our teachers that are starting now we have [43:11] at this point in time we have 33 teachers that are currently enrolled and um [43:16] six additional teachers through an mde cohort so we have 39 teachers currently enrolled and just this last week we had [43:23] 37 more staff members oh i'm sorry 37 more staff members throughout the course of [43:29] this summer but they will begin their letters professional journey and then [43:34] starting in next year we will have the remainder of our k2 staff that will be involved in letters learning and this is [43:41] our k2 classroom teachers our ml teachers special ed teachers [43:46] adsense and title 1 teachers so we're really ensuring that the entire system [43:53] builds that capacity around the new research around how our brain learns how to read [43:58] um and then moving forward we will ensure that we have a plan right we have a plan moving forward for three five we [44:04] really want to see and learn from our k2 folks to see how this goes before we really solidify the plan um [44:12] but they're they third through fifth grade teachers can't be just left to this side because what we know is [44:18] i know having a third grader they have needs too that have been because of disrupted learning right in [44:25] the past two years and so our literacy coaches have just really been amazing and have really built their capacity [44:31] around that targeted match and helping those teachers through that collaborative process and data review [44:37] so they will be able to work alongside those teachers the other thing i want to speak to that's not on this slide is the [44:43] admin course there are all the principles we'll be going through the admin course which this summer is 10 [44:49] hours and then there's an additional 10 hours throughout maybe the next year um jody and myself [44:56] uli will be taking it as well and our literacy coaches are already involved so that what i like about that course that [45:02] i just have just started this week is it is focused on leading the initiatives and so while there is that [45:09] um research that's provided around the the nuts and bolts of the reading and [45:15] research it's really that higher level of if you're leading this what do you need to know in terms of ensuring that [45:21] this implement implementation lands where we need it to land which is on the students so [45:28] with that i think it's important to just pause for a minute and think this is a big undertaking it's a lot of time and a [45:34] lot of effort and i will say before i go to the slide the teachers are excited [45:39] i've said this to jody many times since we hit send on the original email that was inviting [45:45] teachers into the process is i'm just blown away by the enthusiasm that the [45:51] teachers have for this big undertaking it's a lot of [45:56] professional development but they are ready willing and excited um the people who have already started [46:03] are um kind of champions of this also saying how much they've already been able to benefit and how much they've [46:09] already changed their instruction in the classroom and seen the impact they're seeing the impact on their students [46:15] and so i just um i'm more certain than ever that this just really is a key piece to um to us [46:22] really providing that equitable instruction for all it is a professional learning system [46:28] it's not a it's not a kit it's not a resource it's it's learning it's like a college [46:33] course right and we know that teachers matter more to student achievement than any other factor right and so we know [46:39] that building into our teachers is really going to give us the bang for our buck that we need it [46:44] changes the way that teachers teach reading it changes the way that they see the resources that they have in front of [46:50] them why are they doing what they're doing with this particular program and it allows them to change those [46:56] change the lives of the students that are in front of them it's flexible and so um [47:01] we have teachers that are teaching interventions that are saying oh this is super relevant i really see that um [47:07] i see how this aligns and supports my intervention teachers of core teaching where they're teaching [47:13] classroom grade level content and they're also seeing the relevance and so i think it just [47:18] again is really comprehensive in that way and so we're just really excited we're really excited about what this can do [47:23] for our system so um i had mentioned earlier also that we were in our elementary work we were [47:30] really working to define that t1 instruction with implementation science we know that we have to be able to have [47:36] a clear definition of what we're trying to implement and so when we started the year we knew that we had um [47:42] differences from our buildings and how things were were happening with literacy instruction and the team came together [47:48] and agreed that it was our task to really say these are our commitments in our tier one reading block [47:54] and so what we did was we spent 20 plus hours researching best practice [48:00] current best practice around the science of reading we then um april i believe it was sat [48:08] and we took what we had learned there was a tool from reading league which i believe i've shared with you in the past [48:14] but where it uh it's an evaluation tool it's a curriculum evaluation tool and you put that side by side with your [48:19] resources and it will actually go through green flags and red flags and what the team did was they sat down and [48:24] they looked at being a reader making meaning right our two reading reading curriculum tools that we have and they [48:30] looked through the green flags and the red flags and what they were able to identify is that by and large the tools that we have in front of us [48:36] meet all of the green flags with the exception of a few pockets of places where now we can intentionally fill in [48:42] and so the team now is moving this forward with a list of commitments so [48:47] what you're looking at here i know this is a lot i just wanted to give you a snapshot so that you can see um what all teachers so this was shared [48:54] out by our literacy leads the teachers that are sitting on that committee doing the work shared this out in may and what [48:59] you'll see is that there's a time block on the left hand side this is i should start at the top right [49:05] this is what all students receive in tier one okay and so along the left-hand side there's [49:10] the time and then you also have the pillar so again that was with the research phonemic awareness phonics fluency [49:17] what pillar this address is and then the resource so we have being a reader making meaning sande is also in this as well this again [49:24] is just a snippet of the top of k1 this exists for k1 there's a [49:29] separate one for grade two and then one for three five also and then on the right hand side you'll see the list of [49:35] commitments and this is where the team went through and identified key pieces that had to live in every classroom so [49:40] as we walk in as administrators walk into a classroom or as coaches walk into a classroom they can see observable [49:47] evidence that what we are doing instructionally is aligned to that science of reading and the tools that they're using and so [49:54] again this is just a snippet of the very top portion k1 might go front and back right because [50:00] there's just a lot going on there with what they have in front of them but what i think really to celebrate this is it's [50:07] it's across the district so it's every kindergarten class and what i really appreciate is that this is [50:15] co-created with teachers they were at the table making the decisions making the recommendations in [50:20] fact i asked them when i was facilitating the meeting and the top and the commitments where there's [50:26] about eight or nine i had asked them to choose two or three i said let's just choose two these are what we have to see in our [50:32] classrooms the teachers said and so they again are champions of the work [50:38] so i'll then pivot into secondary so what we're ending the year with in elementary is we're ending with rich [50:45] professional learning that has started we are ending the year with a culmination of a lot of research that [50:51] has landed on a list of non-negotiables in classrooms and now when we look ahead to secondary 612 has been meeting in a [50:58] design team that we started meeting in december so they have not been meeting as long we are still probably in the middle of exploration [51:05] phase but we're following the process and we are um we've moved a lot of work forward some of the key pieces that they [51:12] have been researching um a bulk of the um focus in that first year or in the first [51:19] phase excuse me is unpacking your current reality and then understanding if this is where you are we need to [51:25] research where we should be and so that was really the intent of this so the culturally proficient school [51:30] systems the tools of culture proficiency was a key piece multi-tiered systems of support we know in the comprehensive [51:36] literacy plan and the guiding change document this is really important for us to ensure that we have that multi-tiered [51:41] system of support guaranteed in viable curriculum this is where we see the alignment we see the the vertical and horizontal alignment and the importance [51:48] of all of that that students are really in that scope and sequence that that makes sense [51:53] for their learning right equity and inclusion curriculum design and then just overall best practices [51:59] so from this um gosh it was probably about 12 hours of research about two meeting days they [52:05] came forward and created their course commitments through an affinity process and you can see the [52:11] overall headings that they identified and then underneath each heading are all the key pieces that [52:17] came forward from what they have determined non-negotiables so it is this [52:23] relevant writing workload balance alignment again that guaranteed viable curriculum authenticity equitable responsiveness [52:30] relevant reading language fundamentals and then finally their culturally proficient school systems and this just [52:36] came off the rubric that we have for our curriculum and instruction and so what the next steps will be then [52:42] for this team you'll see here the secondary timeline and phases one and two [52:49] i should also say even the the commitment of our teachers even goes into the summer because last week we had [52:54] about 20 teachers that came in to unpack standards which is pretty impressive um so we are right in the middle of here [53:01] this phases one and two where we're reviewing our current research and then gathering input from stakeholders and then unpacking [53:07] standards as part of that first phase phases one and two and so we have new standards in ela that we're working with [53:13] we'll move forward next year into continuing to draft up course proposals that would then hope the goal is for them to be in the course [53:20] catalog for next year to be implemented the following year um and then really in that phase we're identifying [53:26] what would the professional development be needed in order for us to ensure again those non-negotiables that we're able to build [53:32] the capacity within our educators to follow through on those pieces and then we'll move forward to implementation [53:39] and initial implementation and then full implementation is the final phase [53:44] by 2526 lastly our screening assessments a huge [53:50] um success has been the mtss assessment committee which will speak to after this [53:56] presentation but this year we had 5 368 students that were screened with [54:01] fastbridge and we had a thousand 371 students who are progress monitored progress [54:07] monitoring is when you basically take the temperature of your of your students make sure that what we're doing is [54:13] having the impact that we wanted to have and we had k-8 sites across the district in some capacity administrating that [54:19] instructional match we had specifically i would say the two biggest instructional match pieces were [54:26] um were around phoenix awareness and phonics videomic awareness was largely [54:31] k1 we found that to be a large gap which we look back at the disrupted learning of our early learners it doesn't really [54:37] surprise us a whole lot and so there were some intentional interventions that were just short bursts where teachers [54:43] were kind of call and response kind of phonemic awareness pieces and then fluency was another big piece [54:49] and so that really grades three through eight focused on a lot of repeated reading with a partner um where [54:54] what i also love about this is it sounds like oh this instructional match and it's real intentional and it's kind of but the kids love it they love to get [55:01] with their buddies and sit side by side and the teachers love doing it because the kids are it's just enjoyable they're [55:06] with a buddy and they're reading a passage and they're seeing their growth and they're coaching one another and it's just an enjoyable thing [55:13] so with those pieces um i'm going to share some of the results and i'm focusing specifically on [55:18] k1 early reading for this piece of of data i listed along the left-hand [55:23] side what's assessed in the spring these are the foundational skills and the reason why i'm highlighting this is [55:28] because this has been the bulk of our work the bulk of our work this year has been around really filling in the gaps of those foundational skills for our [55:35] early learners and so what i have here for you is the data from spring of 2021 to the spring [55:41] of excuse yeah spring of 2021 to the spring of 2022. so last year at this time we were sitting at 58 proficiency [55:49] while this year at this time now compared to that is 66 percent so we saw a growth of eight percent [55:55] um so overall what we can say is that what we're what what we're doing is working for many kids we're really [56:01] moving the needle for a lot of our kids around those foundational skills and so when teachers see this and and [56:08] see the impact of their work it's really motivating um i also want to just note too that i [56:14] had pulled some of the growth data and i didn't quite get it into the slideshow so i apologize but i am i think the [56:20] growth data is really important too because while this shows us what students [56:25] tipped over the 50th percentile proficiency wise we also had a lot of students that just made incredible growth [56:31] and fastbridge will compartmentalize the the growth into [56:36] four different compartments or categories i should say and we look at um [56:41] two categories that are putting them above the 40th percentile in growth and so when we say these students are above [56:47] the 40th percentile in growth they're growing further and faster than their peers accelerated growth we had 30 of [56:53] our kids making accelerated growth in this area we had 38 making typical growth so overall we had 68 of kids that [57:00] were making typical or aggressive growth in this particular area so that's really outstanding [57:06] the other piece that i wanted to highlight that again aligns with our work is the fourth grades four through eight take an auto reading assessment [57:12] within the fast track assessments and this again is the foundational skills it's the word recognition the decoding [57:18] encoding morphology synonyms those those key foundational pieces um it's a six minute assessment it's [57:24] timed it's really brief but it gives us a chance to really diagnose and see if kids are even at the eighth grade level [57:31] or maybe missing some of these key pieces and so what we saw overall from this is from fall to spring because we did not [57:38] do this last year so from fall to spring we had 77 percent from the fall up to 83 [57:45] percent which is the six percent gain overall in proficiency and the growth in [57:51] this we had 48 percent of our kids making accelerated growth which is above [57:57] the 70th percentile in growth overall we had 73 making typical or aggressive growth [58:04] in this area so again just a lot to celebrate a lot of hard work and it's nice to see [58:10] it landing where it needs to land and i wanted to end with a quote by [58:15] elena aguilera whom i really appreciate her work and it's moments of crisis drive action [58:22] but it's ongoing work that drives transformation so this is just the beginning [58:29] so with that i'll offer any questions thank you so much for the presentation [58:35] um board members questions or comments janie [58:40] i'll go first of all thank you so much i couldn't be more thrilled with the [58:48] fact that this system is being created and implemented it means the world to me [58:53] as a board member and personally too so i just i want to tell you that i'm grateful for it [58:58] um i have two questions that are things that are just i'm having [59:04] a hard time kind of understanding how they will play out so the first one is when i look at [59:11] the students that will be getting screened in middle school so next year with the data [59:18] um with the i can't think of the assessment calendar that um is coming later we have our [59:25] sixth seventh and eighth graders being screened right my concern is my question is as those [59:32] students are aging out of middle school and into high school it appears that we're going to [59:38] have a gap in some students having that continual screening [59:44] i know that we will that there is a recommendation for some students to continue screening at the high school [59:52] but my thought is is there is it worth having a wider range of a wider [59:58] a lower threshold so that we are not missing kind of students that are [1:00:03] on the cusp right because i know it does take time to implement as we move [1:00:09] up but i also want to make sure we don't miss any students [1:00:14] and it kind of goes to my second point of when we get more data which is what we [1:00:21] want because it's an informing decisions and it's informing right correct matches for our students it's [1:00:27] also going to mean that we have to have the capacity to intervene which i'm concerned about [1:00:34] having that capacity to intervene when there's a limited amount of time [1:00:41] that needs are fighting for especially at the high school right like we don't have as [1:00:47] much time to intervene kind of at that next step above tier one [1:00:53] um and so my my ask would be that we're really [1:01:01] creative in thinking about what this data means to what the daily life [1:01:07] of a high school student might look like right like we're this is really important this is so so important i want [1:01:14] to make sure that it is and i i trust that you guys are going to do this but i want to just say i feel [1:01:20] like i hope there's some creativity in creating more capacity and time and resources for what this [1:01:27] data is going to probably show us yeah i appreciate that in the assessment [1:01:34] plan that we'll share after this presentation we do have a plan to screen all ninth graders so just just that will [1:01:39] continue up to ninth grade and then the option to screen above that if needed um [1:01:44] and so we do we have that option open the other thing that i would say is that this has been a really key piece in the [1:01:50] 612 design team is when they are sitting around the table and starting to [1:01:56] rethink what courses might look like or how we might service this [1:02:02] the phrase i think dr stanley uses that just resonates them so much with them as doors opened and students escorted [1:02:08] through and so they will actually say how does this open a door and how does this help us escort them through and so [1:02:14] while i can't tell you exactly what that's going to look like now i can tell you that it is absolutely a priority [1:02:21] yeah thank you i appreciate that karen [1:02:28] i echo janie thank you for this report and i'm thrilled to see some of that early [1:02:33] results because it is a big lift for our teachers and i'm really happy to see that they're seeing the fruits of their [1:02:40] labor in our students a lot of the questions that i had you addressed one of my [1:02:46] interests was how our curriculum our current curriculum was aligning with what they were learning so i was happy [1:02:52] to see that i was really thrilled to hear you mention um that we're having our principles go through because i [1:02:57] think as we try to really implement this um that site little level leadership will [1:03:04] be key in making sure that this is across the board um [1:03:10] and the consistency across the sites and making sure that that happens so i appreciate that i think i just have a general question [1:03:16] as like future updates as we get more of our teachers trained in letters and we start to [1:03:22] really lift this off the ground is it reasonable to expect that we can once a semester [1:03:28] get an update like this what are early results showing what are so if we know we're [1:03:33] tracking well or if we need to pivot i would say we're happy to come and do an update and celebration at any [1:03:41] time that you would like us to it does seem that it would be reasonable to do it as you're indicating and that um it [1:03:48] will help you it is it is fun because we really anticipate just great results right so to bring it forward and [1:03:54] celebrate that with you absolutely and as you know as bethany said um [1:04:00] super excited and proud of them for all the work they're doing and this is the tip of the iceberg [1:04:05] and so um with the comprehensive literacy plan the way that it is we have to continue to bring updates [1:04:11] back to the board and um it seemed like it was a nice cadence [1:04:18] this year for those updates and in the cadence that they came and so it makes sense that the cadence would remain the [1:04:24] same you know that we will in october bring [1:04:29] a comprehensive data overview for the performance of students based on the new [1:04:35] data metrics plan that the team developed so um [1:04:41] i would envision the cadence being the same especially as we move into the high [1:04:47] school using the fast bridge like that's never that it's rare that that happens anywhere i i just want to say that that [1:04:53] that is excellence that this team has brought to our high school that is rare that happens in in um high schools so [1:05:00] um i am very proud of them and the work they've done and one more thing [1:05:06] um i am really proud of our district for [1:05:12] making this a priority and backing it up with the resources the time [1:05:18] this is something our community has said we they wanted our teachers are clearly sane so i really want to for all the [1:05:25] people that have worked on this um we dove in you dove in and i appreciate [1:05:31] that and i hope that we just continue to keep that pedal down and i don't know if we're allowed to do this but as a board [1:05:37] member i would love to come and see this in action and see you know what does a screener look like [1:05:43] um you know what does what are teachers saying about this if that's a possibility maybe that's an offline [1:05:49] conversation julie or dan [1:05:55] well i just wanted to say thank you as well i mean i saw a lot of this in teaching learning but i think it's great and fantastic work that you've been [1:06:00] doing a general question about the cadence communication we talked a lot about the cadence to the board um what's the [1:06:07] cadence with the staff and teachers so that they can share the celebration and in the learnings from all that you're [1:06:13] finding after each meeting our teachers send an update of what they've accomplished at [1:06:19] that meeting so that that's going out to all teachers um so sent on behalf of some from the teachers [1:06:25] that are participating in the work so that's one form of communication that we have um and then um just updating the [1:06:31] principles on um so having one-on-ones with the principles to go through the data is what we've accomplished what [1:06:36] we've done this year um sharing this out in the llt so the literacy leadership team meeting [1:06:42] is where we've started this year so we'll only continue as now we have a more robust robust screening protocols [1:06:49] where we have all students engaged in the in the screening we can do even more of that communication out to teachers [1:06:56] and beth can i just add one thing i know that there have been those emails that you have sent out to [1:07:02] just really acknowledge and give teachers a shout out and so do you want to talk about about that yeah just the [1:07:08] individual i mean we've just seen working alongside literacy coaches for me so i meet with literacy coaches once [1:07:13] a week we meet for two to three hours on wednesdays to just look at data research update practices communication [1:07:20] and um from that i get to hear about so many of the amazing things that are happening with [1:07:25] instructional matches and so when those teachers come to a meeting or if i see because i [1:07:31] do like to i kind of will just spend a lot of time looking at the data and when i see some really outstanding results [1:07:37] from specific teachers i will always just send them an email and say i know what you've been doing and look [1:07:43] what it's look what it's done for kids um sometimes i'll see some some people on those so dr [1:07:50] stanley might see some of those and jody and doctor smalls but i think it's important i think when you when you think about [1:07:56] the work that you're putting in i've always said as teachers our biggest motivator is seeing that it's working [1:08:01] that's their biggest motive that's our currency that's our incentive and so when we can just call that out and we [1:08:07] have some really modest humble teachers but i think it's important that we acknowledge that and we call that out and we say [1:08:13] you're doing great things so i do try to take time out of my calendar to do that it's important [1:08:20] yeah i just hi thanks i echo everyone thanks for all this work um i have two questions one is um on [1:08:27] slide number 18 the data in there that shows the growth from fall to spring [1:08:33] yes what i'm talking about slide 18. i think it's light 18. yeah [1:08:39] okay so is that i know there's no data to compare from last year but from [1:08:44] your knowledge from like a national level or other schools that use this is this is that [1:08:49] typical is that low is that high is that something we would expect or i mean i'm not saying to look into a magic [1:08:56] ball but i'm just curious what that number means typical is hard now we don't we haven't [1:09:02] we kind of have a new reset right and so to i was just spending some time with a data analyst in another district really [1:09:08] kind of mulling this over because i was saying you know and what we have to recognize is that we're in a new [1:09:14] reality and so to compare performance and we don't have the trend data here but even [1:09:20] in her district right she didn't the trend data is really hard to compare what i will say is when we set smart [1:09:25] goals we usually set them for three percent to five percent gain mostly right [1:09:31] um i don't know maybe you've given different direction on that so i shouldn't um but we're about five percent on this [1:09:37] so i would say um it's really impressive growth and um the [1:09:42] national norming is what allows us to know that we are um above that 50th percentile in the [1:09:48] national norms how that specifically compares to how other districts have done i don't have that information okay [1:09:55] that's helpful though that's helpful for contacts we were talking about that they smile because we were talking about this [1:10:00] and the statistical significance of a data point and that's where we were connecting the three to five percent and [1:10:06] smart goals right and trying to dig in with others that we know and who have more expertise in the statistics area um [1:10:13] around that conversation so um it is a good question we do feel it's really good growth to celebrate absolutely and [1:10:20] we'll continue to dig into that a little bit we'll know we'll be able to answer that better when we have another year [1:10:26] and another year and another year under our belts do you know what i'm saying oh for sure forward to that too okay but [1:10:31] this i mean any growth has good growth considering what we you know oh no it's great i just was curious i was like was this [1:10:38] um right so and then the other question i had was as you roll out um [1:10:44] more teachers and obviously a lot more um how are how do you collect [1:10:50] other than anecdotally and how the teachers are doing do you guys do a survey like are teachers feeling [1:10:55] overwhelmed by this even though if they see the growth and they know the benefit of it i guess that's just a [1:11:01] point of what's the check in with teacher process yeah that's really good i would [1:11:06] offer having gone around so after our fall data window i spent a lot of time [1:11:11] going around and meeting with teacher teams and when i met with them we looked at their [1:11:17] class data and then we looked at what fastbridge would recommend in terms of instruction so at elementary i'll speak [1:11:23] to just that for right now they have a win time set aside which is what i need time which is designated for intervening [1:11:30] and the teachers were relieved to have something to teach they knew what students needed and they had a plan to [1:11:36] do that and they had a way to monitor its impact and so from that [1:11:41] just like all of us sometimes new things are hard so there were some some teachers that needed a little bit more support from the literacy coaches and i [1:11:47] have to tell you they did an outstanding job supporting them in that way maybe they came in and helped progress monitor that [1:11:54] their students or maybe they helped provide some of the materials for some teachers or some teachers maybe didn't [1:11:59] need that kind of support but i would say by and large teachers are grateful for the resources that come with that data [1:12:06] i would also say that much of this this year because it was new was [1:12:12] kind of an opt-in kind of uh a situation this year because it was so new [1:12:18] and so many teachers the fire would catch on right where maybe my colleague down the down the hallway was doing [1:12:25] repeated reading with a partner and bringing their progress monitoring data to a plc meeting and all of a sudden now [1:12:30] the whole team wants to participate that's a specific example that happened at concord right and so now moving [1:12:35] forward we've got nothing i would say so much positive energy around that for [1:12:41] teachers because teachers want to just respond to the data in a way that's going to give [1:12:47] them the biggest bang for their bakken and they've seen this so um [1:12:52] it's not easy forever change is hard right we're changing what we're doing but i would say this year in edina i haven't [1:13:00] seen a lot of resistance or a lot of overwhelm around this particular thing [1:13:05] this was a hard year there was a lot of stress right just for everyone this year [1:13:11] but when it came to my work with teachers on this it felt like it gave them [1:13:16] a plan to follow that felt good i think for a lot of them okay that's helpful [1:13:21] great thank you um i just had one quick question um [1:13:27] when you went through the slide on the letters training and you [1:13:32] had mentioned making sure that it was effective before [1:13:37] training the grade three to five teachers one question i had or just [1:13:44] suggestion or wonderment is if we have leading indicators that this is [1:13:50] working i would hate to see a group of students that are being [1:13:56] successful in this go into a grade three class and have [1:14:02] this scaffolding of letters training and then go into grade three and four and five [1:14:07] without letters trained teachers and so i'm just suggesting that especially for our most [1:14:14] at-risk students if it seems like this is working potentially as opposed to taking a [1:14:20] complete break and then training everyone maybe [1:14:25] training certain teachers that we know will be teaching our most at-risk students so there isn't [1:14:32] that break in the continual exposure to the training that was just one comment that i had and i wonder if [1:14:39] maybe i misspoke in this um we we will be training them they are not maybe i'll let you speak to [1:14:45] that in the timeline a little bit yeah i well we absolutely will be providing some pd this year [1:14:51] around literacy and some of the learning that will happen in letters for three through five teachers so that they're [1:14:57] not getting any of that letters foundational skills training and we'll do that in bursts and in different ways [1:15:04] and then again our hope and our vision is that third grade teachers would start next year [1:15:10] okay um and that we're working to also have some trained facilitators right so that we're just we're just thinking [1:15:16] through okay exactly how it will all come together um but we do know there is [1:15:21] an urgency in eric and we need to pay attention makes a pocket of kids right that yeah um are missing some of the the [1:15:28] k12 teachers learning yep they have disrupted phonics and structures right [1:15:33] right that's right yeah right third right so maybe i misspoke it is more of watching the k2 and seeing what works in [1:15:39] terms of the delivery and the structure that we've provided to see how that would work thank you for clarifying [1:15:45] sorry about that nope that's my fault thank you great anything else well thank you so much this is [1:15:50] outstanding work great um we are going to move on to our assessment plan [1:15:57] 2022-2023 assessment plan um and we have again jody up here and if [1:16:02] you want to introduce your team yes i believe it looks like we have [1:16:08] yes it looks like some people here and some people are not here so i'm going to i'm going to introduce the team and then [1:16:13] and introduce and then i'll move over to the side here because like and then who are speaking more if i can ask if i can [1:16:20] ask the team to give us a very high level presentation just because we have a lot on our agenda [1:16:26] tonight that would be great i appreciate it absolutely thank you absolutely so i'll [1:16:31] introduce the team um and get us started with the high level presentation um [1:16:36] bethany i introduced already as assistant director of teaching and learning bethany vana osdel i need to [1:16:42] look at leanne's title because this really long leanne me and feely student support services continuous improvement [1:16:49] specialist and specifically in this role mtss coordinator and a lot of teaming [1:16:54] and collaborating with teaching and learning with that mtss role and deb richards is our gifted education [1:17:00] coordinator and so um greg gusweller is not able to be here tonight so he is the [1:17:05] one on the list that is not here as he is traveling the country on a road trip right now um so i'm going to begin just [1:17:12] going over high level of oops i think of it the wrong way um [1:17:17] i i'm going to just introduce this slide and then turn it over to leanne so the assessment calendar really the [1:17:24] background part of the executive summary highlights that according to minnesota state statute [1:17:30] it is the responsibility of school districts to have our assessment plan posted before the beginning of the [1:17:36] school year and mr gusweiler has worked on this assessment plan that is up here [1:17:41] and in the the difference in this and one in the past is that it is intended to be um [1:17:46] able to be responsive so you'll see the category of dates right that's open we want to make sure that it's really [1:17:53] clear about who's doing what and when and so we typically get together with our assessment coordinators and the [1:17:59] buildings in the fall leading up to the school year and we determine the dates and the buildings so again the beauty of this is that it's [1:18:05] more responsive so that we're able to add those dates that are specific to buildings and not being it will still [1:18:11] give broad windows but that will be nice for parents to look at and see [1:18:16] those detailed that detailed information in this this plan in this report [1:18:22] the rest of our presentation really highlights the universal screening component of the assessment calendar [1:18:29] because that is what we dug into as a team this year and that's where i'll turn it over to leanne and bethany to [1:18:35] highlight those components and deb is here to to share a little bit about how we're going to move forward with a similar [1:18:42] process next year in relation to talent development so [1:18:47] i'm not talking again yeah so just um as jody mentioned the proposed changes really have to do with [1:18:53] the universal screening you can see what's going to continue from last year and then what the changes would be the addition of that reading and math [1:18:58] universal academic screening in k-8 uh three times a year and then moving to map utilized as more of a diagnostic for [1:19:06] students who are at that exceeding level on fast so when we look at it that's about that 86 percentile and then moving [1:19:13] into piloting the sabres my savers which is the emotional social emotional screening [1:19:18] side of the the fast bridge suite so piloting that in some places as we see how that fits well into or how it fits [1:19:25] into our system of data collection and the way that we arrived at this [1:19:30] proposal to add in screening is by having universal screen or sorry the mtss assessment committee as bethany [1:19:37] talked about um in the previous presentation and um we did [1:19:42] you know just some shared understanding of what universal academic screening looks like it's making sure that we are [1:19:48] knowing that our tier one is effective and know which students need additional support our team was rooted in implementation [1:19:55] science and also rooted in um i just don't want to go [1:20:02] i think i'm pushing it there we go okay and also rooted in research and best practice um including both the m mtss [1:20:08] framework that mde put out this year as well as the u of m carry work that a group of um people went through in the [1:20:14] 2020 2021 school year and then we also did some collaboration and consult with saint croix river ed district who really [1:20:21] has a very strong mtss system in place our team spanned the the whole district from the [1:20:28] elc to the high school and um you can see our members there as bethany mentioned it was [1:20:34] a very successful year-long process we started meeting in november met through april so about 12 hours total [1:20:42] a lot of the exploration phase as she mentioned with you know grounding and what what [1:20:47] what do we where are we now and where what research do we need to look at um [1:20:52] and then determining kind of what are our in through the infinity process determining what is [1:20:57] important to us as we look at what current tools that we have and determining what is the best tool moving [1:21:04] forward for that universal screener oh gosh okay there we go you can kind of [1:21:10] see a snapshot of the rubric that we created and so that did come together [1:21:15] through that affinity process and we used that to look at both fast and map as well as panorama and then sabres my [1:21:22] sabers separately from the academic portion the ratings did come out that the recommendation would be to use [1:21:28] fastbridge as our academic screener which is highlighted here are there were other committee recommendations so the [1:21:34] first kind of pass that what the committee recommended based on what they had done through the rubric pre-k would continue with the ts gold [1:21:41] that fastbridge reading and math would be three times a year for all students k-8 fast bridge reading and math would [1:21:46] be three times a year for select students in grade nine and just to highlight what that select is all ninth [1:21:52] grade students would get the fast reading in their english language arts classes students engaged in the math bridge [1:21:58] intervention courses would also take or would take the fast math and that those intervention courses are typically for [1:22:04] 9th and 10th grade students and then for any student in grades 10 through 12 there's a student support [1:22:10] team at the high school and if they make the recommendation that that student would need screening then the student could engage in screening [1:22:17] and then again the savers my sabers the committee recommended three times a year for all students in grades two through [1:22:23] nine and then moving away from panorama however when we went to meet with the cabinet [1:22:28] then um the kind of official team built you know team consensus around what the endorsements would be [1:22:36] i really don't know why i can't get this to work it worked for everyone else there we go um it's probably zach in the [1:22:43] back doing it for me the cabinet is feeling bad the cabinet endorsements then the only [1:22:50] two changes were that map those are the highlighted ones map would continue as that [1:22:55] diagnostic for students in the exceeding again that 86 percentile on the fast and [1:23:00] then we did add in map continuing for students engaged in our success programming and that would [1:23:05] be in the fall only and that was on the request of the success program because they would like to have the fall to fall [1:23:12] comparison data and then they would move to using the fast for their programming as well [1:23:18] the goal with that then is to gather correlational data between map and fastbridge to see um how that is how [1:23:24] that correlation exists on that exceeding high end of the the scale and [1:23:29] then the other change or sorry the other you know outcome that was a little bit different was to explore how panorama [1:23:35] and sabers my sabers fit together so that we could have a comprehensive sel data gathering um and then in the same [1:23:41] way that we're going to be comparing the map and the fast bridge we will continue um with panorama and pilot sabres my [1:23:46] sabers and select areas and see how they fit together um [1:23:53] there we go okay so we've talked a lot about fastbridge this year with you all fastbridge is a [1:23:58] comprehensive assessment system there's a lot of different assessments that fall underneath that umbrella [1:24:04] it's currently used in over 200 school districts in minnesota and when we do our process our implementation science [1:24:09] process we always look at comparable districts so the 12 districts that we selected around us here in edina that we [1:24:16] would say are comparable districts 100 of them are also using fastbridge and so it's widely used [1:24:22] um in the state of minnesota um it it i don't need to go through the slide it just is a really research based [1:24:29] and very actionable assessment system that includes everything from early reading early math all the way up to an [1:24:35] adaptive measure that is very similar to map we also really appreciate the fact that it can be used [1:24:41] as a dyslexia screener in the sense that it can help us screen for markers of dyslexia and how it does that is by it really [1:24:47] just tests those foundational skills that we would look at to see if there are any indicators at times sometimes right kids can score [1:24:53] well on a fast bridge and still have markers of dyslexia so it's not the be all end-all but it is a [1:24:59] way for us to really look at initial screening data to see if there's a reason to dig deeper [1:25:05] um one other thing that i wanted to point out was just the the growth component of fast bridge so it's a little different than uh with [1:25:12] map testing and it it so what it does is it gives a percentile growth percentile and i spoke to that in the earlier [1:25:18] presentation and it categorizes that along a continuum of or categories around flat growth modest [1:25:25] growth which is lower growth right and what i um appreciate working alongside teachers [1:25:30] with is to really look at so what you're looking at here along the left-hand side would typically be the [1:25:36] student name so each row is a student's score and you'll see the fall score and the spring score and then you see a [1:25:43] another row of color-coded rectangles with numbers in them and that's the growth percentile and the [1:25:50] reason i took this snippet was to show that the um the value in this [1:25:56] conversation and this information for teachers is that you can see a student who is in the dark pink which is a high [1:26:02] risk a student scoring in high risk and that student was also making i can't [1:26:07] read that 13 growth at the 13th percentile so lower um than most of their peers right and that's so that's a [1:26:14] student at high risk but then if you look to the next row down you'll see a student that started as [1:26:20] benchmark and then slipped down a category to some risk and i know that [1:26:26] just because i know the color coding right that pink color and they're also making low growth [1:26:32] the third student here is a high student who is benchmark [1:26:40] but still not growing as far as fast as his or her peers and so the value in that conversation for teachers really is [1:26:47] what am i doing or what are we doing or not doing right that we can [1:26:53] service these kids in a a better way and that's at all levels and then the right hand side are [1:26:58] students that are making high growth so this is the flip side of that and i love this look at it because you have a student up at the top who is not [1:27:05] proficient and i know that based on the color coding so the high risk to some risk right they're still not benchmark [1:27:11] but they're growing at the 83rd percentile so whatever is happening for that child is working in a way that's moving them [1:27:18] further and faster than many of their peers you can see the next step down is also a student who is benchmark and again i [1:27:25] know that based on that color coding making that good growth and so it just allows us to look and see [1:27:31] our impact in a different way and so when we look to next fall we did [1:27:38] design an implementation guide for teachers and school staff and principals that that can be followed to help just [1:27:45] identify the the who what when and how of each of these screenings for academics for reading and for math and [1:27:50] so this is in draft form but you know can be used as we move into fall um to help people understand what's what's [1:27:57] being assessed thank you and i think we can go to the next slide too um [1:28:03] and that helps outline just what that family communication plan will look like as well and so wanting to do some [1:28:09] messaging out about the after the approval of the screening plan or hopeful approval of the screening plan [1:28:14] messaging out in august through two avenues both through the buildings kind of that you know uh week's peak kind of thing and then [1:28:21] also through the district newsletter we would then also look at having an informational meeting for community and staff in august and then again more [1:28:28] messaging out at the end of august to families for kind of what is the what and the why of fast bridge and sabres as [1:28:34] we prep students for the screening that's going to happen in that fall window and then parent-teacher [1:28:40] conferences would happen in november that would be an opportunity for parents and teachers to talk about that fall screening results [1:28:46] then holding also an informational meeting in november when parents would have those parent reports we could offer [1:28:51] two separate nights so that parents could learn more information and ask questions about what they you know are seeing there about their student [1:28:58] and then um again parent-teacher conferences would take place in march and again that would be able to offer an [1:29:03] opportunity for parents and teachers to talk about the fall and the winter screening data as well as some of those growth pieces that that bethenny just [1:29:09] highlighted and then i'll turn it over to them all right for more next to your work yes [1:29:16] so in terms of talent development when you think of an academic universal [1:29:22] screener you're really looking for those kids who might need some additional scaffolding [1:29:27] to be proficient in grade level standards but when you're thinking about a universal screener in terms of talent [1:29:32] development you're really looking at those kids who are really thinking at those high levels [1:29:38] and so you're you you want to have a tool that is going to identify all [1:29:44] students talents and you're also wanting to have a tool that will um [1:29:50] help us in terms of finding talent in kids that might not show up on a standardized [1:29:56] assessment so we're really wanting to kind of go through a similar process that the [1:30:03] district assessment mtss team went through and we'd like to have like a a [1:30:08] smaller subgroup of that larger group and to bring in some different vendors and look at [1:30:15] what would be a really good universal screener and i just want to be really clear that [1:30:22] this isn't just to identify kids for a service this is going to be a tool that will benefit all kids it's going to be a [1:30:29] tool that's used to make sure that we are helping kids to understand where their strengths are and we're going to [1:30:35] as a system continue to build on it for all students so it's very much a part of a much broader picture [1:30:42] [Music] i think that's just a change in historically how some of the universal [1:30:47] screeners have been used it's sometimes been used strictly for identification and [1:30:52] we're going to broaden that so yeah i'm excited about that work for next year [1:31:00] so that is the end and we can entertain questions thank you questions comments [1:31:08] really quick question yeah thanks that was um really great um i have a question in terms of right now [1:31:14] i know deb you were talking about the universal screener and looking at that next year which is exciting to look at that and to [1:31:21] expand that thinking but it says in here that the map test [1:31:27] would then be used right now to help identify talent development pathways [1:31:32] can you explain because it says 86 percent so is it 86 of the fast bridge results or [1:31:38] and then they get they get selected to do the map test yeah so as you know the map has been a [1:31:45] really nice tool for us to use in terms of identification for services [1:31:50] and so our team really felt like we needed more time to really understand the fast and [1:31:57] we really wanted to look kind of like the success center team wanted to really look at [1:32:03] how we could utilize the fast bridge and so we had two second [1:32:09] grade teams one at concord and one in creek valley the spring who did the fast [1:32:14] and uh and the map in math and so we found um [1:32:20] a large number of kids in each of those class in those grade levels that are [1:32:25] exceeding standards so like we need some time to determine like [1:32:30] how then we can differentiate amongst all of those kids who are exceeding that standards in and so um that's part of [1:32:38] our plan next year is to again in the fall take those kids who are exceeding [1:32:46] and and provide that opportunity for them to take the map and then for us to do that [1:32:51] correlation and dr stanley has a a great plan for us to do that [1:32:58] that's great i also think in response to the question yeah um that [1:33:03] even now there isn't just one assessment that's being looked at right right students to possibly be accessing talent [1:33:10] development because it means it's it's currently being very intentional more of a portfolio approach but there are many [1:33:16] different data points so just wanting to highlight that even in the work next year that we most likely as deb was [1:33:21] trying to emphasize we want to we want to work towards something that will help all students identify their strengths [1:33:27] and that will there's not just one data point that will help us with that i think that's great i just um [1:33:34] i think it's just going to be important to communicate to families this shift in this thinking because it is different [1:33:40] and especially that if this is going to be a transition year next year and what that looks like because i know before [1:33:46] it's been two tests sometimes you have a math you have to have two tests at a certain level to get in like i just [1:33:52] think and i know you guys are going to be working on it next year which is fantastic but i think this next year is an important one that we're just making [1:33:58] sure we're communicating to all the families so the expectations are set and clear as best as we can [1:34:04] so that's it so but thanks agreed [1:34:10] anything else i just have one quick question or [1:34:16] comment uh thank you for all of this information i think it's an opportunity too as we communicate out to families to [1:34:23] have that you know they're going to have this information available and how to read it and how to digest it and know [1:34:29] that it's coming so i really liked that family communication slide and how much thought has gone into that [1:34:36] um as we look at you know obviously this is [1:34:42] assessment plan so it's everything in one and one peak just being really aware as i know you probably are [1:34:49] of i'd love to hear in a year from now what our classroom teachers are saying about this is it too much is it helpful [1:34:57] i know the fast bridge one of the nice things about it is it's quick and it gives you a lot of information and it's so it's it's not as time [1:35:03] consuming as maybe some assessments in the past have been but i would love to just know how we're [1:35:09] taking that temperature read from the people who are doing the work every day to say yes this was enough or [1:35:16] too much and they might look different in second grade than it does in seventh grade so just under just making sure that we're [1:35:24] we're not expecting too much or it's double its overlap so [1:35:32] thanks anything else my only quick comment is in your communication plan i would [1:35:40] lean into our cultural liaisons it's very complex information to make sure that all of our stakeholders understand [1:35:48] what this means and how it impacts their students so thank you this is great [1:35:54] work we're going to move on to our steam programming and i think [1:36:00] half of you are staying up there [Laughter] jody are you getting tired yet [1:36:07] and we're adding dr smazel assistant superintendent welcome [1:36:15] welcome everyone good evening chair ellenberg superintendent stanley board directors [1:36:20] community staff students we're just here to give you a very quick and brief update on some of the work [1:36:27] behind the scenes that we're doing around steam and i am going to fly so try to keep up [1:36:34] um basically we had come to the board previously with a recommendation about advancing steam [1:36:42] programming in the district we're going to do a quick update on some action steps and then talk about some [1:36:47] plans for 22.23 and so this slide just represents that [1:36:53] recommendation we gave to the board about advancing steam programming in edina and so we've had a planning team [1:36:59] that's been working behind the scenes laying the foundation researching other schools doing audit of what we're [1:37:05] currently doing and meeting to do some planning and designing just trying to lay out the work and so [1:37:12] this slide kind of articulates some of what they've been working on and [1:37:17] one of the things that the planning team realizes that we do need to have a lot of teachers involved in this and so [1:37:24] we've built an elementary design team that will really focus around grade three through five teachers elementary [1:37:31] media specialists and we need a lot of expertise around this and we're building out a long runway we're not racing we're [1:37:37] trying to be super thoughtful about how to do this so that we do it very very well and then the job of this the the [1:37:43] charge of the design team is to really bring all the standards together and meaningful and engaging ways [1:37:49] and address some of what is overwhelming in the elementary world and that's trying to [1:37:54] teach all of these standards and especially with the new science and the new art standards [1:38:00] and trying to redesign the plate in the elementary world in a way that is thoughtful uh meaningful and engaging [1:38:07] again to kids so this spring we audited some of our current efforts in edina we did some [1:38:13] research around a number of other schools i forget the number of schools that were contacted but [1:38:19] we've contacted a lot of different magnet programming schools we have done some training around the [1:38:26] new science standards with our three through five teachers we've applied for a major competition which i'm going to [1:38:31] talk a little bit more about later and we've launched our elementary design team [1:38:36] this fall we're going to continue with a pre-k steam design team a secondary steam design team [1:38:43] and then really draft that pre-k 12 steam vision for edina public schools and what a marquee steam program looks [1:38:50] like in the state of minnesota and we will begin to pilot some steam units at the early grade levels and [1:38:57] really start going deeper into secondary pathways around steam [1:39:03] with that i'm going to turn over to jody to talk briefly about some of the highlights from our audit and our [1:39:08] learning from our schools that we visited with okay fantastic thank you dr smussell um [1:39:15] jamie hawkinson um jumped into an audit for us and so she spent some time looking at what we currently have within [1:39:21] our system and she's done amazing work and it's also one to all of us acknowledge it's a [1:39:27] starting point so it's a good baseline at the elementary some of the highlights definitely are that we have a lot of [1:39:33] resources and there's not consistency in those resources and how they're being used across all of our sites and so that [1:39:40] was one key learning one resource that i do want to highlight that was a consistent use against across [1:39:46] all of our fifth grade classrooms this year was starbase minnesota and we jumped into getting some kits from [1:39:52] starbase which is a very engineering by design content and curriculum area and [1:39:58] all of our fifth grade teachers jumped into that and are really excited about it and how it can also ground in some of [1:40:04] the competition that randy is going to talk about a little bit later our general science curriculum um [1:40:11] does one thing that jamie noted in the research that she was doing is that it's really standard driven right and yet it [1:40:18] does not have the connections or the spiraling from grade level to grade level so positive interactions and learning [1:40:24] happening in each grade level and a need to develop deeper connections across grade levels and that vertical alignment [1:40:31] lots of amazing things happening in technology both in the classrooms and intermediate centers and [1:40:38] we have some highlights in new art standards that we're working on and some really exciting areas there that deb has [1:40:44] been leading and then math math and focus is our curriculum there highlighting all the steam [1:40:49] components so that our middle school audit is highlighted here really [1:40:55] as jamie would articulate we start to get more in depth to specific steam activities when we hit the middle school [1:41:03] and then even greater when we hit the high school and the number of courses that we offer and the number of electives throughout [1:41:09] um so one highlight that i know you're all aware of but this project lead the way is just an excellent resource that [1:41:16] we've had working within our district for a long time we continue to work with our middle [1:41:21] school teams as well with the art standards and um with our new art standards and how we're [1:41:26] inner integrating some of the arts and some of the the media content so [1:41:32] that is middle school high school um jamie has articulated here like the [1:41:38] number of courses in each of the some subject areas that hit the science technology and engineering arts and math [1:41:45] those are all listed there and then also noting the addition of ap classes in all of these areas and then i think in an [1:41:52] added area that she's recently able to complete is just the op the number of opportunities in [1:41:58] pseo and the partnerships that we have there that kids are able to access science there's an additional 49 course [1:42:05] options that could be accessed through what we provide so that's listed and then the next slide [1:42:13] deb is going to just highlight a little bit of the work that has been going on in the arts in connection with steam [1:42:21] yeah and here you see some pictures some art created at countryside elementary and [1:42:27] i just i want to just really give out a shout out to our media specialists as [1:42:33] well as our visual arts teachers because they really have a sense of wanting to [1:42:40] collaborate with the classroom teachers and this is evidence of that is that [1:42:46] this visual arts teachers took some of the science standards social studies [1:42:52] standards that they are working on and integrated it into her classroom so great and the partnerships just like are [1:43:00] exciting as dr smuzzle noted um the integration of the content area is a huge [1:43:05] founding point of steem and another component here that i'm going to just highlight is [1:43:11] we had another jamie jamie johansen teacher at highlands do some work and digging into what's happening for steam [1:43:18] in other districts and it was over like 50 schools that he called and reached out to i didn't talk to every single one [1:43:24] of those schools but he really dug deep and gathered a lot of information about some really amazing work that's going on [1:43:31] and also really heard from a lot of the districts and people that he talked to that we're excited to partner with you [1:43:36] so as as yes we grow and share information with you we're excited to see what you do in edina and partner [1:43:43] together in order to have great outcomes for students around steam um i do one of the one of the schools that [1:43:50] he pointed out was watana school district is really having strong programming and um cara reichenberg has [1:43:57] actually worked really closely with that district so fun to have see those connections and [1:44:02] see the opportunity that can come from what we're learning from other districts [1:44:10] in addition to the learning we received the email communication forward from dr stanley [1:44:16] about a great opportunity for our school district and it's called the student space flight experiment program [1:44:23] so imagine our edina students designing experiments that get conducted in space [1:44:29] and get selected to go up to the international space station like what an amazing opportunity [1:44:35] surely a pivot point for kids in life that are thinking about what do they want to do with their lives whether they [1:44:41] want to be an artist an engineer a designer a material scientist or go into research or be a writer all [1:44:49] of those are going to be opportunities that are incorporated into this so edina is only the second school district [1:44:55] to ever do it we're the only school district in minnesota doing it this year so we will be representing minnesota on [1:45:01] mission 17 on a rocket that will be launched next summer and edina students will have [1:45:06] their research being conducted on the international space station it truly is a remarkable opportunity we are so [1:45:13] excited to partner with ed fund who is helping us provide this opportunity for our students [1:45:18] this is open to any students in grades 5 through 12 but in workshop week we're going to be training a set of core [1:45:24] teachers across the district on how to do this with students and this is [1:45:29] authentic steamwork this is marquee programming and it's a great start and [1:45:35] we are really excited to be able to launch this what a blast this will be uh sorry for the pun [1:45:41] we do have a new we do have a new edina [1:45:46] steam website and we are highlighting this opportunity on that steam website so shout out to the communications team [1:45:52] that put together an incredible site laying out this opportunity to communicate to families and part of what [1:45:59] we want to do here this evening is articulate what we've been doing behind the scenes but also what's coming [1:46:05] up and get the word out that this is a great opportunity for our kids we also put a link to the national center for [1:46:11] earth and space science education and they're the ones hosting this because we are on the precipice of commercial space [1:46:18] travel and they're looking for young people that want to go into careers and advance that in our society [1:46:24] and what a what a fantastic opportunity for them to explore that in addition to some of the work around [1:46:31] elementary we're really going to continue to dig in at the secondary level and so we are talking to stanford d [1:46:38] school to do some facilitated work with our school district to really look at and [1:46:43] help us map and refine their secondary course offerings around steem any opportunities to integrate those [1:46:51] content areas into courses to increase clubs micro credentials certifications [1:46:56] internship opportunities create partnerships with our community we've done some work on soliciting [1:47:02] some community businesses through our business roundtable event and we have a lot of [1:47:08] partners that are ready to go and now we have to build this thing and um we know that we do have some [1:47:15] offerings sometimes that don't run because we have low enrollment and we need to address that you know if we're [1:47:20] going to be a marquee steam program we have to invest in the resources to be offered these opportunities so we do [1:47:26] need to look at some things like that continue to build some strategic partners and again [1:47:32] super excited about where that's headed we want to measure our progress as we go [1:47:37] and this will be part of the steam design teams is to add the details of the how and when but generally we want [1:47:44] to make sure that we're completing our tasks around our project on time that our families are [1:47:50] aware and our understanding of the opportunities and that we have feedback loops for our families to help us in [1:47:55] that design and we have lots of partnership and broad stakeholder input and feedback around the designs that we [1:48:01] have regular public discussion and dialogue with our board to make sure that we are [1:48:06] soliciting that feedback element and be able to hold those public discussions and share about the [1:48:13] progress and the direction that we're headed and then most importantly that our students are [1:48:19] learning at deep robust levels and that they are meeting academic benchmarks in science tech engineering arts and math [1:48:26] across the district teaching science as an example at the elementary world is always challenging [1:48:32] because of the focus around the core literacies and when they're viewed as siloed subjects it's really hard to find [1:48:39] time to fit them in so we have to think differently we have to take the same puzzle pieces [1:48:44] and put them together in a different way that helps with the plate and makes it more realistic and yet more engaging and [1:48:50] again that's what the design teamwork will be and a long runway for doing this satisfaction engagement rating so it's [1:48:57] really about the learning and the learning environment and those are the things that we want to monitor and measure as we go so with that we are [1:49:04] going to pause and see what questions or i'll turn it back to erica i guess to see how you want to handle the next step [1:49:11] i will turn it over to the board for questions or comments [1:49:18] i just have one um thank you for this report it's really exciting [1:49:23] i if you haven't already on your design team for both elementary [1:49:29] middle and high school make sure that we have some special ed teachers on there um this is the kind of stuff that for [1:49:35] kids with special needs where they haven't been able to shine maybe in some academic areas this is where their light [1:49:40] turns on so you know we were just talking about reading thinking about even some of those dyslexic kids and making sure we [1:49:46] have some reading specialists in there to say how do we make this accessible so really exciting stuff thank you [1:49:53] julie um yeah thanks um i saw in here this is awesome by the way [1:49:59] and i am so excited about the space element so that's just super super exciting um [1:50:06] my one question is in here it talked about the key being staff input and [1:50:11] staff buy-in can you just talk a little bit about how you're bringing teachers in and what the plan is [1:50:17] yeah so i'll use the elementary design team as an example so we are we've [1:50:23] recruited a a a classroom teacher from each level in grades three through five [1:50:29] uh media specialists art teachers will be recruiting a music [1:50:35] teacher we will have some students that are participating on it as well [1:50:40] and then we we do need that team to really look at who else needs to be here the design team will be teachers who are [1:50:48] doing the work and they will be designing it for teachers who will be doing the work the [1:50:53] facilitation of the elementary design team will be dr ann marie thomas from the university of st thomas she is world [1:51:00] renowned she is an amazing steam leader in the country and she is local and [1:51:07] she's wanting to work with us and super excited about it so again the people designing the work will be teachers [1:51:15] again a long runway doing this really well starting with three grades three four [1:51:20] and five at the elementary level for three years and then working back to grades k one two so we're not rushing [1:51:27] this we're trying to learn from our resources involve the stakeholders [1:51:33] be able to have feedback loops and really design it in a way that [1:51:38] makes teachers want to do this because it adjusts the way they're trying to manage their plate [1:51:45] we're also we're also trying to partner you might be seeing a theme here where we're partnering k2 strong focus on literacy [1:51:52] why three well three five starts on the science and the steam so that we're recognizing the capacity of our teachers [1:51:59] right and and building um in ways that it will all come together eventually but [1:52:04] that we're not doing too much at once so just just that partnership that's happening and the intentionality behind the design teams [1:52:11] and the pd that's great this is a great this work has been great over this last year and that runway um [1:52:17] and kind of the research that has gone in and the planning so i really appreciate this presentation in this [1:52:22] update so thanks jd or dan [1:52:28] sure um so one thing i wanted to comment i was just recently in a meeting um for work and heard a new number thrown out [1:52:35] there i can't remember the exact number but the tens of thousands of aviation experts not just pilots but actually [1:52:41] aviation team members in commercial and in private is mind-boggling so knowing that [1:52:48] we are growing kids from the bottom up is it's going to be great it's great [1:52:54] opportunities for them and i did thank you for commenting about you know i have a concern where we do [1:53:00] have classes at the high school um that are not running because of low enrollment and [1:53:05] when i hear all of the talk about everything that we're doing the classes that we've approved recently for middle [1:53:11] school and stuff just kind of feeling as if we're building this amazing aircraft but where there are [1:53:17] opportunities where we can maintain that runway a little bit better feel that feels like it's really [1:53:22] important so that the longevity and the sustainability of our programs and the attractiveness [1:53:28] of families or students remains so i appreciate you bringing that up so thank you [1:53:38] first of all thank you this is great work i think it's exciting work my kids did not like my idea for the space [1:53:43] project but it was seen at epcot in the 80s that i suggested so that's why [1:53:51] no no it was anti-gravity plant seeds and they thought that was late so um but [1:53:57] thank you um mike i guess question or comment is i [1:54:03] would love to see like a shared vision statement for this entire [1:54:09] project like what are we driving i i love the first slide about why are we doing this [1:54:16] but what are we driving towards is it a do we want all our students to have an [1:54:23] advanced steam experience do we want is it a programming we want to have [1:54:30] enhanced curriculum is it we want to have an elementary magnet school end [1:54:36] this i think for me that's a little opaque right now and i would love to have whether it's a bullet points or a [1:54:42] couple of statements that every single time that sits in front of us as a board [1:54:48] or your groups that get together or the community we all have [1:54:54] common understanding of this is what we're reaching for and at the end [1:55:00] of this process this is what our students are going to get in our community is going to get and a lot of it's sort of interwoven in these slides [1:55:08] but i think it'd be great just to pull that out and and really be crystal clear about [1:55:14] this is our vision for this so that's my only comment but it's it's really exciting so thank you [1:55:21] yeah i love that i think that that will be great to be able to just be super crisp and why we're doing this what it's [1:55:27] about what the outcome is and be able to have that in a talking point and it's sort of like a grounding document so [1:55:33] there might be times we have to prioritize things and it's like well let's look at our vision which of these gets us closer to our vision which is [1:55:39] this this and this so great thank you guys so much thank you [1:55:49] okay um i'm going to turn it over to um julie green for our policy discussion [1:56:04] no problem absolutely i can talk about my space [1:56:09] experiment again okay here we go [1:56:17] so we have three policies for discussion tonight policy 603 um [1:56:22] policy 618 and policy 620. we're going to first talk about policy 603 [1:56:29] jody dc hubert is here she's going to walk us through the changes [1:56:35] that were made to the policy and we'll open it up for questions and just as a reminder to the community [1:56:41] all these policies do go through the policy committee we work with the administration on [1:56:46] statute changes and other changes that are recommended so go ahead okay so [1:56:53] 603 is really starts on 329 of the board [1:56:59] report so i'm going to wheel back to that while i also just highlight the changes that were made within the policy [1:57:07] primarily changes are really edits that cur to align with like current language around certain committees [1:57:14] edits around just some of our grammar and some of the words then also specifically [1:57:20] m and n were both added i think it's in section four in order to [1:57:25] make sure that we're aligning the state statute um so you'll see those two components and then the appendix um the [1:57:31] impending the old appendix was taken out and the new one was put in and so that new appendix really just reflects the [1:57:37] work that our teaching and learning team has done this year around curriculum review and process and that is probably [1:57:43] the biggest update within there um are there other questions that i or questions that i can answer [1:57:53] questions from anyone nope okay [1:58:00] i think we are good then to move on to the next two um the next two that we're going to look at we're going to look at together [1:58:06] because the conversation and the reason that they were brought to the policy committee [1:58:11] um there's impact on both so go ahead okay excellent so the next two are 6 18 and 6 20. um 618 is grading and [1:58:21] 620 is course credit for learning and as director greene noted that they're brought together [1:58:27] in order to ensure that we have clarity on what is and what is not weighted on transcripts is the main component of [1:58:33] conversation in those two policies the overall commonality is that courses [1:58:38] that are topped by edina teachers under district direction can be evaluated and that ensures [1:58:45] consistency and thus those are the the classes that are weighted um those [1:58:51] that are not taught by adena teachers are not weighted um because there would be too much inconsistency however it's [1:58:57] really important to note that they're on transcripts and that our colleges recognize those on transcripts as college courses [1:59:03] even though they're not weighted within the gpa so those pieces are in both of those [1:59:10] assessments there's a little bit of wording in each 618 is there's appendix 1 c 1 a and c [1:59:20] 2 give a little bit more wording with specific clarity around the weighting [1:59:25] at a more detailed level than i just highlighted and then in 620 um [1:59:31] that one there is in section eight there was really just words that were [1:59:37] crossed out where it's crest out that the grades will be weighted um so that [1:59:43] aligns with 6 18. questions from anyone does anyone have a [1:59:48] question no [1:59:54] okay great so policy 603 618 and 620 we'll come back for action [2:00:00] next month thank you so much director decent eubert [2:00:05] okay we're going to move on to our action items um do i have a motion to approve the 2022 2023 [2:00:12] adopted budget description so moved is there a second second [2:00:18] outstanding so we um we have margo bach our interim director of business [2:00:23] services who was going to join us via video but unfortunately um her power is [2:00:29] out so she is on the phone um and then [2:00:34] i believe we have someone in-house oh you're there margo hello [2:00:40] hello how are you welcome it's nice to see your face [2:00:45] it's good to be here [Laughter] thank you for coming and presenting to [2:00:51] us tonight yeah it's been an interesting evening while you've been having the rest of [2:00:56] your presentation so zach behind the scenes i have to thank him because he's helping me out here [2:01:03] great thank you zach so um [2:01:08] did you have more or do you want me to get started you're welcome to get started okay [2:01:14] all right um well good evening chair ellenberg and uh [2:01:19] superintendent stanley and the rest of the board we are tonight we're going to talk about [2:01:26] the 2223 budget [Music] [2:01:32] for about the last six months if you go to the next slide you can see just kind of just a summary of the [2:01:39] things that you as a district have gone through to prepare for the budget [2:01:45] a good trail was in place for me to be able to start and pick up from the last couple of months to help out [2:01:51] here and complete the budget to meet your june 30th deadline [2:01:57] with the state um i just want to thank the board and the finance and facilities committee [2:02:04] again zach tonight's helping me out a lot and rajchoth the controller [2:02:09] dr stanley and it's really a culmination of all staff [2:02:14] and and the community coming together to develop this budget so [2:02:20] um we'll quickly go through some of the budget highlights and then um [2:02:26] and then answering the questions that you have and touch just upon the long range plan as well so [2:02:31] your budget document um starts on page 357 [2:02:37] and it's broken into four different sections if you want just the high level overview go to the introductory section [2:02:44] and then we have a section on the organization and strategic roadmap then if you kind of [2:02:51] want a mid-level financial summary go to that financial section [2:02:57] it gives summaries and histories about all the funds and then if you want to even dive a little bit deeper into some [2:03:04] financial detail go to the informational section um as far as the parameters this would [2:03:10] be the next slide um and the assumptions for uh within the [2:03:16] budget you as a board approved um and it should i [2:03:22] did not correct this or catch this but it should say march of 2022 border proof [2:03:27] budget plan with revenue and expenditure parameters and a variety of assumptions that [2:03:35] john presented to you and you as a board approved i use that as my guiding tool to then [2:03:42] pick up the budget and then um what has remained the same what new information do we have [2:03:50] between march and now and and developing this final budget for you [2:03:56] um enrollment i took a look at that and it's really very very close almost exactly the same as um what was [2:04:04] presented to you in march um as in in edina we're we're typically [2:04:10] stable sometimes we go down a little sometimes you go up a little you can see on this chart [2:04:16] which is actually the average daily membership for k-12 sometimes we use the [2:04:21] terms enrollment and average daily membership interchangeably but the good [2:04:26] news is projections um are stable and maybe with a slight small [2:04:32] increase out into the future all depends a lot on the kindergarten enrollment and [2:04:38] also um i know we've had an interesting few years here [2:04:44] and you know as we're back full time and having families and students back and [2:04:51] adding and programming back then does that also bring students back [2:04:57] or open enrollment those kinds of things so i think it'll be important in the fall [2:05:02] to um once school starts to really take a look at where that enrollment is then what what [2:05:10] is the average daily membership projection other assumptions were are still [2:05:16] remaining very similar to what was projected in [2:05:22] march i will say on the revenue side one area that did go up a little bit is the [2:05:27] interest revenue the district financial consultants [2:05:33] updated and when interest rates go up on borrowing they also go up a little bit on [2:05:39] investing so that's helping us a little bit in all our funds to include the general fund [2:05:44] and i did updates more for utility and fuel costs unfortunately they increased [2:05:49] a little bit more um and then i will touch on um [2:05:54] the assigned fund balance for the separation and retirement benefits a little bit more in the pre later in [2:06:01] the presentation um we had 25 plus retirees this year we [2:06:07] averaged typically around 11 or so that in your march budget plan john had [2:06:13] adjusted for the cost of that in 2020 21 22 [2:06:19] um it has a longer term impact which again we'll talk about later in the presentation [2:06:24] um zach if you want to move to the first pie chart [2:06:31] our revenue is broken down into four different areas the majority coming from the state we do have [2:06:38] a supportive community so we do have also the second second largest portion [2:06:43] is property taxes the key point here i would like to point out that a one [2:06:48] percent increase in the general head formula when the legislature is in session um and they talk about a one percent [2:06:55] increase on the formula for edina that's 640 000. [2:07:00] if you can go to the next slide then on our expenditures we're providing services to students so [2:07:07] one would expect that the majority of our budget is in salaries and benefits to provide those services [2:07:14] and just as another little note one percent increase on salary and benefits is 1.1 million dollars [2:07:21] so that becomes an annual budget challenge not just for edina but for all districts when [2:07:27] one percent on the formula from a dollar standpoint does not equal [2:07:33] one percent um increase in expenditures [2:07:38] so if we move on to um the summary of all governmental funds [2:07:48] which is on page 18 of the budget book or page 376 of your board document [2:07:56] this uh um page provides [2:08:02] a breakdown of revenue and expenditures along the left-hand side and then your funds across the top [2:08:09] and your special revenue funds is your food service and your community service combined together [2:08:16] and then it gives a summary of your revenues expenditures any other financing store sources and then the [2:08:22] gray shaded area are your beginning fund balances and your ending fund balances now keep in [2:08:29] mind uh the beginning fund balance would be july 1st to 2022 [2:08:34] so we're still estimating what those beginning fundamentals will be because [2:08:40] we have the audit to go through um this summer to find out what the [2:08:45] actual fund balances will be and the ending fund balances is [2:08:52] as of june 30th of 2023 uh major changes or changes in revenue [2:08:58] were the 2.45 increase in the general ed formula [2:09:05] from the previous year and then federal programs some of the cares funding or [2:09:10] the special grants that have been available the last couple years we're anticipating a decrease in that [2:09:17] and um some small levy increases and then on the [2:09:23] expenditure sides we have a side we have elections every other year so we don't have that in [2:09:31] 2223 federal costs associated with receiving federal [2:09:37] funds also go down if we aren't receiving the revenue and then some costs associated with increased [2:09:44] severance costs in the middle section you will see uh one line i want to point out for sure [2:09:51] is um other financing sources we're planning ahead for the concord and [2:09:56] countryside editions that you had a before discussion in february [2:10:03] uh through lease levy that process is in place for those the borrowing will [2:10:08] actually be next spring so this is an estimate of what that will be and then once we know [2:10:15] the actual number we'll update that if you look at the bottom of the fund balance area [2:10:22] you can see the changes on all funds are in a good financial position um there [2:10:28] were there are some changes up and down um you know [2:10:34] so the general fund unassigned undesignated is 7.1 [2:10:40] our minimum by board policy is six percent we'll discuss this a little bit later in [2:10:46] the presentation because what really is key is to look at the long-range plan to see what then [2:10:52] 2324 and beyond looks like with this information in the general fund [2:10:59] the next chart then shows the same information it's page 17 of the budget report [2:11:06] page 374 of your board document it shows the same information for the [2:11:12] general fund as the previous page it's just sorted in a different way so your estimated beginning fund balances at the [2:11:19] top with your revenues expenses and transfers and your estimated indian fund balance for june 30th 2023 [2:11:27] and your various types of fund balances along the left-hand side [2:11:32] why i like this one is it does so show some deep details in those types of fund [2:11:38] balances um versus a previous page summarizes them [2:11:43] but it shows less detail on revenues and expenditures so i i think both pages are [2:11:48] really useful for different reasons two things i want to point out here and i'll go line by line [2:11:55] of course because i'm not i'm also not sure how long the hot spot was um [2:12:00] the assign for separation and retirement [2:12:06] benefits it's about two-thirds of the way down um you see under transfers [2:12:12] 750 000 there you're transferring money into that [2:12:18] we are required to reserve two years worth of [2:12:23] anticipated or actual some of them we actually know and then projected [2:12:28] severance payments when we have a higher number higher than average number of [2:12:34] retirees whether they're teachers or other other staff members [2:12:40] that impacts that long long term severance that we need to set aside [2:12:46] i've done an estimate um that two should be looked at after the audit and fine tune that a little [2:12:53] bit but i did spend a little bit of time on it and i think we do need to to put some money in there to set aside [2:13:00] um and knowing that it needs to be um looked at again after the audit and um [2:13:06] updated accordingly and then the other piece as part of your march [2:13:12] uh approved budget plan the assigned literature fund for [2:13:17] literacy and virtual programming was to be used as part of your budget [2:13:22] plan and so you can see that there's some drawing down of those funds [2:13:28] [Music] in addition you don't see it in the fund balance your march plan also is using uh [2:13:35] two million dollars of uh some of the federal covered relief funds because of they'll carry over into [2:13:42] 223. so then the next slide [2:13:48] shows in the orange column is [2:13:53] 2223 and it's the long-range plan so you have 2122 as the base year or history here [2:14:01] and keep in mind that's still budget that's not audited 22-23 this is the budget i'm presenting [2:14:08] to you tonight and then projected forward and um [2:14:13] this is where you see the 7.1 fund balance for the unassigned fund balance [2:14:20] we do need to pay attention to 2324 because as i stated we are using [2:14:28] one-time funds in 2223 of 2 million [2:14:34] carrying over of the federal funds and 1.2 million in the um [2:14:41] assignment for virtual learning that we are using 3.2 million dollars in one [2:14:47] kind of funds that are not available in 2324 in vienna so it's just something now in the spring [2:14:54] we need to be aware of i think as the fall [Music] the audit will come in what is [2:15:01] enrollment doing in september and just taking a look at our overall [2:15:06] budget and see what these projections this long-range projection looks like [2:15:12] after the start of the school year the other thing unknown because of so many um [2:15:18] retirees we are making an assumption of where new hires will come in at [2:15:23] and um so in the fall when budgeting is done again [2:15:28] we know who has been hired and where they have been hired on the pay scale and that kind of thing so we'll just [2:15:35] have more information at that time i'm sorry i'm sorry um this is stacy can you tell [2:15:43] us which page of the budget packet that that chart is on [2:15:48] uh that one isn't in the budget document but i certainly can provide it separately so that the board can have it [2:15:55] um yeah the next few slides are not in the budget document [2:16:02] i only put the 2223 budget information in the budget document [2:16:12] you can keep going thank you okay okay um [2:16:18] then the next slide is just a graphic visual of what we just talked about on the previous slide [2:16:25] um like sometimes i think the graphic just sends the best you i am a numbers person [2:16:32] i i like the numbers chart but the the graph certainly uh tells the story [2:16:37] and it um then the next chart is a comparison um [2:16:43] with our history and fund valence balance and with some other districts and [2:16:49] go to the next chart so what can we do as we look into 23 24 and beyond like i [2:16:57] said complete the audit always monitor the legislative session [2:17:04] look at enrollment look at other funding sources we're at the cap on the referendum and then look at budget [2:17:11] adjustments so with that i would open it up [2:17:16] to any questions that you have um dr stanley did you have anything in addition i know [2:17:22] we talked about a number of items did i miss anything anything you'd like to add [2:17:34] i wouldn't say i'd like to add it you know we certainly went over this information at [2:17:39] the finance and facilities committee meeting i don't know if um there is anything [2:17:45] that you would add i know that michael was there and so i don't know if there's any anything else [2:17:52] michael's not here but would add to that one [2:18:16] do board members have questions for margo or dr stanley about the budget [2:18:23] no i don't have any questions i was just going to say margo i have always thought that your presentations have been really thorough [2:18:29] so it's really exciting to have you back and presenting this to us in a way that it's easy to follow so thank you i [2:18:35] appreciate it well thank you i was going to echo that there's [2:18:40] margo you have a way of making graphs like no one else that i know so it's sure great this is karen gabler [2:18:47] it's sure great to see you again thanks for stepping in [2:18:53] um i had one question margo um given the high rate of inflation and the [2:18:59] high cost of gasoline have those increased costs been accounted for in [2:19:06] the budget and long range planning is there a pad for like transport i mean like transportation gas cost and energy [2:19:13] cost so um eric hamilton on the utility side of [2:19:21] gas and fuel electricity part of your march plan included [2:19:29] increasing for utilities then i also then more and new information came out in may [2:19:36] and so i increased it even more and i also looked at for transportation the [2:19:42] diesel fuel and [Music] [2:19:47] and bumped that up keep in mind i was doing this even [2:19:52] before the last two or three weeks where it's really been going up so um there is an inflationary increase in [2:20:00] the long-range plan ongoing so a certain percentage you know it's [2:20:06] usually we usually put in three to five percent but lately it's going up you know [2:20:13] much more than that so that should be something that we look at in um [2:20:20] in the fall when it's updated again my hesitation with saying okay it's [2:20:25] going to go up 15 each year eventually it will stabilize itself so [2:20:31] do we put it higher for 2324 let's say and then lower it back down you know [2:20:38] maybe to 5 after that those are all conversations that that could be had [2:20:44] okay i just wanted to make sure you felt we had adequately accounted for the inflation as it is now for a budget [2:20:51] for next year i mean as much as you can [2:21:05] um all those in favor of approving the 2022-2023 um [2:21:11] adopted budget say aye aye aye anyone opposed um the budget is approved [2:21:17] do i have a motion to approve the independent school district 273 long-term facility 10-year expenditure [2:21:22] plan is there a second and we'll turn it back to you margo [2:21:29] okay so the ten year plan started and two facility plans started in 2013 [2:21:37] um and then the um the goal was to address our deferred [2:21:42] maintenance and um our mechanical systems and [2:21:47] boilers and hvac systems and a variety of things were well beyond their their useful [2:21:54] maintenance life and so that plan has been in place for many years you're aware of it as you've been in the [2:22:00] buildings and there's construction in certain buildings and you've rotated around in 2015 mbe [2:22:10] had passed the requirement or the legislature did and mde implemented the [2:22:15] 10-year plan long-term facility maintenance process part of that process is annually we have [2:22:21] to have a 10-year facility plan and send it into the state and then so [2:22:28] that's your first agenda item tonight and then the second one is a 10-year budget that includes how we're [2:22:34] going to fund that plan um so right now this particular agenda item [2:22:40] is the the 10-year expenditure plan and i would recommend approval and answer any [2:22:47] questions that you have from board members [2:22:53] okay all those in favor of approving the law the long-term facility ten-year [2:22:58] expenditure plan say aye anyone opposed the 10-year expenditure plan is approved [2:23:05] do i have a motion to approve the long-term facility maintenance program budget application [2:23:13] back to you margo so then this agenda item takes into [2:23:19] consideration the 10-year plan you just approved and [Music] [2:23:25] funding sources from bond and our annual levy the requirement is that this needs [2:23:31] to be approved so that the levy certification process includes long-term facility maintenance [2:23:39] in the information you receive in september for the overall district levy certification [2:23:45] part of our 10-year facility maintenance plan then is local levy annual levy and then bond [2:23:52] as working with the district financial consultants at ellers [2:23:58] they take into consideration not just this plan for bonding but where the [2:24:06] district is at with all their debt and so this plan along with uh [2:24:12] countryside and conquered additions coming on to the dead roles they have structured [2:24:19] this um plan to have the tax rate go down just slightly [2:24:27] um and what we like to do we like to see that versus having the tax rate go up [2:24:33] so i would answer any questions you have and recommend approval [2:24:40] questions from board members okay all those in favor of approving the long-term facility maintenance program [2:24:47] budget application say aye anyone opposed the long-term facility maintenance [2:24:53] program budget application is approved thank you so much margo thank you [2:24:58] hopefully you get your power back yeah i hope so murphy's law my first virtual board [2:25:08] yeah that's how it works i think so thank you thank you i have a motion to approve the food [2:25:14] service management contract and meal price so is there a second second [2:25:22] outstanding stanley would you like to introduce this topic i would so um [2:25:30] charlenburg board directors actually i'm going to just invite up to the table in case you have questions [2:25:36] um ryan kleinjan and ryan is from catalyst which is our sourcing agency [2:25:41] that helps to run our request for a bid and so ryan has been involved in um [2:25:47] throughout this process and then i may call up val if necessary because val was [2:25:53] um involved in this process as well as a matter of fact val can you come up and talk about the um the survey that we [2:26:00] started with when we started this process so um in compliance with federal and [2:26:06] state government requirements um the district conducted a request for proposal to determine um [2:26:15] if we would continue with our current food service vendor or if we would look into other food [2:26:22] service vendors and that process was extensive went over for a couple of [2:26:28] months really truly had over oversight of that by our former business services director [2:26:35] john tope and of course val was involved as a cabinet member and then like i said [2:26:41] ryan was involved in the process as well so val do you want to talk about just about the family engagement side of it [2:26:48] sure good evening members of the board and community and fellow directors um ironically i was just opening that up [2:26:56] in my email as i was kind of looking through things so um we uh worked with greg gusweiler [2:27:03] and mary and john tope to put together a survey for all families in edina [2:27:09] we were looking for six categories asking them about variety of food [2:27:15] choices overall quality of food the price of the meal dietary considerations [2:27:21] portion sizes and ethnic food selections we learned a lot from putting the survey [2:27:27] together would probably maybe frame it up a little bit more comprehensively but we were working on a pretty short [2:27:34] timeline and we felt we received over a thousand households responded [2:27:40] um lots of we gave time and space for families to [2:27:45] put in comments and we received a lot of comments which was good and helpful [2:27:51] we categorized those comments and really a few things floated to the top [2:27:56] um that i don't have in front of me right this minute but overall it was comments about [2:28:04] price was not one of the primary ones a variety of food choices [2:28:10] and overall quality of food we're actually the number one and two um but i have those materials back in my [2:28:16] office um so it was good feedback and feedback we brought back to [2:28:22] the next portion of our input stage [2:28:29] thank you for that so then um ryan thank you so much for being here [2:28:34] and if you uh just want to give an overview of just the overall rfp process that would [2:28:41] be great and then um board members if you could move to page 440 in your board packet [2:28:47] this provides a visual representation of what ryan will share [2:28:53] good evening uh yeah basically the process through mde is that every five [2:28:59] years is required that a district to use what they call the service management which is think of it just complete [2:29:04] outsource of our our food services operation is required to take it out into either a bid or an rfp [2:29:11] there are generally two kinds of these agreements historically the district has used what they call a fixed price [2:29:17] agreement where these are advantageous to the district has always been it gives a uh kind of a clean clear line for budgeting [2:29:25] purposes uh the other agreement type is what they call cost reimbursable [2:29:31] what this allows is um if you want to say more collaboration or wiggle room within the contract a fixed price [2:29:38] basically results in the in the company or the vendor having to stay right within that realms [2:29:46] what we started to find is uh we put out an rfp for both these types because some of the survey feedback suggests that [2:29:52] parents were concerned with things like food quality well as everyone knows we saw kind of a [2:29:58] a significant i don't know if hyper is the fair term but inflation rate and which resulted in our food partner [2:30:05] company kind of struggling to kind of keep it in bounds so to speak from a profitability standpoint they're very [2:30:11] good partners during this but they did do everything in their power to stay within the kind of the controls of the [2:30:16] contract they had agreed upon so going into it we did certainly look at both of these both of these options [2:30:22] and conducted rfps for both of them taking into account um everything from [2:30:27] operational reputation there was a taste test we went out and worked with the pto [2:30:33] committee allowing them to uh to provide some feedback and even providing them a weighed vote in the overall evaluation [2:30:40] we shifted a little bit in the valuation versus the last time in that we allowed [2:30:46] instead of having kind of one point for this yes or no one point for that yes or no we had a little bit more flex [2:30:52] so that both the administration as well as the uh as the pto evaluators could uh [2:30:58] could kind of move a little bit it wasn't also all or nothing on on every little point [2:31:04] uh ultimately um a lot of this process is defined by the mde and so a lot of it's [2:31:12] almost like a paint by numbers type of approach the variation that we did in this round [2:31:17] was is that we we actually did it twice because that's what mde required for us to be able to see what both contracts [2:31:22] would do ultimately we found is that the district's in a position in which [2:31:27] we can uh be shift to more of a relationship in a contract in which our [2:31:35] pto partners can be more collaborative with our food services we have the opportunity to look at uh at [2:31:41] hey do we want to invest additional dollars without specifics i know john had uh had [2:31:47] advised us several times along the way that we were at a pretty healthy uh budget fund in in what we [2:31:53] were doing some of that was a byproduct of very aggressive contracts in the past when a lot of other people were paying [2:31:59] more for food we had our fixed price so one of those uh one of those things that [2:32:04] kind of worked out but probably not what we wanted to work out in that time around ultimately uh yes all these [2:32:11] things were evaluated they were run through multiple uh multiple evaluators who reviewed both summary notes as well as [2:32:18] all these rfp updates and they were uh and all these scores were sent in and compiled pricing was [2:32:24] all just kind of pricing scores were all level across the board so there wouldn't be an inconsistency [2:32:30] and so the real evaluation comes in everything from the programs the menu planning the sourcing of the product [2:32:36] ultimately within this process it came back to that the that uh the best step [2:32:42] forward is to maintain the uh consistency of our current provider but [2:32:47] shift that contract type over um encouraging uh that provider and setting new expectations for um a in an [2:32:56] additional level of collaboration with the pto committee so that we can kind of hit this head on and really give them [2:33:02] more of a voice and we've empowered a one part i could say we're empowered [2:33:07] to the other part i could say we took away the alibi from our own our contractor to be able to say okay we now [2:33:12] have the ability in this contract to make that adjustment so that they're not taking all the risk as they [2:33:18] listen to the parents and try and drive a a a a better food services product and [2:33:23] experience for our students and families thanks a lot ryan uh some of the areas [2:33:29] that families are excited about to move to a cost reimbursable from a fixed but [2:33:35] remaining with chartwells is that our students will now have access to fresh fruit every day [2:33:41] in fixed you know in a fixed rate contract [2:33:47] and especially during covid with all of the many additional expenses that came on um [2:33:53] it was hard for for as ryan said for chartwells to stay within those budgetary parameters [2:33:59] and remain you know not break even quite honestly for them where they were at [2:34:06] as ryan mentioned we had a group of eight [2:34:11] pto committee members some of them are part of plc the parent leadership council some of them were actually just [2:34:18] part of ptos within their schools and they came in they participated in a food taste test [2:34:27] they were involved they actually went through the rating portion of it [2:34:32] you'll see in the scores that there was some interest in one of the vendors and um that vendor [2:34:40] is about two and a half their largest school is about two and a half sizes smaller than our school district their [2:34:45] largest district that they serve and so i had i've had the opportunity to work with the parent the parent members as [2:34:53] ryan said in working with chartwells they understand that we are going to move to [2:34:59] uh much more frequently with that wellness committee we had you know during covet i think that we had just [2:35:04] moved away from that in 2021 so we want to re-bring that forward they will meet with them uh frequently [2:35:11] there are some specific male type items that um chartwells and speaking when i [2:35:16] spoke with them both area director locally dan area director jerry and then [2:35:23] another gentleman regional director agreed for some meals that we wouldn't have [2:35:29] the fun lunch at the elementary school is just not so fun so so [2:35:35] they have agreed that they that we would not have the fun lunch anyway um had again had conversations [2:35:42] with all families on that group and they are willing to move forward so um the additional materials in the [2:35:48] packet are chartwells actual bid documents for the cost reimbursable contract and then [2:35:56] the other item in the board packet is the actual minnesota department of education [2:36:04] contract template that we're required to use and so based on that information [2:36:09] i will open up for questions [2:36:17] i had one quick sort of random question is there any way to track um [2:36:23] food waste and the reason i asked that is because i used to monitor the garbage cans at [2:36:30] creek valley elementary school and all the number one thing that the kids threw away were fresh fruits [2:36:37] and if i think it's a great idea and i certainly am a proponent of offering [2:36:44] fresh fruits and vegetables to students i want to make sure if we're charging more for our meals that [2:36:51] we're not just charging more for our meals and and then it's going on the tray and [2:36:56] getting dumped in the garbage so i just didn't know if there's any way to make sure that [2:37:02] kids are actually eating what we're serving to them it was cheese kids eat with their eyes and so you know that [2:37:08] banana that you or i wouldn't blink at they go oh well there's that little spot right there so we'll just so now uh it has uh where we have as far as [2:37:16] a very specific way to track that waste historically uh [2:37:21] we have moved down a path i know from the facilities department as far as tracking some of that uh [2:37:28] compostable that type of thing um from our standpoint in our relationship with the district we're starting to [2:37:34] study some of the uh technology that's being used at other schools that's actually being used to uh generate like power for the school [2:37:41] based on on that type of thing there's lots of cool stuff that uh that can be created with that but to your point [2:37:48] we have an idea based on kind of that what we create in that compost so to speak [2:37:53] but uh one of the things that i think that will be very helpful in this approach is [2:37:59] being able to voice if they're not eating it let's not serve it you know if if if raspberries [2:38:06] disappeared then in season let's be in the raspberry business we've uh [2:38:12] we've taken the kind of the bold step forward of saying okay we'll we'll be a partner with you on from a financial [2:38:17] standpoint on this so you know the the alibi can't be we'd lose money if we changed over to kiwi [2:38:24] because these children won't touch these apples and so it should be a very exciting item [2:38:29] next year that hopefully and that's obviously theory that if you get the right foods in front of them that we can [2:38:36] we can attack that i have no reason to believe we have extraordinary waste i can just speak to what programs i know [2:38:42] have been put in place and other elements that we're looking at in in the future thank you and eric i was going to say [2:38:49] maybe that is an area where that pto wellness committee can kind of come on board and problem solve at our you know [2:38:55] at our individual sites um because as a community we've gotten on board with composting or at least [2:39:01] we've made some of those changes that would be a good idea and um i mean i don't know a topic out there that won't garner more [2:39:08] attention or feedback than school lunch so uh hopefully we have a [2:39:14] and i will tell you from reading my board packet today i had three people at my house who wanted to give their [2:39:19] individual feedback on the lunch program so i think they'll be happy to hear there's some changes so thank you [2:39:29] great okay we will now vote to approve the food service management contract and [2:39:34] meal prices all those in favor say aye hi anyone opposed the food service management contract and [2:39:41] meal prices are approved thank you for staying so late for this appreciate it [2:39:48] do i have a motion to approve policy 614 so move [2:39:54] second second thank you dan um julie [2:40:00] sure so we have policy 614 the assessment plan up for action tonight there are no [2:40:05] changes from our discussion that we had last month does any board members have any [2:40:11] additional questions on this no [2:40:17] great all those in favor of approving policy 614 say aye aye [2:40:22] anyone opposed policy 614 is approved are there any um [2:40:28] committee updates from any board members we have one [2:40:34] director aaron and i um you saw in the consent agenda we sent through [2:40:40] an update on the lac work the legislative action committee from this year kind of a recap of everything that took [2:40:46] place all the work and just two things i wanted to note [2:40:51] one is the end of the session did not land where we had hoped it would in terms of our [2:40:57] priorities it's really unfortunate and as the days go by a special session [2:41:02] that the governor would call at this point is looking less and less likely um [2:41:08] so that's disappointing because there was bipartisan support for a significant [2:41:13] improvement in the education omnibus bill so that said [2:41:20] we are also excited about looking forward to 2022 and 2023. we did put a call out for [2:41:27] committee members from the community dan and i conducted interviews with them [2:41:33] and we are super excited that we have new [2:41:39] a new lac group so i'm just going to say who it is um katherine gump who is a community [2:41:44] member she served on the lac before kate quayles who was a community member [2:41:49] and with a wealth of information on advocacy work at the legislation already [2:41:57] and um then we have two students sabi murzar and sophia dovel dovel [2:42:03] duvall i'm not saying that correctly sorry sophia um so both 11th and with 12th grade [2:42:09] students so our first meeting will be in september and we will hopefully hit the ground running and [2:42:15] make some movement this budget year at the state so that's it great thank you julie and dan [2:42:21] great job this year on lac i appreciate it any superintendent updates [2:42:28] i do have a couple um i would like to start with i have a few employee commendations that i would like to read [2:42:35] that came to me towards the end of the school year and this first one is for amanda [2:42:43] scheimel fennig and amanda is a teacher at high school [2:42:48] and jenny saxton's a parent and writes hi there i just wanted to thank you for the wonderful year of english for and for [2:42:56] your incredible support of my child your passion for the dedication to your [2:43:01] students is evident and infectious you also brought a joy into the classroom that was absent during covid [2:43:08] not an easy task you sparked a drive in creativity in our daughter to take [2:43:14] two english classes next year as well as pursue white writing opportunities outside of the classroom [2:43:20] it's excellent and invested educators like you that leave an indelible mark on [2:43:26] your students i know yours will be a name we continue to hear from [2:43:32] our daughter as an inspiration on her academic and personal journey wishing you a wonderful summer and [2:43:39] well-deserved break jenny saxton [2:43:44] and then this is a commendation for jesse link at creek valley [2:43:50] jesse thank you for an amazing year of third grade i know i'm repeating myself but we couldn't have been more delighted [2:43:57] that our son spent this year in your classroom we are so appreciative of all you do for the kids it's com [2:44:04] it completely exceeded any expectations or hopes we had for the year [2:44:10] our son learned so much and his personal social growth was so exciting to see [2:44:16] from day one he felt comfortable in the environment and excited and engaged [2:44:21] about what was happening each time we had the opportunity to meet with you it felt like you really had a good [2:44:28] understanding of who he is as a person and as a student thank you hardly seems enough [2:44:35] wishing you and your family a wonderful summer maggie grossman [2:44:40] and then yeah i have a couple more this one is to [2:44:47] brit these and um it reads we just wanted to send a [2:44:52] personal note to say thank you thank you to say thank you thank you creek valley [2:44:59] welcomed our child back with open arms and our child loves her new school thank [2:45:05] you for everything the girls had some bumps in the road but navigated the waters well and we're [2:45:11] both sad to see school and and they were both sad to see school end today [2:45:18] as parents we appreciate all you do thank you for making this year a success for both of our girls have a nice summer [2:45:26] adam and noelle and finally this is to several people [2:45:32] um principal delquist kirsty wenner rosemary rink and grace [2:45:40] hujord hello creek valley team we want you to know how grateful our [2:45:46] family is for the masterful work you have done this year you stayed with us and most importantly with our daughter [2:45:54] through some rough straights while staying focused on all of the fun and amazing sides [2:45:59] of her and holding her accountable for her behavior and learning not an easy balance especially with a [2:46:06] whole class and an entire school in mind i don't recall loving k-12 school like i [2:46:13] love creek valley as educators and administrators we have done it all in my opinion you have done [2:46:19] it all in my opinion you are laser focused on developing and challenging the students intellectually [2:46:26] and emotionally while keeping sight of the joy of the moment in being around these young minds [2:46:33] hawaiian ice what i am so proud to be associated with [2:46:39] creek valley mrs wenner and mrs rink we will never forget you [2:46:45] like ever smiley face please pass our sentiment and gratitude along to the school counselor who worked [2:46:52] with our daughter as well we don't have her email but of course she has been an integral [2:46:59] part in helping our daughter get unstuck at some critical times have a great [2:47:05] summer and then i'd also like fresh off the [2:47:10] press i'd like to announce that mary wody and our [2:47:17] communications department received an enspra award national school [2:47:23] public relations association award for our website [2:47:36] there was so much work that went into that website it was like birth um [2:47:41] someone said it was like birthing a baby i think probably like quadruplets or something and um [2:47:47] it is outstanding and we know we hear mary hears from the community all the time the difference that it has made in [2:47:54] really connecting with our community and our uh community really feeling engaged and so again um kudos to mary and her [2:48:02] team for that we are incredibly proud of them [2:48:07] amazing mary congratulations [2:48:12] yes yes before we adjourn i just want to mention that our [2:48:17] um boys golf team won the state title first in the state [2:48:23] our girls golf team got fit in the state and our boys rugby team got first in the [2:48:28] state so congratulations to all of those students and with that [2:48:33] good news will adjourn the meeting thank you everyone [2:48:59] you