[0:32] you [1:28] check one check two [3:22] we're ready to roll [3:34] right so sounds good all right welcome [3:40] everybody going to call the meeting to order we do have a quorum this is the Monday September 16th regular meeting [3:46] the Dyna School Board first I would ask for the superintendent to quickly run through the agenda and once he does that [3:52] I'm going to change the order of the agenda okay so we will approve the [3:57] minutes we have several items on consent some personnel agreements student [4:03] support services agreements election judges and the board committees believe that's one thing you're gonna change we have a technology update just to give [4:09] the board the community update on what we're doing in technology so steve has brought some staff and experts here to [4:15] talk about how technology is impacting student learning the policy committee worked on 606 so we're bringing that as [4:22] a discussion and then under action it is a finance show around obligation bonds [4:28] long term facilities maintenance and certifying the levy and the board will [4:34] approve a proposed strategic plan draft that will be used for community [4:40] discussions over the next couple months so that is what is on the agenda for tonight all right so we have a [4:46] presentation but not all the presenters are here so I would like a motion to change the agenda as follows to move [4:53] presentation after hearing from members of the audience and also I would like to move leadership update up to after [4:59] consent can I get a motion any [5:05] discussion or questions all those in favor of the changes in the agenda I just recommended please say aye hi any opposed motion carried next we're [5:14] on to approval of the minutes can I get a motion to approve the minutes of the August 12th work session August 12th [5:20] regular meeting August 13th work session August 26th special in closed meeting and then September 9th special meeting [5:29] any changes to the minutes all right all those in favor of approving the work sessions and regular meetings and [5:35] special sessions that I just listed say aye aye any opposed motion carried [5:40] all right now we are on to hearing from members of the audience we do have at [5:45] seven o'clock hearing from members of the audience I would request that four speakers tonight please keep your [5:51] presentation to three minutes do not make any comments about individual members with their employees [5:57] board members or community members if you have a concern about any of the above just bring it to the attention of [6:03] Superintendent and with that I'm going to call Heather Keats welcome [6:21] hi Heather teats mother of a value sixth grader and high school ninth grader and [6:27] this is kind of a continuation of last month if you want to watch it it was minute eight twenty seconds last month [6:35] but what you're talking about we spent and now in 45 minutes talking about pre-ap ten and we were talking about the [6:42] fact that prepaid AP English ten and we were talking about we had not done [6:47] anything about how we were doing on the AP test in that evaluation okay and I presented some data the basics of which [6:54] was in the June 6 2018 board packet if people wanted to do that that was 2012 [7:00] through 2017 data and where we talked [7:06] about that in 2012 we had about a hundred and sixty six students take the [7:11] test and in order to get credit in college you have to get at three four or five and we had about 90% of the kids [7:18] who took the test get a three four or five in that year then we did the trial of personalized learning and one of the [7:25] things we did is we removed the honors classes in nine and ten we put everyone in one class and we were so we should [7:33] one of the things I think we should evaluate how well that's going is how we're doing on the AP test right since it's called pre AP so we had this data I [7:41] showed it last time between 2012 and 2017 and I asked last time for the administration to show data between 2009 [7:50] and 2010 the board member mentioned that the board had data and the board did [7:56] share that with me so I thank you and so when we were just saying is 2012 we had 166 students take it we had a drop often [8:03] taking it down to 117 the next year we had gone back up in 2017 to 200 and no [8:10] 162 but then this is new data we went down to 128 in 2019 and 102 in 2009 19 [8:19] so and also a percent three four and five in 2017 we had 78% of the kids get [8:29] a three four or five in 2018 it was 85 and 2019 was 84% okay so what we're [8:38] saying here if you remember what that big push was and our trial personalized learning was to put everyone in one class however everyone have one content [8:45] we're gonna have way more kids take the AP we are gonna that's our big push right everyone should take it everyone should take AP well we're not having [8:53] more kids take it and then the open question is you know how well are we doing how well are we [8:58] prepared right and I said we couldn't even we would want more data back behind this could be a 1 year of data how he [9:06] wasn't good enough so uh I had asked at that board meeting when I followed up this path a week ago to see if that data [9:13] was going to be shared in the agenda packet as per my request I was told to enter a data request ID dinah schools [9:18] org which I did and the response came back around noon today that that the [9:25] administration does not hold 2008 through 2011 data and could not share that so that's very surprising to me [9:34] that we don't have that data and available so I bet the College Board does so this is my request of every [9:41] member of the board that you ask the administration to request that data of the College Board so that we can get the [9:49] number of tests taken 2008 through 2019 of English language arts and English [9:56] literature APs and and the number of they got three four or five for each of those years on both of those tests and [10:02] then we can do a good comparison and we can evaluate data and say did this change do what we want to do thank you [10:11] thank you next is Sarah Ramona [10:25] welcome [10:31] you will see why I never come up and speak so I'm Sarah Hamada I'm a graduate [10:39] of Edina schools I have two sons who have graduated from Edina schools one is [10:45] teaching in Mississippi and the other is in college in Moorhead and doing very [10:54] well so quite different than when I came and spoke to you a few years ago sorry [11:16] a goal without a plan is just a wish those were the words from dr. James [11:21] Ricky Bahl what he spoke at the south at south view and personalized learning june 9th of 2016 at last week's work [11:31] session the concept of addressing the needs of high functioning students resulted in the threat of ending a [11:38] dynasty Lexia program to be clear edina doesn't have a dyslexia program we [11:46] have administrators busking at garden parties there's no guarantee that the monies raised will go to support [11:52] students with dyslexia or any other reading needs there's no written plan no [11:58] documentation no official goals just a wish a tonight's work session dyslexia [12:06] was again raised as the trade-off for providing honors classes over the years [12:14] I've been told several times by school board members and PTO presidents that students with dyslexia don't belong in [12:21] public schools we must stop pitting one group of students against another they are all [12:28] Edina students my request is that we identify and address the needs of all [12:34] students they're sitting in our schools seven hours a day could we please [12:39] collect some worthwhile data and address the needs of the students honor students [12:44] and students with dyslexia or any kind of reading issue whether they're [12:50] diagnosed with dyslexia and that they're not mutually exclusive sets [13:05] mca tests are not enough data to guide all academic decisions there are [13:12] students who are proficient on multiple-choice mca tests but are functionally illiterate we need to [13:19] identify their needs and serve their needs thank you for your time in your consideration thank you [13:27] next is Eleni clara welcome [13:38] is this okay hi my name is Eleni gloom and I am the mother of a recent Edina [13:44] high school graduate who attends Tulane University and a junior at the high school I'm here to talk to the board [13:50] this evening about advanced learning in our district first I am a member of the [13:55] parent Leadership Council and as such I was able to participate in a review and a discussion of our new strategic plan [14:02] that the school board has put forward I have to tell you that I was really struck by the tone of it it indicates [14:09] that as a board you are more concerned about the education of advanced learners in our district than the education of [14:14] all other students in fact the plan specifically States and I quote be the [14:20] district of choice for advanced learners do we want this do we want to be the [14:25] district of choice for advanced learners absolutely it's critical for our success but I believe that we should be the [14:32] district of choice for every student in Rodina regardless of ability why as a [14:38] board have you chosen to target a specific group only second my [14:44] understanding is that some on the board are trying to advance a policy that mandates certain honors classes across [14:50] our secondary schools and I have come to ask you what the motivation is behind this policy as the mother of two [14:57] advanced learners there have been many opportunities for rigor available to my daughter's particularly in high school [15:04] in fact I believe we have more students electing to take AP classes than most [15:09] other schools in the state both my daughter's have taken many of these AP classes with great success but I [15:16] actually wanted to highlight a different class pre AP English nine one of my [15:21] daughters has participated in gifted education since elementary school and she still maintains that pre AP English [15:29] nine has been one of her more challenging classes to date at Edina high school her teacher miss mine rich [15:35] is exceptional and created a classroom environment of rigor collaboration and [15:41] personal growth for almost all of her students in my opinion this class does [15:46] meet the needs of many advanced learners so why are you proposing or adjusting that this class does not [15:53] additionally our district map data reflects that we have the highest growth [15:58] for our most advanced students I believe our biggest opportunity for growth is [16:04] across the spectrum including our middle and low level learner learners yet where [16:10] is the discussion and concern about these students finally it is my [16:15] understanding that the new policy which is currently being discussed would mandate separate honors classes for [16:21] course subjects in our secondary education written by board members without the input of administrators or [16:28] educators in our district quite frankly I find this incredibly alarming and [16:33] quite frankly a misuse of your position as board members none of you other than [16:39] a mere our educators none of you are experts in curriculum none of you are [16:45] experts in educating gifted and talented or advanced learners we must involve our [16:51] teachers and administrators before we put forth policies such as the one proposed I believe our district can [16:58] absolutely create a plan that meets the needs of all our students when we have open communication and collaboration [17:06] district-wide in summary I believe that we need more information before voting [17:12] to implement a plan that I believe to be biased I appreciate your time in consideration tonight thank you thank [17:20] you next is Tracy Mercado [17:27] welcome hi kind of going off the cuff to knife so my name is Tracey Mercado I [17:35] have a sixth grader at south view and a ninth grader at the high school both of which have received gifted services in [17:42] the elementary and middle and high school I'm here because I as a parent as [17:50] a community member I just attended the work session prior to this and I'm very disappointed I'm disappointed that board [17:57] members would use side meetings to create a policy to force a discussion versus collaborating with each other and [18:04] asking for a discussion and working together this policy is policy 601 it [18:11] was crafted in the policy committee without any discussion or sharing of [18:17] that information with our teaching and learning committee it is a policy that is mandating honors and regular courses [18:24] for all core courses in secondary schools so middle and high school which at this point we have about 75% of that [18:32] already being offered just to clarify for folks I don't necessarily disagree [18:38] with the recommendation I disagree with the approach I disagree with the lack of [18:45] looking at cost feasibility and opportunity cost where I'm concerned is [18:51] when we start making decisions in a silo when we start looking at one offs for [18:56] target populations and not including other populations you will have unintended consequences this is [19:02] budgeting 101 strategic planning and budgeting you look at the total picture [19:08] when you make these kinds of decisions what about so we talked about every Advanced Learner's we've talked about [19:14] the gifted study we hear a lot about that group here what about our middle [19:19] learners was there a study for them is there a taskforce for them what about our non proficient learners literally we [19:27] have 30% or so plus or minus non proficient learners where is the [19:32] discussion where are the goals where the resources for that group again I have kids who happen to benefit from the [19:41] end of the spectrum but I think that as a district we need to be responsible for all students and by mandating 11 courses [19:48] new courses or modifications of courses there is a cost and as matt said in the [19:54] work session that cost will come at the expense of something else so my question [19:59] to you is what are you going to give up what are you going to give up who will be affected and what information are you [20:06] basing that on finally I guess sorry I'm just improvising here my concern is that [20:14] not one teacher was consulted in this policy Draft I just came from the League [20:21] of Women Voters forum earlier in the week or last week where almost every single candidate talked about the [20:27] importance of including teachers who are the experts in an instructional curriculum and teaching and learning but [20:33] they talked about teachers getting teacher input getting teacher feedback [20:38] why wasn't a single teacher included in this discussion why was this a side [20:43] meeting to force a conversation because that is what we were just told it was in [20:49] the previous meeting so I'm disappointed I think we can meet the needs of all learners I think we can work together [20:55] but right now we look like we're operating in a vacuum and that's not a way to make progress thank you thank you [21:07] next we have presentation from Edina ed fund [21:22] um [21:29] welcome you're back again Regina different group this time but [21:41] superintendent Shultz and chair wall and Friedman members of the board thank you so much for having us here this evening [21:48] I'm here as the chair of the Edina education fund and I'd like to introduce [21:53] my colleagues here with me we have Arthur Graham who is a denied a high school student and a member of our [21:59] student board Cathy Rendell Minh our executive director sue Carlson who's a [22:05] member of the administrative team for the Aegina education fund so thanks so much for having us this evening we would [22:12] like to just share with you and the community a brief update about the ED fund our mission has been the same for [22:19] many years we raise funds to support the educational needs and opportunities for all a dinah public school students this [22:27] year we have the opportunity to celebrate our 25th anniversary for 25 [22:33] years the EDD funds mission has aligned specifically with the mission of a dinah [22:39] public schools that's to support every student at every site we try to maintain [22:46] the core of excellence for education and it's the opportunity for our community members to provide funding to enhance [22:54] our education in the classroom at every site this year we're going to grow our partnerships we're grateful to be able [23:01] to have the partnership of the district the support of our superintendent our outstanding lead team our educators our [23:08] parents and community we also work in partnership with the PTO S&P TAS and [23:13] organizations such as a Dyna give-and-go who make a difference for our students every day we're also planning to [23:21] increase our donor base this year our donor base has represented approximately [23:27] 9% of the Edina public schools community we can do better I'm going to invite [23:33] Kathy Rendell Minh to share a little bit of information about how we can make that difference [23:41] so we're excited because 9% is should be an easy number to build off of and the [23:48] truth of the matter is we're not looking for the United Education Fund to come through with five huge donors to carry [23:55] us for the next five years what we're looking for is that every community member makes a difference at their [24:00] contribution and for some community members that will be one price and for others will be a different donation but [24:08] just if you think about it for a moment if every family not every student but every family in Edina public schools [24:14] gave eighty dollars we would blow away our budget for the year we're also went [24:20] to our staff this year and got outstanding support from Reed aina public school staff and asked for two [24:25] dollars pre-tax out of every paycheck and those numbers came in at this last [24:30] paycheck which is outstanding so thank you for your support in that as well so we're inviting the community to join [24:38] us and donate to the ED fund we're going to support all of our kids there are [24:45] four primary Catterick categories in which we make this difference literacy steam mental health and wellness and [24:51] professional development Arthur if I could ask you to just say a couple of words as a student representative and [24:59] you've spoken extremely well about how the ED fund is important to the community and how it's made a difference [25:05] so I'm going to invite you to just share a few of those words first of all I'd like to say hello everyone so I am truly [25:13] grateful to be this year's one of the student board members partnering with Edina ed fund the ED fund has played an [25:19] integral role in our school of these past few years the integration of our Writing Center and smash an of because [25:27] it actually gives every student an opportunity to succeed by you know working out what their peers - so maybe [25:34] not that same level of relationship that you can develop with a teacher you can get a student perspective and that might [25:40] be a little more helpful additionally we've had a lot more we've had a lot [25:48] more publicity these past couple of years with the ED fund and I also have [25:54] benefited in my own personal life from a nonprofit Edina a better chance program so I was really interested in giving it [26:01] a shot and giving back to my community Thank You Arthur [26:06] so the cake off is our major fundraising opportunity to support kids and make [26:12] donations maybe we can do a little musical chairs you want to talk about the cake off welcome back again [26:18] we'll keep it interesting our kickoff is coming up if you haven't joined us before it's a fantastic event it's a [26:26] great place to go and learn a little bit more about the dinah Education Fund to hear a district update from dr. Schultz [26:32] and to hear really where our direction is going for the year it's a light morning you can come on your way to work [26:38] at 7:30 if you work during the day stop by for coffee and hear from one of our high school teachers about how they have [26:44] benefited with the grant from the ED fund or you can come for our 10 o'clock brunch which is the main event including [26:50] a live auction of some cakes that have been donated from local bakeries to help raise some money for our schools [26:55] we're also incorporating a kickoff home edition this year where people can bake at home and enter their own cake into [27:03] the contest as well which would be very exciting and we can't wait for it to happen this is one of our biggest events [27:10] of the year that we bring everyone together and show them what we can do as a community so thank you for your [27:17] support thank you for your time to have us present this evening and we'll pause here and invite any questions or [27:23] comments you may have I have a quick question thank you guys for coming in so sometimes I hear people say that I've [27:30] given to other groups like a Diana give and go and a Dinah Edie funds great but what are the differences or what has [27:36] done it ed fun really do so I think just getting that out there would be awesome while we have this on camera with like [27:42] 24 viewers at home and everybody else [27:47] I'm gonna invite Arthur to address that first and then Kathy can add some more information great question [27:54] so I'm actually a student board member for both so I can kind of give you a student bit of insight so at fun works [28:00] with the community as a whole while give and go more tackles more the individual needs and it's more education based for [28:07] at fronts like if you have you know needs for like sports or whatever you do an application through get and go [28:12] whereas on a bigger scale like I said this math and writing center that's more of a challenge that at Fonk can tackle [28:23] you know basically the dinette ocation fund works within the school period day so we work with educational [28:29] opportunities for all students across all ten locations Edina give-and-go typically works outside the school day [28:35] and it's more on an individual scholarship basis just to bring one other group in there hopefully not to [28:40] confuse confuse people there's the PTO s they work on an individual site basis and we work hand in hand with them to [28:47] bring things to their site that they possibly can't afford during that school day okay thank you any other questions [28:57] thank you for all the work you're welcome it was fun to attend your last meeting oh we're glad to have you there [29:06] all right thank you thank you [29:15] next is a consent agenda is there anything that anyone wants to remove from the consent agenda [29:20] I do have yes I'm gonna request moving [29:25] removing board committees from the consent agenda so that's now we'll follow after the consent is there [29:32] anything else anyone wants removed from consent all right can I get a motion to approve the consent agenda [29:37] so moved second all those in favor of approving the consent agenda say aye aye [29:43] any opposed motion carried so on board committees so there's a couple of [29:51] changes that I'm going to propose so one is in response to the ED fund great [29:56] presentation I'm going to actually suggest that we had a third board member which will still keep us within our numbers to always make sure that we've [30:04] got representation there and I would recommend that I be the third person so it would still be Matt than Ellen and [30:10] Lenny under Edie fund and then on the high school Erica is not able to cover [30:17] the high school because you know Highschool so I've asked Ellen to step in there and she's agreed to step in [30:23] there and then for Cornelia I would swap [30:28] in either Erica or myself into Cornelia and since I didn't ask Erica before [30:34] today's meeting I don't know if she okay so maybe we'll just do both on that one [30:41] also kind of break from tradition so those are the recommendations are there any comments or questions or concerns [30:48] all right can I get a motion to approve that can the board committee [30:53] appointments as amended right any [30:58] questions or discussions all those in favor of approving the board committee appointments as amended say aye aye any [31:05] opposed motion carried [Music] [31:15] so next is if I remember my prior motion leadership update and so the leadership [31:21] update for today's meeting is the board on August 26 the board met in closed [31:26] session to do an evaluation of the superintendent and in general the [31:32] board's conclusion is that the superintendent Schultz has performed very well we indicated a number of areas [31:39] of exceptional work which are going to go through and then there are a couple of areas of improvement so areas of [31:44] exceptional work were financial oversight of the district that kind of puts a little pressure on John to keep it up Superman presented a budget to the [31:52] board that met the goals of increasing the fund balance to an excess of 6% while preserving key programs in [31:58] addition as this is practice he brought key stakeholders to respond to questions regarding the budget cuts dr. Schultz [32:06] also continues to provide leadership regarding key staff positions these positions make the district more [32:11] effective going forward he's also done very well in building relationships with the community with board members [32:18] teachers and interested community members this enables him to respond and lead he has responded well to issues as [32:25] they arise and then our major areas that we've looked at for improvement is the [32:32] board would like to see more consistent understandable data going forward particularly as the student performance and the board would like more [32:39] involvement by dr. Schultz in guiding the board well we appreciate the opportunity for the board to work [32:44] through issues the Board believes that we could be more effective if we received additional guidance from the [32:50] superintendent so with that said on behalf of the board oh and I congratulate you on a very good year [32:55] thank you very much thank you and next we are on to discussion items and our [33:02] initial item is technology item technology update sorry so Steve and a [33:11] series of other Laurie Mike and Sean [33:17] welcome [33:25] thank you for giving us the time to talk technology with this group it it's a [33:32] great opportunity I think we know that technology is pervasive and not only in education but in our society and how [33:41] technology is being used tonight I'd like to provide the update but the first [33:48] thing I want to do is I want to sum up our real our thinking about how we [33:53] manage support use instruct around technology because I think it's really [33:59] important and that is the word intentional or being intentional deliberate or purposeful because in the [34:06] last two or three years we have really started to focus on that idea of [34:12] intentionality and I'll have the privilege to talk a little bit about our technology vision and specifically about [34:20] four core goals about that and the interesting thing about it you won't see [34:25] the word technology in any of those four components but I think our technology is the lever and all for those areas how do [34:34] we unleash a passion for learning how do we ensure that our kiddos are have [34:40] smiles on their face or they're stepping into the learning because we know when we have kids or adults and we're [34:48] interested in learning that process of learning just becomes that much easier [34:53] technology's a lever for that when we're intentional our greatest asset in this [34:58] district is our teachers our educators they're phenomenal or 85% of the [35:04] resources that we put in this is our educators how do we make them not one [35:09] plus one but two times two technology's a lever to help us with that technology [35:18] and communication goes synonymous how do we engage our parents our stakeholders [35:24] our community so that we're working collaboratively working on solving [35:29] problems on engaging on constantly learning and how to support our kids [35:34] technology helps us with and then finally how we ensuring that [35:40] the investment this community is put into technology put into us put into the [35:45] way we leverage technology is being maximized or inefficient Stewart's of of that investment technology helps us with [35:53] that I'm going to talk a little bit just [36:01] about the nuts and bolts because it's really important that we started a foundation to understand how we support [36:07] how we maintain how we keep our infrastructure safe this is a graph from [36:13] last spring and it shows that at any given point of the day we're over one gigabit of Internet traffic so how we [36:19] ensure that that traffic is filtered how we ensure that our students are safe I was sure that we're able to access the [36:26] content we want because we're intentional about making sure that we have they network in the gear in order [36:32] to support that type of bandwidth how do we ensure the physical servers are the [36:38] servers that we have now over a hundred servers in the district are being [36:43] maintained are being patched for security how we are refreshing those and [36:48] as you see the number that we're really proud of is this number two it's not a lot but we're moving more of our devices [36:55] more to our servers to the cloud if you [37:01] think of all the ways everything touches this network you'd be astounded from [37:07] servers internet it of things like lights security systems door buzzers [37:14] video cameras Network gear cameras printers projectors phones iOS devices [37:21] guests wireless devices and our Chromebooks we have over 17,000 objects [37:28] connecting to our district network at any given time it's incredible we have [37:33] to be intentional about how we support that how we ensure it's secure and how we refresh those devices when we need to [37:40] we need to be intentional about our information systems we could buy one monolithic system that tries to do [37:47] everything we've from our mistakes that's probably not the best way but instead how do we [37:53] interconnect these systems so that they provide a personalized a way for our [37:58] staff our students to communicate to provide things like our digital classroom our warning system our [38:04] portfolio deliver assessments we do that through our Edina apps here's just a [38:12] flavor of on the Dyna apps that your students and teachers work with every day but we go beyond that and what I [38:18] think is an unsung work of my team is that we interconnect all these through single sign-on as much as possible and [38:25] so the same portal that our students and our staff access our parents access as [38:31] well so we're intentional about making sure that that's in one spot that we can support both our students and our staffs [38:38] but it also our families connecting I'm going to turn it over to Lori Holland to [38:45] talk a little bit about the media program but before I do that I just want to have a shout out because our [38:50] department is department of median technology and we do a lot around technology but unsung heroes are media [38:57] specialists in this district I know a lot of you have volunteered and a lot of you understand that our media centers in [39:04] our buildings are really the heart and soul of our our classrooms I'm going to give you just one small if I can diverge [39:10] one small antidote this fall when we are getting back together as a team I asked [39:16] everyone to share what their favorite moment of the summer was what was their highlight of the summer for me it was [39:22] going to Europe with my daughter for the elementary media specialist it was getting together and working in PLC's [39:29] and collaborating on scope and sequence that's a dedicated group and now I think [39:34] I'll have Lori talk a little bit more about what that program does [39:42] the graphic give you a many ways in which he Dinah's media program helps Edina students to thrive as an [39:49] elementary media specialist I am the only teacher in the building who teaches every student every week every year of [39:56] their elementary school career that's an opportunity for at least two hundred and sixteen different lessons throughout [40:02] their k5 experience not including the many many many interactions that occur [40:07] during the many many many individual trips to the library during those [40:13] interactions we watch our students grow as readers we come to know their likes their dislikes their interests and [40:19] abilities so that even with hundreds of books to choose from we can match the perfect book to each reader we also [40:25] nurture a lifelong love of reading through school-wide literacy events like camp read a lot Read Across America participation in the [40:33] State Book Awards other visits book fairs book swaps and summer reading programs having that perfect book [40:40] requires the development of a quality library collection a Dyna's media specialists keep up with the latest and [40:46] greatest in children's and young adult literature by we reading widely ourselves and consulting numerous [40:52] professional review sources collections are also developed to support Dinah's curriculum providing quality [40:58] books ebooks and reference materials for classroom use each of the elementary school libraries circulates between [41:05] thirty and fifty thousand books each year we also help teachers and students [41:10] find the most relevant reliable and age-appropriate information online whether from subscription database [41:16] services or websites curated in our own customized project pathfinders by [41:23] providing a wide variety of multicultural literature written by a diverse array of authors and illustrators and through involvement in [41:30] such activities as the global read aloud and mystery skyping a Dinah's media specialists also use literature and [41:36] technology to help expand students worldview in addition to providing [41:41] diverse and quality resources a Dinah's media specialist partner with classroom teachers to teach inquiry and research [41:48] skills we help design research projects and provide lessons on a Dinah's inquiry [41:54] process searching effectively evaluating information using databases note-taking [41:59] avoiding plagiarism citing sources and communicating in a variety of formats as [42:05] the on-site technology integrationists we also partner with teachers to integrate and teach the best technology [42:12] applications to achieve their content learning goals whether audio video virtual reality or apps and online tools [42:19] for creating presentations webpages timelines thinking maps ebooks and more [42:25] we are there with suggestions and always willing to co-teach all of the Dinah's [42:30] media specialists are certified Common Sense Media educators we teach and support our students in becoming [42:36] responsible digital digital citizens with a scope and sequence of skills that begins in kindergarten and includes [42:43] instruction in media balance privacy and security relationships and communication [42:49] cyberbullying and information news and media literacy from newsletters to [42:56] library webpages to social media to school news shows Dinah's media specialists also show and tell what is [43:02] happening in our schools by documenting school classroom and library activities and shared photos and videos we partner [43:10] with parents to inform them of helpful resources accessible from home provide book recommendations and suggested [43:16] reading lists and welcome in welcome them into our libraries as invaluable library of volunteers important [43:24] community partnerships facilitated through the library include those with local libraries and bookstores and [43:30] arrange visits with unforgettable local authors and illustrators in recent years [43:36] the expansion of our school libraries to include maker spaces has empowered us to provide 3d printers robotics animation [43:43] and digital video creation tools among a variety of other things we are now even [43:49] better equipped to support students exploration discovery creativity innovation and learning all of the many [43:56] ways we help be dinah students to thrive have their roots in the American Association of School Librarians [44:01] national standards and the National ISTE technology standards for students [44:10] I'm gonna have Mike Walker who is our secondary digital age digital learning [44:16] specialist talk a little bit about digital age learning and how it's being used yeah so as you see in this graphic [44:24] we utilize technology as a way to help support our Edina learning framework of [44:31] allowing students the opportunity to look at different pathways for exploring [44:36] content engaging in that content and then how they express learning it isn't just a 30-point multiple-choice test [44:43] anymore they could be creating videos creating presentations and other things to express their learning excellent this [44:53] summer we as part of our e-learning squared program we made a shift at the [44:59] sixth grade level with students getting a district owned device as opposed to [45:05] having the option for bring your own device so all of our sixth grade students have a Chromebook that is that [45:12] is checked out to them and as part of that we really wanted to have a make [45:18] sure that everybody was on the same page in regards to expectations so we ran some boot camps and in those boot camps [45:24] we talked about expectation for students for staff as well as for parents at home [45:29] when we talked with students we talked a lot about our acceptable use policy [45:34] policy 6:34 and within that the online code of ethics that is part of that and [45:42] we talked about just our general norms and how to behave properly and how to [45:48] get the positive benefits of technology as opposed to the negative and how to become a digital learner so that they [45:57] are able to manage that as opposed to having it managed by someone else with [46:03] our staff we've done a lot around as Steve talked about intentionality where [46:10] we went around to all of our buildings and talked to them about the different norms and expectations knowing the [46:16] answers of why they're using technology how how often am i using it in class and then [46:22] what happens if there's misuse in regards to that how often we've been really monitoring screen time and [46:28] looking at the American Academy of Pediatrics research in regards to the [46:33] amounts of screen time and we're happy to report that it's way below what they [46:38] say is a maximum for a school day or during the day in general and then we [46:45] publish those teachers publish those norms then we also have talked a lot with our parents in regards to norms at [46:52] home and that American Academy of Pediatrics they have a great family media plan where you can put in the ages [46:59] of your children and get some really good recommendations on how does to have a healthy digital diet because really [47:06] that whole thing about screen time we kind of think of that a lot like food we [47:13] know that there is healthy food I had some vegetables for dinner tonight but [47:19] we also know that there's junk food as well and so if a student is working on maybe designing a website or creating [47:28] video or something like that where they're using their creative aspects with technology or maybe they're even [47:34] just skyping with a grandparent that's a different way of using technology than looking at five thousand memes in ten [47:41] minutes so having that healthy healthy diet is important but for our parents to stay [47:47] informed and to set limits and to model positive behavior you know I it's [47:53] interesting as I've been talking to parents about modeling behavior sometimes I look out in the audience and [48:00] there's somebody's on their cell phone not paying attention and so how do we [48:06] model that for our children I think it's really important but also having good balance it's really important to to have [48:14] good balance and so looking for ways to say hey let's have a no digital night or [48:20] say during meals we're not going to get our phones out so that we're having some [48:26] face-to-face interaction or getting out exploring in the woods without a device so [48:35] so quickly I just want to have Shawn be verson who is our digital learning specialist at the elementary to talk [48:41] about an exciting piece that we've been working on and which is what is the future of a digital classroom looks like [48:46] and so we are constantly looking at technology and intentional about technology but technology is constantly [48:53] changing the life cycle of a computer is 18 months some of our technologies a little bit older and we want to make [48:58] sure that the technology we're putting into our classrooms is future-proof it's going to serve our teachers but it's [49:04] going to be a cost effective solution so maybe Shawn you can talk a little bit about our digital classroom design work [49:14] all right so this is my second year here at a Dinah Public Schools and last year [49:20] I was helping to plug in wires at Highlands Elementary because they were finishing the construction projects that [49:26] was across all the elementary schools so during that year we started to say well the construction is settling down and [49:32] now it's time to look at what else we can update in our learning spaces and what can we standardize and so during [49:38] that process we began to look at what are the requirements of a digital classroom and what are the elements of a [49:45] digital classroom that will sustain over time and so here's the guiding questions [49:51] that were presented to staff during the last winter what are the elements of our current solutions that we cannot live [49:56] without what are the important elements that we need that help engage students and develop a passion for learning what [50:04] are the current shortcomings and frustrations of what we have available in our classrooms and so is it [50:09] reliability is it usability is it a good idea in in thought but not so in [50:15] practice and so what might we change in that to make that better and then as we consider the rapid pace of technology [50:23] and the amount of time that we've been a one-to-one district or close to a one-to-one district what are the new and [50:29] interesting features that we'd like to see added and so when we think about very much how it's changed in the [50:36] processing power you know the cell phone that we hold in our hand now outpaces the rocket ships that they sent to the [50:42] moon by thousands of and so what is it that we'd like to see that we could add now and then as we [50:49] make these changes as we think about altering practice by looking at the [50:55] digital classroom standards across our system starting at the elementary what [51:00] do we do how do we communicate how do we collaborate and how do we work to best hold our teachers and our students as [51:07] harmless as possible during that process so those were our guiding questions and then we began this work starting last [51:14] winter so last winter in January Steve and I met with each of the elementary sites building leadership teams [51:21] communicated the plan took a look at you know how long it would take us to do [51:27] this gathered a group of teacher explorers for us in the spring to work with us those explorers represented all [51:33] of the elementary sites and across all of the grade levels including specialists and then based on that [51:41] feedback put together some training materials for the summer work and in the summer we had 56 teachers again across [51:49] all elementary sites and across all grade levels and again including [51:54] specialists to complete some training and we continued that work this fall we [52:00] are just I just installed a couple more of these interactive panels into a couple of other classrooms and so we're [52:07] seeing how people are going about and using these I had a wonderful meeting with the music a music teacher over at [52:14] Highlands Katherine wood Dean this afternoon to help her solve some problems her enthusiasm for the solution [52:21] that we are developing was was it relieving no it wasn't really it was [52:27] exciting it was really compelling that she found answers that she was excited about and could see the long-term future [52:33] of so we continue to do that work and then we will collect feedback and be back to this board to present a plan [52:42] going forward some time yet this fall great well we took a little bit more [52:50] time than I thought but that's alright because I think you understand that the way technology touches our lives not [52:56] only within the district but outside the district is an incredible amount and so making sure that we're intentional about [53:03] how we purchased technology how we support technology how we manage [53:08] technology and how technology impacts and touches our students is something that we take very seriously in our [53:14] department and I just want to again extend a large thank you to the library media specialists D MTS our digital [53:21] learning specialists and our collaboration with teaching and learning Department and I'll take any questions at this time first off I just want to [53:31] thank you very much for having as the centerpiece of all of this intentionality because technology [53:38] advances so quickly and we can't be passive with it both in terms of security what are the attacks coming [53:44] protecting our kids seeking initiatives for learning it's it's so fast and you [53:52] can't sit on your hands and you in your slide presentation just absolutely highlighted that so I commend you for [53:58] that orientation I did have a question what is the one-to-one districts I think I somehow missed with that term that's a [54:06] that's a great question so many districts what if they've done is they've changed the philosophy around [54:13] technology it used to be where you would go to a lab where there'd be 30 computers and so what you do is sometime [54:20] during the week you would have computer lab day where you would go down and do instruction and as technology devices [54:27] have become cheaper and access to technology devices has become more prevalent many school districts have [54:32] transformed that and so instead of going someplace to use technology technology is with you and so all of our students [54:39] from grades 3 through 12 have a device in the 3rd through 3rd through 5th grade [54:46] at the elementary schools those are in a cart that stay in that classroom and don't go home with those students but at [54:51] any given time where appropriate the teachers we work with the teachers on identifying that appropriate use but [54:57] they have access to that technology then starting in 6th grade with help of Mike and then the [55:02] Chromebooks that we've distributed every student has a device and so that's where they'll get involved with Schoology [55:07] being able to access their online textbooks and their content doing feedback working collaboratively and [55:14] working in that digital age learning ecosystem I just had a quick question [55:19] around the sixth-grade new plan with actually providing the Chromebooks how [55:24] has that begun and how are the kids and parents and and teachers receptive to it [55:29] I want to call out Mike Walker and Jack's alaskey and the secondary media [55:35] specialist for helping to implement that I think it's going well we talked today at the Valley View staff there was no [55:43] complaints and actually they were very thankful for it so a couple of things that I think are working in our favor one is is that the though our eco system [55:52] was such that you could access it with any different different devices by having the same device it seems like [55:59] there just seems to allow for consistency for that sixth grade classes so they can talk about norms and talk [56:06] about consistency and talk about control and so we think it's a great idea maybe [56:11] to tamp down just a tad on choice as we move through those grade levels that's [56:16] how it worked out really well the other thing that I think worked out very well was we had every sixth grade parent [56:24] attend that boot camp and it was really funny because we had a number of sixth grade parents that thought that this is [56:30] a class for their students it was not this was a class for the parent to understand our intentionality of the use [56:36] of technology so a couple of parents were a little angry with me when I said no you cannot leave you need to sit next [56:42] to your child in this class and take this class because it's not about your student we're gonna have your kiddos all year and we're gonna work on [56:48] intentionality with the kiddos we just want to make sure that you're on the same page with us as we go through this so it's gone it's gone fairly well and [56:54] we'll continue to get feedback and get input from our stakeholders so you mentioned trying to narrow the [57:01] device of choice does that is that primarily gonna be focused on six eight whereas nine twelve you'll by then [57:09] they've developed enough to kind of make a choice that's their own I theorist that's great question I think [57:15] that's the question that we're gonna need to study we have a few years before we get there we believe so our intention [57:21] is to evaluate this year all signs point that it's working well and then that would mean that next year [57:28] sixth grade incoming students we provide them with a device so we'd eventually go district assign one to one at the middle [57:36] school level we have a few years to gather research and data and then we [57:41] will engage at that high school level and we'll start talking about what is our philosophy around choice and around [57:48] personalization of technology and about habits of those kiddos because we know when those students go into college [57:55] they'll be bringing their own device they'll be it'll be an expectation so we're gonna we're gonna study that [58:02] closely and then as we get closer to that have to make a decision at that level at that time forgive me when did [58:09] the sixth grade class partnership start so we've been doing a that's a great [58:15] we've we've had a what we call a blended or a hybrid one-to-one in the diner [58:22] public schools for over five years and so we started at ninth grade I think six [58:28] years ago and then we expanded both up and down from that about five years ago and so we've had the one-to-one program [58:35] where the expectation is is that the student brings a device fully charged with a keyboard so they can be a full [58:42] participant in learning if they choose not to bring a device we provided them a district supplied Chromebook and so [58:48] through that either bringing a device or having a district supplied Chromebook every student had a device for about the [58:55] last five years mm-hmm I think the idea of bringing in the [59:00] parents is an excellent one because the parents need to and should and many want to know what their kids are using with [59:07] their technology it feels like a black box and as I've said before here that the technology sometimes serves as a [59:12] wedge between the parents and the kids and if you can start bringing the parents in and letting them know what's [59:18] happening so much the better so I think that that's a really good idea thank you and just not not to put another pitch in [59:24] but we are in in partnership with community [59:29] education we are having an evening in October and we're going to screen the movie screen Agers and so there will be [59:36] a panel discussion and we'll be talking about that so that's a little bit more like screen time and what the role of [59:42] the impact of being on all these devices and impact but we are we will be there [59:47] will be there again in partnership with our community to have that discussion just as you point out so that we're all [59:53] educated we're all partnering making sure that we're all on the same page because it really each one of us has a [59:59] role in this to ensure that our students are making good choices and healthy choices around technology I had a I [1:00:10] guess a broader question for you guys there's a lot of not only does [1:00:16] technology change every day every minute but there's a lot of emerging research [1:00:22] about how technology affects students and youths and growing brains everything [1:00:28] from using a digital textbook versus using hard print I just saw study about [1:00:34] flipped classrooms and that they might contribute to the achievement gap I [1:00:40] would love to see whether it's part of our strategic plan and I don't you had mentioned this Ellen about incorporating [1:00:47] some of this in the strategic plan or if it's a side issue I would love to see us [1:00:53] as a board and as a technology team and that is an administration team come [1:01:02] together and look at coming up with some like digital guiding principles that we [1:01:08] believe in as a school district that current research says X Y & Z so [1:01:16] therefore we're going to I don't even want to say anything because then I'll end up on Facebook but but really taking [1:01:23] into consideration large strategic global things that we know about technology and students brains and have [1:01:32] a perspective about it and tell parents this is our perspective and because [1:01:37] that's our perspective of this is what we're going to do about it and I think you guys are doing a great job with a lot of the initiatives [1:01:45] that you're putting in place but I think there's some other areas that we can really look into about like I said like [1:01:53] with the textbooks and things like that where I think we could take a proactive role in educating parents and and I just [1:02:03] think that would be great for our district and for parents and for students alike and I for one would [1:02:09] welcome that conversation because I think you're absolutely right we do not this this is this is a fast-paced change [1:02:17] happening right here and so some of the time some of these impacts of these changes we won't know that repercussions [1:02:23] both positive or negative for a few years and so having a thoughtful [1:02:28] approach into that it makes a lot of sense I do know that our media [1:02:33] specialists that's a lot of work that they're doing around research around books and around this idea of digital [1:02:40] citizenship and we're following the the research as it comes out so about this [1:02:46] idea of screentime about a limiting access to technology what are some of the limits we want to [1:02:52] put on so we are we are monitoring that and measuring that and stepping into those conversations I think having [1:03:00] discussion about loose and tight surround that this did that warrants a good discussion and I welcome look [1:03:06] forward to it that is the issue of [1:03:13] taking notes we know the research says that taking notes on paper is a better [1:03:18] way your retention is better doing it that way we also know that some kids [1:03:24] can't read their handwriting and so for the majority of kids we're gonna say take notes in your notebook and then use [1:03:32] those notes to put together a graphic organizer or something on your device as [1:03:37] a way to memorize it or put it in a Quizlet as a way to test yourself but we [1:03:44] know kids with an IEP might really benefit from taking their notes on their device so that they can read them so [1:03:51] I was gonna make one other quick comment [1:03:56] I think you guys did a fantastic job I just got a message from my wife because my son who should be asleep [1:04:01] is watching apparently and said is that mrs. Holland so the reach you guys have [1:04:07] the kids is amazing and we've been talking as a board about the benefits and things in a Dinah that we do [1:04:12] exceptionally as a district and Mary you've done an awesome job with communications there's probably a way to [1:04:18] to amplify the amount of intentionality we use around technology and the group and really highlight this because this [1:04:23] is a wonderful team and thanks for all your work thank you alright thank you [1:04:30] very much thank you excellent presentation next we have policy updates [1:04:36] policy 606 Emir there's a lot of like [1:04:42] cross-outs but I'm not sure how many substantive changes there actually are yeah so policy 606 lived up to its name [1:04:50] it's about some controversy and it actually didn't make it through the last cycle partially because we got focused [1:04:57] on some other major major work like the superintendent search and then onboarding a new board in this future [1:05:03] plan and so it seemed it seemed like it was something that was maybe more for an experienced board and as we came back to [1:05:09] it's kind of funny over the years it's hard to exactly see where the controversy was this went through a policy committee we worked with director [1:05:16] of teaching learning superintendent and what came out didn't really have many major objections in fact not terribly [1:05:23] substantial changes although there there are some worth noting and I want to go down them right now one of them is that [1:05:29] we clarified the process of what would happen if if an objection came in about [1:05:37] a certain text be news or materials content in general and this happens [1:05:42] occasionally in and our actual our policy said those those objections should go to the building principal and [1:05:49] this updates that and says that actually we should send your objections to the [1:05:54] teacher to try to resolve things at that lowest level and if that that doesn't [1:06:01] seem to be working if you can't get our resolution then there's a policy procedure here but it's [1:06:06] actually moved down to the appendix which is a little more where guidance typically goes and as you go down there [1:06:13] some of the same things as before I treat their each request with confidentiality teacher-student family [1:06:19] working to come to a resolution but if it can't be reached the process would be that it's brought to a building team and [1:06:26] that would include some teachers administrators might include the director of teach and learning or [1:06:33] somebody else from the district office to really try to reach a resolution the families can propose an alternative [1:06:40] means to reach the same educational goals and see if if the teachers in the building team really agree that that's [1:06:46] substantially similar maybe you reach consensus there you found an alternative means in instruction rather than going [1:06:52] through what was initially planned for that student and maybe not and if if not [1:06:59] you can continue to work but the procedure does specify that the decision of the superintendent or designee as [1:07:05] these you know contentions continue to rise would be final there is a reference [1:07:11] here to plan that goes forward to have some consideration not only to the [1:07:16] educational merit of the alternative but also to the time away from the general learning environment with [1:07:21] acknowledgement that interaction with peers the ability to articulate thoughts to them and listen to their thoughts and [1:07:26] respond in kind is a value and so there's a reference here to not be you know for an unreasonable amount of time [1:07:32] without the agreement of parents or guardians but it's it's not listed as a [1:07:37] definition it's more of one of those phrases that says we're to consider that aspect of it alright so that was an [1:07:45] updated procedure there the appendix appendix 4 is also an area that has had [1:07:52] some you know it's fair share of attention and controversy and that has [1:07:59] some light edits as well it really talks about what issues are largely considered [1:08:04] inbounds and what are not and there's a change there that's worth considering as well used to be a little more [1:08:11] restrictive as to which is which controversial issues could come up in class we would say it has to [1:08:17] be related to the course coming up naturally in the curriculum or brought up by by students and then from there [1:08:25] there are a lot of guidelines about what really trying to spell out what's what's professional that all sides are given a [1:08:32] proper hearing the issue has points of view which can be understood at defined by students teachers not putting forward [1:08:39] their own religious political economic or social bias but the we did say the [1:08:45] teacher may express a personal opinion if they identified as such and does not express that opinion for the purpose of [1:08:51] persuading people but more of an educational reason to bring it up [1:08:57] what's edited there though is instead of saying the controversial issue must be [1:09:03] related to the course coming up in the curriculum or brought up by students a clause of or related to relevant current [1:09:11] events and I think that's something that the whole board should have a topic or a chance to think about because on the one [1:09:18] hand that's that's a pretty big opening to bring it up a lot of different issues [1:09:23] on the other hand it may be too limiting [1:09:29] without it and so I wanted to hear some of your opinions what you think about that point as well as the reference to [1:09:34] unreasonable time away from the general setting and broadly just the whole idea of how to respond to objections knowing [1:09:41] that as a school serving so many students there's not there's not a whole lot that can change but certainly we [1:09:48] should do our best to try to reach consensus with students and their families so do we know if teachers who [1:09:58] are the first line whether they're comfortable with these changes so I mean when I look at the changes for example [1:10:04] that the first contact is is them versus the principal I mean that seems to make sense to me so are they okay with that [1:10:11] and then the second is adding relevant current events or are they fine with broadening the scope of what's [1:10:17] permissible so as with most we don't have we don't have a mechanism of bouncing these off of teachers before [1:10:23] they come to the board so I wouldn't be able to answer okay so maybe so I think this said that [1:10:30] Randy smiles always okay with this and so maybe he can just take a figure out just some gentle inquiry in that area to [1:10:38] make sure that we don't get ahead of our teachers the other question I have is if you go to appendix one number three I'm [1:10:48] looking at the edited version here 3a I'm just trying to make sure I understand what that says I don't know [1:10:55] if your let me know when you get there a mirror okay so this looks like a process [1:11:08] to review proposed alternative curriculum right the team should review [1:11:14] the initial request including the proposed solution so that's sort of I'm [1:11:20] just trying to figure out when I get to a it says the team should use the table below to determine the degree to which the objectionable material meets the [1:11:27] criteria so if this is to decide if [1:11:33] alternative material is okay then it's not objectionable material it's the [1:11:39] proposed solution meets the criteria if this is to say no no the objection of [1:11:45] material is good then objection of materials the right language so I'm just trying to figure out where 3a is going [1:11:51] isn't a to preview the objectionable and B is to review the proposed right so I [1:11:57] hear your point now you're saying why would we review the material someone objected to but if what they're saying is not just that I respect the rights of [1:12:05] others but my family personally would rather not partake in this then you would say well why are we even reviewing [1:12:11] a material but if someone's actually saying I want to bring to your attention a problem this is the criteria with [1:12:18] which that teacher a building team would look through and that's why it says when [1:12:24] you're looking at a text that someone else has objected to but the building team is considering not just you know [1:12:30] some kind of a straw poll among a group of parents that they're talking to but academic standards of the educational [1:12:36] program the needs of the needs age and maturity of the students etc close down the table so [1:12:41] it's it's a process to respond to the complaint in a way that doesn't say [1:12:47] we're not even gonna listen to you on the merits we'll just try to figure out your own personal workaround and I [1:12:56] forget who drafted that but there was a lot of input from administration in the [1:13:02] three years previous cycle so I don't think this came from board members so [1:13:11] the objective for this section is to review the objection and by the way I'm [1:13:16] not I don't have an objection to the changes here I'm just trying to make sure I understand them the we're trying [1:13:22] to review this so if someone makes an objection and then we're going to review their objection and review their [1:13:28] proposed alternative and then make a decision within the section on which [1:13:34] we're going to require which we're going to require the student to follow yes [1:13:41] okay let's do the assumption then is the text is valid that we're keeping the text and then you're looking for a [1:13:47] resolution when a parent says well I'd rather my child not read that text or do [1:13:52] these work with materials okay so you're looking for consensus that's the big point you're trying to find a way [1:13:59] forward so the child can still get the educational value that was inspiring [1:14:06] the original educational choices and you're trying to find a way for it the reason we say the decision will be final [1:14:12] if ultimately there's no consensus is the we're not surrendering the the [1:14:18] decision about what the educational standards are that we're trying to meet and what what a quality program looks [1:14:26] like you're just open to proposals on an integral base individual basis in these [1:14:32] events which have happened over the years and very few of them you know have [1:14:37] trouble reaching consensus at some point but occasionally it happens as well which is why we put in the final [1:14:43] decision and we're trying to keep it broad because these are these are boundaries for how do you respond to [1:14:49] this sort of thing without without trying to foresee the [1:14:54] details of a particular conversation all right I appreciate committee taking this [1:15:01] one on and coming up with a draft for us other other questions the question that [1:15:07] you and we're just working on with Lenny is is the core difference if the [1:15:12] objection from the parent is content-based as in it the material is [1:15:18] objectionable a for they feel it's sexually related or something that that [1:15:23] is objectionable to the family based on more personal values versus objectionable that I don't think this [1:15:29] curriculum is meeting the needs of the science standard I mean is that the difference because I think if it's [1:15:36] because the way I read it if if the parent is objecting objecting based on a [1:15:41] personal family the situation there'd be really no reason to review it because the other kids will probably continue [1:15:47] using that material and they'll be looking for a new material for their student but if they're they were the [1:15:54] only reason I would see to review the text would be is if they're really trying to say it this is not meeting the [1:16:00] needs of even teaching any of the kids it is that the difference here you might [1:16:08] be on to something it's a little hard to say certainly we're not this isn't the [1:16:14] kind of thing if somebody says my child doesn't need to review Teutons laws that's too easy I want a different plan I mean that's that seems like a very [1:16:19] different conversation this is more along the lines of people saying that this this material in particular is in [1:16:26] appropriate and of itself for the age or for minors whatever the particular argument is so does that answer your [1:16:33] question I think the question is then is it required for the teacher to review [1:16:38] that because I would assume on face value that then the answer is if it's inappropriate okay we'll give you an [1:16:44] alternative assignment mm-hmm what when and where and why do we invoke the the [1:16:51] teacher being required to gotcha so the whole review that's under the team Road review that once you if something were [1:16:57] elevated to a principal it's not just a principal for elevated to to the district office it's not just as Rober [1:17:03] that's the team review the only time we refer to the teacher is it's more like the common sense [1:17:10] try not to try not to make things a district committee issue if you haven't even mentioned to the teacher your [1:17:16] concern it's not meant to make the teacher walk through a checklist of things before they get any support not [1:17:22] at all but just actually more so empowering and validating the teachers to say we're not gonna we're not going [1:17:29] to pull you out and start having this conversation ourselves but and you know [1:17:35] frankly they should know if somebody is talking to administrators about choices [1:17:42] made by say a department or a teacher or whatever the case may be so that's it's not meant to be a burden to the teacher [1:17:48] it's meant to be a sign of professionalism respect and frankly efficient way of resolving any any [1:17:56] concerns that students or families have all right I think the what I'm what I'm [1:18:02] what we're missing here is a specifically says teams should first use the table below to determine the degree [1:18:09] to which the objectionable material meets the criteria my point is are we [1:18:14] saying that you know if the parent comes and says this book it is objectionable [1:18:20] to my family values and my student is not going to read this do they have to do a or because to me the policy states [1:18:28] that no we've already moved on from a and we're gonna find something else for your student so I'm a to me seems like it's [1:18:36] applicable in certain situations but not generally and so I just wanted to make sure that that was clear because I don't [1:18:44] I think if it's of the fact that if it's a values-based question from a parent objection from a parent I don't think [1:18:50] it's our right to say well we still believe that your child should read it I mean that's generally where this policy [1:18:56] has gone yeah so I think that would be a very short agenda item if if a was just [1:19:01] a check that the material if it's broadly they move on to B for the resolution I think that would be very [1:19:07] easy for their committee team to do I think that make sense I have some clarifying language as to just [1:19:15] and where yes these processes are used it's kind of a where appropriate kind of [1:19:21] a is kind of a where appropriate I don't know the proper legalese to put in there but it just it feels like a step that [1:19:28] mmm it's not always really gonna be generally used depending on the type of objection I would just take a look again [1:19:41] at 3a BC and maybe when all the quite [1:19:47] frankly maybe when all the cutting and pasting is out it might flow better and make more sense it's sometimes hard to [1:19:53] read even though I know we asked you to give it to us this way alright so I'll [1:20:04] take a look at it again and if I can come up with a suggestion I'll shoot it over to you for the next policy meeting [1:20:16] trying to make sure we can do this with with a committee of three people talking [1:20:22] about it with input from a fourth do okay so watch the video here well I just [1:20:30] want to make sure the language is appropriate so that nobody reading the policy not that not the teacher not the [1:20:36] principal not the parent feels that step a if if you say and this one we've had [1:20:42] this come to us as board before I don't want my child to read the color purple because there's a there's there's scenes [1:20:49] within it that I feel are inappropriate for my students so it's not but we're asking it to be removed from the class [1:20:55] from that student to me then going through a is unnecessary that's my point [1:21:04] thank you so just to add on to that I think it's the question or clarifying [1:21:09] part is when would you actually use that part a that's [1:21:17] great [1:21:28] and I just wanted to say something I usually catch that I didn't catch on this appendix for we've been changing he [1:21:37] /she today throughout so when you get this back we'll be fixing that was there [1:21:44] any input on the idea of relevant current events being an avenue for controversy issues to come up for [1:21:51] discussion in the classroom so I think this question sort of has come up before [1:21:56] in terms of their teachers who say you know there's something that happened and they want to talk about it but they [1:22:02] weren't sure that it was a that it was okay and so I think this authorizes them to do so and so in that sense I think [1:22:10] it's appropriate I think it's one of [1:22:16] those issues yeah I agree with what Lenny's saying but at the same time it's it all depends on the situation and and [1:22:23] the particular topic I mean it's hard to make a blanket statement that's going to [1:22:28] cover every possible topic that could come up you know there could be a mass murder that's the hot news item of the [1:22:35] day but it may not be necessarily appropriate even though it's a current [1:22:40] topic so I think we have to give some deference if we're going to use that language that they'll be you know a [1:22:45] judgment made that is appropriate to that classroom based on their age what [1:22:51] the subject material is that's being taught in that course I'm comfortable [1:22:56] with the language I just I hope that again we'll use it with deference thank [1:23:02] you very much so all of those criteria are supposed to be met one through nine [1:23:09] so that it has to be relevant plus then it has to have all these other factors so I mean that provides kind of a road [1:23:16] map for discussion which I think to me provides us a solid basis to expand [1:23:24] what's okay [1:23:30] any other questions all right next we [1:23:37] have general obligation bonds can I get a motion to approve the refunding of the [1:23:44] general obligation bonds series 219 B and John you are up this is a good one [1:23:55] because this one's going to save us money alts and members of the board [1:24:05] thank you this is the first of two items that are directly related to the third [1:24:11] item are property tax levy that will be coming up here soon and I believe margul [1:24:18] bulk and Jodie's as bafa Mellors and associates last spring when we issued the long term facility maintenance bonds [1:24:26] mentioned that this opportunity would be coming up in October interest rates have [1:24:32] remained fairly stable and so we do have this opportunity that's coming up to refund our 2011 B bonds which I believe [1:24:41] we're also refinanced so with that I'm going to turn it over to Greg Crowell [1:24:46] from Ehlers & Associates our financial advisors and he'll go over the particulars of the pre-sale report Greg [1:24:53] thanks John thanks for having me here tonight nice to see you all again I [1:24:59] think you're a little more used to seeing Jodi but I have won the arm [1:25:04] wrestling contest so I get to come tonight and share the good news so I'm Greg Crowe I am actually the [1:25:11] principal of the education team at Ehlers so I'm also Jodi's boss which you can imagine is pretty hard to do but we [1:25:19] have a good team and we have a lot of fun so it's nice to be here and you are [1:25:25] all pretty good at issuing bonds so I'm not going to go in depth into the [1:25:30] pre-sale report which is really a due diligence document that explains how the bond issuance process works and updates [1:25:37] you with our financial estimates as John mentioned when Jodi was here the spring for the bond sale [1:25:42] she talked about this opportunity rates have actually come down a little bit so we talked about 1.1 million of potential [1:25:49] savings to the district's taxpayers as you know it doesn't provide additional funds for projects it reduces property [1:25:55] taxes we're now looking at more like 1.4 1.5 million and we can look at the [1:26:01] details but basically the true interest costs we're projecting is a bit lower because rates have steadily declines [1:26:09] that this since this spring we have seen a little bit of a uptick at the beginning of September with some [1:26:16] stability and in the trade discussions all of that is sort of flowing through and now we'll see how all the section [1:26:22] and the middle east it will affect rates but generally instability tends to drive [1:26:27] investors to stable investments like municipal bonds which tends to bring [1:26:33] down interest rates and so that's that's typically a good thing when you're going [1:26:38] on in the market to sell bonds so let's look at the pre-sale report page one there's a purposes paragraph that [1:26:47] basically describes everything about the finances as mentioned we're refinancing [1:26:54] and this is just like basically refinancing a mortgage but more complicated because it's taxes a [1:26:59] municipal debt the initial issuance was about fifty million dollars others [1:27:04] around 8 million or twenty one point eight million bonds outstanding that [1:27:11] will be refinanced the existing rates were four to five percent and you see [1:27:17] page references and I won't make the projector flip back and forth but basically the average coupon and the [1:27:24] existing bond is about four point one percent so the new bonds we're [1:27:29] projecting rates of 1.05 to one point two percent as you remember each bond [1:27:34] payment has its own interest rate for a true interest cost of 1.3 percent and so [1:27:40] obviously a significant reduction from the four point one that's that's the current average coupon we estimate that [1:27:47] will reduce property tax levies or debt service payments by one point four six five [1:27:53] million over the remaining life of the bond which is about four five more years [1:27:59] so there's four payments left 2021 through 2024 the the we calculate both [1:28:07] the future value of the benefit at one point four six five in the present value of the benefit at one point four million [1:28:14] it's a pretty short bond so the prison value is pretty close to the future value that present value savings [1:28:21] expressed as a percentage of refunded debt service is six percent we throw [1:28:28] that in because there are some measures that you're required to meet on other types of refunding so it's kind of a nice benchmark certain advanced [1:28:35] refunding is you need to get three percent we always like to see at least five percent so six percent is a nice [1:28:42] refunding percentage that we're projecting on the new bonds the bonds [1:28:47] are at this short of a term are not callable so this will be the last time you'll refinance these bonds but I will [1:28:55] note that going forward you've got a couple more bond issues that are coming up on being able to be refinanced and so [1:29:04] your from now will be having this same discussion of reducing taxes against this kind of seems like the easiest [1:29:11] decision that we get to make I said this seems like the easiest decision we get to make I mean so far everything I'm [1:29:17] hearing is let's just go forward so to me the question really is so what else is out there that we could do this with [1:29:24] and your what you just said suggests that we have to wait a certain timeframe on other bonds right before we could [1:29:31] refinance them so if you remember when we sell bonds we always talk about the called call date so basically you say [1:29:38] here's how long you get the bonds will stay outstanding until they're callable in other words when you can refinance [1:29:44] them these bonds the 2011 bonds are callable on February 1st of 2020 and you [1:29:51] can only call them within 90 days of that date when the bonds will close and you'll see in the documents that the [1:29:58] bonds will close November 14th which is within 90 days of February 1st [1:30:03] if you don't there's a complicated process which we've used in the past called an advanced refunding where you [1:30:09] basically refinance them ahead of time put the money in the ask in and ask girl come and sit on that part of the tax [1:30:14] reform bill two years ago outlawed tax-exempt advanced refunding so you [1:30:21] don't have that option anymore you either have to wait to call date or you [1:30:26] can issue taxable bonds and hold the money but taxable bonds have a higher interest [1:30:32] rate and so we we typically have been doing sensitivity analysis to actually see because rates are so low to see [1:30:39] whether that would benefit you and it doesn't at this point the time value between now and February wouldn't pardon [1:30:44] me I'm agreeing yeah and so we do a report every six months and sent to the [1:30:51] district and you've got 2013 a bonds there's about ten million dollars callable that are callable on to 121 so [1:31:01] that's what we'll be talking about in a year you've got a couple of leases that have real small principal amounts that [1:31:07] probably don't save enough and then each year starting in 2024 there are callable [1:31:15] bonds so we'll have one more in a year and then it'll be a couple years out and [1:31:20] it'll be six million and then the big bond is callable the 93 million that's left on that in 2025 and then working [1:31:28] our way through so you will you know regularly be reducing taxes over the next few years by refinancing your own [1:31:35] standing debt and we'll keep an eye on up for you and and do that analysis that I talked about the rest of the report is [1:31:42] fairly boilerplate and there's a timeline on page four we we will be [1:31:50] taking the bids on October 21st we'll have a reading call before then and as I [1:31:57] mentioned we'll close on the bonds November 14th and that's when you receive the proceeds [1:32:02] they'll be in an account earning interest the authorizing resolution you [1:32:08] have in front of you is fairly straightforward the numbers are slightly different than in the presale report [1:32:13] because the full authorization is enough pay off the old bonds without any interest earnings but we do expect you [1:32:20] to earn forty five thousand dollars or so in that fund while the twenty million dollars sits there so we could issue [1:32:26] slightly less and we also for this purpose we've talked about premium bids [1:32:32] in the past or you get more for the bonds and you're selling them for we've had basically assumed a par bid which is [1:32:38] we put it to the market and get paid what you're offered you'll probably get a premium and in that case we'll use the [1:32:45] premium to pay off the old bonds which means you issue less debt to pay off the old bonds and so it's very likely that [1:32:52] you'll end up with a net debt load that's lower because of the refunding [1:32:57] because we'll use premium to pay off the old bonds as part of the process so [1:33:04] that's what I have on the report the resolution as I mentioned it authorizes the issuance of bonds and says you'll [1:33:12] participate in the straight state credit enhancement program just as treasurer [1:33:18] fix to not shortcut the conversation but I always support this just as a process point um in the spring we had phone [1:33:25] calls and we don't know Wednesday when Margo and I were back and forth on the phone 21st is a Monday is there any [1:33:30] reason why that just kind of a general time frame for calling the bonds putting on the bond order [1:33:36] so typically we we take bids on the day of regular school board meeting so that [1:33:44] we can bring the low bid to the just district that night to award the bond [1:33:49] sale but in the spring what we did was we authorized me to authorize on behalf of the board because you thought I'd be [1:33:55] a lower issuance day which we think benefited our overall bond bid so that's still an option if the board is [1:34:00] comfortable authorizing me to take a call on behalf of the board in the morning yeah that's that's called a [1:34:06] parameters resolution and we do we do that fairly regularly particularly if [1:34:12] there's a special need where we want there to be a little more attractiveness [1:34:17] to the bonds I will say your credit rating and the fact that this is a very short bond issue four years will make it [1:34:24] make a pretty attractive regardless of the day and volume as we see it right now isn't [1:34:32] an issue okay but it certainly is an option but it would require us a different resolution that we'd have to [1:34:38] bring back to the board to set that parameter if you remember it was a [1:34:43] certain percentage on the interest rate or the savings I do we didn't we have to [1:34:50] do it when when there's a holiday like Columbus Day for example all the districts that are meeting on the 14th [1:34:56] we're doing parameters resolutions that's more for for that reason and then [1:35:03] on the other side of the coin is there a reason that we need to drive more interest in the bonds and in this case [1:35:10] because the how they look to the market and how the market looks right now we [1:35:15] didn't feel that was a compelling okay see right there's a lot of demand [1:35:20] so there's I'm sure we're getting even even the little ones right now yeah so [1:35:26] you don't think it'll be a difference in terms of interest rate whether you in the 21st or 23rd or 24th this time no [1:35:31] that's that's our assessment right now is there's not as probably going to be a significant difference on difference on [1:35:36] this structured bond so free more drones hits you know Saudi Arabia or something [1:35:42] and the interest rates fluctuate a bit it sounds funny but it just happened ah so if if that kind of things happens [1:35:48] would you come back possibly to the board with a resolution that we would do it on a different day or timeline or do you feel sure we could we could do that [1:35:54] because I wanted to make sure we maximize that offering yeah we could we could certainly do that and we obviously [1:36:00] would watch the markets what we don't want to do so the the call date for the [1:36:07] bonds of February first unity of 30 days prior notice which is eclis so basically [1:36:14] we need to have the sale done by the end of December I don't want to slow it down I just meant in the parameter of October [1:36:19] 15 to October 25th if you had the ability from the board to contact me and [1:36:25] then you know if you're tracking it and you think it's 1.1 Bristol own point see that's the material saving so yeah we [1:36:32] didn't want to clog locate your processors slow it down I'm asking if that's a it would require a separate [1:36:38] authorizing resolution to just set up a parameter right now the [1:36:50] alternative would be to have a special board meeting on a different day an award sale on that rather than doing a [1:36:58] parameters resolution so if you could get a quorum together on a Wednesday or a Thursday and call us by and call a [1:37:07] special meeting we have our next we have our next board meeting on the fourteenth of October and if you're looking to bid [1:37:13] on the 21st right could we not have a resolution on the 14th that enables by [1:37:19] treasurer authorization to approve the bid so if you called me on the 22nd or [1:37:26] 23rd for instance because you're tracking and watching and it was lower that I could then have the authorization [1:37:31] to improve am I getting out of my skis here no you're making sense okay it's [1:37:36] fine with me so if we came back I want to pull you back on the Monday night but [1:37:42] if we come back at the next board meeting and the resolutions put forward that I would have authorization as a treasurer to validate at the bond [1:37:48] purchase on the day of your choice of recommendation in that one week parameter would that work so you have a [1:37:56] regular meeting on the 14th yes we just took your the next meeting it is so [1:38:03] therefore it wouldn't change the timeline at all just give you a little greater flexibility based on market interest rates or a car yeah I think [1:38:08] we'd know by then whether whether we're on a on a bad day or not and what you [1:38:14] just don't know if the drones in the 20 but is there any downside to what downside is there there's no downside to [1:38:21] what he's recommending you know this gives you a flexibility you don't have to use it the the the official statement [1:38:29] specifies a sale they so we have to we have to be careful about setting the sale day and then changing it at the [1:38:35] last minute okay so because [1:38:41] typically the week before is when the underwriters are planning their bidding for the next week so for and we [1:38:49] published the official statement typically through 2:00 on a Thursday prior to the sale I think the bottom [1:38:56] line is we're offering you whatever flexibility you can arrange and so it could be a four thousand dollar [1:39:02] difference if you get a point one percent to decide yeah I would just I preferred if you don't think it will [1:39:07] complicate the process to give you an extra flexibility than a seven-day window could you come back on the 14th [1:39:13] or John could you organize that to be a resolution for the 14th of October yes okay something back at that time where [1:39:23] we will have tentatively set the sale so it's a fairly minor procedure to change [1:39:29] the date if we get to say the 18th and decide you know what the 21st is a bad [1:39:34] day we can do what's called an addendum to the official statement that's great move the bit bid day back a couple days [1:39:40] this whole problem exists because your colleague did such a good job in the spring that's why we're doing right so so this is possible I think so you still [1:39:46] need this approved tonight though correct again no downside to approve we [1:39:52] can approve this now and approve resolution yeah just yeah go ahead and approve it and then the subsequent [1:39:58] resolution will have a revocation of them sure okay sure so that works for me [1:40:04] any other questions I support this as this for now all right all those in favor of approving the general bond [1:40:10] obligation school refunding bonds Series 2019 B say aye hi any opposed motion carries thank you [1:40:18] next we've got the ten year plan to submit to miss a Department of Education [1:40:24] can I get a motion to approve that just the long-term facilities plan John [1:40:31] you're up again you did so well the last one Thank You chair wall in Freedman [1:40:37] superintendent Schultz members of the board tonight we are asking for approval of the long term facilities maintenance [1:40:42] tenure plan I received a phone call from MDE the facilities person there that [1:40:50] informed me that we hadn't updated our ten-year plan each year in the PowerPoint as I as I have posted [1:40:58] a ten year rolling plan needs to be updated and approved and sent to MD by July 31st the the misunderstanding [1:41:05] occurred when the board updated the plan in December so we issued bonds for [1:41:10] twenty four point nine million dollars that was assumed that that was a new [1:41:16] tenure plan and that no additional plan needed to be submitted to the state by July 31st [1:41:21] that was the misunderstanding so we want to get this ten-year plan with formal [1:41:27] approval by the board submitted to the Minnesota Department of Education so that we can get it on the property tax [1:41:34] levy for our pay twenty levy certification the plan does cover ten [1:41:40] years but it's basically focused on the next two years fiscal year twenty and twenty one the mechanical electrical [1:41:48] systems at ECC and Valley View middle school are the primary we're is where [1:41:54] the primary work is going to be done there's some additional work on the exterior envelope at South few Medina [1:42:00] Community Center in the high school and there's two components that this long-term facility maintenance plan [1:42:06] generates one is the pay-as-you-go levy portion that's going to be about eight [1:42:11] million eight hundred eighty seven thousand dollars and then it also generates debt service levy revenue as [1:42:17] well that'll be about two million three hundred and eighty five thousand dollars so those two components you know as we [1:42:25] look at the proposed levy coming up won't be showing up on there I've highlighted and I'll go through that [1:42:31] here in a little bit where those components are but tonight we're asking [1:42:37] for approval of the ten-year plan there's also some revenue and expenditure worksheets in a statement of assurances and there's a resolution for [1:42:45] the board to approve so I would ask for the board's approval and any questions and the two-year plan which you said it [1:42:52] was really the focus that really hasn't changed from the last time we were it was before us no it has not so I thought [1:42:58] any questions all those in favor of approving the ten-year long terms facility maintenance [1:43:04] planned say aye aye any opposed motion carried next gonna [1:43:09] get a motion to approve the 2019 Pei 2020 property tax levy it's your night [1:43:22] on the seat okay Thank You chair Walton Freedman [1:43:29] superintendent Schultz and members of the board tonight we are seeking approval for our proposed property tax [1:43:36] levy for pay 20 which will be the school districts fiscal year 2021 as I put this [1:43:44] levy together again knowing that we didn't have anything on our long term facilities maintenance plan approval yet [1:43:50] I had to put some numbers in I just went over those in the plan as far as what [1:43:55] those numbers are and I would like to just quickly go through a little bit of that for the board [1:44:09] total levy estimated increase about 2.9 million or 5.2 3% we get a number of [1:44:18] recalculations from md for the property tax levies we just had another recalculation that dropped our community [1:44:25] education levy down by about seventeen thousand dollars so we're at about five [1:44:31] point one nine percent right now and I just wanted to highlight for the public [1:44:39] the twenty four viewers that director Fox mentioned earlier the step-up in our [1:44:46] operating levy that was approved in November of seventeen is coming into effect with this levy it's increasing by [1:44:52] about a hundred and seventy six dollars per student or about 1 million six hundred and twenty thousand three [1:44:58] hundred and sixty two dollars based on our estimated pupil units for our pay twenty levy [1:45:03] there are some other levy adjustments in our operating referendum that bring that percentage for just the operating [1:45:10] referendum to three point one eight percent of that total of five point two three percent one other comment that you [1:45:18] might get questions on is there is there has been a swapping of dollars between market value referendum and local [1:45:24] optional I think if you look at the levy document that I provided in a comparison [1:45:29] where I gave you five years worth a history you'll see that that's local optional is going way up and operating [1:45:36] referendums going down a little bit the rest of the levies general community a [1:45:42] debt service it's about a two point zero five percent increase overall so other [1:45:48] than voter approval we we have a relatively low property tax levy amount [1:45:53] that we're asking for as far as an increase just a little over two percent [1:45:58] as I mentioned long term facilities maintenance that is increasing by about two million dollars to accelerate the [1:46:05] work that the board's already approved the long term facilities maintenance debt levy is increasing due to the [1:46:12] issuance of those bonds that the board approved our capital projects levy is [1:46:17] increasing by six point one percent due to increased market values who we had about a six point 1% increase in our overall market value [1:46:25] for the district's properties and then the final thing that I mentioned in the [1:46:30] PowerPoint is we do want and I would strongly suggest that and it's my understanding that the board has done [1:46:36] this before is to approve the proposed levy at the maximum there is a number of changes a number of reruns that the MD [1:46:46] does that if we authorize that the maximum gives us the flexibility to incorporate those changes that MDE has [1:46:54] to incorporate for all school districts in the state if they have additional [1:46:59] Corrections and I just got a memo that late last week on that after their first [1:47:07] levy run they had a change in the ECFE tax rate was updated to due to a new [1:47:12] rate community I'm sorry career technical aid was changed anything on [1:47:18] tax based replacement aid updated LT FM approvals of which that would fall under us we need to get ours approved updated [1:47:25] debt service and corresponding excess adjustments and any updates to projected [1:47:32] pupil projections that districts are doing so there's just a number of [1:47:37] changes that that can happen between now and when we certify ur a final levy that I would advise that we approve it at the [1:47:45] maximum for the proposed levy and with that if there's any questions are the [1:47:52] other than that I will go to the sheet [1:47:57] that has the levy documents highlighted here and just want to draw your attention to that area where it's [1:48:03] highlighted it's 8 million nine hundred and two thousand three hundred and sixty [1:48:09] eight that is incorporating that 8 million eight hundred eighty seven thousand 0:35 on the long term [1:48:15] facilities maintenance in the general fund that's our pay-as-you-go levy so that's highlighted and put in there [1:48:21] because I want to show the board what it's going to look like as opposed to the levy document that I did provide [1:48:27] which shows a really large decrease so that's the first one and then if you go [1:48:33] to the next page you'll see our all facilities long term facilities maintenance debt service [1:48:38] incorporates that two million three hundred eighty five thousand dollars so a total of about 2.5 million will be [1:48:44] levied for debt service on long term facilities maintenance and then the [1:48:49] final one is what mr. Crowe was talking about earlier the possible new [1:48:55] referendum slash bond refunding in this case it's a bond refunding should be a credit of around three hundred and sixty [1:49:02] five thousand three forty five that was taken right off the pre-sale report that will reduce our levy downward once we [1:49:09] get those sale results and then the next slide shows just a graph I updated this [1:49:17] so that you could see ten years worth of your levy and whether it's going up or down the total dollar amounts and then [1:49:23] the percentage increases for each of those years and as I looked at this I noted a number of different years where [1:49:31] our property tax level is increasing significantly but lots of it being generated by voter approval driving most [1:49:39] of those increases so with that chair wall in Freedman if there's questions [1:49:44] I'll take them at this time [1:49:49] thank you for the report can you share with us who you added some great detail [1:49:56] at the very end of the document that I have not seen before and I was just curious if you could just share with us [1:50:04] what that that is because the more detail the better but I wasn't quite sure how to interpret it that is the [1:50:11] property tax levy source document that's the midnight reading that I get to do [1:50:17] okay that I did before the board meeting that has every little nuance that you [1:50:23] see as as the as the state goes through their computations on the property tax [1:50:29] levy so it's it's the detailed document I wanted to provide the board with that so they have it [1:50:35] I do summarize that up above in that two-page document so I kind of condense that down but you know if you have a [1:50:43] chance you know you certainly look at like the first page in the middle section where you see our property [1:50:48] evaluation data 2018 market value 10 billion 109 109 million and that's up [1:50:56] from 9 billion 520 million so that's that 6.1 percent increase in our property values that I talked about so [1:51:04] it's it's really a good document if you want to dive down deep into the details the thing I always tell board members [1:51:11] with this document is you know don't spend a lot of time on it but if you have a certain area that you want to [1:51:18] look at if you go down to and I'm going to go way down here now I'll reference [1:51:23] it here keep going towards the bottom [1:51:34] thing could be on page 30 yeah if we go [1:51:43] to page 38 of 46 okay so if you go there [1:51:50] mm-hmm and on that document on the far left you'll see line number and so for our [1:51:57] market value referendum it starts with that you'll see in parentheses five thousand and one for a line number on [1:52:04] the far left on that top line where it's just underneath subtotals by levy [1:52:09] category okay so you see that number of 5,000 and one that is your reference [1:52:15] line number so if you go back up into the document to line number 5,000 one it [1:52:21] will show you how it came up with that computation for the general rmv voter [1:52:26] jobs the exempt amount for nineteen pay twenty of sixteen million three hundred [1:52:31] forty-four thousand one hundred thirty nine dollars and forty nine cents so you can do that with any of those particular [1:52:36] levy items you'll see a lot of adjustments in here you think because [1:52:42] there's three things that's happening in the in any levy there were estimating [1:52:47] what our next year's our enrollment is going to be we're estimating what revenue that's going to generate but [1:52:53] what this is also doing from an MD perspective is we're looking back to our current year that we're in right now and [1:52:59] if we have better information we've provided that to MDE and they have made a corresponding levy adjustment plus or [1:53:06] minus and then they look back to fiscal year eighteen because that's a final [1:53:12] levy and they will make the final levy adjustments for that year so you've got three levy cycles actually [1:53:18] in play in one levy so for market value that's just the property wealth of district 273 correct [1:53:26] great yeah this is great thank you for sharing this with us sure all right any [1:53:32] other questions quick comment John's done a great job coming in Margo had really tough shoes to fill and clearly [1:53:39] John's going with process of more transparency than less in some of these documents out [1:53:44] with if you have any questions additionally - John and asked members of the Finance Committee because these are the process we've gone through for a [1:53:51] long time and they're really diligent and I feel really confident the way that groups being managed so thank you John [1:53:56] yeah and and there was no disrespect meant it was just great to see an additional document in our board book so [1:54:03] yeah so thank you thank you really appreciate it all right any other [1:54:10] questions all those in favor of approving the 2019 Pei 2020 property tax [1:54:16] levy say aye aye any opposed motion carried thank you John thank you next can I get [1:54:26] a motion to approve bring the strategic [1:54:31] plan draft to the community for feedback [1:54:39] Johnna you have so for the last 16 [1:54:45] months the school board spent a lot of great time and discussion talking about [1:54:53] the mission statement the core values of the district division of the district [1:54:58] and setting priorities strategies and what's what's exciting for me is that [1:55:04] it's not opportunity to take it out to the community to get feedback so we have a series of meetings that are set up at [1:55:11] our elementary middle and high schools as well as some open meetings that are [1:55:16] open to the public who can attend these meetings will be facilitated by strategic planning facilitator Miriah [1:55:23] Hanson and we'll be collecting information and collecting responses [1:55:29] from from those participants of those meetings so it's here for your approval [1:55:35] I know all of you have been at the meeting so it probably could add to this so with that it's the background I just [1:55:42] had a question and actually hopefully between John and Lenny and Erica you guys can kind of help guide us I know [1:55:49] that this came before PLC on Monday or Tuesday last week and there was some [1:55:56] feedback based on the feedback that you've got was there did you feel that [1:56:01] the document is still ready to go as is was there anything that you felt needed [1:56:09] clarification or I know that when we talked about this as a group we talked about if there is clarification needed [1:56:15] that that as we were going through getting the input all of that [1:56:22] clarification would come back to the board then and we'd say okay in total we heard many times that we need to clarify [1:56:28] a B and C but I was just wondering if you guys had a gut check as to if there [1:56:35] was any work needed before we got into the bulk of the sessions I think that's [1:56:42] a great question I don't feel any of the feedback was related to people not [1:56:49] understanding what they were looking at and that we needed to clarify [1:56:54] anything for people to give us better feedback I think we got I think we got [1:57:05] feedback but I don't I don't know lennier John did you feel that there was [1:57:11] yeah so I would say that we've gotten some what I would call preliminary feedback from two different groups I [1:57:17] think that it would be appropriate to roll it out to the remaining groups yes and then you know compare the feedback [1:57:24] if we see a consistent trend then that'll tell us I just just wanted to [1:57:29] make sure that if you guys thought there was any tweaking since I know those two were right up front and we had a little gap if there was anything that you guys [1:57:36] thought I think something before I think the plan as it is written elicits [1:57:43] feedback so I think that's good instead of not getting any feedback at all so I think there is substance here for people [1:57:50] to sink their teeth into give opportunities for forethought so I will [1:57:57] say I actually is one bit of information which is it I think that the [1:58:04] introduction needs to state that this is more of a strategic direction as a [1:58:10] because people are saying Oh strategic plan should have a B and C and we know what steps we're still waiting for and [1:58:17] so it's probably good to have a different introduction that just says here's the direction here are things [1:58:23] that are going to add post feedback so that would be a change in but it's mostly in the way Miriah presents it but [1:58:32] it's a good question I'll put more thought into it and off the top of my head I can't think of anything but I'll put more thought into it but you know [1:58:39] people said well where's the implementation plan right so that's clearly we don't have that yet right so [1:58:46] to the extent that that's a criticism of the plan then that's actually just an update to the intro exactly it was more [1:58:53] for the clarification and so your comment líneas is perfect you know we just need to explain the status of the [1:59:00] plan and so we'll tweak those little things but it was looking for those tweaks so that as we go out the community as its fruitful the [1:59:07] feedback that we're getting any other questions all those in favor of [1:59:13] approving was bringing the plan out or draft plan out to the community say aye aye any opposed [1:59:20] motion carried we were on to information [1:59:26] is already in board book are there any committee announcements so as teaching and learning have a committee [1:59:32] announcement I'm not saying that does [1:59:38] okay and then I think the at the work session we touched briefly on the [1:59:44] Finance Committee having met with the city to talk about the comprehensive plan and whether it made sense for the [1:59:51] school district to weigh in and I think in general the perception was not to be [1:59:59] weighing in but to keep open the lines of communication so that as the comprehensive plan moves forward we need [2:00:06] to be kept apprised if there are any changes in expected enrollment is that [2:00:16] how did our community members on your committee were they of similar opinion [2:00:22] yes okay thank you all right I have one [2:00:29] announcement just want to remind the public that we will have a world's best workforce hearing at the regular meeting [2:00:36] of the school board on October 14th [2:00:43] alright we've completed the agenda are there any objections to a journey [2:00:48] hearing none we are adjourned thank you everybody