[0:00] Monday December 12th and we do have a quorum so I will call this meeting to order I wanted to welcome our newest [0:06] board member Regina Neville she is a new [0:12] but old board member so thank you um and welcome Regina thank you thank you [0:17] um do I have a motion to approve the agenda for tonight's meeting so moot is [0:23] there a second all those in favor of approving the [0:28] agenda for tonight's meeting say aye aye tonight's agenda is approved um Dr [0:33] Stanley would you please quickly review tonight's agenda for us we have a lot going on really excited to move into [0:41] excellence in action and then we have quite a few business items that are going to be happening we have truth in [0:47] taxation public hearing and we'll have hearing from the public we have quite we're going to have a discussion about [0:53] election agreement some great work happening in legislative action several items for teaching and [1:01] learning including the portrait of a well-rounded Edina graduate we move into [1:07] several more business items and [1:12] some travel and policy and so we're going to do all of that in an hour [1:19] that won't happen that will not happen but thank you [Laughter] [1:24] thank you Dr Stanley um in tonight's excellence in action we [1:30] are featuring The Edina High School band and director Paul Kyle along with members of the band Council students are [1:37] going to share their work around the development of the band council's vision and Mission and how they live them every [1:43] day tonight we have Sophia doval McLean Everson Rose Isabelle Marshall Henry [1:51] Mohawk Ingrid Nielsen and Romeo rufian welcome everyone come on up [2:02] foreign [2:16] just testing hello thank you so much for having us here we being here it was started as a [2:24] very innocent conversation after Veterans Day uh just chatting with my good friend Randy smazel telling him the [2:29] things that are going on and he said that's an excellence in action and uh so this all kind of happened and here I am [2:36] with these magnificent students that are going to tell you a little bit about what we're doing in the Band program this year [2:42] hi my name is McLean Everson Rose I go by Duck and here's the mission of the dynaband program [Music] [2:48] the respect and inclusivity we create a supportive community Through dedication [2:53] and accountability we developed strong musicianship and by balancing both [2:59] we achieve excellence during the pandemic during the pandemic we wanted to refocus our band Community [3:05] to develop this culture of Excellence we really wanted to make leadership accessible for any band kid regardless [3:12] of age and grade and so through some band life coaching with uh Dr Matthew row of Lawrence [3:17] University we created this mission in pursuit of all these goals [3:23] hello my name is Romeo rufian a band is a program that is so exciting to be a part of because we all come from [3:29] different activities clubs and friend groups throughout the school being in a class like band is special [3:34] because we're all here to get better together and strive for excellence every single day hi I'm Ingrid Nielsen and a new element [3:42] that's evolved in our Band program this year is something that we like to call bansas so this all started when we [3:48] played at the 2022 commencement ceremony in June and some of the seniors had [3:55] expressed how meaningful our presence was at the ceremony and how much they [4:01] had missed the band program and their band family when they graduate and on the bus ride back from the ceremony I [4:08] was thinking of how I wouldn't see the same group of people tell marching band camp in August [4:13] and I really wanted to stay in touch with them so this is where Vance's came along the name bands came from a [4:21] marching band party we've had in years past called the band dance but recently [4:26] we've switched from just dancing to dancing so the purpose was to continue the final [4:33] experience and band outside of school it started with casual Gatherings at the Southdale McDonald's and has transformed [4:39] into visiting band concerts and cheering on our younger bandeas in the district at these concerts we've handed out [4:45] uplifting notes candy to encourage the future of our Band program [4:54] Heather it has not only strengthened our banned Community but also helped support [5:00] our desire to live out our mission thank you [5:07] when I was a younger student in the Band program I longed for the sport I saw in other communities for example in sports [5:13] teams with their super fans when I noticed students such as Ingrid and Romeo and other members of the Bands [5:19] Community bringing candy to concerts I realized that we were on our way to having a much more supportive community [5:25] I decided to bring flowers to a 10th grade band concert one time for students who I noticed had little to none No [5:30] Parental support in the Band program and some of my friends expressed interest in doing the same so over the next few [5:36] months we've decided to start a program called band together which will bring candy flowers and notes of [5:41] congratulations to younger students in a sports superfan type of way so by not only evolving musical talent [5:49] for ourselves but encouraging others on their band Journey we develop the sense of community I and so many other [5:54] students desired as Young Band members hi I'm Sophia Deval [6:01] so we have built a very strong community and we have been extending this outside of the high school through service so [6:08] some ways we have done this have been through music donations where students brought in old music that we then gave [6:13] to a school that did not receive funding for music students Usher at all of the band concerts and we've also played at [6:19] various events such as a retirement home and most recently toys for trees which is a charity event [6:25] through these service projects using a servant Leadership Model we have been able to [6:31] live out our vision of community musicianship and excellence [6:37] hello my name is Henry mulhook and I'm here to talk a little bit about the band Council also known as the bouncil so the [6:43] balance was started when Mr we had this new vision statement that we just made and Mr Kyle wanted to get together a [6:48] group of students who were maybe already living out this mission statement in band but also kids who could potentially [6:55] help make it the blood of our program the purpose of the ban the bouncil has [7:01] really just been to make this mission statement a real thing in our Band program we don't want it to just be these words that we live by sometimes [7:06] but something that we continue with throughout every day in band and one of the ways we're doing that is [7:12] this is a picture of a quote that is above the entrance to the band room and it reads to all who enter this room know [7:18] that we will work daily to pursue Perfection understanding we may never achieve it but by trying we may taste [7:23] Excellence Excellence is something that we're striving for every day even though we may not be perfect we can try and get [7:28] this excellence in our day-to-day life and band and this is a picture of the concert [7:34] band last year um it's a picture of us all in the different uniforms from different clubs [7:40] sports activities um and it just goes to show what Romeo said that the band is really just a [7:46] group of people from all different walks of life club sports from around the school but the band acts as a way to [7:51] bring this all together and it really creates a family and its own friend group [7:57] thank you so much for your time and allowing us to share a little bit about our know your Edina Band program [8:04] [Applause] [8:10] thank you very much for coming do board members have any questions or comments for [8:17] I know you guys already got up but yeah go ahead I would just say thank you [8:24] it's fantastic and it's inspirational for all of the programs we have for [8:30] students to know that they're taking care of each other and you're also out watching out for younger students coming [8:36] up thank you foreign I'm going to Echo that and I know it's [8:41] really cheesy I've known almost all these seniors since they were we bitty babies and I just have to say I'm so [8:46] proud of um what you guys are doing and it is just remarkable to see what has happened in the last what are we 13 [8:54] years or so so thank you I'm gonna start to cry so thank you guys for coming and [9:00] presenting to us thank you thank you can I just say one thing [9:06] it is because of all of you that I have a social life because I get to come to [9:11] all of your concerts and everything and so um I'm just so proud so so proud of each [9:18] and every one of you and everybody else who is not here um you truly do Define excellence in the [9:24] Arts and you should be incredibly proud of yourselves thank you [9:30] thank you thank you so we are now going to recess our meeting to do our truth and Taxation [9:36] public hearing with our director of Business Services Mark Woodard the board is still going to be sitting up here but [9:42] the point of the meeting is to communicate directly to the community and not to the board so even though mert [9:49] will be speaking to us it's actually for the community and so that's why we'll be in recess and [9:55] then if community members have questions they can ask mert but the board doesn't [10:00] we'll be here listening but doesn't answer questions as part of this so we will now go into recess for our truth [10:07] and Taxation hearing welcome [10:20] [Music] [10:26] good evening members of the board and members of our audience tonight Welcome to our truth and Taxation hearing for [10:32] taxes payable in 2023 before I begin the presentation please note that the levy [10:37] was reviewed in great detail by the administration the finance committee of the board as well as the district's [10:42] Municipal advisors this presentation is in its entirety will be available on the business services website as well as in [10:49] your agenda materials for tonight [10:56] truth and Taxation meetings are required by state for all political subdivisions of the state that have taxing authority [11:02] of which we are one the meeting must be held between November 25th and December 28th at 6 PM or later it may be part of [11:11] a regularly scheduled meeting which is the case tonight and we must allow for public comment [11:16] the presentation must consist of the current year budget which is for fiscal year 2023 which was actually approved in [11:22] June and it must also include the proposed property tax levy for fiscal year 2023. [11:38] during this presentation I'll be providing a very brief bit of information regarding public education [11:43] Finance in the state of Minnesota an overview of the district's budget for the current fiscal year [11:49] an overview of taxes payable in 2023 which will actually fund the subsequent years budget or fiscal year 2024. and [11:57] after the presentation we'll again welcome public comments [12:03] [Applause] public education Finance in the state of [12:09] Minnesota is extremely regulated with many complex formulas and funding Appropriations [12:14] the majority of the funding the district receives for its operations come from the state depending on the year 60 to 65 [12:22] percent of our budget in Edina comes from the state of Minnesota the state also governs how much [12:28] additional funding we can raise through local taxpayers and even though the district is very [12:33] fortunate to have additional revenue from our taxpayers the state also limits how much we can raise [12:47] on the previous slide I mentioned that about 60 to 65 percent of the district's funding comes from the state of that 60 [12:53] to 65 percent about 64 million comes via the basic education formula [12:59] this Aid is the most reliable funding source for all districts across the state although the funding source is extremely [13:05] reliable we've only seen two percent increases since 2014 on average [13:10] increases that unfortunately do not keep Pace with inflation [13:15] over the past 20 years had the per pupil amount kept place with inflation our per [13:20] pupil funding amount would be 8 100 and 26 dollars instead of the 6863 dollars [13:26] we currently currently receive free Dyna public schools that translates to about 11.8 million dollars of [13:33] additional funding we would have had which would double our unassigned fund balance [13:39] foreign some of you may have seen this chart in the past which I really love but this is [13:45] a graphical illustration of the gap between State funding and what funding [13:50] would have been had it kept with inflation over the last 20 years and you can see that each year the gap widens [14:04] in addition to the erosion of State per people funding State special education funding continues to be severely [14:10] underfunded which is commonly referenced as the cross subsidy as you can see in the specimen on this [14:17] slide there's a significant gap between State funding and expenditures for special education purposes the gap for [14:24] Edina is about seven million dollars as a fiscal year 22. in order to bridge that Gap and provide [14:30] those great services that we do offer to our special education students and families we have to use our general [14:36] education funding and local taxpayer dollars [14:47] as you consume this information it's important to keep in mind that changes to the levy do not necessarily mean [14:53] additional funding for the school district and that each Levy category is unique in nature and may have [14:58] restrictions upon which they can be used foreign [15:09] that tonight's hearing is for taxes payable in 2023 which will fund the fiscal year 24 which is quite different [15:15] from cities and counties who this month will be as well doing truth and Taxation meetings for their most recent budget as [15:23] they are aligned with the calendar year which of course is January 1st [15:34] so now we're going to speak a little bit about the budget which is the current fiscal year of which we're about halfway through first the governmental [15:41] Accounting Standards Board dictates that we account for our district funds in five different funds these are the [15:46] governmental funds the general fund the Food Service fund the community service fund The Debt Service fund the building [15:53] construction fund and also the internal service fund which is known as a proprietary fund [16:00] foreign the fiscal year 2023 budget which was [16:06] approved by the school board at its June 2022 regular meeting is just under 190 [16:11] million dollars the current budget for general fund is about 134 million dollars which is by [16:18] far the largest budget we have [16:25] the general fund is used to support and account for our main operation which is classroom instruction and all the [16:31] ancillary services that go with providing that instruction such as Transportation pupil Support Services [16:36] Administration Etc as I said earlier about 60 to 65 percent [16:41] of our general fund comes from the state 30 to 35 percent from local taxpayers and the rest through a combination of [16:48] federal AIDS and local revenues [16:57] the chart on this slide depicts general fund expenditures by object the object being the actual service or commodity [17:03] that's being funded public education is extremely human capital intensive with about 82 percent [17:10] of our 134 million dollar budget going to staff [17:16] foreign this chart is expenditures by program [17:22] which is the actual activity that's being funded for example regular education and [17:27] special education account for about 67 percent of our budget Administration and District Support [17:33] Services accounts for about four percent of our budget pupil Support Services Billings and [17:40] grounds things such as social workers nurses Transportation custodial maintenance account for the remaining 28 [17:46] percent foreign [17:53] we've now fulfilled Our obligation to discuss the budget we can now discuss the levy for 2023 [18:03] just a little Refresher every owner of taxable property within the district including residential [18:09] commercial and Industrial Parcels pay property taxes upon those parcels each taxing jurisdiction sets its own [18:16] Levy the county then collects the aggregate of all levies in the area and sends out [18:21] parcel owners to different parcel owners for their payments for the subsequent [18:26] year um keep in mind that if your taxes go up it's likely due to a combination of all [18:31] the jurisdictions and not just the school district I believe the city passed their Levy last week and it's [18:38] roughly the same amount as the school district coincidentally [18:48] this slide shows a sample parcel that's mailed to every property owner within the district you should have received [18:54] that in the mail if you didn't for some reason and receive that you can go to the county assessor's website and pull [18:59] up any parcel in the state actually this notice should have the taxes that [19:07] are attributed to the city the county and the school district and also comparison to the prior year [19:20] there are now over 40 different Levy categories for school districts each Levy category is calculated by the [19:27] mde based on primarily student enrollment data as well as voter approval [19:33] um the levy report seems to grow with each year and for 2023 we're now at 39 [19:38] pages and 5023 different calculations Each of which has been reviewed in great [19:43] detail [19:51] so Tonight is the last step of a process that takes actually a full year and it's perpetual in nature the most significant [19:59] steps began in September at the September 30th special meeting the school board approved delivery the [20:06] preliminary Levy tonight we'll have our hearing and at the end of our hearing we will approve the taxes for 2023. and so [20:13] you can see the timeline on this slide [20:23] overall the district's Levy for taxes payable in 2023 will increase by about 6 million dollars or 9.68 percent [20:32] and now we'll describe some of the major causes for the increase on the following slides [20:42] you might not be able to see this one too clearly but if you are able to see it the general fund Levy has changed the [20:48] most by about seven million dollars all other funds either decreased or remained [20:54] flat you'll notice that neither the Food Service fund nor the building construction fund appear on this [21:00] document that is because neither of those funds have a direct Levy component [21:10] so there are four major categories that account for the change of about six million dollars [21:16] in the general fund the most significant is the change to the voter approved operating referendum which was last [21:21] renewed and in fact increased I believe in 2017 to the maximum the change is about 2.3 million dollars [21:28] and that's due to the fact that that Levy category is one of very few that is actually tied to inflation [21:34] and so the per pupil amount is rising from 1877 last year to twenty one [21:39] hundred and five dollars for fiscal year 24. so that difference multiplied by the [21:45] number of students will be serving accounts for an additional 2.3 million dollars [21:56] the general fund is also used to account for a portion of long-term facilities maintenance the portion that is not paid [22:02] for by General obligation debt this category is increased due to deferred maintenance needs throughout the district and the timing of planned [22:09] projects that are part of our 10-year plan which was approved last in June I believe and this Levy category is one that we [22:16] can potentially under Levy to mitigate the impact on taxpayers and we'll look to do that in future years [22:25] and the change there was about 1.3 million dollars [22:33] every school district in the state of Minnesota is eligible for 212 dollars of per pupil funding to be used for the [22:39] lease of instructional space the district has chosen to bond against this authority to construct the addition [22:45] to Countryside Elementary to house our Spanish Immersion program so the 1.4 million dollar increase is directly [22:52] attributable to principal and interest payments so what we made starting in fiscal 24. [23:00] at this point I'd also like to remind you that our AAA credit rating was maintained in October of 22 and so the [23:07] principal interest payments are minimized as much as possible due to our outstanding credit [23:16] so the levy is based almost entirely on estimates and as those estimates become reality the levy and subsequent years is [23:23] adjusted and so for taxes payable in 23 the levy adjustments are favorable to the tune of about 1.3 million dollars [23:34] thank you the district's Debt Service fund is used [23:40] to collect revenue for the payment of voter approved and general obligation long-term facilities maintenance bonds [23:46] this Levy category is actually decreasing by 725 thousand dollars simply due to the timing of principal [23:52] interest payments as I said earlier the district tries to maintain a flat Levy as often as possible and we structure [23:59] our debt payments to meet that need this Levy category will continue to decrease for fiscal year 24 and 25 [24:06] however we will see a significant increase in Pay 26 which is for fiscal year 27. [24:13] again our AAA rating helps us to minimize this as much as possible [24:23] ultimately everything presented ends with the taxpayers including both residential and Commercial and [24:29] Industrial parcels there are three basic factors that can influence your property tax bill [24:34] the first of which is a change to your individual property value the second is a change to the value of [24:41] all property within the district and a third is a change to the amount we the city or the county levies [24:49] also please note that of the 40 Levy categories we have only one is actually increasing due to property tax values [24:56] increasing which is somewhat counterintuitive [25:04] the district's financial advisors produced a few different ways of analyzing changes to taxpayers [25:09] so there's two different ways one is to assume that there's no change to your property value so year over year how [25:15] much would X property produce in property property taxes and the second would be to apply some sort of growth [25:21] factor and to see what that does to the levy over the years so our two examples are to assume no [25:27] change and then assume a 12.8 percent cumulative change over four years [25:37] assuming there was no change to values virtually every classification of property within the district would have [25:42] seen a decrease to their school taxes uh this would also be the case for the city for example a a house that's worth about [25:49] five hundred thousand dollars would see a reduction of about 113 dollars to their Levy of course we know that's not [25:56] actually going to happen because property values are constantly changing but I think it's still a useful [26:01] illustration [26:07] and this chart depicts the change if it was a 12.8 percent cumulative change over four years [26:13] as you can see in this case there would be an increase to your taxes however I'd argue that the tax increase is quite [26:20] minimal and the school board and the administration have done a good job over the years of maintaining a pretty level [26:25] Debt Service and general fund Levy [26:30] that's also a priority for us so interview [26:36] there's there are various programs available through the county and state to provide relief and credits to taxpayers [26:42] um so if you think you qualify for one of these please contact the County assessor's office and they can determine [26:47] whether or not you qualify and assist you in pursuing that relief [26:57] so we've reached the end of this super exciting presentation and it's now time for for public [27:03] comments again I'll remind you later at tonight's school board meeting we will take action on the levy which will begin to be collected in May to finance next [27:10] school year thank you [27:16] thank you mert are there any questions from members of the audience [27:23] I guess you did such a thorough job that no one has any questions so thank you mert [27:30] okay we're now going to come back as a point of order I think the hearing [27:35] has to technically stay open for comment in case someone arrives but we can still proceed with the [27:42] meeting I've never done that before right now [27:48] because we have to come back from Recess [27:56] statue I believe so [28:02] can you do me a favor can you look that up and then we can always open the meeting yeah because we have to come [28:07] back from Recess you can still come back from Recess the statute allows for uh okay combined meeting okay okay [28:14] oh my God thank you Mark we'll come back from Recess [28:20] um we're now going to move on to hearings for members of the public uh pursuant to board policy 206 we ask that [28:26] you Do Not Duplicate information that has been previously presented if you have a complaint about individual [28:31] employees board members or students in the district please direct any of these commas to the appropriate site [28:36] administrator the superintendent or submit them in writing to the board the board typically does not respond to [28:42] or have discussion on any issues presented but questions raised during presentations will receive follow-up as [28:48] directed by the board and I would like to remind all speakers that your presentations are limited to three minutes so please try to wrap up when [28:55] three minutes are over our first speaker is Dorothy kerzner [29:10] members of the board superintendent Stanley this is getting to be a monthly event [29:16] for members of E-Pass I watched the property tax thing with [29:21] great interest and I do feel sometimes my property taxes are going to turn around and go into my paycheck at some [29:27] point but our group you know is you've read our emails you know the support we [29:33] have I just want to say one thing I got an email from a former path employee who [29:41] has resigned and she says while I understand that everyone is replaceable I wonder how much it will cost the [29:47] district to replace more Epass positions that require extensive training and strong working relationships for the [29:55] success of students and staff I worry that high turnover of E-Pass employees [30:00] will impact the level of professional and operational excellence that Edina Public Schools values good luck with the [30:07] negotiations and I hope the board considers the request for a fair market value in the upcoming contract [30:14] so that's all I have to say members we're not going away sorry but we're [30:20] here so anything that it can provide and um [30:26] appreciate all of the work that you're doing in support of us because we in [30:31] turn are supporting our teachers our staff and our students thank you [30:37] oops thank you [Applause] [30:42] next up is Heather teets [30:57] hi members of the board and Dr Stanley my name is Heather teets I'm an electric electrical engineering major and a [31:05] mother of a freshman and a senior who are interested in stem careers and I'm [31:11] here to ask questions I have some questions today about the new physics class that I'm hoping you can help me you know [31:18] understand better when you're working with the presentation so we know that the new Earth Science [31:24] requirement pushed out the Freshman physics class that was required class [31:29] for all freshmen I'm looking at the new proposed physics class that the new first level physics [31:36] class is an AP level class and I'm wondering how we went from physics first to First physics being an AP [31:43] right when we were saying that physics was so important that everyone should do it and everyone should do it in freshman [31:49] year and it's a basis and now we're saying well the first class we're going to offer is an AP class and we know [31:55] another class that's being offered tonight is a calculus test that's not AP [32:01] level so if someone wasn't comfortable taking an AP class they could then take calculus but we're not offering that [32:07] same opportunity to people who would want to take physics right if the first level class we're [32:13] offering is an AP Physics class and as well as offering the class I'm [32:19] going to ask when are we going to have a commitment to schedule it [32:24] because right now we're saying that you can take it in 9th through 12th you have to have geometry you have to [32:30] have gone had geometry and what did they say earth science okay [32:35] so for the kids who back in the last public information I saw 17 to 20 of our [32:41] kids are in double accelerated math 40 some percentage you're in single accelerated math so around 65 of our [32:48] kids would would have the math requirement completed by the time they're a freshman go could take it in [32:53] freshman year and the kids in compacted science who took their earth science requirement could take it freshman year [33:00] that would be a natural slot for it because that instead of earth science but again you can only do it if you've [33:05] in those maths or you've taken compacted science and are we really asking our ninth graders to take an AP science class [33:13] okay the only other natural slot for it is senior year and I would put forward and I said this [33:19] last time I was in front of the board that as an engineering major and somebody who's been around a lot of [33:24] other engineering Majors calculus and physics are two fundamentals for engineering [33:30] and we don't want to wait till senior year to have someone take physics and see if they like it or if they're not going to like it and prepare them [33:37] we also don't want to wait to take this first physics class senior year when another important potential class for an [33:44] engine potential engineering major would be the AP Physics C or calculus space [33:49] class which would be again a second level class so if those are questions I have about [33:57] this presentation tonight if you could put them forward but we have to commit to scheduling it right because if you [34:03] already have a science and every other year then it's the administration going to commit to scheduling it [34:09] if we don't have a pathway thank you thank you thank you [34:19] we're now going to move on to our consent agenda and I just want to note that director green will be abstaining [34:24] from voting on The consent agenda to avoid a conflict of interest with the reimbursement is there anything anyone [34:30] would like to remove from the consent agenda do I have a motion to approve the [34:36] consent agenda so moved is there a second second [34:41] we will now vote to approve the consent agenda all those in favor say aye aye aye anyone opposed the consent agenda [34:48] has been approved uh we're going to move on to our discussion items and our first [34:55] discussion item is with our board legislative action committee and their 2023 legislative platform their goals [35:02] and their plan and we have board member green and Aram and some community members as well as students that are [35:09] going to come present with us so welcome and I will let directors green and arum introduce our students [35:15] and Community member [35:44] thank you chair allenberg and members of the board we are thrilled to be here as the legislative action committee [35:50] um just a quick introduction I'm Julie green and I'm chair of the Lac along with board member Dan arum we also have [35:59] two Community or a Community member and a student who couldn't make it here tonight so Sabi Mirza a 12th grader he's [36:07] in Iowa debating right now I believe we're on his way back and then Kate Quail is another Community member on the [36:13] Lac who's not able to be here but who is here is 11th grader Sophia doval 11th [36:20] grader Raja chinacotla close okay good and then Catherine Gump [36:27] who is a Community member who actually was on the Lac years before and has returned so we're thrilled [36:33] um so tonight just really quickly as we present this um director Aaron and the students will [36:38] present the collective work of the 2023 legislative platform that we're recommending this platform was developed [36:45] in full partnership with leadership from our Administration Dr Stacy Stanley and [36:51] also with director remsing director of special ed and student services [36:56] we also really worked hard to align these priorities with a lot of our [37:02] district Partners amsd msba mace National PTA we've aligned with AAP and [37:11] we also looked at other school districts in their Lac so we really try to have a really Collective approach in developing [37:17] them um after we're done presenting the um platform we'll have some discussion any [37:24] questions that you have for any of us and then um Catherine Gump will close with what's next for the Lac [37:30] um just a few quick things to note before I pass it along you'll see that this platform is very similar to the [37:37] 2022 platform you'll see some additional focus on things such as mental health for educators is something that we added [37:43] in you'll hear a little bit more about that another thing is 2023 is a budget year at the Capitol [37:49] um uh follow along with amst updates on how that budget is aligning but there's [37:54] a lot of activity already started before the session has even started um and then in addition [38:00] um Edina with the redistricting we now have four Representatives down at the Capitol we have two [38:06] um Representatives at the House of Representatives representative Edelson and representative yukuman who also [38:13] happens to be the education Finance chair so that is fantastic and then we also have Senator Ron Latz and Senator [38:21] elect Elise man who's also representing us so that has expanded our group a little bit and the last thing before I [38:27] will pass along is the priorities that we have here are aligned also with [38:32] what's going on at the Capitol if we look at priorities in the district our list would be 50 things but we really [38:39] try to be focused on what we could actually make movement on this this session or what we thought and so we [38:44] really we talked with our Representatives too on what they thought would be effective use of our priorities [38:50] so if you see something that's not on here it's not that it's not important just we're hoping to stay focused [38:56] and I will pass it along to the end okay let's go [39:06] so our first point is stabilizing education funding through linking the basic formula and local optional Revenue [39:13] to inflation to provide a stable and consistent funding stream that allows School boards and administrators to [39:20] engage in long-range and Innovative planning as well as allowing locally elected School boards to renew an [39:26] existing operating referendum at the same level and increase English learner funding to reduce the shortfalls in [39:33] these important programs [39:39] uh second we want to strengthen and strengthen and support special education programs we would want to do this by [39:45] increasing the amount of special education programs to reduce shortfalls in important programs and fully fund [39:51] special education programs to eliminate the cost subsidy furthermore to create a special student status for students and [39:57] intermediate districts requiring extraordinary care and increase the amount of funding for these students [40:03] through the state level third ensure safe modern school [40:11] facilities and increase mental health support for students and staff we hope to increase the safe schools [40:17] levy and state aid to allow school districts and Intermediate School Districts to hire additional support staff or develop programming resources [40:24] to address the mental health needs of students and remove the per pupil limit and expand allowable uses of long-term [40:31] facilities Revenue to allow school districts and intermediate Intermediate School Districts to enhance safety [40:37] through security modifications Remodeling and additions to existing buildings [40:43] and increase Statewide increase funding for [40:48] Statewide Mental Health Services and supports available and accessible to both students and staff increase [40:53] Statewide capacity to provide intensive Mental Health Services for Children and Youth experiencing mental health crises [40:59] and lastly ensure school districts are allowed to receive M.A reimbursement in alignment with other billable [41:05] third-party related services without having to complete children's therapeutic services and supports [41:10] requirements thank you and then our fourth goal is to increase [41:18] and diversify the teacher Workforce you'd want to do this by removing barriers and providing incentives to address the shortage of substitute [41:25] teachers school bus drivers paraprofessionals and other staff furthermore continue to expand programs [41:30] and incentives and to attract and develop and retain features of color and finally by maintaining multiple Pathways [41:37] of licensure in the tiered licensing program system [41:45] thank you very much for both of you for presenting we'll open it up to questions from the board right now for any of the [41:52] students or the legislative action committee board members questions [42:02] thank you very much for the presentation um I'm curious as to given that the community is listening to this and maybe [42:07] isn't fully aware of all the things that the Lac does what is the one thing you would recommend that the community gets [42:14] involved with or how does it can it show its support for the priorities you just enumerated [42:23] okay so some things that the community can get involved with is that on March 8 [42:28] 2023 that there is a full day on the capitol called the capital rally days for supporting public education and then [42:34] furthermore in January there's going to be a legislative action committee [42:39] breakfast on January 11th at 7 30 to 8 30 8 A.M the community room room 358 to [42:47] meet with representatives and other students and community members to support these ideas [42:53] from the legislative action committee it's great [42:59] okay Dr Gibb thank you for this presentation this was really informative [43:04] I think for not only those of us on the board but those of us who are watching uh I had two questions uh you reference [43:10] on the previous slide I think it was under the third priority [43:16] um the second bullet there where it says receive ma reimbursements can you explain what Ma reimbursements [43:23] are medical assistants um so essentially uh the services provided I'm not 100 an expert at this [43:29] but the services provided from a support and clinical perspective are reimbursed [43:34] under Medicaid under certain things a school districts are not allowed to seek [43:40] reimbursement for that currently by Statute Law whatever maybe and somebody [43:45] can correct me if I'm wrong I'm getting nods from the audience so I think that's good [43:52] foreign so there's some additional set of [43:57] requirements that are required for Mental Health Billing in addition to what the basic requirements are for [44:02] medical assistance billing for other things like speech therapy um Physical Therapy other things that [44:08] happen during the school day and so our request is that we reduce those and or remove those additional barriers making [44:14] it possible for school districts to be able to do it right now um districts are able to but I believe there's only two districts in all of [44:21] Minnesota that have the ability to build in that way just because it is so labor intensive that it's not cost effective [44:26] for districts to do that thank you for that and then my second question [44:32] um I know when we've heard if you're paying attention we've heard a lot about the special ed cross subsidy I know [44:38] there's also been reference about the English learner cross-subsidy I see that [44:43] is that listed under one is that where that falls is that correct okay perfect [44:49] thanks for that clarification thank you again for the work on this Regina [44:54] well I want to Echo everyone's comments thanking you for your work this is a lot of work and particularly the time spent [45:01] to align with so many other organizations I think it's a fantastic thing that we have this presentation on [45:07] this same board meeting as our truth and Taxation board meeting because it's a wonderful link for how as a community we [45:16] can support education uh what Mr Woodward Woodard [45:21] was able to present is their items that are outside of a local District's control with funding and the lack of the [45:28] inflationary increase and then some of the goals that you have outlined all [45:33] help to address how we can create a more robust general fund to be able to meet [45:39] the needs of all of our Learners in every capacity possible so I'm really grateful for everything that you're [45:45] doing I have the legislative day at the Capitol on my calendar and the [45:51] legislative breakfast and just a shout out as well to our Representatives at the state level because I know that they [45:58] all do support education and that there are a lot of needs that the capitol [46:03] addresses in addition to education but we have some tremendous Advocates there and I know with the Partnerships there's [46:10] a lot we can do so thank you ready [46:16] oh yep and one thing I really wanted to applaud is that as edina's representative for [46:22] Intermediate School District 287 um and going to their board means and talking about what the needs at the [46:28] intermediate level that it's permeated through our priorities as well it's critically important that we work on [46:34] those things because they're intertwined between both what happens for our Edina students in our own District but also our Dyna students that are in [46:40] intermediate 287 so I on behalf of 287 I'm very pleased that we're doing that and I know that the other West Metro [46:47] school districts that are part of 287 are all so eagerly involved in their Lac [46:52] activities to try to be able to do that so I just wanted to applaud that permeates through the priorities there I [46:58] know that's been the past but it's wonderful to see for 2023 thank you thank you uh real quickly since we have [47:04] the opportunity with the couple students to talk about we thought it might be worthwhile to kind of get some [47:09] first-person experience when it comes to some of the priorities obviously there's some natural pieces of it that fit with [47:15] this and not as many technical detail pieces of it but I'm around mental health and as well as school safety [47:21] pieces of it we thought we'd give them an opportunity to kind of you know comment on how they see that practically [47:26] impacting their daily lives in school and so I'd welcome you two to kind of speak up [47:38] well mental health is really the basis of everything and it is the foundation of everything for everyone's staff and [47:45] students so really by increasing funding for the staff and students this allows a [47:52] much greater opportunity for success as well as excellence [47:58] are going off those lines when any of our students might not have the fully addressed [48:04] mental health needs and with these legislative action committee goals and working with our Representatives we can [48:09] achieve those through the state level Furthermore with those for incentivizing diverse teacher fortunes and with [48:15] special education only provide net benefits for the school so working with [48:20] our representatives and providing these um these Frameworks that we can move [48:26] forward for our for the state and the state capital would be very essential [48:34] come here and I'm doing the wrap up of what our next steps are so I'm echoing [48:40] what Raja said earlier we have two significant next steps on January 11th [48:46] 2023 from 7 30 to 8 30. um we're having our pre-legislative [48:51] session breakfast and we've already had RSVPs from our four [48:57] um our two state representatives and our two senators so we're delighted about that as well as we have Representatives [49:03] coming from Dean Phillips and IL Han Omar's office so that's going to be great and we look forward to seeing all [49:08] of you there as well as many people from the community and then also as Raja noted earlier we [49:15] have our legislative action committee advocacy day at the Capitol on March 8 [49:20] 2023 will be there all day and that is in collaboration with legislative crossovers from the Hopkins [49:27] Lac and other Lacs from around the state so we're again hopeful to see many of [49:33] you we'll have buttons for all of us to be there so we'll look organize pins and [49:38] I have a great message I think to deliver so thank you very much for letting us speak this evening [49:44] thank you I actually had a question really fast I'm sorry I'm going at the [49:50] end here so um I was wondering one of your um one of the specific priorities is [49:56] about um the workforce and incentives to address the shortage of substitutes [50:02] substitute teachers and other individuals in the workforce I was wondering if there's ever been a thought to [50:09] um try to get some Business Leaders on board with what you're trying to Advocate especially from the staff [50:17] shortage perspective because if there's shortages I mean we've seen [50:22] that with kids club that if there's shortages at the school level it impacts our businesses and people's ability to [50:28] go to work and it just feels like it could be um powerful if we and there's so many [50:34] Business Leaders in the Edina Community if we had Business Leaders that would be willing to advocate for how staff [50:40] shortages at the school level actually impact businesses and their ability to run their businesses it was just [50:47] it's such a there's such a tie between public education and the economy and the [50:53] community it seemed like something that potentially we could leverage so it was [50:59] just a thought that I had but I also just wanted to thank all of you guys for putting all the time in and I love having student voice so I love thank you [51:07] for coming and sharing your thoughts and for community members putting their time in so I appreciate all the leadership [51:13] thank you thank you [Applause] [51:23] the next what oh sorry next up we have portrait of a well-rounded Edina [51:29] graduate with director of teaching and learning Jody D St Hubert [51:44] okay good evening superintendent Stanley Chair Ellenberg and board members over [51:50] the last month our teaching and learning has collaborated and engaged with many stakeholders to continue to develop the [51:56] portrait of any Dinah a well-rounded Edina graduate what is in front of you tonight remains grounded in the research [52:03] and purpose of the general portrait of a graduate work the purpose being to have a North star [52:11] of the skills and competencies that students learn throughout their time in a school system so they are ready for [52:17] their future and bring positive impact to our work force Society in the transition the continued development [52:24] specific tweet I know was to engage our students in conversation and feedback you see the report and we gathered [52:32] feedback from Alum who are one in two years out of being in Edina High School [52:37] a group of high school students and a group of elementary students and with [52:42] the feedback from our last board discussion at the last Workshop as well as from these various stakeholders and [52:49] critical stakeholders I should say there are slight changes to the Edina the [52:56] portrait of a well-rounded Edina graduate the changes are specific to a [53:01] line more tightly with strategy C and the well-being and Mental Health and [53:07] Social well-being of our student students we did add time management as a new competency within the the overall [53:15] document and then we did some visual updates so the two visual updates were kind of some color schemes in order to [53:21] make sure that we're emphasizing right components as well as adding the circle that connects all the competencies [53:28] because not only did we add the well-rounded in the title and different components of strategy C in the main [53:35] bullets but with without that addition from our marketing team was great and recognizing that all of those [53:41] competencies come together from a visual as well so with those overviews and highlights you have the report in front [53:47] of you and I'm open to feedback and questions board members [53:53] Julie um thank you for this this was great I thought the extra feedback that was in [53:59] here that you collected from students and recent alumni was fantastic um I have a question when I know that um [54:06] I see why and I can follow along why you added healthy into the responsible and [54:12] engaged citizen um I didn't know if when I read healthy when I first read it [54:20] it I wasn't sure if it meant physical health or mental health or how that was until I [54:27] read back again I'm like okay I know what this means and so I didn't know if you guys had given any consideration to [54:33] we talk so much about emotional intelligence but it's not in this document and that's the word that I kept [54:39] coming to me as I was reading the feedback that was really getting at the [54:44] core of what we were talking about so I don't know what other board members think about that I don't even know if that [54:49] if I'm not saying we should change this but I the word healthy just threw me off [54:55] a little bit I had to really think about what you meant by that so I wouldn't want any misinterpretation [55:01] um so I wanted to just ask that question if you guys have talked about that at all um well there were components I do think [55:08] of emotional intelligence that came up in the the feedback right and so I know we added directly from strategy C the [55:16] words the the last bullet was completely new to the document that's under responsible healthy and engaged citizen [55:22] as well so it supplies the social emotional skills of self-awareness and self-management to ensure individual Wellness but I wonder if we could wrap [55:30] another word in there that connects with that social in emotion or the emotional [55:36] intelligence you could you could I don't know what other board members think about that [55:42] um I it's funny because I had a comment on the exact same portion but [55:49] a different perspective oh okay so so because um I know that I had commented in one of [55:55] the work sessions about having like um the wellness piece and like mental [56:01] health and so when I looked at it I was thinking mental health and so [56:08] the last when I was looking at through the lens of mental health um the last [56:14] bullet to me um I was a little concerned about how the [56:21] last bullet read If you're looking at through the lens of a mental health perspective because to me it read that [56:28] we're laying the entire control of individual Wellness on students and their ability to gain skills of [56:36] self-awareness were so many things from a mental health perspective are out of individuals control [56:42] and and so so I think it's [56:47] it's interesting you brought that up because it's almost like what aspect of health health are you talking about and [56:54] so I would so my feedback was like do we need to soften the bullet as opposed to a head [57:00] add to the bullet and say something more along the lines of seek a healthy well-balanced life where individual [57:06] wellness and mental health are prioritized because [57:11] that's when I was when my personal feedback was [57:17] I want to make sure that we're graduating individuals that are healthy [57:23] from a mental health perspective and some of that is in students control a lot of it is not so [57:30] that was that was my feedback which is a different you know what I mean yeah no [57:35] but I think that's interesting well I think I think it's the word healthy that is that is throwing off the [57:41] interpretation like is it in what that means but I do I understand what you're saying there like because you're saying [57:47] like you you need to achieve this right you need to be able to apply something you can achieve right it can't [57:54] necessarily achieve you can achieve some skills right [58:00] can I interject yeah for sure so I I think we also have to go back and [58:08] look at the document like what is the document actually saying it is saying [58:14] that a portrait of the great Ari Dina graduate will apply the social emotional [58:20] skills that they have learned in Edina right of self-awareness and self-management to ensure individual Wellness like I take it as it is our [58:28] commitment to offer those skills right [58:33] so not not that we're laying the responsibility on any one person [58:39] because that's not what this document is this document is saying what does Edina offer Edina offers these skills right [58:45] Edina offers the opportunity to learn these skills I [58:50] think so that's where because I struggled a little bit with it too but then I took a step back and was like [58:58] this is really saying what we're offering students [59:04] right like that that's it's a little bit of a nuanced look at it but I I'm just [59:10] putting it out there because I kind of had this I would just comment that I agree with Janie that that's exactly how I looked at it given how the whole [59:17] document is written it's not just this one section it's how the whole document is written that bullet point specifically addresses the ability to [59:25] apply the assumptive learnings that we're giving to them as part of their their program at Edina to achieve that [59:31] it's not necessarily that they're going to be healthy in their own Wellness [59:37] all over it but having the self-awareness and the skill sets necessary for them to be able to work in [59:42] that envelope in area is what we're seeking to provide [59:48] so then maybe I would suggest that you it's changed to ability to apply the social and emotional skills of [59:54] self-awareness and self-management and leave it there because I think what catches me off is ensuring individual [1:00:00] Wellness because I think that is what if it was worth something like leading to [1:00:06] individual Wellness not ensuring I actually think the individual Wellness [1:00:13] just that phrase is important to it but I could be suede as to what comes before it [1:00:24] because the individual Wellness is the outcome [1:00:29] this this is um these words are from the Strategic plan um there's a little bit I wouldn't say [1:00:35] tweaking but we weren't able to take all of that statement just because of the how many words were in it [1:00:41] um I do like the suggestions though of of changing a couple of those words to to more align with the goal of the [1:00:48] document that we are providing opportunities to a practice and apply [1:00:53] all of the competencies within the document so I don't necessarily want a word Smith it right further right but [1:00:59] it's going to be back and that was an area that had a couple of you Pops so that's definitely good feedback yeah and [1:01:05] I think the document is outstanding yeah outstanding I the feedback that we're hitting these was just fantastic to read [1:01:13] and reassuring that we are headed in the right direction with our strategic plan so it was fantastic it's fantastic yes [1:01:19] you asked for feedback so yes and like I said having a couple of you give [1:01:24] feedback in the same area definitely is is good feedback area but board members might have other [1:01:42] um I'd seen this in teaching and learning so I think it's great but I think that one of the things that I [1:01:48] really when I walked away from teaching and learning and started listening or rereading it about kind of the recent alumni grads and what [1:01:54] they're looking for from Medina is a an educational tool is is going to be up to us as a board to kind of help deliver on [1:02:01] because I think our we're structured very we're not necessarily structured to [1:02:06] deliver on some of the things about real world experiences internships and that type of thing and I know Dr Stanley has [1:02:11] a very key uh goal to kind of help with some real practical experience with that but I think that [1:02:17] we're going to have to do some work as far as making sure people's schedules are able to accommodate these types of [1:02:22] things and then also to kind of throughout the high school experience maybe get kids started earlier [1:02:28] understanding a little bit about their opportunities that they may have that aren't necessarily College only you know [1:02:35] I mean like we we heard from members of the community about courses and Pathways [1:02:40] and all those things like that those all lead to a very good goal of a college education but in the same instance there [1:02:46] are a lot of people especially more recently now who are looking at those Alternatives that aren't necessarily [1:02:51] targeting that as their career and I think that what we can do to get them started earlier to open up the door so [1:02:57] they don't always think of a doctor lawyer teacher is an opportunity that we have as an organ as an entity so yes [1:03:04] thank you for pulling that Out director arm there was a lot of good feedback that the way that we can improve is to [1:03:11] have opportunities to practice in a volunteer setting and internship setting and apprenticeship so it really aligns [1:03:17] very nicely with the work that is in front of us so [1:03:23] Dan oh Dan Michael sorry [1:03:28] um I just want to say thank you that the this document here given our last conversations about it I can see the [1:03:34] workings of the feedback that was not only from our feedback but the rest of the feedback was there how it incorporated into it it was already [1:03:39] close before but I think the nuances that you've changed to this I think really express it well as in terms of [1:03:47] um what what you'd set out to accomplish and kind of the goals that are there so this is one of those great examples of [1:03:52] where the conversations back and forth and so and so it really is in the heart of this document and I just love that [1:03:59] and so I just wanted to appreciate that so thank you and thank you to our Communications team [1:04:04] for the excellent Graphics yes the communications marketing team has been a [1:04:10] great partner in this and the graphics are fantastic and just the brainstorming around how do we improve it so any other [1:04:17] feedback I had one piece and I I brought this up in teaching and learning and Jody and I have been on this journey for [1:04:23] a long time together so it's um very exciting the one piece that I keep going back to is under globally [1:04:30] competent individual we have communicates effectively in at least two World languages one of which is English [1:04:35] and we do not actually have that as a graduation requirement so I've kind of [1:04:41] struggled with is there some sort of qualifying word that needs to be in [1:04:47] there for that to feel like it's I don't know they're just there's a [1:04:52] misconnection and it may just be me the rest of you guys can chime in on it but it's one where every time I go back [1:04:58] through it it just a little nagging question for me so I'm putting [1:05:05] it out there one thing in further conversation after geneal board committee meeting with our tnl core team [1:05:11] was thinking about that in particular statement and how coding and [1:05:17] mathematical thinking thinking and reasoning is now really considered another language so if there's a way to [1:05:23] have that incorporated or a little tweaked to the word no I love that [1:05:30] yes I wish I would have had that in my mind a teaching a learning committee but the further conversation brought that [1:05:36] about as a great possibility there but I think it's sorry I was just going [1:05:43] to finish what I still think it raises the question that you're asking which is how are we measuring that we are [1:05:50] offering it but I still think there's the conversation that you originally brought up which is does that sit [1:05:58] correctly as it reads right now so agreed yes and I would just expand on the same [1:06:05] topic because I agree with everything that you're sharing but when the you [1:06:11] know just that Global competency from the Strategic plan of an appreciation of [1:06:16] you know ideally perhaps a communication in two different languages but I don't [1:06:22] know what the right verb is but I believe the intent is about language for communication of [1:06:30] which coding mathematics music arguably yes those are additional languages and [1:06:35] they're valid but I think there's another intent of global culture and I I [1:06:40] would encourage the conversation to respect that intent I don't know the [1:06:46] correct place to land and I think alignment with what's actually offered and required is also part of that [1:06:52] solution yeah excellent feedback the other wonderful thing is it's a [1:06:59] living document so we yeah I mean I know you don't want to go through this process every year but [1:07:06] yes but it's always good too yeah it's a living document we have to have that within our system right [1:07:14] excuse me great thank you okay thank you and you [1:07:21] are still up here am I from index wait wait wait yes secondary new course proposals I'm just gonna grab my [1:07:27] paperwork absolutely um and we also have Edina High School [1:07:32] principal Andy Beaton Mark Carlson curriculum coordinator welcome [1:07:50] okay I will start with this here and then um share the microphone with those here presenting with me tonight [1:07:57] um good evening again superintendent Stanley Chair Ellenberg board members every year is part of our continuous [1:08:02] Improvement plan teaching and learning follows a collaborative process to look at our secondary classes being offered [1:08:08] the report in front of you tonight reflects every very intentional planning [1:08:13] and alignment with Science and Arts standards curriculum review as well as [1:08:20] alignment with our Marquee Pathways and steam planning so knowing you've had the opportunity to read the report and [1:08:26] understanding that there are many sections and components to it and we're going to Simply highlight four classes [1:08:32] and then turn it over for a discussion and questions the four classes that we're going to highlight are the [1:08:37] African-American history class which is first there on the list a college readiness class which is the last one on [1:08:43] the new course proposals and then we're going to also highlight the calculus and AP Physics classes so I'm going to to [1:08:50] turn over to principal Beaton to highlight those first two that I mentioned the African-American history and the college readiness and then Mark [1:08:56] Carlson will highlight the other two thank you Dr Stanley Chair Ellenberg [1:09:03] members of the board thanks for the invitation to be here we're excited that we are able to offer an advanced [1:09:09] placement African-American studies class and hopefully with your approval it's been something I think the College Board has been in the making for a long period [1:09:16] of time we've actually had discussions before the College Board came out with this class about a homegrown course in [1:09:22] this area and so we're really excited we have three teachers that are very excited about the prospect of doing this [1:09:27] and having this opportunity for students we applied as one of the pilot schools there's 60 schools that were invited to [1:09:35] participate in this pilot it is a large document a growing course I'm very [1:09:40] excited that our teachers feel like they can hit those standards in U.S history so it becomes an alternative not an [1:09:47] extra but an opportunity for students to have a different pathway based on their choice and interest so we're really [1:09:52] excited about the the prospect I think we're going to need some support and our teachers are going to need some support [1:09:58] from teaching learning in terms of time and development of this course they are already doing a lot of Outreach [1:10:03] with those teachers that are teaching in the state of Minnesota and around the country we had two that just went to a [1:10:08] National Conference in Philadelphia that connected with some teachers that are a part of this pilot as well so it's that [1:10:14] that process of a new course at the College Board is learning in terms of materials course book [1:10:19] um how we're going to put this into place the kind of resources but it's really I think an attempt to have a [1:10:25] really opportunity to engage a lot of students so um I can talk about the second course [1:10:30] we're basically shifting a college Reading Readiness course that we've had more [1:10:36] as pretty much a 9 through 12 course process through student support teams to [1:10:44] identify students that have reading deficits that need support but we're going to Target it with this change [1:10:49] specifically to our ninth grade students using fast data using teacher and [1:10:55] counselor recommendations of students that we see as having some reading deficits to be in front of a license [1:11:01] reading teacher to be getting direct instruction on skill development and [1:11:07] also a balance with success and support in their pre-ap9 course it's basically [1:11:13] built off a successful model that we've had in math that we built a few years ago called math bridge and we do that in [1:11:19] algebra and we've done it in Geometry we do in Algebra 2 so that is the idea is keeping our students in grade level [1:11:24] courses even if they have deficits but giving them the opportunity to do some pre-teaching re-teaching skill [1:11:31] development it kind of answers those questions of if I can get these kids to practice and work on those skills build [1:11:38] confidence in their course they can be successful in their grade level courses so that's really the only shift is to [1:11:44] have it be specifically tied to pre-ap9 so questions for me are we taking questions at the end or or uh as we go [1:11:54] on that one thank you yes good evening Dr Stanley Chair Alan [1:12:00] Berger Alan Berg excuse me and the rest of the board um [1:12:05] thank you for giving me the opportunity to talk a little bit about two courses this evening the first course that I was [1:12:10] going to talk about is a calculus course it's a non-ap calculus course this is a [1:12:17] course that we've had students and parents asking for because they are in a [1:12:22] position where they want to continue their math studies but they do not want to take an AP level calculus course [1:12:30] these these students are really feeling like this is a a good fit for them [1:12:37] they're at a point in their learning where at the way we have it currently set up [1:12:42] is they would have to take an AP course in order to continue math their junior senior year depending on where they are [1:12:48] in their process so that's uh the reasoning for that course and it would really provide a good foundation for [1:12:55] those then to to go on and take a calculus course uh like their first year in college [1:13:00] the second course that uh I'm we're looking at here is the AP Physics 1 [1:13:06] course and this is part of the science review as we as we know the the [1:13:12] standards in science have changed with the new Earth Science requirement now being satisfied at the ninth grade level [1:13:19] we presented last year kind of a flow chart of recommendations in terms of how [1:13:25] teachers think that students should go through that process with Earth Science being kind of the first course with [1:13:32] chemistry being the second course biology and then finally finished finishing with a Physics course for [1:13:39] those students who choose to do that from a standard standpoint students [1:13:44] would have to take the physical earth science they have to take either chemistry or physics and then they have [1:13:52] to take a biology course so um the the feeling of the science [1:13:57] department at EHS is that that this course would be a really good fit for [1:14:03] the students who they believe will be taking the course that really it it can [1:14:09] be taken anytime after Earth Science however from General experience from the [1:14:14] science department it will probably fall in either the 11th or 12th grade year depending on where the student is if [1:14:20] they're taking the compacted science and taking Earth Sciences a ninth grade or Excuse excuse me as an eighth grader [1:14:27] they could then take this AP Physics courses at 11th grader and could take the AP Physics C course as a senior so [1:14:35] that would still be an option available to students in in that scenario we do [1:14:41] have also many options available to students in terms of elective offerings [1:14:47] for science so they are not locked into taking an AP course but it is from a [1:14:53] physics standpoint it is set up as being the um the the Physics course that we [1:14:59] would be offering I think that's the last um [1:15:05] thank you the last thing I just want to highlight as you do see a lot of Arts through the report and the Arts I want [1:15:11] to give a positive shout out to our our arts department at the secondary both at [1:15:16] the middle school and the high school they worked extremely hard on the review process in finding ways to ensure that [1:15:22] they are meeting the standards and providing excellent opportunities for students there we also linked in the [1:15:29] board report last year's Arts report that had more of an overview of all those components but a huge part is [1:15:35] adding media arts components so both the middle school and high school team have worked really hard to put to get those [1:15:41] proposals together and can certainly answer questions on any of the report at this time foreign [1:15:48] thank you um I'll turn it over to board members for questions or comments [1:15:56] so these have all been through teaching and learning last week I think were we last week in the very last week uh just [1:16:03] in case board members have questions um I I do I have questions I'm going to talk about two different classes so the [1:16:10] first one I think I'll start with the ninth grade English we brought this up in teaching and learning so [1:16:15] students who would go into this class would be not self-selecting [1:16:21] correct so the question then I know I had this question is [1:16:29] what about students who don't meet that threshold but would like to self-select into something more supportive right or [1:16:37] and not meaning that class but if we have a large percentage of students that [1:16:42] need a bridge in ninth grade does that mean we actually need to look [1:16:47] at our ninth grade La classes right like if we feel like we need to pull enough students out to create a bridge class [1:16:53] should we be looking at our ninth grade English class in general to support all [1:16:58] Learners so not just Learners who are who can't self-select into more support [1:17:04] so that that is a concern I have with this class um [1:17:09] it feels a little bit like a Band-Aid to me to me right now so I'm glad you're asking the question because I do want to [1:17:16] share with the entire board we are in our secondary um CLP comprehensive literacy plan process [1:17:22] and we are organizing exactly around many components but that is one of them [1:17:28] in terms of doing a review and an understanding what are is our current reality for the support structures in [1:17:35] place at both the Middle School and High School for students who are not yet at grade level in their literacy skills and [1:17:41] so that important question will be a very big part of the secondary CLP when [1:17:47] it comes forward to the board in the spring for both discussion you know cycles of discussion and action so it's [1:17:53] a great question and important that we keep that in mind within the whole entire structure and plan yep so that [1:17:59] was more of just my concern when I when I saw that class so that was one some [1:18:05] yep go ahead I know you have another class you want to talk about but I was wondering since we're on let's do it [1:18:10] yeah College reading nine I had some questions too I think as we roll this out I think one of the things that I [1:18:17] would love to keep in mind is possibly a smaller class size for that course in [1:18:23] particular and I'd be interested I brought this up in teaching and learning but looking at [1:18:31] I'd be interested in understanding a little bit looking at the students that are qualifying for this and down the [1:18:37] road possibly offering it as a self-selecting option [Music] [1:18:42] um sometimes if you're in ninth grade and you're possibly qualified into this [1:18:48] classes there might be a little I'm wondering if we could embed some of those Avid strategies that we've started [1:18:54] to embed into our middle schools because some of those strategies if you're struggling with reading and it [1:19:00] might be undiagnosed dyslexia it might be some ADHD going on some of those [1:19:05] strategies for organization and executive functioning I think could be really helpful to take away some of [1:19:11] those barriers so that the reading can be focused on so those are just some of the things that we're rumbling around and it's exciting that we're starting [1:19:17] here knowing that we're working towards that secondary CLP [1:19:23] um and just kind of it'll be interesting to hear that come back like what did we learn this first year where do we want [1:19:29] to take this from there so just some some thoughts that we're rumbling around so thank you for this work [1:19:36] um while we're on this topic of this class my only question was I I'm excited [1:19:41] about this class and I think there's a need for it is it specifically targeting it says reading [1:19:48] so I'm assuming it's specifically targeted for reading is it going to work on other language arts skills or is it [1:19:54] only targeting those that are reading barriers is it like a language arts Bridge class or is it reading [1:20:01] well I think the shift that we've we've done is we had an existing course that was a reading skills course but we are [1:20:09] actually targeting it this particular course tied to ninth grade and pre-ap9 so yes they'll be the combination of [1:20:15] skill development and then support for students in their existing course which includes both many literacy skills both [1:20:23] reading and writing but we do want to have a licensed reading teacher with that course and and some of the other [1:20:28] questions you're asking about smaller class size I think probably every teacher um heard you and would say absolutely and [1:20:35] so I'm a fan as well um and I agree that any course that's the intervention course we try to make [1:20:41] smaller um we obviously hope for a more specialized funding Revenue sources for [1:20:46] intervention courses we use some a i funding to be able to end comp dollars to support our math Bridge courses to [1:20:53] allow them to be 20 or under so we're hoping for something similar that will happen for this course we'll have to see the number of sections that we can offer [1:21:00] based on that model but just in that ratio the smaller some classes are the [1:21:05] bigger other classes have to be so obviously we think we need some additional support potentially with [1:21:10] these students can I say um I think the use of fast bridge at ninth grade this year just really opened [1:21:19] our eyes to where we're at with reading for students I think it's also an incredible [1:21:26] tool though because the teacher within that classroom which is very unique in a [1:21:33] secondary program is able to directly Target with a laser-like focus the [1:21:40] reading skill that the student needs whether it is fluency or I mean we we do [1:21:46] have some kiddos who need some decoding supports and so this isn't just that [1:21:52] class to kind of give a child a little you know boost and lift up this is [1:22:00] will allow students to still be immersed in a strong learning environment and [1:22:06] really they need some strong reading skills supports and [1:22:11] um that fast Bridge really showed that to us as evidenced of the data that we provided in the data metrics plan and so [1:22:18] that's really the thinking around this course as they developed that um so we can really hone in and make [1:22:24] certain you know I always say that strong literacy skills are the currency of power in the United States and [1:22:32] you know our kids cannot leave us not having those strong literacy skills and so this is beyond that kiddo who may [1:22:40] need some extra supports this is that child who really needs that fundamental reading support while also not tracking [1:22:47] them into a really low level Ela course [1:22:53] my only other I guess question or comment is um I would [1:22:58] love it if you guys could look at a lot of times students that struggle in [1:23:03] one course struggle at another Course and there just is not enough time in the schedule for kids to take both Bridge courses [1:23:10] probably and so I'd be interested if you guys could take a look at students that [1:23:16] need to be in both classes and is there any creative way to have like a combined class on a flex like a [1:23:23] block I would just hate for a student to have to choose am I going to get my support in one area or the other area so [1:23:31] what are we going to do with students that need support in both areas and how do we fit that in their schedule so [1:23:36] that's my only other comment but I'm really excited to see this class [1:23:43] someone else has their [1:23:50] do I have one yes sorry I just have a I have a question so the students that are being selected to go in I know that in [1:23:57] our both our middle schools reading and language arts reading goes away after sixth grade I mean not all reading but [1:24:03] there's not a are these students also getting specific reading support in [1:24:08] seventh and eighth grade also yes okay I would say Jeff um definitely [1:24:13] in response currently to the fast bridge data that we're getting there are really targeted interventions that are [1:24:19] happening right now in seventh and 8th grade as well as six but okay great just for perspective that helps me thank you [1:24:30] anything else on this class um do you want to name another class and [1:24:36] we can comment about it I could go to my I can go to my second question okay um my second class is physics [1:24:44] um I want to make sure I clearly understand that we will not be offering a non [1:24:52] advanced placement physics class with this is that correct that is correct [1:24:57] okay so I have great concern with that um [1:25:04] I believe I also believe physics is going to be a foundation for anyone who is looking to [1:25:11] pursue a post-secondary interest in [1:25:16] a stem focus and I have concerns that we have made the assumption that we have [1:25:23] that we don't have students who are stem students but not AP students I think [1:25:28] that's a great leap for us to take [Music] um [1:25:34] I would hate for us to scare away students from this extremely important future and my [1:25:42] question is have we considered offering both and seeing what the students want right [1:25:49] like I feel like we have made the decisions for the students I also know that if a student doesn't take physics [1:25:56] that limits where they can go in their engineering post-secondary it just [1:26:02] limits it they they will not be looked at by engineering colleges if they do not have physics on their transcript and [1:26:09] if they're not an AP kid that's limiting and I have concerns that we have taken that away from students at [1:26:16] the same time we are a destination steam District it feels [1:26:22] counter-intuitive to me so I wanted to find out [1:26:27] where this where's the student voice in this one and the student choice [1:26:34] I can only tell you what you know what I've done with the science department and this is really their strong feeling [1:26:41] was this is the right course to offer now that being said we as we as we transition from our old [1:26:49] system with the old standards to the new we have the vast majority like literally [1:26:56] almost everyone at the high school except for ninth graders who have already had physics so we do have a [1:27:03] little bit of time to to kind of see what's the best fit so as we as we think [1:27:08] about for for this next year and the students who would want to take a course [1:27:14] in physics that haven't already taken a regular Physics course we feel that that [1:27:19] number is very small at this point it's going to grow over the next couple of [1:27:24] years obviously as as more students are coming out of the earth science course which they're taking right now as ninth [1:27:32] graders so we certainly can revisit that topic there's you know I don't think [1:27:38] there's anyone that's against that the feeling was really strongly though that this was the best fit course for the [1:27:45] science department I think the other the other piece is kind of viewing this is a a second year [1:27:51] course with the physical science that they're doing in ninth grade where we used to introduce physics as a first [1:27:57] year course in ninth grade so you're talking about students taking this after a year of of physical science physical [1:28:03] earth science after a year of chemistry and then maybe taking that after a year of biology and so on which we think the [1:28:09] science department feels is really important in terms of sequentials so you're going to have in terms of Readiness for an entry-level Physics [1:28:16] course that's what we offer both at the same time a more mathematical based Physics course in AP and really this [1:28:22] first time we're offering this physics one which is really the entry-level College course and some of our courses even at the [1:28:28] um the standard or the enriched level really college preparatory courses so we do think students at that point taking [1:28:35] this class junior or senior year if they're interested in physics would be prepared for that class but it doesn't [1:28:40] mean we couldn't revisit and look at the option so help me understand currently a [1:28:45] student who is at eps who's a junior or a senior and who took [1:28:51] physics their freshman year this class is not the same this the AP [1:28:57] class would not be the same physics as the physics they took that they took as ninth graders no this should not be [1:29:04] the same course so why are we physics is a foundational [1:29:09] science I'm I'm concerned we are not allowing students to dip their toes into something we are asking them to dive [1:29:15] head first in right and not dip their toes and that feels [1:29:21] counter-intuitive to me for what we hope students get out of a stem experience esteem [1:29:27] experience in Edina [1:29:34] very good points right and kind of giving the reason you know where we landed where we did makes very logical [1:29:40] good sense and I'm not saying AP Physics is bad there is a place for it and there [1:29:46] are students who thrive in it and there are students who need it I also know that there are amazing [1:29:51] physics like I know of a student who's an amazing college student headed for great things [1:29:59] in this world as a physics major and never took AP Physics right so I know that that there's a need so I'm just I'm [1:30:06] just voicing that I'll stop talking so I just wanted to piggyback on that I agree [1:30:11] 100 with what with what Janie has seen I I think about my own personal experience [1:30:17] going back long ago um to where uh you know I wish I had had [1:30:22] an ability to have a dip rather than taking the AP course early on because it [1:30:27] kind of warped me in the sense of that standpoint so my question is you reconsider you rethink this through are [1:30:33] you are you contemplated it's that what is the ultimate goal right when we're [1:30:39] trying to provide the opportunities and the options to the students to enable to [1:30:44] capture that and even though the science department is saying their best path forward as you've articulated here is [1:30:50] for Earth Sciences to then go to biology and then kind of and maybe you'll eventually get there [1:30:56] um I guess outside of the requirement because I think this is what the change that's kind of pushed this forward is because of the new standard that's [1:31:02] required to have the physical science or the earth science that that's in there I'm just worried that by unplugging this [1:31:10] as a means to meet that requirement you're having sort of unintended [1:31:15] consequences about where that might go so as you consider that I would only want to hear more about okay how is this [1:31:22] as your articulate the best path forward it leaves a hole in this other area and [1:31:29] that might not been the intent but that might be the reality is what I'm hearing Janie say and I'm kind of really [1:31:34] passionately connecting to that and we also heard it from the member this evening um I'd like to hear more about that [1:31:40] about where does that go from there so it's not a critique it's more of I think there's a missed opportunity to maybe [1:31:46] broaden that thought process and give some more feedback that contemplates where we're going with that [1:31:51] so I just want to add in that I agree um with both Janie and Michael and I [1:31:58] just think from a practical perspective that if we're going to say to our students that you have multiple Pathways [1:32:03] to achieve your science we're still saying that physics chemistry and biology you have to take [1:32:09] two with three of these I just think from more of a policy or standard perspective I don't think that we can [1:32:15] then only offer an AP class um it's [1:32:21] to me it's normalizing telling our students that you have to take College material at a high school level to [1:32:28] graduate from college and I know we live in a community where most of our [1:32:33] students do that but I think it also sends the wrong message to our students that there is that expectation that to [1:32:40] get a high school diploma you have to take a college class especially when we have such skyrocketing mental health [1:32:45] issues right now and um I just think that [1:32:51] [Music] um we as a educational institution need to [1:32:57] set the message that our students can if they want to take physics great take [1:33:03] it as a regular class or if you take it as an AP class and and I appreciate the [1:33:09] feedback from the science area if it's about having sometimes it's about [1:33:15] numbers and having too many classes I would I hate to say this because I love all of [1:33:21] our options that we have but I I think it's so important for us to have these options for our students that we look at [1:33:27] other classes that we would have to if that's the issue like something to me [1:33:32] something has to be driving this so it just well can I just say that like I I think [1:33:37] that given that we're going with steam as part of our overall approach that this [1:33:43] might become a moot issue several years down the road as we're bringing through Steam programming at younger ages and so [1:33:49] on so forth where we might be able to get there but it maybe is in this sort of transitional period which is kind of what you were articulating a little bit [1:33:54] earlier given what you're doing with ninth graders today versus where this is going I hope that that might be the case but I [1:34:00] think your this issue is kind of falling into a crevice as to you're leaving people without any connective tissue to [1:34:07] what we're really trying to accomplish so that's what I just heard you say Eric that I think I don't think it's a an [1:34:13] inherent issue long term I just think it's more of being able to make sure that we're able to provide these [1:34:19] opportunities at those different levels as we work through our broadening steam approach [1:34:24] where does this kind of come from because I think you can see some stuff in middle school as you get to high school and there could be changes from [1:34:29] that standpoint but I think you've got a hole here that I think is I think what I'm hearing is we're feeling uncomfortable with that hole that it [1:34:36] doesn't meet all students needs and our our mission and our vision are all about how do we do that well I just I think I [1:34:43] think we're going to get ourselves of the same situation that we're in with Calculus where you're gonna have students that want to take a class and [1:34:49] the only option is an AP class and then I don't [1:34:54] well because I'm a history major physics is a high level class to me no matter what level it was so I that that's [1:35:01] that's I don't think we need to talk that much more about on the other board members have this I love all the other [1:35:07] classes I love all the art classes um you've done an outstanding job [1:35:13] um I want to make sure board members have a chance to give feedback on the physics class or any other classes that [1:35:18] they have Julie I see you getting ready to press [1:35:23] that I know well um yeah I agree with a lot that was set up here I think too one of the things [1:35:28] that when I was reading through um about the physics classes even if someone could succeed in an AP Physics [1:35:36] class in that um as their first step in they may not want to because they want to take an AP [1:35:42] an Apollo class and I know that that struggle um I know I've heard that from students [1:35:48] like they choose one or the other um I have a history and chemistry daughter in college and she did not take [1:35:55] she's a chemistry major she didn't take enriched chemistry or AP Chemistry in Edina High School so because she was [1:36:02] trying to focus on her April stuff so it's all about balance and so I think that's just a interesting perspective [1:36:07] the other thing um I have a question can I ask a question about another class of course please do okay [1:36:14] um can I just ask a question about the um 21st century lit class [1:36:19] or like that being dropped and being pulled into Ela right in eighth grade [1:36:26] it's not it sounds like we'll be able to hit the standards in that class so do we lose anything in combining those two and [1:36:34] the reason I'm asking is because I know that even in our portrait of a graduate we talk about those communication skills [1:36:40] and the the there's just so much media literacy that is taught in that class it just like I think it's one of the best [1:36:45] classes we teach and so I just want to if you could respond to that like how that is going to combine and if we lose [1:36:51] anything from Ela doing that right um we will be able to command the standards with the recommendation we [1:36:57] looked at that carefully in the ELA review um and the reason for that is so that we [1:37:03] are not losing anything with our steam offering offerings and the development of the because as we have that class in [1:37:09] place and other requirements are coming forward it just gets to the place in the middle school schedule where there's not [1:37:15] opportunity for as many electives or opportunities to engage in Steam [1:37:20] um so it's being very intentionally done to make sure that the standards are still covered [1:37:26] um I know there are other components of the class that are really valuable and so we'll definitely take that into your [1:37:31] point into consideration and circle back with the Eli team about that but it really was done with the intent of [1:37:37] making sure we keep opportunities open as we develop steam going forward yeah [1:37:42] that no that makes sense and I I I'd be curious too um if there is any kind of crossover in [1:37:49] some of the other the social studies classes right some I know that we're being really creative about that with but that might be another place I just [1:37:57] think those skills that they learn there I think all the adults need to take it to so but I I was going to add we had [1:38:03] talked about this in teaching and learning and I can't remember when we talked about it but there has been a lot of work at the middle schools to take a [1:38:11] lot of that um I'm just gonna use cross-functional but that doesn't sound right [1:38:16] um immediate cross-disciplinary thank you a lot more intentional work [1:38:21] cross-disciplinary that they can pull out of that that's being done so like science class is doing stuff with Ela [1:38:27] right now so things that may have been done in 21st century literacy so I feel like that middle schools are prepping [1:38:33] for this change in a really good way absolutely and that will be also coming forward more with the secondary CLP and [1:38:41] how we are being intentional about expanding literacy skills across all [1:38:46] content areas so and what we also talked about in teaching and learning was that some of [1:38:52] those things are being embedded and you were talking about this but I've seen some of those skills show up in sixth [1:38:58] and seventh grade and so but it might be worthwhile for us to when we see that secondary [1:39:03] um CLP pen just to see where they all landed because those are things that we [1:39:09] say are important for our students to have so anything else I just have one last [1:39:16] question um because it was it was mentioned in in the community comment [1:39:22] from a scheduling standpoint when you have this sort of list in this catalog of choices and so on and so forth is [1:39:27] there a particular um minimum commitment in terms of how [1:39:32] these are when and how are these are offered uh to students who are then trying to figure out how to build that schedule over their four-year career at [1:39:39] Edon High School but no go ahead that sounds great [1:39:44] so um we do base our schedule and the Staffing of sections based on that census on registration numbers so the [1:39:52] more stratification you have of course is the more likely art you are maybe to have lower numbers in a Singleton class [1:39:57] the more Singleton classes you have in a building the more complex it is to build schedules and conflicts and so on so [1:40:03] when you have a a course you know like a US History course where there's a whole bunch of sections you students can get [1:40:09] into that class but if you have that single class you have to balance that with the single concert band The Single [1:40:16] um you know um AP English class whatever that might be or maybe there's other services that [1:40:22] are there so there is no guarantee typically we with new courses we we try [1:40:27] to flow courses that are new and give them life over time and sometimes you make choices you want to say this is a [1:40:32] specific course we want students to be able to have in this particular year but that offsets with larger class sizes in [1:40:38] other areas when you're not hitting that ratio yeah it totally makes sense I think um I remember an experience I had me [1:40:44] years back to where there were some particular courses of study that I wanted to have or even requirement components that I wanted to have that [1:40:50] were not offered in terms of this is more for degree purposes um then there just was not actually an [1:40:57] ability for the particular required course to actually show because there wasn't enough demand for having that happen and then you're caught between [1:41:03] that again that crevice totally unintentional but then happens and so I think it's a matter of you know as we [1:41:08] speak to our families and our students so and so forth how do we kind of frame the like okay this is kind of what it [1:41:14] needs to look like in terms of me it'll make that happen so that scheduling is not just the randomness of that [1:41:19] particular moment but says no we we will we will guarantee we'll offer this course at least once every I don't know [1:41:27] five semesters or whatever it is or something like that to where that that makes the catalog mean something right it's like okay that course is there but [1:41:34] if I never have an opportunity to select it what's the point of having it so I get the point that you just said Mr Beaton but it's sort of like trying to [1:41:40] figure out that balance and I'm sure that's a very difficult just like our any schedules that we have in this Opera operation are very difficult to come by [1:41:46] so I just want to at least put that out there thank you so Michael that actually goes to Dan's comment earlier about kind [1:41:53] of D private private section and making sure students and families understand opportunities [1:41:59] that will allow them to open up their schedule and find time for more things like that so I think those are [1:42:04] interconnected like students understanding what classes they can take over the summer that will just give them [1:42:11] Breathing Room in their schedule or what can they take EVP or through Northern Star or whatever right because a lot of [1:42:17] times once you give students that Breathing Room in their schedule it's easier to kind of make those magic [1:42:23] things happen like Andy was talking to so I think those two are connected Karen [1:42:28] the last question because I know we want to move on here um would it be you know [1:42:33] as we look at some of these exciting new classes would there ever be an opportunity or would it be appropriate [1:42:39] for once a year for us to kind of come back to some of those new classes that have launched and say okay now that we [1:42:46] have a year under our belt this is what we saw with enrollment this is what we saw you know these are tweaks we're [1:42:51] going to meet I don't know if that's something board would ever want but as we think about providing opportunities [1:42:56] to our students and really thinking through that that might be as a board member I might be interested in knowing some of that information [1:43:04] yeah sorry I'm distracted I'm just making sure that we're still [1:43:09] running yeah so I heard you and I'm distracted yes I think that we could absolutely so yeah [1:43:17] thank you thank you thank you everyone I appreciate all the work thank you thanks you guys I know that was a ton of work [1:43:23] so appreciate it [1:43:32] um we're gonna move on to our calendar proposals for 24 25 and 25 26 with Dr [1:43:37] smozzle and assistant superintendent and um Sonia Saylor Director of Human [1:43:43] Resources [1:43:55] welcome thank you good evening chair allenberg [1:44:02] superintendent Stanley our school board members our students our staff and our [1:44:07] community we are excited to present to you this evening our 24-25 and 25 26 uh [1:44:16] EPS academic calendars um so just really quickly we've had a [1:44:21] calendar committee meeting throughout the fall we've had about six different meetings we've come back to the board a couple of times as part of our work [1:44:27] session discussions and digesting some of the parameters some of the application of the parameters [1:44:33] we have sitting in front of you now some proposed calendars for these two school [1:44:39] years and we were able to leverage a focus group at the high school to get some feedback from high school students [1:44:45] about what is a really effective calendar from their perspective in terms of what the [1:44:51] week looks like how the week is organized Etc so we took the parameters [1:44:56] that were approved by the board and took that feedback and designed some calendar [1:45:02] examples and part of that process of trying to figure out where to place some [1:45:08] of these days is always challenging and so the calendar committee with feedback from the board created a priority system [1:45:14] and the priority one we we realized when we talked to the students at the high [1:45:20] school that part of their feedback was that it's really important to have learning continuity throughout the week [1:45:25] so our first priority was to to maintain continuity and consistency of learning [1:45:31] for students throughout the week and to try to maintain five-day learning weeks whenever possible [1:45:37] of course we all know that at some point in time that's not always possible and [1:45:43] so our second priority was to really look at weeks that were shorter than [1:45:48] five days and if there was a particular holiday or observance that didn't fall [1:45:54] under the federally classified holidays that we would try to coordinate that and place those either on the Monday or on [1:46:00] the Friday when those said holidays would land on either Monday or Friday and so that was priority two and then [1:46:07] priority three kind of emerged in our discussion of second semester which does at times lend us to a little bit of [1:46:14] imbalance of where some of these days are located and so priority three helped [1:46:19] us really look at the balance of the non-school days during the week as a third priority in relationship to the [1:46:27] services that are provided for our special education students so really looking at the second semester of some [1:46:33] of the school years and trying to balance those out when possible we also [1:46:39] um looked at the breaks themselves and trying to spread those across the calendar so we don't have too many [1:46:44] breaks that are too close to each other we know that that can feel frustrating for our families and that probably isn't [1:46:52] the most effective time for our students so trying to balance those out we also work to balance out the student contact [1:46:58] days each semester so the semesters are relatively equal in length which is important mostly for [1:47:05] semester-based courses which we typically have at Middle School a few in middle school but a number of them at [1:47:11] the high school level uh we know from the parameters it was important to have a two-day mea break a [1:47:16] Thanksgiving break a two-week winter break and then a spring break that falls within a window uh from the third week [1:47:23] of March to the first week of April we had some historical data from our community saying that was the ideal [1:47:30] window for uh spring break time we'd also like to thank our calendar committee members for all their hard [1:47:36] work and meeting the discussionist complex the puzzle pieces are complex and to take all the information and put [1:47:43] it into a calendar is really truly a very challenging task with that I'm going to turn over to Sonia to talk [1:47:50] about the actual calendar days and what that looks like in those two years [1:47:59] thank you Dr smazel members of the board so just to review fairly briefly that the calendar for [1:48:08] 24.25 and for 25 26 as proposed [1:48:14] um for August 2024 we would start um with teacher Workshop week officially [1:48:21] on the 19th of August as you know we have three data days in our school [1:48:27] district one of those three data days can be used as a floater day either at [1:48:32] the beginning of the school year or at the end of the school year and in most cases buildings select the beginning of [1:48:40] the school year and if that's a building selection they would officially start on the 16th of August that year [1:48:47] um so Florida day on the 16th Workshop week starting on the 19th and then [1:48:54] school would formally be in session for students on the 26th of August [1:48:59] the Labor Day in in September 2024 falls on [1:49:06] September 2nd our first day uh non-student day [1:49:13] will be on is proposed to be on Friday October 4th which follows along with our [1:49:21] Monday and Friday priority if we're going to shorten the week the Education [1:49:26] Minnesota Conference is on the 17th and then the 18th would be a no student day [1:49:33] in connection to that of excuse me of October in November [1:49:40] um we'll have our traditional non-student day on Election Day which [1:49:47] will be November 5th in 2024 which will be a teacher professional development [1:49:52] day and then um as in the past our Thanksgiving week [1:49:58] will be a two-day week with Wednesday being a teacher comp day for the time [1:50:04] that they put in for evening conferences and then all buildings will be closed on [1:50:09] Thanksgiving in the day after Thanksgiving in December 2024 winter break will be [1:50:17] for exactly two weeks beginning on Monday uh December 23rd and ending on [1:50:26] Friday January 3rd the first excuse me the last day of [1:50:32] first semester will actually be the 86th student day in order for us to have the [1:50:38] data Day fall on a Friday and be less disruptive for students and also provide [1:50:45] some additional time particularly for our teachers at the secondary level to [1:50:50] prepare for their change over the second semester that's also attached to our MLK holiday [1:50:59] weekend so students will would be off on the 17th for the data day and then again [1:51:06] on Monday the 20th for um in celebration of MLK the MLK holiday [1:51:13] in February Presidents Day that year falls on the [1:51:18] 17th and as we've done in past years the professional development day would then [1:51:23] be attached on the 18th again to minimize the number of disruptions for [1:51:29] families in March uh [1:51:35] there the we'd have a teacher professional development day it also would be conferences in some buildings [1:51:41] or it could be a comp a compensatory day if it's for evening conferences for some [1:51:48] buildings on Friday March 14th again following our our priorities of [1:51:55] minimizing disruptions during the week school break or spring break that year [1:52:03] will fall from March 31st through Friday April 4th then in April is where we have [1:52:12] our one change from the last time that we discussed the 2425 calendar and as we [1:52:19] discussed we added that priority three most specifically to assist us in [1:52:24] balancing the days of of the week to ensure that students that receive [1:52:31] specialized services are not missing their services regularly you know regularly on added [1:52:39] Mondays or Fridays and so what we've done or proposing for April 2025 is [1:52:47] rather than having the professional development Day fall on a Friday we [1:52:52] we're proposing Wednesday April 23rd as the teacher professional development day [1:52:59] which allows us to balance out at three Mondays one Tuesday one Wednesday and [1:53:06] two Fridays in second semester we always have three Mondays in second semester [1:53:11] because we have MLK Day President's Day and Memorial Day so those three are a [1:53:17] given always in second semester but that allowed us to at least take one of those Fridays back and place that on the [1:53:25] Wednesday to recognize the importance of [1:53:30] consistency for some of our students and specialized services [1:53:36] the last day for uh last day for students in the 24-25 school year will [1:53:44] be Friday May 30th um with the last teacher data day either on [1:53:52] Monday June 2nd or 3rd depending on where that particular building has [1:53:58] placed their floater day are there any questions about the [1:54:03] proposed 2425 calendar [1:54:09] okay I oh I have a question sorry oh no sorry um so I have just a quick question about [1:54:16] the April 23rd day that falls on that Wednesday um so I I appreciate the the priority [1:54:24] list I think that's awesome and that really helps guide our conversation and our thinking which I I am I really [1:54:30] appreciate the work that went into that um I'm just I don't know if you had any [1:54:36] um we had talked about this a little bit any feedback or research on or data on [1:54:42] how many students Miss because I understand what the appreciation of keeping it a different day off I'm just [1:54:49] concerned about attendance those those two floater days having kind of [1:54:54] three week kind of a weekend two days a day off two days and then another weekend [1:55:00] um so I didn't know if there was if we have any data like even like the Monday before [1:55:06] um election day of this past year like did we have a did we have a lot of teachers [1:55:11] out did we have a lot of students out and I know that a ton of you guys have [1:55:17] looked at a lot of different factors but I just am concerned about that I actually thought that was in there to help students prep for AP tests [1:55:24] that was my when I read it first I said oh look at that that's a day off right before the AP test which is good too so [1:55:29] I didn't know if you guys had looked at any of that data um I did not look at student data I can [1:55:37] tell you that the Monday of election week our absences aren't any different [1:55:42] than any other Monday and so we we haven't seen any for staff excuse me for [1:55:47] um for employees throughout the district but I have I don't have the information [1:55:53] about students I I would imagine back to [1:55:58] when we were in the midst of covet and Wednesday was kind of the in for in a lot of cases the planning or catch-up [1:56:06] day that might be something similar to that I think that after our last conversation with the board at the work [1:56:12] session in October um although everyone [1:56:18] recognizes that the Mondays and Fridays are so much easier connected to a a [1:56:27] holiday or weekend but the I think the information that we receive back from [1:56:33] the board on that date is it might um to look at maybe one date when it makes [1:56:39] sense in the second semester to to assist our [1:56:46] programs that specifically work with specialized services and so that's why [1:56:51] we looked at that April date in particular for this year and then in the [1:56:57] next year there will be one date in March that's kind of a similar one it's a Tuesday in that case [1:57:05] do you have any data on student um attendance for [1:57:11] not for those days we did look at student attendance for the Thanksgiving week for that Monday and Tuesday we [1:57:17] found that that attendance was very similar or parallel to attendance of the previous week so we didn't see a big [1:57:24] drop in attendance in those weeks but we could specifically go back and look at student attendance at this time of year [1:57:32] um yeah I mean I don't know if the rest of the board agrees with me on that but well I would offer another just another [1:57:39] perspective as I looked at it one I appreciate your comment Julie because you're right it's this is is challenging [1:57:45] and absenteeism can certainly be a factor I think there's also well I hear [1:57:51] what you're saying about scheduling to minimize the impact for particularly [1:57:56] Monday Friday delivery of special services that's important I think there's an opportunity for education on [1:58:02] a mental health day or a catch-up day this is close to APS there's a lot of [1:58:08] pressure that builds toward the end of the school year and if we use it as the [1:58:14] day-to-day we can definitely explain to the community here's why it's on a Wednesday for all of the reasons that [1:58:20] you've mentioned but families will do what they feel they need to do for their family if they choose to make an [1:58:29] extended trip and skip that day they will but I do think it's an opportunity to advocate for a break just studying [1:58:38] sleeping catching up and and see what the outcome might be [1:58:47] I think all I would add is that I appreciate given when we talked the last work session I know I was trying to [1:58:53] balance the the real difficulty of what is easier on a Monday and Friday but really impacting um the student [1:59:00] population that unfortunately needs those services on Mondays and Fridays so I there is no perfect solution I think [1:59:07] we talked about that this is one Element to that I do kind of like this later as Regina said and and I'm glad you'll even [1:59:13] pointed out I didn't know about the AP one that was actually going to happen this time period is actually it can [1:59:19] be meaningful in that way so I think with all the balancing acts of pushing [1:59:24] on the balloon when you push one way it pops out somewhere else I think it's a balancing act and so I just wanted to at [1:59:30] least acknowledge that I appreciate from the feedback that's where you're trying to go with it and I do want to try to [1:59:35] find some equity in that area so this is at least one attempt to do so [1:59:42] thank you for your comments I said one question oh sorry yes oh um it was related to you know we changed the way [1:59:49] we did connect and assess this year earlier was there any feedback about needing like a data day [1:59:56] earlier on in the early part of the school year that would would benefit because we were doing such a high number [2:00:03] of connect and assess activities like early so like I don't know I mean in theory like it'd [2:00:09] be the last week in August you know would you take a Friday for that just to process all that or did was that not [2:00:14] needed or I guess that's the general question for yeah [2:00:23] the connect and assess schedule would still be built into the front end of this calendar [2:00:28] and we had presented to the board I think it was in uh September some of the data from connect [2:00:36] and assess so we'd still like to keep that the first day if I can go back here for a second Sonia the first day that [2:00:44] um we have for staff to gather and look at professional development would be [2:00:49] October 4th following the start of the school year so the connect and assess would be that opportunity to gather that [2:00:56] information to connect with families Etc then we'd be running about four four or [2:01:01] five weeks and then there would be another day for teachers to pause look at data make some adjustments [2:01:10] regroup and do some professional development on that October 4th day got [2:01:15] it I just didn't know before if there was benefit because of the way we're doing it now to have it before October [2:01:21] 4th like if if there was something in the teachers would prefer to have earlier just so they can [2:01:27] um you know call through all the data and whatnot so yeah that it's a great question and [2:01:32] something definitely for us to just be tracking on as we move forward okay thanks [2:01:44] so any other questions on the 2425 proposed academic calendar [2:01:51] okay and then for the proposed 2526 calendar it follows along very closely [2:01:58] with calendar that we just went through for 24.25 really just shifting about one [2:02:05] day at the beginning with the workshop week officially starting on the [2:02:11] 18th of of August and students starting on the 25th of August [2:02:19] this is the earliest state that could start date because Labor Day falls on [2:02:26] September 1st in 2025 so this is about as early as we can we can begin the [2:02:35] teacher professional development day that is traditionally at the beginning of the school year that year what has [2:02:43] been placed on the 22nd of September um the Education Minnesota Conference is on [2:02:51] the 16th and 17th of October uh election day is on the 4th that year [2:03:00] the same schedule for Thanksgiving with 26 being a non-student day the Wednesday [2:03:09] before Thanksgiving and then no school for Thanksgiving or the day after Thanksgiving [2:03:15] a two-week winter break beginning on the 22nd of December [2:03:22] uh the end of semester one will be in the [2:03:28] 15th of January in 2026 and that will be the 87th day with the data day following [2:03:35] on the 16th and then all buildings closed on Monday the 19th in honor of Dr [2:03:42] Martin Luther King Jr then moving to February our President's [2:03:50] Day holiday falls on the 16th with a professional development day then attached to that on Tuesday the 17th [2:04:00] so the one change that we made to the calendar following our conversation at the last work session on this topic is [2:04:08] in March and that too was moving one day in the second semester to [2:04:15] um off of a Monday or a Friday and the reason the committee selected Tuesday [2:04:21] March 3rd is that day um also happens to be holy in Hinduism [2:04:31] and parim in Judaism and so as those [2:04:36] celebrations did fall on that day that was the day that the committee wanted to [2:04:42] recommend for their one off Monday or Friday day for second semester in 2026. [2:04:50] and then spring break that year falls on the sixth beginning on the 16th and [2:04:56] extending through the 20th um in April the professional development [2:05:02] day will be on a Friday and Friday April 10th uh with the last student day of the [2:05:09] 25-26 school year on Friday May 29th and [2:05:15] the last teacher day on Monday June 1st [2:05:24] excuse me last student day on Thursday the 28th with the last teacher day either on Friday the 29th or Monday June [2:05:32] the first and that allowed us to [2:05:38] um for second semester of that year we would have uh [2:05:44] two Mondays actually we should have three Mondays [2:05:50] let me think about it yes yeah three Mondays two Tuesdays three [2:05:55] Fridays so I have it I see I have a typo there because we do have three Mondays [2:06:01] in um in the second semester [2:06:08] any questions on the 2025-26 for post calendar Karen [2:06:15] thank you for the work on this and I trust the process through this so my question really just comes from a [2:06:21] curiosity standpoint I noticed in spring break of March of 26 comes a full [2:06:28] two plus weeks I think before it did in 2025 and I read in your parameters you [2:06:34] know kind of what the community has weighed in in the past in terms of like when they like to have spring break [2:06:41] um where my mind went to is that we come back from that spring weight break and [2:06:46] other than that day in April it is a long stretch until the end of the school year [2:06:52] and a longer stretch than we tend to have because of where those natural breaks fall in first semester with mea [2:06:58] and second semester with all those presidential holidays and MLK and so that was just something that I [2:07:05] noticed again not I don't know that I'm suggesting there be any changes but something to kind of [2:07:11] keep in mind um as we move into spring those [2:07:18] that's just a long that's a long stretch there can I piggyback off that that was the [2:07:25] one piece out of both calendars that I kept going back to and [2:07:31] I started thinking about all the other parts of our schools and the community [2:07:36] that utilize that spring break time so there are lots of athletic associations [2:07:41] and sports teams that use spring break as their tryout time and their camps and [2:07:47] stuff and I I had wondered if we had taken that into account as well [2:07:54] when only because that swing is so drastic is that have we then do we [2:08:01] is that going to mess anybody else up if there's intentionality behind [2:08:06] swinging it that dramatically um you know maybe share that but if it's [2:08:13] really just because we're looking to move it there might be other stakeholders that we need to talk to before we make that [2:08:19] so the committee selected that week specifically in March 2026 because it [2:08:25] coincides with Eid and we were trying to be [2:08:31] um honor that celebration for that week that that's kind of what I needed to [2:08:37] know was what was the intentionality behind the swing [2:08:44] I just have one comment with this uh I do want to thank the two of you and the [2:08:50] entire calendar committee for taking this on I think it is the most complex Committee in the district it is it's so [2:08:57] difficult and these are excellent Solutions while this wouldn't [2:09:03] necessarily fall directly with the calendar committee to do I'm just curious if I'd like to put in a plug to [2:09:10] communicate with our entire School Community the high holy days for our multiple [2:09:16] faiths that are part of our community so that as our additional groups are scheduling for concerts and [2:09:24] special field trip days and so forth that we all have that shared message [2:09:29] from the district here are the dates they are likely not going to be all [2:09:35] encompassing because we won't have all that information but to do our best to recognize that there are multiple days [2:09:42] that are important and to do our best to avoid avoid scheduling something that puts a student in a situation where they [2:09:48] need to make a choice that's not really fair so thank you thank you and I actually Dr smozel can [2:09:56] speak to that remember Neville because he's been working very hard on working with our culturally Liaisons to create [2:10:03] exactly that calendar so we're we have a draft and we reviewed [2:10:09] it today in cabinet we have just a little bit more work to do on it but we're calling it an observances and [2:10:14] holidays calendar and so what it does is it just it does exactly that it brings [2:10:19] awareness to different observances and holidays that are celebrated by a number of different faiths and groups [2:10:25] throughout the community and then what we're trying to do is create some guidance around that as well [2:10:31] for like what might it mean for educators you know if you have a number of students who are celebrating a [2:10:37] particular holiday that's not a federally designated holiday in the United States so we hope to have that calendar [2:10:44] available or that that list if you will available separate from this process but [2:10:49] also important have that list available in January for this year and then we [2:10:54] will just based on the feedback from that then we will work to have that available every year for our community [2:11:01] that is fantastic because I know that space scheduling for concerts and so forth and that's just concerts that's [2:11:07] not even all athletic events but that's going to begin in January right away for moving forward so thank you it's [2:11:14] fantastic um so just to wrap up the feedback that I heard was to continue I guess [2:11:22] gathering information around student teacher absences with days off in the middle of the week and paying attention [2:11:28] to connect and assess days if there's a need for Teacher day-to-day closer to that time frame and some concern around [2:11:34] the long break at the end of the 20 is it 2026 World too [2:11:39] is it okay maybe they're foretelling that that particular winter will be bad and that [2:11:46] we'll all want to get out of here earlier maybe maybe thank you thank you very much thank you [2:11:54] thank you next up is our policy review [2:12:02] thank you chair allenberg we have four policies that are up for review and discussion I'm going to keep [2:12:09] um our Administration that are representative of each one they're going to just stay where they are we don't [2:12:15] have any substantial changes to the policy but if anyone has questions feel free to ask [2:12:21] um just a reminder for the community and everyone else here watching um [2:12:26] we have one left one remaining um all these policies are looked at with an i towards Clarity State Statute [2:12:33] update with our review cycle and policy and align with our strategic plan and [2:12:39] then feedback in line with District practice and what's been going on um currently so policy 107 which is our [2:12:46] public relations and school Communications policy the updates are reflective of current work going on in [2:12:52] our Communications Department led by director Edwards um there were not many substantial [2:12:58] changes um but if you've had time to read through you'll see [2:13:03] um some language added with more inclusive Communications as possible and then other [2:13:09] nuances with what things are actually called in the district at this point so does anyone have any questions about [2:13:16] policy 107 great [2:13:23] um policy 203 is next operation of the school board just a reminder this policy [2:13:29] was actually revised and approved by the board in 2020 I know chair allenberg and [2:13:34] are esteemed ex-member Lenny Wallen Friedman had worked on it um so we are bringing it back into [2:13:41] schedule which is why we're seeing it again um and it was there's just a few changes [2:13:47] that are were made on it so I don't know if anyone has any questions about policy 203 [2:13:55] okay excellent policy 205 open and closed meetings [2:14:00] this policy is really was updated up to current practice [2:14:06] um really to better inform the public and the community of what we do um and how open and closed meetings work [2:14:12] so some of the language was changed there if you'll notice we clarified special [2:14:17] meetings versus regular meetings just to really give more clarification for any community members [2:14:23] does anybody have any feedback or comments on that policy no just thank you for that clarification [2:14:30] because I know we've had many questions about it so I we tried to make it sound very clear [2:14:37] um and then policy 210 which is conflict of interest for school board members [2:14:43] um really the only there was some one substantial change that came down through statute it was changed that a [2:14:49] school board member could be employed by the school district that they are representing [2:14:54] um up to twenty thousand dollars per year it used to be eight thousand dollars [2:15:00] kind of sounds like a raise but not really so I don't know if anyone has any [2:15:05] questions about policy 210 I have one um try that same section and see [2:15:12] um it talks about um majority vote at a meeting where all board members are present and was there [2:15:18] a reason why it's not just a quorum and it's all board members uh page 180 [2:15:25] that's a great point page 180 item C [2:15:37] you need that qualification as it could be [2:15:44] right not all not all aboard yeah majority vote and I mean where all board [2:15:50] members are present [2:15:57] oh that's because I think we're Contracting with services from a board member so we would all have to be [2:16:03] present to vote on it that's right yep I think that's right so [2:16:08] um but we can I'll I'm going to triple check on that to make sure but we did talk about this because [2:16:13] um I think it's an actually in State Statute that you have to um all the board if if there is going to [2:16:20] be um my lawn mowing business was going to be [2:16:25] hired then the whole board would have to be present present for that vote to have happen so that's why it's called out [2:16:31] separately um because of the conflict of interest and but I will triple check on that sorry and my my guess is that by that [2:16:40] board member abstaining from the boat vote if that change changes the minimum number of people for a quorum [2:16:47] that you don't want to like manipulate sure okay yep so but we'll double check [2:16:53] yeah we'll double check that we did talk about that in policy though um does anyone have any other questions on this one [2:17:01] nope okay um so those four policies will come for Action at our next board meeting [2:17:13] thank you Julie uh we're going to move on to our action items um do I have a motion to approve the v e [2:17:20] b a and HRA trust administrator and trustee change someone is there a second [2:17:25] second I would like to invite up Director of Business Services Mark Woodard and [2:17:32] Director of Human Resources Sonia Saylor [2:17:51] near you good evening board members superintendent Stanley on January 1st [2:17:59] 2023 the district plans to move to a new Viba and HRA third party administrator [2:18:05] that move requires us to change the trustee of the funds that flow through that program and this action is before [2:18:11] you to execute that change can you ex just quickly explain the [2:18:19] benefit that the purpose behind changing this what are the benefits to the district [2:18:24] so I can take that one so um the purpose [2:18:29] um for making this change is to provide better customer service to our employees the uh the third party administrator [2:18:36] that we were using for HRA Viva HSA and [2:18:42] for flexible benefit plans including dependent care and medical flexible [2:18:47] spending frankly wasn't meeting our expectations for our employees and so [2:18:53] we took a look at a number of different different vendors and are switching to [2:19:01] benefits extra benefit extras as of January 1 they come [2:19:08] with very good references and I believe they actually also save us a little bit [2:19:13] of money which was an unexpected but welcome change as well but the reason that we are changing is based on the [2:19:21] customer service that our employees have been receiving any questions from board members [2:19:28] great we'll now vote to approve the veba and HRA trust administrator and trustee [2:19:33] change all those in favor say aye aye anyone opposed the v-e-b-a and HRA trust [2:19:40] administrator and trustee change is approved thank you [2:19:46] um do I have a motion to approve the Twin Cities Transportation contract addendum [2:19:51] is there a second second [2:19:57] uh chair allenberg this item is regard to one of our supplementary special education Transportation providers TCT [2:20:05] provides about seven of our special education routes each of these routes has an aid from start to finish and some [2:20:12] of the vehicles they operate have wheelchair lifts and things of that nature that's why we contract with this [2:20:17] company rather than provide those services on our own we entered into an agreement with them last summer for a [2:20:24] two percent increase that two percent increase unfortunately is not enough for them to maintain their operations [2:20:30] maintain their staff inflation is as rampant as you know and so they have recommended an 18 to 20 increase to our [2:20:37] contract for the school year which translates to about 30 to 40 000 of additional expenditures however these [2:20:44] expenditures are fully mitigated by the special education Transportation Aid which is fully reimbursed by the state [2:20:52] questions from board members [2:20:57] questions oh yeah I have two questions thank you for this um two questions obviously you wouldn't be [2:21:03] bringing this forward to US unless you thought it was worth us voting and approving [2:21:09] um an 18 to 20 increase [2:21:15] is that reasonable um I was employed by a fellow West Metro [2:21:20] School District who approved a 36 increase shortly before I moved to this District so it seems in line with the [2:21:27] market that we're in at the moment okay and again these costs would be fully reimbursed by the special education formula yeah thank you and I appreciate [2:21:35] that kind of context um you know no knowing that we're reimbursed certainly softens the blow [2:21:41] but also wanting to be responsible for the fact that just if this you know just because we're being reimbursed doesn't [2:21:46] absolutely I just want to make sure we're um being responsible in that way and then [2:21:54] I know we've discussed this in the past but just for um to say it again I know the last [2:22:01] referendum that we had one of the things that we were going out to voters for was [2:22:06] about bringing some of our special ed bussing in house can you speak a little bit where we're at in that process and [2:22:13] and kind of how this fits in with that big picture absolutely currently we staff [2:22:19] um I believe 11 special education routes that are run by Edina Public Schools drivers none of those routes employ a [2:22:27] special education Aid on the route and we don't have these special vehicles that have those wheelchair lifts and [2:22:33] other components to them and so that's why these companies MTN is one of them and TCT the other provides supplementary [2:22:39] route for the district over time we would hope to add those routes in-house however during this [2:22:45] transition phase we're going to have to have a little bit of both and I'll just add one more point that [2:22:52] this item was discussed by the finance committee of the board two months ago [2:22:58] thanks I just wanted to add a comment because I believe that director gabler's questions are really reasonable and [2:23:05] they're very good ones I also appreciate the fact that for all education Transportation there's [2:23:11] a shortage of drivers everywhere not just Edina Public Schools but also recognizing with that the need [2:23:19] for safety and I appreciate this particular service with the addition of [2:23:24] an aid with the students as being a critical factor for some of our students [2:23:30] and I believe that the Safety and Security of our students is an extremely high priority [2:23:36] as everybody does there's nobody who wouldn't have that priority but the fact that this is an option to us and [2:23:42] recognizing uh what I'm sure they were able to you know to share is here's the [2:23:48] reason for their increase what they need I think it's a good match for our district I'm really grateful for the [2:23:54] fact that it is reimbursable so I appreciate it thank you [2:24:00] anything else all those in uh we'll now vote to approve the Twin Cities Transportation [2:24:05] contract addendum all those in favor of approving the addendum say aye aye anyone opposed the Twin Cities [2:24:12] Transportation contract addendum is approved um do I have a motion to approve the certification of property taxes payable [2:24:19] in 2023. so moved is there a second second [2:24:27] um we had our truth and Taxation hearing earlier this evening and we held public comments so we fulfilled our statutory [2:24:33] obligations in that regard and so the recommended action before use to approve the pay-23 property tax levy funding a [2:24:41] portion of the fiscal year 2024 operations and the amount of 68 million dollars 800 245 and 83 cents after that [2:24:50] motion is approved the chair or the clerk rather of the board will sit sign the certification form and I will send [2:24:57] that to the county auditor for final processing and with that the recommended action is [2:25:03] before you questions from board members [2:25:09] um all those in favor of approving the certification of property taxes payable in 2023 say aye [2:25:15] aye anyone opposed the sort of a certification of property taxes payable in 2023 is approved do I [2:25:23] have a motion to approve approve establishing combined polling places and designating hours [2:25:30] so moved is there a second second mert it is your night you just get to be up here all night we're on a roll lucky guy [2:25:37] so this item is required by Statute in years where a state general election does not take place in those year the [2:25:45] the city or the municipality establishes the polling places that are possible for the subsequent year and the school [2:25:51] district has the authority to combine polling places at this time we have decided not to combine polling places [2:25:57] and simply go with the established polling places by the city which is attached in the enclosed resolution [2:26:04] if there are any questions I'll field those now if not the recommended action is before you [2:26:10] questions okay we will now vote to approve [2:26:16] establishing the polling places and designating hours all those in favor of [2:26:22] approving establishing combined polling places and designating hours say aye [2:26:28] anyone opposed establishing combined polling places and designated hours is approved [2:26:35] do I have a motion to approve the increase in substitute rates for teachers and paraprofessionals [2:26:43] so moved second thank you we welcome back Human [2:26:49] Resources Director Sonia Saylor and in the interest of time I'm going to [2:26:54] assume that board members have read thoroughly all this information and if [2:26:59] you guys have any highlights you'd like to point out um [2:27:05] um so the one thing I I thought you may have a question on absolutely we are asking for some discretion here when it [2:27:14] comes to the incentive for Fridays and just just as a reminder a number of [2:27:21] school districts right now join this incredibly difficult time to obtain teacher substitutes [2:27:29] actually all substitutes for Teacher substitutes are what we're talking about right now have instituted [2:27:35] incentives for Subs to pick their District to sub in on a Monday or a Friday in our school district I've [2:27:42] looked at it pretty closely and Fridays are the day that we tend to have a larger number of absences or Mondays I [2:27:49] hate to almost say it out loud but our Mondays are actually doing fairly well [2:27:54] and so what what we're asking for is the ability to [2:28:01] um offer an incentive specifically during those hard to fill times and I I [2:28:08] would highly suspect that if the board provided us with that approval January [2:28:14] and February before spring break probably will have an incentive for Fridays it's a very it's a difficult [2:28:21] time whether or not we would need to extend that Beyond spring break would depend on where we're at as far as I [2:28:28] feel right for Fridays but I would expect that starting in January we would [2:28:33] offer a Friday incentive for all days up to the point of spring break [2:28:39] thank you my only question is what is the total cost to the district for this [2:28:45] increase so our estimate of the total cost our [2:28:51] estimate of the total cost to the district would be around um 85 000 now because that [2:29:00] that includes the Friday incentive and that actually assumes that that incentive would go all the way [2:29:07] through through the end of the year which may or may not be true about making that estimate based on the number [2:29:13] of Fridays left the um it [2:29:19] approximately seventy thousand dollars for the increase in daily rate [2:29:24] um and then approximately another 15 for the incentive what that doesn't take [2:29:29] into consideration and what it is very difficult to predict is how much it may be saving the [2:29:38] district because we know that when we um when we place teachers in other [2:29:46] classrooms during their prep time or divide classrooms up [2:29:52] and our teachers through their contract are allowed to be compensated at that at [2:29:57] their daily rate and that is significantly more than paying for a substitute teacher through our [2:30:05] substitute system and so although on paper it we estimate approximately [2:30:11] eighty five thousand dollars somewhere between 70 and 85 000 [2:30:16] um I we believe the amount actually would [2:30:22] be a good portion of that amount would be offset by the need to assign teachers [2:30:27] not to mention the fact that our teachers need their prep time it's a time that they need to they they need to [2:30:33] have that time for their own mental health and for their ability to prepare and plan for their next class too [2:30:40] thank you do other board members have questions yeah um this seems smart especially as we [2:30:48] move into sixth season to maybe offer a little bit um higher pay I'm wondering if the board [2:30:57] would be interested in if we do approve this Friday discretionary if maybe [2:31:05] six months into the new year we get a report to kind of give us an idea of [2:31:11] what that's looking like how often that's taken advantage of if there is an Apples to Apples comparison where we can [2:31:17] maybe say if it's working or not and what that cost like a better estimate of [2:31:22] like if okay we we just think ballpark that's this actually is saving us or [2:31:28] it's not that 80 000 it's looking more like it'll be 40 or whatnot if that's something reasonable to ask for and if [2:31:35] other board members would be interested in possibly getting an update so I think a general [2:31:42] check on where we're at with sub openings is that right so if you [2:31:48] implement this what what would we think like February March just understanding are we [2:31:55] making Headway with this shortage right I don't I think that would actually be beneficial I don't want any of us to be [2:32:02] caught off guard that we think we're making Headway and then we're not right because we're going to hear about it I'd [2:32:08] rather be ahead of it than hear about it on the back end if what we're doing isn't actually working and we need to [2:32:14] start thinking creatively again so I think I would just add that like you're you're in your report it says that we're [2:32:20] currently at the 63 fill rate versus 80 for some of our comparable districts in the West Metro [2:32:26] the question is is that by doing this does this get us closer to the 80 percent that's on par with the rest given that there's going to be a [2:32:33] consistent shortage no matter what we do across the environment that we're in that's kind of what I'm really looking [2:32:39] for is as we spend dollars can we see a marketable Improvement in the rate fill [2:32:44] regardless of whether people are using the Friday or not it's just a matter of that overall number are we see in a [2:32:51] market increase for that and if not then it's coming back to say this this didn't work what else is in [2:32:58] our tool of tricks to do that because I don't just like we talked about with some of the community ed stuff and the kids club stuff this might not [2:33:04] necessarily solve anything for us this is kind of getting us to par with what's already out there but it doesn't [2:33:10] necessarily mean we're going to see the fill rate get to where we want to go that's the goal but that's not a guarantee correct that is that is [2:33:17] correct so it sounds like there's some interest in coming back February March time frame with data from a fill rate perspective [2:33:24] and if you have any information about the incentive yeah so if that's I feel [2:33:29] great the incentive and then I think also just recruitment of Subs like where our sub number is and [2:33:36] um what the other piece that we're quite hopeful about is is that this will allow [2:33:42] us to better attract the building Subs as well so all of that information absolutely great anything else [2:33:51] um all those in favor of approving the I lost my spot on here the um increase [2:33:56] in pay for substitute rates for teachers and paraprofessionals say aye aye anyone opposed the increase to [2:34:04] substitute rates for teachers and paraprofessionals is approved um [2:34:09] our next action item um due to a discussion that we had at [2:34:14] our work session earlier we're going to split this into two different action [2:34:20] items and so do I have a motion to break the student [2:34:27] travel action item into two different action items one with this is gonna be a [2:34:33] really long request so one with one will be EHS biology to Madagascar June 2023 [2:34:42] with route via Ethiopia and one will be EHS biology to Madagascar June 2023 with [2:34:47] alternate unidentified route that's my motion so moved but actually [2:34:53] point of oh yes please no please no point of clarification uh if the second [2:34:59] motion could be an alternate route that exceeds and I've got to check my notes [2:35:05] on this exceeds the level three safety guidelines from the government is [2:35:11] that act Julie you had a good quote for that yes that's accurate but I [2:35:18] I don't know if that is the only Factor we'd be looking at uh it's what you're [2:35:24] right it's you're right that's true it's a qualifier it's a qualifier [2:35:29] um and with uh an increased expense maybe those are the two qualifiers that [2:35:36] would be important to identify and I apologize that's not very eloquent language [2:35:41] so right now I'm just trying to break it into two different yes action items one so if there's a motion on the table to [2:35:49] break it into two different action items one the route via Ethiopia and one a [2:35:55] different route that with the financial impact with their with an increased Financial impact [2:36:02] but that might not necessarily yeah that's true that's true that's not part of the emotional right now again another [2:36:07] point of clarification so what I'm here what I think what we talked about was [2:36:12] the two parts one is as it's currently provided to us with an Ethiopian route [2:36:18] which means it's going to go through a level three um so we're going to get into all of [2:36:23] this information right now I'm just trying to split the action item into two action items okay so you're not trying [2:36:28] to Define it down to the nth level you're just trying to suggest you want to break up that there's two parts of this one is the motion is to either [2:36:35] accept as it is from a procedural perspective I just need us to break this into two parts because right now we only [2:36:42] have one action item okay so I need to break this into two parts one specifically [2:36:49] is the trip with the route via Ethiopia the second [2:36:55] is the biology trip to Madagascar with an alternative route and we can talk [2:37:01] through some of the parameters around that when we okay that's helpful thank you [2:37:06] someone needs to suck a second exactly I believe you I moved you moved Oh I thought I moved too so [2:37:13] I'm sorry okay so Janie moved and Julie's second second [2:37:19] all those in favor of breaking the motion into two action different action items say aye [2:37:25] aye okay now do I have a motion to approve student travel EHS biology to [2:37:31] Madagascar June 2023 via Ethiopia so moved is there a second second okay [2:37:39] now I'd like to welcome director of teaching and learning Jody desane Hubert and we are going to specifically talk [2:37:47] about the trip via Ethiopia and vote on that aspect only [2:37:53] does this make sense okay good evening superintendent Stanley [2:37:59] Chair helenberg and directors the proposal to have the Madagascar approved [2:38:06] trip from last spring go through Ethiopia is in front of us and uh the [2:38:12] the important points to note is that going through Ethiopia there's a high level level three of Safety and Security [2:38:19] with the layover time there and so that would be something to bring to your attention about that possibility [2:38:28] thank you director Jason Hubert and just a expand a little bit on some of the [2:38:33] conversation that we had at the board level is that um there's a travel [2:38:40] warning in um Ethiopia and some concerns around that and we [2:38:47] traditionally don't travel to places that have this level of travel warning this is a layover at the airport [2:38:54] as opposed to visiting it but there are concerns with board members about this and without going into further detail [2:39:00] I'll let other board board members talk about comment or ask questions if they want but I just want to private a little [2:39:07] additional context director desync yeah director decent [2:39:14] Hubert can I just ask a question um and just a clarification I think this this was talked about a bit in the work [2:39:20] session um along with this level three [2:39:26] um travel advisory um in Ethiopia if there were to be an [2:39:31] issue would we have support from the U.S embassy there it was indicated that we [2:39:36] would not so we would just be working with the travel agency okay great thank you [2:39:53] um and and for those who are watching at home um who might be paying attention to this [2:39:59] I think the board packet if you are wanting to dig into this has some more detail on this some of the families that [2:40:05] have been scheduled to go on this trip have been asked their feelings about this [2:40:10] um the travel company has given a statement about their workings with that too so [2:40:15] um there's lots of of learning that we've talked about during the work session that we've taken away from this [2:40:21] and kind of needing to make a decision tonight about this specific okay absolutely the decision needed tonight [2:40:28] is simply because um flights need to be secured because of [2:40:33] the timeline of the of the travel experience great [2:40:38] um any other comments or questions before you vote go ahead Janie I'm just going to put one more comment out there for any community members families or [2:40:46] students that are watching um who had decided last spring that this was going [2:40:53] to be an experience for them it we did not know and the travel company did not [2:41:00] know the school did not know that the routing would be through Ethiopia to get to Madagascar so this is new information [2:41:06] that we did not have at the time that we approved this trip and I just wanted to make sure that that was clear to people [2:41:14] thank you Janie if I could add a comment before the vote as well I appreciate all [2:41:20] of the work of the people the team who's been planning this trip and the hopes [2:41:25] and expectations of our student team because it's a phenomenal opportunity I also value the discussion that we had in [2:41:32] the workshop recognizing that these were as director Shaw stated these were unknown factors [2:41:39] and I if I could paraphrase you Janie I appreciated your comments from the [2:41:44] workshop just stating the weight of the responsibility as a board [2:41:49] that we take seriously I know all of us take seriously and how in considering my [2:41:56] own vote I share that responsibility and recognize that it may feel different [2:42:02] than the level of risk that individual families may be willing and comfortable to take I feel a different sense of [2:42:10] responsibility in voting to approve or not approve this action because of what [2:42:16] it means as a board representing the district and the potential risk that [2:42:22] hopefully is just potential but that we're aware of a different level of risk [2:42:27] so thank you haircut is a one quick question sorry [2:42:32] um the in the board deck there's a talk about the staff that are going with have [2:42:37] those were those people surveyed as well about whether or not they were willing to um or that they had a preference between [2:42:43] Route One or raw two that's an excellent question I know the um the lead did do [2:42:48] the survey to families so we have information directly from her and her Comfort level but um I do not think that [2:42:54] we did reach out to the other staff anything else before we vote [2:43:02] um all those in favor of approving the student travel EHS biology to Madagascar June 2023 via Ethiopia say I I [2:43:14] all those opposed say nay nay nay um the trip via Ethiopia does not pass [2:43:23] um it was one to six I believe did I miss anyone's vote okay we will now [2:43:29] um do I have a motion to approve student travel EHS biology to Madagascar June [2:43:35] 2023 via an alternate route and then oh is there a motion sorry so moved second [2:43:42] thank you and the reason that an alternate route is mentioned I will turn over to director DC and Hoover to [2:43:49] explain some of the background behind this okay so currently the alternate route that um is been brought To Us by [2:43:56] the travel agency has quite a hefty additional cost and so it is [2:44:01] approximately two thousand dollars to take an additional or a different route [2:44:06] than the Ethiopia route to get our family or our students to their destination in Madagascar it would also [2:44:13] include having them land in a different location for their first com the first [2:44:19] parts of the itinerary and adjust the itinerary a little bit which we don't [2:44:24] have the depth of that adjustment quite yet but there would be a slight adjustment because the bus trip from the other airport and destination would be [2:44:31] longer thank you director DC Hubert are there questions or comments about this option [2:44:38] for students for this trip yes the one that's been presented or at [2:44:44] least discussed so far is that the only option that's available for this or if by coming back and acknowledging that [2:44:50] we're not really going to authorize going through Ethiopia as we've just voted that there would be other options that the travel agency could now go and [2:44:56] look at Beyond what's already been presented so I can also help we we did look at this Michael and there are [2:45:02] limited carriers that actually travel to that destination the connection points are really Ethiopia Charles de girl and [2:45:10] then a couple other countries that we would also not be comfortable if we're not comfortable with Ethiopia I see so [2:45:16] it would be fair to say that if it's not through Paris then there really isn't a viable option that would meet the [2:45:21] standards that we've already has now established flights from Minneapolis there are other connecting cities but from Minneapolis [2:45:28] we would our hands are tied pretty tight thank you and I think the current travel [2:45:34] plans actually have them leaving from Chicago to begin with already so [2:45:46] so I just wanted to comment that I am not a huge fan of the increased cost I [2:45:51] think this trip is already very expensive and this makes it pretty exorbitant but I also feel that [2:45:57] as opposed to the safety risk that is my responsibility as a board member to [2:46:04] shoulder that responsibility the financial piece [2:46:09] um I think we have some work to do as a board and district from that perspective [2:46:15] but given our limited constraints right now I think it's an individual family [2:46:20] decision if they still want their child to go on this with the increased cost I don't know if we'll have enough people [2:46:26] or if it's going to be approved but that's when my case one piece I did not [2:46:31] comment in relation to that is there is the opportunity for a full refund for families we have [2:46:36] assured that that is an option [2:46:41] I want to voice my agreement with chair Ellen Burke's comments they were well stated and and I agree thank you thank [2:46:48] you okay um all is in favor of approving student [2:46:53] travel to Madagascar via an alternate route which at this point is Paris I believe [2:46:59] all those in favor say aye aye anyone opposed nay [2:47:05] um so that was approved to six to one okay thank you very much thank you [2:47:12] do I have a motion to approve policies 106 109 110 201 202 and 538. so moved is [2:47:20] there a second second you have 11 minutes to go through this [2:47:26] okay um thank you chair allenberg all of these policies that are up for Action [2:47:31] were discussed thoroughly in our policy committee then here at the board um level there were no pending questions [2:47:38] on any of these policies um so um just I will first ask does anyone [2:47:44] have any questions about any of these policies reading through them again [2:47:51] great so we have policies 106 policy 109 110 201 202 and 538. [2:48:00] looks like we're ready to go great all those in favor of approving policies [2:48:05] 106 109 110 201 202 and 538 say aye aye [2:48:10] anyone opposed say nay um those policies are approved thank you that's awesome [2:48:19] um we are now before we actually before we move on to our board leadership and [2:48:24] committee updates I wanted to make sure that board members knew or got the Edina [2:48:30] e-learning plan um and I just want to give an opportunity if there were any comments that you wanted to make on the [2:48:35] e-learning plan over there in the corner Natasha [2:48:42] if you had any you don't have to I just wanted to make sure you had the opportunity [2:48:49] no no I the only comment that I have is um [2:48:54] I wanted to know if the board uh given the [2:49:01] the mental health concerns we have for teachers and staff I wanted to know if [2:49:06] the board would be interested in Rio reevaluating this was created before [2:49:13] coven um in order to make sure that we weren't wasting any days of school and the way [2:49:19] it reads is for secondary students if you have a snow day you automatically go to an e-learning day [2:49:25] um I would potentially be interested in looking at this again and wondering if there's value in that break [2:49:33] um and if maybe the e-learning day kicks in on day two as opposed to right away sorry [2:49:40] okay so on purpose of e-learning days is to ascertain that we're meeting [2:49:46] our numbers of hours of service and of course it all depends on how many snow [2:49:52] days we have right and so that's just one thing that I think we [2:49:58] have to think about um and maybe we can come back to you with like specific hours and things like [2:50:05] that um just to make sure that we're meeting that amount for sure and I don't want to get into a huge discussion right now I [2:50:11] just want to see if there was any interest or aptitude and potentially looking at this topic [2:50:17] I would be open to that just understanding how many extra days we do have [2:50:23] um because one of the things that I noticed was the 612 immediately moves where K5 [2:50:30] um after the first district inclement weather day does that mean it'd have to be back to back so it'd be like a [2:50:35] Tuesday Wednesday no that just means the first day that is called a snow day we would give the [2:50:43] purpose of that is to give time for families to make sure that they understand how to connect student devices to Wi-Fi to kind of work out [2:50:49] some of those glitches that might happen with students who don't typically take their devices home so that was an [2:50:54] intentional time for families and teachers to make sure that when the next snow day happens whether it's a month [2:50:59] later or three months later I don't because you know how Minnesota works um that they would be prepared to have [2:51:06] students access their devices at that time okay that was really helpful and I guess thinking about those kids who are [2:51:11] not bringing their devices home and back if we would have that first day as kind of a setup day so they will actually [2:51:18] have an in uh School setup day in which they will try it basically a trial so [2:51:23] imagine this is our class as a teacher I would say we're going to practice our snow day routines and go through can [2:51:29] they get logged into their devices can all the things that they would need to do to access those learning materials [2:51:35] and then that first snow day becomes times for families to make sure they can get logged in and whatnot with that [2:51:42] second potential snow day being the actual day that they enacted how did they get their devices though that's [2:51:48] they will so with Dr Stanley if there is a potential for a threat of isnode [2:51:54] um Dr Stanley and Dr smozel would make the decision to have students bring [2:52:00] their devices home for the potential of an inclement weather day so around sometime in early afternoon that [2:52:07] decision will be made that there is a threat that's big enough that we would want students to bring their devices home that day we would inform teachers [2:52:13] and our K-5 students would then bring their devices home we would inform families that there's a good chance the [2:52:18] device stays in the backpack because we don't actually end up with a snow day but it is there just in preparation for [2:52:24] okay that's helpful you have a lot of faith in meteorology [2:52:31] things pop up um can I just get clarification so there's a question on the table right [2:52:37] now is do we have an appetite to talk about evaluating this and if that's even a [2:52:43] possibility any further discussion about it okay that was it okay yes [2:52:48] I would be interested but I don't know about this school year one of the things we have on the table is that um an [2:52:55] annual review of this in May okay and that's just it for whatever reason with covet it's kind of gotten lost and so we [2:53:01] have actually put it on our calendars that we'd be happy to to bring this to board or do whatever we need to to [2:53:07] further discussion every May because it should be reviewed annually and discussed just in case there are those [2:53:12] kinds so that sounds good maybe that makes total sense then maybe coming to the board in May or if you need to seek [2:53:18] feedback from us in April before you guys review it in May does that make sense okay great thank you [2:53:26] um are there any committee updates [2:53:33] um Dr Stanley would you like to talk a little bit about the exciting news that [2:53:38] came out of the city and the Ed fund last week [2:53:44] okay that was but does anyone have a committee update [2:53:49] so we can I think you guys have heard everything teaching and learning's been working on so yeah yeah so I don't have any updates [2:53:57] so I don't if you want to do your superintendent update yeah so we have a few things that we're super excited [2:54:02] about first of all incredibly grateful to the Edina [2:54:08] Education Foundation for their advocacy related to our work around [2:54:15] um our comprehensive literacy plan um they actually submitted [2:54:21] letters requests to the city and we were awarded another three hundred thousand dollars [2:54:29] um yeah really excited about that appreciate [2:54:35] um director decent Hubert's work with them we know just how important our [2:54:41] letters work is our comprehensive literacy plan is and how [2:54:47] a lack of literacy skills can really impact a child's mental health and so we [2:54:52] are just so grateful to Edina Education Foundation as well as the city for continuing to support our schools [2:55:00] another area that the dining Education Foundation um [2:55:06] supported us with is the work I mentioned and gave Dr smazel Shout out [2:55:12] last time around our student space flight experiments program and [2:55:18] we are going to learn this Friday who the actual Winner Is We announced last [2:55:24] time that we knew of our three groups if um folks are listening if there's anyone out there listening and you don't know [2:55:30] who they are please go to the website um director Edwards and her team have done a great job in keeping that website [2:55:36] updated but this Friday it will be announced who our winning team is and their experiment will actually go to the [2:55:45] International Space Station students will be working with astronauts on the [2:55:52] um the experiment as they're up there students will be directing that experiment and so it's really exciting [2:55:59] that that would happen so those are just a couple of incredible things that are happening [2:56:06] um in Edina Public Schools It's amazing And if I could give a quick [2:56:13] shout out to Dr Randy smallzel I caught a sneak peek of an email earlier that [2:56:19] was from the director of the space flight program just could not say enough about Dr [2:56:27] smozzol and he could not believe he said normally people working on these [2:56:32] programs have maybe 100 students that participate and our district has 600 [2:56:39] students participate so thank you for your leadership and our science teachers [2:56:44] leadership so [Applause] [2:56:49] so I really do appreciate that we have an awesome team here um I think that's it do I have a motion [2:56:56] to adjourn so moved is there a second all in favor of a journeying say aye aye aye we are [2:57:03] adjourned thank you