[0:00] All [0:06] right, welcome everybody. I'm going to call the meeting to order. We do have a quorum. This is the regular meeting of [0:11] the Adina School Board, Monday, March 11th, 2019. Uh you could do us the pleasure of [0:16] giving a very brief overview of the agenda. Thank you, chair. So, tonight we have a [0:23] recognition. We have a presentation by intermediate uh school district 287. [0:29] Senator Levanduski and Regina Neville are here to talk about uh district 287, the service they provide. You have uh [0:36] some consent items and um discussion tonight will be uh around uh board [0:43] meeting dates and under action. You have uh uh preliminary budget approval which [0:49] you've had several work sessions on um and also approval of some bonds as well as contracts [0:55] and uh in the information section we have some background information related [1:01] to um uh enrollment uh some information around contracts and then follow up on [1:08] staff recognition. So with that it's a brief meeting but uh substantive. [1:13] Great. Thank you very much. The first agenda item is approval of the minutes. Can I get a motion to approve the [1:18] minutes of the February 11th work session, the February 11th regular meeting, and the March 4th special [1:24] enclosed meeting? So move. Second. Are there any changes to the minutes? [1:29] All right. All those in favor of approving the minutes from the February 11th work session, February 11th regular meeting, and the March 4th special and [1:35] closed meeting, say I. I. Any opposed? Motion carried. We are [1:40] quickly on to recognition. So with that, I ask [1:47] where's Andy? Andy beaten to come forward. Oh, there you are hiding. It's like where where'd he go? [1:54] The microphone and you can stand. You can do whatever you want. You can grab it and talk. [2:08] Go ahead. Okay. Hi, my name is Andy Beaton. I'm the principal at the high school. Uh pleasure to be here. Uh I don't know if [2:15] anybody remembers in 2016 there was a presidential election. It was somewhat contentious. [2:21] Anybody remembers that? Um we have some memories of that. Edina High School is not alone in um schools [2:28] in the state of Minnesota around the country that had sometimes students that uh didn't win or lose with grace in that [2:36] situation. Um, and because of that, um, and I actually wasn't even at Edina High School when that happened. Mike Prataski [2:43] worked with a group of students and developed a group called Mosaic. And there's some of those students that are here, um, in the audience tonight. And [2:50] they really created a group that was about unifying our school community. And [2:55] so they did in incredible work about bringing people together from all points of view, from all uh, cultures, [3:02] religions to be able to have a unifying student voice. Um they also created um [3:08] an opportunity for a unity walk for students to participate. And so when I came to Adana High School um Mike [3:15] Bertaski, assistant principal, come on up here. Uh he and I talked about how we take this a step further and through [3:22] some really herculean efforts, he started to work with a group of parents and bring Mosaic to uh the students and [3:30] the parent population. So, how do we bring parents together that don't know one another to be able to make [3:35] connections about something that is universal? We all care about our kids. So, I'm really pleased to introduce Mike [3:41] Bratasky, assistant principal, recognize him for his efforts, and he's going to also um introduce some parents that are [3:46] part of this effort. So, welcome, Mike. [3:53] Thank you. Uh thank you all for for um your support [3:58] here. And I I just want to recognize a couple of people. First of all, um, Angela McGarvey is a co-chair of Parent [4:04] Mosaic. She's kind of the my partner. And then, um, we have, and I don't I can't see if Ambaro Ahmed is back there [4:11] and Katherine Benson right here. Um, both were kind of the inspiration for Parent Mosaic. And I'll explain that in [4:17] just a second. Um, as Andy said, post election, uh, the building is a [4:22] microcosm of the country. And so it felt at times as divided as the United States [4:28] felt divided. and kind of along the same lines. And um there were some pretty hurtful things that were being said and [4:34] done in um our hallways, our corridors, our lunchrooms, our commons. And um you [4:41] know, we were we were talking about different ways we could maybe bring people together and and help people be a [4:47] little bit more vulnerable and talk to each other a little bit more. Um the notion that being that it's really hard [4:52] to hate up close if you get to know people. It's really it's really easy to make assumptions and say hurtful things [4:58] about people you don't know. You never have to interact with. You can wall yourself off from. So independently, two [5:04] parents contacted me and asked me at that time, are the hallways actually safe for my child or my children? And um [5:12] one was Katherine and one was Ambaro. And uh in order to help calm and and um [5:18] assuage their fears, I asked them both to come in on the same day and just walk the corridor. see how you feel. See how [5:23] the commons feels. Walk the walk the hallways, walk the cafeteria, spend lunch. So they did. They actually walked [5:30] together, which was kind of cool. I saw them talking to each other. Ultimately, by the end of that time, they had [5:36] exchanged phone numbers. These are two people that would never have interacted before. And the one part that was most [5:41] powerful for me was at one point I was supervising the cafeteria and I looked over and I saw them talking to each [5:48] other's children and they had their arms around each other and that was pretty cool. I thought that's really powerful [5:53] and if that can happen in this space at this time then that can happen anywhere and so bit by bit contacted people [6:01] invited people in only goal is to just get to know each other not convince anybody who's right or who's wrong not [6:07] try to change their mind about a thing just get to know each other and it's been a really cool journey if anybody's [6:13] here for Mosaic tonight could you kind of just stand up or raise your hand [6:25] So, I want to thank those people for sharing of themselves, sharing their hearts, making some new friends. And I'm [6:31] found that there are a lot of people who share this vision and this goal. And so, we're going to keep going and we're [6:36] going to make Edina High School and and uh Edina the city um kind of a a more [6:43] friendly place. All right. So, thank you very much. [Applause] [7:06] Thank you. [Applause] [7:21] All right, next item. Well, let's wait a minute. I think a couple people are leaving. But the next item is [7:28] hearing from members of the audience. Uh we do welcome community input at our meetings. We limit community input to [7:35] three minutes. We ask and by the way I think that there are nine different individuals that signed up to talk about [7:41] KTL. So we would ask that you try not to repeat what prior people have said. Um [7:47] if you have complaints about board members individuals then those should be brought up separately to the superintendent. [7:53] Again we typically do not have board discussion about items that come up during the three minute public input. [8:00] Instead, we will have someone get back to you to give you responses to your questions. And with that, [8:07] I'm going to start with one of the non KTL ones. And I'm going to start by mispronouncing the name, but we'll try [8:15] Zable. [8:22] Oh, yes. Welcome. Thank you. That's pretty close. [8:27] I got the Zable. Right. Right. You did. that gets butchered, too. Uh, my name is [8:32] Yante Zable. I'm a mom to four kids, two of whom are at Conquered Elementary. Um, [8:38] and I want to start by saying thank you for your public service. I know these are not easy jobs. So, thank you for everything that you do. Um, I came [8:45] tonight because I want to just express my concern and disappointment um that we got the email this afternoon from Miss [8:51] Prather, the principal at Conquered Elementary, that she is leaving after about 2 years at the school. Um, so I [8:59] I've only known Miss Prather as the principal at Conquered, but thought she was fantastic and just heard anecdotally [9:05] from the teachers that she was doing a great job and and leadership and and running the school. And then um as I [9:14] posted about it today, I was further disappointed to learn that uh students [9:20] that conquered elementary students that are in fourth grade now have been through six different principles. Did I [9:26] get that right? Yeah, they've had No, excuse me. They've had four leaders in six years. Um, [9:32] hold on. Yes. In six years, conquered fourth graders have had four principles. Um, and that was concerning to me. Uh, I [9:41] understand that the school board only oversees the superintendent. Um, but [9:46] surely somebody in the school district oversees leadership and staff retention [9:52] issues. any other organization or business that had four leaders in six years would have a reputation as a place [9:59] that people don't want to work or that is a place that you go to for a short period of time and then go on to your [10:06] next thing. Um, and we all know employers in Minnesota that have that reputation and it's not good for either [10:13] hiring or staff retention. Um, and that's surely not a look I think that EPS wants. So, I'm so grateful to Miss [10:21] Prather for her service and to the teachers, the amazing teachers and [10:26] personnel at Conquered who will, I am sure, gracefully navigate yet another [10:31] leader transition. Um, but EPS values include being accountable for work interactions and relationships and [10:37] meeting challenges in the midst of doubt and easier ways out. So, I'm asking if we can elevate those now, please, and [10:44] look at what is going on at conquered. Um, so I just urge the school board to [10:50] maybe it's not the school board directly, but somebody within the administration to look at the high [10:55] leadership turnover at conquered and perhaps at other EPS schools. I would guess that conquered is perhaps not [11:02] alone and determine what is driving it and what needs to be done to address it. Um, and maybe there's no issue, but and [11:09] I would close by saying I don't think we need a consultant to do this. I would think um that perhaps exit interviews [11:16] are part of a normal process for um any organization and so perhaps going back [11:22] and looking at those exit interviews to figure out is there a pattern or some other broader issue that we should be [11:29] looking at as a community. So those are my comments. Thank you so much for your time and attention. Right. [11:35] Thank you. Uh next is Robin Bishoff. [11:42] And by the way, I'm going to try to get all the KTL people together. So if I pause it, I'm just trying to follow my [11:48] number system. Welcome. Thank you. [11:56] Um, good evening everyone. My name is Robin Bishoff. Uh, we're here tonight because we all want the best education [12:02] for our children. My son attends the Spanish language immersion program, Katal after school. I'm here with [12:07] several other parents whose kids are also attend. We are greatly impressed with the program and the progress our [12:13] children have made. I originally intended to request a bus stop, but the catal board recently decided uh they [12:20] need to stay focused on the language program and not providing bus service. So, I'm here to discuss the possibility [12:26] of the district providing bus service that is reimbursed by the Catel program. [12:31] A few things I hope you will consider. Katal can pay for the bus service which would make it costneutral for the [12:37] district. Uh the way the Wisada district has worked this way with Katal for 16 [12:42] years. It's a very successful program. They have 268 elementary school students, 98 middle school students. If [12:49] Wisada can provide busing for that many students, I would think Edina should be able to provide busing for 30 to 60 [12:55] students without impacting the budget. If the program ends, busing and multiple new stops may be needed for the 30 kids [13:01] currently in the program, and this would increase transportation costs for the district. [13:07] Um, enrollment has been declining recently in Adina. These type of educational partnerships can help keep [13:13] enrollment steady or increase enrollment. Many school districts around Adina offer Spanish programs and losing [13:18] ketal will put Adina at a disadvantage that could easily result in reduced enrollment and loss of funds. This would [13:24] affect the budget for the long term. Providing bus service will fulfill many of the district's policies. It'll [13:31] prepare kids for a culturally diverse global society by providing a chance to learn a second language. It'll create an [13:38] educational opportunity not provided by the school which helps with uh policy 105 personalized learning and the [13:45] responsibility to provide the best education in the district and the community. [13:51] It'll maintain or improve enrollment with no impact on transportation costs and that fulfills the responsibility of [13:57] taxpayers. Policy 209. It creates a partnership that advances the district's mission. That's policy 912. Uh the [14:05] district's commitment to work with other organizations to advance the district's mission. [14:10] The catal program has been a diner for 5 years and currently serves Creek Valley Highlands and Countryside elementary [14:15] schools. It also served Cornelia until transportation became difficult. The [14:20] program is adjusted to multiple changes in school schedules and transportation. Providing stability and transportation [14:26] will allow it to grow and help enrollment in the district. Partnering with Catal will create [14:31] long-term educational and career benefits for the kids and long-term financial benefits for the district by [14:37] helping enrollment. As the Catel program and parents need to plan for next year, we would greatly [14:42] appreciate a board decision within the next month. I hope you'll carefully consider all the benefits the program [14:48] will provide to the district and especially for the kids. Thank you. Thank you. Next is David Bass. [15:02] Welcome. Thank you. First and foremost, I wanted to thank Superintendent Schultz. He and [15:07] I have talked a number of times on this um and he's been um a good partner and [15:12] at least thought partner as we've been going throughout this process. The only thing I'd want to add on top of what Robin um did a very nice job in [15:20] articulating is the fact that these kids are thriving. You know, my my my kid is [15:25] in the program four days a week and she's excited to learn a language. And [15:30] as someone who's taken languages before, I can't say I felt the same. And um I [15:36] see how energized she is. I see how well she's doing. And I would hate to take that away from her, especially these [15:41] other children who are doing doing equally as well. I also tend to look at the school rankings and I see that, you [15:46] know, Yisette is getting stronger. Their enrollment is going up. Um, they're now ahead of Adina and they have a program, [15:53] they have this exact same program and it is growing and I think that's a draw and I think having not having this program [16:01] in in Adina is is a huge miss. Um, we want to be able to provide every and all possibilities for our children. Um, and [16:08] not having the ability to learn an important language such as Spanish, I think is a is a huge miss on the [16:13] district. And especially if we can keep this costneutral, which apparently we can. This is just a logistics challenge. [16:20] Um, it seems like it it's a no-brainer. So, thank you. Thank you. Next is Megan Feny. [16:35] Welcome. Thank you. Uh, thank you also to the board for [16:40] hearing us out. I'm also a K tall parent and I also don't have a lot to add. I think they did a very good job of [16:47] summarizing why we think it's great for the district and um, no-brainer is a [16:52] phrase that came to mind to me too. If it if we can keep it costneutral and it's just a logistics issue, it just [16:58] seems like something that's so good for the district. Um, and I would just add to that as a parent who sent both her [17:05] kids to Casa de Kurasone, the um, emerging daycare, Spanish emer daycare [17:10] center, which um, is located in Edina and there's a bunch of different locations. I really do know that parents [17:16] were making the decision about where to send their children based on whether or not they'd be able to continue Spanish. [17:22] Um, and it and it figured into my decision, too, that Edina would would have that through Kal again at no cost [17:29] to the district. So just to reiterate, I do think people are making decisions based on whether this program is [17:35] available. Thank you. Thank you. Uh next is Paula Kotruda. [17:46] Hello. Welcome. [17:57] Hello. Thank you for having me here. Thank you for giving us the opportunity to talk. Um I want to say a few words [18:03] about me first. I'm originally from Romania. Um I was born in Romania in a period of time when Romania was under [18:10] one of the most awful old dict dictatorship in that Eastern Europe had. [18:16] Uh as a child we were offered a foreign language in elementary school in a communist country and you had the [18:22] options to choose between English, German, French and Russian. And I choose English. I also had support from my [18:29] parents and as a result of this I'm here now working as a physician and being fluent in English. [18:35] So I I think this is a a good example of what these kids having opportunity to [18:40] learn Spanish would offer them in the future becoming better members of this society and offering something back. Um, [18:48] I think it's a it's a great opportunity for them to spend an hour four hours a day in a Spanish program learning a [18:56] language than spending four hours a day in daycare jumping around. Um, I would [19:02] want if you give permission to my son to read a few words. His name is Eric. He's [19:07] 8 years old and he's in second grade. Go ahead. That'd be great. Eric, [19:26] Unardio and Miardin Bonito [19:44] Harry Potter [19:56] Saladmoas. [20:10] So this is how much he had learned in a year and a half. And he understands all those words. he can write them. And if [20:16] he would continue like this, he will be fluent probably by the time he's in high school. [20:23] Thank you very much. Thank you. [Applause] [20:30] Next is Robert Schwitzer. [20:38] Got a tough act to follow. [20:44] Thank you. I'm not I'm not sure what he said, but I think was very kind and supportive of KL as well. Thanks for the [20:51] opportunity. I won't I won't uh be completely repetitive, but I have a second grade son uh who is at Countryside. Uh it'll have a daughter in [20:58] kindergarten there next year. And my wife and I have been thrilled with the education he's gotten at Countryside and [21:03] the growth that he's experienced. We've been equally as thrilled uh with the growth that we're seeing from him uh [21:09] with the K1L Spanish immersion program. So, I'd just like to uh give my support [21:14] behind it. Hope that we can find a compromise or a way to somehow uh get the busing that's needed to continue the [21:21] program and uh have these kids continue to develop and uh I I think the two programs are very complimentary between [21:27] Adina and KL and hope it can continue to be that way. Thank you. [21:32] Thank you. Uh next is Michael Duda. [21:38] Welcome. Hi. How are you? Good. How are you? I'm good. [21:48] So, I'd like to just add a little bit on what we've heard so far about Katau. Um, [21:53] and I think what as parents of Katau we're really looking for is your support to help our kids continue to learn Spanish. Just by way of background, I've [22:01] spent over a decade in global business. Today, I did business in Spanish. I did business in Portuguese. And when I hear [22:07] Eric speak, I hear a future employee. My rerecks at at work are not looking for [22:13] kids who studied Spanish in uh in college. I'm looking for kids that [22:18] studied Spanish since they were little kids. You know, kids that went to the immersion school in in St. Louis Park, [22:24] kids that went to the ones in Golden Valley. And mainly that is is they have a grasp of the language and a grasp of [22:29] the accent that's very difficult to learn at an older age. And so when you put them on par with someone who's [22:35] learned English in Brazil since they've been age four or someone in Colombia or someone in Spain who's learned English [22:42] at a very early ang at a very early um age, it makes a tremendous difference [22:47] when they break out in Spanish and they have the same accent and they have the same command of the language and same command of the words [22:55] and excuse me. Um, and so I think it's just very [23:00] important as we think about our kids and their early learning is to get that Spanish education or French education or [23:08] German education or Russian or Mandarin, whatever it may be at a very very early age. And Catal does a tremendous job. [23:15] Uh, all their teachers are are native speakers. They're from Colombia. They're [23:20] from Chile. They're from different parts of the world. They're from Spain. We have one French teacher who's learned Spanish in Colombia. And uh it provides [23:28] the kids a really amazing learning experience to all the different cultures of Latin America to to parts of Europe. [23:36] And just by definition, multiculturalism starts with a language. You can't really understand other people in other [23:41] cultures unless you can speak to them. You can't speak to them on their own terms unless you can understand and speak to them in their own language. [23:48] And Catal is entirely parented. There's like you said 600 kids in [23:54] Weisetta that the parents support. there's 60 or there were 60 in in Adina. [23:59] The um the parents are more than willing to support the program. What they're looking for is a little bit of help. Uh [24:04] on the logistics side, we changed the program from being a preschool a morning program to an afternoon program when the [24:10] busing shifted. Um and now we're looking for some help after school to make sure the kids can safely get to Cal and [24:17] continue their learning. Okay. Thank you. [24:23] So I believe that completes the catal speakers. We still have additional [24:29] speakers but I want to thank those people who came and someone will get back to you. Uh next is Heather Titz. [24:43] Welcome. Hi Heather Tits, mother of an eighth [24:49] grader and a fifth grader who has a bad cold. So, I apologize for my voice. [24:54] And I'm before the board tonight to speak about um the email went out to [24:59] eighth grade families um about a change in um grading for math in eighth grade, [25:06] which would uh call for use of the MCA scores in math. Um and I'm going to read [25:13] this to make sure I get it right. If you exceed standards, you would get a summitive assessment grade of 100%. If [25:21] you meet standards, you would get a 90%. If you partially meet standards, you'd get a 70%. And if a student does not [25:28] meet standards, they would get a 60% for that summitive grade. Um, and as it [25:34] reads, it would say that if you don't like your MCA earned grade, if you are [25:42] in the grade level class, math class in 8th grade, you could take your final and replace it. However, if you were in a [25:49] one or or twole accelerated math class, you would have no ability. You are stuck [25:54] taking your MCA grade as a final summitive grade. And to be clear, for people who choose [26:02] to opt out of MCAs, that means it does not meet standards. [26:07] That means you're accepting an F on a summitive test. Okay? That was confirmed from an email from an South View [26:13] administrator to a parent today that if you're opting out, you're accepting an that 60% which is an F on a summitive [26:20] grade and you have no ability if you're in a one-year or two-year accelerated class to replace that. [26:26] So there are people working with the state and with legal counsel to see if it's even legal to use MCA's grading. [26:33] But take that aside, where is the equity of saying for the over 50% of Edina kids [26:39] who are in one year or two-year accelerated that they have no ability to repa replace that grade, right? They [26:46] must take it. And if they choose to opt out, they're accepting an F. And also, if you're in one year or accelerated math in 8th grade, you were in a math [26:53] class that will show on your high school transcript. So, we've now changed the rules in mid-Marchch about a kid's grade [27:00] on their high school transcript. Okay. What I'm asking for is for this to [27:08] be thought through a little bit more, maybe put on hold, maybe not for this year until it can be thought through and [27:15] and to see if it's both legal, if it's equitable, and if it's the way that Edina wants to go with this. [27:22] Thank you. Thank you. [27:32] Next is Nicholas Gradette. And before you start, you brought a [27:38] group of young students who played from 6:30 to 7. Yes, I did. And actually, they have a spot. They're going to talk on their own [27:44] without me. So, yeah. I just want to note that we had some students here from 6:30 to 7:00 playing and they did a wonderful job and we do [27:51] appreciate your coming here. Excellent. Yeah. Are they in the audience? There there [27:56] there are a couple of them here. Yep, they're back there. So, yeah. Yeah. [28:04] Yeah. I get to work with that every day. That's kind of amazing. Um Nick here, high school orchestra director, and I [28:10] just wanted to bring to your attention that later on this meeting, you're going to be voting on a consent issue for the Adina 2020 orchestra uh tour for next [28:18] year. and you'll s soon find out that we intend on traveling on another cruise ship experience similar to the [28:23] successful 2018 trip which was both uh successful educationally and artistically. With this in mind, I [28:30] wanted to quickly point out a few components of why I believe this tour is going to be an enriching experience for our orchestra members and greater Adina [28:36] community. I'm confident that this tour meets all the Adina public school competencies as [28:42] well as the national and Minnesota state standards in music education. And if you want a full review of how this trip meets the these benchmarks, please let [28:49] me know and I will gladly present a lengthy overview of the specific details. For now, I'd like to outline [28:54] three main reasons why I am advocating for this experience. Number one, the tour company we have worked with in the [29:00] past, the Simons, have been providing the cruise ship experience and exchange concert with the Rising Stars for many [29:05] year many years. Um, the Rising Stars steel drum ensemble is on the island of St. Thomas and it was created as a space [29:12] where the youth of the island could go after school and make music as a way to combat the dropout rates in school and [29:18] juvenile behavior. Needless to say that this rising star ensemble flourishes today and it's an iconic success story [29:24] in story in the Caribbean. Adina has a rich history of past exchange concerts [29:30] with the rising stars and they're actually currently planning a trip to come here to Adina this fall. So, what [29:36] better way to develop a global relationship than to share a concert with them both here in Adina on our [29:41] campus and then again on their island as a destination stop on our 2020 tour. The [29:46] depth alone of this dual exchange is a perfect way we can promote global citizenship to our students. Number two, [29:52] before becoming a teacher, I trained and worked as a professional performer. One of my first gigs was working as a [29:57] musician on a cruise ship. And the reason why the cruise ship for me resonates so much is that it's an excellent way for any pre-p [30:03] profofessional performer to get their start. I was paid weekly with all room and board and meals covered and I got to [30:10] see the world. I mean, I I, you know, got paid to do exactly what I love and it didn't even seem like a job at all, [30:15] but it was absolutely incredible. I advocate for the ship experience so that students can see firsthand that this is [30:21] a possible pathway to employment after school. We're not providing free entertainment and instead we're [30:26] providing a professional internship performing for packed theaters, busy foyers, and crowded decks. Giving them [30:33] access to this experience with the orchestra crews is a doorway into a world they might not have otherwise experienced. Not to mention that we're [30:40] going to be performing for an audience members from around the world. And this is really a way that we can put Adina on [30:45] the world map. Number three, and most importantly, the safety of our students. Uh parents on the 2018 tour agreed that [30:52] the cruise ship is by far one of the most safest ways for a large group to travel. There is no dark alley that [30:57] students can wander down. There's no bad place on the ship. Students can engage and they can't engage in illegal activities as the ship is tightly [31:04] regulated. Uh it's a contained experience with an onboard hospital for any medical needs. And for these [31:10] reasons, I'd like to strongly encourage you to consider this proposal for 2020. And if you have questions, please let me know. Thank you so much. [31:16] Thank you. Uh, next is Dian Hung. [31:32] Welcome. Are you coming up? Yeah. [31:39] [Music] [31:46] [Music] Good evening everyone. Um, first let me introduce ourselves and then tell us a [31:52] little bit about what we do at Edina High School. So us three are the representatives for the council of [31:58] classical musicians which is a student club formed at Edina High School and we're under the supervision of Mr. Nick [32:04] Godet who just spoke. Um we're a group of dedicated orchestra and band players [32:10] and um we perform chamber music to support and promote the Edina High [32:15] School's band and orchestra programs and as you heard outside in the lobby we played a little hiden for you and we [32:20] hope you enjoyed. Uh so what do we do? Um we get together every Thursday afternoons and we play a little chamber [32:26] music from composers like Schubert and Beethoven and then Hayen and eventually we put on performances. These [32:32] performances promote the band boosters and orchestra boosters who help fund the music programs at Edina High School. As [32:39] the Council of Classical Musicians, we really believe in the spirit of music and the way of life it can cultivate. [32:45] And we want to help further that on for the younger musicians in the middle schools and elementary schools. And so [32:51] we decided to take a stand as students ourselves. Uh let me hand it off to my sister who will be telling you more about music. [33:00] [Music] Also, March is music in the schools month. And in honor of that, I'd like to [33:06] thank our high school concert orchestra and concert band director, Mr. Godette and Mr. Kyle, and also all the other [33:12] high school, middle school, and elementary music school teachers. So, I'd like to tell you a story of my [33:18] musical experience. I grew up in North Dakota and before attending Valley View Middle School in the middle of sixth [33:23] grade, I didn't know school orchestras could exist. And so when I enrolled in [33:28] Valley View Middle School and participated in the orchestra, I felt like I was in a totally different new world. And when I took out my cello in [33:35] the middle of the school day and played with other students, it was absolutely a wonderful experience. And so music in [33:40] the middle school and high school inspired me to practice and to love the cello. So I'd like to thank all of you [33:46] here for recognizing the importance of music. And I urge all of you to continue to support music education in the Adina [33:52] public schools. Let me hand it off to Luga. [33:58] Okay. So, yeah, my name is Luca. I play in the band in concert band. And so, um [34:04] I think music is especially important in education or like throughout the school day because there there's the classic [34:11] 3C's in schooling where you have um collaboration and I think marching band [34:16] and pops are perfect examples of that. you work with the people around you every day to put on a show or to play [34:22] music and having that community is really really important to both me and I guess everyone in it. Um, and then a [34:29] second C would be critical thinking. Um, a lot of like thought goes into how you [34:34] play music. It's not just playing the music or having the instrument in your hands. A lot of it is looking at the [34:40] music and thinking about it as a sentence. You're looking about at it as a phrase and thinking what's the connotation? How should this sound? and [34:46] you're thinking about it in more ways than just one. Um, and I think the last C, um, is creativity. And I think that's [34:54] probably the most important one and the most obvious one with band and making music in general, it's just the act of [34:59] making music and being able to express yourself through it. Um, so in a world that mainly pushes for an educated [35:06] workforce and that's the only thing they push for, I think it's important to still strive for this like essential [35:12] humanity. the people in the most endangered like societies and communities of the world are the ones that are also still pushing for music [35:18] and creativity. They continue to make music and art and that's what we receive. So it's through that expression [35:24] that we get to hear about them and so I think that's why music is really really important in today's day. Thank you. [35:33] Thank you very much. [Applause] [35:39] Next is Geneva Fitz Simmons. There you are. [35:50] Welcome. They set me up really well. [35:55] So, hello. My name is Geneva Fitz Simmons and I'm here representing the Edina band program for music in our [36:01] schools month and we've had a great year due to the support of the board and our administrators and we wanted to share [36:07] some of our successes with you as we celebrate this month. Um, first a little bit about the band program and some [36:13] things you might not be aware of. Currently, we have over 1,500 students enrolled in the 512 band program. All of [36:20] our band staff work collaboratively as a team and we meet regularly. Um, you'll [36:25] often find us at 6:15 Monday mornings at Jerry's. We like to think we were PLC before PLC was cool. Um, we all [36:33] contribute to the beginner program and to instrument selection with fourth graders. We did that all last week. It [36:39] was it's an exciting, magical time to see kids try an instrument for the first time. We all collaborate for our 7th [36:45] through 9th grade middle school solo fest, which is the envy of other band directors in other districts. And we all [36:52] work with our marching band. We are the only district in Minnesota where all of our band staff collaborates. Our [36:57] marching band had a successful season. We played for the district opener, all of the home football games, the state [37:02] fair, and homecoming parades. and we um presented the band blast, which is a free community concert. Our jazz band [37:10] programs continue to grow. We currently have three at each middle school and six at the high school, again, the most in [37:16] Minnesota. Our varsity band presented their carnival concert, which was a great way that to make connections with [37:23] elementary students and staff. The concert band was selected to perform at the National Band Association um [37:29] conference in Wisconsin to rave reviews. concert band was also selected to perform at the perform at the Minnesota [37:35] Music Educ Educators Association in Minneapolis. And thank you for those of you that attended that that really meant [37:42] a lot a lot to us. Um honors continue to stack up for our students. We have seven [37:47] students in all state band and orchestra which is um a very very rigorous process [37:53] of auditioning to get students involved in that. We have students participating in MBDA, all state jazz and concert [37:59] bands. Regional and college honor bands. We have over 50 middle school students and over 40 from the high school [38:05] participating in those uh concert and varsity band performances at the Lake Conference Band Festival last week. Um [38:12] coming up we have um high school league solo ensemble with over 110 entries. We [38:17] provided tournament bands for state volleyball, girls and boys hockey all while having concerts on the same [38:23] nights. Um, we present a middle school jazz festival at Southview. Uh, that was [38:29] March 1st, I believe. And we also have a middle school concert band festival at [38:35] Southview, which is at the end of the month. And last year, we started a 9th grade band festival. You might not be [38:40] aware that ninth graders aren't allowed to participate in high school league music events unless they're part of a 10 [38:46] through 12 band. So we came up with this venue and we have students from Eden [38:51] Prairie and Chaza and Farmington and Rosemount coming to to our school for that. Concert band leaves on their tour [38:57] for Hong Kong next week and we continue to do partnerships with college and community bands. The concert band [39:03] performed with the Metalist Band from Bloomington, an adult group and we will host the Gastavis band on April 2nd. We [39:10] have um commissioned several works this year there. Our middle school bands participated in a consortium and we have [39:17] we are um our Edfont grant this year. We are premiering a piece by Libby Larson [39:22] who is one of the premier female composers in the world and it's a piece dedicated to Bill Webb's legacy and we [39:29] will have fifth graders performing with seniors. Um we've expanded our summer band [39:35] program. It now reaches grades four through nine. And these are just some of the things that we've been working on. But we know that this would not be [39:41] possible without the support of the school board, administration, and community. And we know Edinina is viewed [39:46] as a district that is a cut above the rest because it recognizes the value of strong music and arts programs as well [39:52] as academics and athletics. And for that, we thank you. Thank you. [40:00] That concludes hearing from members of the audience. Each month we do have time period for people to to uh make comments [40:06] before the school board. Uh we thank you everybody who came up tonight to make comments and you will hear back from us. [40:13] We do have one recognition of staff and and interestingly this is a recognition that was submitted by a Minnotonka [40:18] parent. Parent writes and says I want to let you know what a wonderful employee you have. Apparently this person's son [40:24] lost their jacket probably a high school son um after a wrestling match and they [40:30] were able to find Mr. Lee Yang of the custodial staff who then spent time with the parent walking through the school [40:37] trying to locate the jacket. Uh Mr. Yang also apparently found a jacket, [40:44] photoed it, sent it to the parent to see if that was the one. Uh the parent ends by saying, "If this is how hard Mr. Yang [40:50] works for a family that doesn't even attend your school, then your staff, students, and parents are lucky to have him working for your district. His [40:57] efforts and kindness should be acknowledged and passed on to you. Great job. Thank you very much. [41:05] And next we have a presentation from ISD287. [41:10] Welcome. Quicker. [41:18] We have a former school board member from Adina who is serving on the district's behalf in 287. And you're [41:25] going to help with this presentation. I am going to give an introduction and Superintendent Lewendowski will [41:32] share the primary information. But first, Superintendent Schultz, Chair Wallen Freeman, and members of the [41:38] board. Uh, thank you for having us this evening. My name is Regina Neville. I am a former member of the Adina School [41:44] Board and for the past six years, it's been an honor to serve as the Adina liaison for Intermediate District 287. [41:53] So, we want to thank each of you for the incredible work that you do and our incredible lead team on behalf of all of [42:00] our kids. We know that it takes a lot of partnerships to exceed in the way that [42:05] we do. One of those partnerships is the intermediate 287 program. So, I'm going [42:11] to turn this over to Superintendent Sandy Luwendowski who's going to share information about the intermediate as [42:18] well as some information about our Adina students who participate there. [42:24] Thank you. Um, members of the board, I first want to express my gratitude for Regina's [42:31] service on the District 287 board. This year, she's serving as our chair and, uh, we are are, um, very pleased to have [42:38] that kind of seasoned leadership and frankly, uh, the passion she brings to the unique population of students that [42:44] we serve in district 287. So, thank you for that. [42:50] Let's make sure I'm going the right way here. [42:56] Okay, there we go. Um, actually the [43:02] partnership we've had with Edina and our other member school districts is a lengthy one. Over 50 years ago, the [43:08] collaboration was started and it's was started for many of the same reasons [43:13] that it endures today. How can uh school districts in a common geographic area [43:20] collaborate to meet the needs of their students both from a quality standpoint and from a um cost-effectiveness [43:26] standpoint? And so we have really existed with our partners, our member districts for for over um 50 years. [43:33] Today we have 11 school districts. um they are shown um on the the screen and [43:39] ring the western suburban area and we serve um students that um range uh from [43:45] services that are really quite varied. Um we um have a lot of students in [43:51] special education, but I think you'd be surprised to find a lot of other programs and services that we represent. [43:58] Um we have a very strong strategic plan that we're working on. Um the focus is [44:04] on being a premier provider for our member districts and um the specific [44:09] goal of being able to meet the unique needs of your students. And so that uh [44:15] goal that outcome was really crafted with a lot of time and effort. And the specific outcomes we're looking for is [44:23] that you will declare satisfaction with how we're doing on behalf of your students and that you'll declare [44:30] satisfaction with the racial equity work that we're doing and the excellence in those service areas. Um I have a slide [44:38] up that you'll see some of the key things that uh that we're working on in racial equity. We do serve a very [44:44] diverse student population for our member districts. Um uh some of the key [44:49] things that we're doing right now um are are working on having equity teams in [44:54] all of our buildings um some of the the regional conversations that uh we're [45:00] hosting on the relationship between race and special education and the disproportionality of race in some of [45:06] our special education programs. um trying to find uh and adopt a common [45:12] language and protocol to engage and sustain uh some of the the conversations [45:17] that we know are needed about race. Um when you think about district 287, uh it [45:24] it it may seem like somewhat of a um difficult organization to understand. Um [45:31] we tried to put together a graphic that helps um display what that means. Um, in [45:36] every school district, you might find uh students whose needs rise to the top. [45:42] Um, they are the perhaps the top 1% of any one school district because their [45:47] their special education needs uh, for example, are very complicated. Um, and they need some considerable expertise to [45:54] address. If you take your 1% and combine it with everybody else, um, we are that [46:01] 1% for the region. And so we hope that is conveyed. Often times with our [46:08] school-based programs, the the students that we're serving six hours a day, [46:13] oftentimes those disabilities manifest themselves in behaviors. And uh we [46:18] become the experts in trying to tailor a program for students and their families in that particular area. Um what what [46:26] this means is is we know that we have an increasing number of of students who have experienced significant childhood [46:33] trauma. We have um uh over half of our students in our center-based programs [46:39] who have an autism diagnosis and oftentimes it's a pretty significant diagnosis. Um, and we have been able to [46:47] determine that uh uh we've experienced a 250% increase in students identified as [46:53] homeless and highly mobile or in need of emergency foster care. And of this population, about 3/4 of them are [47:00] students of color. Um we increasingly are becoming a [47:06] district that is looking at um increased partnerships in mental health because many of our students come to us with um [47:13] needs u not only in special education but in the mental health that um sometimes again manifests itself in in [47:21] um some of the disability areas that we serve and you can see that in that graph. Um we also serve um care and [47:28] treatment programs um that uh are a collection of programs that are either [47:33] based um in mental health providers or in juvenile correction programs. Um and [47:39] so if a school district has a a program such as that located within their [47:45] geographical areas, uh that school district is responsible for providing the educational services. And most times [47:52] our member districts ask us to be that provider on your behalf. For these [47:57] reasons, we really are becoming a traumainformed organization. Um I I can [48:03] tell you that uh we work with um um organizations such as Child Trauma [48:08] Academy, Dr. Bruce Perry, if you're familiar with him and his worldwide um knowledge and um expertise in childhood [48:15] trauma. Uh we currently uh partner with both Prairie Care and the Wilder um Amherst Wilder Foundation. Um we utilize [48:23] a lot of um supports that really um target um the knowledge around childhood [48:29] trauma and the strategies that will work best with for those students and some of those are shown up there. Um so who in [48:37] Edina receives these services? Um we put together a graphic that um hopefully [48:43] displays um who um is providing or who is participating in those services. Um [48:49] you can get a snapshot look at that on the graphic that's up there. Um for kids [48:54] or students rather that are in our day programs um or providing some of our um [49:00] career tech services, our area learning center programs. we really touch about 277 student Edina students. Um and you [49:09] you have a further breakdown about those students in your packet. Um if you look [49:14] further down that particular um graphic you'll see um the the racial um [49:20] backgrounds of those students um the kinds of services they receive and where [49:26] specifically they are located within district 287. And so you can see how how [49:31] varied um we have a a touch point between district 287 and Edina public [49:38] school students. Um I think one of the things that um maybe is best represented [49:43] uh by the kids that come to us is we are that 1%. It's that that student in the [49:49] family who who maybe um has just moved into the district and has a diagnosis of [49:55] severe autism and needs a very customized program that maybe best can [50:00] be provided in a a school that has a lot of support services. We're that support [50:06] service for your your school district and for that family. Um, conversely, it [50:12] might be a a student who has been homeless and highly mobile and is now moved in and living with an aunt or a [50:18] grandma and they need an alternative high school program. We can be that that program for your students. So, that's [50:26] just a couple of examples. We also have itinerant services that we provide. Um [50:31] you can see the areas for blind, visually impaired, orientation and mobility, um educational aiology, a [50:38] augmentative communication. We have four instructors who come into all of your buildings within Edina and provide that [50:45] support students service to students who who um are educated here within um Edina [50:51] public schools. Um we also as I said observe care and treatment programs and because um there is a prairie care [50:58] partial hospitalization program located in Edina Edina has asked us to be the [51:04] educational provider for for that program. So we send staff into that that [51:09] particular hospital program. Um, one of the things that we're working [51:14] really hard legislatively on is that childhood trauma, that mental health service that uh we know a large majority [51:21] of our students need. And uh we held a policymaker summit um earlier this [51:26] winter and we also have um as intermediate districts testified um exhaustively about this topic in order [51:34] to raise the the knowledge and the need for um school link mental health grants. So, I wanted to share just a very brief [51:40] video with you um that points that out in our work legislatively. [52:06] I would put That's not my music. It's nice though. [52:21] [Music] It's not in front of the video. Witnessing police brutality or being [52:26] subject [52:41] crisis. It affects 35 million children across the United States. You might be thinking [52:48] poverty, obesity, or opioids, but have you thought about trauma? Half of the [52:54] nation's children have experienced serious childhood trauma. Things like physical or sexual abuse, witnessing [53:01] violence, family separation, or race related trauma, an area of trauma that [53:06] might experiencing a hate crime, witnessing police brutality, or being subject to [53:12] racial harassment are all forms of race related trauma. It can be a one time event or happen continuously over time. [53:20] Just like other forms of trauma, it can cause effects that can last for generations. [53:26] The human brain is shaped by experience and our early years are the most critical for the brain to develop. [53:33] Positive experiences help the brain develop and negative experiences alter. [53:38] When a child experiences trauma, the brain develops differently, making things like assessing threats and [53:44] controlling impulses extremely difficult. Learning is hard when a child's brain expects danger and this [53:51] makes going to school very difficult. In intermediate school district 287, we [53:57] serve the top 1% of highest need students in the West Metro. Most of our students have experienced some kind of [54:04] trauma. Meet Adrian. He's 7 years old and has been suspended from school six [54:09] times since kindergarten for aggressive behavior. In his short life, Adrian has experienced multiple traumatic events [54:16] that to feel fear and anxiety. 24 hours a day, Adrian's brain scans his [54:23] surroundings. Am I safe? Is there danger? How do I stay alive? Adrien is [54:28] in survival mode. His trauma has disrupted his brain's normal development and functioning. When Adrien gets [54:34] frustrated at school, even for something small, his brain wants to fight, flight, [54:40] or freeze. His heart rate increases, his fists clench, and he begins to act out. [54:46] At this moment, learning can be hard because his brain interprets his surroundings as dangerous. There is help [54:52] for Adrian in his new classroom, the therapeutic teaching classroom. His teacher and clinical therapist work [54:59] together to support his healing and learning. As part of the program, Adrian [55:04] gets one-on-one therapy, and his family get support, too. Teachers, family, and therapists all work together. on Adrien. [55:12] Over time, Adrien is better able to regulate through stress while he learns and thrives in school. This is good news [55:19] for Adrien, but these kinds of problems around trauma run deeper than individual [55:24] students. We discovered some pretty troubling trends in our region. For example, children of color are [55:31] disproportionately referred to special education programs and juvenile [55:36] corrections programs most often serve children of color. treatment programs most often serve their white peers. We [55:44] have a moral imperative to interrupt trends like these and get all children the help they deserve. Let's stop asking [55:51] what's wrong with that child and start asking what happened to that child. The [55:56] leading experts on childhood trauma tell us that with the right care and treatment, children can get better. [56:02] Adrian's experience in the therapeutic teaching classroom supports our approach. We know for certain that apart [56:08] from therapy, the single most important factor for healing trauma is positive relationships with caring adults. Good [56:15] thing our schools are full of them. However, relationships are not enough. [56:20] Students also need a new approach to schooling. One that transforms how school and mental health providers blend [56:26] services for both healing and learning happen simultaneously in the classroom. We fund what we value. If we want to [56:34] create bright futures for all students, we have to interrupt and transform the systems we've inherited. At 287, we're [56:42] already succeeding. Programs like the therapeutic teaching model and trauma training for school staff need dedicated [56:48] funding. All of us have the power to voice what matters and policy makers have the power to invest longterm in [56:55] what we know works, healing and learning. Help students like Adrian become more. [57:04] depends on it. Uh thank you for your time. Uh we hope [57:11] we are leading the way for Edina students and all West Metro students in areas like this and in our educational [57:18] programs. So thank you very much. Happy to answer any questions if you had them. Thank you. [57:26] Yep. All right. Let's just wait a minute there. Once you were done, they the [57:32] students are leaving. The interesting part is ended. Gotcha. [57:38] Yes. Their hour is up. [57:44] All right. Sarah, you had a question. Yeah. I was just curious. Um, I love how you talk about the student with the [57:51] teacher and the therapist blending together because we all know exactly what you said in there about fight and [57:57] flight. We can't teach them in that state. Can you just give us an example of how they work together in the [58:03] classroom and what that looks like for that student? Yes, of course. Um, great question. Um, [58:09] this happens to be part of a two-year legislative grant that we were awarded [58:14] um a couple legislative sessions um ago and uh we we actually stepped back um as [58:20] uh some of our um staff uh took a look at the students and what they were experiencing, what their families were [58:26] experiencing. We said, "If we could redesign, what would it look like?" And [58:31] what it ended up looking like is we have um an Amherst Wilder clinical mental [58:37] health therapist in the classroom with the classroom teacher in our K2 rooms [58:42] full-time. So, she or he is with that classroom teacher. And so, the the [58:48] teacher does what we think teachers do best, which is to teach. And if a student starts experiencing a meltdown, [58:55] if you will, or experiencing stress and behavior starts um ramping up, that [59:00] therapist can step in right there and help either um coach them on some of the [59:06] techniques she or he has been working with or actually um take them out of the [59:12] room for a little while and again carry out that kind of approach. But that's just one part. We know the families of [59:18] our K um two students who are um in this program often are experiencing a lot of [59:24] life stressors of of their own. Some of the families are homeless. Some of them have um um other kinds of uh challenges [59:32] within their life like um financial problems, court problems. And so there's a full-time therapist um assigned to the [59:39] family trying to um provide them therapy as well. This is for a program for 18 [59:45] kids. So, it's very very intensive. And then there's a systems navigator trying to get the family the resources they [59:51] need. If that's housing, she or he is trying to find them housing. So, it's really a very um broad approach uh and [59:58] comprehensive approach. We just started it last September. Uh we're using the University of Minnesota to help evaluate [1:00:05] this and we hope the data will show and compel the legislator legislature to keep it going. [1:00:11] Wonderful. Thank you for sharing. Any other questions? [1:00:25] Yeah. [1:00:41] That's a great question. And I think both would be the answer. I think for um with the right kind of um treatment um [1:00:48] and this program, our hopes would indeed be that um that that kids would improve [1:00:54] um both in their um mental health condition, but therefore it would also help them academically. A lot of these [1:01:01] um um K2 kids are are behind in their academics, but we hope with the right [1:01:06] combination that that would improve and um ultimately be able to trans um [1:01:11] transition back to their local district. We do have kids that especially in our elementary programs who do transition [1:01:17] back. Um that would be our goal. Um but we also are aware that some of the kids [1:01:22] need very customized settings for a pretty long time as well. So we take it individually. [1:01:31] Any other questions? Great. Thank you very much. We appreciate your coming. [1:01:40] Next is the consent agenda. Are there items that people [1:01:46] Is there anything that anybody would like to remove from the consent agenda? I would like to remove the trips to [1:01:52] Germany and Vietnam from the consent agenda. Okay. So, those are now removed and they [1:01:59] will be addressed right after the consent agenda. Is there Make sure you [1:02:04] remind me. Is there anything else to remove from the consent agenda? [1:02:10] And then is there a I see that there's a walk-in of a gift from Creek Valley [1:02:16] Elementary? Correct. the Creek uh the Creek Valley Elementary PTO um wanted to um make sure [1:02:22] that the acceptance of this gift um donation uh to the school district to [1:02:28] help fund their new playground be approved because the playground bids will be coming in in April. So wanted [1:02:36] wanted to have this added to the consent. So can I get a motion to add this to the consent agenda as item I? [1:02:42] So moved. Second. All those in favor of adding it to consent agenda say I. I. Any opposed? [1:02:48] All right. Um there's nothing else to remove. Can I get a motion to approve the consent agenda? [1:02:55] Some move. So second. Sorry. You get that, Sarah? [1:03:02] All right, that works. All those in favor of approving the consent agenda say I. I. I. All those opposed? Motion carried. Um, [1:03:11] so Owen, do you want these addressed individually? No, I can address them together. Okay. So then I need a motion to approve [1:03:17] the uh math trip to Germany and the social studies trip to Vietnam. [1:03:24] So move second. My concern is I think these trips are [1:03:32] fantastic. They sound like they're incredible learning opportunities. Um, I have a couple misgivings and they [1:03:39] center around our core mission in EPS and what we're what we're doing. We are [1:03:45] principally an environment that teaches in the classroom and I'm a little concerned that we're overextending [1:03:52] ourselves with some of these foreign trips and um we're in a period of belt [1:03:58] tightening. We've got some questions about um our academic performance. We've [1:04:04] got some concerns with teacher satisfaction. I think we ought to focus [1:04:09] on getting our house in order and we're not [1:04:15] in the business of being a travel agency and I'm a little concerned that we're moving into that. There are other [1:04:21] opportunities for uh foreign travel for high schoolers. Uh I do like the fact [1:04:27] that this is done during the summer. Um, one might wonder, well, what about the [1:04:33] Caribbean? That was that's a foreign trip. Um, I see it there's a line in the sand, I think. And what I'm drawing is [1:04:39] that um this is foreign and the Caribbean trip has there's some historical precedent with that. Um, and [1:04:47] I'm more concerned not with it absolutely categorically banning it, but more of a a temporary pause and [1:04:55] rethinking why we're doing these foreign trips. it costs administrative time and administrative money. Um, so I think [1:05:03] that that's why I'm not real enthusiastic about those and I see so [1:05:10] social studies could be done u nationally. Uh, mathematics could be done say in the United States. So those [1:05:17] are my concerns. I I would add from a procedure [1:05:23] standpoint um in traditionally in teaching and learning, we get a list of [1:05:29] the field trips that will be on the agenda and um the Germany and Vietnam [1:05:34] trip were not um presented to us at teaching and learning at our last meeting. I know we've heard about both [1:05:40] of these at different times. Um Germany had been delayed, but Vietnam had never [1:05:45] come back to teaching and learning for further discussion. Um, and I looked [1:05:50] back at the last March, February, January, and December's [1:05:57] agendas to see if they were ever proposed to come forward. And um, I know Vietnam has not. And like I said, the [1:06:03] Germany one, I believe, had been pulled in January or December. So, procedurally, we had not discussed [1:06:09] those. So, are you asking that those go through teaching and learning before they come [1:06:15] before the board? And maybe before you answer that, you might do we want to know [1:06:21] for timing wise, do those need to be approved tonight to move forward? [1:06:28] I see heads shaking in different directions. Shannon, do you have a question? [1:06:34] Um, in order to set up our fundraising for the summer, because we were planning on having a STEM camp to help with [1:06:39] fundraising, and I'm predicting that $8,000 could be raised through that camp. If we don't approve it soon, then [1:06:46] I'm not going to be able to get all the pods going to get the camp up and going this summer, which would fund the kids [1:06:53] for the next year. And we're trying to raise up enough money to to fund kids [1:06:58] that can't afford to go. So, for example, if we approved it in [1:07:04] April, you're saying that's too late. That would give me one month to plan [1:07:10] and have a full-time job and have four children. [1:07:16] So I guess to go back to the question which is Sarah are you asking that this get I mean I I [1:07:22] prefer that these follow the normal process. So I would agree with your comment. The question is where do what [1:07:28] do we go do from here in terms of voting on these? [1:07:34] I was simply clarifying that this hadn't come to committee in the traditional sense that it has in the past. Um I do [1:07:42] think If we're going to have a protocol, it's nice to follow it. Um, but like I said, I believe the Germany one which I [1:07:49] believe you're representing had been pulled once. Didn't you correct me, Erica? Do you remember that? And and [1:07:56] when I was looking at and and Randy can probably speak to it, too. When I was looking back at our agendas for the last [1:08:03] four months, I did see the Germany have been pulled. I think it's Vietnam where we literally have not said this is going [1:08:09] to come forward on agenda. I believe the Germany one we had I should have all my minutes pulled up. [1:08:15] I think it was in January where we pulled that one back. And I'll just add that the um the social [1:08:21] studies trip to Vietnam as proposed here was on our November 13th agenda. So it [1:08:29] has been a while since we discussed that in teaching learning. And I think we had asked oops sorry um I [1:08:36] think we had asked because air was still on the committee then before Ellen um and we had asked several questions about [1:08:42] this because it is for US uh history as I understand and so we had kind of [1:08:47] discussed are there other opportunities to do US history travel in the United States which would seem logical to me um [1:08:54] versus going to Vietnam which is a rather um costly trip um so I don't [1:09:00] think we had followed up necessarily neessarily on that since then. I don't know if those I don't know I [1:09:05] remember this conversation there were a lot of objections to the trip. It wasn't necessarily seeking information but just [1:09:10] outright objections to the trip which is a little different which I think to the extent that we we talked about it [1:09:16] tonight. It it's worth talking about but it's it's not like there's just a missing [1:09:21] missing fact. In fact, you mentioned a lot of concerns. I don't know how many of them tie into this [1:09:26] trip. you mentioned like scores academic quality and this is a July trip. I just [1:09:32] I think we're mixing up a lot of ideas here and the cost even we just heard at our last work session that there's not [1:09:40] an administrative cost that's impacting our budget that's that's of any account a couple of hours from a district [1:09:47] personnel um input. So, I I understand the objection. I think I hear an objection [1:09:53] to international travel broadly, and it's being wrapped up with a lot of points that don't seem to actually link [1:09:59] up to it. I think the objection needs to stand on its own if that's what it is. My concern is principally with um [1:10:08] organizational focus and discipline that we're principally a classroom education [1:10:14] institution. And in my mind, we're beginning to cross a line. [1:10:20] And I'm a little concerned that we ought to know what our mission is and pursue [1:10:26] it directly. And when we start venturing into overseas travel, we're now [1:10:33] beginning to commit resources that are not directly um [1:10:39] staff time. Um I I guess I'm a little bit skeptical that it just takes two [1:10:44] hours of staff time to vet a trip overseas. Um Andy is now in the case of [1:10:52] Korea. We forgot we didn't bring that up in in our discussion at the um work [1:10:57] session, but uh maybe so we have Andy, we have internal staff taking an hour or [1:11:03] two. I think it's got to be more than that. Andy is spending many days in South Korea. That's staff time, too. [1:11:10] That that time could have been dedicated to the classrooms of EHS. [1:11:16] So, just a little concerned about that. So, I'm voicing my concern and you can [1:11:22] vote me down and just go ahead and I don't want to distract the conversation. You've just heard a voice of dissent. [1:11:28] That's all. And we can take the vote and move on. Can I just voice a little frustration to [1:11:34] be perfectly honest? We just spent an entire work session talking about this to try to better understand everyone's [1:11:40] opinions, their objections and I thought we had moved beyond that. And so to [1:11:47] bring all of this up again is fine. But if every single trip that is presented [1:11:54] to us, are we going to have to regurgitate the same conversation over and over and over again? We don't have [1:12:00] everyone that agrees, but the majority of us on the board agreed that the you [1:12:07] might not think it's essential to classroom education. I personally think it's extremely impactful for students. [1:12:14] And I just I want us to stop having these debates when we don't agree. We [1:12:19] have to eventually move forward because we're stopping progress in our school district. And Erica, that's a valid critique [1:12:26] because we spent what an hour and a half last last week. [1:12:31] Okay. I would I've been processing it. So, I took all that input in and I've [1:12:37] been thinking a lot about it. Made many calls this week getting thinking it out. [1:12:43] So yeah, perhaps it that's why I say let's just vote and move on because I've [1:12:49] I've had my my say and uh and I think you represent a valid perspective. [1:12:54] Erica, I guess I would differ a bit that although we did have a work session on [1:13:00] this topic last Monday, we did not come to conclusion or consensus and it was [1:13:05] sent back to uh committee for the work of the actual policy to be done. So I I [1:13:13] don't think it's quite fair to say that we've had this discussion and and we've you know the majority has agreed. Um I [1:13:20] think there's still work to be done and I think it's a valid point to just point out that you know that that Owen had [1:13:27] concerns and I think others have expressed concerns as well around the the travel. [1:13:32] So I you know until we have a final policy in place I don't think we we we [1:13:38] have reached consensus on this issue. So, I do think we've reached a general consensus that we are in favor of [1:13:45] continuing international travel. I think that what we talked about was the need to make sure that we had a broad [1:13:51] spectrum of of travel available for students so that students who couldn't [1:13:56] afford an international trip could nevertheless gain the educational benefit of travel. And so, we were [1:14:03] trying to figure out and left that to the committee to try to work into the process. I believe that that's where we [1:14:11] left it, but that there was a general consensus in favor of continuing these programs. I I do agree that we've been [1:14:17] told the cost is not significant. I think there probably is some cost, but there is absolute benefit to these trips [1:14:26] and we are not solely a classroom institution. We have a lot of things [1:14:31] going on beyond the classroom and this is one that's positive. I don't know if others have comments or if people would [1:14:37] like to go to a vote. [1:14:43] All right. All those in favor of approving the trips, the math trip to [1:14:48] Germany and the social studies trip to Vietnam, say I. I. All those opposed? Name. [1:14:54] Motion carried. All right. Thank you. Uh we are next on to discussion policy [1:15:01] review. Amir, I believe you are up. All right. Very good. Yeah. Yeah, the one policy that's up for review is about [1:15:09] searches on school property. Our current policy doesn't make any reference to the [1:15:16] use of train canines and that's um an option the administration has asked for [1:15:21] with regard to the high school parking lot, student parking lot in particular. Our current policy also doesn't [1:15:27] reference student vehicles. It references their lockers and desks for searches. um [1:15:35] but with there's reasonable susp suspicion. But this change to the policy would allow the administration to use [1:15:43] trained canines to walk the high school parking lot between vehicles and look [1:15:49] for any indication of of a of a hit from the dog that there might be reason [1:15:54] suspicion on a vehicle. At which point the student would be called down. The [1:16:00] parents would be notified. the student would be asked to open the vehicle and if they refuse, they may lose privileges [1:16:06] to park on the lot or some other type of consequence. We don't currently have a [1:16:12] request from the administration to use those dogs inside of the school property um near lockers or anything like that. [1:16:19] It was it was a parking lot request and the policy is updated to allow both the dogs and the vehicle external search and [1:16:26] it's brought to this meeting tonight to hear concerns from the board or questions about searches in general or [1:16:33] consequences or what would be searched for questions or concerns of that nature. [1:16:38] So it does say that we could expand this beyond parking lots if at some point that would be deemed necessary or [1:16:46] appropriate. Am I understanding that correctly? Yep. [1:16:51] Lockers, locker rooms, and common areas. That's right. There's already there's already a policy that applies to [1:16:57] searches without a K9 searches if there's reasonable suspicion, not random searches. Um that's right. And so this is [1:17:06] that's not around a request for administration to start using the dog or something for for reasonable suspicion [1:17:12] inside of the school to look for reasonable suspicion inside of the school but in the student parking lot. But I understand in the past we have not [1:17:19] had the use of K9. Correct. We've not had nor does our policy make any reference to. So, [1:17:26] why are we adding um if the administration wants the canines in the [1:17:32] parking lot and not within the school, why are we changing policy to reflect that broad [1:17:39] um of a searchability? Why would we not come back to policy if at some point in time the administration says we need to [1:17:46] do this? Um I I'm just curious as to why the policy reads the way it does. [1:17:53] Yeah. So, fair enough. I think the policy references the use of dogs um [1:18:01] in those other areas like common areas or lockers even though that's not that's [1:18:06] not something that our high school principal is is requesting to pursue at this point. So I'll I'll just note that as it's [1:18:12] currently written, I would not be supportive of this policy. If you brought the policy back limiting the K9 [1:18:19] search to the parking lot, then I think that that's something I could more easily engage into a discussion about. I [1:18:25] would then have other questions about it, but at least it would be, I think, [1:18:30] narrow in scope to what appears to be the objective. [1:18:35] And so I would rather tailor the policy to the objective. And if we find that we [1:18:41] need to change, we can then look at the policy again. What is objectionable about having it be [1:18:48] broad? Because those things are accessible for search currently. [1:18:53] Somehow the idea of having dogs wandering through the school sort of doesn't create in my mind the welcoming [1:19:00] environment that we're trying to create. And perhaps if the students and the [1:19:05] faculty disagree then I could be convinced otherwise. But it just strikes me as creating an environment. First of [1:19:12] all, it's beyond the scope of what I hear is the objective. So, I think if you're going to have an objective, you [1:19:18] should limit your policy to that objective. So, that would be the first concern I have. But the second is it it [1:19:24] just doesn't create it doesn't create what I think makes sense within our school district. [1:19:34] So apart from the question of whether the policy gets ahead of the request, [1:19:40] are there other questions or concerns about the request itself? Then [1:19:45] I have quite a few questions. So I guess my main question um or one of [1:19:54] them revolves around um I feel that and I know this is policy [1:20:01] and policy committee but I feel that if we are going to do something such as this which I think is a pretty large [1:20:08] jump in policy from a um trying to um [1:20:13] discipline students based on drugs. I think it needs to be part of a broader strategy and what I don't see is what is [1:20:20] that broader strategy to um limit drugs on the high school campus. Um and [1:20:29] to me this it it feels like something that it can [1:20:35] be effective. Sometimes it's not effective. But are we selling that we're [1:20:41] doing something really to combat this um drug issue when there should be a whole [1:20:46] broad scope of things that we should be doing? And so my concern from and it um [1:20:52] not so much in this policy per se, but just from um what this means is that um [1:21:00] why aren't we first trying to educate students? I mean, there are all sorts of things you can do to try to limit drugs [1:21:05] in a school. I don't think we've done a lot of those and we're immediately going like let's bring the dogs into sniff [1:21:12] people's cars which I don't inherently actually have an issue with but it needs to be a broader strategy in my mind and [1:21:18] then when have we been told that that's not going on because there is I mean [1:21:23] there's health class where where anti- drug use is talked about there was just [1:21:29] a a speaker on on drugs in the schools. I mean, I do think we have lots of other [1:21:34] things going on. I mean, we have a principal who's come to us and said, and I think anybody who has a kid at the [1:21:40] high school could tell you there there is a problem with with drugs. And I'm not saying there's not. I just think in [1:21:46] order for this to be effective, it needs to be part of a broader strategy, which maybe we have and we aren't able to [1:21:52] articulate very well. But I think there's a lot more education we could be doing for students getting to the root [1:21:57] cause as to why students are using drugs in the first place. And um again, I'm not saying this policy in and of itself [1:22:04] is bad, but I think that there needs to be more work around what as a district [1:22:11] holistically are we doing from um drug education and prohibition perspective. [1:22:17] So that is one of my um list of like five things that I have to bring up. So [1:22:22] do you just want me to keep rattling off my stuff? I I forgot to mention something else which is my understanding and I could be [1:22:28] wrong on this but that if there are drugs in a locker one year that may show up in a test the next year and so so [1:22:36] long as you end up with that risk then that's not something I would like to subject our students to. Just a point of [1:22:43] clarification, Andy Beaton came to policy and talked with us about that. The principal thrust here will be the [1:22:48] dogs in the parking lot, not in the hallways and so he that was brought up. But [1:22:55] but then that should be what the policy says. Yeah, that was the first point. So the [1:23:00] point that Erica is on now is about the broader scope. And I will say that uh principal beaten mentioned the broader [1:23:06] scope too. In fact, his opening remarks uh said that he values and they're already working on the education [1:23:12] component, the supervision component, consequences, health resources. [1:23:18] He we did not get into details of that point about about what is currently taking place, what used to [1:23:23] take place, what could, but he he did elaborate that that's a context and a [1:23:30] long list of of ways to get at the core problem that you mentioned that he values. Um what he came to the policy [1:23:37] committee specifically for though was the the request to also have an [1:23:42] identification of of drugs on school grounds enhanced the ability to enhance it besides [1:23:48] um maybe somebody reporting that they've seen it that particular day. Great. You had other points Erica? Um [1:23:54] yeah, I guess my other point or question is that um [1:24:01] is really from the legal perspective and ensuring that our district is covered from a legal perspective [1:24:08] um and involving in the constitutional fourth amendment right of search and seizure. And um in doing some research [1:24:16] on this, I found that in the state of Montana, which I know has no jurisdiction over here in Minnesota, but [1:24:23] they've had a couple of very recent court cases where the school um basically the school was found liable [1:24:31] for violating the privacy of a student using um search dogs. And they said [1:24:36] because the school had not shown that it had a welldocumented drug problem ahead of time that was the reason that they [1:24:43] needed to bring um the dogs in. And they felt that if the school had done some work ahead of time to sort of lay the [1:24:49] groundwork to say um this is the problem we're having. This is the data. These [1:24:54] are the facts. This is why we're bringing these dogs in. It gives a lot more credence to the case that um why [1:25:02] we're doing these wide widespread searches. So, I think as a district, we need to ensure from a legal perspective [1:25:08] that we're doing all the leg work ahead of time um to protect us if something [1:25:14] later on does happen and there's a hit on a car or whatever. Um we want to make [1:25:19] sure we're protected from that perspective. So, as a additional point, there was a a [1:25:27] case that went to an appeals court out of Indiana that reached the opposite conclusion that said it was um external [1:25:33] of a vehicle did not violate a fourth amendment search. It was just a dog walking along uh the outside of the [1:25:39] vehicle, but when it alerted, that was reasonable suspicion, which which [1:25:44] prompted the uh the necessary um I guess cover or the reasoning also. [1:25:52] Since we did start talking here as if law enforcement is involved, I should note that principal beaten emphasized [1:25:57] that when when a dog should happen to indicate that a car would have something [1:26:03] controlled, it would be dealt with within the school administration, which struck me as perhaps being too generous, [1:26:10] but I think it strikes you maybe as um alleviating some concern that this isn't something that's going to bring in [1:26:16] criminal justice type consequences. their administrative consequences. Um, [1:26:22] one of them might be losing the ability to park in the school parking lot, but even that he was hesitant to say that [1:26:29] there would be some sort of a trigger and it's just automatic. You lose your ability. He was sympathetic to concerns [1:26:35] about students who who wouldn't otherwise be able to get here if they don't have access to the bus service or [1:26:40] walking distance. And so he's put a lot of a lot of the context and second line [1:26:47] of consideration thought into it that I think I hear you looking for at this point. [1:26:52] Um yeah, and just I have no preconceived notion as to what a discipline policy could be or should be or law enforcement [1:26:58] involved um because I just that's not my area of expertise. I just from a district like I said from a district [1:27:05] perspective ensuring that we've done the leg work up front to protect ourselves. um it from any sort of litigation, which [1:27:12] we can't 100% do it, but I do think in this instance there are things because the law is varied and I I know there's [1:27:19] tons of cases and that's probably the norm actually that the searches are okay, but there have been a few cases [1:27:24] where schools haven't been held liable and I want to make sure that we've done the groundwork for that. And in saying [1:27:30] or doing that, I want there's um a lot of policies written that are much more [1:27:36] specific about what happens if a dog like [1:27:43] sniffs on the car. I don't know what what the verbiage is. Um and I think that I feel that we um from a policy [1:27:51] perspective um just put in a little bit of a generic um [1:28:00] paragraph and I think we could do a little bit more work around the verbiage from policy perspective. been one thing I saw other schools do is they actually [1:28:06] notify students ahead of time when they get their parking pass and they say you need to sign here and this let we now [1:28:14] have permission to search your cars and stuff like that. And so I I just I feel like like I said I'm not not supportive. [1:28:21] I feel like we've jumped into this a little fast and there could be some things that we could do from a process [1:28:27] and policy perspective to make to limit our liability from a district perspective. [1:28:37] You said you had five items. Did you already cover? [1:28:44] Amir, regarding the the legalities, have we run this by legal counsel? [1:28:52] No. Okay. So, I would say that that would be something we should do. He's generally quite conservative on these [1:28:59] things and will will guide us. Um, I would think because you're on school property, I like uh Erica's idea of the [1:29:07] signing something when you get your parking pass because it is a privilege and granted you pay for it, but then you [1:29:12] pay just like when you park in a parking ramp that says we're not liable for any damage to your car. So, it seems like we [1:29:18] should take a look at that. As for the the welcoming environment, I just I guess I would say that I don't get the [1:29:24] sense from uh principal beaten that this is something where he's planning to just [1:29:30] walk through the school with dogs on a regular basis sniffing things and um so [1:29:36] I think we're we're kind of maybe overinking that in our minds. I think, you know, if if they feel cause and they [1:29:44] feel the need to maybe search some cars in the parking lot, um I I just I don't [1:29:49] see a problem with that. And, you know, you shouldn't be bringing those things onto school grounds in the first place. [1:29:55] As for doing it within the building, I would think that um principal beaten would come to us with more explanation [1:30:01] about the need for that or um purposes for that because I again I would think [1:30:07] that it would be used in a more uh targeted limited way that maybe they know a particular place or I can tell [1:30:14] you the bathrooms um looking for things that that would be useful to have the [1:30:19] potentially the dogs to help. I don't have a problem with this um as it's written outside of having legal counsel [1:30:26] review it and um just make sure that that if waiverss are signed [1:30:32] understanding on on school property what are what rights are somewhat uh left at [1:30:39] the door for searches and stuff when you come into the the school district. But otherwise, I think this is a response to [1:30:45] a need and clearly it it wasn't even just although we had community members supporting it, it came from our [1:30:51] principal. So, who who sees the need? So, I would say that I would be in favor [1:30:57] of moving this forward um barring some legal thought behind it or review, I [1:31:02] should say. Thank you. [1:31:08] It it's not clear to me that it's a response to a need. If he tells me if he's telling the board he's not going to use part of the policy. That doesn't [1:31:14] sound like a response to a need. The first part does, but the second does not. Well, I wouldn't mix those up. [1:31:20] There's perhaps there's a need, but there's also a concern. And so, if he's trying to triangulate a lot of points [1:31:26] which have been partially expressed tonight, I wouldn't say that invalidates [1:31:32] um the point of a need. But so if he's if he's [1:31:37] sensitive to the concerns and he's interested in in a step that doesn't u [1:31:44] fly in the face of those concerns, I just want to make sure it's clear that doesn't undermine the worry or the the [1:31:51] sense of a need for for what he's requesting for. But if he says he's not [1:31:56] going to use the authority to search within the school, it's hard to correlate that with that he needs to [1:32:03] have that authority. Well, if you're talking about what's written in the policy and whether we should should take that language out and [1:32:11] consider adding it if it's requested at another time, I think that's a reasonable request. I'm not pushing back on that. That's all I'm saying. [1:32:16] Okay. Should Andy come and address this forward? [1:32:24] Yeah, that would be great. I think it's a great idea because we have been getting some comment from the [1:32:29] community that people are a little bit worried and um we've been hearing some anecdotes about kids having availability [1:32:37] to some substances that um that if they don't have uh access to it, they [1:32:43] wouldn't be tempted. And I think that this is one of the drives behind it. So, [1:32:48] okay. All right. Uh, next item is schoolboard meeting [1:32:55] dates. There is a draft of schoolboard meeting dates beginning in July. [1:33:03] Each year we do approve our meeting dates for the coming year and we [1:33:09] religiously do not follow it in terms of work sessions. [1:33:14] So understand that in approving this this will be our regular meeting schedule. This will be a likely be a [1:33:20] subset of our work session schedule and it'll be up for approval next month. So, [1:33:26] is July 15th set in stone? None of these dates are set in stone. I already had a vacation schedule. [1:33:33] Um and and we do know I know summer we know and we tried we tried we tried last year to get everybody on [1:33:39] one page. You did great work trying to get us to have a time last summer and I think we [1:33:45] ended up with almost no dates. Nope. No. Um, it's always gone. But [1:33:51] we could do a Google doc for the Julies, but it never seems to work. [1:33:59] I see someone shaking their head. The person who would be doing the Google doc. Um, [1:34:04] I didn't I know. Still doesn't. All right. Well, we can look into the [1:34:10] whether July 15th could possibly be. I think the only other option is like the 8th because we don't want to have it on [1:34:16] the 22nd. Oh, I did have one question. Do we are we trying to have a [1:34:22] consistency of second and third Mondays? Um, [1:34:28] if you look at this, it looks like it's a lot of thirds and a lot of seconds. Um, or I think a constituent asked me [1:34:35] this recently. You know, I thought you guys always did it on the third Monday of the month, but I don't think we have a standing [1:34:42] precedent, do we on that? I think historically we've tried for the third, but then you end up with Monday holidays, [1:34:47] right? Um, President's Day weekend, uh, there's I think there are a couple of religious [1:34:53] holidays that pop in here. And so, while it starts at every third, it quickly [1:34:59] becomes every third plus other Mondays. Okay. I just wasn't sure that we were if [1:35:07] we were trying to we tried. All right. [1:35:16] Next item is the action item. Can I get a motion to approve the uh long-term [1:35:23] facilities maintenance bonds in the amount of 24,700,000? [1:35:30] Second. And Jody, you've been sitting here waiting [1:35:36] patiently. Waiting, but it's been very interesting. I won't be able to recite mine in Spanish, so [1:35:41] maybe Yeah, see [1:35:47] that's what we got. That's it. That's it. The rest Oh, we can do our numbers. Do [1:35:53] our numbers. Know what those Yeah. There we go. And Marggo, we've talked about the background to this last month, correct? [1:35:59] Uh December. December. Actually, in December. So, um we updated the long-term facility maintenance plan. [1:36:07] Um approved a resolution to proceed in December. Since that time, the uh [1:36:13] Minnesota Department of Education has approved the revised long-term facility maintenance plan. And so, every other [1:36:20] year, we do issue bonds as part of our funding mechanism for our long-term facility maintenance plan. And now, Jod [1:36:27] here is here from um Ellers and Associates to um take the next steps and [1:36:33] talk about the process. So, so what I don't know is I mean there's a report here that kind of work walks us through it, right? [1:36:40] It's in board book. So, not to not to steal your thunder, but do we want to switch and see if people have questions [1:36:46] rather than have a presentation? We'll be fine. [1:36:52] Just overall, do you want to just explain the the pros for doing this maybe so that [1:36:59] understand why we would take this approach? Sure. Just continuing down the path that [1:37:05] we've been on. Right. So you have a 10-year plan which identifies the needs and your um [1:37:10] projects that you want to accomplish to protect the investment in the facilities that the community has made and um many [1:37:17] of those projects will provide benefit to you over a long period of time. So we generally provide a mechanism where [1:37:24] you're funding those projects over the period of time through your bond issue [1:37:29] as well as some ongoing pay as you go levy. and we kind of balance that out to make sure that the tax rates stay pretty [1:37:36] level. And you can see that on the chart that we provide to you. So even with issuing these bonds, we expect your tax [1:37:43] rate to go down a little bit next year um and to stay um at that level for about 11 years and then go down again so [1:37:49] that you have some future flexibility for funding. We did adjust the um [1:37:54] project schedule just a little bit this year and I know Margot talked with you about that at your December meeting [1:38:00] after finance and facilities talked about it. So, and I should mention one other thing. The resolution that you [1:38:06] have before you tonight is considered a parameters resolution. We've used that process with you in the past to provide [1:38:12] some flexibility around the sale of the bonds. So, the most popular day in the municipal bond market to sell bonds is [1:38:17] Mondays. And so, um, we have set this up so that Margot and a board officer will [1:38:23] be able to, um, take a look at the bids that we receive on April 10th is the day [1:38:28] that we have it slotted for right now. And if they meet, if they were in the within the parameters that are in the resolution, then they'll be authorized [1:38:35] to accept that proposal on behalf of the board. And then the board would ratify that in a resolution at your April 15th [1:38:42] meeting. So we can also get the bonds sold a little bit earlier on a day other than a Monday and hopefully lock in on [1:38:47] lock into some lower interest rates for you and your taxpayers. [1:38:53] So that's a little bit we've used that process before for you and it's been it's worked out really well. So we think [1:38:58] it makes sense to take a look at that process again. And that's why the resolution before you tonight is considered a parameters resolution. and [1:39:04] it contains some of the same language that you already adopted at your December 17th meeting um uh with the [1:39:11] state credit enhancement program and that sort of thing, but most importantly those parameters that we've included in [1:39:16] that resolution. I was just going to say I'm working closely with Mar. [1:39:26] Yes, we'll be in contact the morning of April 10th. [1:39:31] on the chart, Jody, that shows the green and the pink dashes and I think there's [1:39:38] a little bit of dark blue and then the the the existing debt blue. That's all [1:39:44] of our levies and and does that include the the the referendum? I mean, is that [1:39:52] everything? These are your debt and capital levies, which are spread on net tax capacity. Okay. Um so your operating referendum is [1:39:59] sp spread on referendum market value which is a different tax rate. So that does not get reflected here. So it is a [1:40:05] large share of your property tax levies but not everything. Okay. Thanks. [1:40:14] Any other questions? So I believe this is needs to be approved by roll call. [1:40:21] So Sarah, can you start us? I [1:40:32] I I motion carried. Great. [1:40:37] So, we'll get the results on April 10th and we'll be back to share those with you on the 15th. Thank you. [1:40:43] We'll be in touch. Sounds good. [1:40:51] All right. Preliminary [1:40:56] budget approval is next. Can I get a motion to approve the preliminary budget? [1:41:05] Margot. This looks like last month. It does. [1:41:12] There might be a few wording updates, but in the numbers, uh, the majority of it has not changed. We did um have our [1:41:20] budget listening session and um receive some feedback, some good feedback which [1:41:25] we're following up on. Um but what I'll answer any questions that you have. I [1:41:32] want to thank everybody involved in the process, you as a board and this um as [1:41:37] well as uh staff and community. Um it's been months worth of work and now um [1:41:43] pending your approval tonight we'll continue to work diligently in the b business office to um put the uh this o [1:41:53] big picture budget into details and bring you the detailed budget in June. [1:42:01] All right, any questions? Again, we have seen this. We've been work sessions on this. All right, all those in favor of a [1:42:07] Oh, sorry. Go ahead. Um I'm just wondering Margot and then the board what [1:42:13] what happens if based on all of our parameters if say the budget comes out [1:42:19] more favorable on a per pupil spending um or per pupil formula um what happens [1:42:25] with when we if we were to get an influx of dollars or is that to more than we [1:42:32] look to save that for the future? So I uh historically we've done a combination of things depending on the [1:42:37] year. uh one is as you say we we can save it. It certainly helps us uh as we [1:42:43] forecast forward. What I would do in June I'd look at the long range plan and we'd take a look at um how does that [1:42:49] help us for 2021. Maybe we can be in a position potentially not to reduce if [1:42:55] all the other projections uh come in on target and there's nothing else. Um so that's certainly an option. Um some [1:43:03] years what we have done um is wait until fall and so we can also see how the [1:43:09] audit and the enrollment comes in um and then maybe there are is a process for [1:43:15] requests for uh an enhancement of some sort. And so we've we've done that and [1:43:21] we've also done um uh where we um have [1:43:26] had a short list or a small list of immediate things that maybe need to be [1:43:32] approved right away in June if if and we have done any combination of the three [1:43:38] of those. One thing I would caution is uh spending 100% of it whatever that [1:43:43] increase is. Um but if there's some immediate needs, you know, it might be a combination of doing something in June, [1:43:49] reassessing an a um like October when enrollment and the audit are in and then [1:43:57] um updating the long range forecast. Thank you very much. All right. Any other questions? All [1:44:03] those in favor of approving the 201920 budget adjustments say I. [1:44:09] I. Any opposed? Motion carried. Uh, next, can I get a motion to approve the [1:44:15] partial roofing bids? [1:44:20] I get a second. Second. All right, Margot, you're up in this one [1:44:27] here. They all came in below budget. I know. I like to present those. [1:44:32] So, and we were hoping for that, as you recall when I presented on the window bid, that some of our other um bids [1:44:39] would come in more favorable. uh roofing has been very competitive um and so [1:44:44] we're happy to report this and would ask um for your approval and again these are all entities that [1:44:50] are have been vetted and deemed to be all right any questions all those in favor of [1:44:56] approving the uh contracts attached to the motion say I [1:45:02] I any opposed motion carried thank you [1:45:08] thank you Marggo Next, can I get a motion to approve uh the infinite campus [1:45:13] subscriptions? So, move Steve. [1:45:19] Good evening, Superintendent Dr. Schultz, uh board chair Lenny Freeman, [1:45:24] Wallen Freeman, and school board members. It's it's hard to believe that it's been three years since we converted [1:45:30] our student information system and our learning management system. We've had an a lot of uh it was a foundational piece [1:45:37] that was uh a lot of hard work by a lot of people, but uh it's it's already bearing fruits. I bring to you this [1:45:44] evening the uh contract renewals for both of those systems. A little information about the infinite campus [1:45:51] one. There's there's no price increase at all on that one. It's the exact same price that we had three years ago. Uh [1:45:58] please note we did add a number of additional services. Uh as you remember [1:46:03] there was a little bit of implementation hiccup with the food service in the fall but that seems to be working fairly [1:46:09] well. And then we are using the system for online registration and a lot of other fees and or a lot of other [1:46:15] services. Um, I included in the uh action item just a different additional [1:46:21] information and we did use the uh company that or a consultant to help us [1:46:26] do the vendor selection survey to review that. It was appropriate to be able to [1:46:31] um be able to renew this contract without having to go out for bid. So, I'd ask that you approve that this [1:46:37] evening. All right. Any questions? [1:46:42] All those in favor of approving the infinite campus subscription renewal say I. I. Any opposed? Motion carried. Can I [1:46:48] make a motion to approve the renewal contract for schooly? [1:46:56] Yep. And so uh this is the um ancillary tool that connects to our student [1:47:02] information system and it's what if you have a secondary student in the district they all know and love. I don't know if [1:47:08] they love but they all know. Um and it's been a great tool. Um this this year we [1:47:13] actually were able to do what's called grade passback. So for the first time in my um number years of education that we [1:47:20] were able to have the teachers be able to put information into the learning management system and that information came back automatically for the report [1:47:27] card. That's a pretty uh heroic and excuse me big feat. Um the contract, [1:47:34] it does go up about 25 cents every year for the contract, but um we've [1:47:39] structured this contract. So, it's a three-year contract, but we have uh points every year if we need to [1:47:45] re-evaluate it. So, it's a it's a three-year contract, so it locks in our pricing, but we have renewals every year [1:47:51] if we want to continue with the contract or not. That would have been my question because [1:47:57] the infinite campus is a one-year and the schooly is a three-year, but you're saying we could get out of schooly at [1:48:02] the end of a year. Correct. The the contract is is structured such that it says uh a one-year plus two-year two [1:48:10] one-year renewals. And so we can renew after each year if we choose to. [1:48:17] Any questions? All those in favor of approving the renewal contract for schooly say I. I. [1:48:24] Any opposed? Motion carried. Next we have policy 613. Can I get a [1:48:30] motion to approve policy 613? [1:48:35] All right. So, this is the same as it was last month. And I'll just emphasize that it's graduation requirements and it [1:48:41] has to do with a process of acknowledging some middle school credits earned at the high school uh for the [1:48:49] purposes of the high school transcript. And previously we had specified grades that credits had to be earned and now [1:48:54] we're just saying they need to be recognized on a high school transcript. Um there was there were other [1:49:01] conversations about graduation requirements that have started some of them long ago. They're ongoing some of [1:49:06] them will come to the board as well. So policy 613 about graduation requirements will come back to the board in a fairly [1:49:13] quick timeline. But I do recommend that we just approve these small changes that we looked at last month. Any questions? [1:49:22] So just so I understand this policy so that if we have compacted science as an example in uh so in sixth and seventh [1:49:29] grade you can take six, seven and eight then in in eighth grade you could take [1:49:34] let's just say physics as an example which would be a high school physics class. That means the student who takes [1:49:40] physics in eighth grade will have will get a credit towards high school [1:49:45] graduation stat. I like where your mind's at. I don't know that it's it's time to give you a specific yes or no on that example. It's [1:49:52] not exactly clear what that eighth grade class would be, but we do have some examples that are moving forward more [1:49:58] rapidly. I think math is the example at this point. A math class that some students will take in nth grade and get [1:50:04] credit on their high school transcript for and others might take in eighth or seventh grade. That's the the easy yes [1:50:10] at this point. And there are there are other classes that might fit the bill as well. And that's going to go to teaching [1:50:16] and learning and come back and if they um have a recommendation that the board likes, we can update this policy. Well, [1:50:22] okay, this is an example, but it would be it would be covered under this. Okay. The this allows classes from the middle [1:50:29] school to be recognized on a high school transcript. Uh if they if there's a [1:50:35] process in the high school, let me rephrase this. This allows classes that are earned [1:50:42] to count towards graduation if they make it onto the high school transcript. Now, what makes onto the high school transcript is a process, internal forms, [1:50:50] internal policies that we continue to have a conversation around. But this policy allows those processes to [1:50:56] actually work. Whereas before we had a policy that said credits had to be earned in 10th through 12th grade. And [1:51:02] then when we brought the nth grade in, we said n well when we brought the nth grade in, we started to say 9 through 12, but we used to specify 10 through [1:51:08] 12. And so now we've just stopped listing the grades and say what we're looking at is your high school transcript. And then when it raises the [1:51:15] natural follow on question is, well, how do I get credits on my transcript? There'll be a process for that. [1:51:20] And so you mentioned math. So I'll I'll I'll run down that avenue for a second. So if you're in double accelerated and [1:51:27] now you are in seventh grade taking the equivalent of nth grade math and in [1:51:32] eighth grade taking the equivalent of 10th grade or at least what some ninth and tth graders will be taking. Will [1:51:37] those students get high school math credit or are you going to tell me the same answer that those are great questions and it depends upon how they [1:51:44] get integrated? Yes, let's have Randy help you. You're up Randy. So, one of the uh [1:51:50] pieces that we looked at are how some other schools handle this situation and uh we did get some insight from a sample [1:51:58] letter that AIO public schools uses. So, we took a look at that and basically what it would do is it would give we [1:52:05] would we would assume that we would use a similar process. So, basically what it would do it would give parents and [1:52:10] families options of opting that credit onto their transcript. So, they would simply complete a form, cite down the [1:52:18] information of when they earned the um the credit, what the letter grade was, etc., and then they would submit that. [1:52:25] And then during the summer of their freshman year, those credits would be transferred onto their high school [1:52:30] transcript. They could also opt to not transfer that grade and those credits on the high [1:52:37] school transcript. So, it's really a win-win situation for students and we're holding them harmless for being a middle [1:52:43] school student attempting a very rigorous high school level course. And assuming that goes very well, they could [1:52:50] push that forward. And if it doesn't go well, hooray, you've attempted a very rigorous course. There's a good learning [1:52:57] experience. Now, it's uh let's get that figured out for high school. [1:53:02] Um I have a quick question. Will the you said that the credit and the grade will transfer will the grade trans will the [1:53:10] grade count in their GPA calculation? Yes. So um and just from a process [1:53:16] perspective. So a family will decide before taking the class. Correct. After taking the [1:53:22] or after after taking the class they would decide if they want to move that grade and credit to their transcript. And if they [1:53:29] do that then the grade would count in the GPA. So, that's something families will be aware of via the form prior to [1:53:35] submitting that. Okay. And I was I guess that was one thing I was wondering if it needs to be [1:53:41] clarified in policy or is it fine to have it? So, that none of that process is in this [1:53:47] policy. The policy simply says that uh for graduating you need a certain number of credits on your transcript, [1:53:54] right? And then it's internal that form and the processes. [1:53:59] So I I think that this change is great because I know that we have students who have scheduling difficulties in the high [1:54:07] school and so to the extent that we are adopting compacted classes as an option [1:54:13] and I know that that you kind of didn't answer that question. I mean, it remains [1:54:18] to be seen, but within the math, it just allows those students more flexibility [1:54:23] in building their high school transcript and kind of rewards them for, you know, [1:54:28] pushing a little bit harder in middle school. So, I think it's great. Exactly. especially since we we tell [1:54:33] students they don't have to fill up all seven slots when they're juniors or seniors even. Um if they've got [1:54:39] something on their transcript that they wanted on there and they still don't need to fill up a slot in the junior [1:54:44] year, that's that's a win in a lot of areas because that's a very stressful year, [1:54:50] right? To your point. All right, any other questions? All [1:54:57] those in favor of approving policy 613 say I. I any opposed? Motion carried. [1:55:04] All right. We have information items listed here. Are there any uh committee [1:55:11] updates? I don't think that finance met between the last meeting and this meeting. So there would be no finance [1:55:16] update and if it was we would have covered it in what we just approved. So are there any other committee updates? [1:55:23] Um in teaching and learning just to piggyback on the policy that we sorry to piggyback on the policy that Amir [1:55:30] mentioned um we did have discussion around some credit requirement changes that we need to fix in the policy um uh [1:55:39] around capstone and then there'll be a recommendation coming forward from administration regarding uh FIED credits [1:55:46] and so the board will need to discuss that and um uh address that. So, those were the big [1:55:54] ones. We also had a uh little update on um the pilot that's going on, earned [1:56:00] honors in our uh preap10 classes. We got [1:56:05] an update that they are are working on that that the teachers are getting some professional development around it to [1:56:11] help them figure out how this works. Um there was discussion around what are the [1:56:17] outcomes that we're going to look for that will prove that the pilot will was successful and it does not sound like we [1:56:24] necessarily have all those measures figured out but hopefully um we'll get that soon. Um and then we also got an [1:56:32] update on some map testing but I think that will be coming to the full board uh shortly. So those were kind of the the [1:56:39] big things that we discussed in teaching and learning. Sarah, did you say it is underway? The pilot they're just working on. [1:56:45] It's underway, but it's not as though Andy, please jump in. It's not as though [1:56:51] it's it it's not at its full uh [1:56:56] potential. Yeah. Part of what they're doing is they're testing out some different things and they have written all of the [1:57:03] what they are calling expert competencies and they are testing out those different expert competencies [1:57:08] through their assessments. So the intent is to teach the standards and expectations at a very high level and [1:57:15] then the differentiation for who has earned the honors credit so to speak [1:57:20] comes out through the assessment. So the level at which students assess at is how [1:57:25] they would determine this moving forward. Now, what they are doing um this semester is they have written all [1:57:32] of these expert competencies, but they're testing and they're vetting those out. And they found a few of them [1:57:37] that they have felt like these really didn't work very well. We need to redo these. And their intent is to by next [1:57:44] fall be able to say to kids, now here it is all laid out. You can earn it and it [1:57:49] would show up on your transcript. So, I'm just trying to understand like [1:57:55] is it embedded honors as in dayto day? there's an embedded honors experience and embedded honors learning if not [1:58:01] embedded honors curriculum because I think this embedded program prides itself on the same curriculum but is [1:58:08] there a day-to-day experience that's different or it's a heterogeneous classroom but when they're grading the [1:58:14] tests they really keep that sharp eye out for papers that that rise above [1:58:20] grade level and they just try to put a little embedded honor stamp on a test [1:58:25] when they hand it back than that is Is that what's happening? So they are teaching the class at a high [1:58:31] level of competencies and you know there's an intended curriculum and then a learned curriculum in any course and [1:58:38] what they are doing is they are teaching the class at a high level and then when students assess they have an opportunity [1:58:44] to show their level of understanding and their level of knowledge. Now on the assessments, the way they've uh mapped [1:58:50] out the honors competencies or they're calling them expert um competencies at [1:58:55] this point is the level of depth of knowledge of thinking. So as they move up higher on the web's depth of [1:59:02] knowledge continuum of thinking that is part of earning that competency and as they move over to the uh to the right or [1:59:11] over into um um application beyond the [1:59:16] discipline application outside of the discipline of the concept. So, as you go up webs of knowledge or webs depth of [1:59:23] knowledge and over into authentic application, those are the types of competencies that they're looking for [1:59:30] through the assessment. I guess my concern, I'm disappointed to hear it though, is that there's not [1:59:35] there's not any encouragement of those competencies as part of an embedded honors plan. There's not um specifically [1:59:43] teaching and giving feedback for something that's beyond the regular class. I understand the regular class is [1:59:48] college prep and that's that's essential, but I kind of in my own mind imagine bedded honors being more than [1:59:55] just um recognition on an exam after having had the exact same day-to-day experience for [2:00:01] weeks. The students are being taught what those expert competencies are. So, there is articulation of that. They're also [2:00:07] exploring how they can use some of the flex time for additional time and support for students to be able to [2:00:14] attack those competencies. You see how we had talked about students maybe unit by unit or book by book opting in [2:00:21] flexing out. Are you doing embedded honors this time or not? You make it sound like there is no in or out. You're [2:00:27] just in this class. But when you get your test back, you see if the teacher thought that you were embedded honors [2:00:34] amazing or just regular amazing. And that's a very different that's a very [2:00:39] different experience. And it's just not at all competitive with an idea of an honors [2:00:45] class. It sounds like it's it's completely different from an honors class. [2:00:52] Well, I would imagine an honors class is a level of depth and complexity and rigor [2:00:58] and speed and above grade level that would not be appropriate day-to-day would not be appropriate for most of our [2:01:03] students. our our mainstream class, the typical class would be college prep and [2:01:08] appropriate for most students, whereas an honors class would be something that's beyond that. And embedded honors [2:01:15] originally had some hope that this would be something that could rival the need for an honors class. And it sounds like [2:01:23] actually everybody has the same day-to-day experience. This day-to-day experience is appropriate for everybody. [2:01:29] College prep, but appropriate for everybody. But when you get your test back, they look for indications that you [2:01:35] get it beyond grade level despite not having been encouraged and nurtured and given, you know, small group [2:01:40] discussions, not having had a pace or depth or complexity that was different from what would be appropriate for most. [2:01:45] And I'm just I'm really underwhelmed with that model of offering advanced [2:01:51] learning. Well, I I do disagree be based on the feedback that we've heard from [2:01:56] the teachers so far, but we will be bringing our data and the information [2:02:02] from the pilot back to the board to present it. And so, we'll be excited to [2:02:07] share with you the learning from that. And again, part of what we're doing is we're assessing this experience. We're [2:02:12] assessing it with the students. We're assessing it with the teachers. We will bring examples of work and learning that [2:02:19] students have done. will show you examples of um students reaching regular [2:02:25] competency and students reaching honors level competency. Anecdotally, some of the teacher sharing um some of the [2:02:33] significant level of work that students have done is something that they haven't seen in a long time. And so I'm excited [2:02:40] about the um about the possibilities, but we'll be bringing that full report back to the board. [2:02:48] So, um, Randy, when you bring that report back to the board, one of the things that had been presented to the [2:02:55] board was the idea that there would be flex grouping within the class and across classes. And you just mentioned [2:03:02] using flex time. So when you come back before the board, if and I'm not looking for the answer tonight, but if you can [2:03:08] address how they're flex grouping within the classroom or flex grouping across classes as opposed to um using flex [2:03:18] time, I would appreciate hearing that. [2:03:23] Any other questions, updates? Um got a question about the question [2:03:30] about the enrollment. Um a little confused. It's a uh it's our February enrollment. The very bottom it says [2:03:36] January mobility. Is that right? Or is it is that a misprint? [2:03:45] I probably should say February. Probably should say February. [2:03:51] That just a typo. [2:03:57] So I just take a look and get back to us on that. Okay. Yeah, we we'll um I'll talk with [2:04:03] our new student information systems coordinator and verify those numbers and get back to you. Thank you. Okay. Thank [2:04:09] you, Owen. Thank you. Sounds good. Anything else? Anyone? We've completed our agenda. Is there any [2:04:16] objection to adjourning? Hearing none, we are adjourned. Thank you.