[0:00] today we are celebrating your 2022 best community for music education award this [0:05] represents your second win Bravo in 2022 the 24th year of I'll call it [0:12] the bcme this program celebrates and recognizes Innovative and resourceful music education programs in the United [0:19] States and those schools and communities that support them in order to apply for [0:24] this award Geneva had to complete a 54-page survey that covers pretty much every aspect of your music education [0:31] program this survey was developed in partnership with the music Research Institute at the [0:36] University of Kansas survey questions are aligned with goals for equity and access to music education [0:42] for all students and with the national standards for music education in 2022 [0:48] just 738 districts earned this prestigious national award this places [0:54] your Edina music department in the top five percent of the Fourteen thousand [0:59] school districts in the nation Bravo hey Genevieve and I work together to get [1:05] your Awards printed framed and delivered to everyone we could think of who was instrumental pun intended in making your [1:11] music department so excellent if for any reason we may have missed someone or made a spelling mistake please alert [1:17] Geneva and she can contact me so I can make those Corrections and get the new Awards to you ASAP [1:24] now I'd like to get some pictures and I know you've got Paul's got my stack of [1:30] of frames and I think we were instructed to do which persons [1:35] Dr Stanley and Erica okay can you pull out those two and because we don't want to take too much your time we're just [1:40] going to get a quick shot because Nam loves to see those and and help us celebrate then I've got band parent extraordinaire [1:47] who's going to help us um take take the picture [2:09] you could like step a little bit sure [2:15] sorry [2:29] exciting if you could like try to like Center in [2:36] the Edina Public Schools we got to be proud [2:52] perfect thank you congratulations [Applause] [3:24] okay well congratulations again to our entire District's music and our [3:30] community for supporting them really appreciate it um we are now going to move on to [3:37] hearings for members of the public pursuant to board policy 206 we ask that [3:43] you Do Not Duplicate information or make complaints about individual employees board members students in the district [3:49] please direct these comments to the appropriate site administrator the superintendent or submit them in writing [3:55] the board typically does not respond to or have discussion to any issues presented but questions raised during [4:01] presentations will receive follow-up as directed by the board and I would just like to remind speakers that your [4:06] presentations are limited to three minutes um I don't think we have our clock display tonight but I will prompt you [4:13] when your three minutes are up um we have a group uh tonight speaking we have Abby Miller Zoya Hassan and [4:21] Kathleen Keeley um they are here to talk to us about climate action [4:26] welcome come on up [4:39] okay [4:47] hello my name is Abby Miller and I'm Kathleen Kiley we are 10th [4:53] graders at Edina High School and we are new members of Project Earth the environmental Club at the high school [4:58] this year we are here today to talk to you about how climate change is a pressing issue [5:05] that needs to be addressed in Edina Public Schools I first realized my passion for the [5:10] environment when I went to Rocky Mountain National Park in fourth grade when I saw the landscape I was in awe of [5:15] how different nature could look depending on where you are from then on I practically dragged my family across the country to other [5:21] national parks and now these beautiful sights are being taken away from us because of climate [5:27] change for example in Minnesota our own ecosystem is being detrimentally affected by our warming planet [5:34] according to research by Lee frielick a forest ecologist The Boundary Waters will eventually turn into a savannah if [5:39] we continue to pollute our atmosphere I fell in love with the animals and [5:46] planets that inhabit our earth when I took classes and camps at the Bloomington Nature Center these are the [5:52] things that make our Earth Earth the green lavish place we call home but they are threatened by the overhanging Doom [5:59] of climate change Bears have always been my favorite animal so it's devastating to me that [6:05] many scientists believe polar bears will be extinct before the end of the century however Dr Steven M Trump Chief [6:13] scientist of polar bears international believes that if Society gets its act together we have time to save the polar [6:19] bears we joined Project Earth this year because we realized working together is far more beneficial than working alone [6:26] and trying to face these huge problems alone changes in our school district's climate policies will reduce carbon [6:32] emissions and Inspire classmates and Community to take action we thank you for all the work you've [6:38] done and continue to do for our schools however as the city's leading energy [6:43] user Edina Public Schools is essential to reaching the city's set climate plan we are asking for your help so that [6:50] generations of the future have a chance to experience the love we feel for our planet we invite you to join us on [6:57] Thursday mornings at 7 45 in room 231 of the high school to meet our group and work together for our future thank you [8:25] thank you all for coming and sharing [8:34] we're going to move on to our consent agenda um is there anything anyone would like to remove from the consent agenda [8:42] do I have a motion to approve the consent agenda so moved is there a second second [8:49] we will now vote to approve the consent agenda all those in favor say aye aye anyone opposed the consent agenda has [8:56] been approved um we now have two reports um for the community and board um the [9:03] first is on continuous School Improvement planning process we have Valley View Middle School principal Toya [9:09] Pryor and Dr Randy smallzel that the videos [9:16] actually saved text message saying videos oh [9:21] um we might need to take a moment to make sure our video is actually working or your video is working [9:27] okay [9:35] is that going to be playing right now can they start the actual streaming [9:43] I apologize it's our streaming [10:17] okay my apologies you guys can go ahead and get started [10:23] when you're ready and thank you for your flexibility in moving to this meeting thank you chair allenberg superintendent [10:31] Stanley uh school board members my name is Dr Randy smozel assistant superintendent and I am joined here this [10:37] evening by the amazing Toya Pryor our principal at Valley View Middle School and we are here to talk with you about a [10:45] process called continuous School Improvement planning and from here on after we'll call it C sip csip that's [10:53] our acronym so our csip model provides the uh Provide support for the advancement of [10:59] strategic initiative D4 which is to develop and maintain a culture of continuous Improvement [11:05] also note that this work advances many different initiatives that are in the Strategic plan but that one describes [11:13] the overall so what is csip what is a continuous School Improvement plan [11:19] well we did some work in studying a book called Data analysis for continuous [11:25] School Improvement written by Dr Victoria Bernhardt who is an ed psych Professor from California State [11:31] University and in her framework and in her model she has [11:36] um really coalesced a dynamic process for school Improvement to help translate goals and action steps and and [11:44] continual Improvement thinking across all departments across all sites and so [11:51] we have for the first year this time implemented that framework and are [11:56] continuing to implement it and uh monitor it throughout the year so the way the framework works is it [12:04] starts with five key questions where are we now how did we get to where we are [12:11] where do we want to be how are we going to get to where we want to be and is [12:16] what we are doing making a difference and all of these questions have to work together in this process when you ask [12:24] those questions what you're really doing is a deep dive a deep analysis into what's going on in your school [12:31] instructionally from a culture and climate standpoint you're going deep into that [12:37] the outcome of that deep dive is that you're able to establish sight and [12:42] outcome or site and Department goals rather you're able to clarify your [12:48] action steps for accomplishing those goals identify key indicators of [12:53] progress that will tell you that you're progressing along the way and have very clear metrics to understand when you [13:00] have arrived at that outcome and when you do that deep analysis another element arrives and that is that [13:07] you truly understand the root cause of that lack of performance that you desire [13:13] in that department or in that site so again this is a powerful cycle figure [13:19] 1-1 the problem solving cycle is a powerful cycle to do that deep dive and [13:25] to really get at something we call root cause analysis really identifying what [13:30] is the root of the issue many of you have dandelions in your yard in the spring and when you get rid of [13:36] dandelions you grab them and you pluck them off and guess what happens they come right back because you have not [13:43] removed the root you have not addressed the root and in school continuous Improvement we have to really [13:50] get down to that root level to change the outcome for the future otherwise [13:56] we're going to end up in that same spot figure 1-2 is a sample worksheet that [14:01] administrators work through and part of the training and one of the parts of the cycle is to really develop some hunches [14:08] or hypotheses as to why that problem of performance is persistent for your site [14:14] or for your program and what happens is when you develop those hunches and hypotheses the more of [14:21] those that you brainstorm the deeper you're going into that analysis and what we see from those responses is that [14:27] those deeper responses actually give us greater insight as to the cause of the root and so we drive people to really go [14:34] deep into that work figure 1-3 is a sample worksheet used [14:39] for an activity where they take those root cause hunches and hypotheses and [14:44] then turn them into questions questions they can test questions they need data for and so it's really about trying to [14:51] figure out how do we answer some of the questions around those root causes and figure 2-2 represents the types of data [14:58] that site leaders and department leaders and program leaders will need to collect [15:04] to be able to answer their metrics and answer their um answer their progress along the [15:11] Journey of trying to meet that action goal so whether it is demographic data or perception data School process data [15:17] or student learning data all of those will be different important elements to [15:22] be able to evaluate truly a movement in a New Direction [15:27] based on that root cause analysis how is this being implemented across [15:33] Edina Public Schools well Dr Stanley and I did a summer training for our administrators and as part of that [15:39] summer training that was kind of round one we would call that practice we introduced this framework the framework [15:46] leads to the outcomes of academic goals and culture and climate goals those are two of the expectations that all of our [15:52] site leaders would have in their plans uh as part of that training we also did [15:58] some exposure work around a transition model of change called Bridges [16:03] transition model and what that transition model does is it helps it [16:08] helps leaders understand how to help staff move from point A to point B and [16:14] all of the steps that different staff might go through all of the things they might experience as they're going [16:20] through that transition phase we also did some deep dive into dignity and what it means to have a dignified [16:27] work environment and a dignified learning environment and then lastly we [16:33] developed a rubric for our csip plan a rubric that would tell us that this plan is culturally proficient [16:40] we then took that training and condensed it and repeated it a second time on our school Improvement planning day on a [16:46] school Improvement planning day we had 140 staff from Edina Public Schools participate and we had leadership teams [16:53] from each of the sites those include administrators and and other licensed staff from each of our sites [17:01] once that school Improvement planning day was done one of the outcomes was that we want to see the school [17:07] Improvement Plans by the end of September inside of our dashboard [17:12] a dashboard is simply a Google spreadsheet where all of the sites and [17:19] all of the Departments add their plans and by adding all of the plans to one single dashboard what that does is it [17:25] offers transparency and accountability across all of our leadership it offers the opportunity for us to be better [17:31] together as leaders are sharing their work and and leaders are able to see what other people are doing to address [17:38] action plans and root causes for their site or their program and it makes it [17:43] easy to find easy to access and easy to monitor [17:49] so how will we monitor that work well each quarter Dr Stanley and I will visit [17:54] with all of our principals and our site leaders and we've already started that for the first quarter but to just follow [18:01] up with them and to analyze that progress to provide feedback on the plan [18:06] to push thinking to ask challenging questions and to just have dialogue and [18:11] ask how can we support you in the work that you're trying to do at that site I will continue to meet with principals [18:19] monthly in between those quarterly meetings to just do check-ins and continue to figure out what resources do [18:25] they need and how is that data collection going towards accomplishing those goals [18:31] one of the last elements that I'll share and then I'm going to turn it over to miss Pryor to speak about her experience going through this process is that we [18:39] are also required from mde Minnesota statute 122a-414 the alt comp goals [18:48] that are required through that statute have to be turned into mde those alt comp goals or cucumb site goals I should [18:56] say are developed through this process and then were submitted to Minnesota Department of Education we have received [19:04] word from them that we are good to go for the year on those required District outcome goals [19:11] so I would like to turn it over to Toya to talk a little bit about the process that she went through her experience [19:18] with this and how this is manifesting itself at Valley View Middle School [19:25] thank you Dr smazel so I'm just going to share a little bit about the process we followed the data we used our action [19:31] steps our Kips which is key indicators of progress and then the metrics that we [19:36] put in our plan we started with and when I say we I mean my admin team we started [19:42] with looking at a comprehensive picture of our current realities of Valley View Middle School so the framework that we [19:49] used was something that I used in a previous District that helped us really lay out in deep detail where we stood at [19:57] Valley View Middle School so we looked at what is our vision the Edina Public Schools which is for each [20:02] and every student to discover their possibilities and Thrive and then we talked about what our mission is [20:08] then we looked at our school environment and I won't go through all of this because it's 32 pages but I'll go over [20:13] just a broad view of what some of the questions were that we went through as an administrative team some of it was [20:19] describe the process by which this the school learns about students cultures and builds relationships between [20:25] teachers and current students describe how the school creates an [20:31] environment where students feel safe and respected before during and after school describe the school-wide behavioral [20:38] system in place that aids in minimizing distractions to keep students engaged during instructional time [20:45] describe how the school ensures social emotional needs of all students are being that all students are being met [20:51] met which includes providing counseling mentoring and other student services other school status reports that we went [20:59] through was um what type of systems do we have in place to get student voice family voice [21:06] teacher voice and other other staff within the district we [21:12] looked at our csip plan from last year what goals that we have in place what did we meet and what would what do we [21:18] not meet we looked at um site Council who was involved in site [21:25] Council so Valley View Middle School did not have a site Council in place last [21:31] year and we were looking at that for this year to be sure that we were getting more parent voice as we make [21:37] decisions throughout the school year we looked at some csip funds and how were [21:42] we using funds throughout the school year to support our mission and vision we looked at how many staff members we [21:49] have with certifications they had who certified in Reading we looked at ml [21:54] teacher status and things like that we looked at how many teachers we have in the building that are first year we [22:00] looked at teachers that were in our building with one to five years of experience teachers that had 6 to 14 [22:06] years of experience how many prayer professionals we have in the building we looked at teacher Recruitment and [22:12] Retention strategies to be sure that the demographics of our teachers mirrored the demographics of our students and we [22:19] looked at other things such as current School staff status with mtss where were [22:24] we in the process were our teachers what did they understand what had they been exposed to professional developments [22:31] that they had or had not had we looked at leadership teams student [22:37] leadership teams staff leadership teams and how did we continue to meet and grow [22:44] our Learners adult and student Learners throughout the course of the school year we looked at instructional programming [22:50] that we have like plc's for example when did they meet how often do they meet what does the agenda look like when do [22:57] we come back to agenda items we looked at an instructional strategies and we [23:03] looked at other ways that other opportunities we had to meet student [23:08] needs for example Flex opportunities so that's just a broad overview of the [23:15] comprehensive current conditions that we have at Valley View Middle School now from that [23:21] we decided as a team this was done with the admin team and then it was shared with our building leadership team the [23:27] building leadership team consists of someone from student services building admin someone from each content area [23:35] science social studies math and Ela someone from student services all three [23:40] of our coaches are on that someone from the music department someone from PE department and we have a [23:46] paraprofessional on our on our leadership team so after looking at the comprehensive [23:52] picture of Valley View Middle School and where we stand to understand where some of the gaps were we looked at how are we [23:58] going to assess our current realities in terms of our dipstick and Baseline data for the year [24:05] we decided to use fast Bridge which we'll use three times a year and then [24:11] for the climate and culture goal we looked at Panorama data from last year [24:17] so our Baseline data has already been collected for numeracy and literacy and [24:23] we decided to take the students that are in the high risk or some risk category [24:30] and Target intentionally Target those students in order to close the achievement Gap so our goal at Valley [24:36] View was for 95 percent of those student students to have typical or aggressive [24:42] growth this school year and so what we'll do is um [24:48] as Dr smazel said we have action plans and then we have key indicators of progress and then we have our metrics so [24:56] after we've gotten our Baseline data the coaches met with all plcs our plcs meet [25:01] every Tuesday so coaches met with all of the plcs to do what we consider a data [25:07] dig to identify root causes so we looked at all of the students that fell in the category of high or some risk and then [25:15] we created a plan for them what do we have in terms of tier one level supports [25:20] in the building what do we have in terms of tier two level supports in the building and what do we do for students who are in need of tier three level [25:27] supports and what helped was the comprehensive plan of identifying what [25:32] supports we had in place already so we could determine if we needed to add or [25:37] review anything additional and then what we call it is reimagining evidence-based [25:45] approaches that align with root causes so really you were looking at each individual student from the 32 percent [25:52] or 27 percent to identify what they specific typically need in order to be [25:58] successful so it could be something academic or it could be something that falls in the behavioral realm and one [26:03] key piece of doing the comprehensive plan is that we know what supports we have in place which helps us to clearly [26:09] articulate to the team to parents and to students how we'll support dependent on their specific need [26:16] um we have different things built into agendas so it's called a continuous [26:22] School Improvement plan right it's not a one and done so we have to have conversations about how do we take this [26:28] data and continue to come back to the data so we have PLC meetings every Tuesday we have grade level meetings [26:34] every Monday we have our building leadership team meets every Wednesday and meet with student leadership teams [26:42] and I meet with family groups as well and those are standing agenda items monthly that we come back and we talk [26:49] about how are we doing we really take a step back and review our data and decide [26:54] do we need to do something differently and that's the beauty of a continuous School Improvement plan it's that it's [26:59] not done we go back we use our data and that determines our next steps so our [27:05] key indicators of progress again is our PLC goals they are aligned with our csip our csip is aligned to our strategic [27:12] plan we have weekly professional learning communities that's our plcs and [27:17] the staff is also able to identify students that have needs be on tier one [27:22] when you have 32 percent of your students that are um high priority I'd like to say that [27:29] tells us that we need to go back and we need to review what we're doing at a tier one instructional level for students [27:35] and so that's a standing agenda item for us we have formative and somewhat of [27:41] assessment data and staff are able to cross-reference proficiency and progress [27:46] on benchmarks and fast as part of our Kips which is the key indicators of progress and then staff is able to [27:53] utilize proficiency skills to determine where support is needed and then team teaching and modeling with [28:01] coaches it's very impactful when one of your colleagues is doing something really [28:07] well for you to go in and see that work and then conference about that work [28:12] reflect on that work and take those practices and use them within your own classroom some of the metrics that we're [28:18] using is formative assessments and summative assessments we'll use the fast Bridge three times a year fall winter [28:24] spring and then we're going to use MCA data now that's only for literacy and [28:29] numeracy and I know that was a mouthful but it's another goal which is climate and culture and that is for students and [28:35] staff alike so we had a list of questions for teachers of things that [28:40] they had expressed that will help them convey to the team that their needs are [28:46] being met it ranged from professional development to how they feel do they [28:52] feel safe do they feel comfortable and all the things that really embody a healthy climate and culture and so after [28:59] the admin team researched a list of questions we sent [29:04] that to the building leadership team and we shared it with eme for their approval and then we sent that out as a survey [29:11] for the staff we'll do that three times a year and then that is what we will use [29:16] to drive professional development so as we dipstick and find out where folks are [29:22] we have things built into the plan on a daily weekly monthly basis to help [29:28] support the needs of of teachers and we kind of followed the same process for [29:33] students as well the questions were sent out we really lean on our student [29:39] leadership teams and they gave us some feedback so we thought we would have the survey out a little bit faster but based [29:45] on their feedback we're gonna make a couple tweaks and then we'll get that out to them next week and then we will [29:50] use that to determine next steps to support them so in essence that's the continuous School Improvement plan [30:01] so with that we'll turn it back to Cherry Ellenberg and see what questions our board has [30:07] curation thank you thank you board [30:12] Dan just a question um do you do anything in conjunction with selfie or like across [30:19] the school pieces or is it all funneled up through you Randy and then then kind of shared across the [30:25] um the different schools or buildings I'll answer first and then I'll ask Toya [30:31] to jump in here so process wise is the same at each site all of them are using [30:36] the same framework the same process what is unique might be what your data looks [30:41] like and then what action steps you might need to respond to that what is also tight is that there is an academic [30:49] goal and a culture and climate goal for both sides [30:54] uh I would say you know this is the piece of connected autonomy like everyone's doing a csip everyone is [31:01] following a similar process the data looks a little bit different and that is what drives your next steps [31:07] um so we try to be in alignment as much as we possibly can there are some differences but we continue to [31:13] collaborate on a regular basis because we know our elementary students and our [31:18] middle school students are going to the same high school and we want to be sure they're prepared [31:25] Julie yeah I was just going to say thank you for this report it was a lot of information as Erica said but it was [31:31] really helpful to see this and if you look at our um the our goals our superintendent [31:38] goals and our board goals and the Strategic plan it is just so um such important work so I just really [31:43] appreciate you coming to share that with us tonight and to all the other principals and Lead teams for that work [31:49] so thank you I just had one question you answered part of it which was how to aligning to [31:56] the Strategic plan I was wondering about that how do you um I assume each side is going to have [32:02] things that they need to work on that might be part of strategic plan might be not part [32:08] of the Strategic plan so I was wondering how do you in general prioritize knowing you have [32:14] limited resources um just as a leader within the school system [32:22] well our first priority is academic learning so that's always going to be the first priority but we know that we [32:28] have to have a culture and climate base that supports a high level of academic learning we know that from a culture and climate [32:36] standpoint it's it's important to understand where our staff are at so that they can bring the best of [32:41] themselves to our learners so from uh from a district-wide level [32:47] um we know that there are there's a strong focus on academics in the [32:53] Strategic plan there's a strong focus on inclusive culture and climate in the Strategic plan I would say that is those [33:00] are the high level overarching Concepts that we're really trying to drive down through each of the plans at each of the [33:06] sites thank you thank you I appreciate you [33:12] guys bringing this information to the board so anything else great [33:17] thank you thank you um the next report is from me and I just [33:23] wanted to make sure that the board um the administration and the rest of the district and our community had a [33:30] good understanding of the process of seeding the new board members since it is different than a standard School [33:37] Board election hopefully most people know by now that we do have a special election on [33:43] November 8th to replace the vacancy left by director Wallen Friedman the first [33:49] thing I want to do is actually thank director Goldstein for filling in [33:54] over the summer because this likely will be his last of [34:00] um regular regular board meeting thank you for the terminology so I would like to give him a round of applause and [34:06] thank him [34:13] um for spending your time and doing this for our district I really do appreciate it um according to State Statute as soon as [34:21] the special election is over and the um the election is certified and whoever [34:28] wins signs their oath of office they become a full member of the board [34:34] obviously none of us know exactly when the election will be certified but I [34:40] assume it will be before our next regular board meeting um if it if not [34:46] that new board member will participate in whatever the board meeting is after that but regardless it is dependent upon [34:54] the certification of the election and the signing of the oath um I wanted to make sure that the [34:59] community understood the criteria that needed to take place for the seeding of the new board member [35:07] um and then as listed below in the Committees and assignments just for ease of transition and due to the timing [35:14] because we do committees and assignments in January anyway my suggestion was that [35:21] whomever is elected replace director Goldstein on the finance committee and then that that we spread the other [35:28] assignments around through us so we're not asking a new board member to take an [35:33] assignment for just one meeting and then we do them again and so I had already [35:40] reached out to Dan and Janie and they've agreed to cover those schools for the month of December um so I want to make [35:46] sure that the board is okay with the Committees and assignments but then answer any questions individuals might [35:53] have about the process itself [35:58] can I ask a clarifying question um for for the board and for the community one is um can you just talk a [36:05] little bit about um the new board member the onboarding with msba so they'll be training in [36:11] January for the new board member correct yes there's required training by the Minnesota School Board Association and [36:17] that will be taking place in January on school board finance and how School boards function we will be doing [36:24] additional training um um Dr Stanley and myself about [36:30] specifics to the Edina Public School District okay great and then my only other suggestion would be I agree with [36:36] not changing the Committees again um for December but perhaps the new board member could Shadow those meetings with [36:44] those board members um since yeah so it'll be six weeks or whatever [36:50] so that's just a suggestion of the rest of the board agrees with that as an expectation yep [36:57] anything else great thank you [37:03] okay we are moving on to discussion items and first up is our pre-k through [37:09] 12 comprehensive literacy plan we have our director of teaching and learning Jody D St Hubert and our assistant [37:15] director of teaching and learning Bethany van ostel oh good I got it correct thank you [37:21] welcome [37:28] all right thank you chair Ellenberg superintendent Stanley and board members we're excited to be here tonight [37:35] um to update you on where we are with our pre-k through 12 comprehensive literacy plan I'm going to turn it over [37:40] to Bethany van ostel right away and thank her for um being here for a long day with us [37:48] thank you thank you so much for inviting me to share I'm always honored to share [37:54] an update on our literacy programming here in Edina I just have to say that I continue to be [37:59] inspired by the level of commitment for excellence that lives in the staff and leaders here in Edina especially around [38:05] literacy the early results that you were able to see in the board report are truly because of the people doing the [38:11] work in the buildings the principals the teachers support staff coaches [38:17] and of course our students so as you know last June the board approved our pre-k5 comprehensive [38:23] literacy plan um in just one year last year I have to say despite the year that it was it was [38:30] a very difficult year for our Educators so many said it was one of the most difficult years that they've had and yet [38:37] we were able to accomplish so very much in terms of our literacy plan [38:42] so many things to celebrate and even more the data sets that we have are showing strong initial pockets of [38:49] success it's exciting to see the science of reading research is living in K2 classrooms already [38:55] the letters learning is really living teachers are really applying that learning and it's already impacting [39:00] students as we see targeted instruction around phonemic awareness and phonics fluency and vocabulary throughout K9 [39:07] actually at this point in the district it's amazing the instruction matching those student needs being monitored by [39:14] data on a continuous plan and then mtss our multi-tiered systems of support is [39:20] being defined um Day by Day within our system across all tiers [39:26] I have to say that while we recognize all of these accomplishments I do want [39:31] to say that the last two years there's been significant disruption in education we know that we know it's going to take [39:37] years to fully unearth the impact of This Global pandemic and the waves of the impact from covid-19 are being felt [39:43] in literacy across so many areas and in so many levels and in so many layers and [39:49] because of that I'm just going to say there are questions that we all have that we just don't have answers to yet so there might be things that come up [39:56] tonight that we're just still wrestling with in terms of really recognizing that there is so much [40:03] impact still unfolding as we as we recognize the disruption that our students have had [40:08] with that however I think we're so proud to be able to say any Dinah that we're [40:15] really seeing many students gaining Ground Post pandemic again because I would say the dedication [40:21] and intentionality of the staff and Leadership ensuring Edina always sets the bar high students are outperforming [40:28] the state averages also starting the year stronger than pre-pandemic in our early grades and our [40:35] early progress monitoring data even this year is showing already students are achieving success [40:43] I look forward to seeing the staff and students continue to thrive this year as we put the pandemic behind us and [40:49] continue to use data research and effective practices to continue to Define excellence and literacy in Edina [40:57] so with that said what questions might you have [41:03] board members [41:11] Julie I don't have any questions I thought it was a great report it gave [41:16] the um it was fantastic information I know the work is being completed in the classroom so I really appreciate getting [41:22] this um this look at things from at the start of the school year this year um there was so much work that was done [41:28] with the assessments and with testing so it looks like we're off to a really really strong start this year so I don't [41:35] have any questions [41:40] foreign [41:51] thank you for this report I agree with um director green it is very [41:57] um all-encompassing and and our early results are showing um some exciting things I had a quick [42:02] clarification question on and I know you don't I notice you don't have their packet in front of you um [42:09] on page 59 for us there's a chart for [42:14] early reading for K1 and then the second and third graders fall 21 to fall 22 is that following the [42:21] cohort of kids do you know what I mean like when we look at fall 21's grade 2 when I look at [42:29] fall 22 is that a new group of second graders the top chart [42:34] where it says early reading fall 21 Fall 22. those are different groups of kids so that's the systemic look right the [42:40] systems look different kids and then the chart below is the chart that follows [42:46] the kit that follows the cohorts okay [42:52] um that was that was really my only question and then I I know that you know this but I [42:58] just wanted to reiterate the importance of that consistency and it was really important to hear from as these [43:04] buildings are making their building goals that everybody has that literacy goal and I know I hear it we've woven [43:10] throughout but that um that consistency piece is important so thank you for your work that you're [43:15] doing [43:20] can you explain to me and I'll try to explain them okay [43:26] can you explain to me how fast bridge data [43:31] I guess how it works so for example um when we do map data it assumes like a [43:37] growth rate like a child's expected growth rate um how does fast bridge data work so [43:45] when it says 62 percent what does 62 mean what does 69 mean [43:51] um just because I'm not well versed in the percentages [43:57] really good so 62 are the percent of students meeting benchmarks so just like map there are norms and those Norm set [44:03] benchmarks so the Norms are set on the percentiles right so we set our Benchmark at the 50th percentile and so [44:10] that just equates to a fast Bridge score just like map would um and then also we also have growth [44:16] targets that are set with that based again on the norms and um the achievement that's made by [44:22] students that score similar things there's a projected growth Target there's a goal growth Target and then [44:27] we'll also get a growth percentile we'll be able to look at those in the winter and spring which is really nice so it's [44:34] really similar to that it's again just a norming process and it's just aligned to that each score is aligned to a percentile just like when you take your [44:40] child to a well-child check and they're at the 50th percentile it's that same Benchmark score is that that's the middle of in a room full of 100 kids [44:47] that would be in the middle and so it's really similar similar to that in terms of its norming process and its [44:53] percentile equation National percentiles fast Bridge also does have district and school percentiles also so then if I'm [45:01] reading this correctly on the same chart that Karen or the same page Karen was talking about the fast Bridge cohort [45:08] data where it Compares last year to this year so like for first grade for example [45:14] 72 percent were meeting kindergarten benchmarks [45:20] 59 so it was a drop of 13 but it's a comparison to if they're [45:26] meeting first grade benchmarks so it's not a comparison of how they're doing on the same test [45:31] that's exactly right and that's why I did put the little asterisk there and noted and just showed what does change [45:38] and again because of how we look at the development of a literacy learner [45:45] um this is appropriate to expect this change so it doesn't negate the data but [45:50] it is important for us to note that the things are being asked to do are different I say it's it's again to go [45:55] back to the well child check right it's like they ask different things of our children depending on their ages and [46:01] their stages in development so this is similar to that so again the norming process is what allows us to lean into [46:08] these percentages but knowing that what's being asked of kids is different especially in that early reading that's [46:13] the one test that does change because the growth and the development of the literacy Learning Happens so quickly in [46:20] K1 okay I just wanted to make sure I understood the data can I add one more thing [46:27] I think when as as our teachers as all teachers because I've now been involved with fast [46:34] Bridge across four districts as teachers learn to use this data [46:40] um oftentimes they can be surprised even from in kindergarten from fall to winter [46:45] because the benchmarks increase every time so we're no longer just looking at is a [46:54] student able to identify their first X number of letters like we wore in the fall [47:00] um in in the winter that Benchmark has increased and that can kind of throw [47:06] teachers off a bit because that's not a way that they've been used to using data [47:12] even in the and especially I would say in the context of map testing and that's [47:18] what brings the difference that we see with fast bridge and that's what does [47:24] allow us to see some of that accelerated growth once we position our teachers to really understand that data super well [47:31] and so that's why digging into the data has been so important and and why we're [47:38] so grateful for the work that our coaches are doing to make sure that happens and why we needed to collect [47:44] that data as soon as possible and why the connect and assess days made such a difference for for our students and for [47:51] our teachers this fall [47:57] other questions or comments good I would just make a comment that I'm really pleased for that additional [48:05] definitional component of what fast bridge is actually trying to do because I think it does set the tone for it's [48:10] not just getting to the Benchmark that was in the previous period or whatever it is because there's a constant acceleration component real success [48:17] comes from not did we just grow kindergarteners from 75 to 80 or [48:23] whatever it is but okay two years from now those kindergarteners now they're in second grade hardly seen the progression [48:28] of the of the from that statement it sounds like Fast bridge is enabling us to be able to do that so that we have a better understand of how well the [48:35] comprehensive literacy plan and strategy execution is actually accomplishing the ultimate goal [48:40] is that correct am I reading that correctly okay um I guess the question there is is that [48:47] when you see when you see like you know you could look at all the green and then you can [48:52] look at the white you know as far as the differentials that then happen from that standpoint I guess I'm curious as to if [48:57] you then see in a particular band of students a drop like from third grade to fourth grade [49:03] then what is typically happening in that process for those students with those [49:08] teachers is there extra things that are happening to kind of get them accelerated back up to the level that we want them to be at so we don't see that [49:14] drop off can you just spend two minutes on just discussing how that process works given that you now have data [49:19] that's indicating this but now what do we do with it that's a really great question I was just with our adsys [49:24] teachers on Friday ads this is one team of teachers that we have that can come in and help support students when we see [49:31] we're able to lay out the data and look and see where the student needs are and they can prioritize based on pockets of [49:37] need like you might see here in a certain building this is district-wide data of course but buildings are able to [49:42] dig in and find those and then use the resources that they have whether it be some Title One teachers or EDSA teachers and then we also know our classroom [49:49] teachers are becoming equipped at elementary level during their win blocks to also administer some of these [49:55] interventions and I just want to give a shout out because they're working really hard to learn this it's coming Fast and [50:00] Furious We collected all the data and they got moving right away but it's new learning for a lot of people to be [50:05] learning a fluency intervention that they haven't administered before so I would say it's an all hands on deck kind [50:10] of approach and so we've got teams of teachers that are specifically hired for that purpose but then we also know that [50:16] these are all of our kids and so um how each building does it depends on their resources but I would say having this [50:24] data and what happens with fast bridge is you give the screener and then it gives you your list your class list and it identifies what the needs are right [50:30] there and so every one of our buildings Kate elementary through high school had data meetings and they sat in and they [50:36] looked at the needs that were coming up and then they were deciding how they were going to meet those needs based on their resources [50:42] so I guess just as a follow-up to that on the resource question because I think that kind of does fall into this area have we found in those analysis the [50:50] resources that are needed in order to address their do we feel that we have what we need to be able to do that or or [50:56] should we expect requests you know in areas and highlights from areas that we maybe need more yeah this is the first [51:03] time we're really giving this a screening assessment the first window that we're seeing and so I don't know [51:08] that I can answer that for you yet I know that we we have needs and we have more needs right now than I think we've [51:16] had in the past and again that goes goes forward to what I started in the beginning of talking about the pandemic we're all we're all across the world [51:23] looking at this now right and so I can't fully answer that but I will be able to answer that even better this winter and [51:29] this spring when we see the trajectory of the impact of what we're doing right now great and [51:34] um Bethany can you talk just a little bit about um so Stacy completes this the fast Bridge [51:41] assessment and then you as a teacher what you would be able to do to learn [51:46] about me and say that it comes out that I need a fluency intervention um what what immediate resources that [51:53] fast Bridge provides for that yeah our team that went through it last year this was the one thing that they said [51:59] that they loved was the uh how actionable fast bridge data is and so what happens is we give a screening a [52:06] screening depending on the grade level you give the screen the screening assessment and then a report is generated in fast Bridge called the [52:12] screening to intervention report and it lists out all of the students and it gives all of their scores and fast [52:17] Bridge gives a battery of assessment so it has data to triangulate in order to generate a screening to intervention [52:23] plan and so all the students will have some plan it might be on track or it might be phonemic awareness uh [52:32] from phonemic awareness it might be a specific intervention onset rhyme and from that you can print off the lesson [52:39] plan and it will give you the materials needed it will give you the step by steps it gives you the time needed I say [52:45] that fast Bridge has been um it's really sensitive to the capacity [52:50] of what we have the resources to your point in education where the interventions are usually 15 minutes or [52:57] less the resources are there for the teachers they can just follow the plan and they're scripted and so to Dr [53:03] Stanley's example of a fluency intervention fluency is uh we're seeing a need influency in our third grade [53:09] fourth grade fifth grade and so it's a interventions generated called partner reading [53:15] and um it's being done across the district where kids get together and the teacher [53:20] guides them in a process of taking turns reading a passage together and why fast Bridge interventions are powerful is [53:27] because they're very targeted and specific and so with that fluency intervention you administer that fluency [53:33] intervention very intentionally for a specific amount of time usually it's eight weeks or so and along the way your [53:39] progress monitoring to see if it's working and you're using again a fluency check to monitor that progress and so teachers [53:45] are able to administer the intervention and also monitor it within fast Bridge also and so it really is I call it kind [53:52] of a One-Stop shop I didn't have this when I was in the classroom I wish I did we had to kind of make our best guess around what kids might need but this is [53:58] very prescriptive so I know that was a long answer but it's it's a tool that's really really incredibly valuable right [54:04] now in terms of matching that need to what matching the instruction excuse me to the student need and then allowing us [54:11] to see if what we're doing is working okay really quick one last question [54:17] given how new this is and how we've been working through it have you had a chance to get any feedback from parents [54:23] perspective of what's been happening along these lines [54:28] I have not I've been hearing from teachers it's it's very fairly new at this point [54:34] um have you been have you had any parents contact you not at this point have we heard from parents but we've [54:40] been hearing from teachers that are seeing um pretty pretty quick results and and [54:46] qualitative not just quantitative so I mean I understand because I have my own student who saw this and so and so forth [54:52] but I think given how important this is and what's happened within the community I would just have you consider at some [54:58] point when do you think that that type of feedback could come into play whether with the teacher with the parent at a [55:03] conference or more broadly I think that would be helpful for us to understand broadly how that's going to go because [55:09] these wonderful explanations we just had tonight I think are very helpful to the parent absolutely and the more we can [55:15] kind of reinforce that part I think is is helpful to the whole execution success of the program absolutely that's [55:20] great feedback and we do have a parent communication plan so there are there have been a lot of steps of like okay [55:26] here we're at this point in the process and this is our next step with parent communication so with Elementary [55:31] conferences right around the corner there will be some support and conversation and that opportunity but we [55:37] will embed more of that feedback it's a great idea thank you so that was actually my question that I was [55:43] going to ask is if if we go into our new data dashboard or a new dashboard that [55:49] we're using IF parents can see that fast bridge data at this moment or is that [55:54] information that's conveyed to them at conferences we're working hard on that plan [56:00] so we have a plan to we're taking time right now to really fully communicate out what's coming with our staff [56:07] preparing our staff to answer questions there's a fast it's called a fast family report that will be coming out [56:13] mid-november and so teachers at the elementary level are using the time at [56:18] conferences to kind of share what's coming and the information that they will be getting and then that report will be coming home for elementary [56:23] families and then the data will be forward-facing at that point in time when one buildings send that out [56:30] appreciate that because sometimes if you see the numbers on there and you don't know how to interpret the data that's I appreciate the thoughtfulness that went [56:36] into that yeah we've put out a couple screencasts on in the know just so that parents kind of know what to expect when [56:43] they're when they're getting that new data it's new information it is and we want to make sure our teachers are empowered and our Administration is [56:49] empowered at the building levels to be able to answer questions as much as possible of course we're always here [56:55] um but yet that empowerment and that ability to answer questions directly related to their students is important [57:00] so we want to honor that time that they need to really fully understand [57:05] thank you both very much great work thanks we're going to move on to our [57:11] policy review um director Greene thank you chair allenberg um we have two policies up for [57:18] discussion tonight um just a reminder that we have a policy committee that meets there's three board [57:24] members along with Administration we meet regularly to review policies and [57:29] most policies are reviewed on a four-year cycle with a handful of them that are renewed annually and looked at [57:36] annually each of the policies that are reviewed are looked at for clarity with [57:42] District practice perspective alignment with our strategic plan and core values [57:47] State Statute update any updates there also msba is a partner that we use for [57:54] review and guidance as well as a look at an equitable approach to our policies so [58:01] with that we have two policies that are up for discussion tonight versus policy [58:07] 105 it's School District Mission values vision and strategic Direction [58:13] um this policy was updated to reflect the current plan it had not been updated [58:19] for quite some time um and so uh the one thing I would note [58:25] is that we built in some clarification and Direction on planning and how [58:31] important the feedback is from the community for the strategic planning process and what that timing could look [58:36] like so I don't know if anyone has any questions about this one [58:44] okay fantastic that will come back for Action next month our next policy is [58:49] policy 108 School attendance boundaries it's a very straightforward change just [58:55] to make sure that this policy does reflect our in-person learning so I [59:00] don't know if anyone has any questions on this one excellent so that will come back for [59:06] Action next month as well thanks thank you thanks we're going to move on to our action items [59:13] um do I have a motion to approve the construction bids for Countryside Elementary so moved is there a second [59:19] second uh well welcome business director mert Woodard [59:34] oh and we have a guest [59:41] good evening chair Albert member of the board do you want to turn that on I don't think it's there we go thank you [59:47] good evening chair allenberg and members of the board at the special meeting that took place on September 30th the board [59:53] approved 69 of the construction contracts for the Countryside Elementary Edition project the remaining 31 percent [1:00:00] are being recommended for Action at tonight's meeting if there are any questions I'll take those at this time if not the [1:00:06] recommended action is before you questions [1:00:13] all those in favor of approving the um construction bids for the Countryside [1:00:18] Elementary Edition say aye aye anyone opposed the countryside or the [1:00:24] construction bids for Countryside Elementary Edition are approved thank you do I have a motion to approve the [1:00:31] ratification of sale for certificates of participation series 20 20 22A [1:00:39] so moved is there a second back to you thank you at the regular [1:00:46] meeting that took place on September 19th the school board passed a resolution authorizing District [1:00:52] officials to take bids on the certificates of participation that would Finance the majority of the Countryside [1:00:58] Elementary Edition project the parameters within that resolution authorize the district to take bids of [1:01:05] up to a maximum of five percent in true interest cost and the estimated amount of the bond was about 14.6 million [1:01:12] dollars bids were taken on October 12th and we've got some very good news to report tonight and our Municipal [1:01:19] advisors are in attendance to provide that information for you see [1:01:24] so good evening good evening Madam chair members of the board superintendent Stanley my name is [1:01:31] Matt Hammer from ehlers and I'm like mert said tonight or earlier we have some really good news to report [1:01:38] um we did take bids uh on the district's certificates of participation last Wednesday [1:01:44] there was a true interest cost limit put in the resolution that was adopted on [1:01:49] September 19th and we ended up with a 3.85 rate so well underneath that [1:01:55] parameter with that result mert and the treasurer Michael Birdman [1:02:03] awarded those certificates last Wednesday so the resolution tonight is [1:02:09] really just to put a stamp on that we did receive four bids as part of that [1:02:14] sale we like to see at least three specifically when we're talking these types of deals we don't normally see [1:02:21] quite as many bids but it was really good to see those four beds in and bear down in New Jersey was a little bitter [1:02:27] so as part of those results we also received a significant premium which [1:02:33] allowed us to stick within that parameter which was put on the district's preliminary Levy so not only [1:02:41] did the the lower interest rate allow us to hit that Levy Mark but we were able [1:02:46] to generate about three hundred thousand dollars worth additional proceeds as part of the issuance as well so with [1:02:53] that that's a overall summary there's uh there's the amortization schedules [1:02:59] included in the sale day report as well as the rating report the Moody's did affirm the district's [1:03:05] AAA rating which is an important piece to point out as part of that process that you did go through a rating process [1:03:12] and on the district's General obligation bonds the AAA rating was affirmed which [1:03:17] is speaks to um you know standing leadership the district has had in both finances as [1:03:24] well as the board and superintendent are there questions from board members [1:03:30] no I just want to say thank you that was outstanding work thank you we will now vote to approve the [1:03:37] ratification of sale certificates of participation series 2022a all those in favor say aye [1:03:45] aye anyone opposed the ratification of sale for the certificates of participation is [1:03:51] approved thank you thank you thank you both for your work [1:03:57] um we're going to move on to a few travel um approvals do I have a motion to [1:04:02] approve the Diana high school student travel for the South Korea Exchange program so moved is there a second [1:04:10] second I'd like to welcome director of teaching and learning Jody D St Hubert an [1:04:16] assistant principal Jen Carter [1:04:25] hey good evening Cheryl Lindberg Dr Stanley and board members we have the South Korea Exchange program in front of [1:04:31] you for approval tonight and the only thing that I want to point out is that the mou the former mou that we had in [1:04:38] place with the first exchange is still being worked out simply because we have want to be respectful of culture [1:04:44] Dynamics and the team wanting to have a formal type meeting the first request [1:04:51] was in person and we're again just working through those dynamics of that formal mou otherwise the report is as it [1:04:58] was when we brought up for discussion questions or comments from the board [1:05:06] okay we will now vote to approve the student travel South Korea Exchange [1:05:11] program all those in favor say aye aye anyone opposed the South Korea Exchange [1:05:17] program is approved do I have a motion to approve the student travel learning experience for Spain [1:05:24] so moved is there a second second back to you [1:05:30] our Spain travel experience is in front of you just as it was for our discussion we are excited about moving forward and [1:05:37] teaming with our high school Community to offer this opportunity for our students [1:05:46] um are there any questions from board members [1:05:51] um okay sorry I was can you just give an [1:05:57] overview really fast of what this is for anyone watching the first time yes absolutely I'll turn over to assistant [1:06:02] principal Carter so in February of 2020 prior to the pandemic this trip was approved by the board [1:06:09] um it obviously went on a hold over this time um through that time we've worked with a travel vendor that's EF there were some [1:06:16] trips that were canceled during the pandemic and there was the ability to offer this as an alternative to families [1:06:22] who maybe had a younger child we have never advertised this trip to the community so we're seeking your approval [1:06:28] to be able to offer this opportunity to travel to Spain in the summer of 2023. [1:06:34] thank you very much okay all those in favor of approving the travel experience to Spain say aye aye anyone opposed the [1:06:42] student travel experience to Spain is approved thank you both we're going to move on to our kids club [1:06:49] wage increase um do I have a motion to approve the kids club wage increase so moved is [1:06:54] there a second excellent we have Dr Anne Marie Leland [1:07:02] director of Community Education strategic Partnerships [1:07:08] take your time sorry [1:07:19] there we go I apologize we also have Director of Human Resources so when [1:07:24] you're sailor here okay so we have again the uh kids club [1:07:33] retention and hiring strategy proposal for Action by the board that we would [1:07:40] like you to consider approving tonight are there any questions or follow-up to [1:07:46] the information that's been provided [1:07:56] board members have questions or comments about this um I have I just have a question I know we discussed this [1:08:03] um last week yep last month that was last Monday okay [1:08:09] um but can you just give us another kind of understanding of kind of the break even with the hiring of the that part of [1:08:16] this report I think it would be helpful to hear that again sure so the break even numbers that we [1:08:23] have in here and mert who's just stepped out calculated for us is an additional [1:08:30] six staff so so we've already committed um the the amount for the incentive so that [1:08:38] that aside the break even would be 125 664 dollars and of course that's [1:08:44] projected and calculated based on current information and that would give us 90 [1:08:51] additional kids club contracts so that would be our break even point and and I [1:08:56] know you didn't ask this question but we continue to get applicants and we continue to send Sonia and her team [1:09:03] recommendations for hire so we're continuing to see an uptick and an [1:09:09] increase in Staffing so the additional six ftes if you got them would allow us to get 90 people off [1:09:15] the wait list and the revenue that would then come in from that would then pay for the increases that were would be [1:09:21] approving tonight yes with just a caveat of if we have students that need those [1:09:27] specialized services and those one-to-one we really need to honor those requests and needs and so we need to [1:09:35] hire based on that so instead of six it might be seven but again we're just giving you a general overview of what [1:09:42] that looks like in terms of break even thank you for that clarification yep thank you and could you please provide [1:09:48] the community um as um director green mentioned we did talk about this in a work session but could [1:09:54] you provide the community some of the background with the feedback you've received when trying to recruit [1:10:00] individuals about the wage and if a wage increase would help recruit more [1:10:06] individuals sure absolutely and of course I would defer to direct us [1:10:11] director sailor as well but the feedback that I've received is from parents oh my [1:10:19] gosh it's getting late I'm so sorry parents mainly around just wanting to [1:10:24] pay whatever it is to get more people hired and more people interested in [1:10:30] these positions the positions are competitive with within our like [1:10:37] districts and this would put us in a really competitive position within those [1:10:44] districts so we are aligning the feedback from the parents and trying to [1:10:49] honor that and be the most competitive [1:10:54] provider of wages and could one of you speak more to where [1:11:00] our wages would rank as far as being competitive with other districts [1:11:09] So based on the the comparisons that our Community Education Department did it [1:11:15] would put us very competitive with the other like Lake Conference districts [1:11:23] it also however brought into this conversation was our [1:11:29] community Department had people declining the positions not just because they were going to other Lake conference [1:11:37] after school care programs but they were going to other you know to Target and to other [1:11:45] corporations and organizations around us as well and so it's also to compete with [1:11:52] those areas not just our school-aged child care but this would put us in a very a highly [1:11:58] competitive we would be we would be right on target with Eden Prairie right [1:12:06] on target with Wayzata we actually would be a little bit higher than I think a [1:12:11] couple of those districts when it came to the the lead Rec leaders not much but [1:12:17] to keep us right in there in a competitive place and as we discussed during the work session [1:12:23] this particular handbook is up for review again for next school year and so [1:12:31] we'll be able to do a comparison again at that time and make a determination as to what type of increase if any should [1:12:39] be recommended for these particular positions for 23.24 [1:12:44] thank you very much anything else I just have a quick question it's probably for [1:12:49] chair illenberg and the board is there because this is an issue that we've been working on now for a couple months and [1:12:55] it comes before us every couple of weeks is there um is there an idea of when how like [1:13:03] when might we see another update as far as like where we are on the waiting list or is that something that [1:13:10] reasonable that every couple months or so we would see okay yeah absolutely perfect thank you [1:13:17] okay we'll now vote to approve the kids club wage increase um all those in favor say aye [1:13:24] aye anyone opposed the wage increase is approved thank you both for your work with us thank you thank you do I have a [1:13:31] motion to approve policies 101 102 103 and 104. [1:13:37] so moved is there a second second [1:13:42] director Greene thank you chair allenberg we have four policies up for Action tonight that were [1:13:48] discussed in our last regular works or last regular meeting they are policy 101 [1:13:54] legal status of school district policy 102 name of school district policy 103 [1:13:59] equal educational opportunity and policy 104 complaints students employees [1:14:04] parents and other persons does any board members have any questions about any of those policies [1:14:13] okay next thank you we will now vote to approve policies 101 [1:14:19] 102 103 and 104 all those in favor say aye aye anyone opposed policies 101 102 103 [1:14:28] and 104 are approved that is all for our action items so I [1:14:34] want to see if there are any on board committee updates may I just do a quick 287 update real [1:14:40] quick um so as the representative Edina for the intermediate District 287 we had our [1:14:46] board meeting last Thursday uh one key thing that was presented was that they actually have a [1:14:53] um a cabinet program that's actually brings together members of Commissioners from the state of Minnesota Department [1:14:59] of Education but also many other parts to come and actually talk and learn about programming like at intermediate [1:15:05] District 287 talks about the needs that they had the funniness issues that they have [1:15:10] um and so there's a lot of discussion about that the other districts that are representative in 287 they were talking [1:15:15] about their Lacs and how they were also trying to get involved with that so there might be more to come for the Lac [1:15:21] freedom to look at from that standpoint and then lastly 287 both the [1:15:27] superintendent and their chair of the board are eager upon request from us to come and represent present to the Edina [1:15:34] School Board to give an update on what's happening at 287 and all the great things that are happening and the [1:15:40] challenges that they have they were just asking for what would be the best states for them to consider they said they [1:15:45] would make whatever we offered to them they would make that work so I just wanted to put that out there for a [1:15:50] response thank you anyone else [1:15:56] is there a superintendent update I always like to talk about the great [1:16:03] things and this was mentioned earlier but once again I'd like to let the public know that we [1:16:10] take seriously our operational excellence and just really delighted that we are once again one of three [1:16:18] districts in the state of Minnesota that has a triple A rating for our financial [1:16:23] status and again I want to thank our director of Business Services Mr Woodard [1:16:30] for his work on that in pulling together all of the documentation and preparing [1:16:37] to meet with with Eller so thank you for that mert um also we were named once again the [1:16:45] number one college prep High School in the state by Niche I believe Daphne is [1:16:51] at four or five years running five years running so I'm delighted about that and then of course you know [1:16:58] we started out the evening with the Schmidt designation and the award for [1:17:03] best music education I just believe that these items represent just the essence [1:17:10] of our strategic plan our core beliefs our vision and our mission [1:17:15] thank you thank you Dr Stanley and an excellent segue speaking of our [1:17:20] strategic plan one of those is Community Partnerships and I wanted to make sure that I thanked the Edina education fund [1:17:27] tonight in our consent agenda we approved a 335 [1:17:33] 000 donation from the Edina education fund um [1:17:43] we have Kathy rendleman here so thank you for leading the Dyna [1:17:50] education fund along with a lot of other volunteers and thank you to everyone in our community who's donated to the Edina [1:17:56] education fund it makes a huge difference to our district it's detailed where those donations are [1:18:03] going but I would be remiss if I didn't publicly acknowledge you guys in the [1:18:08] donation to our district so thank you very much do I have a motion to adjourn the [1:18:14] meeting so moved is there a second second we will now vote to adjourn the meeting [1:18:21] all those in favor of a journey say aye aye anyone opposed the meeting is now [1:18:26] adjourned thank you everyone okay [1:18:40] thank you