[9:28] first meeting in person [9:34] in our new board room um hold on we're getting a little echo okay [9:42] um so we might have a few technical issues as we've already demonstrated um the first order of business tonight [9:49] is agenda approval and we do have an addition to our agenda which is to the consent [9:55] agenda we are adding um a donation request and i wanted um director tope just to explain really [10:02] fast what we're adding to the consent agenda thank you chair ellenberg the request [10:08] tonight is a donation request for approval for a video display board at south view swimming pool the edina athletic [10:16] booster club has contributed the cost of the video display board plus [10:21] installation for a total donation of 122 thousand five dollars and 95 cents [10:29] thank you director tope do i have a motion to approve the agenda for tonight's meeting [10:34] so moved second we will now vote to approve tonight's agenda all in favor say aye [10:42] aye anyone opposed tonight's agenda is approved and john will you please [10:48] quickly review the agenda for us yes under uh consent agenda you have some routine items to approve [10:56] under reports and discussion uh uh district medium technology services [11:01] will talk about technology gap analysis report related to the united public school strategic plan um [11:07] also we will have a evaluation and a report on test the nest [11:13] on our student covet testing that we conducted this year and under action we'll approve the [11:19] comprehensive literacy plan the youth service development plan john [11:25] will present the final 20 20 20 20 21 adopted budget [11:31] i believe that's excuse me that's a 2122 adopted budget and then there are four policies up for [11:36] review under action they're also policies i'm sorry there are also policies in in discussion [11:42] from the policy committee thank you superintendent schultz um [11:50] the next on our agendas are excellent excellence and action portion [11:55] and tonight we're going to be honoring our edina public schools retirees last month the district recognized 33 [12:02] retiring employees who represent all areas of the district each in their own way has contributed to [12:08] our students success each has also been a calling and friend to those with whom they work [12:13] we're grateful for the time and talent you brought to your positions we hope you feel proud of your time here [12:20] as we do for having you be part of the united public schools family if you have not done so already i [12:26] encourage everyone to view the photo blog that was created to honor this year's retirees [12:31] it it includes memories shared by the retirees notes about their retirement plans and words of recognition by their [12:37] supervisors it is linked in them in this meeting's agenda and also in a story on the district's [12:42] district website's news feed and additionally i don't know if those in [12:47] the public realize but tonight is the last school board meeting for three district administrators [12:53] superintendent john schultz sitting to my right director of media and technology [12:58] services steve buettner and valley view principal sean dudley who [13:04] might be here is she here nope she might be arriving at some point [13:10] um the board reached out to some of their colleagues to ask what made each of them so special at their job [13:16] so when i call your name if you can join me up here which won't be a long a long trip for you i have a few [13:23] things i would like to present to you so superintendent schultz i'd like to [13:28] share a few things some of your colleagues have shared about you this will be interesting director tope [13:37] it has been been a fantastic ride with you dr schultz from statutory operating debt to a healthy fund balance at [13:43] hopkins and a record reconnection at edina these first two years at hopkins seemed like 10. [13:49] what an excellent example of servant leadership you have been for me my gratitude to you for that my wish is [13:56] to continue our teaching and friendship in the future thank you john [14:02] this is from uh lenny mullen friedman tonight is john's last meeting and i [14:07] want to take a moment to thank him for his work on behalf of the district i still recall my first couple of school [14:12] board meetings when we had the benign topic of changing school start times to address the preparation by john for those early [14:19] meetings made it possible for the board with four new members to assess the issues and make a sound decision on [14:24] behalf of the district from there he led the board as we addressed school finance politics and then the strategic plan [14:31] while it took some time john was able to oversee the process and work with the board to complete [14:37] an exciting strategic plan that now guides our district march 2020 brought the pandemic and john again [14:42] provided leadership as we shifted our learning models and made constant adjustments to state guidelines [14:48] as this year ends we through john's work find ourselves well positioned to prosper in the coming academic years [14:54] john thank you for your years of service and good luck as you moved on to your next phase [15:00] this is from board member owen michaelson as a board member i relied on john's mastery of the technical details [15:06] of running a school district his knowledge of the minutia of arcane subjects such statistical financing and [15:12] policy as well minnesota meeting law was indispensable personally john is an amazingly gracious and warm [15:18] person moreover he is uncommonly skilled at putting people at ease almost regardless of the settings and in [15:25] the hours of at times tedious meetings his companion ability and humor carried the day [15:31] i will miss him this is from julie green what i like most about working with [15:36] superintendent john schultz is that he is an educator first what's remarkable and i've witnessed this time and time again including his [15:43] arrival during the maze of changes happening at eps ninth graders on the move to the high school school start time shift [15:49] significant instruction at just about every facility a major operating levy renewal on the [15:54] table onboarding of new principles has been john's keen and brilliant ability to bring clear focus to the center of our [16:01] work as a district that's why the why behind our decisions are students [16:06] john's guidance is rooted in his belief that every single student is valued and important he believes in our students their [16:13] abilities their potential their voice and their education leading with this student-centered lens is [16:19] excellence and we are better for it as a parent and a board member i'm grateful for his intentional and thoughtful leadership over the past four [16:26] years at the helm of edina public schools and i own and i wish him only the very best [16:31] as he embarks on his next chapter this is from director d st hubert [16:38] john started his career as a superintendent leading hopkins through statutory operating debt and ended his [16:43] career as a superintendent leading edina in the midst of a worldwide pandemic you don't have the best of luck dude [16:52] each situation brought daily challenges that were highly stressful and constantly evolving yet john led with focus focus on [16:59] students in its simplest form education is about people helping people staff and community members helping [17:04] students become successful young adults john has always been a leader who is able to keep this front and center [17:10] despite the myriad of distractions that swirl around him most of which are not about the students [17:15] at the core even as we move through the spring and colleagues ask him about celebrating [17:20] about a celebration honoring his work he said that the the end of the year should be about the students not him insisting that nothing be done [17:28] to acknowledge his work john is a leader who believes in the power of those around him he knows that [17:33] in order to have the greatest impact on students a team effort must be constantly sustained he is a strong listener [17:39] a supportive confidant a thoughtful decision leader and a person of utmost integrity [17:46] this is from assistant superintendent schmazel john schultz has done a great job supporting edina public schools through [17:53] the coveted pandemic in an unprecedented time of challenge for schools john was methodical consistent and [17:59] dedicated to providing the safest learning environment for our learners john has led with a focus on kids and [18:05] what is best for their learning john has been supportive of administrators teachers and other staff in advancing edina public schools [18:11] thank you don for all your work and your efforts in edina and finally i reached out to some [18:20] old older friends and someone that might have known you when your hair was [18:25] black in that picture on the left [18:31] [Music] and this is from bobby mclard your administrative assistant at hopkins [18:39] it says a few words about john hmm where might one begin and where to stop is difficult to [18:45] determine john came into super tendencies in hopkins at a somewhat tumultuous time in the district where [18:51] rebuilding trust and relationships with staff and community was crucial beyond understanding the board needed someone who could [18:58] successfully calm the waters while simultaneously reconnect with people as he was held in high regard by his [19:04] administrators colleagues and district families it was a perfect fit and john was willing to take on challenges before [19:09] him in what was an interim position john facilitated numerous challenges and opposition and moving the district [19:15] forward not an easy task for any superintendent even one with years of experience [19:20] and yet he did it with what appeared to be relative ease people are drawn to him and he reciprocates with kindness and respect [19:27] those around him truly want to be on his team he is a person who defines integrity and through his grounding in faith [19:34] determination and skill along with an easy sense of humor he is capable of anything he wants to accomplish [19:40] i know i speak for numerous staff and hopkins by stating that it was a privilege to work with him he would take the time [19:46] to listen to employees students and parents alike as if they were family with such compassion and [19:51] understanding without judgment his end resolve was always focused on how to facilitate the best outcome of [19:57] those involved more importantly john remained balanced with his work in his family and making sure his head and his heart were in [20:03] agreement before taking a next step i was thrilled to work with him and sadden when he left [20:08] who else but john would start the day by coming into the office singing along with his downloaded and [20:14] really old songs that engage employees in a game of name that tune [20:19] i am excited to remain in a circle of friends i along with numerous of his colleagues parents and students [20:25] have been truly blessed to have john as part of our life experiences which have been enriched as a result [20:31] john on behalf of the board and in honor of your 35 years of service to public education the [20:37] board has donated to the equus foundation the only national animal welfare charity [20:43] in the united states 100 dedicated protecting america's horses [20:48] and strengthening the bond between horses and people additionally we have a certificate [20:56] to honor your service here in the edina public school district thank you very much thank you and great [21:02] job [Applause] [21:14] now director steve buettner [21:22] it's your turn now i have this fancy microphone is this this is supposed to be turned on [21:27] automatically but it might not [21:35] ah there we go director steve buettner we all know oh i have one other thing [21:44] okay i i'm finally returning my computer that i owe dmts [21:56] so i'm officially returning my second computer so you have that right there so um [22:04] we have many people that wanted to share things that how much you've meant to them over the [22:09] years and i wanted to share them publicly one was liz rosenthal clarity [22:14] decisiveness courage passion humility all words to describe a great leader i would also add humor i've never felt [22:21] more included in a team than this one and that is a huge testament to how you treat your staff [22:27] thank you rod nerdhall his full-on approach to technology and [22:32] the integration of it in education has made and will continue to make a difference for the edina [22:37] public schools steve has been the kind of leader whose thoughtful forward-looking vision blends [22:43] um the seemingly disparate worlds of technology and human beings into a seamless [22:49] universe which is very true so thank you laurie holland who's a district media [22:54] specialist i don't have any specific memories just a whole lot of pride in what we've been able to accomplish as a team under [23:00] steve's leadership every new year brought challenges and changes beyond what i ever could have [23:06] imagined and every new year we were able to accomplish more than i ever thought we could that was because of steve's unwavering [23:12] support and helping us get to where we need to be [23:19] randy schmazel steve buettner is one of the smartest people i've ever worked with and he called me to say on the second [23:25] one so i just wanted to add that in um he has an enormous amount of talent [23:31] and is about as service oriented as anyone i know steve is about doing whatever needs to be done to help he leads by example and [23:38] is a great role model of this attitude for the dino organization sean beverson [23:44] i personally will cherish the time i had to serve under his leadership he has been a thoughtful mentor and [23:49] courageous leader in regular and not so regular times i am certain that i will be a more humane and [23:55] thoughtful team member because of the time i had had to learn from steve it is a high honor to have [24:00] worked under such a thoughtful and caring man sarah swenson you will be missed your [24:07] quiet and effective leadership your love of spinning sam cook tunes and your dedication to students are [24:13] hallmarks of your time in edina you've pushed our department to keep in mind we are in the develop of helping [24:18] all students and all staff learn including developing a grow your own mentality in our department [24:27] my oops my google certified teacher certificate [24:32] proves just that best wishes to you and kathy as you head off to your next teaching and educational leadership [24:38] adventure director buettner the board and our district have benefited greatly from your leadership and you will be [24:44] missed to honor your service to our district we have made a donation to the world bicycle foundation which provides bikes [24:51] to individuals all over the world to help facilitate students and adults gaining access to education and jobs [24:58] so thank you very much and this is for you [25:04] oh and i gave you sean dudley sorry thank you [25:31] oops there i have my um i have my microphone on now [25:39] this is from eric lowe sean has been an immeasurable impact on countless students staff and [25:45] families over her almost 20 years in edina she has done this in so many ways including building a culture of genuine [25:51] trust and respected valley view by continually leading teachers to be excellent educators [25:57] and by consistently keeping students at the center of the decisions every everyday res sorry by keeping [26:04] consistently keeping students at the center of the decisions um [26:10] of the everyday decisions of being a principal as someone who is able to be a fellow administrator with sean i will be [26:16] eternally grateful for the opportunities wisdom and laughs she provided i am blessed to call her a colleague and friend [26:22] good luck in your well-deserved retirement sean from missy zenner for the past 18 years [26:28] sean has been the principal at valley view middle school she has been instrumental in making positive academic [26:33] changes for all students shawn always made sure that her decisions were in the student's best [26:38] interest and were educationally sound sean moved valley view forward with personalized learning and data driven [26:44] decision making sean's leadership allowed teachers to teach and to experiment with new and innovative curricular ideas [26:51] shawn listened to her staff and always had an open door policy her understanding of middle school students combined with an ability to [26:57] connect all staff will forever be remembered under her guidance valley view middle school was elevated [27:03] from a good middle school to a great middle school shawn's legacy at valley view middle school will forever be remembered in the [27:09] questions she used the most is it good for kids then let's do it principal andy beaton [27:15] as a self-proclaimed leader of the spu or secondary principles unit principal dudley was always available to [27:22] support our our team with her insight and levity in any challenging situation [27:28] to her core sean loves middle school and middle school students she's led with intellect heart and soul [27:35] and will be missed in eps jennifer hurt 18 years ago you walked into our lives [27:42] and this young as this young visionary with a grand idea that you could turn valley view middle school into a team [27:49] during that time you worked your magic you led us inspired us believed in us you even sang to us but most importantly [27:56] you loved us valley view is more than just a team or a family thanks to your leadership as [28:02] frank sinatra once said saying fairy tales can come true it can happen to you [28:07] thanks for being our fairy tale katie higgins one of the things that i appreciate most [28:13] about sean is her heart for students she is always asking teachers what is best for kids [28:19] this statement is the filter by which all decisions are made at valley view middle school sean has always been committed to the [28:26] idea of a middle school mentality collaborative decision making and student leadership because these [28:32] priorities are good for kids she has been a proponent advocate and [28:37] encourager of personalized learning because personalized learning is good for kids she has served the learners families and [28:43] staff of valley view well and i just lost my place um [28:49] and she will be greatly missed um her however her message of doing what is best for kids will continue to be our [28:56] model in the school years ahead sean thank you for always having the perfect country song lyric for every [29:02] situation and for being a great leader and friend blessings to you and whatever comes next and [29:10] last we have from um craig jensen congratulations and best wishes sean [29:17] thank you sean for being my boss my co-worker and most importantly my friend during [29:23] our time together at valley view there was never a day not one single day that i did not feel supported by you [29:29] together you and i traveled in 11 for 11 years at valley view middle school not only not only paved with our working [29:37] together many times we laughed together and many times you cried together when you began as principle of valid [29:43] view we met for the very first time it was as if we had already known each other our whole lives [29:48] you would agree it didn't take too long to appreciate something unique and very special in our professional relationship [29:54] something i miss tremendously every single day it can never be replicated or repeated over your time at valley view middle [30:00] school you developed you develop your leadership skills with the highest [30:06] expectations for competence kindness and a big heart most importantly you rested your leadership [30:11] on a foundation of faith you exemplify not just for me but for many what it means to be a person of [30:17] great character intelligence and kindness all wrapped into a career that has made an [30:22] unforgettable impact on valley view middle school so sean wherever you are the board [30:30] has made a donation to the imentor program which provides mentorship for at-risk [30:37] students um to help them achieve their goals and we wanted to thank you for your [30:42] almost 30 i believe it's almost 35 years in education and valley view won't be [30:49] the same without you any but you've left it in a great place so thank you to all of our retirees [30:55] and to the three administrators that we work the most with we really appreciate it [31:07] okay we're now going to move on to hearing from members of the public [31:13] um thank you for coming to speak tonight um and as a just a reminder to policy 206 [31:20] if you have a complaint about individual employees board members or students in the district please direct any of these [31:25] comments to the appropriate site administrator the superintendent or submit them in writing to the board [31:31] the board typically does not respond to or have discussion on any issues presented [31:36] but questions raised during presentations will receive follow-up as directed by the board i would like to remind all speakers that [31:42] your presentations are limited to three minutes when you have 15 seconds left of your three [31:47] minutes i'll prompt you to wrap up your presentation we have one request to address the school board tonight and that's sarah [31:53] harmada so welcome sarah [32:01] [Music] hello everybody it's great to be here and to see everybody in [32:07] real life living color um i'm here to talk about my favorite topic [32:15] um i'm thrilled that we have a literacy plan that's being put together and i'm thrilled that it's [32:24] been defined as important because we know that that's what our kids need [32:30] um balanced literacy taught my son to guess [32:37] and skip through his 12 first 12 years in edina schools [32:44] structured literacy corrected his reading brought his writing from avoidance at [32:51] all costs to a regular on the college dean's list [32:58] this literacy plan that's being presented tonight contains some structured literacy [33:04] buzzwords but it is a balanced literacy [33:09] planned it's a continuation of what we've been doing for you know i don't know how many years [33:16] but it's the same thing [33:21] the curriculum instruction supervisor for literacy is a balanced literacy specialist [33:29] our literacy coaches are balanced literacy coaches the teachers do not have the [33:37] explicit structured literacy knowledge that they need to teach kids [33:42] and to catch them early and yes we throw in that we're going to do letters but the letters training right [33:50] now five five teachers [33:57] and even if you got it to one teacher per school it wouldn't cover what you need in those [34:04] schools my other son just completed his two [34:10] years as an eighth grade social studies teacher in jackson mississippi [34:16] through the teach for america program the first thing they're doing in mississippi [34:23] is taking every teacher including eighth grade social studies teachers and sending them to the burksdale [34:30] institute and getting them the structured literacy information they need so that every teacher [34:35] in the school can help every child with literacy never thought i'd say it but i want to [34:43] do what mississippi is doing [34:53] okay we're moving on to our consent agenda is there anything anyone would like to remove from the consent agenda [35:02] um and has anyone seen lenny on okay i just wanted to make sure that i [35:08] we don't have to vote by roll call um do i have a motion to approve the consent agenda [35:14] so moved is there a second second uh we will now vote to approve the [35:20] consent agenda all in favor say aye aye aye anyone opposed [35:26] the consent agenda has been approved we will move to our reports and discussion [35:32] um and our first report um is with our tech technology gap analysis [35:38] report our presenters are director buettner uh michael walker and sean bieberson so [35:43] welcome thank you for coming tonight good [35:58] evening it is indeed a pleasure to be face to face it feels good um [36:03] it is it's beautiful uh good evening sharon berg [36:09] superintendent dr schultz and other board members uh my name is steve buettner i'm the director [36:14] of media and technology and with me tonight is my colleague want to introduce yourself michael hi [36:21] michael walker secondary digital learning specialist and sean sean beaverson elementary [36:26] digital learning specialist and tonight uh we're here to uh [36:32] specifically talk about uh a strategic action item um [36:38] c6 of the strategic plan which was um for under the fostering positive [36:43] learning environments and whole student support and it was c6 [36:49] to review and develop a technology plan for students and staff by partnering with dmts [36:54] to inventory technology currently in use by students and staff and then also to make recommendations [37:00] around continued use of each category of technology that's used and so just to give you a little [37:06] bit of background on that it was um part of our strategic action plan and it is some of the foundational [37:13] building blocks that i think we'll use to continue to work on technology and specifically around building out a [37:19] technology plan as we go forward so we did start this process [37:26] early in the winter time let's see if this works oh look at that [37:33] we created a gap analysis and the gap analysis consisted of michael sean and myself meeting with [37:40] every school and so we we during the spring and early winter or late winter we met with [37:47] every school to have conduct uh interviews and to do the research [37:52] and in that we we specifically asked three foundational questions what is working what areas need [38:00] improvement and what should we be keeping track of or keeping our eye on for the future [38:05] and i think those questions uh were left kind of vague because we didn't want to [38:10] specifically hear do you like google or do you like outlook or do you like schoology or do [38:16] you like see-saw because we were going to tease those out we were going to get that information out of them at the same time [38:21] we also didn't want to specifically ask about how dmts was doing but we felt [38:27] that through those questions we would get those answers and then in on top of that we met with every [38:33] department and we created a survey and that survey was sent out to all instructional staff [38:39] and leadership to help provide additional input on those same three and i think the findings [38:47] um were instructed for us and to give us some more information [38:53] about those findings i think i'm going to hand it over to sean to talk a little bit about what he saw what we heard [39:00] uh good evening everybody this is this is mike i got to say that at an official event [39:05] that's kind of fun uh chair ellenberg dr uh schultz superintendent dr schultz and to the [39:12] board it's great to be here in person as well three-dimensional is pretty fun uh so we categorized the findings from [39:20] our surveys and from our interviews and distilled those down into feedback [39:25] so the areas that we heard about feedback from staff and then areas to address [39:31] things to be considerate of for the future based on those findings so the findings that we got [39:36] were that the instructional staff felt that they had both the hardware and the software platforms to do their [39:43] job uh and if you all remember they needed them a lot this year so that was a great set [39:50] of feedback to be able to hear during this year many mentioned uh the portal and that the single sign-on [39:56] makes lives easier and wish more apps could be included which is an area of growth that we continue [40:02] to develop and also um an overwhelming cheer of support [40:08] or admiration for the level of support that dmts provided customer service and technical [40:15] support which included staff students and parents areas to address things we need to be [40:22] considerate of and thoughtful as we move forward the stability of our learning management system we have two primary [40:28] learning management systems in our district csaw serves our primary grades k2 [40:33] and then schoology serves three through 12. there was some discussion about the age [40:39] appropriate do we have the right cut off between seesaw and schoology and [40:44] something to consider and see schoology by no fault of our own had some trouble [40:51] during this past year and so there were concerns about that stability based on that which was of course [40:56] understandable the other areas to address excuse me [41:01] turn this currently we run parallel systems uh [41:07] microsoft and google and for our instructional staff that work with students who have gmail as their primary [41:13] communication tool and our instructional staff use outlook as their primary communication tool [41:18] there are some wonderings about could we unify that so that it would make it easier for people to communicate [41:25] this past year we purchased some additional tools to support uh remote learning and all the various [41:31] modes of learning from the cares act so will we continue and what will we need to do in order to [41:37] continue using pear deck at puzzle wii video and cami which were four new software's brought online as a response [41:45] this emergency made available made possible because of the cares act funding and then we also [41:52] heard feedback from our middle school colleagues that they needed or would like a classroom monitoring [41:58] support so one of the things that they have at the elementary level it's a classroom monitoring tool called hapara and so whether or not [42:06] that would expand to the middle school to help the students stay on task so those were the primary [42:11] areas to address do you hear did you hear anything else in those meetings i think you were in a number of those meetings [42:17] from us antidotedly do you remember anything that came out from those meetings yeah um yeah so [42:24] um the what i would say is it was consistent that the staff had [42:30] felt a high degree of support during this time particularly in the last year they felt well prepared to be able to do [42:36] this many uh couldn't have imagined what they pulled off but were able to do it and then in reflection recognized that [42:43] really the last 10 years had prepared them for this and that the strongest teams the teams [42:49] that were the most effective and found some really highlights during [42:55] this year were the teams that were most collaborative and able to work together and felt empowered to do that as well so [43:02] those were the primary findings that we had overall it was a wonderful experience we definitely tried to [43:07] open it up uh to you know earnest feedback we wanted to hear clearly [43:13] what areas worked and what areas needed to be worked upon and i feel like the conversations were open [43:18] and honest and there was a high degree of trust during those conversations thank you then from that we've also uh [43:25] have some future work and so i think i'll have mike share and i'll just um just to give you a metric we had [43:31] la this last year we had over 10 000 help desk requests um this year and and [43:37] there's been a phenomenal amount and and what's been different between prior years is that [43:43] we open that up to both uh all not just staff but students and parents as well and so [43:48] we get a quite a few calls from parents even during summer months right now we're we're receiving uh devices turned in by [43:56] parents and assisting parents and students nathaniel lindley who's the supervisor today actually was on a phone call with [44:02] a student a 9th grade student for 45 minutes working on a problem so it's something that we'll continue to [44:08] work on mike you want to share some of our future work that we have ahead of what you all have ahead of you [44:15] um yes so as you go to the next slide um so as we've the last few years we've [44:21] been spending a lot of time shawn and the elementary teachers worked on [44:28] developing a classroom standard and we were able to implement that [44:33] classroom standard around interactivity and panels in the different classrooms and so as we [44:38] shift to these next few years looking at the secondary level what does a modern secondary classroom [44:44] need in a normal year and and so looking at both interactivity [44:51] looking at potential sound enhancement and things to improve the quality of uh the experience [44:58] for secondary students so those are some things that we'll be looking at in this coming year as sean mentioned [45:04] i'm looking we're coming up on the third year the final year of our contract with [45:09] some of our learning management systems and looking at you know what our needs are how well [45:16] are the current tools meeting those needs at the different grade levels and determining whether or not we want to continue with [45:23] those tools or explore other other tools like that while trying to hold our teachers as [45:29] harmless as possible because of the time and effort that they've put into building content utilizing those tools [45:35] and some of the different integrations that we've been able to uh put in place over the last few years [45:42] sean also mentioned looking at google workspace and microsoft office whether or not we [45:48] can continue to maintain both of those because of increased costs that both companies have [45:55] now introduced over the last few years and are continuing to introduce and [46:02] some of our staff who in the gap analysis noted you know i would prefer having one and [46:07] not having to flip back and forth and so looking at that as an option our edina apps the different tools that [46:14] we have doing an analysis in this coming year to see which [46:19] tools do we want to continue to support the ones that sean mentioned were purchased through cares act funding [46:26] we've already been doing some training this summer on some of those and are excited the teachers are kind of excited about [46:32] uh continuing with some of those things but making sure that the ones that we have are going to be [46:38] most useful for what we want our kids to be able to do and then data privacy as we look at all [46:43] the different tools and sign-ins and other things like that ensuring that the privacy of the data [46:50] for our students and our staff are covered and working with our vendors and those privacy agreements [46:56] and then just continuing to maintain our collaborative processes around the tools and and the way we're [47:03] utilizing technology and making sure it's it's aligned and that um and that the [47:09] needs of our staff and students are being met uh in a cost-effective way thank you [47:15] mike [47:21] so the the other component of this is that idea of intentionality or to continue the intentionality around [47:26] technology use that's something that we've been doing quite a bit with and so we'll continue to monitor screen time [47:33] and promote a balance i'm pretty proud of the uh work that we've done [47:38] to provide parents uh parenting supporter on do parenting in the digital age we've also [47:44] worked with the cultural liaisons to do that and translated we've we've offered a number of those classes and i think [47:50] that's something that i'll encourage the district to continue to do because that really helps level the playing field if you [47:56] will of of how to access our digital tools and then um this continue to develop [48:05] training and healthy choices around school so that was one of those areas of work [48:10] and so i just want to provide you with a little bit of detail so this is the [48:19] um the view of our screen time at our elementary and you can see pre-pandemic [48:25] it was around 39 minutes and after that it shot up during covet to over 150 [48:32] minutes and it subsequently have gone back down under 100 minutes but it is a significant amount of time [48:38] that our third fourth and fifth grade students are spending on screens we want to make sure that that time is [48:44] beneficial and that it's the best use of their time we know that our teachers are our greatest asset we know that [48:50] learning doesn't have to happen exclusively through a computer screen [48:55] so the idea is is to make sure that we work with our teachers on the norms and then work with our parents on [49:01] building out those plans and their home and working side by side with them [49:07] and to help facilitate that we do have a product that we've been using quite successfully to [49:12] catalog what types of internet content that we have and so that we we can through our [49:19] chromebook managing management tools determine how much time we are spending on uh specific categories of technology [49:27] so we know that and we'll continue to monitor that i'd say that youtube can continually is one of the ones that [49:34] we have a lot of questions from our parents because that has both positive and negative content in it so [49:40] we need to monitor that we do have a parent app which we think is very useful [49:45] uh which allows our parents to monitor their child's use of technology as well it gives them a weekly [49:51] view of what and by categories how they're using it and specific websites that they are specific uh content areas and if [49:58] they run into block pages or not and then starting next year we'll be rolling out or the dyna public schools [50:04] will be rolling out what's called goguardian teacher which will allow that teacher to have that same window of their class [50:11] and the specific students in their class of how they're leveraging technology we'll also allow them to shut those [50:17] programs down so lock the screens so they can have make sure the eyes are up front make sure that [50:22] students aren't being distracted provide guided urls and web links to students and so [50:28] that they can guide those teachers and then also build custom curated [50:36] web restrict pages during our classes so we think that that's going to go a long way [50:41] on that third component of making sure that students are making healthy choices around technology not to completely block them from them [50:48] but to use it as those three tools as educational tools or data so that we can make informed decisions [50:54] going forward around healthy use of technology and then finally i encourage the school [51:02] system and the district to work with the new technology director to leverage this gap analysis or [51:08] leverage the cosine peer review and locate and the upcoming technology [51:13] levy that was just renewed to revise or rework the technology plan i think that will go a [51:18] long way of creating a roadmap of how you're going to leverage technology in a positive way going forward for years to come with [51:26] that uh we'll entertain any questions thank you very much technology team [51:33] i'll ask just turn over to board members for any questions [51:40] janie you know i always have something to say about this so my question kind of goes a little bit [51:46] beyond the pandemic and learning needs and the assessment of that and um jeff jorgensen's ears might perk [51:54] up a little bit on this but i'm not sure where the conversation exists i wasn't sure if it would exist [52:00] in this gap analysis or in another to say um when we're talking about assistive [52:06] technologies there's there's a range right like there's those technologies that our special education students need [52:11] to communicate to do all kinds of things like that but then we have this other subset of [52:17] students who have there are technologies available they may be platforms we already have [52:23] but are not being utilized to the fullest extent because teachers may not have an understanding to support students in that but [52:30] technology that will allow students to have in stasis where it's the right [52:36] educational and instructional match versus an intervention so a student who would [52:41] otherwise need some sort of intervention is able to stay within a tier one classroom because they have technology [52:48] that they've been trained on or that their teacher or instructor or somebody has shown them that this allows you [52:54] to be in the classroom with us functioning at the same level without [53:00] the need for a pull out and so i guess my question is where in a gap analysis would we look at [53:07] understanding deficiencies in that area right because it's different than a special education [53:13] but it's also kind of not falling into what teachers may have identified this year as a need [53:21] that's a great question and in the gap analysis we did talk with the high school and the middle school [53:26] and elementary special education programs but i think i'll have mike talk a little bit about what we're doing and i don't think that that job is [53:33] ever done um so we're going to keep working on it but maybe mike you can talk a little bit about some of the work we're doing and [53:38] strategies going forward yeah i think one of the key components of [53:43] the tools that we're that we're advocating for are is the idea of universal design that [53:50] you know a a cut out on a sidewalk [53:56] was designed for people with mobility issues for for ada but it also helps [54:03] other people who may be on a skateboard or other other things like that [54:08] where and there are tools that we have tried to incorporate [54:13] um that have those same capabilities and so um within our google apps for example [54:21] and google workspace there are things that we've been able to incorporate and harness and have kids [54:27] utilize that have helped them and given them some some skills and [54:34] abilities so for example now there's some new features within google that allow [54:39] for the student to actually do a an analysis of the uh document for [54:47] plagiarism and things like that so that they can take a look at it before it gets turned in [54:52] and it kind of gives them a look at how things are are going and and whether or not they [54:57] need to make changes before it gets submitted and so utilizing those types of things [55:02] and working with our staff you know as we think back to the pandemic [55:08] and at the beginning of a year ago march we had set up some guidelines on the use [55:14] of our tools and some of some staff did a great job in following those guidelines some not [55:20] not as well and so in the summer we we got together and we said what are the [55:25] types that we need to to really focus on and and got that on board and we had a much better [55:31] experience with that as the school year went on now obviously with hybrid and other things that [55:37] it can still be difficult but for the high schools teachers to put the week in review at [55:42] the top of the course for example that's something that helps every kid kind of see [55:48] an overview but it also for those kids that need that extra support that was a critical thing for them to be [55:54] successful in the classroom and see that and so those types of things are definitely part of of what we're looking [56:00] at and so as we look at the lms uh analysis moving forward [56:06] those kinds of things are going to be certainly a necessary component of what we look at [56:12] and sean i don't know if you have any other thoughts um all i would add is i think [56:18] i think uh accessibility and um the ways that we leverage accessibility [56:25] for all students is going to be one of those um unexpected [56:31] benefits from the pandemic because where students may have gotten lost in the [56:36] shuffle before under an average day because they could cover this has made it apparent in ways that [56:42] maybe maybe weren't before the tools exist i think it's a pretty exciting area of [56:49] growth it will require additional training and asks teachers to change some behaviors [56:55] in order to do that but it's not only legally required to do but it is the [57:00] moral thing to do so i i think it's an exciting area of development to come forward um as far as the gap analysis goes um [57:08] one of the things that has been a strength um that [57:13] we would look to double down on and continue to develop is our partnership with student services so that [57:19] we have the experts helping to inform us to make sure that we're making sure the [57:26] right tools are available that partnership is essential because [57:32] our expertise is broad but their expertise is in areas of [57:38] advocacy that we just benefit from having them at the table so we've done a lot of partnership and work [57:45] with student services that i would look to continue doing that's great i just i look at this and when i was reading through this [57:51] this weekend just felt like it was such a good opportunity for you know technology to [57:59] partner with um special education but also teaching and learning because the comprehensive literacy plan right like [58:05] literacy for some students the the actual reading part the actual writing part like there's this [58:11] moment where i felt like this work could really bring all three of those things together and so [58:16] well it's interesting you there one of the products was this cami product which is a [58:23] it looks like a pdf reader but it it does so much more it actually will read it'll do text-to-speech it'll do [58:30] annotations it'll allow you to hyperlink and get synonyms and things like that [58:35] so that's one of those tools that at first blush it looks like it's just a pdf reader [58:40] but it does so much more and it allows for if we can maximize the utility of that product for [58:46] a student who might want to hear words and things like that it can re [58:51] reinforce it by reading texts reading patterns it can look up and do synonyms and things like that and so that's just one [58:57] example of that those type of tools and how we're looking at them not just because [59:02] their productivity tools but they actually do so much more to be able a student to be able to tap [59:08] into areas that we never thought of and that's that collaboration with student support services to keep moving in that [59:16] direction hi thanks so much that was um that was a [59:22] very informative um presentation um two things one thank you for the heavy lift 10 000 [59:27] health tickets is a lot i know that so for your staff so thank you to you guys and then everyone else who's working behind the scenes for [59:33] that um and then also thanks for your help with um the technology levy that passed that allows for all this future work to [59:39] happen so i wanted to acknowledge those two things my question is in here it talks about this holistic [59:46] review of not only email but calendaring i think is exactly what the line is [59:52] and i love that that's in here and you also talk about like looking at classroom standards and [59:59] how do we bring that calendaring into those classroom standards and so it's more of a comment than a [1:00:05] question but i i challenge us as a district to look at and work with our principals [1:00:11] and what's going on in kindergarten because we have it's the ongoing battle of do you have a planner on paper [1:00:17] are you getting reminded that you have homework some kids adapt very easily others i [1:00:24] keep telling my kids they you know you go to a job they don't give you your to-do list when you leave and we do [1:00:30] that some right with schoology and reminders and all that so i don't know what the answer is but i [1:00:36] saw it in here and i think it's worth us taking a moment to look at and what is our standard [1:00:42] right for the dynamic schools how we teach calendaring so no matter what school you come to we're all feeding into the high school [1:00:48] but everyone's going on the same path so that i know it works different for different kids but at least they know what path [1:00:54] they're going on you guys are all shaking your head you know what i'm saying yeah okay um that's it i just want to make that comment because it was in there so [1:01:02] absolutely and it's not so just like our students are learning that i think across the system we are as well so [1:01:08] we're working closely with the communications department on their website review and so that there's [1:01:13] calendars there that you can concentrate those or aggregate those so for a busy parent who might have three [1:01:19] or four kids in the school system and have athletic programs and things like that they can get all those disparate events [1:01:28] in their phones so that there's one spot where they can go to a trusted resource and that that's aspirational so i'm not going to [1:01:35] say that we're going to solve that because if we did well we wouldn't be here we would be selling it to edina public schools [1:01:41] um but we're going to keep working on it i think in indiana public schools to make that work the other thing i would say is and mike [1:01:48] and i have had a lot of talks and mike's been really a good champion about this [1:01:53] and that is that whole concept of getting organized and staying organized is such a critical skill that we [1:02:02] introduce practice and master in education and we can't lose sight of how important that is and that might [1:02:10] mean that that student is using a franklin planner which is good i mean that's that's their [1:02:17] trusted source because they write it down and there's something to be said about writing something down for [1:02:22] for remembering things or it might be a google calendar or it might be a planner and so we're [1:02:28] going to make sure that we provide the technology version of that but i think we also should never [1:02:34] lose sight that there's an analog version of management of planning that's important to keep practicing [1:02:40] because those are foundational skills as well it's just making sure that we stay on top of tasks [1:02:45] and lists and due dates and things like that so we'll use technology to help continue to to show how important that [1:02:53] is yeah no that's good that's exactly right and i don't think you can actually separate the two so even if you are a [1:02:59] franklin planner person you cannot separate that so how do we teach our kids to do that you know i've got like 10 [1:03:05] different calendars going on at home right now i keep so um okay thank you that's great thank [1:03:10] you thanks you guys for all your work thank you for coming and presenting to [1:03:17] us tonight um i like the idea that uh you're also thinking about the analog world i'm [1:03:24] in technology but i think it's very good that we think about the analog world and that we're talking about writing things down [1:03:30] on paper and pencil calendars because many people do better in that and some [1:03:36] parents are trying to get their kids away from technology and some parents are very reluctant to have their kids [1:03:41] have a phone up until maybe the end of middle school which is radical but i'm glad to hear that that is [1:03:48] something that you think about i am also very excited about the parents app [1:03:53] what are we doing to promote that to make parents aware of that because i think there's a lot of interest among parents to be able to [1:04:01] watch what their kids are doing to have that kind of connection with their kids so i'm excited about i want to affirm [1:04:06] you with that and how are we promoting and letting parents know how it works thank you uh so um jack solaski who [1:04:14] works in our department dmts is the project manager for elearning squared and he curates and maintains a website [1:04:21] of resources for parents on parenting and on that are explicit instructions on how to [1:04:27] access or request the parent app and so for the community it's uh [1:04:33] www.adinaschools.org elearning squared or elearning2 and on that website [1:04:39] there is some parent resources and that's where you can access instructions on that as well as other uh [1:04:44] resources i think mike and sean both mike and sean have uncovered a number of of great resources one of those is [1:04:52] common sense media which are our media specialists are all certified in that all of our schools are [1:04:57] certified and the school district is certified as a great resource for parents as they're navigating [1:05:03] what type of media they want their child to access and be able to curate that and review that and make sure that it's accurate and then also [1:05:10] just reaching out i know we've had numerous conversations with parents in conjunction with principals at the [1:05:16] middle schools and at the elementary schools about how do we partner to ensure that our children are making [1:05:21] healthy choices around technology and so it is a partnership and i we do recognize that technology is [1:05:28] prevalent in our society and so we just want to make sure that as we are leveraging technology or we're working [1:05:34] through technology we're cognizant of what the parent wishes are around technology and that we're thinking about [1:05:40] age-appropriateness of technology for our students and that edina public schools is taking [1:05:46] that into consideration as we roll out technology and leverage technology in the school system [1:05:51] the last year and a half with kovid was a little bit different we needed technology as a conduit to provide a continuation [1:05:59] and continuity of learning but it's not the greatest asset we have in this [1:06:04] school system is our educators our teachers and our and so we want to make sure that that's front and center with our students [1:06:10] the other thing i would add to that is that um every sixth grade parent is going to be [1:06:16] going through a boot camp this year and for the last two years has gone through a boot camp to kind of get some [1:06:24] training and understanding of what expectations are around the device because students [1:06:31] it had been up until this past year only six sixth grade and above actually took devices home every night [1:06:38] and so in that boot camp we have information about the goguardian parent app and and how to access that and and sign [1:06:45] up for it and so that's built in along with as steve said those expectations on how to use the [1:06:52] device as a parent at home and support for parents with the devices at home [1:06:57] and some suggestions around that so and i'll say at the elementary level in [1:07:03] addition to that we've met with uh the ptos at with their requests and then we present information around [1:07:10] that we called it the digital down town hall this year or digital detox after we started back trying to get [1:07:16] parents really empathizing with parents having gone through this as a parent as well [1:07:22] the understanding of the momentum that technology was carrying forward and then presenting them some [1:07:27] strategies that we would uh that they could use in addition to those resources that were available for [1:07:33] them ida um i wanted to add on to something [1:07:38] owen was talking about which is the value of not using technology and um [1:07:44] i wanted to know if we have or if your team thought it would be [1:07:50] valuable to analyze i know studies have been done that analyzed [1:07:55] um how students learn and they're certain [1:08:01] there's certain times that students learn better it's been shown [1:08:07] when they actually have like paper and i can't cite them right now but for example maybe a short story [1:08:13] like technology is fine but maybe a novel that actually the brain switches and you need to have [1:08:18] a so i just wondering if um at some point maybe that might be [1:08:23] down the road but i would be really interested in aligning our curriculum [1:08:29] and looking at our curriculum and knowing if it compares to what some of the studies say [1:08:35] are best practices from how brains actually operate perspective [1:08:40] um and because so many things have moved online just with i mean with how [1:08:47] just technology has grown so much and i feel like so much moved online a lot of it is cost and updating things [1:08:55] but really sitting down and analyzing that and then on top of that i just think there's some students in [1:09:01] general that students that might have learning differences and it's hard because some students with [1:09:06] learning differences or just students in general are need technology then there's sometimes that i [1:09:14] that have adhd or something it can be very distracting to me on a computer so i would like us to um i would [1:09:21] challenge us as a district to do a better job providing alternatives [1:09:28] or almost have a menu of um universal accommodations that [1:09:35] this um this test is available on the computer it's also available in paper and pen if [1:09:41] that's the best way for you to do it as a student this good old-fashioned handout [1:09:47] it might not be environmentally friendly but if you as a student are going to learn better that way because it's [1:09:52] really hard for you to do the five steps to download it and that takes a lot of brain power for [1:09:58] you here just put this in your folder and just try to think through some of these things that how is [1:10:04] how do our students and their brains process information and can we sometimes just come up with [1:10:11] um like i said just some universal accommodations which is here it is in print and here it is in technology you [1:10:17] pick the one that works best for you i would i would say that [1:10:22] you're you're so right on and and i'd actually compliment edina public schools because [1:10:27] i think dyna public schools is actually in moving further ahead than our [1:10:32] neighboring school districts here here's a couple examples um this idea of attentionality or screen [1:10:39] time was relevant in this public school long before my our neighboring public schools talked a lot about it and so [1:10:45] we've been really thinking about the american academy of pediatrics the amount of screen time we're using uh [1:10:51] sean can talk a lot about what he's been doing with the early learning center and their technology plan and we stepped into that technology plan [1:10:58] with that in that technology is not what's going to impact early learning center it's it's how do [1:11:05] we use that where it adds value and its value add and not because it's the crutch [1:11:10] and so that's that's just some of the thinking the other areas is that worst edina public schools is still [1:11:17] intentionally not a one-to-one school district and we do that on purpose we do that [1:11:23] because we recognize again our greatest asset is our teachers our ability to create relationships in a [1:11:28] face-to-face or person-to-person and so um but [1:11:34] but at the same time i'd say this is that what what we have is we have a teaching staff that is [1:11:40] phenomenal and so i think working in collaboration with the assistant superintendent and the director of teaching and learning [1:11:47] and our professional development is helping to empower our teachers to understand where you navigate where do you work on [1:11:54] providing accommodations and where is there really true value add when you pull out the technology and that being one of the decider factors of [1:12:03] how we leverage technology is going to be really a critical piece and again provide the value add that [1:12:08] edina public school is going to show that we understand technology has its role but it [1:12:14] is only a role and it is only one tool and that our teachers because of the excellence [1:12:19] of what they do understand how to navigate that and make the choices but it's going to take professional [1:12:25] development and it's going to take as you point out that research and continuing to make sure that we're looking ahead and making informed [1:12:32] decisions as the research and as the science helps inform us going forward [1:12:38] and to and to your point you know we have been saying for many years that taking notes on paper is the best [1:12:45] way for learning when it's time to work with those notes putting them in a [1:12:52] quizlet doing some graphic organizing on the computer might make some sense and when it comes time to share your [1:12:58] learning whether video presentation etc that's a way to do it but [1:13:03] as we have been rolling out uh access we've said to the teachers put it [1:13:11] get it out when you need it and put it away when you don't and there are definitely times like a beautiful day like today when i [1:13:18] hope kids were outside playing and not on a screen you know [1:13:24] here i just want to speak to the position that we're in um and steve mentioned it and as long as [1:13:30] it's his last board meeting i'll just take the opportunity to say it is because of his leadership and when [1:13:35] i came to edina public schools i was talked to about the intentionality piece [1:13:41] and the genius of that intentionality line is it empowers the teacher and it's simple in its approach [1:13:49] but it's profound and so that is what we've done for the last three years is talk about the intentionality when we [1:13:55] return to in-person learning at the elementary level in january when most kids were able to come back [1:14:01] we went directly back to this idea of restoring that intentionality and so i [1:14:06] just um one of the things that has impressed me so much about working with steve is [1:14:12] he's a technician with the heart of an educator and he has kept that um in his mind in ways that [1:14:19] other technicians don't and so i do think that's an area of strength the simplicity of that [1:14:26] the only other thing that i would add is it's an area of tension as well because for us to understand what we're [1:14:32] preparing the kids to do is there's going to be reliance on technology that their [1:14:38] employers anticipate and expect from them and that we need to figure out where that line [1:14:44] is of the appropriate challenge for the kids when they're mentally ready to get into that because what we're preparing [1:14:49] them for is their life outside of our system so there is attention to that [1:14:55] that we will have to remain engaged in throughout and you know it's good work so i'm happy [1:15:00] to do it it's a gradual release of responsibility to the student as they go through the [1:15:07] system are there any other questions or comments [1:15:13] well steve i think this is your final presentation to us so thank you again from the board i just [1:15:19] can't say enough positive things about what you've brought to our district as a parent and as a board member it's just it's [1:15:26] been a pleasure working with you and to your point about the intentionality i really appreciate it and i know other [1:15:33] parents in the district do i do know there is video conferencing ability in tunis [1:15:39] so if we need your assistance um we'll give you a call but thank you steve ident public schools is in good [1:15:46] hands with technology with mike and sean and natasha coming on board and so i think it'll continue its uh role of being a leader on [1:15:54] technology an amazing team thank you guys all of you [1:16:05] we're now going to move on to our test the nest uh testing pilot evaluation um [1:16:11] superintendent schultz i'll turn it over to you so as um all of us know this last year we had [1:16:16] several mitigation strategies uh to keep covid in check keep our students healthy keep our staff healthy [1:16:23] and one of the um some of the mitigation strategies was the six foot social distancing masking [1:16:31] and then also really uh doing the uh the contact tracing when we um [1:16:39] knew that kids had come and contact her staff came in contact with the virus to make sure that they [1:16:44] were cared for and um those were the ones that the department of health uh [1:16:50] provided for us uh early on and as the year went on um as is a tradition and he was [1:16:58] what else can we do and um us about doing a testing uh how can we [1:17:05] test for pulpit how do we test our students for coping to know if we have activity [1:17:13] viral activity within the building so another level of communication to keep kids safe came forward [1:17:19] and it was a very exciting uh exciting pilot um it gave us the opportunity to partner [1:17:25] with my health group which is a wonderful partner in this and to give uh the reward some [1:17:32] background in this i'm going to ask zachary to show a quick video [1:17:38] about the uh that shows kind of the test as a way [1:17:43] thanks zach all right go ahead [1:17:50] test the nest is a way for united public school students to easily get tested for profit every week right here at school by using [1:17:56] a pool testing method we can catch asymptomatic cases of covet producing the virus's chance to spread [1:18:02] here's how it works first sign up both student and parent needs assigned [1:18:08] to test the next forms at luffin and canvas once both signatures are completed you are registered and ready to test [1:18:15] next show off at school each week your school has a designated testing meeting [1:18:20] on testing morning students stop at any of the test best testing stations before heading to first conference class [1:18:27] important to remember that test and answers for students not experiencing many decisions [1:18:32] what's there they'll check in with your student number [1:18:37] now you are ready to swap you'll notice the trained volunteers trusting full personal protective equipment at the [1:18:43] collection tables just smile at them behind your answer they are there to guide you [1:18:49] what makes this easy is that you self-administer the task to yourself after an insane attachment leak into the [1:18:56] amazing spawn you'll pull your mask down just under your nose and insert the tip of the swab three quarters of an inch into the front [1:19:02] portion of your nostril you'll slowly scroll the swab around on your nostril five times and then repeat [1:19:10] the collection spot mostly test you to make the pool of samples on you and its class by 2pm [1:19:17] you will be notified with results if negative there's nothing more to do if positive you will return to the [1:19:23] health office along with the other students in the same pool for individual diagnostic tests [1:19:31] [Music] all students in a positive goal will need apart but only until results from [1:19:37] the diagnostic tests are confirmed this should be by the next morning afterwards the student who receives a [1:19:43] positive test result works with school staff following mth or advanced verbal returns [1:19:49] the other students are cleared for immediate return to school and that's it for questions go to the [1:19:55] project test the next page of the schools let's test the nests that help keep students in and hold it out in our [1:20:02] schools so we had a wonderful board leadership [1:20:08] with this of julie matt and bowen and met with uh committee at the beginning and then [1:20:14] towards the end that i've been working with health group been developing um the evaluation and the data from this [1:20:21] uh from this uh big violent pilot so i'm gonna turn it over to matt today [1:20:27] [Music] sure great thanks john a couple quick things to start out with is just a [1:20:33] really big thank you to the health group for partnering with us and sponsoring the very strong majority of the program [1:20:39] costs and helping you train and execute our logistics thanks to julie and ellen all the administrators mary [1:20:44] harmon the committee and getting this move forward into the final phase [1:20:50] especially the county members of the women's health group so for today's conversation we wanted to report back we said we do this in this [1:20:57] time frame is going to do the heavy lifting machine has the whole way through on the rest of the presentation and data [1:21:02] but as an outset and an overview the goal for today is not to make any decision to support this special period so we really want to [1:21:09] just focus on what have we learned what are we doing next and what do we think would be most helpful uh in terms of any questions or feedback [1:21:16] about default so the next step really is go back to the instant command team within the administration [1:21:21] to put this in the lens of all the steps we're taking vaccinations we attract trace [1:21:26] that's what the state's doing so he's not seeing a new decision is to be able to give you information [1:21:32] and feedback when opening the special period we decided to do it in this full board meeting instead of the full transparency [1:21:38] traffic that [1:21:44] thanks matt um so i know hopefully all the board members have had time to read through the report we don't need to go [1:21:50] through it um step by step but one of the things that we looked at in terms of evaluating like [1:21:57] and that is really important to keep in mind is the timing of things so we did put a chart together that [1:22:02] we've been put we had put together to begin when we first put this community together back in november [1:22:08] and if you follow through the um the rapid speed in which things changed with cobia [1:22:13] and and how we could address things um and what we could do as a district um [1:22:19] is laid out here and now we're at a point where we're in a [1:22:24] right so that's part of the important part of this to think about as we move forward in discussion um [1:22:31] one of the other things that i think in terms of the data sharing this is what i want to focus the most part of our conversation on is we had about [1:22:38] um you know just under a thousand students participate um in the testing um and we found two [1:22:44] positive cases from doing so it actually helped to reduce the quarantining and [1:22:50] the and i think that um [1:22:57] one of the things that we looked at is how those how that worked at the school [1:23:03] so operationally one of our goals set out was like we don't wanna we can't we can't take our operational [1:23:10] system at the school um i think that we were very successful because we had a core volunteers that [1:23:16] were in the program um we came in our cost came in at just around [1:23:21] six thousand dollars out of it was another key element um and on top of that we found [1:23:26] two cases and we did something which i'm super proud of one of the key things that comes from this program [1:23:33] [Music] [1:23:43] we were able to keep schools open for that whole time i think there's a lot of factors that go [1:23:49] into um evaluating a program like this there's a lot of things that are really [1:23:55] hard to try you know it's not an exact science in terms of what impacts what um and so one of some of [1:24:02] the questions that we put out here that we wanted to ask you guys as other board members is [1:24:07] um like what elements of this report do you find confirmatory that this was successful do [1:24:14] something stand out something you guys have questions about about the testing itself um any elements of the program you feel [1:24:20] would be benefit from a change or a cause and do you think this is something we should continue [1:24:25] to look at moving ahead into next year and then any suggestion of any other [1:24:31] suggestions or feedback for um the leadership and how this ran out um one of the things that i just want to [1:24:38] correct some information that is out there that floats around about this program [1:24:43] one is communication it was mary white eats and her team worked really hard to [1:24:48] communicate it was a really difficult thing to communicate um on top of kind of people having [1:24:56] an understanding of the program um pool testing was very efficient it was fun in terms of cost [1:25:03] and in terms of getting large students through and for us to be able to test 100 200 students at a top was [1:25:11] really it was really impressive but it also made communicating that that much more difficult um and that was [1:25:18] some of the feedback that came out so we had a lot of students that came that were signing up and registered that never showed up to test [1:25:24] it's hard to know why they didn't did it is it because they walked in and they they didn't want to walk over to us you [1:25:29] know there are a lot of steps and so that's something else to keep in mind is as we look to what um this program and [1:25:37] um and then we're going so i'm going to throw it up to you guys for questions i think not to miss anything on that uh no it [1:25:44] sounds great you didn't miss anything but i yeah i also want to thank uh dr [1:25:49] incredible dr stein i think i said mickey but i want to make sure [1:26:01] we have this core group of volunteers so we talked about making sure operationally that you know [1:26:07] this wasn't too much of a lift on our administration like our health services staff was [1:26:12] pushed to limit just with regular public mitigation and we're having us leveling and we had [1:26:17] a group of dedicated volunteers that showed up every week for granted [1:26:24] weeks um that ram is testing um for the students and without that group obviously it wouldn't [1:26:30] have happened and then two one of those volunteers are from our new medical school volunteers and they are in right they're like what [1:26:37] do you work on next um and it's that's incredible and they're not parents they're grandparents and other community members [1:26:44] so um there's a lot of wings there um so um and the other thing is through [1:26:49] this you know we were able to do a vaccine clinic um you know separate from the testing committee and testing work [1:26:56] but um you know i would argue that when you turn that testing or the vaccine clinics around like this [1:27:01] logistically i think part of that was because we were already in the mindset of how do we do something quickly [1:27:07] with mitigation employment and that was um that's required to the administration [1:27:13] and the principles and everybody just facilities um the terms [1:27:25] that's right yeah and so we also put together um on top of the students being very [1:27:31] interested but um you know we have some students that showed up every single week and we're so just unders the understanding of what [1:27:40] what the program was and the potential impact of a program like this um and all the science departments local [1:27:46] schools testing kids we actually put together a science kit on what this was and how [1:27:52] this worked and then i'll have it you know roll out an extra and some different type of [1:27:58] um teaching moment for the students so thanks for that [1:28:05] does anyone have any questions one of the things that we talked about [1:28:12] at the previous meeting was the alignment with our strategic plan [1:28:18] and partnering with and this was if nothing else it was more [1:28:24] but if nothing else this is a clear example of how that works not only the [1:28:29] community members who came forward with initiating this program but the community members as julie said [1:28:36] who showed up with me that was [1:28:41] a clear alignment with our strategic plan all else aside that was that was still [1:28:47] moving for us i have zero doubt in my mind we don't know what the corporate is going to do [1:28:53] none of you know there's us variants out there we have no idea what the application can be in the [1:28:59] future but i have zero doubt in my mind that if needed we could [1:29:05] institute mass testing in order to help us [1:29:10] not only the volunteers that showed up and made it happen but the students [1:29:17] i wish everybody here could have been at a testing event to see the students [1:29:23] it you know kids would show up for the first time kind of nervous not sure what to do but [1:29:29] after that they were blocked and voted everyone it was the same students showing up it was the same [1:29:34] kids coming with their friends testing it out literally in a matter of seconds happen [1:29:41] and the pattern and the flow that it's created i have zero doubt that us having this [1:29:48] under our belt would not be a huge thing [Music] [1:30:05] in a time where we have no idea what's going to happen it also like julie suddenly the [1:30:11] groundwork for the vaccine clinics which were hugely successful overwhelming um feedback from our [1:30:18] community members with appreciation for everything that happened so this is this is a huge win [1:30:25] um you know i don't think any of us wanted to just come here today and say i [1:30:30] definitely rightly [Music] [1:30:40] and the way that those two cases are handled again they have the people truly involved in both of those incidents and [1:30:46] so i will tell you as a parent i was so grateful for the training and for the [1:30:52] staff and for me that developed them so i want to give huge kudos usually to matt owen everybody that [1:31:00] thinking happen for the volunteers that continue to work on this over and over again [1:31:07] every week for our students and huge shout out to our students who were [1:31:12] amazing just absolutely amazing thank you guys [1:31:21] so i wanted to echo everything that jeannie said and i guess as far as next steps [1:31:28] i do think as a district um and i don't think it would be this team or for the administration and health [1:31:34] services the reality is our elementary schools [1:31:39] for some time in full next year and um i don't know what this day is going [1:31:45] to require we don't know what the schedule will require what we're going to be doing there's a lot of variables at play [1:31:52] but uh i would like someone to start exploring the options for testing for [1:31:57] elementary school students because i don't believe that business fund is an option um that especially for younger students [1:32:04] it's harder to do and so i think it's something that we need to look into is what are the options as well [1:32:13] as um i think we need to start looking at those things [1:32:19] on the day of school it starts the best thing we can do is [1:32:26] um in addition to that um i think we should prepare for the fact [1:32:32] that i don't know what percentage of our students are going to be vaccinated in case we still have [1:32:38] warranty policies that we have to adhere to the secondary level what does that mean from a testing [1:32:45] perspective do we want to still offer tests at the secondary level if we offer [1:32:50] tests that warranties um just think it makes sense to kind of hypothetical [1:32:56] scenarios at this point in time so if we need an energy if need be [1:33:03] not that we will be able to take things but if [1:33:22] you can add that to your task list um and some administrators and um with some buildings like this too but [1:33:29] i just think that wasn't the lies of us that has a district great thought so definitely this is the [1:33:36] first report back to report in public about what happened over the last three twelve months and all the data being presented [1:33:43] uh under john's direction the next step is [1:33:53] uh whether or not six months of older is approved by september uh there's probably a 50 50 that [1:33:59] happened on the timing of the trials right now that's a personal opinion so [1:34:08] so elementary i think is likely a higher area of focus but then also making sure that we have performing team [1:34:15] reduction opportunities in high we mentioned we had asked at the initial outset and we know [1:34:21] that we would have to carry those behind the reimbursement process that we were shooting for forty five thousand dollars [1:34:26] or less we did test less students to have money from that but again this minute again six to seven thousand [1:34:32] dollars so which will be reimbursed so we said this is success we have to figure out [1:34:38] partner commitment testing approaches methodologies and then demographics to instant commands because that really is [1:34:44] the right venue so that work will start soon and coming out [1:34:51] yeah just to add on to the message that we asked about how you know the state has um you know called testing still [1:34:57] identification on the left [1:35:04] you know we had talked about getting through phase one right work this is the end of phase one and now we're in phase two so what does that look like [1:35:10] and i think that um one of the key learnings at least for me [1:35:16] we've been blowing this out is really it's time to it's time to merge testing into all the other any kind of [1:35:22] quality location and before it was just it was just we couldn't have done it it was impossible to have that as a [1:35:28] possibility but now it has to be in and i think it it would be the best decisions in the [1:35:33] district for us to look at how this fits into everything so if you have a sense of whatever whatever that lands [1:35:40] you know this was asymptomatic testing so this is more like a um as which explained this many times [1:35:46] this was like the smoke detector we didn't smell snow you only have covered in building kind of thing um and i don't know if that's the best [1:35:53] approach i'm not the expert in here but that's part of that whole conversation with um with us moving into incredibly insane [1:36:00] community i i believe will be the best place to look at this and say okay how does testing fit into things so [1:36:07] and awareness from the spring one of the concerns that was wrapped early on was about false positives [1:36:12] kind of about not moving through the process and so it really was as jeanne said getting our [1:36:18] feet under us and understanding from the process we did false prophets called the issue no one can cause an issue no the [1:36:25] operation is positive thanks also the cycles and the principles of the middle schools in high school know [1:36:31] um it really i i didn't drive any of that so much from any self congratulations [1:36:50] differently at the [1:36:57] how can we identify and pull back any of the resources that we rely on from the district whether it [1:37:03] be site leadership um custodial technology what [1:37:09] pieces of that can we pull back into a volunteer role or somehow change so that [1:37:15] even even though the sites have enemies [1:37:22] because i think that was one area where i felt like we could do a little bit more so i'm [1:37:28] just going to add that as a i want to acknowledge that i know it was suffering at the time [1:37:41] you know just in very brief conversations with uhd as other pilot programs and [1:37:46] others schools you know elementary it's not south america they don't tell them [1:37:54] because it's very different than the secondary pilot that you couldn't um so that is something that we'll [1:38:11] it was a lot of unknowns on top of a lot of other unknowns right and but then once we got it going i [1:38:17] think that's like oh wow students are coming through within 13 seconds they're testing and they're gone i mean the ones [1:38:25] that it was remarkable to see how fast the process was so um i think that would work which i think is [1:38:31] probably something so um [1:38:38] i um i just want to reiterate what i've been hearing um [1:38:44] that i want to show a deep sense of appreciation [1:38:49] because we're creating something and when you're creating something that's [1:38:55] not happening and particularly with a pandemic where [1:39:02] people are anxious and patient and the [1:39:11] so i i appreciate all the work that went into it and the fact that we had this yes [1:39:20] it's really remarkable that we were able to do it so thank you for that and thank the [1:39:27] staff and volunteers and the other parts that [1:39:35] i think are really important is that we have this summer to plan ahead [1:39:40] and you all are talking about i would also like to add to that sorry [1:39:51] the fact that i think we need to understand like a timeline on why [1:39:58] we might need to do this particularly if we're going to be amazing whether or [1:40:05] not someone is vaccinated in in the broader [1:40:11] medications for example testing you know right now it's going to [1:40:18] count if you've been vaccinated you don't need [1:40:29] and right now if we are going to be saying that to our students it would be [1:40:35] really good to be able to give them the opportunity that would be tested and [1:40:42] then had to double test and then take two weeks out which [1:40:47] we're looking at the beginning of july for for incorporating [1:40:54] whether or not you're back into it [1:41:00] and the board doesn't even have a meeting [1:41:09] as there is a sense of urgency i can see the district [1:41:16] possibly wanting to consider whether somebody is vaccinated [1:41:24] in that in that litigation plan so i would actually like to see it [1:41:35] a framework so that we can give our [1:41:44] families [1:41:57] and you've got the resources [1:42:13] this is the whole test invest process was announced on how far we can go [1:42:19] with community partnerships and uh matt and george has told that i think [1:42:25] it's such an illustration of the success you can make tremendous social capital that we [1:42:31] have in dynamic so those two for proving that so thank you [1:42:40] great [1:42:54] policy for you well this being my first official um position in a meeting [1:43:02] here in this new elegant room with we can see everyone the [1:43:09] community is we can see everybody down the bank it's kind of [1:43:14] yeah it's not real marble and uh we've got a nice human here in case we get a [1:43:20] crowd watch from the stage and find the stage [1:43:25] and um so it's thrilling to see everyone's faces everyone's faces so we are all here [1:43:33] physically so all right i am here to talk about [1:43:39] policy and we have a number of policies to review if uh members of what we want to discuss [1:43:48] we have uh and again we're going through our 400 series we're getting pretty close to [1:43:54] um exhausting that we do every three year review of all policies and we have this uh nine series [1:44:03] and um so we have 409 employee publications [1:44:10] in instructional materials inventions and creations and this is dealing with a revenue [1:44:16] stream of inventions or patentable trademark material that staff may come [1:44:24] up with we're really not a whole lot of substantive changes here [1:44:32] okay um it's just something that i've read and [1:44:37] reread it and trying to get clarity in my mind and maybe you can tell me if i'm just not reading something correctly i was having a hard [1:44:44] time understanding the distinction between the district having rights when [1:44:50] something is created when an employee is employed by the district and it's also stating [1:44:55] that the district does not retain rights it was done on the employees at one time [1:45:00] and so to me there was a disconnect between if you're employed by the district [1:45:06] you're employed 24 hours a day through five days a year or whatever your contract or whatever it is but [1:45:13] benefits something that's created as an employee's own time so does that mean [1:45:19] even though somebody may be employed by the district and create something on a saturday or sunday when they're not [1:45:24] at work it didn't feel clearly laid out to me [1:45:42] yes well it is unclear um and it's purposely [1:45:50] unclear because it depends on the person's position so if you're an hourly employee [1:45:55] it's very simple and it's if you have your time from you know you work from eight to five [1:46:01] and you're done and when it comes to professional exempt employees which are a large portion of our components that's why the [1:46:08] policy itself talks about speaking with your supervisor first to get that clarity on when is it my [1:46:14] time and when am i producing work as part of my employment here versus when am i [1:46:22] on my own on my own time and creating that delineation up front is outwards best practice and [1:46:27] that's what the policy tries to do is create that conversation on the front end versus having [1:46:33] the back end if that makes sense it does make sense yes so is there [1:46:40] okay that does make sense that's very surprising [1:46:48] another balance um thank you nikki and i should introduce a teacher as our hr director [1:46:55] who does a great deal of blood seeds with prosecuting all right our next class we'll talk [1:47:01] about is 429 this is shared contracts and it has the language [1:47:07] changes here we are getting more precise with uh talking [1:47:13] about the scoreboards and administration [1:47:19] responsibilities so apart from that thoughts comments okay [1:47:30] okay you know i wonder if in the interest of time everyone has had the chance and i could [1:47:37] i can yeah but maybe we should just i should ask if anyone has anything on the next set of classes [1:47:49] five sixteen six thirty three and four okay well we got to that a lot [1:47:57] faster than i anticipated i'm sorry you can you and i just don't get to talk about it [1:48:12] agenda do i have a motion to approve phase one of the comprehensive literacy [1:48:24] [Music] [1:48:30] yep come on up thank you [1:48:37] we've never had a meeting with you but person have we as this whole time you've been in the discord table [1:48:43] hi [1:48:55] stanley board members [1:49:09] [Music] areas to follow up on one was implementation metrics of employment [1:49:16] the second was clarity on the budget and those the pieces of the budget that were specific to one type of [1:49:23] hours ensuring that there's sustainability and changes my name our budget [1:49:30] funds and then the third is at last returns because it's a detailed plan with a lot of different [1:49:36] words in here um so after these recommendations were given from the person as well as various cabinet members to [1:49:43] develop more clarity [1:49:48] for more feedback and continued and the final plan before you includes [1:49:55] the uh there's a minor tweaks type of plan [1:50:08] um the implementation metrics the budget details of the classroom [1:50:14] so highlighting those cases [1:50:33] [Music] so much work and being a part of teaching and learning i've seen how [1:50:39] important one of the things i i wanted to highlight was i know [1:50:45] in teaching and learning we have talked about the importance that i excel so [1:50:55] in the technology gap analysis there was an overwhelming piece of feedback from the [1:51:02] teachers of wanting to know that as a part [1:51:18] is this [1:51:32] the most important pieces of those to really support a whole child in their [1:51:38] literacy journey so i just wanted to say that i appreciate the intention of that and i see that [1:52:00] [Music] um you know i guess i am [1:52:07] in state of being stunned because the author of the primary author [1:52:14] of somebody i mean uh joey correct me wrong with the primary author [1:52:19] funny quote and bonnie is now as of the next end of the next week with us [1:52:27] and she was her hilton she's gone um and a lot of my confidence in this [1:52:35] was based off of the competency of this catholic and that camp that is no longer held and [1:52:42] so i'm a little concerned how we're going to be executing on this and um bonnie's beginning [1:52:49] to be more of a balanced literacy approach which is not my fault i'd like to go much more prescription and i think i've communicated that in [1:52:55] the past however she with her experience and credentials inspired a [1:53:00] lot of confidence to take this um take us to the next level [1:53:06] and i see this as the perhaps the single most important thing we can do in the district [1:53:12] and now we suddenly don't have her at the top anymore and i [1:53:18] i just don't even know how to think about that and so it reduces frankly it reduces my [1:53:23] confidence in the program and if it makes me wonder if and i'm [1:53:28] certainly addressing my fellow board members the comprehensive literacy plan if we no [1:53:35] longer have its chief chief architect and um author with us to provide us with that [1:53:43] guidance um oh when can i jump in on that says [1:53:50] a little bit more involved maybe hesitation [1:53:57] i'm not going to talk about bonnie at all but what i will say is that this plan was [1:54:04] in jody's kind of speaking with us about it was definitely not created in the silo and has the support [1:54:12] and the input of so many of the literacy experts within our district jody being one of them within our [1:54:20] schools right within each of those buildings and so i want to make sure that we're very [1:54:26] rare and understanding that this document and this plan is really a team effort and so i just [1:54:33] want to make sure maybe we don't [1:54:45] would you address that please explicitly what genius brought up here i absolutely appreciate how jd mentions the team [1:54:52] effort um because the truth is put together by [1:54:57] many many individuals we have the most important metastar is [1:55:03] implementation and very intentional about how we put the plan together so that implementation can [1:55:09] happen with the empowerment and capacity of [1:55:15] all of our staff working together so the structure of our literacy coaches team and the buildings with our [1:55:21] administrators and our teachers is absolutely critical in terms of the [1:55:27] ownership and the next steps of the plan and our literacy coaches and myself other tnl members other members [1:55:35] of our team that created the plan are all of the leader of that system and those next steps [1:55:43] so there's a really strong foundation because of that team effort um that also includes you know our [1:55:48] stakeholder community conversations and our tnl board member organizations [1:55:55] so the foundation is very strong to be implemented [1:56:00] as a team effort well that's where it's confidence because then you've got brian [1:56:08] and that's the two um [1:56:30] every year the leadership in the building has to grow in order for us to sustain [1:56:35] the highest quality that will have the greatest impact on students and that hasn't happened since [1:56:56] okay well first i want to thank you for all this is an incredible plan it's it's comprehensive so [1:57:04] um that says a lot [1:57:09] and i am almost on board with it so i have my own reservations [1:57:17] and you're aware of them so this is not a surprise but my my [1:57:23] reservations are number one [1:57:29] i see within the plan the use of the word effective comprehensive [1:57:35] literacy instruction and that's that's initial capped as if [1:57:42] there's a framework out there somewhere that defines that [1:57:49] and when i when i go do my research on what that would be what is a [1:57:54] comprehensive a comprehensive literacy instruction [1:58:00] framework i find online in many [1:58:06] books but that is balanced literacy and i'm very concerned that [1:58:14] that while we are speaking to the importance of these foundational [1:58:20] skills that are all found in structured literacy that we're actually [1:58:26] also somehow embracing this pedagogy and so [1:58:33] i just want to make sure that as as we're here talking about this plan i [1:58:40] would be more comfortable if if we just took those words [1:58:45] out and called it our confidence i mean it doesn't if they if [1:58:53] if they don't need anything like balanced courtesy and we took that out [1:59:01] would be okay with this print if you refer to framework framework yeah because i understand when [1:59:08] we say comprehensive plan we mean that it is going to embrace k through 12. it's going to erase [1:59:20] but i'm not okay with this framework and it is mentioned throughout it's [1:59:26] mentioned in professional development specifically it's mentioned in [1:59:33] age 10 12 20 and 23. i mean it is it's a it's an issue that i don't [1:59:40] understand what it means and i'm afraid that it might mean not [1:59:45] what we are expressing that um [1:59:50] to our community that we are shifting to so um [1:59:58] um and then i'm gonna comment on that if you're if you're ready for me to do something um i know we have good conversations [2:00:05] about that they appreciate the questions because it's really important for us to keep our minds open to all components here [2:00:11] um taking the word framework out and looking at it you just mentioned 10. i'm looking at [2:00:18] that page and there's a individual that follows this [2:00:24] uh [2:00:39] to the word framework right there could be another way to describe that we just want to make sure that [2:00:44] those that are going to be implementing have a deep understanding [2:00:49] of the comprehensive comprehensive there's an instruction that will happen [2:00:56] so um so the word framework can certainly um go down [2:01:06] a transition you know we're not the area to that word framework we just want to again may be as clear as we can [2:01:12] and so that the implementation that's unbelievable is able to be embraced and [2:01:19] put into action and so in all of our words it's very very just rewarding with fear and so if that's unclear [2:01:27] we need to find a different word not your word framework necessarily well it's it's it's a [2:01:33] it's the comprehensive instruction so um part of what might [2:01:41] make make me more comfortable is but what i'm also looking for is basically we are [2:01:49] we are moving to a sunday essential two one yes and so um and i'm [2:01:57] wondering if you're using their scope and secrets yes they are so actually anybody has [2:02:03] monday as a resource for several years however we um already have done this [2:02:08] this year there is a bar is an important part but an important part of the ccc curriculum [2:02:15] that we have that's being a reader and that needs to align with sande [2:02:20] and so both of those pieces are super critical to the foundational skills that [2:02:26] our students learn in with very direct and systemic systematic instruction the way those two need to [2:02:34] come together has to support structured literacy and so that alignment work has been done this [2:02:40] year so it can be implemented right away to start the school year next year and you might [2:02:46] have noted it in the implementation metrics i know there was a lot within there but it's noted in the implementation [2:02:52] metrics under priority goal number one as well as four because those overlap a lot that we'll be measuring that [2:02:58] phonics piece four times a year so that we are measuring that [2:03:05] implementation and in the places that are ready yet for that implementation we're [2:03:11] still going to do the assessment so that we can track where the students are at and the resources that we're using [2:03:16] so that that's a really important part of building those foundational skills for our students and we can't overlook [2:03:22] the importance of that bar instruction with the sunday [2:03:27] right and so you you are you are using this sunday essential tier one [2:03:34] systematic approach yes in alignment with the curriculum resources we absolutely are with the pacing guide and [2:03:40] the the pieces there um we have everybody currently that's on the district train [2:03:46] in it we have a training set up for next year because we know people will be switching grade levels um we just are hoping to get that done [2:03:54] um have emails about signing off on the date of it and making sure we have things structured for that training [2:04:00] and then the alignment of the two and the support will be coming from the literacy coaches and so again that's another [2:04:05] important piece of the implementation is almost those literacy coaches in the building [2:04:11] who are going to be participating in letters training who are working hard to develop their skill [2:04:17] set and understanding of structured literacy they have a really strong base but we all need to continue and grow in that area so [2:04:38] oh there we go it's magical yeah okay okay thank you yeah thank you that [2:04:46] um being explicit to us right today yes is very helpful so i i [2:04:52] really appreciate hearing that aspect of this because there are [2:04:57] several concerns that we are not shifting to a more balanced [2:05:04] more and so um so i have that was my one [2:05:11] point but my i have two more one is on um could you just really fast ellen yep [2:05:18] on your first point about framework is the board okay if we find an alternative word for [2:05:23] framework i i am as long as is [2:05:29] jody's point about making sure that those that are implementing this plan understand that [2:05:35] there's now an alternative word for what they're trying to do i think framework is a use that's is a phrase used in teaching and learning right [2:05:41] like within this area so i don't know if there is an alternative word that is [2:05:47] as effective than yes but if not are you confident you can find an [2:05:52] alternative word that accurately describes what you're trying to do yes i am and yeah i don't want to um [2:06:00] yes so is the rest of the board okay with that change [2:06:06] sure yes [2:06:11] okay and then my other uh my other piece is we've talked a lot about success metrics [2:06:16] and as a board member my my biggest concern is i want to know how the kids are doing [2:06:23] absolutely okay so so how will i know from this how the kids are doing how are [2:06:30] they how are they growing this is this is our number one in our academic [2:06:35] strategic plan and i am looking at goal priority goal number [2:06:43] three in your metrics the purposeful assessment and data systems and i see that [2:06:48] we will be identifying the literacy assessment system [2:06:55] you're going to share that with the board in the fall of 2021 so i'm just i'm concerned [2:07:02] that we won't have the benchmarks set up [2:07:07] in the first weeks of school if we're just seeing the plan in the fall and i would want to see the [2:07:15] plan in time to order the appropriate tests absolutely and make sure that we're all [2:07:22] in agreement on what the appropriate assessments will be at the board level and i and i want to [2:07:29] be really clear i i am aware that there are many assessments that are even [2:07:35] given to us that i i don't really that's not i'm not going to get into [2:07:41] that with you but i i i really am interested in how you're going to show the board how [2:07:47] the how the kids are doing so um this does align um [2:07:52] a little bit with our last week's online elementary pathway conversation as well um we are in the process teaching and [2:07:59] learning um with staff and developing our assessment plan [2:08:05] um within an mtss decision making model for next year um meeting with several [2:08:11] other cabinet members assistant superintendent dr swazil and dr jorgensen um meeting today like we're [2:08:18] meeting regularly about this so we understand and know that we have to have this in place by [2:08:24] august so that we can start the year out with teachers um well one with administration [2:08:30] knowing it understanding it and owning it right and also then being able to roll it out in their buildings so um as i [2:08:36] as i stated fall yes that does give the impression like september october right um but we we're very confident [2:08:44] um that that that will be ready in august um it's not now because we are in [2:08:49] process and we want to do the best possible job that we can also recognizing that we have transition [2:08:54] of many individuals that it's really important that we have um conversations with those individuals [2:09:00] that are transitioning as well around the assessment plan and so our literacy assessment plan has to [2:09:05] align as best as possible with that and it's just work that's ongoing right now but we're very committed to having it be [2:09:11] the best possible plan and that takes time and also takes the acknowledgement [2:09:16] it takes acknowledging that we have some transition that we need to work with individuals who are transitioning in um right now [2:09:23] and ellen i appreciate your point and i don't think you're incorrect in your point but i just like to remind that [2:09:28] as a board we actually gave direction that we wanted to see the success metrics [2:09:35] in an october time frame which gives them time to talk through the assessment process [2:09:42] it doesn't mean that they're not going to start the assessments but that it gives them time to think through the assessment [2:09:47] process and come back to us with their recommendations for the success metrics that when we had our work session on [2:09:52] this literacy plan we specifically gave them direction to come back to us with some process metrics at this meeting [2:09:58] and educational success metrics in october so i just wanted to acknowledge that jody is [2:10:04] doing exactly what we asked her to do as a board right and and i'm just saying that i [2:10:11] think that if we're as a board i didn't know until the last [2:10:16] meeting that we as a district didn't have it or do any uh formative assessments [2:10:24] after coven and i think that um and that's what you've told us that i [2:10:31] i i that that we haven't done any formative assessments after coved [2:10:36] right meaning like at that during this this school year or into the future in 2021 [2:10:45] okay that that's not 100 accurate teachers are constantly doing formative assessment [2:10:51] and we're definitely doing formative assessment during the 20 21st year have you done summative assessments [2:10:57] they have done summative assessments mm-hmm okay so instruction and knowledge we do have [2:11:04] knowledge of where our students are at at the end of the year based on a lot of important information gathering [2:11:09] that teachers have done in the classroom good yeah sorry for that misunderstanding i'm glad we're [2:11:15] clarifying that yes and that actually is what's prompting my okay concern is is [2:11:23] so i'm just looking for a comprehensive unbiased valid assessment [2:11:31] for our students starting as soon as possible in the fall [2:11:37] because we've gone through covet and we want to make sure that it's differentiated and that the [2:11:44] teachers will have that information at the beginning of the school year at all grades especially in this literacy [2:11:50] plan a lot of this is looking at k through two um and i'm actually also concerned about how this [2:11:58] is impacting um three through five absolutely i'm not in hearing what we're doing for [2:12:05] um for structured literacy catch-up for three through five wow so that's [2:12:14] um so i think that the um testing is yeah the diagnostic assessments that [2:12:21] will come after a universal screen are very critical k through five yes [2:12:27] and a really important part of the plan but especially in priority goal number two which is the mtss [2:12:33] model system so and then the last one would be this ellen i'm going to see if other board [2:12:39] members have questions and then if we have time i'll get back to you because other board members haven't had a chance to contribute sure [2:12:45] julie thank you um just two things one um um this plan is it's great i think [2:12:53] um from what i saw in our last meeting it just feels like it's been tightened and very a lot more digestible um so i appreciate [2:13:00] that and i think um it will then help with implementation which is a super exciting phase that [2:13:06] we're going into so thanks for all your work in in doing that um the other thing is um [2:13:11] just i know we talked a little bit about assessment but i know having a kid in the elementary school there was a lot of assessment going on a lot of [2:13:19] hands-on work um so um i feel confident that the teachers are on board with this [2:13:24] so i there's no i have no hesitation oh and i know you had brought this up to other board members i [2:13:29] have zero hesitation that we as a district as our lead team and our teachers cannot implement this plan [2:13:35] and have huge success um so i'm thrilled for that my so my only question is is there anything else you need in terms [2:13:42] of support to help implement this plan i appreciate that um we're just ready to get going right like i have [2:13:49] the letter that we have 31 staff members ready to go with letters training and i just [2:13:54] ready for approval so we can assign on that and get the date set and get those teachers or materials [2:13:59] and we're just really ready to get going with implementation and i'm sure things will come up as [2:14:04] as we begin but we're excited to jump into the work there's important thing important things that we really want to get going on and [2:14:11] get solidified so okay thank you for that question thanks [2:14:20] uh i asked a lot of questions or asked some questions when we had the work sessions so i don't have anything new tonight i'm excited to get it going and [2:14:27] thanks for all the work thank you go ahead owen yeah jody i have two [2:14:35] high-level questions um since my biggest concern is just leadership could you at a very [2:14:41] high level just outline the structure of how this will be [2:14:49] implemented from the district office down to the actual classrooms [2:14:55] yep absolutely be happy to it's one part that i'm i'm feeling really strong about in terms of moving the [2:15:00] implementation forward um so we have it we'll have our district level team that we did have formed this [2:15:05] year and um we will look at if we need to add anybody to that district level team [2:15:11] as it kind of outlines in the implementation metrics that team will meet three to four times a year more if [2:15:16] needed right well there's representation principles [2:15:21] on it um deans on it there's elementary representation as well as middle school [2:15:27] and high school representation because remember you know we'll start rolling out the next round of implementation [2:15:33] literacy coaches yes so um they'll meet four times a year um they will be delving into the metrics [2:15:39] and different rounds of what we need to be doing to say okay this is where we are in implementation and then [2:15:45] this is what needs to happen next then we have the district level literacy team that's a smaller literacy coach team [2:15:52] and tnl leadership and that team will meet to talk about what's happening in individual buildings [2:15:59] and the support that our individual buildings need and where they are in each phase of the plan because each building [2:16:04] is going to be at different places of the plan and we don't want to slow the buildings [2:16:09] down right we want to support where they're at and so that district leadership team being the [2:16:16] literacy coaches and a tnl lead a couple tnl leads because um our tosas [2:16:22] will be on that team for various reasons and various um skill sets of support uli will be [2:16:27] there from an ml lens right um etc and then in the buildings [2:16:32] a literacy coach is paired with a building so there's three if we have moved the plan forward we'll [2:16:38] have three literacy coaches and this is a really critical in my mind part of the plan the literacy [2:16:43] coaches will team with two buildings and in being able to team with two buildings their goal is to build [2:16:48] capacity right and team with the district the the building administrator [2:16:54] and the primary and intermediate teacher so that they build capacity they build ownership and the [2:17:01] plan they build expectations they build a plan for pd for those specific buildings [2:17:06] right and the support of the implementation and they're working to build and empower [2:17:11] leadership in the building so when we get into year two and your three individual teachers are added to that [2:17:17] team and that continues to build the capacity so by year three we have every single grade level has a comprehensive literacy plan [2:17:25] expert right that is helping their team implement and follow the priority action steps [2:17:31] that we have in place so those those are the different levels okay and i do have a question to dig in a [2:17:37] little bit what happens if a teacher has been doing a certain practice for delivering literacy [2:17:43] instruction for years and he or she is not comfortable with the plan as outlined here [2:17:50] what do we do what sort of salesmanship do we offer what i mean how does that actually implement [2:17:56] in the classroom if we have two competing visions we collaborate and we support [2:18:02] right and so we listen to each other and we recognize the strengths and those competing visions and we come together [2:18:08] for the best end result for students so the students metrics are going to be very very important [2:18:14] when we get to those places right because if we have a metrics if we use the four times a year metrics that i was [2:18:19] referring to with ellen earlier in terms of the phonics checks that align with the sande curriculum [2:18:25] if a teacher is is if those students are performing where they need to there [2:18:30] that's the end result right so that's where we do the give and take a little bit in terms of the competing philosophies [2:18:37] but we team with each other we learn and we grow together and that's the really important role of the literacy coach [2:18:42] and that small team and then you you build on successes i've always [2:18:48] seen this happen in my experience that when one individual sees the success of other [2:18:55] students and that a teacher is having with other students then more often than not they they jump on board because [2:19:01] all of our teachers are here for the benefit of students without a doubt they want the best for students so [2:19:06] building on successes is really important in finding those pockets of success so that teachers can see oh [2:19:11] what's happening is really working for students and i want to learn more about that so we work through that change process [2:19:18] that's in the plan right that eight step change process but we we sometimes need to do and that's why we've put the [2:19:24] plan in phases as well owen because we know people are at different places um but we'll work to the same end result [2:19:30] which is the best getting students to all be where we need them to be based on the success metrics [2:19:38] well in so answering you answered my second high-level question which is the feedback loop how do we address things [2:19:45] if we're not achieving where we want to be and you've addressed that and i think the plan as written [2:19:53] is really pretty solid and so i'm excited about the fact that we've put a lot of effort into it [2:19:59] a lot of buy-in is is present in the district right now and [2:20:04] now what i sense is we're really at the point of execution ready to execute and then we have to [2:20:11] monitor our execution and so i am very eager when you come back in the fall and tell us about the [2:20:17] progress and as a board member i'm really interested in hearing how things are going [2:20:24] so well that was a piece that i left out actually right a part of that is that um within that timeline in the plan [2:20:31] is our teaching and learning board committee so we meet monthly and we will update on where [2:20:37] we're at with the implementation of the plan at least bi-monthly if not monthly and we'll [2:20:42] determine that as a t l board committee and then i'll definitely take direction from the tnl board committee [2:20:47] um in terms of when we need to be bringing updates to the board and we'll be excited to do that really [2:20:54] i'm really excited to kind of right start moving and start sharing the [2:20:59] successes as we start implementing so good it's very exciting to hear that [2:21:04] hear your confidence and your excitement jody so it's fun work and make it have a big impact on students [2:21:10] yes so it's it's really exciting that we have something like [2:21:15] this down and we are about to set sail so [2:21:21] thank you good thank you hi jody i just have one question and then one comment [2:21:26] um i'm hoping you could clarify for me in the community a little more about the letters training [2:21:32] and could you let me know the number of teachers we have letters trained now [2:21:37] yes a number that are going to be trained yes the amount of training the teachers [2:21:44] actually take and then the financial investment on the part of the district [2:21:49] so we have one that has completed letters training we had others engaged and then we had copied [2:21:56] and understandably they were all want to continue but it was difficult to do so as i talk about we're ready to go [2:22:02] with letters training we have 31 individuals that we have [2:22:07] committed to doing the letters training um a total three we one or three let coaches [2:22:13] trained if at least our two when if we have a third three we have 18 k through [2:22:19] um kindergarten first and second grade teachers so k through two teachers classroom teachers [2:22:24] there are 18 of them and there are either two to four in every building so every elementary has [2:22:31] several teachers being trained and then we have ten um special ed teachers or intervention [2:22:37] specialists that are going to be participating in the training it does include they say it's about 40 [2:22:45] hours of individual work it is very very rigorous so it does it it is seeming that it is more than 40 [2:22:52] hours but at a base it's 40 hours and then there's four sessions that are whole group [2:22:57] sessions um so our our goal you have the whole group session after [2:23:02] you get to a certain point in the training and it just reinforces the training that you did on your own and make sure that [2:23:08] you have the right components done and you actually have to take an assessment at that time as well as as a [2:23:13] student of the training and the four sessions that our staff will have um one [2:23:19] we we are wanting to line up in august um we'll do one mid-year and and most likely to into the next [2:23:27] summer just because we're trying to be very conscious of taking teachers out of the classroom however we want to be [2:23:32] respectful the timing too like wherever that that will be a little bit flexible in terms of what teachers need for the timing of [2:23:38] that um the training for the the 30 right now um you know what [2:23:46] i'm going to say is that it's about a thousand dollars per individual that does it kind of depends [2:23:52] if you you know the more right now that we're doing we got a little bit of a discount so it's maybe more around 900 for the 30 the more that we added but [2:23:59] i would say in general if i was to approximate it's right around a thousand per individual um the hours that they do [2:24:06] on their own we're not able we can't afford to compensate them for those [2:24:11] hours and so we're just really trying to work with them and honor the time and commitment that they're putting in in other ways [2:24:16] great um and then the only comment i wanted to make well first of all i want to thank you for your efforts doing this [2:24:22] on top of covid and changing learning models and i'm sure it [2:24:27] was a feat and working on magnet schools so i really appreciate it um my one concern [2:24:33] is about the financial sustainability of this and so my challenge to you and dr [2:24:38] stanley and dr smiles all are over the next few months is to [2:24:44] are there places that we have programs that we can move away from in order to financially [2:24:51] support this after our asset funds go away and [2:24:56] um i mean how are we going to support some of these staff members on a go-forward basis so that's my main [2:25:04] concern about the plan absolutely i just wanted to highlight that concern so [2:25:09] um and then ellen i think you had another question so [2:25:15] yeah i it just really quickly um one of the the things that i see [2:25:22] in the plan really clearly is work for those students that are tier three [2:25:28] truly struggling and um and i want to make sure that we're kept [2:25:35] we we can identify them early um and i am aware that there are [2:25:43] um there is a test called the shaywitz dyslexic test that [2:25:50] many uh districts are using after kindergarten to identify [2:25:57] it's a 10-minute test and they're giving it universally is that i don't see that mentioned in [2:26:03] this plan and i i kind of i want to make sure that we [2:26:08] we identify students before they start to struggle absolutely that that's really important [2:26:14] ellen um so in our assessment meetings right now we are talking through [2:26:20] universal naming universal screens for everyone and then diagnostic to dig it deeper [2:26:25] i've mentioned that just today well i've mentioned the k2 sunday check-ins and today we're also [2:26:32] talking about that the need to probably most likely have those in place for three through five two [2:26:38] and so yep we absolutely want to have a quick screen in place three through [2:26:43] five as well as k through two to make sure that we are catching students early and we also have to [2:26:50] continue to build teacher knowledge and understanding um [2:26:56] the more we can build teachers knowledge and understanding the more we can identify students [2:27:01] because you can identify things when you recognize [2:27:07] a student's spelling or their rhyming there's certain things that as we [2:27:13] increase teachers knowledge and understanding of reading deficits right that they might pick up on without [2:27:20] even having a universal screener which will prompt them to dig deeper right those certain things don't [2:27:25] necessarily mean that a child has dyslexia but they definitely prompt them in their [2:27:30] learning and their understanding and this actually has to happen pre-k through 12 so that a 10th grade [2:27:36] teacher might recognize something in a student because of the education we've given them and the support and we've given [2:27:42] them um that they need to dig deeper than um with with the staff and and the [2:27:48] family about oh i'm seeing something should we dig you know should we look more into this to help the students so [2:27:54] it's an important really important point that you brought up and we're definitely um we'll think that through six through [2:28:00] twelve and we are definitely going to have something in place three through five as we as we get farther along in our assessment plan [2:28:05] okay thank you okay we'll now vote by roll call to approve phase one of the comprehensive literacy [2:28:12] plan all those in favor say aye hi hi uh anyone oppose say nay the [2:28:20] comprehensive literacy plan phase one is approved thank you very much jody thank you all [2:28:26] very much thank you um now we're going to talk about our youth service development plan [2:28:32] um and we have um val burke online tonight so if you guys are logged in we're going [2:28:38] to turn over oops turn over to val thank you for uh sitting through the rest of the meeting well [2:28:44] good evening members of the board and superintendent adults colleagues um was delighted to listen to [2:28:50] the accolades for the staff that is retiring so um thank you for doing that uh [2:28:58] at the may 10th meeting cheryl gunnis our coordinator of community involvement and i shared she primarily our youth [2:29:05] development plan we shared with you for this meeting the articulated goals [2:29:10] for the five components of the youth development plan which includes service learning [2:29:16] uh youth involvement in leadership youth enrichment activities youth career and college readiness and [2:29:22] youth support and services primarily we are investing in additional staff [2:29:29] and specific kinds of staff where our goals are in partnership with both the middle [2:29:34] school and the high school primarily elevating youth voice and um [2:29:39] continuing to speak to our community at large and develop partnerships that will also [2:29:46] help articulate our district strategic plan and the goals of [2:29:52] our buildings and i am happy to answer questions if you have them [2:29:58] so val it's that time of night when i tend to make errors in the board um motions [2:30:05] so can i can i have a motion to approve the youth service development plan [2:30:12] so is there a second second is this for the [2:30:18] vote to approve okay sorry who approved i moved it thank you sorry i had to do [2:30:26] that before and now there's open for any comment sorry owen okay [2:30:33] thank you i forgot to do that before val spoke i appreciate that um so val i am [2:30:40] excited on um from the face of it for this program [2:30:45] and i love its focus on youth development i'm seeing things like leadership um we [2:30:51] it's it's addressing the whole student not just the academic student i very much like that um i will vote for [2:30:59] this but i have to make a comment and this is a part of the ongoing conversation that [2:31:04] you and i have had since i've been on the board now three and a half years and we're talking about community [2:31:09] partnerships and we're talking about youth development and you uh know val that i was cub [2:31:16] master at highlands for eight years and uh put a tremendous amount of effort [2:31:21] into youth development at that level and um i didn't always feel the love and [2:31:27] you know i've said that before and um [2:31:32] and i guess i'm talking about this because [2:31:37] i'd like to highlight the significance of our non-uh [2:31:44] district youth development programs and this also came to mind uh [2:31:50] last year when we had a young lady who wanted to start her own um program of [2:31:57] tennis uh tennis lessons and she had to kind of wrestle with the pricing models [2:32:04] and i guess what i'm saying is i would like to encourage [2:32:10] community ad and the rest of eps to be um as embracing of some of these [2:32:17] outside youth development programs as we are our own internal programs and [2:32:23] i wish i could see you because i'm just talking into the ether here um and i and i don't have any eye contact with you [2:32:30] but you know we had one of our superintendent candidates was the president of search institute [2:32:35] and as i learned through ecfe one of your groups um [2:32:41] youth development for emotional resilience depends on the search institute's 40 resources [2:32:48] and um many of these resources are outside of um the school [2:32:55] the official segment of the school so um i i guess i want to use this platform [2:33:01] to encourage the embracing of other groups too um [2:33:08] so i if you have a comment about that i'd welcome that but it's it's a continuation of what you and [2:33:15] i have talked about on and off for three and a half years here no one in and i'm grateful to be able to [2:33:21] see you i'm sorry you can't see me online but um one of the things i want you guys to [2:33:27] hear loud and clear is the youth development plan has been ongoing for years um we just have retooled it [2:33:35] with a recommitment to as i mentioned internal and external partnerships [2:33:40] and i completely agree with you owen that we have many many outside partners who develop [2:33:46] our youth and it is our goal to have larger conversations invite them into the process to support [2:33:54] and enhance both our district goals and the and most importantly the development of our youth voice and [2:33:59] choice and so um yes that is a part of our um plan is to [2:34:07] widen our scope of outside partnerships and that would include your passion for [2:34:13] scouts and include the ymca it'll include multiple um this summer i'm really proud [2:34:19] to say we have a partnership with our rotary on a camp enterprise that they do [2:34:26] uh which is sort of a a business initiative that they uh host for [2:34:33] our high school students and so we're doing an introduction to that to highlight that community partnership [2:34:39] and so we look forward to highlighting many more out there [2:34:45] excellent excellent because we have tremendous uh social resources our social capital [2:34:50] here in edina is unbelievable as was witnessed by uh the success of getting test the nest [2:34:56] launched um and off the ground community mentors lots of synergies that we can develop in it [2:35:02] and it goes all the way down into pedestrian things such as access to cubbies for meeting invites [2:35:09] for the beginning of the year for scouts and other things and so we've got churches synagogues mocks [2:35:14] we've got potentially toastmasters uh deca a variety of organizations so [2:35:20] it's it's wonderful for me to hear uh your tone of open embrace of our non-eps official [2:35:28] community resources so thank you val yep i think we're in sync here hero and excellent [2:35:36] any other questions or comments for val can i just make oh do oh yeah can i go of course right [2:35:43] that i thought matt was pushing his the button to talk um just two things hi val it's julie [2:35:49] it's weird that you can see her but i do hear your your present here in the room um two things that um this plan um again [2:35:57] i had given feedback when you first presented for discussion but i just find it to be um so in um [2:36:04] it just embraces the strategic plan in such a unique way um just really a lot of depth [2:36:11] to all the programming really intentional the two things that i just could not be more excited about is the [2:36:17] two student members to the community education advisory council yeah i think that's just a brilliant [2:36:23] addition and i know you you guys have always worked towards listening to student voice but i just love seeing that elevated [2:36:30] we're going to say something val no i was just uh agreeing with you oh okay um excellent [2:36:37] and then the other thing i wanted to um call out too is the success of the 2021 [2:36:42] unified classes this summer um i know from the scuttle that there is um [2:36:48] a lot of camps going on in community ed right now um i think you guys ran 99 last week is [2:36:54] that right but yeah it felt like you know with 99 degrees out there it felt [2:37:00] it felt very right exactly exactly but i just i love that um that the unified classes i [2:37:06] see that it they that you're working on expanding that um and um you know coming out of covid with [2:37:12] everything else that has gone gone on this year i just to come out with a plan that is this strong [2:37:17] and supportive of our students is just making me super happy tonight to vote on this so thanks for all your work thank you [2:37:24] appreciate that all right we'll now vote but uh will now [2:37:30] vote to approve the youth service development plan all those in favor say aye aye [2:37:37] anyone opposed say nay the youth service development plan is approved thank you val thank you i appreciate the [2:37:44] time tonight appreciate all your hard work thank you okay we will uh do i have a motion to [2:37:51] approve the 2021-2022 final budget motion two proof [2:38:00] second thank you director tope [2:38:05] welcome good evening chair allen berg superintendent schultz and members of the board [2:38:10] uh tonight we are going to ask for your approval of the 2122 budget [2:38:16] i am going to be specifically referring to page 362 out of 453 which is [2:38:23] the fund balance summary sheet just for my remarks this budget was put [2:38:31] together with the projected enrollment increase of 76 students over the 2021 [2:38:37] final budget local revenue has been adjusted to near pre-pandemic levels [2:38:44] since we do not know the work of the legislature at this point in time what i have put into the [2:38:50] revenue side is a two percent increase in the per student allowance i strongly believe that we're going to [2:38:56] get that and possibly more that represents a increase of 900 000 [2:39:03] uh from when we budgeted uh to begin with for our 2122 budgeting and improved our board parameters [2:39:10] also within this is federal stimulus money of one million three hundred and thirty eight thousand eight hundred and sixty seven dollars [2:39:17] uh director d st hubert referred to the esser funds that's basically what that is [2:39:22] uh there's also 251 thousand dollars in that 1 338 000 that is for [2:39:29] primarily special education and mr jorgensen is going to be overseeing those dollars salary and [2:39:37] fringe increases for expenditure side of the budget are for settled contracts and plus [2:39:43] historic estimates for non-settled contracts i want to refer you down to the bottom [2:39:51] of the middle of the page there we've got a four unassigned fund balances the first [2:39:56] one is unassigned unemployment you can see we're bringing forward a balance of a negative 995 [2:40:03] 000 and we're ending the projected 2122 year with a deficit of still 924 [2:40:10] 671 dollars we went over this in finance committee [2:40:15] the department of employment and economic development just gave us a huge credit on our unemployment costs uh since march [2:40:22] 15th of 2020. don't know the extent of that but um from what i'm seeing that's going to [2:40:29] impact our fund balance to the good by about seven hundred thousand dollars [2:40:35] so those numbers that you see here are numbers that i just brought forward from the 2021 uh estimated final budget those numbers [2:40:43] will change for unemployment so that will uh benefit our unassigned general which is [2:40:49] at the bottom of those four unassigned uh fund balances right now as it stands [2:40:54] the budget that you approve tonight will uh represent a fund balance in our unsigned general [2:41:00] fund of three 6.33 percent so we will be still hitting our uh six percent or more fund balance policy [2:41:09] um i would i would definitely want to in this budgeting process bring back to [2:41:16] the board a fairly quick revised budget when we know what the legislature has decided so [2:41:22] that the board can see where they stand for a couple of programs that they are looking at adding [2:41:28] edina virtual academy and the comprehensive literacy plan and with that i'll stand for questions [2:41:37] thank you director tope i'll go first not really a question but thank you matt [2:41:42] yep uh i just want to say quickly to john and ron and the team they're doing a great job again you just heard a [2:41:48] 9 30 p.m positive note from finance so that was a complete net positive on that [2:41:53] um fund balance item due to them looking proactively into the reimbursement schedule with [2:41:59] the state authorities so uh during this time of uncertainty john the team will continue to plan [2:42:04] conservatively and look at all details so as he said he'll come back again as soon as he has more clarity around final state numbers but i [2:42:11] as treasurer think that the budget's in a very sound state especially given all the moving parts so just want to say thanks to john on [2:42:17] the team questions from other board members or [2:42:24] comments no just thank you [2:42:32] absolutely thank you thank you director's hope um we will now vote to approve the [2:42:38] 2021-2022 final budget all those in favor say aye aye [2:42:44] anyone opposed say nay the budget is approved thank you thank you sure ellenberg thank [2:42:50] you thank you um do i have a motion to approve policies 625 626 901 and 902. [2:42:57] so moved is there a second second great director michaelson chair ellenberg we [2:43:04] discussed these briefly last month and there was not a whole lot of discussion [2:43:09] and folks just wanted to go through with it so i will turn it back to you [2:43:14] unless there's a question are there any questions folks who are confident in your leadership in review [2:43:20] do board members have any questions or comments about these [2:43:26] hearing none i will now um have us vote um we will now vote to approve [2:43:33] policy 625 626 901 and 902 all those in favor say aye [2:43:39] aye anyone opposed say nay policies 625 626 901 and 902 are approved [2:43:47] so thank you for all the great work director tischer and owen we appreciate it um we're now [2:43:54] going to move on to leadership and committee updates are there any updates from our committee chairs [2:44:02] no i have a couple of updates that i was going to give in the work session but i'll try to make them [2:44:07] fast um on the 28th of june we're supposed to have our work session um doing equity best [2:44:15] practices and um i know it's going to surprise you but some of the [2:44:20] districts that um are interested in participating have had a long year [2:44:26] and they are um interested but they would like to not do it right now and would like to [2:44:33] wait a little while so i have a couple of different options as a team we spoke to boston public schools [2:44:40] long beach california in another district we can meet on the 28th and our team can [2:44:45] brief you on what we learned from a best practice perspective on those districts we can do a combination of teaching [2:44:51] or teaching talking about what we learned and then also inviting the districts at a later date [2:44:56] or we can wait and have those districts present at a later date and so i just wanted to [2:45:02] get um feedback from the rest of the board as to how you'd like to handle the equity best [2:45:08] practice meeting with interacting with the other districts i think it's something that's very [2:45:14] important but not necessarily urgent to the tune of seven days without the joint input so i'd suggest you find a [2:45:19] collective time that works but i agree with what matt just said i think [2:45:26] if we're going i'd rather do a deep dive with them so [2:45:31] i agree is that okay and if anyone's interested immediately i'm happy to talk [2:45:36] with any of you guys about what we learned um and then um just don't forget our lunch [2:45:43] for john is on wednesday at noon um because of our shift between um um [2:45:51] having all online board meetings to being in person there's a couple of different um tweaks [2:45:56] with communication protocols as far as like reading the emails and things like that so i just want to let you guys know that i'm going to [2:46:03] bring that up for discussion at a work session um as well as talk about our 630 q a so some of those different [2:46:10] communication protocols um they are top of mind and i wanted to let you know that [2:46:16] um as well as having our august retreat if you can fill out the doodle or moodle i forget which one it is um [2:46:23] doodle okay if you can remember to do that that would be great um [2:46:28] i believe that is all that i have um john do you have anything yeah i [2:46:34] would just like to update the board that the transition with dr stanley's been going very well [2:46:40] um it's exciting to have her in in the office and meeting with um constituents um and i [2:46:46] also want to take this moment to express my gratitude to dyna public schools i've always looked at my job in [2:46:53] education as a calling and and i am honored to be called to this community to [2:47:00] lead a great set of leaders a wonderful teaching staff in the [2:47:06] education of children and i have learned a lot from this community [2:47:12] and it is a it's great to learn the passion that people have and their [2:47:18] parents have and then people outside of the outside of families have for the education in edina and i want to [2:47:25] thank the board for giving me this opportunity thank you thank you john thank you [2:47:32] i just can't believe it's your last forward meaning well we appreciate you and everything you've done so thank [2:47:37] you appreciate it um with that i'll join the during the meeting and um [2:47:43] we'll see you guys at a meeting soon thank you