[0:20] all right welcome everybody hello welcome is this thing on it is on [0:27] thank you welcome this is the November 19th regular school board meeting for [0:33] the Dyna School Board I do call the meeting to order we do have a quorum and having called it to order John if you [0:40] could just quickly review the agenda for everybody the first of all I want to announce that you dine in public schools [0:46] tonight there's board meeting will be a live stream through YouTube live so for [0:52] those are yes that's cool also want to welcome do we have the AAP government [0:58] cluster tonight or not aap ninth grade government class is that right all right all of you raise your hands if you're [1:04] from that class all right okay welcome [1:09] there'll be a short quiz after the meeting that's worth seven thousand points to your clock in your class so [1:16] stick around it's online and it's online that's right so tonight a ninja to welcome all [1:23] everyone who's on YouTube live and welcome to our ninth grade government class I'm sorry called EP its ninth [1:30] grade so tonight you'll approve the minutes from five other board meetings [1:36] we have recognition tonight of grills tennis team and boys cross-country team as well as a recognition of the work [1:42] done with the meal fund and Jerry's foods in Edina on consent we have some [1:49] personnel recommendations some commendations and acceptance of some gifts under the discussion you'll hear [1:55] some budget program recommendations discussion and personalized learning goals new course proposals and course [2:02] changes legislative action committee will be presenting its legislative platform for discussion and there will [2:09] be policy updates several policies will be discussed under action we will accept [2:16] the world's best workforce goals the bylaws of the legislative action committee and also approve of policies [2:24] that were discussed in the previous meeting and then there's some information related to enrollments demographics and some more staff [2:30] recognized in an upcoming school board meeting so with that chair Wallen Friedman that's the agenda for tonight great thank you [2:37] very much the first item on the agenda is approval of the minutes can I get a motion to approve the minutes of the [2:42] October 15th work session the October 15th regular meeting October 23rd work session November 5th work session and [2:49] November 13th work session second any changes to the minutes all those in [2:56] favor of approving the minutes from the October 15th work session October 15th regular meeting October 23rd work [3:01] session November 5th work session the November 13th work session say aye and it does sound like a lot of work [3:08] sessions by the way next we move on to recognitions the first recognitions of [3:13] the girls tennis team I believe they have been here before all right good [3:33] evening everybody my name is Troy Stein and I'm the assistant principal and director of activities and athletics at [3:39] the high school and I'm proud to be here tonight to recognize our girls tennis team and also our boys cross country [3:45] team and we're going to start off with girls tennis one of the things that is [3:50] remarkable about all of our programs is we really strive hard to provide [3:56] involvement engagement and opportunities for our student-athletes to excel not [4:01] only academically athletically but we want them to grow and be strong leaders [4:07] and along the way sometimes we get we get some teams that excel beyond the [4:14] normal scope and so tonight we're recognizing state champion Edina girls tennis and so thank you for coming [4:21] tonight ladies what I'd like to do is just have you introduce yourself give us your grade and also something [4:29] that was memorable from this fall okay and if you're if you're a senior let us know what your plans are for next [4:35] year I'm Anna McDonald I am a senior and [4:43] my favorite part of the season is always the state tournament and how close the team is able to get during the [4:49] tournament my plans for next year are to be determined but yeah I am shaylen [4:58] Rieger I'm a junior and my most memorable part of the season was probably the Jim [5:04] Jones tournament where we played in a hundred degree weather at four hours and [5:10] almost everybody got sunburned my name is Jessica and I'm a junior and I say my [5:18] favorite postseason was fall we stayed to just for help fun it was my name is [5:23] Andrea Janssen I'm a senior my favorite part was also state because we like good [5:30] team bonding and of course when we won my future plans I'm playing tennis at [5:35] North Dakota my name is Marisa Doulos I'm gonna be a senior I am a senior [5:41] sorry and my plans for next year include well they'll be determined in a little [5:47] bit I guess and one of my favorite moments was going on to the court when [5:53] our last player won state I'm Steve [5:59] Paulson I am the coach like these girls I love the state tournament they they [6:04] seem to amp it up for the state tournament play their best tennis during that time another one was Andrea here [6:10] who played the number one player in the state in the region and won 6-3 6-1 and [6:15] I want to congratulate her as she finished second in the state singles [6:21] competition losing to her teammate Nicole Copeland so congrats to that - [6:27] alright so on behalf of Dinah public schools we want to commend you on an [6:33] outstanding season and thank you for all you do for for all of Edina and the [6:38] community is certainly proud of you can we give them a nice big round of applause [Applause] [6:47] let's slide over here a little bit and we get the a picture we looked at that [6:52] direction alright thank you thanks for [7:06] coming tonight let's bring up our boys [7:13] cross-country team [Applause] [7:19] [Music] [7:30] so we've were extremely fortunate to [7:35] have outstanding student athletes and coaches that are extremely dedicated and passionate for what they do and with the [7:43] last 15 or so years this program has been so close to win in their their first state championship that it was [7:51] kind of a surprise to some of us when they actually wanted this fall that it was their first one because they've been [7:56] so close so long so there's been a lot of people in the cross-country world that was like really those their first [8:01] one so we're extremely proud of all of you and I know that the alumni of this [8:07] program are extremely passionate about it and they're all proud of you for breaking that barrier and winning a [8:13] first one for us so again congratulations to them right now [8:20] again I'd like you two to introduce yourself and give us your name your [8:26] grade if your senior what your plans are for next year but also one thing that I'm curious of is when you're on these [8:32] hard runs and I know Coach Kirkpatrick really likes to push you guys what are some of the things that goes through [8:38] your mind that keeps you motivated to keep pressing through that okay we'll start over here I'm Russell coca Meyer [8:45] and I'm a junior and whenever I'm on a hard drive I just like like think about [8:52] I want to get better and just the races we have ahead and working to keep the [8:57] team kappa hi my name is Lukas Allman I'm a senior here what I think about on [9:06] my runs is how well we can improve as a team and how well we work well together [9:12] and that obviously correlates with our state championship this year hi my name [9:18] is Gus Hubbell I'm a junior and I kind of grew with what these last you guys said about how just run just run as a [9:25] team you know just like especially just like talking during the runs Maci go buy a lot faster and that just makes everything a lot easier I'm max Manley [9:33] I'm gonna run it Miami Ohio next year thing I think about most on long runs is [9:39] how much better this will help me how much more this will help me get better for future races and just pushes [9:47] all of us to keep going my name is Loic Mayer a senior my future [9:53] plans are to be determined but what I think about our long run is that I have [9:59] to do this or else Russell will be better than me and that would be very difficult for me [10:05] to handle Shawn Baird I'm a junior and what I [10:10] think about on long runs is I usually just let a song melody play through my head like the song whippet was playing [10:16] through my head for like a 10-mile run I'm Luke Jason I'm a senior either I'm [10:22] distracted by Gus's long run-on sentences or or I like to tell myself it [10:28] doesn't hurt yet which isn't true but it's always more to come I'm Jamie I [10:34] haven't done a long run in about 15 years so I don't really remember next [10:40] year hopefully I'll be back coaching the screw again or at least three of them but all seriousness like the I get I [10:49] tied to kid these guys a little bit about like getting the getting the shame off of our program for me and one of the [10:54] few that don't have state championships at Edina it's kind of a just a few of us left or one fewer now but so but in all [11:02] seriousness it was a huge accomplishment and it was it was really fun to see one thing I do want to say I don't know how [11:09] I'm sure people assume this but I always like to point it out if I have a chance I've served under this is the fourth [11:16] athletic director at Edina and not not knocking any of the previous athletic [11:21] directors but we are so supported by Troy and and that office and I know that that is not note knowing my a lot of my [11:29] colleagues well it's not the it's not the norm and so I'm just wanted to publicly thank Troy for office support [11:35] of our program [11:42] I'm gonna have to give you a raise for that one that's really good stuff one of [11:47] the things I want to when I was talking to Jamie after he wanted that struck a chord with me and I don't even know if [11:53] you remembered saying this but he talked about how his pleasure and and winning [12:00] it wasn't a self gratification it was it was a feeling of fulfillment for all of [12:06] the prior runners that that worked so hard to build the program in his time here and it's a testament to him and a [12:13] lot of our coaches in their their value with building relationships with with [12:19] our student-athletes and so it was really nice to hear that while he was gratified to win it but it wasn't about [12:25] him or the program it was about all of the kids and the prior student athletes [12:30] and the alumni that were part of it so a tribute to you and I want to thank all of you and on behalf of the school [12:37] district we have a certificate I'll give it to coach here and again a big round [12:43] of applause for a cross-country program [13:05] all right congratulations again fellas thank you everybody all right thank you [13:17] very much next we have the meal fund and Jerry's foods Edina it got started when [13:29] these angel funds around the cities just anonymously covering people's lunch [13:36] accounts but it started circulating around social media that people were [13:42] doing that like say seniors can donate their leftover money when they graduate to go towards this to help cover some [13:49] students and families that are in need that may not qualify for free and reduced meals I'll get an email or phone [13:55] call saying there's a family in need but again it hasn't been enough and so now [14:00] we have a fundraising group coming forward to generate more dollars to help the meal [14:06] fund was created by the community as a way to ease the burden of school meal expenses on families in times of crisis [14:13] or instability because even though we might not think about it here in Edina we do have families with income issues [14:21] and this is a way we can help those families you can become great you sign up your kids for a bunch of activities [14:27] everything is going great then a pink slip comes then a divorce happens some [14:33] families are turned away and it's unfortunate to hear just by you know a hundred dollars or three hundred dollars [14:39] from their income and you know that's still that doesn't make lunch as affordable or breakfast affordable for [14:44] them I have definitely seen kids skip going up to the line and getting food [14:50] because they know that when they put in their number and their information pops up on the screen that everyone can see [14:57] it was standing in line that there's going to be a negative number there so not eating during the school day is a [15:03] huge problem for students because they have to concentrate on their schoolwork in the curriculum well in order to [15:09] concentrate they really need to have the energy and the nutrition provides that energy for students essentially fuel for [15:15] their brain the child doesn't have pain in their stomach they're hungry [15:22] wonder better behaved better attention speeds test scores go up if they're not [15:29] getting anything in their stomach then when they're in class you can see on their faces they're not paying attention [15:35] and sometimes you could hear their stomachs growling and we don't want income to be a barrier to that as well [15:42] as the social setting for our students just can come and eat and we the adults [15:50] can worry about the balances and the funding sources a lot the people here to know we've got you you know not everyone [15:58] is looking down on you if you're having a hard time [16:08] satisfaction I think it's so important [16:20] that we let everyone else know about it so they can have the opportunity contribute there are people in our [16:25] district who really need the help they're hardworking they're doing the best they can but they just aren't quite [16:31] making it I want my kids to know that if I have enough then what I should be [16:37] doing is helping those people around me to bring them up as well because the only thing that's gonna happen if you bring the people around you up as you [16:43] all go up together kids have enough to eat that matters to me thanks for [16:53] humoring us through the video we would like to we like to show that as much as we can so tonight is this mic on is this [17:01] on yeah tonight we wanted to let you know that we'd love love for you to [17:07] accept a gift for the meal fund from Jerry's actually all the customers at [17:13] Jerry's for six weeks donated to the meal fund for 1,100 lunches for students [17:20] and the district runs about the about a [17:26] negative negative sixteen thousand to twenty thousand dollars on meals a year [17:32] and we knew that there that wasn't we knew that that we could fund we could fund it through the community and the [17:39] Jerry's partnership was just one step in that direction so we want to present you with that to check and let you know that [17:46] there are more there's more to come [17:53] [Applause] [18:10] [Applause] [18:24] well thank you to all the people who were recognized tonight we do have a few teacher recognitions I would like to go [18:30] through there was a commendation of Paul tessmer Tuck who was a fourth grade teacher at Creek Valley and crystal [18:37] Winkle who was media specialist at Creek Valley there was an email from a parent that says I wanted to take a minute to [18:42] tell you how our child has been enjoying fourth grade the past month she's really having a blast I see a confidence in her [18:49] and these are the things that build confidence thank you for all that you and mrs. Winkle are doing keep up the great work now there's a second [18:56] accommodation for Paul tessmer tuck who's still at fourth grade I wanted to say thank you again for all that you do [19:01] for our child and for your patience with him or her we fully fully realized how much of a positive impact you are having there was [19:08] a commendation of the Cornelia Teachers in an email from principal in an email to principal Lisa Masika I just wanted [19:16] to send a quick note to say thank you for having such a great staff at Cornelia there was a commendation of principal [19:22] Sean Dudley and the Valley View staff in an email from a veteran on behalf of American veterans here in Minnesota and [19:28] throughout the world I want to take this opportunity to thank you for the magnificent Veterans Day 2018 program it [19:34] was splendid in every respect an Academy Award performance if there ever was one students are fortunate to attend Valley [19:41] View middle school and I want you and your entire staff to know how deeply grateful and appreciative we are that [19:47] they are taught and coached by such a caring and thoughtful academic and leadership team and there was a commendation of Kristin Powell who was a [19:53] fourth grade teacher at Creek Valley I find that she is a very special individual who I believe truly sees the [19:59] potential in every child I just can't say enough positive things about how she cares how she teaches and how she shows [20:06] up every day so thank you to our teachers and of course next on our agenda is the community [20:14] input we do welcome community input our meetings we ask that you keep all any presentation to three minutes or less we [20:22] ask that if you have complaints about individuals that you bring those separately to the superintendent or according to our policy if you have a [20:28] complaint against the teacher you would go to that teacher or the principal at that school so our first person tonight [20:35] is Lucy Whitmer welcome hi [20:46] good evening my name is Lucy Whitmer this summer I went on a life-changing [20:51] research expedition to Fiji with the Dinah high school science department it [20:58] consisted of two weeks of camping and no cell service we spent time in a [21:04] traditional village and at camps collecting data with scientists and studying different forms of life on the [21:10] island before this experience I had never really been out of North America I [21:15] never really experienced a world different than my own and traveling to Fiji definitely enhanced my perspective [21:22] of other cultures and by environmental issues as I experienced firsthand the [21:28] wildlife and the people on the island for me this expedition lasted more than [21:33] two weeks to this day the lessons and the the lessons I learned and the people [21:39] I had met stay with me and immediately after this expedition I with other students on the trip became increasingly [21:45] involved in organizations and fundraisers to address environmental issues that are damaging beautiful [21:53] environments such as Fiji project Earth for example is a club started by [21:58] students on the Fiji expedition that raises awareness for the environmental [22:04] issues within the dinah community organizing fundraisers and camp campaigns for the use of clean energy [22:10] such as solar panels though I learned a great deal about the environment and [22:16] wildlife on the expedition one of the most memorable memorable aspects of the trip was the people I met [22:23] in the few days we spent in the village I was able to experience a culture in which lives are run not by technology [22:29] but by the community in which they live in the villagers were the happiest people I've ever met even in even those [22:36] that were unable to speak English their bright smiles and loud laugh spoke for them they treat one another like [22:43] close family members and are not overwhelmed with the pressures of consumerism as they live so simply yet [22:49] the immense work it takes for them to put food on the table and complete their everyday tasks made the made me and the [22:56] other students reflect on how privileged our lives are in the u.s. in addition [23:01] through long bus rides hikes and even evening campfire talks I became extremely close with the other students [23:08] teachers and even my principal mr. Beaton I'm so lucky to share this [23:13] expedition with so many dedicated and passionate members of the dinah community each of the scientists [23:19] employed by Apple offered an incredible amount of knowledge in it also their [23:24] dedication and experience in their field of science was absolutely inspiring each scientist came from a different part of [23:31] the world and worked in a different field of study but they all contributed a great sense of humor and a passion for [23:37] their work at camp as a student with a full undiscovered life ahead of me I look up to their ability to pursue [23:43] what they love as they grow older and eventually choose a career path I hope to choose a field that I am truly [23:49] passionate about such as environmental science I greatly recommend that the opportunity for Apple expeditions [23:55] continue for upcoming years my expectation to Fiji the summer opened my [24:01] eyes and my heart to the irreplaceable beauty of this earth and its people thank you thank you [24:11] next we have Lindsay's smacking and Alison Bronwyn welcome I'm Alison Mullen [24:45] I teach biology and environmental studies at the high school I was also thrilled to have this opportunity to be [24:50] one of the science teachers who accompany them to feed you this last summer tonight we are presenting to a few of our [24:56] students who joined us on this trip we're asking you to keep their thoughts [25:02] and their emotions in your mind when you consider this trip to Borneo as they're [25:09] kind of the core of why we're doing these experiences while on expedition in Fiji the students spent the first week [25:15] in the rainforest studying various types of Wildlife in the forest ecosystems the second week we move down to the oceans [25:22] coast and we learned about the fragile marine ecosystem and what we are doing both negatively and what we can't do to [25:29] help increase the livelihood of those ecosystems with the help of our amazing students in Medina and one of the [25:35] scientists we were able to help the scientists gather the necessary data to formally and scientifically name a new [25:42] species of the butterfly the Papillion Etowah additionally the data that we collected is helping feed you to [25:49] establish a national park and then the Tewa peninsula two years ago I did a master's program and Natural Sciences [25:56] and environmental education and my final capstone paper was about the field experiences and the impact it has on [26:02] students the lessons learned while being fully immersed in nature and the environment are especially impactful for [26:07] today's children who oftentimes don't put their devices down long enough to appreciate the outdoors following a [26:14] field experience I had the student survey and they noted a personal growth in their confidence levels a better [26:19] understanding of scientific concepts and a deeper appreciation for the choices that they make both locally [26:26] and how it can impact ecosystems globally one overlying theme through the [26:42] course I've learned so far is the concept of think global act local I have learned skills and tools as to how [26:49] students can study other parts of the world learn and gather ideas and then tackle a local issue in their hometown [26:55] or home state as educators we can get creative in our classroom to open our students eyes to other parts of the [27:01] world but no matter how creative and innovative we are as teachers within those four classroom walls nothing can [27:08] compare to seeing it with your own eyes nothing in a classroom could compare to [27:13] being on trail with a world-renowned butterfly scientist as we were so lucky to do so as he shared his life [27:19] experiences with the students they were enthralled and so completely completely engaged in the moment we were on a [27:24] butterfly survey for a few hours without much luck the scientist asked if the students wanted to head back to camp and [27:30] rest or if they wanted to keep going our enthusiastic hard-working Edina students [27:36] wanted to keep going and looking for butterflies he said this was the first group he had ever had who wanted to keep [27:42] going I was so incredibly proud of them because we kept going on trail we ran into what we have been hoping for the [27:48] new species of butterfly we have found the nesting place of this butterfly and even had a sighting the students work [27:53] took extreme pride in this discovery and when were in awe of what they had just accomplished students can learn enough [27:59] about another culture in the classroom study it watch videos even Skype abroad however nothing in a classroom could [28:06] compare to actually setting foot in a traditional fijian village and really getting to know the people students met [28:13] families who live on $15 per week and have so little from our perspective from the Fijian perspective they had [28:19] everything they need a farm to grow all of their food the ocean to provide fish a village with their own church and a [28:26] strong sense of community I watched as our Edina students dove into the experience spending hours with the village children hunting [28:33] coconuts and learning how they use every part of the fruit as they made an underground oven for dinner students [28:39] eyes were open to a new world perspective different from their own something that can only be done the immersed in another country this [28:46] experience didn't only last the two weeks while we were on expeditions students worked hard their whole junior year preparing for this journey after [28:54] return students reflected and were able to use this experience to tackle issues at a local level I'm so proud that they [29:00] were able to do this independently before I even learned about this concept through my Fulbright this experience [29:05] will last their lifetime I hope to continue with this program because of its many benefits including the hands-on [29:11] science the mental health benefits new world perspectives the learning tools gained exposure to protect potential [29:18] career paths and the list goes on if you have any other questions or would like to discuss further and more than happy [29:23] to share more about this experience and the amazing benefits of travel based learning I hope you know I can continue [29:29] to be a leader in global competencies which is one of our core educational competencies thank you so much for your [29:35] time thank you [Music] [Applause] [29:42] next is Anna McDonald welcome hello [29:48] everyone my name is Anna McDonald and i am here to also talk about the [29:53] absolutely life-changing trip to Fiji that I was able to take with some of my classmates and teachers this past summer [30:00] during this trip we were fortunate enough to stay in a village as well as spent a large portion of our time [30:06] camping and studying with amazing scientists from various places around the world at both a forest and marine [30:13] camp like some of the other people in our group this was my first time out of the country and I could not have [30:18] imagined a better way to immerse myself in other cultures and unbelievable experiences this trip not only allowed [30:26] me to grow my knowledge but it also completely changed my view on the world and certain issues that could greatly [30:31] impact our future I've always been extremely interested in science in nature and this trip allowed me to do [30:37] things in these categories that I would not have been able to do anywhere else in the world and especially in a [30:42] classroom this trip allowed us to experience arians things that we talk about in school firsthand and have hands-on [30:48] experiences through the guidance of the scientists one of my favorite parts of the trip was the time that we spent at [30:54] the forest camp where we did work with butterflies birds mammals bats the [30:59] forest etc over the course of a full week during this time our group was lucky enough to help with several [31:05] extremely amazing scientific discoveries such as finding more specimens of a brand new species of swallow tail [31:12] butterfly discovered only last year and native to this specific area in Fiji as [31:17] well as gaining data and helping to find one of four known nests on the peninsula of the silt tail bird also native to [31:25] this peninsula during our trip we were also given many lectures by the scientists that carried our learning [31:31] even further these lectures were so different and in many ways so much more interesting than anything I see in [31:37] school because they pertain to animals and problems that we were seeing everywhere around us and that we were [31:42] able to go out and study the next day the scientists were able to make our learning so captivating and brought so [31:49] much knowledge and humor into our time both on and off of trail during these lectures in our open-air classrooms it [31:55] didn't feel like we were being taught or forced into listening but instead we were all extremely interesting interested and wanting to learn as much [32:02] as possible about our surroundings during our short time there our chip was truly one of the most incredible [32:08] experiences of my life and I would continue to miss my time in Fiji surrounded by the beauty and the wonder [32:13] of the environment and nature as well as the many relationships that I formed with the wonderful people there I also [32:20] hope to take all of the knowledge that I gained on this trip into my future education paths I greatly that the Aqua [32:27] expeditions continue so that the future students Eddie dine high school are also able to participate in an experience [32:33] like this that they will remember for the rest of their lives thank you thank you very much [32:40] [Applause] next is Siobhan white welcome I want to [32:58] go in an aqua expedition now go back to school I wasn't planning on speaking [33:05] tonight but I saw that personalized learning is up for discussion and future vote and I wanted to share what I have [33:11] observed on the South view PL tour and from my own children's experiences I [33:16] currently have a sixth grader at South View and a third grade daughter at Normandale first I wanted to say that if [33:23] personalized learning means that a teacher's meeting every child's needs where the child is in terms of readiness [33:28] and ability and delivering curriculum to help each child meet and exceed their growth targets I'm all for it that is [33:35] good teaching but I don't feel that PL as it stands today is meeting all the needs of gifted and advanced learners [33:41] one of the concerns from gifted parents like myself is that the administration is against grouping children based on [33:47] ability and providing classes at different levels of rigor and that PL is an attempt to make heterogeneous [33:52] classrooms appear to work for all students the current PL structure does [33:58] not group the kids by readiness or ability students are taught curriculum that aligns with the state standards [34:03] students may take a test when they're ready then they flex out and work on their own research until the rest of the class catches up and everyone can move [34:10] forward to the next unit there's no accelerated no acceleration differentiated curriculum or direct [34:17] instruction for students who have mastered the material so is a desire for heterogeneous classrooms the driver for [34:24] pl with students who are currently finishing their work early in doing various self-study projects in a Flex [34:29] space be better served if they were in a separate classroom getting direct instruction at their level from a teacher well these students learn more [34:36] if they were in a class with academic peers where the expectations were higher if some students are always finishing [34:43] their work faster passing tests earlier and choosing to flex out of the classroom to work on independent projects and perhaps they're not in the [34:50] correct level class we keep hearing about how the old style of teaching is boring with a teacher droning on [34:55] in front of a classroom filled with rows of desks the appeal coaches and administration say that PL offers a [35:01] chance for students to get out of this boring classroom and do their own learning but wouldn't a better solution be to have an engaging classroom where [35:08] students want to stay because the pace and level were right for them that could happen if we had classes of different [35:13] Rigler levels for all the core subjects just as we currently have from math in sixth grade your child can be in 6th [35:20] grade math pre-algebra or algebra it wouldn't make sense to group these three levels of kids in the same heterogeneous [35:25] classroom however kids are in GT reading and reading well above grade level or in a standard language arts class where [35:31] they're reading books that are at grade level some students are still working on formative skills like writing a paragraph and using proper punctuation [35:38] while others are capable of discussing more complicated literary devices and can write longer papers why are they all [35:44] grouped in the same classroom as for my kids my son told me he didn't want to flex out and do a research question [35:50] known as a depth of knowledge Dok in social studies even if he tests out of the unit early he prefers direct [35:57] instruction from his teacher but in this class of teacher seminars are for kids who need extra help he finds some of the [36:02] classroom assignments to be too easy and the pace of the class too slow my daughter just complained today after [36:08] school that she's ready to move ahead on her writing project that was told she had to wait until everyone was ready she also dislikes being told to help other [36:15] kids when she's finished her own work she would prefer to have more challenging classwork that took more time to complete I think we can do [36:23] better for our kids my hope is that with the new strategic plan the administration will create a pathway for [36:28] advanced learners in grades 6 through 8 in language arts science and social studies just as we have for math [36:34] teachers will have fewer levels of kids to teach and the teachers time will be less divided all kids will have more [36:40] direct instruction from the teacher and will have curriculum and assignments geared to the rigor level they are ready [36:45] for the pacing will match the group teachers will get to know their students better as they spend more time with them [36:51] in the classroom and will and will still be able to provide provide students with a choice and voice in classroom [36:58] activities assignments and projects thank you for your time thank you thank you [37:04] [Applause] so next is Nicole Danielson welcome back [37:29] we understand that this evening you will be discussing the results of the world's best workforce after seeing the report [37:35] we have great concern regarding the decline in third grade reading proficiency as we discussed the last [37:41] time our group was here if a student is not reading at grade level at the start of third grade there is only a 25% [37:47] chance they will ever catch up what does that mean for the 30% of our students who fell in the category of not [37:53] proficient there was a seven and a half point decrease from the previous year in MCA reading proficiency and from our [37:59] understanding this is the lowest level Edina has recorded since the testing began in this format in 2013 we've heard [38:07] mention of an implementation dip as the explanation as to why this has occurred by comparison there is a Twin Cities [38:13] school that partnered with groves Academy to revise and enhance their reading program and they saw students [38:18] make one point for three academic years of growth in one year this is significant as 90 percent of those [38:25] students were on free and reduced lunches our district has focused on balanced literacy researchers understand [38:32] how human brains learn to read we need systematic explicit instruction and phonemic awareness and phonics [38:38] coupled with teaching children how to apply this to reading and writing balanced literacy does not provide [38:44] enough of that we previously recommended the APM report hard words why aren't [38:49] kids being taught to read we once again strongly suggest you take a listen our [38:54] recommendation is to use the resources we have locally at hand John Alexander at groves is an expert on reading [39:01] he gave presentations to our group twice last spring and is offered to share his expertise as it pertains to how to teach [39:06] children to read the Minnetonka district has partnered with groves and has had great success with their reading program [39:13] their teachers are seeing results and it is changing the culture we suggest edina [39:18] consider something similar because growth has experienced improving reading at all ability levels while we were [39:24] thrilled to have some teachers go through orton-gillingham training last year maybe the solution extends beyond [39:30] one single day of training to a fully inclusive program that includes on-site mentoring and coaching and impacts every [39:36] child in every classroom speaking of Groves there are more Edina students attending school there than [39:42] from any other neighboring district we hate to see families leaving due to reading needs but it's a common theme we [39:48] hear in our group the world's best workforce results are serious and discouraging we ask that our schools [39:54] move to a reading and spelling curriculum and interventions that are evidence-based and delivered consistently without that we fear these [40:01] results will continue to move in the wrong direction as you know these are not just numbers and statistics these [40:07] are children who aren't learning how to read proficiently there are many mental health and academic risks associated [40:13] with being in that category for the sake of these children we need to see the trend shift in the other direction thank [40:20] you [40:27] next is Noah France key [40:38] welcome how you doing after hearing so many of my students speak already [40:43] tonight I'm kind of intimidated they're pretty articulate and awesome my name is Noah France key I'm a math teacher at [40:49] the high school I teach calculus and precalculus when people ask me how long I've been indeed ina it's a complicated [40:54] question because I graduated there in 2006 so I'm here partly just to talk about some of the great things that are [41:00] happening right now at Edina and also some of the changes I've seen since I graduated I grew up at the bottom of the [41:05] sledding hill at countryside school I walked to school for elementary school then I attended Valley View where he [41:11] heard some great things are happening as well and I also attended Edina High School where I learned calculus in the room where I now teach it which is [41:17] pretty crazy other things I do at a diner besides teaching math I'm one of [41:22] the Linc crew coordinators I also coach the math team I'm also one of the coaches for our all-state math team that [41:28] just got back from a national trip to Princeton and things are going really well so math team we've been here before [41:35] to talk about our state tournament appearances that was the last time I was [41:40] here we have another great team this year our next meet is coming up next Monday some of the great things that are [41:45] going on you might wonder about this fantastic facial hair I'm sporting today Lindsay smock [41:51] her you already heard from is planning the upcoming science trip that we're gonna have in the spring to the [41:57] Galapagos and she found a group of us at the beginning of the year that she thought looked like could maybe grow a [42:02] beard and they decided to have 14 of us the kids voted on what kind of a design [42:08] they wanted us to shave into our beards and today was revelation day and having [42:15] lived in Ecuador myself I was really excited having a jungle immersion experience myself I was thinking this is [42:20] such a cool opportunity for kids and I jumped at the chance to grow up my beard and to be able to carve what turned out [42:26] to be the Batman logo into my face and I chose to speak tonight in no small part [42:31] because I wanted the word bat stash in the meeting minutes for an Adonis school board meeting so really excited that the [42:38] students are gonna have this awesome opportunity I posted it on social media and immediately edina grads my age and also a Dinah [42:46] grads that have recently graduated from Edina high school were sending me money on Van to make sure that the Batman logo ended [42:52] up on my face and we ended up raising a ton of money and what Lindsay and Alison are doing with that program is [42:58] absolutely spectacular the whole science department is just a huge advocate for what's happening with our kids which is [43:05] really cool a few other things I wanted to talk about really cool that Jerry's is here tonight I remember right after I [43:10] got my driver's license it was always you know hey mom I think you need me to pick up at Jerry's we just drive up Tracy and see what I can find and I now [43:19] hold study sessions at the Jerry's right by the Starbucks in the front they added that little kind of area with the tables [43:24] and don't tell the kids this but I'm just the bait I want them to get there and see them study together and the way [43:30] that they work together and the way that they create math in that space is just a brilliant thing to see the night before [43:35] a test sometimes still 10:00 11:00 at night and that point I'm just like go to sleep it'll be better other things that [43:41] are going on and when I was in high school I told you I learned calculus in the room where I am one thing that is [43:47] really encouraging is every year seeing the diversity numbers rise in our AP classes it is so encouraging and so [43:53] incredible because all I hear about is in other districts some friends of mine that are teachers is tracking kids and [43:59] it appears to be based on racial lines and it's so cool that any dinah it seems that we're resisting that because I'm [44:05] seeing more and more in my AP classes that I'm that I'm seeing a more broad range of students which is something [44:11] that's really cool so really to sum it up there are good things happening at the high school and we want to thank you [44:17] for your continued support of teachers we've got a lot of them here tonight and I want to tell you when we're at our best there's no one better [44:24] there really isn't and so thank you for letting us teach kids we really do have kids best interests at heart and we hope [44:29] that you do too so thank you so much for supporting us we really appreciate it so thank you for all the great things you're letting happen at the high school [44:35] so thank you thank you [44:40] [Applause] that completes hearing from members of the audience we tonight we did not have [44:49] a 6:30 QA but before board meetings we typically do have a 6:30 Q&A where [44:54] people can submit questions one week in advance and have more of a discussion atmosphere for our normal presentations [45:01] at 7 o'clock the board and the administration listens and then we'll provide feedback to those individuals [45:07] after the meeting we're moving on to the consent agenda are there any items to remove from the [45:13] consent agenda can I get a motion to approve the consent agenda all those in [45:20] favor of approving the consent agenda say aye hi any opposed motion carried we are on [45:26] to discussion items the first discussion item is budget secondary program [45:31] recommendations someone asked Randy and Margo to participate in this part of [45:37] presentation the principles scheduling this week is challenging so three of us [45:42] are going to present this very briefly because the board has had to work [45:49] sessions on these program recommendations and as we look at eating [45:57] our budget targets for our secondaries of 350,000 dollar reduction and 300 at [46:05] that middle school $300,000 at the high school we're forwarding the recommendations [46:10] that you've talked about with our principals in the past that are in five [46:17] different areas one is to schedule elective sections those elective sections with higher enrollment they [46:22] currently are and the second one is the exploratory sections especially at the [46:28] middle school with higher enrollment and also to reduce or how figure out how we [46:33] reduce or eliminate or schedule differently the low end incident enrollment courses also to increase [46:41] teaching responsibilities of coaches and non student contact positions that are currently working with teachers and kids [46:48] in the building and then with any sort of budget reduction increasing class [46:54] size of course always builds efficiency into the system but also keeping it within the enrollment class site [47:02] guidelines that that we use here in Edina so those are the five areas you've [47:08] talked about those with the secondary principals in the past they'll be back [47:13] here for the December 6th final approval and questions that we can't answer [47:19] tonight will forward to them make sure they're answered when when we return on the sick its excuse me the 17th 17th for [47:26] approval so with that anything you want to and [47:32] Randy or Margo okay any questions and [47:38] believe it I'm here well just emphasize some of the the discussion we had [47:43] previously at the work session the high school leadership and the leadership and district leadership has found a lot of [47:50] ways to try to minimize the impact of of these concerns about low enrollment and [47:56] one of them is if a student is interested in a very advanced class that can be put in with other lower level [48:04] classes along lines of a studio art or top level language or music they can still be in the room and continue to [48:11] work on their own depth that that would be a workaround so it wouldn't just say you don't have this class why don't you [48:16] take something completely different but we're going to find you a way to to get the experience in this subject that you [48:21] want and I think that was that was a quality work around another idea was to [48:27] try to consider every other year for some low enrollment courses that tend to [48:32] not run any year to say if this is an amazing opportunity but it would ever get enough students to do it what if we [48:39] only offer it your 10th grade in 12th grade years well your ninth grade and 11th grade years so that students might bunch up [48:47] enough in their eleventh two or three years to actually make this thing happen and it just took a little bit of [48:52] forethought and planning on the district side I think that that made a lot of sense to us they talked about having a [48:59] course run if it was somewhat lower numbers but then other courses in that [49:04] same department maybe and earlier math class or an earlier English class would would take on the extra [49:11] numbers of students so they would have a class size that was slightly bigger so [49:17] that one teacher could free up an hour to teach more difficult but lower enrollment course later in the day so [49:23] that was a high quality option the board made a distinction naívi not uniformly but in the conversation about the [49:30] difference between cancelling a lower enrollment course that was along the periphery of all the subjects and [49:36] opportunities at the high school versus more of a top rung something that students had been striving for and maybe [49:42] not even every district offers it but more of an AP type course not to be extra cautious before we ever remove a [49:49] top rung type opportunity and I think there were maybe some other workarounds [49:55] you guys have anything more to add in that conversation I think that's a [50:00] pretty good summary now are there any questions [50:07] general I thought the cuts that secondary principals provided I thought [50:14] were very thoughtful looking at enrollment working within departments particular at the high school because [50:22] the cuts that were taking a look at this year are significant to say the least so I was very appreciative of the thought [50:30] that they put into it and I think these these type of tightenings that will tighten up our budget in the [50:37] secondary will not be as as damaging as [50:43] as maybe other areas in terms of being able to address these and and you know work with our enrollment numbers but [50:50] bearing in mind that enrollment is something that a district is is constantly dealing with and we're going [50:55] to have to you know make sure that when kids and parents are looking at what they're wanting to enroll for the next [51:01] year that we have a real serious thought about that so that teachers and administrators have time to plan those [51:07] courses because making changes at the last minute and trying to adjust enrollment is very difficult for our [51:15] administrators and staff so we need to continue to work with our kids and help them make the four year [51:20] plans that they do make now you know when they register for freshman year and they put their whole four-year plan in [51:26] so that we can they can see where they're going and make a plan for the [51:31] future so that it'll help our administrators and our staffing to be in line with what those plans are so that [51:38] we're not you know running into shortfalls at the last minute because we're trying to change things thank you [51:49] all right this will be back in December for action with that we are going to [51:55] move on to the personalized learning goals Thank You Margot and Randy your [52:00] input was great I offered for Margo to [52:11] stay up at the table but she politely decline good evening board chair Wallen [52:19] Friedman superintendent Shultz board members community members teachers and [52:25] ninth grade government students what you heard earlier this evening at the [52:32] national merit recognition was unbelievable connections between [52:37] teachers and students and that really is the goal right I mean that's why we're [52:43] here is if we can connect with kids and keep them engaged in high levels they're [52:50] gonna they're gonna learn as much as possible in the time that we have them and that really is the goal oftentimes [52:56] you hear this phrase that there's an art and science of teaching the art is really difficult to teach it's really [53:04] difficult to teach people the art of teaching it's inherent in some personalities more [53:09] so than others but there's a lot we can do to teach the science of teaching and [53:14] by the science of teaching we're talking about what are those those very practical things that great teachers do [53:21] that we can replicate across the system our work around personalization is to [53:28] replicate those amazing things that great teachers do you got to hear many stories tonight about them to kind of summarize I would [53:37] say the first one is that they connect they connect with their learners the reason that they connect with the [53:43] learners is because they take the time to get to know them and they they understand great teachers understand how [53:49] critical that is to students being able to learn and so connecting with learners [53:54] can that be taught the answer is yes it can and there's a structure to do it we [54:01] call that a learner profile inside of the model but that learner profile is really geared at how do you formally set [54:08] up a structure that drives those relationships to a deeper level there was a second point that was made [54:15] by many of the students and that is that these teachers make it very interesting and engaging and we know that when you [54:22] look at national data engagement declines through secondary school systems from sixth grade down to 11th [54:30] grade and then it starts to peak up again as students are getting ready to emerge into the world after high school [54:36] and so the question is can you teach the science around how to make school more [54:41] engaging and there's a lot of evidence for doing that so we want that to be part of the model as well and I would [54:48] say the last part is many of the students spoke to this tonight this [54:53] teacher taught me how to be a learner because in life they're going to learn [54:59] unlearn and relearn many many many times over and so they're their student agency [55:05] their empowerment around learning it's going to be a critical success factor [55:10] for them moving forward so to reiterate to connect to make it engaging and to [55:16] teach me how to be a learner well that is really an interesting story because I [55:22] believe that parallels the three core elements that we are trying to embed in this personalization model and the way [55:29] that we get after that is by setting some goals setting some action steps and [55:34] then monitoring our progress around that we are a learning institution we learn [55:39] by doing and so that doesn't mean that ever is perfect we learn as we go and that's [55:46] what educational institutions do in the board report I've listed five goals [55:51] short-term and long-term the first one was to increase clarity around personalization the model some common [55:57] language we've been working on that in our personalized learning design team which is representative of elementary [56:03] early childhood middle school and high school staff teachers and administrators our second goal was to begin to train [56:11] staff more robustly around some core elements around personalized learning we began some of that actually last year [56:18] and are continuing it this year we'll continue it on some of our in our staff meetings and our district in-service [56:23] days and part of the role the design team is much is to create a personalized [56:30] learning continuum that we can use to collect data and where staff are at on some of these processes that we're [56:36] talking about but trainings going to be ongoing and it's going to continue with staff we anticipate we'll be done with [56:43] the core element training by the fall of 2021 goal three was around advancing [56:50] Piell experiences for students at each of the levels and through the design teamwork we have teams at elementary [56:56] middle school and high school that are building roadmaps on how they advance this at each of the levels and part of [57:02] those roadmaps include planning next step site visits training walkthroughs [57:07] better together observations which our teachers getting around to other teacher classrooms after school learning [57:14] sessions modeling action research conferences then we a goal number four which is to generate some outward facing [57:21] measures of success and I know we've previously had conversations with our school board about well how do you how [57:27] do you report to the community on the impact of that and we do have a measures of success work group that's looking at [57:33] outward facing metrics but we do have internal data that we are paying [57:38] attention to we have perception data we are looking at achievement data and just as an example some of the questions that [57:44] we asked staff and students and parents last year included Dericks you know [57:50] whether the experience is personalized I know what I need to learn which is a great [57:55] assessment of where a student is at in the curriculum are they even aware of what the learning outcomes are my [58:02] teacher knows my strengths and challenges those are one of the ways that we push deeper into building [58:07] connections and relationships I can decide how to show my learning so do they have some voice in how they're [58:13] gonna demonstrate that learning which is about engagement I feel challenged the the idea that we [58:22] have a rigorous learning environment for all of our kids is critical that pacing [58:27] meets my needs are we going too slow are we going fast enough is that is this [58:32] working for you I get personalized feedback from my teacher these are some of the survey questions that we asked them now what I [58:38] can share with you is that the results of those survey questions are higher in our schools that are most advanced in [58:45] moving personalization and I think that's really promising data now the next story to tell is how is it [58:52] affecting achievement and we're not able to tell that story yet but we will in the future so I'll just add the last one [59:00] was to keep our community well informed around progress on this and we had a [59:05] plan to bring forward personalization examples last spring with elementary and [59:12] middle school and high school and bring those support presentations we will continue to share articles of success [59:18] and stories and we will continue to have dialogues with the community and the [59:24] school board about how do we continue to do this in a way that meets the strategic plan for this school district [59:29] so that was a brief overview at this point I will stop and see what questions [59:35] the board has and what we can answer and what we can take back to our team thank you [59:44] one thing hits me right away which is that there's a lot that I like about personalized learning Randi you just [59:51] spoke a moment ago about the learner profile I think that's a fantastic tool [59:58] to all kids are not the same we don't have cookie cutters and the learner [1:00:03] profile is an attempt to understand what the style with the child what the student is like and tailor that to the [1:00:10] students experience I think that's a wonderful intention and execution on much of that but I have a certain level [1:00:17] of reluctance about it seems that were not doing much ability grouping and I've [1:00:23] heard from the community and I sense it myself too that personalized learning might be enhanced by having ability [1:00:30] grouping in courses beyond just math science social studies and could you [1:00:38] persuade me work with me so I can understand the case for why not to differentiate viability by readiness in [1:00:46] those particular subject areas because I wonder if we could have that as well as [1:00:52] personalized learning that they don't have to be necessarily mutually exclusive [1:00:57] right well I think first of all I I [1:01:03] don't personally like the word of looking at ability grouping because you [1:01:08] can never really know a child's ability you can only know their past and current performance but I will say that in terms [1:01:17] of differentiation differentiation is happening in classrooms and it does happen with teachers and it is it is a [1:01:24] very difficult thing to do but it's something that our master teachers do very well in terms of the structure of [1:01:33] courses we're going to talk about that on the 6th and the proposal for how we structure courses moving forward but I [1:01:41] would also say that flex flexible grouping based on students readiness and [1:01:47] where they're at with their learning where they're at with their standards that is a critical element and a [1:01:52] critical structure that we need to have in in place in courses in school so I think [1:01:59] some of it is there's confusion over the terminology I would argue for wherever a [1:02:07] student is at with their readiness wherever they're at with their standards their performance their competencies we [1:02:13] want to meet them where we're at and take them to the next level in challenging ways now can that happen [1:02:19] inside of a classroom with a diverse range of students yes it can there are structures that will support that in [1:02:26] fact our teachers are doing that every day the question is to figure out how to [1:02:32] where you need to where you need to organize students based on their [1:02:38] readiness and where are you where you're going to keep students together for that [1:02:43] particular content or that particular subject area but what I would offer is that we will be talking in more depth [1:02:50] about that secondary course framework design on the six and we will bring to you some of our learning from other [1:02:57] districts and how they've done that work and some ideas for how we can move that forward in a way that maybe the board [1:03:05] feels like it's better meeting the needs of kids across the system thank you I [1:03:11] have talked to teachers myself who are very enthusiastic about personalized learning and believe that they can meet [1:03:17] the needs of a wide range of students within a class I've also heard the opposite too and I'd be interested if [1:03:24] there were some sort of anonymous way to find out what teachers really feel about that and I have to relate from my own [1:03:30] classroom experience I taught standard computer instruction for 18 years and I would have any number of levels within [1:03:37] my classes and I found it difficult to have a laggard with somebody who knew exactly what they're talking about as [1:03:43] theirs on pace with with the course and the course tended to then go down to the [1:03:50] lowest level of the ability in the class and so I project that into our [1:03:56] environment and I and I wonder how a teacher can do that we have miracle workers yes but still they're human and [1:04:03] it's different I would think it's difficult so I'm I'm deliberating this I'm still [1:04:08] thinking a lot about it and I'm not entirely persuaded that we're not missing something by not differentiating [1:04:16] within the grade levels so I think that's where my head is at and I look [1:04:22] forward to talking more about this in December at the December sixth meeting I [1:04:29] don't have necessarily feedback on any of the particular tactics that you put [1:04:35] forth I would just like to suggest as a board that I think we need to talk about [1:04:42] personalized learning at a higher more strategic level and in a broader context [1:04:47] and you actually brought it up a little bit of what I was going to talk about Owen but we keep having these [1:04:54] conversation in silos about things such as personalized learning and then we'll have a meeting about gifted education [1:05:00] and then we also have people that desperately want help for learning [1:05:05] disabilities but we never discuss all of these things together and how they impact each other and to me the [1:05:12] overarching question that we need to talk about as a board is curriculum [1:05:17] delivery and interventions and what we feel is the best strategic approach and [1:05:22] what we can real realistically afford to do as a school district and I'm really [1:05:29] uncomfortable signing off and saying that I want to move forward with these goals and suggestions without really [1:05:34] understanding how they impact our ability to get other things done for example if we ask John and Randy to [1:05:40] implement what is asked here does that make us unable to do other priorities if [1:05:46] are you gonna be spending I mean we have one teaching and learn I mean basically have a department of one is it going to [1:05:52] take fifty to seventy-five percent of your time to do this and because we never have that overarching broader [1:06:00] discussion and I think from a board [1:06:05] perspective we would be a lot more efficient and we would make better strategic decisions if we could house [1:06:11] these in a larger discussion I mean to what you were talking about Owen you're like well how does this impact sort of [1:06:18] the gifted and but we never talked about those things together and so not that it's not [1:06:27] worthwhile to talk about I actually really like the recommendations you came up with Randy but I would like to pull [1:06:33] back and take those and then take the discussion were supposed to have on the 9th and take into consideration the fact [1:06:41] that we need help for kids that have learning disabilities in elementary school and try to figure out what does [1:06:46] this mean from a holistic perspective for school district how do we prioritize the limited resources that we have to [1:06:55] get us the biggest bang for our buck from a for the learners in our district [1:07:06] and just on the the note of resources particularly sends you know the first [1:07:13] presentation that we did which was you know secondary adjustment budget [1:07:18] adjustments that we're having to make and we have any not the point yet where we've heard back from our six elementary [1:07:23] principals regarding how they're gonna handle the proposed amount that they're [1:07:28] supposed to cut this year and those cuts I do think we'll actually be potentially [1:07:33] very devastating to the elementary curriculum so I think my point being to [1:07:39] your comment about resources and where we're putting and I think again big picture these are things we need to be [1:07:46] talking about and where we're allocating dollars because we are gonna have to be [1:07:52] a lot more careful about that as we continue to either be in deficit or being short what we need so I I think to [1:08:02] your point bigger larger discussions that are globally looking at how multiple programs are affected and that [1:08:09] goes to whether its budget personalized learning all of the different things that we're doing because we need to keep [1:08:16] all kids in mind at all the different levels and you know to your question [1:08:21] earlier when I too would find it interesting just to hear from teachers at different levels some of their [1:08:28] feedback on handling multiple kids in a classroom in terms of the different levels because how is it is it difficult [1:08:36] is it is it challenging and to the comment about seminar that we heard [1:08:42] tonight too I don't you know I worry sometimes that because I hear from my middle schooler [1:08:47] as well that sometimes seminar is considered just for the kids who choose that but I don't want us to be limiting [1:08:55] kids based on look you can go here you can go here you can go there and so they [1:09:00] may not be taking advantage of things that they need to take advantage of or just that loss of a teacher feeling like [1:09:07] well I need to use my seminar time to help the kids who aren't at the place [1:09:13] where they need to be so I I don't want to constrain our teachers I guess this partial part part of what I [1:09:19] saying you know if we hear that that's very difficult to work in that model and [1:09:25] have all the different levels in one classroom you know what can we do to support that better and you know and [1:09:32] look at best practices and I know personalized learning has gotten entangled with whether it's GT or other [1:09:38] discussions and so broadening it and figuring out you know what is best practice what are the best models that [1:09:45] we can use and are we supporting our teachers and and what input do they have on these various models so Erika this is [1:09:55] set for discussion this month action next month are you suggesting that we table any action until we get further in [1:10:03] the strategic plan I don't necessarily know if it needs to be part of the [1:10:08] strategic plan per se but I think that we need to I guess not backup but I [1:10:17] think I think like as opposed to having this move forward is to take this out of [1:10:24] this meeting and when we're talking about for example the gifted recommendations is to morph that into a [1:10:33] meeting where it's a larger discussion about what is what do we need to do from [1:10:39] a learning strategy perspective given given the constraints that we have on [1:10:45] our district right now and talk about personalized learning and talk about how [1:10:51] personalized learning affects the the gifted and talented and how that affects [1:10:56] our ability to do things for the third-grade reading program and the kids that have learning disabilities and how [1:11:03] all of these things impact each other and we never talked about them together and that's the discussion I want to have [1:11:11] because until we have that discussion I'm fearful of me saying this is great [1:11:18] Randy go forward with it and then finding out two months from now oh we don't have any resources for anything [1:11:24] else and not that that's the case and not that and like I said Randy I don't [1:11:30] want you to think it has anything I actually really like the work that you put forth here so [1:11:36] it has nothing to do with anything you've put forth I just I think as a board we need to back it up 10,000 feet [1:11:46] and do and talk about this from a more strategic perspective well one thing [1:11:51] Erica that you just hit I was struck with that you said that the word [1:11:59] holistic and it just occurred to me yeah that's true we've got a patchwork that this is kind of a part of the patchwork [1:12:05] and we inherit it as a legacy artifact of the previous strategic plan [1:12:14] personalized learning and so we haven't taken it upon ourselves to evaluate do we want that yet for the strategic plan [1:12:20] and where does it fit holistically with intervention strategies for dyslexic [1:12:26] kids for autistic kids for a gifted and talented population where does this fit [1:12:31] into the larger hole and everything cascades down from our values and so [1:12:36] does this fit into that and if it does how does it and so I agree that I don't [1:12:44] think we've really thought through where does this fit coherently into the direction that we're pursuing and you [1:12:51] know like I say I think there's a lot that I do like about personalized learning and I think we all do but given [1:12:57] other constraints how does it fit in so I think it does warrant a little more [1:13:03] evaluation by the part by the seven of us it's gonna make one quick comment and [1:13:11] a high-level I agree with what's being said across the group when you look at [1:13:16] though the five thing is that Randi is put here in this document that we would be discussing and then acting on first [1:13:24] ones already in play and it's getting finished right now second one is continuing a learning and training [1:13:30] session that's already in place the third one is looking at again this year [1:13:37] and finalizing the roadmap the fourth one is starting to put quantitative [1:13:42] measures behind things you even asked me four and the fifth one is increasing communication so into the [1:13:51] twenty nineteen year what I see here is looking outward for an eight million dollar grant proposal that was submitted [1:13:56] to the federal government and so what I don't see here in the discussion [1:14:01] honestly is making a long-term commitment to personalized learning or [1:14:07] making a wholehearted endorsement of personalized learning what I see here is a request to continue implement in a [1:14:13] 2018-2019 pre-existing program which doesn't conflict with the overall [1:14:18] strategic planning process or running as Erica suggesting we consider into the end of the fourth quarter so we pull [1:14:26] back a little more simply the strategic plan right now is ongoing and that process involves looking at every aspect [1:14:33] of what we deliver from a curriculum perspective and matching that with our overall budget structure right so [1:14:39] everyone here is saying the same thing including Randy that we want to deliver an opportunity to meet each kid where [1:14:44] they are and whether it's just flex the group that was here earlier or the gifted group that was here last week we [1:14:50] have a variety of needs so what we can't do in a district in my opinion is [1:14:55] intermittently when we're looking at something that's tactical this to me is [1:15:00] not strategic this is tactical would you agree is that this specific discussion [1:15:05] is about advancing toward an action that involves this school year what we're [1:15:12] going to do when we get the feedback from the community the forums the budget process the enrollment criteria data [1:15:19] over the next three to four months is put in place a one to five year strategic plan so I don't think those [1:15:25] two things are different [1:15:32] to personalize learning more surely this is the tactical wages sure but what I'm [1:15:40] looking at us agreeing upon tonight is nothing new do nothing in those five [1:15:45] sections has anything to do at 2019 2020 implementation so I'm I don't want to [1:15:52] get hung up on these five items I want to review this as everyone's saying holistically looking at the strategic [1:15:58] plan and all the feedback in the budget as a parameter over the next three or four months but if the board the seven [1:16:05] of us were to continue to have the many many work sessions we're having around these topics I think that'll constructively get us [1:16:12] toward answering those questions I'm just saying right now at this moment on November 19th I don't have issue with [1:16:17] these five items that are here because we're all tech be related ongoing work and the underlying thesis and numbers [1:16:23] three and four is to give us more statistical evidence as to whether or not it's working so I think that we [1:16:28] should continue gathering evidence according to these five tactics assess all of this over the next two or three [1:16:34] months match that to enrollment numbers budget criteria and overall curriculum deployment and then make decisions that [1:16:41] look at one to five years don't know if I just said a lot of words it just kind [1:16:46] of glossed over but and I think my point is if you don't back up and I mean even [1:16:51] just even just what you said right there we have such limited resources that if we decide Randy we really want you to [1:17:00] put together generating these outward facing measures and then in a separate [1:17:06] meeting we're like okay Randy we really want you to create these new classes for [1:17:11] this and then in a separate meeting we're like and then on we really that's what we keep doing we keep having these [1:17:16] separate meetings where we're like we really want you to do this from a teaching and learning perspective we really want you to do this and all of [1:17:23] them are huge priorities but we're not not talking about them together and so [1:17:30] even some of these tactical things take all of his time and I think that we need [1:17:36] to take a step back and helped as a board help prioritize what I [1:17:45] mean I just don't I don't think it's okay for us to ask him to I don't think [1:17:53] it's physically possible for him to do all of these measures for personalized learning to come up with all these [1:17:59] roadmaps to do this to come up with some new gifted classes to do because we're [1:18:05] not looking at it all together and so even it's a strategic it's a strategic [1:18:10] discussion but it's also a discussion about it is a discussion about tactics and prioritizing what we're going to do [1:18:18] and I and without doing that without looking at what would it take to get these things done holistically that's [1:18:25] where I get uncomfortable with signing off on this and saying all right go go [1:18:30] forth and do this Randy and then again we're having a meeting like December 6 talking about gifted and talented stuff [1:18:37] and say alright Randy go work on this stuff and maybe it might be completely [1:18:43] juxtapose against what we're telling you to do with the first lies learning stuff because we're talking about them at two [1:18:49] completely different meetings so go work on this but then do this I I just I'm [1:18:55] not I'm not disagreeing with you but I'm saying that this list here is tactical for 2018 and 2019 and we knew the [1:19:01] strategic planning would take six to nine real months of work and we're about two-thirds of the way into that so from [1:19:07] that perspective I wouldn't have Randy stop any of these five that are ongoing right now for the 2018 2019 year 2019 [1:19:15] plus this is fluffy here at the bottom monitor finalized consider we can work [1:19:21] on all this as a group and get to that holistic setting in the next two months but in the interim I think pausing on [1:19:27] the work that's ongoing and getting to Owen as you pointed out several times metrics on three and four would be a [1:19:34] mistake so I understand the dynamic in the conversation and I think that you're [1:19:39] right Erika and I think everyone's right about looking holistically at what can we offer what resources do we have and [1:19:45] how we do that I just think that in the interim there's still 85 hundred [1:19:51] students and we need to keep moving on what we're already doing and start to quantify it and that's what these five [1:19:56] tactics here do bring on operations it doesn't say add one seconds therapy doesn't say add three employees in [1:20:02] number three it doesn't say number five to spend twenty thousand dollars and ten different community surveys it says [1:20:08] start to quantify what we're doing that's the holistic nature that's the document so I'm very supportive of these [1:20:14] five goals and I want us to hit the heart in the next three four months as a group see Randi can you just remind me [1:20:22] when we were at our last meeting we were talking about the level of implementation that were at and maybe [1:20:30] like do you think's 2030 seventy percent of our teachers are that are doing this [1:20:38] at this point cuz I think you had said something about it's still in the earlier stages so I was just wondering [1:20:43] if you could share some of that with us sure so I would say our middle schools [1:20:50] are furthest along in implementing the strategies across the school what we do [1:20:58] is we survey our staff we survey students and we survey families every year through a satisfaction survey [1:21:05] that's internal data but one of those we use for our staff development goals so last spring we looked at a particular [1:21:13] element of personalization offering students voice and choice and student [1:21:18] assignments and activities and eighty-seven percent of our staff reported doing that for 30 percent of [1:21:25] their student assignments and activities one of the things that the design team [1:21:31] learned this fall in some training as we looked at other school systems that use [1:21:37] a continuum so for each of these strategies there can be a continuum [1:21:42] that's more teacher-centric versus student centric so if you put that on a rubric on a four-point rubric and if you [1:21:49] have all teachers report on that we would have a much better sense of across the district where all of our teachers [1:21:55] are at on each of those strategies now our in our design team are [1:22:02] different levels have looked at some different Continuum's but we don't yet have a continuum that's consistent k12 [1:22:09] for evaluating that so it's difficult to answer how far we are in all these [1:22:14] strategies across the district we have some data from satisfaction surveys with [1:22:20] the teachers but we know that through the plan that we're building the roadmap [1:22:26] we would complete the training in two years so I do share some of the concerns [1:22:34] that Erika has listed about the fact that we are embarking on a number of [1:22:39] different areas I guess the question I would have for you Randy is as you look at your [1:22:45] schedule going forward and you say to yourself okay we're about to get talked about advanced academics we're going to [1:22:50] talk about intervention programs in the spring we're looking at secondary programs we're looking at elementary [1:22:57] program changes so as you look at the basket of items that might land on your [1:23:03] plate or that are already on your plate so are there things within the [1:23:09] personalized learning proposal you have here that can easily stay on your plate there I mean what's your view and as the [1:23:18] head of teaching and learning as to whether we should pull this back take a 30,000 foot look or whether we should [1:23:24] sort of pick some of these and go forward so for example I mean applying for the grant I wouldn't see any reason [1:23:30] we wouldn't continue that but I had turned the question to you so we tried [1:23:36] to articulate and and the design team [1:23:41] helped support constructing this because this is work that the design team feels [1:23:46] like we could accomplish this year one of the most difficult things was asked [1:23:52] at a previous board work session like can we attack can we tie changes in [1:23:57] achievement to specific practices and we know that to do that we would need to [1:24:04] know which classrooms are doing which practices to which level and then how [1:24:09] did students in that classroom achieve and that can be done [1:24:14] it's program evaluation we would need support to do that but that's more of a long-term goal that as we [1:24:21] implement these practices that the research says makes a difference with kids if we want to scientifically study [1:24:28] that internally that's going to require additional resources that's going to be difficult for us to do without getting [1:24:33] additional support or resource so that would be something we would list that we should probably figure out what our [1:24:41] overall plan is first before we jump too far into that one and I think it it overlaps with the conversations around [1:24:47] success measures through that workgroup like how do we want to report publicly [1:24:53] on the progress of these different strategic plan elements and if we need [1:24:59] to do program evaluation internally to report that publicly then we would need [1:25:04] some resources in time to build that internally the other pieces that we have [1:25:12] here as as matt described we've been working on a common model we've been [1:25:18] working on common language we have drafts of both of those now we have been [1:25:24] working on training with staff around these three core elements but we still have work to do around that we feel like [1:25:31] that's very doable there at each of the levels the high school the middle [1:25:37] schools the elementary are building road maps so that's started no and you know [1:25:46] we also already currently collect satisfaction survey internally annually [1:25:52] we can continue to do that and then the stakeholder feedback is or the [1:25:57] stakeholder communication needs to continue to be enhanced so in terms of [1:26:04] what's doable I I do feel like our team and the personalized learning design team can continue to progress on these I [1:26:13] do think the success measures piece is going to take a lot of any note and work [1:26:18] with the board around that and I completely understand Erika's point of how does this all fit together because [1:26:25] if we're talking personalization we're actually talking a very very broad scope of needs of kids and so [1:26:32] there are a lot of discussions of around intervention that are occurring that [1:26:38] need to continue to to move forward there's discussion around how we meet [1:26:44] the needs of learners who are paid outpacing what we're doing in a traditional classroom those are all to [1:26:51] me those are all aspects of how we are personalizing as a system and so the [1:26:58] concern is that December 6 we talk about secondary programs and that's going to [1:27:06] add more to your plate so maybe I'll ask the question again at the end of the evening on December 6 what the class [1:27:15] proposals on the six are regarding I think some of the because we're talking [1:27:23] about course changes tonight and that they were there the more basic ones and [1:27:28] so then the the ones on the six I think are to address some of the leveled learning as part of the GT plan and I [1:27:37] get that again they're somewhat siloed but I do believe that is a direct report [1:27:44] out from the GT plan correct me if I'm wrong though please know we are we are [1:27:51] going to talk about our learning from how other school districts have structured their courses and and we want [1:28:01] to propose some concepts for how we could structure course design moving forward that is in alignment with the [1:28:10] concept of personalization then is in alignment with ensuring a high level of [1:28:15] rigor for all kids and that has support for intervention you know something that [1:28:24] struck me well we've been talking here Matt raised a very good point that we've [1:28:31] got something in flight right now and we can't be disruptive with what's actually [1:28:37] going on yet at the same time our planning the strategic plan and [1:28:43] setting the course for the next five six seven years and it's sort of like a [1:28:49] baton exchange that we've got one strategic plan which is handing off to [1:28:55] the next strategic plan we're in the exchange zone right now and so I think that we're actually raising an issue [1:29:03] that I think will follow us for this year things are in flight we probably [1:29:11] should keep in flight so I agree that [1:29:16] maybe there isn't a lot we should do with this because it's going by the same token we do have to think holistically [1:29:22] and what kind of momentum will this carry on it into the next year and so [1:29:28] it's almost like we ought to consider slowing down some of the implementations [1:29:34] of some of these things if they have so much momentum that we might go against a [1:29:41] direction that we want to take with a strategic plan and that's just something that struck me with the Matt's comment [1:29:48] that yeah this is actually kind of fits this next year and we can't unless [1:29:53] anybody has a different opinion about that we can't be doing a lot of strategy [1:29:58] for 2018 2019 given that the strategic plan will take so much thought and [1:30:05] priority so I just raised that I think that that's an interesting point because [1:30:11] we've got something in flight versus we really want to be conscientious about where do we want to turn the rudder now [1:30:18] yeah I'm just going to agree with Owen and myself one more time to say that I I [1:30:26] think as a board what we should be doing is giving direction relative to what [1:30:32] we're looking at so from a governance perspective or even a mild operating influence if we read this document these [1:30:39] five things as Randi then Ella cuted specifically one by one are all ongoing and then we're going to have a [1:30:46] discussion around 2019 and I don't see Randy am I missing something and that's operationally more [1:30:52] than $25,000 on this decision making matrix yes here he told us that which is [1:30:57] in order to quantify that academic achievement differences that's that's [1:31:03] the big-ticket item for both time and money that decision relates to 2019 2020 [1:31:09] or 2018 2019 well if it's part of the current plan you would be starting that [1:31:14] soon do we have actual numbers attached [1:31:20] to it in here I think we would want to I'm rather understand the cost attached [1:31:26] that I'm relating this to the 2019 plus growth plan so yes in this current [1:31:32] budget to evaluate and move forward over the next six seven months to make sure we understand where is it or is it not [1:31:39] working up from quantification I realize that as a dollar figure I'm saying going forward today from this document of 2019 [1:31:46] plus what are the big spends that we might not be seeing operationally that we're agreeing to now or December 6 yeah [1:31:54] I think as as Lenny mentioned if we were gonna do the scientific analysis of it [1:32:00] program about that would be a big expenditure the rest of it is some [1:32:07] conference time some sub time and I could certainly build a budget or articulate the budget around it and many [1:32:14] of our staff meetings are of course built in or in service states are already built in it's it's how we use the time that we have available in our [1:32:20] calendar and let me just add another piece of information as part of my superintendent calls the board asked to do a program evaluation of the [1:32:27] personalized learning so that's related to bringing carry-in so we've I've put that on hold knowing [1:32:33] that we have it the advanced academics that have come forward that could be evaluated also so that's where that [1:32:39] expense lies and that would be Kari probably Center for American our Center [1:32:45] for American replied Center for Applied Research and educational oh you know [1:32:51] thank you so that is so and that varies on what [1:32:58] the level of that evaluation would be [1:33:03] could you explain a little bit more about that so the what part does Center [1:33:13] for universities in our packet from the [1:33:18] last work session dr. Wahby [1:33:23] nono so the different process the board last summer talked about the evaluation of personalized learning so when you do [1:33:30] an evaluation that's not something you do internally it's the evaluation is done by a third party so you would bring [1:33:37] the engine of the University of Minnesota through carry to set evaluation goals or evaluation terms of [1:33:45] personalized learning and that that was the plan for for looking at and meeting [1:33:52] that goal that Randy put with that Randy put forward so it it seems though that [1:33:59] that sounds like a great idea that we look into that I am looking at the order [1:34:08] and maybe it's maybe there isn't an order with a numbering here so maybe it [1:34:14] doesn't you know it looks like that's the fourth thing that you would get to [1:34:19] but it actually in my mind is the first thing before we do other action steps is [1:34:27] to make sure that we know that there is evidence that personalized learning is [1:34:39] meeting the academic needs of our students and so it would make most sense [1:34:46] to like I'm listening to Matt saying yes we're and Randy yes we're we're we're [1:34:54] doing this program but before we decide that it is we're going to spend [1:35:01] resources like like Erica just said I think that we should make sure that we [1:35:07] understand that it is working and it doesn't you [1:35:13] we know that there are programs that we want to do as a district that will cost [1:35:20] money that are truly evidence-based that we know are low-hanging fruit that we [1:35:26] may want to move forward on I want to make sure that that this likewise is as [1:35:33] effective for our students so just to add to to that Ellen and Erica's point [1:35:44] of looking at the broader picture and it might be that those evaluation dollars [1:35:50] may be used in a different way once you have that I've had that discussion so I'm looking for your direction you know [1:35:58] the board's direction on that but it might be more useful to have that broader discussion continue with the [1:36:06] goals that Randy's set out and after you've had had a more broader discussion [1:36:13] it might be more useful to maybe use with the limited resources we have to [1:36:19] use those evaluation dollars in a different way so it may not to focus it [1:36:25] on personalized learning at this time we may say later on after that the big [1:36:30] picture gee I wish we would have done it a different way so I think it is that it [1:36:35] is the kind of the timing of this and and the order in which you do it it may [1:36:43] be best to put that one put that particular goal on hold and have the [1:36:48] broader discussion and then use those dollars more wisely in a way that will inform the board better on those outward [1:36:55] measures that we want to develop to know [1:37:00] that our our program is effective so my suggestion is that we like I said I I [1:37:06] think all of these recommendations are great my suggestion is that we move forward with because I'm certainly not [1:37:12] suggesting that we stop working on what you're proposing Randy is to back out [1:37:18] the measures of success Randy you move forward with all the [1:37:23] great work you're doing on personalized learning in conjunction with that as a board in [1:37:28] short order we have a conversation with Randi John that's a more strategic [1:37:35] holistic discussion about personalized learning and how it relates to some of [1:37:42] these other things so we can really understand especially from a resource perspective what we're talking about and [1:37:48] in that discussion we can talk about what you just proposed John is are there [1:37:54] certain programs that we need to evaluate and have recommendations from an outside party about what we should do [1:37:59] and so then I mean I don't want to stymie to what the work you're doing but [1:38:05] I do think that we do have to have because I I will likely have the exact same feedback when we talk about gifted [1:38:12] and talented programming is this is great but if we do this can we not do this because I don't understand how any [1:38:18] of it any of it affects anything in a broader context and so we have to start [1:38:25] talking about these issues from a broader strategic perspective as opposed [1:38:30] to in silos and it has to include a budget discussion on top of it and I'm [1:38:36] just going to keep being the broken record on that one I mean so do we have [1:38:42] a general consensus then on what more to say yeah one one piece of the budget [1:38:50] discussion which is marked to be determined that I'd like to bring into [1:38:56] the discussion since we're talking about this now is we have clear of dollar [1:39:01] figures on many things but we don't on [1:39:07] budgets for teaching and learning and for other programs on that sheet so what [1:39:15] I'm trying to do is say it the I would [1:39:21] like to to learn a little bit more about the bigger budget issues because I can't [1:39:27] I can't that's exactly what we're talking about here I have no idea [1:39:34] where all of this fits in the puzzle of making a budget work and it seems as if [1:39:41] we've got several departments that are our I don't really know why it's to be [1:39:49] determined but it is easier to be [1:39:56] determined part of the original where there was a couple line items or not [1:40:01] line items because it was it a more document but the things that were left without numbers or up to ease on them [1:40:08] you more holistically Alan mean that we're looking at an elementary middle and secondaries you know or our higher [1:40:14] education budgets but you're not seeing a broken out teaching a learning or administrative budget otherwise you're [1:40:19] talking about sorry that's exactly what I mean yep [1:40:29] just a different way of slicing and dicing so I agree with Matt that this [1:40:35] document is pretty innocuous if you're if you're point is how are we doing implementing this we're doing fine we're [1:40:41] pushing it it's on track we need to communicate we need to go a little deeper I think the angst that comes out around [1:40:47] this isn't necessarily around the push to implement as then we might not be on [1:40:52] track but but is it the track and that's where the yet question of the analysis comes up and it may not be the wisest [1:40:59] expenditure but it gets to the core of the discomfort about is this what we [1:41:06] should be pushing and communicating and deepening and you know first thing I'm still not sure in my own mind which [1:41:12] subject of the core English math science social studies which subject lends itself most to this approach which [1:41:18] subject lends itself least well and likewise with developmentally appropriate implementation of those and [1:41:25] we've talked about how it would look different at different tiers but even then you know more specifically how is [1:41:31] six very different than seventh and disability versus GT to the point of is [1:41:37] it working for all students and I think we need to emphasize what we expect [1:41:43] working for all students means is mean state standards does that mean [1:41:49] maximizing their growth helping them reach their potential an individual students so just because a student knows [1:41:55] the parts of the atom doesn't mean that that student may be excused now and will continue working with the others but you [1:42:00] haven't grown in fact you're at risk of sliding back because you had an amazing fifth grade teacher and we need to grow [1:42:06] you here and not just say welcome to sixth grade Minnesota expects a certain [1:42:12] amount from you because then we're just another district which is kind of the deepest fear of a lot of people who love [1:42:18] this district is that it becomes just another district and the more we focus on what Minnesota expects says it [1:42:24] published nine years ago with science but they're coming back you know a lot of years ago with various subjects that [1:42:30] that if that's what we reach for and if that's the trigger point for when a student may be excused from the classroom to go flex then that says that [1:42:38] that state standards are what's driving everything not individual growth you know and I know we're saying well they [1:42:44] continue to grow when they have a research question but what's the incentive how do we know they're not trying to get their English paper done and they've literally stopped growing in [1:42:50] science they've been excused because they met what the state said a seventh grader in Minnesota should be doing [1:42:56] regardless of the students growth and I don't want to go to the philosophy class you're on a trolley and you have to make [1:43:01] a decision type route but if you've got students who at risk of not growing you've got students who are needing more attention [1:43:08] to even meet the state standards is that your call that is you guys need a research question flex out I'll check in [1:43:14] on you somewhat hi I'm and I need to focus in over here because that that's a very different message than individual [1:43:21] students and their individual growth plans are what we value and I know [1:43:26] personalized learning could go a lot of different ways and the online profile lends itself to the individual knowledge [1:43:32] but that doesn't matter if if the day to day experience is there's there's a [1:43:38] Minnesota standard of knowledge and beyond that beyond that it's sort of on [1:43:43] you on your own seventh grade interests to push yourself and it it contrasts a [1:43:49] little bit with what I heard earlier tonight at the national merit recognition because a lot of those [1:43:54] students talked about the teachers passion the teachers conversation the teachers [1:43:59] expectations which is so different from your fleet you're free to to go do your [1:44:06] own research question because we have three days until we move on that's not [1:44:11] that's not a research endeavor no one would say we have a great research opportunity for you and is there 72-hour [1:44:18] deadline because we got to move on in the Minnesota standards move us on it really does seem like we're doing the [1:44:24] best you can without a teacher present it sort of like a substitute day where you guys expect you to grow but no one's [1:44:31] gonna be there with you much today and that's that's a part mat that's apart from this document but that's the deeper [1:44:37] uncomfortability and I think that's what Owen started to get at and even I think that was what I heard I heard fringes of [1:44:43] what I was thinking around what you were saying you were saying make sure we have it in a context for each student [1:44:48] disability and GT and this program but you were you were talking about each student's growth and not just where [1:44:56] these where's the state standard at that point but each student helping them grow which I know I don't hear as much when [1:45:04] we focus on the method that the method is is this and we trust it'll work it [1:45:12] seems to work you know in previous literature elsewhere broadly I I accept [1:45:18] that I'm not pushing back saying that it hasn't shown that promise but anyway I didn't mean to just be so long but that's those have been my concerns it's [1:45:24] it's beyond this document [1:45:31] well this was being presented for a discussion tonight certainly generated [1:45:37] that there's no decision being asked at this time so are there other questions [1:45:46] and by the way what do you want us to bring back though in December yes my my [1:45:57] I'll go first and see if people like us or not um I think these five things to me make [1:46:05] sense number four Randy I would like to just understand what costs at a high [1:46:10] level are being applied to that activity and what is the outcome expected to be [1:46:16] does it reinforce or challenge the way we've been doing things does it give us metrics or granularity to enable you to [1:46:23] make assessments or the board to make reviews in the future for decision making around the Shuji plan outcomes [1:46:28] and then related to the 2019 part I wasn't being you know demonstrative when [1:46:34] I called it fluffy I just meant that these were discussion points and around the 2019 goals I would like to see [1:46:41] personally it's not a pun I would like to see it myself what by timeframe decisions you would [1:46:49] like to implement in order to maintain grow or stop or change this programmatic [1:46:55] approach so while we can't stop the train right now what what points can we [1:47:03] divert activities or reformat activity so again for me those were two things [1:47:08] they were budget and outcomes relative to big metrics and decision making and secondarily what are our offshoots that [1:47:15] the recommendations or requests are asking for where we can change course or Poland's regime planning elements or [1:47:22] holistically evaluate all programs those would be my two asks [1:47:30] others well my thoughts are that as a to [1:47:36] use Matt's term as a tactical document as in setting up a plan for the [1:47:41] execution of the central aspect of our instruction next year this seems [1:47:47] reasonable as a strategic document I wouldn't put much weight in it because [1:47:54] we do want to visit this and so I don't want to create any expectation that this is necessarily where we're going in 2019 [1:48:00] 2019 2020 so because I think we do need to have a holistic discussion and put [1:48:06] this in a broader framework John and [1:48:15] Randy was that was that specific enough from the board about what we wanted yeah [1:48:21] I'd like to add a couple things I am concerned about the amount of screen [1:48:30] time that this is this this involves and if you could just speak to that [1:48:35] particularly at the elementary level so [1:48:45] and so I'm just wondering how how when I [1:48:52] understand our reading program is there is a our current reading program has has [1:49:01] a lot of personalized learning elements to it and I am concerned about the [1:49:07] amount of time 1st 2nd and 3rd graders are in front of the screen during the [1:49:13] day so you know I'll just say that personalization does not mean screen [1:49:20] time but we know that the reasons that [1:49:25] we want to use technology are to enhance the learning situation so it shouldn't [1:49:31] be just here's another way to do it using technology it should be a decision [1:49:36] of using the technology because it's actually doing something that we can't do without it if that makes sense [1:49:42] I don't know Steve if you could speak to any statistics or any data that we've [1:49:47] collected around screen time but I will say that last spring when I shadowed [1:49:55] some of the parent groups over at South view a number of the comments from the parents were I thought kids would be on [1:50:02] their devices more and so it seemed to actually be the opposite reaction at [1:50:09] South iam sure good evening board this is a really important topic for us and [1:50:16] in particular it's a important topic for me because last last winter I was at the [1:50:24] the parent presentation at South you and we talked a lot about technology is an [1:50:30] incredibly powerful tool and it could be incredibly powerful for benefit and negative and so my mantra has been for [1:50:38] last few years is how do we accentuate the positive aspects of technology mitigate the negative excessive screen [1:50:44] time is an example of the negative component of that to that end we worked [1:50:49] with every teacher in the district last year to talk about being very intentional about their use of screen [1:50:55] time in particular at those ages of K 1 & 2 we adhere to the American Pediatrics [1:51:02] Association's guidelines around screen time which is very little to none at all now kids there is some differentiation [1:51:09] and there's some talk about consumptive screen time versus educational screen [1:51:15] time so that if if you're just consuming information versus actually using a [1:51:20] manipulative or responding to a quiz or a higher-order thinking using that technology of our higher-order thinking [1:51:26] it's we differentiate that and so we've been very intentional about not using technology at those ages as much as [1:51:34] possible and making sure that it has a value add as dr. suazo talked about in the reading program I believe all the [1:51:43] reading is that Caroline little distributed is in the form of books real [1:51:49] books and so that's what our students are using at those ages to read on we do look at how we can also purchase [1:51:57] digital copies of those books and primarily we do that because we feel [1:52:02] like when a student's on vacation or holiday over our break and they want to travel that they can through their [1:52:09] parents guidance and assistance they can purchase get that book digital format so they don't have to carry four or five [1:52:15] books they're carrying the digital books in the form of a Kindle reader things like that so appreciate your your [1:52:22] comment and that's something that we're really trying to make sure that we're aware of and mitigating as much as [1:52:28] possible thank you so I'm okay with the [1:52:37] outline that Matt put together I would say that when we talk about cost it's [1:52:43] not just dollars it's also hours so it's resource commitment is the way I would phrase it so that you don't limit it to [1:52:51] it'll cost ten thousand because I'd want to know how many hours of work is involved and then the other point is [1:52:57] that we do need to take a look at the overall picture of how the various [1:53:03] things that we're looking at how they fit together but that's gonna be distinct from what you come back with in [1:53:09] December and could you um explain to me [1:53:15] how our district currently is using map scores because we're currently that's a [1:53:24] test that they're currently taking and it's and it measures growth and so it [1:53:30] wouldn't be an additional cost except for the time so I'm just wondering [1:53:36] we know who what classrooms are are implementing personalized learning if [1:53:41] you would feel that we could use some of [1:53:47] our without without making it much worse I I don't know how we're currently using [1:53:52] map scores so so my guess is if they are a measure of student growth this might [1:53:59] be appropriate and there and then we may be able to get a [1:54:05] reading on whether or not students are growing [1:54:11] it's your question how are we using maps in terms of gauging the success of personalized learning or are you asking [1:54:17] them if we could use it in in order to as a measurement of success that's [1:54:23] exactly why we are have our measures of success team to try to define what are those things that we should be using to [1:54:31] measure success that's exactly why we're having those conversations right but and [1:54:37] I'm just trying to say from sometimes it sounds like we're trying to get very [1:54:43] complicated with for exam and I'm saying [1:54:49] if we are currently using map scores to decide whether or not students are [1:54:54] growing if not why are we taking them I'm just kind of wondering how we're [1:55:00] using them now and whether I know what you're saying is yes we want a comprehensive look at this but right now [1:55:09] I'm just trying to say we could use a [1:55:16] indicator that students are growing you [1:55:22] know on that note I would love to see that at the board level so we do need to [1:55:27] move on but since you brought it up Ellen I think it would be great for us to be able to see aggregates of the map [1:55:33] scores over the past couple of years and what projections might be get some [1:55:40] hardcore rigor into our evaluation the teachers use it it's their bread and butter so [1:55:47] that's sort of a general question and a request is that right so I right so I [1:55:54] think before you try to figure out the answer to that you're going to need more specific maybe you can talk about this [1:56:01] at teaching and learning and try to get the question to find a little bit better otherwise I think you're kind of just [1:56:08] gathering data and presenting it sure alright thank you [1:56:23] secondary course proposals report number three thank you we'll continue on with [1:56:31] our new course proposals and course changes this is intended to be part one these are some of the course proposals [1:56:38] and course changes mainly coming from the high school at this time as I [1:56:43] mentioned earlier we'll have additional discussion about some other ideas first [1:56:49] a few other course proposals and changes at the December six meeting but in our [1:56:54] conversation and the teaching-learning board committee I think for the most part we felt that these were ready to [1:57:00] bring to the board and we recognize though I'm sure there'll be some questions around some of them so just [1:57:05] fairly quickly the way I've organized this is to identify what are the courses [1:57:11] we intend to drop from the course catalog typically we would drop courses that have not run for three years or [1:57:18] haven't been viable for three years but in in Soriano I'm going to interrupt [1:57:26] here for a second you've got a relatively detailed report here I don't know if people have questions about it [1:57:31] as opposed to just kind of going through it again sure because I think we've had the opportunity to read it we can see so [1:57:38] just to try to short-circuit and see yeah are there specific questions we [1:57:45] reviewed this in teaching and learning and and as I had kind of alluded to earlier the course drops were were based [1:57:51] you know there are courses that aren't are not kids aren't signing up for them and then Randy's just tightened up some [1:57:58] of the changes in language and some new offerings and then most of them were [1:58:05] were you know relating to courses that kids are desiring an expansion a little [1:58:12] bit in Fayed with a soccer theory but like the courses for you know and another level of digital digital [1:58:20] photography getting into cyber security just some some interesting courses to help me [1:58:25] and our kids and of course you know with every course that's new you know enrollment will be a part of whether it goes forward but the one that [1:58:33] we actually spent some time talking about a teaching and learning and maybe Randy can share a little bit about this was the capstone Fine Arts just as a [1:58:42] different approach to to the capstone and we do you want to just share a [1:58:49] little bit more about that puppet of students in that area can take a deeper dive so we went back and did some [1:58:55] rethinking about just the capstone concept in itself and said why don't why don't we look at capstone as an elective [1:59:01] opportunity not a required opportunity for students and so we have students that get to the end of a sequence or an [1:59:09] operating opportunity in the department or an area and then it's really an opportunity for them to demonstrate that [1:59:16] learning that they've done over the course of the years through a student design project with a mentor or a [1:59:23] facilitator or it might be a group of students working working together on a project or it could be that students are [1:59:29] simply using this course with the mentor to go do an internship with the business [1:59:35] or with somebody in the community and so the idea of a capstone course being a culminating elective type of opportunity [1:59:43] where students could apply skills and knowledge that they've learned throughout the sequence of courses in [1:59:51] that particular department or their particular area so what we propose is that we'd have a capstone Fine Arts [1:59:57] offered next year as a semester course and students would work on projects [2:00:03] together for that course they would be designing the co designing with the teachers the outcomes of those projects [2:00:10] I'd be available to students in the upper grade levels and if this works out [2:00:15] well and their student interests we could explore down the road a capstone stem my capstone humanities etc but [2:00:22] really just kind of reframing it in the idea of making it an elective pathway for students [2:00:31] we need one of the questions that I had since we met on this before we met with [2:00:40] the elementary teachers and excuse me elementary principals and discussing further you know budget reductions I [2:00:48] just wanted to make sure that the dollars that you have listed in here for the development costs of the of the [2:00:54] curriculum do you feel that you have the resources to cover that yeah we would we [2:01:01] typically have a portion of our teaching learning budget to address the needs of new courses or course changes and so we [2:01:08] do anticipate those being part of that budget each year this totals about [2:01:13] around 11,000 currently and it's a pretty small portion of the teaching-learning budget today okay I [2:01:20] just want to verify that thing I've got a couple questions about the math changes I'm seeing two things we've got [2:01:27] on page two compact and algebra my first question about that is where in the [2:01:33] sequence is that and what's the point is that you have said you know want to say [2:01:41] it strikes it struck us and the committee too is it was hard to follow that sequence but it makes sense I'll [2:01:47] let Randy answer them I will attempt to explain without my buddy mark Carlson or [2:01:54] math dosa here so basically through the new math standards we will be phasing [2:02:01] out a course at the high school called function statistics and trake and that course the content from that course will [2:02:09] be embedded into the other math courses at an earlier sequence so as we went [2:02:16] through the math standards and purchased new materials we're having to reorganize [2:02:21] the math courses a little bit so the flow looks a little different so in the past students would start off [2:02:27] potentially in math six and sixth grade then they would take pre-algebra algebra [2:02:33] geometry advanced algebra and then either FST or AP stats and trig a new [2:02:41] pathway will be math six pre-algebra so that's the same Algebra [2:02:46] one intermediate algebra geometry algebra 2 but there could be an [2:02:52] accelerated pathway for students where they would basically be getting four years of math and three and that would [2:02:58] be through compacted algebra so that those elgyn that algebra sequence would [2:03:03] include a lot more of the statistics that previously was in FST and that will be fused into a little different [2:03:10] sequence in math that aligns better with the standards that the math teachers [2:03:16] reviewed we have visual maps to help understand how the sequence is a little [2:03:22] different than it would be previously and so we've tried to we've begun to add [2:03:27] those to the course catalog so that it's easier you don't have to read through everything you can just kind of see [2:03:33] visually how the course sequence flows but it has to do with standards preparation and trying to get some of [2:03:41] that statistics out in front of when students are taking that MCN so it's not [2:03:49] as if FST was found wanting it's more that the new framework rate [2:03:56] asks different questions and meat has different requirements yeah okay and [2:04:02] then on page 4 we have intermediate algebra and where is this going to fit [2:04:13] in is this is this fitting in for is this filling in for an additional year [2:04:20] of algebra or what's the context here yes so algebra is critical to students [2:04:26] foundation in mathematics so some students so do algebra one in eighth grade and then complete intermediate [2:04:32] algebra in ninth grade students and compacted algebra would be getting all [2:04:37] of that algebra in one year eighth grade so that would be an accelerated version of that and so what [2:04:47] what does the math progression look like in in high school there's usually three tracks right so I don't have all of that [2:04:57] sitting in front of me but so students would if they were accelerated through [2:05:04] compacted they would take geometry and then algebra two and then go into other math electives from there otherwise they [2:05:12] would take intermediate algebra in ninth grade then geometry then algebra two after that and and where does stats come [2:05:22] in stats will be embedded in that math sequence instead of this being a [2:05:27] standalone that FST function statistics and trig will be embedded in that [2:05:33] earlier sequence is there any way that we could see a graphic of that sort of [2:05:39] the track absolutely accurate we're gonna you're updating the the math sequencing so right now we just he needs [2:05:48] to go in and fix some of the so that it's easier to understand it doesn't it'll serve you well it sounds when we [2:05:55] were talking the other day it sounded like there's just different ways that we can we can a student who's coming out of [2:06:03] eighth grade algebra could wouldn't just necessarily have to go then to geometry [2:06:09] and then to algebra you could do it use this correct Randy you could do algebra eighth or eighth grade algebra [2:06:16] and then do the advanced algebra in ninth grade and then do geometry in tenth grade and it gives some the kids [2:06:22] some more options and flexibility because I think there has been you know sometimes there's that leap you know [2:06:28] where you take a year off of algebra and then you go back to it and there's you know for the kids it doesn't always [2:06:34] align so anyway it's just another way another option for our kids to go [2:06:39] through the system which I think actually hopefully gives them a better experience because it can follow what [2:06:46] their needs are and not a longer path through math not longer no same pathway [2:06:51] to get to know this or multiple calculus to throw at winning I did have a question about this [2:06:59] idea that's just been bantered around a little bit of it putting some courses out every other year to try to get [2:07:05] bigger class sizes in in those courses so keep other classes having to feel [2:07:11] that pinch and I'm just wondering I don't know if John is for you or Andy who would be in charge of sort of [2:07:17] picking which courses than which years is that is that your level is that at [2:07:23] the high school administration level or at the department level to try to to consider that idea and see if it's worth [2:07:28] merit and given areas altima the Andes [2:07:34] in these decisions along the collaboration of those departments thank [2:07:39] you and can I get back to the capstone [2:07:44] arts I am looking at the curriculum [2:07:51] cycle and seeing that Arts is scheduled [2:07:56] for the fourth year of the review cycle [2:08:02] next and in 2021 so I'm a real eyes as [2:08:08] we talk as a as a group we don't like to make changes to curriculum sequences so [2:08:20] that so I think that that schedule is that from policy from the policy this is [2:08:26] policy okay so I I apologize because I think that that schedule needs to be updated they're actually in review this [2:08:32] year k-12 art and k12 music are in review this year to be implemented next [2:08:38] year yeah okay so I apologize we'll make sure that we get that policy diagram [2:08:44] updated so on the capstone Fine Arts is [2:08:50] that a potential lead in to eliminating the capstone graduation requirement yes [2:08:57] that that's probably a second needed board discussion topic around capstone [2:09:03] is to you know if we're gonna go the elective route then do we just take that off as a graduation requirement okay so it's a [2:09:10] potential direction and and can you continue to have that discussion and [2:09:15] we've delayed it by the graduating class and then the next graduate in class so I think it's Randy just brought it up as [2:09:21] something to discuss as we go forward and board and as we're discussing at night and we're discussing the concern [2:09:29] about small class sizes and I look at the way that that this is structured in [2:09:36] almost by definition is going to be a small class so I want I was wondering if [2:09:43] you could speak to that so it has to be viable to run and they could could very [2:09:48] well possibly be that it's not viable the first year you know hopefully the second year we would have to see but we [2:09:56] certainly would have to hit enrollment numbers to be able to offer it just like any of the new courses or any of our [2:10:02] existing courses sometimes we're able to collapse courses together to be able to [2:10:07] run them for example we might run Chinese for and Chinese five together if they're lower on the enrollment so that [2:10:14] we can run both of those courses so sometimes we do that and we do that when it works with the teacher so that we can [2:10:20] still offer him to a mere spoink it might be that some of these Capstone's [2:10:27] are offered every other year if they're low enrollment that might be another way that we could get to the enrollment [2:10:32] capacity I think it's a good question I think it also lends itself to a lot more [2:10:37] flexibility because it is project-based and the students will be outside of the [2:10:42] classroom working on their own for the vast majority of the time if they're checking in with a teacher once a week [2:10:50] or however it's monitored maybe the teacher is teaching both this class and [2:10:58] has five capstone students and then she works with her capstone students within the confines of something else that [2:11:04] she's doing so I think there are a lot of ways that you can organize this outside of the traditional one teacher [2:11:12] it's a thirty student ratio and I think that's what that's the exciting thing about this actually is being able to [2:11:18] offer some of these experiences within and just being flexible and creative [2:11:24] about it which is something that I really appreciate that both Andy and Randy came up with this [2:11:30] and put forward so thank you all right great I think that completes the [2:11:38] questions on that next is legislative action committee Randy I'd really like if you could stay and do this presentation too so legislative action [2:11:49] committee is Ellen and Owen looks like you I think we talked about this at the [2:11:54] work session there oh sorry [2:12:02] we have members in our audience from our legislative action committee I don't [2:12:09] know much about this is pretty well laid out motion of support well it is [2:12:19] discussion and what is in here we had decided I want to just make you all aware we had decided to make a few [2:12:25] changes at the last work session so I don't know if it's necessary for me to [2:12:31] to go through those changes or my committee was it where the language [2:12:38] changes right there were some language changes and then some Morse okay because [2:12:44] this document reflect the changes No okay that's why it so that's why I'm thank you I forget yeah no that's why [2:12:51] I'm bringing it up our committee has not yet been able to meet so we haven't come up with the wording changes to propose [2:12:58] to you all so this is exactly what we saw at the work session it's exactly [2:13:03] what you saw all right okay all right so this will come back next month and you'll have the wording changes will [2:13:10] approve it that sounds great and we all agree this has been great work by the committee yeah all right [2:13:18] policy updates all right so [2:13:24] many of these are are not terribly substantive at this point we've kept the [2:13:31] see it was a student travel one because of consultation with with our lawyer and [2:13:37] so we'll bring that back to policy committee again and continue that discussion so I'll see five oh three [2:13:45] student attendance some some smaller updates a lot of emphasis in here on [2:13:51] parties which wasn't previously a large point of it just a lot of grammar though [2:13:57] just emphasizing punctual and regular and punctual attendance in addition to to not just being away from class [2:14:04] overall we have precise dissemination of the policy but noting that that stands [2:14:09] out to me as as major changes any questions on the student attendance one [2:14:15] I do have a question it's around the verbiage towards the end it's on the [2:14:23] form the form for pre-arranged personal absences and it says students will not [2:14:29] be excused for pre-arranged absences occurring on state mandated testing dates pre-arranged absences on those [2:14:36] dates will be marked as unexcused and I noticed that there was a sub bullet [2:14:41] where it was scratched out which said that students will not be excused [2:14:50] unless arrangements have been made with the stat staff in school so I guess my question is because students are allowed [2:15:00] by the state to opt out of testing how [2:15:07] do we handle a situation where a student has been given permission by our state [2:15:14] to opt out but we have a policy that says you you have to stay in school on [2:15:23] this state mandated testing day [2:15:32] what that section is still in there and so I didn't know I was just [2:15:39] I don't know that testing is the full day so it might be but the policy says [2:15:46] students will not be excused for pre-arranged absences occurring on state mandated testing dates and pre-arranged [2:15:53] absences on those dates will be marked as unexcused so if that's our policy [2:16:00] yeah they're allowed to opt out that's inconsistent yes [2:16:11] I hope that's for that period of time when their testings of the state was right so if they were incorrect or or [2:16:20] obviously there's verbage around if you're testing you have to tell us so you can make it up but it's the people [2:16:26] that have have their legal right to opt out we didn't talk about this at all in [2:16:31] committee I wonder if we ought to take it back to to revise it then what do we [2:16:36] do about those kiddos because it does sound like it's a contradiction yeah we didn't appendix we didn't look at it [2:16:42] very closely we can we can still bring this for action in a month if they merely remove so do you what would you [2:16:50] be recommending that they not be required to be in school during the [2:16:55] testing time I don't necessarily have a recommendation I could just see a parent [2:17:01] if the if they're planning and opting the kid out of the test and the test is taking all day or whatever choosing not [2:17:08] to have their kid to go to school that day and then to see this the school saying well that's unexcused I could see [2:17:15] that being there's a conflict there I don't necessarily have a recommendation I just think it's it's an aspect that [2:17:22] needs to be taking a look at because I think it's an issue that probably hasn't really been an issue until fairly [2:17:29] recently or come up that often what I'm just seeing hearing is that it's an [2:17:36] inconsistency and we just ought to rectify that and everything we ought to just work the language out and with that [2:17:42] said I think that what you're only singing on the forum you're not seeing anywhere else in the policy is that [2:17:47] correct correct it's only on the forum okay so I wonder yeah I mean it's it [2:17:54] could be something that I can take back and modify this language and you could move the policy forward the board's more [2:18:01] comfortable bringing it back to me that's my - it's gonna come back next [2:18:06] month and so right so if you can make a change it's a good catch it's a good [2:18:12] next sense all right so then we order the 200 series we have conflict of [2:18:18] interest criminal and civil action involving the school district school board member development board [2:18:23] committees out of state travel by school remember and school board representation not [2:18:28] terribly substantive changes to any of those there's a small reference yep [2:18:35] board yeah very small references otherwise good okay great [2:18:47] Thank You Amir we are moving on to action items the first item is the [2:18:53] world's best work force summary report and I get a motion to accept the report [2:19:04] so Randy are you up on this one Donna so I think that there is a this [2:19:12] was gone over in some detail at the public hearing this is kind of an [2:19:18] opportunity for the board to ask questions because the public hearing was more of an opportunity for the public to ask questions also just to clarify the [2:19:26] report is the is the report that that Donna will send in to the state and the [2:19:33] presentation that we did for the community was a PowerPoint presentation done with more visual aids to illustrate [2:19:40] what she has written up here in the report so this doesn't have the the pretty PowerPoint that was what [2:19:47] something the community may have seen at the presentation that's all I wanted to clarify maybe we'll just start with [2:19:54] questions cuz unless you have some overarching nope all right go with questions Owen did you [2:20:00] I do the first thing is I'd like to talk about the third grade literacy this [2:20:08] course and I am I am a little bit concerned about what's happening here [2:20:14] this is one of the key metrics of the district and we went down four and a [2:20:20] half points in one year on students hitting projected growth targets with [2:20:26] the maps math scores and then proficiency on the MCAS across all [2:20:31] groups who went down seven and a half percent and I think that's eye catching [2:20:36] and as the board think we have a responsibility to ask why ask what we're doing to to arrest [2:20:46] this I poked around and I heard something about that we're teaching with [2:20:53] a new curriculum Lucy Hawkins is it and did I hear anything about that okay so [2:21:03] maybe could could you give a little background to why you think this has [2:21:09] happened I think it'd be interested first in hearing that and then what we're doing to remediate this Thank You [2:21:20] chair Michelson sorry about that so when we did get our third grade results we [2:21:27] did you know immediately recognize that this was a significant drop and in [2:21:35] working with Caroline Linden went into kind of investigation mode to try to [2:21:41] figure out well what exactly is happening here in part we can tell it's a system-wide effect it's happened with [2:21:47] every student group and you know mostly in every single building there's one [2:21:54] building that maybe didn't have as much of an effect but we have been really digging into that we've been looking [2:22:00] very closely at the whole materials [2:22:05] what's perhaps needing supplementation in regards to the learning that those [2:22:12] kids got as in particular first and second graders because we did somewhat [2:22:18] expect an implementation dip but we expected it last year and it happened we [2:22:24] expected at the prior year and it happened last year so you know when you [2:22:29] do large-scale implementations of new resources coupled with new instructional [2:22:35] strategies you tend to see these kinds of things however you know I don't want [2:22:42] you to think we didn't take it serious we are very very serious about it we are focusing a lot of efforts on [2:22:49] identifying who the kids are and what their needs might be to try to supplement and make sure that they're [2:22:56] growing the way that they need to for their fourth grade shot at the next MCA [2:23:01] we we sort of knew this in January last year when our winter maps came in and as [2:23:10] you know one thing that we use the winter maps to do is to predict how we might perform on the MCA so we knew in [2:23:18] January there was a little bit of an issue mid year and we mobilized our [2:23:24] Tulsa's got out and spoke with teacher teams using the Minnesota Department [2:23:31] described ters as a way to try and align some of the unit work that they were doing and we actually saw almost a 5 [2:23:39] point % increase in performance than what we projected so we we do think that [2:23:48] these are some there's some problems we can solve and we're kind of going after [2:23:55] it very proactively so not a surprising thing to see again when you do a [2:24:01] large-scale implementation with new resources and new pedagogy just a lot of [2:24:07] complexities to that whole whole thing so anyway and I don't know if Andy or [2:24:13] Randy wants to add anything to that I just add that another thing we're doing [2:24:19] this year's we're meeting with the principals with our teaching learning specialists and we're trying to identify [2:24:24] what our needs specific to your building that you have and how our teaching [2:24:30] learning specialists can support the principals at that site and that conversation is heavily based around [2:24:36] where their data is at from last spring and so we're working from that I'm [2:24:44] seeing that at the last paragraph we're intentionally quoting the document [2:24:50] administered administering a mid-year map test all students the results will provide a way for us to see where [2:24:57] alignment issues and additional supports may be needed when is that test going to be administered [2:25:03] so at the elementary sits in January okay yep as the board could we get a [2:25:09] report on that we can certainly aggregate out our winter map results and [2:25:17] we we we have done that in the past so I don't think there's an issue with that okay because I think it'd be pretty [2:25:22] important for us to be able to see that see what we're going because these are pretty concerning figures and definitely [2:25:28] going the wrong direction and I think it'd be very good for us to see that we're arresting this and we're moving [2:25:33] the right direction you know there's quite a bit of back chatter and some of the circles I'm traveling in about what [2:25:42] we're doing with dyslexic and early reading intervention and that we could do more with interventions with [2:25:49] orton-gillingham and there's I've heard quite a bit of anecdotal evidence that there are kids who are not being served [2:25:55] just today we heard that groves largest constituent population what for [2:26:01] community draws from the most is from Edina and I know that I know anecdotally [2:26:07] a lot of people go up there and so I'm a little concerned are we not getting these are we not pulling out our kids [2:26:15] who have true dyslexia we've got the fast test that's being administered and [2:26:20] I know that a number of people have made proposals that we do more to pull those [2:26:30] kids out who have discerned reading difficulties and give them more full [2:26:36] time attention rather than kind of mixing them into the general population population with the balanced literacy [2:26:42] approach and for a dyslexic kid the balanced literacy just doesn't cut it [2:26:47] they're not going to really learn how to read in that context and I'm just wondering if these numbers are [2:26:52] reflective of that and we are getting a different kind of cohort of students coming through and so maybe I don't you [2:26:59] know and I can't remember the sub segmentation of the of the slide that you showed us there's two separate [2:27:05] slides it's about eight different groups on each slide but they all went down except for two so I think I'd be [2:27:15] interested in can this discussion about how this might be relating to our dyslexic population if [2:27:24] there are kids who are not dyslexic or struggling with us too so I think it [2:27:30] invites an ongoing discussion other [2:27:38] questions all those in favor of accepting the [2:27:45] world's best workforce report say aye aye any opposed motion carried next can I [2:27:51] get a motion to approve the legislative legislative action committee and bylaws [2:27:57] so moved [2:28:03] so Ellen these are prayer the same as we saw last month yes these are exactly the [2:28:09] same as you saw last month are there any questions all those in favor of [2:28:17] approving the legislative action committee bylaws say aye hi they opposed motion carried [2:28:23] can I get a motion to approve four policies 205 206 and 209 so moved second [2:28:29] hmm all right yeah so 206 is updated [2:28:34] actually even since our committee meeting with an attempt to to respond to [2:28:39] your point of our message community at open forum versus the agenda times merely says the agenda items are equally [2:28:47] applicable to open forms Lenny does that mean your concern it is that yes okay no [2:28:55] other updates are there questions from other members of the board all those in [2:29:01] favor of approving board policies 205 206 and 209 say aye aye any opposed motion carried we are on [2:29:10] to information do we have an end where also we will get the committee reports [2:29:16] any superintendent information [2:29:21] if dr. Schultz could address the demographics study that's in our information portion thank you [2:29:27] particularly since we're coordinating that with the city of Medina so as I [2:29:32] think we talked about in the work session a couple of work sessions going at the enrollment one of our [2:29:38] recommendations was to conduct a demographic study using state state [2:29:44] demographer he is a Reinhart state demographer anymore she's retired state demographer to do a democratic study of [2:29:50] the of the school district the city of Edina is also interested in that same [2:29:57] kind of study so working with Scott Neal the city has agreed to pay for half of [2:30:03] that study but then it'll be extended to the full city of Edina since some of our boundaries don't include school [2:30:12] boundaries don't include the city boundaries so we participate for us yeah [2:30:18] correct and then and then we will present this study to a joint meeting between the board and the city and what [2:30:26] type of timing do you see for that they [2:30:34] said up to three months and so I'll content that October data to [2:30:39] them and by the end of October there's a lot of history it's not just October 1 [2:30:45] enrollment there's a lot of data and so I will check in with him I'm gonna give [2:30:52] him a little bit of time and then checking in with them but they said within 90 days in the study both involves look at enrollment demographics [2:31:01] birthrate mobility but also includes a look at housing too so I'm a two-pronged [2:31:09] approach Thank You Sara yeah and I know that was part of four possible recommendations [2:31:15] from when we last talked about enrollment back in October and so I'm [2:31:22] wondering so the demographic study obviously we're moving ahead on what about the other things that have been [2:31:30] recommended like facility capacity study class size guidelines we were going to [2:31:36] talk about that and but then more one of the ones that I am concerned about is a [2:31:41] district census within our own information system so under that the [2:31:47] data that we have internally is up to date and also wanting to do some kind of [2:31:53] a follow up with enrollment from last year to this year particularly with [2:31:59] students who chose to leave the district who were on a roster last year and aren't this year getting an actual [2:32:06] individual you know report from them as to why they left so that it's everything [2:32:11] from my we moved as a family but really digging in deep to our enrollment [2:32:19] I've been looking back at the reports over the last well I went back to 2010 [2:32:24] is as far back as we can go in board book but looking at all the different reports and the analyses that have been [2:32:31] in those over the years and looking at projections even which we didn't have in [2:32:36] this years but you know looking at the projection for this year it was meant to be even higher than the 93 that we keep [2:32:43] talking about so I definitely want to make sure that internally we're doing [2:32:48] some things and request that we do a follow up with families that chose not to return to the district this year just [2:32:55] to start to get a gauge as to why our enrollment numbers went the way that they did yes I should actually have that [2:33:05] I need to obviously review it and have some time with it but I should have it [2:33:11] in the next week or two I did check touch base with them last week so and [2:33:16] there is no cost to that one that study and then the the last couple haven't [2:33:23] done anything with that yet Sarah with regards to following up with with other families and then the so we'll work on [2:33:31] that was that what was the one right after the facility study though since [2:33:36] all the class class size yet mean by size made like yep assuming it that that will come that discussion will come but [2:33:44] it will done yep I guess as a board member my concern is that we had projections and you know I [2:33:52] just charted out you know where our enrollment has been and to see that you [2:33:59] know our enrollment is down the lowest it's been down you know it's lower than the last four years so you have to go [2:34:06] back to 1314 to see this enrollment numbers so I'm just I want us to again [2:34:12] back to budget back to classes all the things that we've talked about tonight to get our head wrapped around why and [2:34:18] going forward because I do feel like we're put because of this change we're [2:34:24] put in a bit of a reactive situation and in terms of the way we're having to look at some of the budget cuts and like I [2:34:30] said I really do appreciate what our secondary teachers our administrators were able to do but I think their jobs a [2:34:38] bit easier to do that with with the way that they do classes I'm very worried [2:34:44] about what could come back from our elementary principals because they're just locked into a different system in [2:34:50] terms of areas to cut and so I want us to be thinking bigger picture in terms [2:34:56] of the budget and looking at cuts and putting more things on the table I think [2:35:02] we would you know do a disservice to the community if we don't think bigger [2:35:07] picture with where we're going with some of these things because this enrollment is it's an unusual dip it's a bunch sure [2:35:16] why we didn't necessarily see it coming but I mean if you look for four years we [2:35:22] have not had enrollment this low so I think we have to better understand the [2:35:27] why behind it but then we also need to think about where we're going with [2:35:33] budget cuts because we don't want to exacerbate anything that would continue that enrollment trend you know and I [2:35:41] think we mentioned this a little bit mirror you know and talked about calculus many times but I think there's [2:35:46] lots of different things that if we have to cut them permanently we would we [2:35:53] could potentially lose more students or exacerbate those those trends but you know if their [2:36:00] population trends that we'll find out from hazel Reinhart there's that too but I just want us to get go much more [2:36:06] global on this and hopefully not be in a reactive situation that may not be you [2:36:13] know good long-term variables per [2:36:19] enrollment are there are a lot of them so going global you can't just look out we just can't look at the facility study [2:36:26] we just can't look down glass sighs man you got to look at that everything you listed in the big picture all right [2:36:36] we're gonna do committee reports there do you have a quick 30 second overview of teaching and learning I think [2:36:42] actually we've covered a lot of teaching and learning tonight already with all the reports and different things that we're doing the only thing I would add [2:36:49] is that with pre-ap 10 there's going to be a survey done within all the classes [2:36:54] and then we're waiting to hear a report on how we will do embedded honors in [2:37:00] pre-ap 10-4 second semester and I believe that'll probably be part of our report in December on December 6 when [2:37:07] Randy comes back to us with that all right I'll do the quick finance update finance we talked about long term [2:37:14] facilities that comes up every year to approve and so we're taking a look at [2:37:20] whether we might be able to move up the timeline for some work at the Normandale area another item we talked about was [2:37:28] the potential for solar panels mmm there is a possible opportunity that's being [2:37:34] investigated and we'll get more information and feedback on that and the last we talked about our favorite topic [2:37:40] which is TIF and it was just a matter of sitting there saying that we're gonna [2:37:45] take a look as as a Finance Committee at any TIF proposals from the district from [2:37:51] the city sorry we don't have to probability and that was kind of the highlights from Finance anybody else [2:37:58] have anything they want to put in oh I was wondering if there was an update on the success measures committee um I know [2:38:07] it came up a little bit tonight so have you guys met again since we had our had the discussion back in October so we [2:38:14] haven't met because the consensus was to wait for the strategic plan that was the [2:38:21] direction at the work session so no all [2:38:29] right any other questions in the offer I just wanted to on behalf of the [2:38:35] Communications Committee Lenny and Sarah to thank both John and Steve Buettner for putting the meetings online I really [2:38:45] appreciate it and we came to you guys probably just about two weeks ago suggesting it and you guys turned it [2:38:52] around very fast and I really appreciate it and I know a lot of people in the [2:38:57] community have been very thankful because there are lots of people that can't make it here so I really appreciate both of your 417 viewers [2:39:05] right now 17 we're trending in Peru [2:39:10] actually all right anything else we have [2:39:16] completed our agenda is there any objection to a journey hearing none we are adjourned thank you everybody [2:39:22] Thanks