all right welcome everybody I'm gonna call the meeting to order we do of a quorum this is the Monday April 9th regular session of the dynasty Lord I do welcome our crowd here we've got a nice group of people and with that I'm gonna have John quickly go through the agenda for us okay for tonight we have under the consent agenda we have up for some personal recommendations it's that time of year when we start making those those recommendations the school board meeting dates for the UT 19 scooters also on the consent item for reports and discussions we have our third installment of a series on personalized learning from the elementary a perspective for action tonight we have 2018-19 budget the preliminary approval of the budget the budget of course is approved in June as some other things related to construction Creek Valley lighting replacement we have instructional size guidelines a discussion and action to approve those policies to approve and then information relate to enrollment staff recognition they do have some students here from obviously we have student don't question you guys are from where I know I know that what class in what class government government oh you were talking the teacher okay government all right well welcome can we give our students a round of applause for being here all right great great place to watch government unfold so um that's it okay you need to make my motion I think Sara have you got a couple motions I could add a couple things I believe that we have a consent item that we need to add under it's another one of our non-renewal recommendations I could add that mr. chair I also have a clarification one of the consent items may be actually an action item and that would be for our robotics team trip it's indicated on my paper that it's an action okay would you prefer that we put it there that'd be great if I could add that a6f approving our Dana FIRST Robotics team we just found out that they're going to the world championships which is very exciting we also have an additional action item which would be six Jiji and that is our Edina Community Center re-roofing bid that came in and then lastly I understand a mere that I believe we're gonna table policy 903 this evening so if we could table that for now and that's all the additions and changes for this one but can I get a second to that motion any questions so all those are approving the motion to add a consent item for a non renewal approve of Robotics under action approval of reroofing under action and tabling 903 say aye hi any opposed motion carried all right next can I get a motion to approve the minutes from the March 15th work session the March 19th regular meeting and the April 2nd work session get a second are there any changes to the minutes all those in favor of approving the minutes from the March 15th work session the March 19 regular meeting and the April second work session say aye okay any opposed motion carried we don't have any listed staff recognitions we do have a staff recognition that came in via email for principal Chris Holden from the elementary school we received an email from teacher Roland Talan commending superintendent I Sabrina I just gave my promotion principal Holden for his work at Normandale and that covered we go on to hearing from members of the audience again every week we give you every month we have hearings for members of the audience I want remind people that we do have a 6:30 session this month we did not have anyone signed up for the 6:30 session so for the seven o'clock we've got three people signed up and actually four people signed him and I would request that people keep their comments the three minutes or less any comments about individuals within our school district and with those general guidelines I'm going to start to call people the first person would be Dietrich Nissen not here all right next would be Rob Parrish welcome so first of all it's the audio and visual system working this time we hope so okay super um my name's Rob Parrish I have four kids in Edina school district mom in high school - it south of you and one at Highlands I originally requested the opportunity to speak to you today because I sent three emails to the superintendent and all of you and requesting a response and no response was forthcoming from any of you I figured all the the superintendent in all of you would be here tonight so this would be a perfect opportunity to pose my question and make my suggestion on the record I will add that John and I did the superintendent and I did speak today on this topic so I'm just reiterating this for all of you I want to give a little bit of background in early February Highlands School took the third and fourth grade classes to see a play about Jackie Robinson at that play they learned the N word they learned it while they attended the play the N word is a culturally charged term that is no longer tolerated in our society I expressed outrage to the school board to the school but they would expose the children to the n-word at such a young age because they're simply not mature enough to fully understand the cultural significance of this term I received a response from the school of dismissing my concerns and I heard nothing from any of you more recently I received two emails informing me that the second grade children are now freely using the N word about school the teacher excuse me this word that the school taught them this email also informed us that the children and their parents are violating federal hate crime statutes and face consequences under federal statute for the use of this word that is absurd I'll read to you the question as suggestion I sent to all of you and asked for a response from the superintendent my question was is it the policy of the edina school district to threaten children and their parents with consequences under federal law from violation caused by actions taken specifically by the school when I spoke to the superintendent it appears that the answer to that question is yes that does conform with school district policy to threaten elementary school children and their parents secondly I suggested that there be a follow on message to the pre to the two previous messages sent out and that message would explain to all people in the Highlands school dusted in the island school the N word was taught as part of the curriculum lest the public believed that six seven eight nine year old bigots are up for the school boards benefit and based on my conversation with John it appears that the district has no issue with the threats made by the school and in addition sees no causation between teaching the children an word and its eventual use I find that also to be absurd thank you next with next will be Elizabeth Polly I'm here to talk about budget and what and I'm here because that would be contoured to our ball for all message having a community means that parents income would not be able to get there most likely it may still be hard for them to get there and have the lessons every week and I wanted to read to you about what happens to the brain because we just did over certain times about brain science so there is a new room of Meteorology called science and musicians have superior working memory auditorio skills and cognitive flexibility it brings a very more some symmetrical they respond more symmetrically band with some music buried the brain responsible for motor control auditory processing spatter coordination and they have much larger brains with what else is interesting is if you look at the science behind it this program should not be cut or even studied in my opinion because the effects of the brain what we you should be having it should be expanded the brain for children best time to start is prior to age 7 fifth grade is after age seven if you look at your competition for schools which I did look at miss Blake they start weight starts at pre-k Minnetonka's they expanded for three so their fourth and fifth grade so when music is taught to a child it improves their language development there's a small increase accuse the improve test scores the increased brain conductivity and increase medical intelligence counter to lean music can help students excel in science also get C's just expanded a program that started at second grade baby st. Paul and they took 22 it's in impoverished neighborhood and ask them if you wanted to learn how to play violin when kids stepped up and said they wanted to play they do fall in spring nap testings and they study at these 20 kids before this video but we research so I'm really hoping next is Pamela al-bukhari hi I'm Pamela Balabushka ray I'm here to thank Highland school first sending out a letter informing us that racial name-calling we were encouraged to have conversations with our kids about these terms and we were also assured that Highlands and ApS is working in partnership with us help students understand why use these words is harmful they're following policies based on anti-discrimination laws to protect her schools do not exist in a vacuum it's necessary and right that our kids education includes complete information about our history use anything on four generations generations this is not new it's not new anywhere in our country we should be in a partnership with our schools and helping kids understand the history of this word and racial discrimination across the board it's not a conversation to be had at home alone learning opportunities through books the arts plays history classes are all essential in that partnership Highlands believes that kids have an endless capacity to develop empathy for others they are fully capable of learning from mistakes we believe that kids should be shown grace as they learn uncomfortable lessons we also believe that there are lines that should never be crossed racially charged name-calling is one of those lines our family has been at Highlands for ten years pylons has done an excellent job of having thoughtful and engaging conversations regarding these topics I appreciate their commitment to continuing to provide opportunities for kids and parents to learn our community is better off for it I am the mother of a black son at Highlands I know his safety and well-being depends on her schools responsibly handling these issues I fully support Highlands response regarding the situation that completes the audience presentations that's all there's the only people have signed up at this point so next we move on to the consent agenda yeah is there a request to remove anything from the consent agenda otherwise can I get a motion to approve the consent agenda second all those in favor of approving the consent agenda say aye aye a opposed motion carried we are on to reports and discussion we are gonna have a personalized learning presentation Randi are you leading that [Music] [Music] I actually have a old kindergarten student here tonight which is kind of exciting baby's here Genevieve she's a little bit taller well good evening everybody good evening chair Juan Friedman superintendent Schultz our school board members our community members all of you in attendance this evening we are on part three of this three-part series around personalized learning in Edina public schools and we're here to talk with you this evening about some of the ways that that is shaping up at the elementary level and where I'm looking for a slide like to introduce a few people first of all Randi sponsor director of teaching learning public schools I'm joined here by Caity Mahoney our elementary principal from Highlands and I also have Jamie Hawkinson and I left who is a fourth grade teacher at Creek Valley and standing over to the side but soon to join us we have Heather Edom Heather's gonna weigh who teaches fifth grade at Cornelia elementary and Christy our dinger who is that countryside teaching fourth grade and Jen gross who is also second sorry three four sorry house third try and Jen who is also a countryside teaching fourth grade and we also have a student this evening so thank you for being here as well Gina so there's no action required on part of the school board this evening the simply the purpose is to continue our dialogue around core elements of the strategic plan related to personalizing a learning experience for all of our students so there are three core elements that we've been talking about the last couple of months that sit at the center of this model which is really focused on on kids and the first element is about learner profiles and learner profiles again for our community are just about getting to know our learner better than we ever have it's about not only knowing the learner but really it's about helping the learner get to know themselves and specifically it's about their strengths challenges as a learner but it's also about their interests and their preferences as a learner and the more we can uncover those and make those known to the learners the better they can be leveraged in the classroom by the teachers and by the children also proficiency-based progress I'll go back maybe one side also proficiency-based progress is really related to the standards and the competencies that our students are supposed to achieve and and we know that different brains learn a different paces so pacing is a part of that element and then the center element customized learning paths is how we get children to the place where we want them to be so if we know what outcomes they have to achieve in school and we have all this information about who they are as learners then customized learning paths are about creating pathways that are engaging and motivating and interesting for all of the different students that we have in our classes we know that when students leave us we have this profile of the educator of the of the student or the graduate from Edina and I want to point out two competencies in particular because I think they're very relevant for the work that we're talking about this evening and one of them is a globally competent individual when kids leave Edina they're headed into a rapidly changing diverse global society and as part of that they need to have skills and attributes and behaviors that help them be successful in working with a variety of different kinds of people from various cultures races ethnicities they need to understand a variety of things about the world including economics how the world interacts globally in addition to that students are asked more than ever or will be asked more than ever in their career to be able to learn unlearn and relearn and it'll be an essential life skill the rate at which information is going to be generated is going to be amazing it's gonna be so much greater than it is today and the rate at which technology improves is going to be such a rapid pace that's going to be so essential to be a very effective learner to be successful in life and so if they if the element of the future that is required for the workforce is that it's going to require a learner that is a very excellent advocate of their own learning has high learning agency then the question is what are the implications for the design of the k-12 instructional model and that's where we believe the personalization framework supports the development of the kinds of skills and attributes that are going to be critical to their success when they leave our public school system with that intro I'd like to turn it over to Katie to talk a little bit about some of the organizational work that she is leading and helping our team with in terms of ell mantri and personal learning for teachers and kids in a day today basis that's kind of what we're trying to actually put into practice across all six sites and as long as I've been in the district as a teacher and now back as a principal we've been talking a lot about personalized learning and so last year when I came back on board a group of us were able to get together and think about what are the pockets of success they're happening right now and how do we build on those successes so through some work in Milwaukee and now with the Hume foundation grant we are able to think about how strategically we're gonna move this across all six sites so this year i'm janie Hawkinson and i we've we've kind of set out a three year plan and this year our goal was to have at least two teachers from every site join a cohort build an inn build a platform on Schoology so we could share across all sites what's happening and what we're doing and and how it directly relates to what we call our the three P's the profile is the proficiencies and the pathways and so we've done that we've created our cohort we have over 15 teachers representing all six sites and right now we're in an action research phase where everyone is taking something on this spring to analyze and dig deep actually with kids and get messy so that we can talk and learn from them and then we'll move on from there so next year we're hoping we're gonna grow it so that we have more teachers and principals on board so that everyone is learning and we're gonna have some real benchmarks and goals we Jamie and I have done a lot of partnering with the middle school coaches as well because we really feel like they are out in front of us and we have a lot to learn from how they moved the work this year which is really exciting for us so I I'm really excited to for you to hear what's actually happening because that's that's the exciting part for us is that this is happening and how do we just make it so that it's the way that we work and the way that we talk and yeah so one of the ways in which we are looking into digging deeper into how students are understanding themselves is to provide them with opportunity to learn about growth mindset to teach them the tools and skills to properly reflect upon not only their learning but also what it is about their learning that they like what how is it that their interests are providing more engagement throughout the day and so they become more involved in the learning process but in order for us to really know about our students we we do have to ask them what do you know about yourself and we as teachers really pride ourselves on getting to know our students because the best way for us to inform our instruction is to know our students likes interests what really makes them go every single day and what what is really hard for them in their day and so I brought Gina here to talk a little bit about a couple different things show first answer a question about her learner profile so at Creek Valley as you know we're a leader in school and so we have leadership binders they're also a place that we has a lot of our data and so I got the kid throughout the year to reflect upon their own learning interests and styles and places even though we do not have our new furniture yet at Great Valley and our our new spaces I ditched desks a few years ago I went to tables in a flexible learning space so how do you feel about your learner profile what did you learn about yourself from we do have an extensive what some of you saw that but it's not as extensive that they can't gotten first grade little bit how do you feel about or what did you learn about yourself and your learner profile things throughout the day that will help you and things that you didn't notice before that will help you out through the day and that will just make you better learn what about space thanks we'll come back to that a little bit so one of the greatest things about to learn a profile and after we dig deep and we it we allow for reflection and so their learner profile changes over the course of the year and so we allow kids to have time to take a look back and when we talk about conferring come back to that but we are thinking about our learner profiles as to whenever we're informing our instruction and so as we start to inform our instruction we start to plan with our students we start to build our customized learning path and so we have Heather who's going to first talk about her min time over Cornelia with her fifth grade team and how they customized their interests in their hats okay so I will say when time is definitely a work in progress force has changed so it started at the beginning of the year where I was just in my own I think I was next slide there I am it just sort of I was self contained in my class during when I would just have a sign-up sheet and kids could sign up for time slots during the winter to work with me on something they knew they needed help with so it's also being more aware of like what did you struggle with today during your math lesson what do you need more help with but then the rest of the room I just felt those kids are just kind of doing nothing I didn't like it so my team and I met earlier this year we're like we've got to do something but we really want to be more creative and make it more personalized and meet all the different types of learners we have and give them a chance to build on what they're learning throughout the day so during the wind time at Cornelia and I'm assuming it's the same at every building we talked and is our building but during winter that is when our students who need specialized services who ESL services title one teacher young scholars they're all pulled for what they need during that time and then I'm left at the group of like 15 kids in my room okay and so what we've decided to do in my building and it's been working fabulously we've had so much fun with this we have several different rooms and options for kids so one room right away we make sure kids understand that your first job is to be a student so your job is to make sure you understand what's going on in school during the day you understand a concepts were trying to teach you and you're supposed to keep up with your work if you aren't understanding something that's going on and you know you need more help we have the work rooms so there's one teammate of mine her rooms always the work room it's a quiet room they go in there and the teacher that's in there and sometimes there's also a pair that comes in and helps out they can go and talk to her and sign up for time to work with her on the concept they're really struggling with so that's the work where they go and they work on their homework that they weren't able to do last night for whatever reason that's the quiet workroom they can get any support or helping you from that teacher and if that group tends to be really big we do push another teacher in there to help it hasn't happened yet swingin once another room right now my room is the tech room and they're not just playing on computers the whole time they're not going on a prodigy and playing prodigy for 45 minutes I am teaching them tools that they can use later on to show what they know and what they've learned in class so we have been doing things like learning how to use a green screen so they can create they can recreate things that we've done like when we read tuck everlasting they recreated a scene from Tuck Everlasting they acted it out they got the scenery in the background it was really cool they do little bits where they're doing connections and learning how to make a light go on or sound let's go on or fans go on one girl she made a massager it was great she told me to test it on anyone yes we're doing all different things it's learning how to use technology in education like how can you use it to show what you learned what you know even simple things that we take for granted creating hyperlink I teach them how to do that in that class so there's a lot that's the kind of tech I'm talking about augmented reality we're doing a lot of another room is a bulletin board room which probably sounds really simple really silly but you would be surprised how much research goes into that bulletin board and put some examples out there this is a main case in our building so if you come in our first hallway right there I was at her cafeteria that was at happy pi day they wrote them a bunch of facts about the number pi and um how it started and what the numbers are what it could mean and then they go through and there's another one there says who's that corneal each week they I'm slightly a different student they interview them these skills of interviewing and writing and writing questions and they're writing up the answers and then putting it up these are great skills that they're learning research writing interviewing so they're doing that they're creating which is great for those kids who really like the hands-on another one is the readers theater room which again these are changing soon because we're like okay we've done this for a while but readers eaters been the past couple months where kids are reading stories and then recreating the story so they read fairy tales and then they wouldn't recreated them as fractured fairy tales and then they teamed up with my tech room kids and my tech room kids created the background in a green screen and they did the scripts so they're writing the scripts they're acting it out it was so much fun to see and then the last thing we do and right now pretty much only my classes because I started this the beginning of the year they can volunteer so I'm going really fast I want to give her an officer time but we have a fantastic population that Cornelia it's very very diverse and we have a really high special ed population that doesn't always get to interact with the regular ed kids so they're usually in their own PE time their own music time and so I have kids who will go and if you see on the bottom left picture they will go and they call it like run club or craft Club and they go and they plan the games they got any materials they need for these games or for these crafts and actually there's a mountain here heard Sun dust craft club and they love him like he goes and he does these crafts with these kids and it's like the highlight of the DCD kids day like they love playing with the big his they see throughout the day so they go and volunteer sometimes they go volunteer and like a kindergarten or first grade room and they're reading with kids or they're helping them with their math which again is great and it's helping everyone it's not just helping little kids helping the older kids we're doing it - it's just reinforcing the stuff they've learned throughout the day so that's what we've been doing with win at Cornelia and it's been I mean we've loved it the kids have loved it is definitely not feeling like we're wasting 45 minutes a day it has been huge for us just love the excitement and I want to backtrack a moment because I got so excited about Heather's win slide that I forgot to tell you a little bit more and so how does really where we as teachers get to sit down with kids we get to talk about what we're gonna plan and we get to create this path in a different way so we prepped together we plan together we organize their ideas and their thinking where we reflect on their voice you know different choices and putting it there their interest levels and then most importanly from the teacher side we become that guide on the side and we start to reflect with them on their choices and encourage them to always be doing their best in their learning so that might look like so next we have is it you yes Katie I think that's Katie so as you guys are just another part of the pathways that we wanted to highlight today is you know we've many of our buildings have had their collaborative learning spaces developed Creek Valley and Highlands is not quite yet but we're super excited to have them so here's just a couple pictures of what other collaborative learning spaces look like around the district and then if you go to the next side John no keep going so at Highlands you can kinda see where we started years ago and then the staff decided to take all the computers out and create a makerspace or we call it the makers lab and so that's what it looks like right now and I can't wait to add the third picture next year when it finally happens and have our new collaborative learning space and so part of the excitement around all of these learning spaces and personalized learning was a grant a grant through the Ed Fund that happened last year and continues to happen with their support around makers my set and makerspace so that how can teachers combined the standards of science math engineering technology and do some really innovative cool things with kids that just engage the learner so Highlands has been really deep in this work with our Media Center our meter specialist Kip Dooley as well as all the other buildings as have because of this help from the ED fund so if you keep going John so here's just a couple photos of different opportunities that we've done very similar to what Heather just talked about with her Learning Path ours kind of wrote kind of comes through the makers lense and we just have had different opportunities like making Mickey and Autobots and we've had sewing and if you just keep going John I think I have a bunch of pictures here of just kids experiencing different opportunities in the makers lab and there's just so much about creativity and learning now that we are just really excited about in elementary so we wanted to highlight that path and now we're gonna highlight countryside and I think math so we as a part of this cohort that Katie and Jamie we're talking about this year John and I got together and along with another co-worker who's not here Kate and we talked about being a country side we have CP and neighbourhood classrooms and try to think about a way that we could use personalized learning to tie some of the programs together so we we went with language arts so we're trying to partnership between gifted and talented fourth grade neighborhood and 3/4 CP and using state standards under benchmarks and language arts to try to come up with ways for students to customize their own paths for learning so I'm kind of going with that if you can click on our there you go magically doing that so if Annie was talking earlier about students creating their own path and advocating for themselves so we decided to start with more of a blank template to help students customize their own learning so we also decide we're gonna try to do a little mini pilot or action research that we're part of the cohort with Katie and Randy and we just finished a book club in our class if you go to the other or the other link on the main page we talk to our classes about four elements of personal learning voice choice evidence and reflection and I created just with the class and they needed a little bit of guidance for creators the first time we did it but the first three options on each power standard about character studying in inferences and students helped me create that and then they were allowed choice in their project and now they are in the middle of showing their evidence and hopefully next week we'll be reflecting I think yes I mean just with this being our first time pin following this um I was just trying to see what happened and my entire class nobody chose to work with me the AH fellows I was taking a personal thanks I was partner work or independent work but then as they're kind of all I was helping I'm petting them along they all of a sudden four or five boys and girls were they had no idea what to do and then I said hey do you want to work with me yes yes when I finally came down to it they realized what they knew it was interesting how it just kind of happens what building on that template to start with we've had to be really fun for a thought and then show the kids different costumes what they thought of as their personalizing their learning too and see if how many of them tied together they're different so our goal next fall is out and so we're five of us are gonna read the book together do sort of shared learning activities and do this as a shared class experience and then we have differentiated chapter books for students to pick a book that they're interested in and then to kind of go off and try this personalized learning path on their own so that's our goal to tie all of us together next fall one of the ways that they were talking about what their their pathways we looked at how we can embed our curriculum because we have such amazing curriculum that we've started to work with over the past few years that with the making mini curriculum we've started to build pathways with units that are a little bit more open to interpretation such as poetry and inferencing with fiction and so one of the things that we're working on now and this is one of the things I wanted to ask you know about is that we have what we call half 2s Ken dues and we have things choice so sometimes there are things where we as teachers will say this is something that we really need you to show us that you can do we tell us loaded about what seminar might look like seminar is where the whole class gets together with the teacher and then we just talk about what's gonna happen so if you have any questions you can ask them and then the whole class can just learn about it and you can just kind of go off into you might there be a mini lesson involved in that seminar so say we're talking about making inferences with illustrations and we might have a quick mini lesson maybe it's five or ten minutes if they're students who still wanna continue with that they can stay up front with the teacher they can go to their Ken do list and they can start to work on something else that on their own independently they can work with a small group they can choose a space around the room they can work on something else that they were working on before and then come back to it and so they kind of they start to manage their time and they organize one of the neat things about the pathway that they're working on is that they have to confer with us multiple times they confer with each other they have a peer they have a partner that is a reading partner and so they sit down with their reading partner they'll make a plan how are they going to meet what we're asking them to meet in a specific unit and so if you scroll down on this one it will go all the way to some of the standards that are addressed within that unit and so we've hoc openly about the learning targets the icons statements of what is expected that what are your teachers supposed to be teaching you at this time and the neat thing about the language arts standards is that most of them are they're sequential but say you're doing third fourth and fifth you can extend the learning even when you're teaching a fourth-grade standard much at a higher level or lower level as needed and so that's we start to talk about that and then they make a plan with us as we're conferring so we sit down and we do goal-setting mini conferences of sorts what's your favorite part about having that option of choice of how you show what you know with your when we're making our pathway plan and we're setting out on course on your goals with your favorite part about that but you can just like make something that shows how you know the standard and it's kind of like your own way of doing it which is a little bit better to do because you get a show how you get to do it and so you could demonstrate your learning in many different ways could it be an assessment yeah so sometimes it could be an assessment we do as students would choose to take a test versus make a presentation or demonstrate or just orally tell us what they're thinking so pretty neat and then we also do pathways with math as well and one of the reasons that we wanted to show you this pathway to show the new things that were this moved into our proficiency based learning you know how are we measuring what students are knowing if we're allowing them to choose more along their path we're constantly Rio dressing the standards redressing the abductive and the learning targets throughout the unit and conferencing one-on-one with students or in small groups to really think where are we at and how are we moving forward and how are you progressing and then one last question for Gina is when we're tracking in our data binders and our leadership binders you have the opportunity to share your standards mastery with your family at conferences will you talk a little bit about that for us so when you're tracking stuff in your binder it shows the improvements you've made through your first spelling test and throughout it so it's kind of good for your family to know like if you've made progress if you need help on a certain thing and spelling math or anything so they can just know what you need to work on how can we do that and you're starting to see these are the standards that I've mastered so like Green we we often use the master connect color so green yellow red this is the one I'm really confident in and this is the one in my assessments that I've mastered multiple times this is one that's in the yellow I still need to work on that and so they're taking that ownership and when we have that choice time they're able to say I need to work on the standard who else wants to work on this with me and then they'll create their own small groups and maximize their learning in their own space which is really really exciting to see Gina could you tell me what an ICANN statement is I can explain I can do this on my own I can do this multiple times with being the right answer Wow well done you can't do that thank you I had a quick question when the middle school came and presented they talked quite a bit about how the students the end of every class period is self assessment and it was very rigorous and then the students and the teachers would try to figure out what are you using the best time which might more be a middle schooler you self-directed and do you do that on a periodic basis and I'm just wondering how that work from the school level absolutely sometimes it's daily sometimes it's hourly sometimes it's every 20 minutes depends on a day or the subject area in which they're working it is a learning process for students to figure out how to self manage and so at you know every beginning of the year and throughout we are taking time to reflect on have we made the good choices and that's one of the things that we love about that what it's one-on-one conferring or having small group or me sitting in on a peer can conference listening to them talk about how they learn best or where they learned after what they enjoyed about an activity I wish I could say that we do it more often we do moving forward it is always a goal of all of us as teachers to have more time for that specific reflection especially encourage the words I was hearing tell you everything about how you would reflect upon what's working what we do have we bring in more students I think that's that's really the skill set that needs to be happening over this year next year this is so new that almost no matter what you're bringing storm is the purpose is to get to that conversation so I think that's that's really encouraging to hear and also just a follow-up question more on differentiation about about the content to what's being learned not just different pathways learning it but trying to find some some data around how effective that's mean I don't know what exactly it would look like if you're comparing test scores from students that are in this personalized effort piloting a program to those who aren't maybe in a different school or if you're looking at it from students in previous years trying to find some trend there's never gonna be the perfect type of comparison but trying to look do it the academic impact I know we talk a lot about the the social skills the soft skills the essential skills and that's that's something that needs to be teased out as well but of course these are the same school days that we were dedicating to academic pursuits before I want to make sure that we're doing them justice as well middle school as well is how the teachers at a certain point sometimes if a student chooses competency and one way over and over and so I'm sure that's something that you thing at the elementary level is that we still hold most of the control for their students and so we do see when they are making the good choices very quickly and so we try to you know stop it in its tracks if it's you know we don't let it go too far the second that another yeah as far as the learner profiles so for example the group of kids I have I had a very low group of math students at this point in time I had my student teacher sit with them and say here are the standards that we haven't gotten yet we've been working all year you're not passing them and she did she read did to learn a profile with them but asked even deeper questions like who's helping you at home what kind of support do you have at home what are you doing after school and do you want us to get you paper and pencil stuff to do how can we work on it and I'm gonna check in with you again next week here are the different things I miss Edom is prepared for you to work on to get to those standards that you are just not mastering so there's all different ways of differentiating and then there's other ways of making sure they're doing something different you can say this has not been working and I know you know it hasn't been working so what can we do differently so they're actually pretty like there they take constructive criticism pretty well depending how you put it a lot of formative assessment I got a question every movement towards something as a step away from something else and so we've got a clear pathway here in personalized learning what are we not going to be doing in the elementary schools that we used to be doing I guess I see a lot of less teacher talking already I see more collaboration discussion questioning more in higher level of inquiry less paper/pencil rote learning and more creation as well as you know deeper level thinking those are some of the things that I've noticed I mean I hadn't felt like we've taken anything away from the important pieces of our instruction we've only created this this deeper and wider level of engagement where we're listening to our students and answering their questions more so than just feeding them the information mm-hmm I'm heartened to hear that you're saying that you still are involved in giving the kids direction because a lot of kids just can't choose for themselves what they need especially the elementary grades so yeah we definitely do still have most of the believing in that in that room lots of items we're working together with that so knowing that you as a teacher are a partner with the kids but at the same point I mean I know what the standards are that I have to reach and help my students get to that point so how can we work together to get there let's sage on the stage and more guide on the side you said yeah and I also think it's less of like everyone's gonna have the same poster with the same five things on it it's just that everyone's gonna have to research and study a state or a region and that how they show what they've learned about that state and region is up to them but they have to meet these criteria based on the proficiency in the standards but I don't need it to be in a poster like that's kind of the big difference I see and the exciting part I think for kids because I think kids get kind of bored with that repetition of what's in my pocket for ideas and what's in a you know 10 year olds pocket for ideas so that's what's exciting can you please check away just shared a few on Google and so the and kind of show it to the class tomorrow and I opened up and I started laughing because the very first slide said Bob couldn't ride his bike and then the next slide said I bet you thought bob was a boy didn't you and she's like no bob is a fish but she went further that he was a boy like she won this whole thing and she was so excited about it and it's such a great way of showing the she Anderson and Princess and I've never seen that before but she took total ownership of it and she did in a totally different way it was so much fun to do and you know I just think along the lines about assessment and about achievement I think we mentioned it here about what you like half twos versus watches and I think that there's always gonna be half news there's always gonna be ways kids have to show us what they know and kids know that and accept it especially when they have choice on other things it just is a better partnership with with the learner so I think now a mentor II school there's always going to be ways that we still control and have to manage our classrooms so that it's a safe and you know it's a safe learning space but this is just this is exciting because what ways can we allow kids to have voice have kids have choice and I think it's I think teachers are excited about the opportunity for the partnership so I said a one quick question so the conversations been great is kind of revolved around the concept of choice for this entire presentation so I'm your talk a bit about standards and making sure those are met I won't mention a little bit about what do we give up for what do we get and so when you think about choice you don't have to answer this now you can if you feel ready there's like circulating but if you had when ever you shift an approach whether it's in teaching or whether it's in business or any discipline different resources need a different approach in a better way so what would be the number one a resource you would give up today that's slightly an quitter doesn't apply to the new approach and what's the number one resource you wish you had it to deliver on this coordinated approach to personalized learning across the schools so again that's that's a deep question you can think about that and come back to us but I'll be here that we're doing strategic plan this year I want to make sure that we all want make sure you have the resources you need but if they're making lots of choices what would your choice be well I mean I'll jump in and then people can chime in if they have different choice if they've different ideas but I know at Highlands we talk a lot about which resource meets which standard or which which learning the best and we really as instructors like to look at our resources that Edina has provided us and then choose what's going to meet that for a child in the best way so it's not saying it's saying math and focus might be you know some of that but there might be some need for something else reading you know so I think that you hit on a really really important part because it has to come back to our Minnesota State Standards and then the the teachers understanding deeply of the resources that they have at their hands in order to meet those in a best way for the kids and what the kids are showing you what they need because again you might have half the class that is really gonna take off with one resource but in other three kids over here really need that repetition that another resource is gonna provide so again as the instructor I hold a lot of that ownership of how that works time's up but Jamie and I were in a cohort together something totally different but we when we get together we get super excited and we start bouncing ideas oh my gosh we should totally try this honestly to be quite honest my top preference like if I could choose anything would be more collaboration time with teachers and other buildings of like grades where we can bounce ideas off each other and then I mean we've come up with so many great ideas and we very rarely get the opportunity to see each other luckily as soon as we see each other we just start obviously doing this right away but that would actually be my top resource I think we have that we don't get to utilize as much we should I would say schedules schedules are really what tie us to so many things in the day and especially when you have specialists or between buildings and what time you have this and what time you have this can really play into you know I don't know how to fix that problem but that's a big thing if you could have a little bit more flexible time during the day and not be so tied to we have 45 minutes I mean you have to get to watch amend what question I'm trying to to hear about this and see the rollout time and I understand also that we will be rolling out a new math curriculum and I'm just wondering if you know the pace of all of this is appropriate for implementation today we were at the math reading for math and focus and the entire discussion at her table was I feel like personalized learning at the delivery of the new curriculum and so everything that we were learning we were trying as a team to try to figure out how can we personalize this what can we do to make this resource work for us and the way that we deliver in a way it's a really good time to do it because we're starting fresh on something new and so it's fresh eyes and a new delivery I've actually been highlighting it for two years and so I'm in a fortunate position that I've already had the opportunity to dive into nothing focused and so I have been creating you know the pathways and makes for different chapters and then we get to share it out with the fourth-grade teachers coming in for next year I know we're in a different place with that but in a way it's a whole new mindset to do it all at once but I appreciate you quick question so I'm sorry could I just add just a little bit to that I'll just kneel over here on the side we talked a fair amount with the trainers from math and focus about our framework prior to them coming out and doing this training that occurred today with all of our elementary staff and one of the exciting parts of that conversation was the opportunity in which these two things could really come together and they're not they're not in isolation if you really dig into the math and focus and you look at how its structured and how its set up you will see customized learning paths opportunity with math concepts built right into it you will see how learner profile applies to the curricular resources and the materials because part of what you're trying to dig out with a learner is who are they as a mathematics learner and what is about them that we can leverage and continue to grow and extend and so what we saw from our conversation with the trainers was this beautiful matrix and fit between the framework we've created as a district and the resources that they're providing so I don't believe it's in either/or I believe it is a a gathering of both of those elements and they're gonna come together in a very effective way all right so my question is you've been piling this for couple years do you have any measurements in place to determine whether using the personalized learning methodology is more successful than the old system and success might be greater proficiency it might be greater engagement I think the one thing that I could talk about to that is that I have our team over at Creek Valley has chosen mastery connect as a standard platform we did away with any percentages on any of our tests and instead of tracking how they're doing percentage-wise or specifically to numbers and operations this we tied every test question to a standard and then as they took their tests they are a third grade through sixth grade because there are any given chapter of math and focus we will cover second grade standards up to six or seventh grade standards and so we will attach that to the test question and then I master connect they will upload their their answers and so we have that data I can't say that it's necessarily you know showing growth in a different way but the kids are seeing that their score is not just a percentage and I think that that is a gift to them they're saying I'm making progress on these standards I'm turning green it's giving us the opportunity to dig deeper into water what are the holes that are missing and second third grade still no standards that haven't been covered so that we can go back and say hey let's take a look at this again and then take a quick formative assessment to check to see if they've had it again so that's something that we have been doing this year that's slightly different I do see more engaged students in my math classes when we gonna do our homework homework looks very different and the the communication styles and the presentation we do there is a link to a master ational case project of one of my students for other area and perimeter and squares and rectangles units lawrence they they did have to take their final assessments we turned out sent a common assessment but to enhance their experience of their learning they got to show what they know in their own way going through the standards making a plan with peers and with myself for their last math unit and then they created their presentation I have that sorry I'll just add that we are we track learning and achievement and growth based on map and MCA we have all that data at the school level at the grade level teachers have it down to their classroom level so we will continue to track achievement and growth data for many years those metrics will never go away and so we do have the ability to look at how those different metrics are changing but I think Jamie spoke to some other types of metrics that are really hard to assess and they're hard to measure one of the ways that we can collect those perceptions are through our stakeholder surveys which we do every spring we have student staff and family stakeholder satisfaction surveys will be launching those coming up here in May or the end of April and there are questions about I feel challenged as a learner I'm engaged in my learning and so there's an opportunity to keep collecting that data over time and look at the impact that these different elements have on that datum out to every stakeholder service we send those out to all families we send those out to all students and we send those to staff and there's a little bit of a manipulation on how exactly what grade levels those go down to at the elementary level because it would be appropriate for a concurrent student to take an online survey so Susan Tennyson can speak to the details of the the grade level that we go down to but our intent is to gather perception data from the students from the staff and from the families and then look at their perception gaps across those metrics some of the concern least on my part comes from the idea that the DMCA's and the map are such lay indicators and then yet in our own leg and interpreting it and taking action and deciding that we see a trend that we can act on it's not just years it could its or approach half a decade before we're actually looking at it and plus that's a rather top-down type look it tends to be a district level decision at that point that there of course there is the professionalism of individual classroom teachers but it seems like it's hard to find much in between those two especially I better for worse when we got rid of the the fall spring map and we just didn't want a couple years ago right so it's even harder not only to see those course with you four data points but to see the trend and to attribute the train to something there's just this continual worry that an emphasis on engagement on satisfaction is missing the academic side and it's hard it's hard to get trust fom anecdotes that the academics is there and there's trust in the professionalism but you also want you want everybody to be trusting some data to that overall looking and so that's where that's my history behind some those questions I don't know if that's something else to do but that's just where some is coming from I know more about where my students are in math and I ever have before because I'm digging deeper into what they know in their standards and more standards than just the power standards every standard and I'm looking at 3rd and 5th and 6th and it's a very rigorous curriculum so it's been great I was just gonna ask earlier I'm you were explaining how you are looking at the data differently in terms of following those standards if you could just explain for those of us who aren't features and don't totally know exactly where you're going with that so say there's five standards for that individual student can you see of the five well this one I could tell is not happening yet whereas it'll we're just two tests yes they might show up is 85% but you don't know why yes I'm kind of just want to better so parents better understand what you're really looking at yes and the data tracker that we currently have as a district one of them is the mastery connect program and we upload all of their their assessment data it shows up green yellow red and over time it's tracking how are they doing on those specific questions that are aligning to a standard and so over time if they have answered them correctly then they turn to green and you want all of your students to have mastered a standard at Green do we hover - no absolutely those are the ones then we pull out might be a small group of let's look at this standard today this will be our mini lesson and seminar might be this one most often we're going to cover it within you know the curriculum but a lot of the times you know kids and groups will need that over and over and over and so we wanna make sure we're not missing that and this has been a year that I have spent more time in small groups of math because I have that dot in at my fingertips so do you feel like that is actually helping you do your job more effectively yes and then just man the students so say Jeannie looks at her thing and she can see that she's hit Green what choices did that allow her then when she know she's hit Green it depends on what you number on the neat thing about when they do hit Green is that then they can extend out learning they can do more real-world problem-solving one of the great things with the curriculum is that they have multiple facets of enrichment within the curriculum we also had access to fifth grade sixth grade so see Gina is mastering something at a sixth grade level of algebra we can take a small group of students and we can work on that we can continue that acceleration of learning okay great where would that acceleration go if you got the small group that's cohort that's doing really well the next year would they be put into an accelerated class or they look that depends a lot on their depends on what their it might just be one standard that there are celebrated on it might be if they're accelerated on all of their standards then that's something that will show over time in their test scores specifically with their standardized tests we are looking at a more fluid way of utilizing our accelerated math and language arts teachers so that we can have more within that so for teaching a whole unit on inferencing fiction and poetry why not utilize a teacher like Kate party who is going to be here and utilize that so it's not just always the same kids and that same you know cheers we pull out advanced class but instead we can have a little bit more of that so that you have students who are two tier 2 level that can experience more of a higher level thinking that they might not have the opportunity for and I was gonna add on to that too we do have like my gifted and talented teacher Erica Watson has been working in math and focus resource all year and so she's really been developing with Fred Creek Valley the like projects that kids can do when they have shown proficiency and they need enrichment and continued engagement to go deeper into these concepts and so I think and I know the other Duty teachers are thinking about how this looks to so it is about again developing the resources and then having platforms to where it's not housed in one teacher's file it's actually shared so even if Jamie in fourth grade has a group of kids who are showing some real mastery she can tap into a GG fourth grade math file and see that project and get that going so it's really about how do we utilize each other better for the reteaching but also for the enhancement piece do I feel like there's kids enter into middle school they have opportunities for different you know in this example different levels of mathematics starting in sixth grade and so you see quickly that if if we build as a system that students can move at a faster pace and achieve higher level competencies then we can't dead-end them at the end of the grade level or at the end of the course there has to be that design and allows them to continue to accelerate and for that pacing to continue even when they go into middle school and when they go into high school now you've you've heard the middle school presentation well the high school's staff heard that middle school presentation from South you from Valley View as part of their staff development today because those students are coming to them so they're gonna have to prepare for how do you how do you meet the needs of students that are traveling at a different pace as they're achieving their competency and that rate that requires us truly to redesign some of our thinking about core structure otherwise we are we are putting dates on the pace at which learning can occur and we're trying to keep that pace consistent are the same for roughly a whole group of students and we're trying to we're trying to lift those guys we're trying to open that up because we can't control and don't want to control how fast students are learning and what they're capable of doing we want to expand that we want to open up access and create more access for that so that needs to occur throughout the system and do you think some of the unique things that you shared with us today are able to then that these kids will be able to just roll into sixth grade and use the language that Jean has been able to share with us and then those those teachers will be able to just run with that the hope that's great does take practice it's a gradual release kind of method right like we're trying to give some experiences for kids so that when they get into the middle school they have the opportunity and they're really open to welcoming more opportunity and then the high school from there so I feel like we're the first step in the journey and we just want to make sure that foundation strong for kids thank you so much thank you very much great job could I ask for a round of applause for our outstanding staff who came here this evening thank you so much we're on to action items can I get a motion all right can I get a motion to approve the unrequested leave Matt was moved oh and second Brendon yes unfortunately at this time we do not have enough full-time equivalents equivalency time for two teachers because of the changes with our courses that we have been offering and so at this time I bring forward the two teachers Julianne Tiffany all right are there any questions I believe this is a roll call allenburg box Kirby aye Jones Michaelson aye hi motion carried Nick's gonna get a motion to approve the 2018-19 budget alignment plan Margeaux good evening since we did the first report on the budget alignment plan on March 19th we have we did receive some feedback we had the listening session on April 2nd we had three community members in attendance and two students had questioned informational type question and some feedback that will take into consideration long term but there is nothing changed based on our feedback received in the proposal to you I'd like to thank everybody involved in this process and I believe that with our multi-year planning approach continuing to look at the 1718 year and of course this is the focus of this approval is 1819 but always looking multi-year has has helped this district and I move us forward to getting back to 86% unbalanced along with meeting this needs of our students and if you as a board have additional questions dr. Schultz I don't know if you have anything to add to that up to this point so there was talk about the I'm talking about the studies for next year that the instructional errors would be a look across the entire district just focused on the CP programs yeah so as we discussed as leaders that would be best for us to look more broadly and not just the pairs in the CP prepares across the actually across the k-12 there's to ensure that resource is being deployed in a way that impacts impact student achievement and student support I think that's true also for we manage an instrumental music but we look to see if we are as I mentioned earlier with the teachers other specialists being scheduling the way that's the most efficient way we can schedule them if there are other ways to do schedule be more official there scheduling we look at that so that would be what those studies would be so they would both be broadened up any other questions all those in favor of approving the 2018-19 budget of lamin plan say aye aye opposed motion carried can I get a motion to approve the Creek Valley Elementary 2018 Lading replacement bid Agro you're up again yes happy to report we receive very good bits on our creek valley lighting replacement this vendor currently is working within a district construction project so they're familiar with what's going on within the district and so we we do recommend them and it is funded through the long-term facility maintenance funding it is under budget just an additional note on this recommendation and the other one coming forward it doesn't include soft costs or permits from the city but so it's always good to see it come in nicely under budget because then we have a little bit of room for those other smaller expenditures that go along with the project any questions all those in favor of approving the Creek Valley Elementary 2018 we have a motion to approve the elementary instructional science staffing guidelines so there are no changes to the guidelines with the exception of some changes with her in termina needs programming for special education and range for yel service and Jeff Jorgensen director student support services could explain exactly what that program is and why would we why we would be requesting a reduction in that racial this is this is a construct of re code measurement process and in terms of just over workload analysis and the intermittent need students are really a type of student we're seeing more predominantly within our systems across the United States right now these are students that that have needs that are sometimes very low and sometimes very high and it is unpredictable most specifically students that are struggling with autism spectrum disorder or behavioral and emotional concerns can be highly unpredictable in their educational environments and sometimes required just a great deal of flexibility and their case managers available to them throughout the day and so it's necessary to keep those caseloads relatively low so that teachers or the case managers are available to those students as they are needed and then support to the mainstream environments that's needed as well was this a decrease then in the number of students per FTE it is it is a decrease in the number of students that are attached to specific case managers that service this specific population of students and again it's overall reflection of workload in the amount of time that these students do require any other questions yes I had one I know we'd haven't talked about this in any depth but I was wondering if I think we talked about this we had some parents come and express concerns about class sizes in particular at Highlands and I'm wondering if in future just like we breakout CPE and French immersion if our two buildings that that are divided in that regard in that there are fewer neighborhood program neighborhood classrooms so Highlands only has two neighborhood classrooms for all of the grades first to fifth and then I believe it's only three at Countryside if we could consider looking at a class size guideline in terms of the non-resident upper limit that might be pulled out separately for those buildings because when you get four new kids that move into a creek Valley they can spread them across four classrooms when we get four kids that move into Highlands and we only have two fifth grade classrooms it's a much bigger imposition so I'm just wondering if in future it would help even help you Mary with how you take a look at non-resident upper limits for those buildings yeah I think that's I think that's a great suggestion another question I had was as far as the secondary instructional sizing factors is there any way to break this out and get more detail into instruction or oral versus non instructional size parameters and and maybe actually get a report on current second current secondary instructional size so we can get an idea of what do our secondary I feel like we talked so much about primary class size and I'd really like to get more contacts and more information as to what's going on in the secondary level because we get these averages but we also know that we have some classes you could have band that has 60 kids in it and then I just I can't really get an indication from here to tell me for our core academic classes how there are those classes and that's what I would that to me I would be very information well we could break it out by academic by extracurricular and then also see maybe on an ongoing basis some sort of reporting that says when are we going over the mark so we knew the October 1st report which does give a breakdown on academics and the secondary Department wise and so we could sure look at doing it more frequently throughout the course of the year if that would be more helpful to especially with the classes I'm not sure about the extracurricular and you mean music when you think of that in theater classes are you thinking something totally different than the actual course I'm I want to make sure for its core academic classes that we're meeting the our instructional size guidelines so and I think that sorry sorry and I think OD it would be good to be able to see when we're talking about what our are what our staffing size guidelines it it feels a little uncomfortable for me to vote on this number one I don't know what that means actually for an academic class because it doesn't tell me and so I would I would personally like to see that in this document even though it doesn't have and that's fine we're just gonna go for a basis and then in addition I think for all of these I would like to see more frequently reported where do we have outliers just something that the board can look at where do we have outliers is there anything we can do about it just from an informational perspective yeah so I think it at the very end you always have that enrollment the monthly mobility but that doesn't tell you much either that tells you which students are leaving which building or grade and which students are coming in and yeah we could absolutely if that's request to the board provide more information and more frequent basis on class size I think what you're asking for is so in nineteen twelve on the math classes what's the error just math class size what's the average language arts class size social studies science and those sort of key core classes we've seen a document yeah that's a first report where we do the class size average what we don't so we could we could do some a little bit more with that so we what we don't necessarily have anymore with that is the range so you know for math we might have at high school pick in high school and that have ranges and math classes from 22 students up to 36 students with the average being 30 point 4 so but yeah we can absolutely drill down and be much clearer on both middle school and high school courses you know the elementary numbers are easier to do but we absolutely can do that there's a report there's reports at our fingertips all the time so it's just providing the direction of what you would like to see and how frequently and and we can do that I think for this particular purpose though the budget is built on and staffing has been allocated to our secondary schools based on that 30.9 ratio and 27.2 so principals have already received that based on enrollment and they're starting to distribute sections based on based on those particular numbers and Mary I think if we did get any type of presentation on that we'd probably want to have the principal or maybe counselors as a part of that just to help us understand that when kids are filling out their schedule and their their desires need to be met I imagine that some of those classes which may end up at a 34 and some at a 28 instead of thirty point nine has to do often with accommodating kids and desires to me all the classes that they want to meet to make it in the new order that works for them so it's probably helpful to get some insight from how that whole I don't even know how they put those schedules together there's some genius in there doing that so but then on a second note I wanted to follow up on my comment about the guidelines because I would like the board to address that before Mary has to deal with open enrollment next year so I'd like us to have a discussion and relook at class size guidelines before that because this affects what mary has to do then come January and correct Mary if I could put that request in and Erica I would suggest the teaching and learning kind of create a little sheet that talked about what specifically you're looking for because if Mary's saying that the math class has run from an average of 22 to 36 then I think it if that committee can it defines the question then we could just take it to the board approve the question and then get it to Mary but I would I'd recommend kind of detailing it out and then making sure that in fact it is not a hundred hour work project not yet I think we're still working on what information we're even looking for but at some point if we think that we we don't have such tolerance for our class size in math language activities core courses that's so high then we need to be more prepared to find 0.4 ft in the budget to open up another couple sections of language art to our math and suddenly it becomes part of our budget process and not just a general conversation on class size is an enrollment but where are we where are we putting funding how are we gonna find that extra coverage and it really needs to be a conversation that gets backed up into those other processes so it's I appreciate the formality of it too and I think it's it's something that'll hit a couple of different formalities any other questions all those in favor of approving the Elementary instructional staffing guidelines secondary guidelines and special programs that's right we were we did have some updates on the one that we tabled they'll be more updates well we don't need to do in committee work at the table here like this so then the others no changes but I think it's it's entirely appropriate to ask for more discussion on any of these policies to open up for the board any questions all right I questioned about the Wellness Policy policy so it reads in the policy that that all foods and beverages sold on school grounds to students outside of our Universal meals are considered competitive foods competitive foods include items sold all a cart in the cafeteria from vending machines then it says all competitive foods will meet USDA smart snacks in school nutrition standards in any applicable state and it goes on and on and on my question is a couple of different things do competitive foods include things sold by boosters at athletic games under that definition no federally I believe if you look at different sample policies we can't include that but as part of I'm not on policy committee but we also as a student this committee have reviewed the language and we did not include the boosters we would certainly support and encourage overall healthy choices matter was served on our grounds but specifically that language does not include them in the competitive food definition okay so even though it says all food and beverages sold on sold on school grounds to students that would be outside of that perimeter that's the way that as I read it because then we defined what the competitive foods are such as ala carte to have a Tyrian from the vending machines so then for example did does the school store count yes if it's sold during school day what if it's cold outside the school day school store I would say so the USDA guidelines are from midnight until 30 minutes after the school day it must be compliant with smart snack guidelines ok so like that high up at the middle school that has to be compliant this policy yes and it's this I guess I try to understand where this policy is coming from so there's new requirements federally that we are to have overall what I would call strict strengthening and stricter guidelines over what is served on our district property to our students if you you read the samples it's even you know at any time of day in terms of healthy options not just even healthy options just only healthy options and not having something that somebody might determine as a less healthy option or choice and so a student wellness committee has looked at it and I believe the policy committee as well we kind of took the approach that we took five six years ago on a nutrition side of the policy where we could do for example there's a lot of discussion about complete elimination of certain types of items because that's the direction locally states federally where we wanted to go but instead of completely eliminating language we tried to find an appropriate balance about how do we educate students about healthy choices for them and also have nutrition we want to have nutritious meals and so as we were reviewing the policy we also took the samples which are very strict I mean it if there's language in some of the samples that there will be even a the foods brought by parents in putting their own children's snack bag must be smart snack guidelines that that's how far some of the recommendations go and at least I'll speak for the Student Wellness Committee we didn't feel like that we want an appropriate balance on the overall wellness side of things and nutrition side of things but something that would fit in our district and so we didn't include for example in that example that all parents must follow smarts guidelines because there's some parental choice there but in terms of that paragraph would you like me to look at it and for some other specific organizations I'm happy to look at it and review it one more time well for me personally I feel it seems a little over prescriptive with things like the school store I can see it I can see us wanting to have 70% of the snacks in there be smart snacks I'm a little sensitive to the messaging to students that the only good snack are things that are like smart snacks and taking away the message that children should be involved in choosing snacks and that is okay to have things in moderation and when we have I mean if you've ever worked in the high if we have kids that go to the hive get a snack and then go and like work out for five hours and I think it's a bit of a tricky line that we walk there when you're telling a student pathway or something that it's not okay to have a cookie when we have students that are very sensitive about their body images and stuff like that and I it just seems a little overly strict to me like that we can't sell chewing gum and we can't sell mints and we can't I it just bothers me from from that perspective when I think once kids get to high school and once they're in later and junior high that we need to give them a little bit of let them have a little accountability for what they choose to purchase and put in their body certainly I think educational choice that's part of the education process to make new choices and I mean you choose that cookie today but I also know I'm gonna work out or what I can't choose to have ten every single day or whatever the case may be we it is so federally directed we don't have choice between midnight and 30 minutes after the school day it's not our choice the former first lady that is in our choice because there's choice and not saying that parents have to bring snacks and so I don't understand where we have a choice and where we don't know the smart snack guidelines with what is being served see that the parents bringing it in it's not being sold so smart snack guidelines if it's not sold then there's some flexibility there and we and there's parental choice but with what anything that is sold between midnight and 30 minutes after the school day we don't have a choice that is the policy language after that point in time for example the boosters at a basketball game which their separate entity from us we can do it we certainly can encourage and we can talk about other groups or even the student groups at 30 minutes after the school day but anything is sold if it's a fundraiser anything that's sold in that period of time we have to follow the smart snack guidelines more the consequences if we are out of alignment with the federal standards we were asked losing the federal aid for free and reduced lunch counter questions all those in favor of approving policies 533 628 and 702 say aye aye any opposed motion carried and I get a motion to approve the robotics team trip to Detroit Michigan so moved who like assent I walked assume this was relatively self-explanatory I mean oh the robotics team did really really well qualify for travel to the world championships there any questions all those in favor of approving the robotics team trip to Detroit Michigan and say aye aye any opposed motion carried a motion to approve the 90 community center reroofing bid salute another good bid to report and it is partial it's a section of ECC it's not the whole thing but and we have worked with this wonderful for and so I would recommend it for approval questions any leadership of updates so we are trying to schedule a work session there are three school board members I haven't responded yet I won't to call them out but I would like them to stop and see me after the meeting so that I know their availability for the proposed work sessions on April 16th April 30th and June 4 does anybody else have anything for tenda any objection to have journey hearing none we are adjourned thank you everybody