okay so no one in the community saw them anything no no okay all right let's start over and we're good to go okay so should we revoke that since we already voted [Music] just report that we voted okay so sorry for the delay if you're just tuning in from the community we had some technical difficulties um we did start the meeting um and we approved a consent item which is a guidebook settlement package um and we were just moving on to discuss the early learning curriculum recommendation and then we were told that the live stream wasn't working and so we took a break until we were told it was working again um so we will go back in um and if you could just start over yes which i know you had just introduced it but if you just start with your introduction again that would be great i can do that so the report that we're sharing tonight for discussion is the early learning curriculum recommendation uh we're excited to have liz dan our early learning literacy coach and leah bird our learning administrator here with us in order to answer questions our recommendation is for creative curriculum and the report highlights the design process that occurred in order to come to that recommendation so we welcome questions and feedback uh i had a question about milestones and i think i was using different terms and so um jody and i have conferred here so i think my question has been answered um i have another question i have to confess i know the least probably about early childhood and so this might be a basic question but i'm sure others in the public might want to we're easily integrating with the pyramid model would that be explained to me what the pyramid model is yeah do you want to see good evening uh the pyramid model is um the framework that we adopted uh four years ago it's a five-year grant that we had applied for and our year four of your five and the pyramid model is really a framework that we use to help build kids social and emotional skills um as learners and it helps kids if you it helps kids sort of advocate for their needs what they want their concerns articulate if they want to play and pyramid is really how we teach our staff and then their how therefore how our staff interacts with kiddos on how you sort of work through social emotional relationships and exchanges um for those of you that have been in the early learning center we have three simple rules be kind be safe and solve problems and if you think about it those rules actually work for most people too right um and so we really talk and spend a lot of time talking with kids about you know if you're upset about something how do you articulate that what can you do to problem solve how can you help um get through whatever issue it is that you're getting through the framework has a really well structured um implementation process all of the teachers go through some pretty detailed and um lengthy training and so they as the whole school every person in the building is accepted to be trained and so they go through different levels of training and then once everybody has gone through that training then they're assigned a coach and that coach's role is to really um check in with them on a regular basis weekly or maybe every other week and just sort of help them work through what's working in your room what's not working how how can we make changes where do you need support from the larger school team if you have a kid who's struggling or a staff member who's struggling and we've really learned down in the early learning center that that pyramid model of implementation of a new uh process and sort of mindset of how we work with kiddos has has really worked wonders with our staff it's it's been phenomenal really how amazing pyramid has worked for not just the early learning staff but then the evidence is in the kiddos that we serve and so we want to use sort of that same model of pretty intensive training and professional development followed by some deep coaching and regular coaching with our literacy implementation so that we can make sure that our teachers are really feeling supported and implementing with fidelity as well they added on cavea and i know you didn't ask this question but i'll just answer it is that we have used targeted service gold for many years as our assessment and that's a pretty standard assessment early childhood programs use creative curriculum is the um curriculum that goes with tsg and so that's really exciting if you think about a teacher who has who has used an assessment for a number of years and really found um an ability to have fidelity with that and now to have the curriculum really complement that so we feel really strongly that um this implementation is going to go pretty easily for our staff because they already have that assessment piece under their belt and they sort of have that mindset of how we implement a curriculum through the pyramid work that they've all been doing for four years okay so in my terminology it's a it's a structured way to socialize kids to how to behave in a school context integrating their own emotions into the classroom experience yep how do we problem solve how do we make friends that's what i remember from my years yeah right just sort of that idea of how do we support kids becoming good human beings right yeah being a friend and learning how to do school feels like you could come down and teach for me i think i like it actually you're welcome so okay good i was gonna ask you about gold too so i think i'll hold off i have some other questions but i'll just give the floor anyone else to know yes um that was actually one of my questions was um along that same line about implementation so do you guys anticipate any challenges with this in the implementation do you have enough resources to make it for professional development the short term and longevity so that's my question do you want to talk about this professional development plan sure we we have a plan laid out and uh this this coming spring we'll be doing the initial onboarding training we have spoken with the publisher there are five different sets of explicit training that we will be doing with their support and then that leads into embedded training that will continue on within the pd structure we already have in place at the elc so that initial two for sure will be done this spring prior to anyone getting the materials in their hands and then uh we will do this coming fall at the fall workshop when we have access to all the staff in one place again that will be our next two intensive trainings and then the last the fifth one will be spaced out over the following year we're also rolling that into it's a literacy coach i'm doing one-on-one coaching as well and i'm using the pyramid framework for that so that is starting actually now next week so we'll be kind of that support will be in place with these larger whole group trainings as well no i think i'll just share that um like every other teacher in the district the early learning centers do professional learning communities and so all of this is all connected right everything is always connected and so liz and i also take team in those plc's just to make sure that we're helping facilitate that work we're checking in with teams you know really providing the support when they need it not just with the one-on-one but maybe even within their large group as like what we call grade level teams great um and then one other um that's helpful by the way and you were talking about and i have gone down and heard the presentation on pyramid and i know the results are the growth is unbelievable the students down there so there's that's a great model to use um sort of that's awesome um my other question is so you're with this curriculum the partnership with our kindergarten teachers are certainly like can you guys talk a little bit about that and kind of that bridge between what's going on here and what that looks like yeah we have a couple conversations going on about that right now in one of the from the comprehensive literacy plan one of the things that we are tasked with as literacy coaches is working on that bridging between elementary building and the elc so we're starting with assessment and we've met for the first time working on our assessment that we have in place with dlc the goal and looking for alignment with the assessments that are in place for the incoming kindergartners um looking for overlap looking for places that we can work toward a shared goal if there's a discrepancy or there's a gap in any of those assessments we're starting that i think it's going to be it's an online process and it will not be something that will meet once or twice they will have it figured out this will continue it's it's really actually the strength of it at this point is just getting the communication open and getting those conversations going between the staffs and i'll just speak a little bit too years ago we had a kindergarten pre-k collaborative group that met regularly every six weeks uh last year was just a stop here let's all survive and this year we picked it back up i've surveyed the kindergarten team and said how do you feel about this and it's you know it's really heartwarming because they've all said yes we want to have those conversations and we want to talk about uh what your kids are are doing in four-year-old programming and what we're doing in kindergarten and and really if you think about kindergarten readiness it's on us to be ready for them right and so how are we as the different um groups of professionals making sure that we're providing the best learning in four-year-old programming so there's a successful transition into kindergarten and how is our kindergarten team knowing what we're doing in four-year-old programming to um help kiddos be ready to come into camaros and help our kid and our teachers be ready to welcome them in that also the intention is for that to grow within the community preschools as well that's a partnership that we always want to have our hand in at the district you know there's that little piece that there are competitors but really we're all serving the same kids so we want to make sure that we're having the same conversations about what does readiness look like for the dino posters kindergarten as well and then i'm just going to share that the department of ed is starting that work as well in terms of are we making sure that the assessments that most of us in early learning are doing are aligned to the assessments that many of us are doing in the kindergarten world as well and that's referenced in the report they're called kept approved assessments and that was our starting point for all this work we worked backwards from there right can i just intercept right now that was actually the my question was does this curriculum and the objectives of this curriculum then basically built into the curriculum that we're using in elementary school even so far as using similar terminology and and things like that so we're literally it's a ladder that we're building our students up and this um it absolutely does uh that's how we found our way there that was step one and it also helps make the case for the the partnership that liz has with the district literacy coaches right because that's a conversation we always want to be having and the partnership that we have with the kindergarten teachers about okay yeah you know that's about concepts about print what does that mean about concepts about print or um shared writing or shared reading or any of those emergent literacy things because that's a really important point that we want to make sure that kiddos are hearing the same language as they're going through the larger system on their skills and then really fast i just have a comment from ellen um it says that i it sounds like the development of this curriculum was handled with great intention and a comprehensive process down to the last detail i have no questions or concerns if you're being a certain person so i just wanted to make sure that you're coming in [Music] yeah i don't have any more questions that was great thank you guys i had a lot of questions answered in teaching and learning so this is my second time so thank you i do wanna as ellen said acknowledge that the process that you took to get here i'm very grateful for and the team members within our district that you reached out to for input i'm very grateful to see that that comprehensive plan the comprehensive approach that you took um i really am proud of that within our district and your work so thank you my only question was and i'm trying to find out remember where i read it there was um comments about there being a link to i don't know if there are tools that families can use or can you talk a little bit about what that will look like i think it's is it tangible or is that a piece of it kind of like seesaw but will there be tools families can then learn one there are four components of the materials and one of the four is parent engagement materials so it's all family-facing resources we actually have meetings in the district right now going on with several different there's a lot of energy and excitement over family literacy in the district so i'm hearing from all sorts of folks that want to help with that work and we are um getting a feel for where that's going to go the resources with the curriculum are extensive okay so it's a little bit of if everything's important nothing's important so we're picking a starting point with those uh we'll start with some family release ignite what those look like we're going to use their resources but what those look like and how they're implemented we're still working through all right well i i appreciate that piece of it thank you thank you so does that translate into encouragement encouraging the parents or caretakers to read say half an hour to the children every day because that's often cited as a very useful skill very useful practice for helping kids to develop early literacy and reading and extending ways to read with them so some some learning and what does that look like to read with you here what could it look like so those are all built in to the materials that come with this okay okay great and uh i don't know if this is sort of alluded to but previous questions or not but so we have other pre-k preschools you need diana feeding in and some just on the border outside have you done it feeding into our kindergartens kindergarten schools classes do we have any liaison programs down i guess we used to do something like that do we do anything like that just so that we're on the same page with them yep so we used to do something like that and and publisher put a hold on a lot of partnerships but it actually is a goal um to have a partner with our our local preschools creative curriculum and tsg is widely used in school districts and i don't know on top of my head as the other preschool programs use them but i can speak to barry patches one of our local um preschools i'm good friends with molly who is the director of that that and so we have regular conversations about you know what are you guys doing to get kids ready what curriculum are you using there there is um really i think a thirst for more of a partnership and i wonder if through family literacy that's really um an opportunity to build that partnership and really if you think about it even through our ecse program and our parenting education that's another great way to build partners with other preschools around the area who might not have the same parent education that we do but we can then partner with those programs to say this is the parenting ad this is the family literacy here is the creative curriculum that we're using in our um school in our school i'd be really excited to see a lot of that out yes [Music] did you have this kind of money um in terms of the cost of what you're outlined that are already in your budget somewhere it is in the teaching and learning budget yes okay so you're not needing extra funding no it's with our current resources and from a process perspective are you looking to approve this in december or have it come for discussion at december board meeting we'd look to have it approved in december do you want to talk about the benefit yeah yeah um the the price of the curriculum does go up in january um 10 i think is what you said and so if we um yes could have it um you know at action from in the december meeting and that would help budget-wise it's another about seven thousand dollars yeah okay all right thank you anything else nope all right thank you guys thank you thank you thank you thank you [Music] okay next up for discussion [Music] and and health services coordinator um i apologize are you sure you don't want to we had stated that we would provide ongoing updates to the community and we have so much so many great things that have been added to our mitigation efforts and so tonight we're going to provide an update on where we're at locally the context around case rates and then um jeff and mary are going to provide you an update on our testing efforts and on our recent vaccination efforts [Music] so uh just to start um many probably have heard that uh minnesota is a state that has high covered transmission rates right now um hennepin county the the case for 100 000 is three about 382 cases or 9.89 transmission rate and then if we move into edina we're in the high level as well we are at 201 cases per per 100 000 so we still remain at that high level um and the way the levels go remember we discussed this they go from low all the way to high high being the highest level um if we then move and we talk about our school district um positivity rates this data is was last updated last friday it's on the kovic dashboard i trust that the community is is aware where to find it now but um for the week ending in november 12th um the total was 29 cases positive cases that's the week ending november 12th um we are excited because our ninth to twelfth grade vaccination rates went up for the longest time fully vaccinated uh rates covered at 77 and we went up to 80.54 so nearly 81 percent of our students at the high school 94th grade are fully vaccinated um same thing for a long time sixth to eighth grade we hovered around fifty percent and again it's important to note that this is fully vaccinated as of november so the updates that you're going to receive from jeff and mary do not include the students who were received their first vaccinations and our vaccination clinics last week for sixth to eighth grade we're at 72.3 fully vaccinated as of november first so that provides a context for the conversation um and information that was provided within the report that jeff and mary are here to discuss all right well first of all we're going to start off with just just an amazing event that took place during on november 9th and then november 11th where we had we co-coordinated with some fighters within our community to host a vaccination site here both at bellevue middle school and at southeast middle school expressing a drive-through clinic at concord elementary school for students that had difficulties accessing the walk-in clinic and uh and although no is said and done uh we vaccinated 1409 students uh an amazing endeavor for such a short period of time i was over at the south view site i know dr stanley was over there for sure time as well she just walked in and said wow and it was wow uh because we had the line wrapping all the way through the first level um and i'm going to wrap it back on itself all the way through southview but it was an amazing thing people waited about an hour on average uh to get their vaccinations for their students uh our team our health care providers showed up in mass to help out with drawing up the vaccinations and so mary and a group of our lsn's and hsas were there drawing up each of those shots but after an hour's worth of time parents were getting out and getting their children vaccinated it was a fun event we as i was walking down the halls and just making sure that everyone was comfortable apologizing for the weight the most common phrase that i heard back was we have waited a very long time to get access to a shop for our students and so waiting an hour is nothing and so they were very happy to wait for that hour to get there um and there was there was some hungry kids uh but then by the time things were done but uh but like but we didn't have too many screaming students as we thought we might have there's a few but for the most part it went very very well and it ran very smoothly people were welcome well uh the conduct was great the flow was great we were able to get students in and out and they came out with the vaccination cards and uh and i have one other anecdote that i wanted to share which is uh one family showed up right at about 6 30 and they they took a look at the line and mom looked at her daughter and said are you sure you want to do this and daughters kept him and haunched a little bit and then a friend walked in the door and so said yes i want to stay and so the kids were excited about getting the shots it was not just the parents that were anxious about getting it it was also the kids and so it was a really great feeling i get a lot of thank yous that night from parents saying that they were so pleased that we partnered uh with community providers to do this and host this event and uh so we're very pleased with everything that took place i think the skill and the dedication of the vaccinators and everyone who who helped us um was was just significant as well uh i think that that really made things go and go very well and um it was um and there was just a lot of it uh extra support needed at the um at the concord drive-up clinic um so that was just a a really um it was a fantastic resource for families as well so so mayor you said you had some you had some results uh for us in terms of a poll in terms of how many students were vaccinated out of our own community yeah bloomington public health did a um for so thirty percent of the five to eleven year olds um by zip code and edina are now vaccinated partially vaccinated through their first steps yep so that is um very impressive was the quote that um we got on that one so very yeah huge um the only thing um dr stanley i just want to um update you so we actually did a report as of friday um on the vaccination rates um so nine to twelve um grades nine to twelve people it's 81.21 so that actually went up you know just ever so slightly the the in the sixth to eighth grades it's 70.82 and the reason that went down is just because now we've added 1200 more students to that pool than on their first vaccination so so we'll obviously we'll have to do um you know another look at that report after december um you know the just separate clinics so that we just have to take it for what it's worth at this moment in time so that's what that's all so we will get that updated on the um on the dashboard probably with a little bit of an explanation of why that number decreased all right so we had such success with the vaccination i know um we had board members and board members elect that were there during the day that were helping to support appreciated that and she said it was a true community effort there were students during the day who were vaccinated um who were at the school so that's why that was available and i as i was standing there in the line there's the camaraderie so there were students who are still nervous you know they may be in middle school but they are still nervous about getting a shot right and to hear their peers behind them saying it's okay you want to do this you have this i mean it was really moving it was incredibly moving and so just incredibly proud of the entire community that turned out to support our kids so then we're going to move into an update on where we're at with testing so we just wanted to give you an update on where we're at with our systematic testing protocols because we were running into some bumps early on with the systematic testing which was really largely just about if when we have a student that is symptomatic whether they're at school and we identify them as symptomatic and they're going home or whether they're at home and are identifying as symptomatic and not being able to come into school our testing protocol was really identified that we wanted to get tests in the hands of families and make sure they have the test available so that they could do that symptomatic testing within the home that now over the calendar is our is our uh our test of choice uh that we did get now they've all been delivered now mary except for self-view right but we have been trying to work and getting those test kits distributed so it isn't just oh itself you just have to sit and wait uh but we've been getting those out to families on a much more regular basis i think there was some initial misunderstanding in the beginning because some sites had not received their co-complement and so they were being really kind of a little bit stingy with the tests and not making sure that everybody had one but now we are walking through the test protocol and and so if people are are identifying that their students are symptomatic or if the student's symptomatic onsite and we're sending home we're making sure that the family has access to that by next nail kit so we're we're also using them to some extent as well with some staff members yes yeah just because right now we're we have the supply so we might as well get them to staff and families that you know can use them and initially we thought that that wasn't going to be an allowable service that we'd be able to provide to some of our staff that might be feeling ill going home during the course of the day but that is something that we did check with the department of education and that was okay as a use an appropriate use for for that test as well so once again we are as as we take a look at the implementation of the symptomatic testing protocol we feel like we're there we successfully started utilizing those tests and getting them out in the hands of families and i think in here we also talked about that in many cases we're sending home enough kids to where anybody that's in the household can be tested as well so it's not just about the symptomatic student it could be other other members that are symptomatic within the household as well which i think helps us in helping us in our mitigation efforts uh so the symptomatic testing efforts again i think are a solid success and we're being able to to deliver on the the symptomatic testing protocol the asymptomatic testing uh overview the testing protocol that we've had with the asymptomatic testing is as we've talked about quite some length at these board discussions has been uh has been really contained we've talked about the asymptomatic testing protocol as we have our we have our our symptomatic and covalent positive students then we do our contact tracing and we get out to students that we know are needed to be quarantined because they're close contacts and because they meet some of the criteria they need to be quarantined then we have our third bubble out which is the bubble that we really identified in our asymptomatic testing protocol which is are those students that are close contacts but are not required to quarantine that may be good because they're vaccinated or because they weren't within that proximal level we could establish that they were they might have been both massed they they might have been not within fifteen feet or ten six feet of each other fifteen feet where that's come from uh this is six feet of each other for 15 minutes of time um but we we have started now to take a look at those those dude populations and we've started to do some of that testing now and it was it was a lot of organizational types of things that we had to figure out but we have now been able to pilot this at a number of different sites and i'm going to let mary talk just a little bit about where we've done some of that testing from start to finish and what the results are so in the in the narrative um everything that i'm going to review is in the narrative i think with the exception of um on friday we did do some more testing um so just as an overall so far we've done 19 staff members and 32 students and all have come back i was telling jeff that in this report that we have to send to mdh the language is not negative negative it's not negative for covet it's that it's not detected we've not detected any covet virus in in our lab results or in the um in the q test so 19 staff 32 students with um the thing that is is quite interesting uh frustrating with this is we've had seven seven failed tests and so that's the that's the um that's a uh the little code that comes back on the reader is uh not detect i'm sorry not detected it's uh not valid and so that's one of the issues of taking you go through all the way through this 25 minute process and then it gets to the end and it says test canceled you're like oh the student is gone the staff member's gone um and they're they're you know we're trying to do some system work to work around where can we put the cartridge back in but that's just the reality of of this very sensitive little reader um and so one little student we you know called her back and we re-swapped her and it was fine but it's just um so i think jeff and i figured that's like a 17.6 fail rate um so that's um in in what's called base camp it's a minnesota department of health kind of a list serve and everybody talks about q tests that's a very typical finding uh and frustration with this um it you know it's good the technology is there it's a rapid molecular um but that's a that's a pretty big um you know issue with that um so uh next week we will uh we've got another um clinic or another testing um set up for 13 people it'll be seven students and six staff members so we'll you know we're kind of continuing to um to look at that and that's seven days after their exposure um that they had in the classroom so um do you want me to jump into you want to jump into the next sure just we were just talking about just the logistics of getting this done this is that we've taken a hard look at this this is all contained in the narrative so i'll just summarize it briefly is that there's a number of units that we can do with the with the q testing and it seems on the surface like it should be a fairly fast and effective model of service but it does take 25 minutes per student per unit that we have and so marion actually had some pictures that i would love to have shared with you it's just our lineup the way we lay out the q testing we have all these units set up they're little readers and they have to heat up and so forth and then you you keep track of all your samples and you stick those in and from start to finish um in each batch that we do it's about 25 minutes for that sample to go into the machine and then come back out um that's not counting the time that is that is there for the setup that's not counting the time that is also there for you know the uploading of the information that's afterwards so even in a smaller grouping of say 26 students i think is what we had at one of our larger groups that we did it took a considerable amount of time so about half the day was gone by the time we got the cancelled test students back in to get them tested again and so it's about logistics it's about trying to figure out how do we get this done in the best way possible so what we are considering in terms of how to make this more efficient by going through the future because we see this is a is a valuable measure we see this is something that we want to continue to do uh but instead of taking a look at disrupting the site to get that done uh we're considering centralizing the the testing at least for our elementary buildings at one site here with maybe at the district here at the ecc and identifying a site to do that testing three days a week from say two o'clock in the afternoon until five o'clock in the afternoon and making that an open clinic so that people can come in and get a pcr test done so that could be in that first row that second ring the third ring that we talked about in terms of the you know post contact no quarantine um but we've also already started this and so the that targeted audience that we talked about in that targeted environment really we've already expanded into that targeted environment uh because when we're doing 26 students what we're saying is we're doing the classroom and that classroom targeted this type of focus is something that will really help us expand out our efforts to see whether or not there has been internal spread in terms of coping or whether or not we're whether or not we're able to catch those cases early as mary reported we haven't found a positive case yet but our sample size isn't enormous yet either but as cobig continues to spread in our community i think mr ulsterholm had said that breakdown minnesota is one of the highest grades per capita uh in the nation right now so there's uh there's an awful strain out there right now and so we want to catch those cases when we can um so our recommendation and going forward would be we'd like to keep this going but we'd like to do it in a way to be a little bit more streamlined we're not having to set up takedown where we'd actually have something set up and we wouldn't have to do all the tear down each and every time it's just opposing the doors lock them up and being able to enter back in and being able to staff that on a regular basis so that it's not an interruption to the school day because right now with the interruption to the school day it's it's taken away from classroom time obviously but it's also taking away from our health care providers time to be able to do those other services that are taking place or we're pulling health care providers from one site to another site and we can staff this with volunteers i mean that's a that's a way to do that or we can contract for some of those services but our contracted agents that we were looking into to working with there's a limited supply of those individuals as well so we believe that if we went to a two to five time period we could find a way to staff that and we could find a way to work either with with community volunteers or work with others that are willing to come in and provide that service with us under a contracted rate we just think it's just more viable and sustainable to do something like that and then we can offer additional services if necessary you know if we decide to expand that's some place that we can expand from and it would also allow us so right now you know for um symptomatic students we're using the binex now at home and that's the rapid antigen um we could um you know if if we get the the designated spot space set up we could use um the q testing which is the rapid molecular and we could have a symptomatic person come in and we could say well we'll swap you in the foyer area or you know at the designated entrance um you know it'd be real safe um and so we could we could potentially look at that so you know it just it gives us more options and the thing that we've realized about contracting with an outside agency at least it's still at this point it gets harder because it would be easier if we had something tuesday wednesday thursday from you know two to five pm just a set hour so if somebody was symptomatic and you know they wanted to come in and be tested we could say yes there will be someone there if there would be a scheduled appointment time um and we could be more safe about that um so it just gives us more options as far as staff testing and things like that so um and uh you know and if it happens to be a staff member who's symptomatic it would allow them to if their symptoms are improved and they're negative it would allow them to come back to work sooner without having to go to another testing site so we're really excited how testing has evolved you know the last time that we provided the update we were still waiting for the schools to be approved as websites and now they've been approved and i know that i have received email from parents who are grateful that they were able to test and then come back to school in a lesser amount of time of quarantine and so ultimately our goal all year has been to have our students in school in person with the least amount of disruptions and so i'm appreciating the work that's happening around testing [Music] so can we have a broader discussion about our cloven response can i ask a question first before we go into other stuff um and this might be a merry whitey question is there a way that we could link the binax now instructions on the website a place for parents to go to and maybe put the video i know that it's once you've done it once it's not that bad but the first time you take that stuff out of the box it's a little intimidating um and i and the video is very helpful if there's a way we could link that for families to have an easy place to get that information i think that would especially if you've got little kids and everybody you know it's just one more place thank can you ask one um i just want to make a clarification you guys have talked about the fail rate of the q test but that's a fail rate not a false positive no no it's absolutely uh a problem with the equipment and and uh no it has nothing to do with that it's um i i think it's just a an internal issue that they have with with the actual device and like i said it's it's um a very common discussion point on all of the um the information that i read about q-testing you know it's fantastic but you know and it's an incredible resource for us but that's i think that's just the um that's just the reality of that um i mean because we go through multiple checks on is it plugged in or you know or that's you know it are the um are all the pieces secure and then you know you get this oh gee is that cancelled you know tap says no it's not that at all okay yeah i know it's a very reliable test i just wanted to make sure and correct the community listening and that support viewers understand that that's not a good thing so um okay that's great and just a bit of feedback i think having a site testing location i think is a really smart use of resources i would just encourage to make sure that any students who didn't have transportation to get here that we make sure that everyone has the same amount of access so that's it just is there anything else from you stacy for your team um one of the things that i did want to bring up is that i have heard from many community members who are wondering about masking and honestly asking you know dr stanley when when will we have an offering for this when will we know that we will not be wearing masks and we started the year and with the agreement that we wanted to have our five through 11 year olds vaccinated and and one of the reason why we continue to mask our 9 to 12 12th graders is because they have siblings and we found that there was a strong sibling right and so we are we want to make sure that our students are fully vaccinated um we would note that by our next meeting in december not our november 30th meeting but by our december meeting we would know um the students the percentage of students who had come in for their second shot moving toward full vaccination is i just i'm looking at you to make sure that i'm saying that okay um i know that the community is interested in this i know that um certainly uh the board board members have received email about this as well and um i think that it would be important to talk about that you know is that something bring coming back together on december 13th i believe that that's our our december meeting um and having that additional information knowing that we are at 81 of our students um at this point at the high school fully vaccinated um wondering if that would be something that the board is interested in coming back to talk about on december 13th as well um before we move um before we open the discussion up to board member comments i would just like to put a framework around our discussion and share some comments and perspectives i have um and i've i've shared this with dr stanley we've talked a lot in the last two days but i believe as a board and distribution community we need to start migrating our thinking from being react the reactive management of covet as an emergency situation to how and thinking about how we keep it out of our schools to the reality that covet is endemic to our society and how do we proactively strategize around living with covid and best balance the health risks mental health and educational best interests of our students like go forward basis um i know that sounds like an impossible task but i think we've really integrated paradigm with the vaccine availability for children being five plus even though i want to know if they're not fully vaccinated yet um so that instead that said um i'd really like for us to start defining a path forward um and suggest that we look at doing the following um doing exactly what uh dr stanley said coming back in 12 13 meetings to talk specifically about masking i would suggest only for the high school at that point but but start reviewing our mitigation measures by age group and solicit some parental feedback about what we're doing and what our parents comfortable with because a lot of this is about personal comfort level and um i think that's going to be different depending on what your what your age group is so my personal um suggestion is that um bringing back this conversation about high school mastery at the 13th but then we come up for a plan not only for the review of the mitigation measures um but for how can we solicit some specific parent feedback around some of them to help to help guide us and then come back to the community um at a later point which would be after school starts in january about you know this is really what we're thinking about on a go-forward basis because we realize the paradigm has really shifted and i'm not saying that that means we get rid of them by any means i don't want people to take that from this conversation at all um but i do think we need to think about um our strategy on a go forward basis and how are we proactive about these things and what what do these new things mean now that we have systematic testing and asymptomatic testing and all these different layers that we have and using the best data that we have them together so i just wanted to i just wanted to share that what my thinking is um get reaction from board members and if you have feedback specifically about the idea of the the testing or anything else i'd like to also if we're going to talk about that make sure that we have a pathway for students to be involved in the conversation i think especially at the high school i'd be really uncomfortable with only the adults in the room talking for students i think students have really strong opinions both ways and i i want to respect those views um and making decisions too so that's the only i would add that i mean i have other comments that but in what you just said i want to really make sure we have a pathway for students to be involved in that conversation and not just make assumptions about what they would all say so i think a conversation is a good idea at the plant i think there's a certain amount of base data that we start with so for example we typically talk about the reason communication schools i would like to have an update on what the risks are because i think the medical community kind of keeps varying as we learn more and as variants appear so to understand what the rates are and what the risks are kind of sets the table for what the next steps might be and the other thing i want to add is medical capacity so it isn't just what the risk is for a person getting sick it's the impact on the medical community and what it would lead to and of course that's going to change over time but just to have a certain level of base data that we know we all say okay here's our base data based on this then we're going to have a discussion about how we're going to proactively address things going forward yeah and i think that speaks to one of my biggest concerns is we're school board members we're not doctors we're not public health officials and i think we need those voices and that data involved in the discussion and i think we'd be doing a disservice to our community and our students if we didn't i think i you know one of the things that i wanted to say tonight was that i hope our community and our students know how proud i feel about the way we have handled prohibit and how they have handled poses mitigation um i took a brief look at neighboring districts we have so few students in quarantine and compared to other districts we have neighboring districts with multiple hundreds of students in quarantine right now and quarantine this is a whole other discussion but i'm so proud of the way our students are you know following these mitigation efforts and our staff it's not to say that any of us want kids to be in masks i want to make sure that's very clear it is the worst feeling every morning as a parent to be like don't forget your mask none of us want kids in maths but i'm proud of what has occurred and i'm grateful that dr stanley your priority of keeping kids in school without disruption that that we have been steadfast in that so thank you i don't think we can underestimate the strength of in the importance of of the ventilation the hepa filters you know there are certain things like you know the physical distancing that gets to be harder and harder but i think um the mask wearing our rates of vaccination i mean all of those things are they are significant and you know the fact that we we still have to quarantine because i know that you know the staff is those heart those um those calls are very difficult and you know we you know we do talk about that you know quite frequently but um that is still i believe from a public health standpoint the right thing to do and that's what's keeping our students and staff safe and um you know keeping our numbers at bay um because it's it's it's frightening with these numbers oh my gosh and we believe the u.s were seven day rate in minnesota that's hard to believe so i mean we have to be continued to be very diligent about these things that we're doing and i agree with you i mean we always have to re-look at what we're doing um but we also have to bring in other other people to give us um feedback on how do we continue to move forward yep and i think you know to lenny's point into what you said erica the question is we have all these layers of ventilation our hepa filters we've got all of that and to have a conversation about what layers we can peel back because those are the layers that are going to give the most benefit to students educationally and socially and emotionally i think we need other voices at the table besides you know just our our small cluster it needs to be a community conversation and it needs to be you know public health experts and medical experts because i would love to be able to peel some of these layers away and i think our kids deserve it too you know our high schoolers have stepped up at over 80 percent of vaccination rate that they've stepped up and that's pretty amazing yes i have a few comments first is i'd like to acknowledge a few things to celebrate first off is we have maintained full face to face all school year and that is absolutely utterly tremendous and so i think all who are associated with that we can take we can claim that and and be very satisfied and happy the other thing is we've got some very positive things going on one is we have hepa filters in every single classroom and as we learn they're turned on during the day they may be cycled down at night but they're turned on during the day so we had a comment at the community portion of the community comment portion the board meeting they questioned that but apparently they're on all the time during the day so community that's very good news and hepa filters are significantly more effective than masks and you're alerting alluding to that mary so we've got that second thing is jeff is here has been telling us about the success of our vaccination program of our first through uh fifth graders or is it actually kindergarten kindergarten okay so we've got 30 30 and that's a wonderful thing so we're talking their first shot and their second shot will come probably in december early december early december so we're really looking at some good good signs um the other thing is we've we've got a lot of testing and all of these things boost confidence that covid is not contained but it's much more under control and sure minnesota has high numbers but to some extent that's the expected because it's seasonal and across the northern hemisphere uh cove is picking up down down south it's not as much because people can be outdoors more so some of this is to be expected and given this i i would like to look at two possible options one of which is and i think the community really would like to have a discussion about this we can get more robustly into this erica on what was the date the 13th of december but i would like to propose two things one is that we make masks optional january 4th and make quarantining of healthy kids we don't we don't quarantine healthy kids anymore and we move back toward looking at covet as an endemic virus much like the flu and i think that that would create more of a natural environment for education for the kids interaction i think that the community is very interested in this now um and i i'd like to have us move from a discussion of illness into from illness as opposed to cases we're talking a lot about cases but a lot of times when kid when people have cold they're not getting sick or not getting very sick and so just talking about cases i think can overstate it so this brings me to my second point and i i read my context and i probably have a different frame of reference from my fellow board members and given that my second layer of proposal would be sort of piggybacking off of what lenny talked about um and that would be getting into specific metrics for defining an off ramp and so one thing lenny mentioned was hospitalizations i have the john hopkins minnesota icu capacity here up on my device and this is a pretty authoritative source and i'm just eyeballing it but the icu capacity as they uh announced it here looks like there's uh like 10 15 unused capacity now that seems to be at odds with what i was reading the star tribune yesterday but i would be interested perhaps a second level would be to track icu capacity in the hospitals in our region and if they fall to a certain level and that in combination with our own rates if we find that we're successful up to a certain point that we then move into making masks optional and not quarantining healthy students when i say mask option we've got to look in the camera and tell the community this this doesn't mean i'm anti-mask because people take that no if people want to wear masks that's fine i'm not calling for a prohibition of masking i'm just calling it for it to be optional that's all so it's that's interpreted completely differently sometimes so i would like to throw that out and perhaps we can have more robust discussion about this on december 13th but i wanted to put a little runway here so we could process that because i think with more students getting vaccinated getting their second vaccination we have the test protocols in place we've got the hepa filters working um that's six weeks from now january 4th the beginning of school i think that's a realistic time frame to look at and giving parents the choice and the students the choice of whether they want to mask and if they want to sell quarantine themselves so that's my thoughts well i had a question about the asymptomatic testing particularly what are the next steps because i do have doubts about whether we should be doing asymptomatic testing there is a significant time commitment that you outline and so far there were no positives but there were not detected covet in every sample and then in addition we did a lot of testing last spring in which i think the number of positives that were located in the spring testing was very very low and so and the other thing you mentioned was that we don't have in our sample size a sufficient percentage to meet the criteria the cdc recommended to actually get a random sample and so i'm just not sure from the report where you stand or where we stand on next steps on asymptomatic testing sorry referring to surveillance or so for instance a child um is identified it's covered positive and it's you it's not actually and all of us are seeing as close contest right we're asymptomatic um and we've done this with within a class now where rather than moving them into quarantine we've actually had them tested different than the random sampling of asymptomatic students yeah so you're talking about the surveillance just as opposed to i think what they were referring to right so yeah the surveillance would be that we need to have a larger population of parents expressing interest in being willing to have their children tested on a regular basis so where are we at in terms of are we moving forward with that are we not looking for that so right now we would not suggest moving forward on that we had we did a survey out to our community the community 1500 response said yes they'd be willing to consider having their child tested on a regular basis and now with the vaccines coming out for five to 11 year olds that may change significantly because again the five to 11 year olds once fully vaccinated would not be required to quarantine if they were considered a close contact so i think as the vaccination rates go up the the likelihood really wanted to do surveillance testing goes down the other the other targeted audience that we've discussed on this group before has been the surveillance testing on non-vaccinated populations but i think that really falls into an identification of students that are not backed and we i don't think we want to go within a as a school district so so i think that's when it comes right down to it we think that the asymptomatic testing protocol the way we have it right now there is value to that in terms of trying to control outbreaks and so if they're you know like you said if we're doing a classroom size like we did out at normandale elementary school that was an attempt to control the potential for spread within the community because we know that these these latest variations on the covet virus have just been awful even with people that are vaccinated so if you have a positive in a high school classroom whenever 80 percent are vaccinated then you don't need to do the asymptomatic testimony limited and just so people listening need to understand or i just want to make a point too we are not uh testing classrooms or a close contact without parental consent we are absolutely not doing that and and the same is true for vaccinations as well i know we had a number of questions about people concerned about vaccinations and we absolutely did not do that as well so for any testing vaccinations we absolutely get uh parent consent and that's that's each occasion right now yeah we did check with legal on this so we do we ask the parents to sign consent uh for us to test in the apex or the asymptomatic testing protocol each time um they will say that there is a lot of interest i think if you're getting done but they want to be in control of what that testing takes place um one little girl that i talked to in line at the vaccination clinic parents came up and asked if it was okay for their daughter to they come in and get get tested that's vernacular they could get vaccinated because they were talking uh to the nurse just about how many times this little girl had been tested in the last 24 hours and she'd taken four tests in the last 24 hours and all of them came back but there was a lot of testing going on so families are using utilizing the tests that were that we're sending out to them um and having this additional option um are wanting to have it accessible i think it's it's one that i think we do gauge over time because i think as vaccination rates go up i think the demand for asymptomatic testing will happen yeah no thank you um thanks for all this this is a really good discussion you guys i'm really glad at the glory great erica with the thought about the mindset of reactive to proactive and what that looks like um i mean the reality is we're going to have it in our schools yeah period right so how do we use all layers of medication um as effectively as we possibly can um for students and for teachers we know the barrier the mask is a barrier right it creates it's it's tough and we know that and i want to acknowledge that and i um the students have done a really remarkable job so i just um thank you um and teachers um so my question is and my thought is which i think the board as we're talking here is what process can we get to so that when we want to make a move and a change that we're ready to get there right what guidance are we looking at and so a couple things that i heard that i i agree with and i want to encourage is getting input from students and for parents kind of a thing like where's your comfort level now um also looking at the case rate and i'm not the expert none of us are here in this room but like that case rate seems to be defined differently today than it was a year ago what does that look like and what lenny said about the risk level that i would be interested in knowing like what's that risk level look like um so i think those two things are tied together um i really love how um the work that you guys have done has evolved with the q test and that's not a you know it is not a blind test um it really has a purpose and a value and i think that brings that value then for quarantine for all those things as a really strong layer um because i i think we're gonna have testing that is never going away i really don't think so so i think that's a great um place to really build that strength for our district and for um mitigation efforts um the one question i would ask is with hepa filters we know that they're really effective they're you know whatever are there any resources that we can put into to increase that i know kids at the elementary school are coming in for lunch now right is there anything else we can do can we ask for some of those funds for testing to be moved into more peppa filters can we do anything like that um i don't have i don't know if that's a question i'm putting out there so that we can have a school that's safe from virus you know in spaces that are sacred virus so i would challenge the district to look at that well what i can say is we did add two additional challenges challenge you closer than i thought okay um we did and to order i want to make sure that they're added so that we had three pepper filters in every elementary cafeteria so we did already expand that um that is interesting idea for classrooms right because cultures are demonstrated is important to look at that as well as we move forward that's great um that's great so i would i would push that and then you know it comes down to i think masking and you know there's districts that have done this district in minnesota i was um at amsd with with dr stanley and we're talking and they're doing something in their district where it's trial periods right so there's an elementary school if the case rate is low the mass are coming off if the case rate is at a certain level the maths go back on and it's so it's really managing that um that takes a lot of communication a lot of community support parent support student support teachers i mean it's a lot of layers but i do like the mindset of that and that we're kind of being proactive about how we look at this you know um there's an evidence there's an evidence exactly and then we know because you know um if someone tells you to do something for a short period of time you're like okay and i can do it i want to make sure that the mask is a mitigation effort that is used wisely right so like the entire piece of that the tired piece of students and teachers or and everybody not wanting to put it on i want to make sure that it's because we need to have it on so if it's a high rate you need to wear it so i think you guys know what i'm talking about there but but that's just something else that we can talk about very very interesting about that december to look and see where we could go where this would all look like um so that's kind of my input thank you another quick thing i just want to acknowledge we've had a couple community members asked about bringing back our volunteers [Music] we've had a few community members ask about bringing back parent volunteers into the classrooms and so when we're looking at all of these different measures i think that we should take that into consideration and come up for some guidelines from the group as well so agree with that as well yeah that's the guidelines part of it yes to me it's not just a clear yes no but how can it happen and what would that look like and that's kind of going with all the whole lunch yeah right yeah i like the way that you're that your your approach that you mentioned to talk about kind of the short term versus long term especially with masks i think even communicating to students i i don't think they are long term i don't think as we move from pandemic to endemic that for 100 of people masks become long term and so i think having that conversation in that mindset is beneficial that was a really interesting thing about those conversations and let's not see it as binary either way right so if masks requirements are reduced it might not be permanent it might need to go back and knowing that maths requirements universal requirements might not be there all the time that was really fascinating to hear how districts are doing that and how they're piloting that and capturing data to see the impact on their students i noticed today i think it was that another one of our neighboring districts who has a really really high copic rates right now and mass optional has asked not required but asked that your students ask so that i think that speaks to that when it's needed stepping up to to be a part of controlling the spread yeah the final thing that i would say is uh the commissioner did send a letter out and i think that it's going to be posted and what i want to say is um one of the things that i was proudest the superintendent in edinburgh public schools is that everything that the commissioner listed there were nine mitigation methods that she listed and we have every one of those mitigation efforts in place we have testing we have contact tracing and quarantine um kids are staying home when they're sick you know nurses are working with them on that we have physical distance and right now we are using universal masking the promotion of vaccinations the incredible success with the clinic um notification of cases the hand washing you know all those things that we started out early on with [Music] ventilation and again i appreciate that owen that you shared that piece um that i was able to immediately after the school board meeting um last week talked with eric hamilton to help me understand about um the ventilation and about the hepa filters and he did explain and and um doctor smiles went back out to principles and there is clarity that it's it's literally about it's running during the day in classrooms and then in the evenings they aren't running however in our nurses office they do want run 24 hours a day seven days a week so that um was really helpful and i was able to communicate that out to the community as well so we do have the ventilation in place as well and so that's just something that i don't know that all districts could say that they had those uh pieces in place and i'm really proud that all departments have come together to really work thank you sure do you want to read or should i read ellen's okay ellen this is ellen who is absent i know that if we continue to operate safe and healthy spaces guided by cdc and mdh best practice we will do what we can to keep our students and staff safe from contracting clothing our goal continues to be keeping our students from missing any more school secondarily our objective is to make sure that our days at school are used effectively on the second point please give the board an update on the substitute teacher shortage and explain what is happening in classrooms if a teacher is unable to obtain a substitute for their class is there anything the board can do to provide any additional resources here's another question but that's your first question bernie do you want to come and talk about um conversations we've had about substitute thank you very much thank you very much um and some processes we have in place i don't know how much the community is aware of the seven tier process that we have but the tears that we are now implementing um at the district level and using license staff and things like that sure so we have we have multiple levels of um multiple levels that we're working through to help support buildings with enough substitutes so in our conversations with other districts some other districts are using substitute services and we've had that in the past but one of the complaints that we hear often from the other districts is a very low fill rate so yeah you might have a substitute service you call for a sub with a company but then your if your fill rate is 58 62 or 68 that's not that doesn't solve the issue you know it's it's still short so that's part of the issue so part of what we started off with this summer and a little bit last spring is trying to think out think about a different way to handle substitutes and knowing of the coveted issues and wanting to create consistency of people in the building starting with some premier subs at each of the sites and having the dedicated number of premier subs for each site so three at the elementary's four at each of the secondaries and those are people that are there every day all year long and they're filling in for teachers that are absent teachers that are excused for dental appointments or whatever they're there to fill in all the time and that's level one are those premier subs and then we proceed down through some other levels we have seven different levels in that model i don't have all the levels seen in front of me but i'll try to kind of race through a few of those in terms of details so one of the things that our principals have done is they've went to each other when those premier reserve subs aren't being used in a particular building then they've tapped into each other to see if they can borrow from each other on a particular day so we're trying to first of all really efficiently use those across the district secondly we've looked at other non-load-bearing teachers in the buildings that could help sub for either part of the day or for maybe the day and that might be the media person as an example and that is a loss of that service so we do recognize that but these are other levels that we can kind of go through to make sure that we have coverage for those for those classrooms uh other levels include um other licensed staff that we can help support them in getting the sub license or other non-licensed apparatus that can help getting them a sub license like somebody who has a bachelor's degree and could be a substitute for a day or for an hour or for a couple of hours we have also jody and i have been building a calendar of some district office staff some of our tosas some district office administrators that could contribute some days and also be available so the way that works is we build out a calendar of some of our heavy load days we know fridays are heavy though days we know some mondays are heavy low days because we've collected that data from our principals we also know that some of the days before or right after a longer break might be heavier low days and so those are some days that we're trying to front load on this calendar some of the district staff that could be available to substitute in the building we've also worked down into asking other teachers if they're able to cover and in some cases they get time sheeted or get paid for that if it moves their prep then out of the day and they have to do their prep beyond the day and then jeff and i have been meeting to talk about the para allocation and we're short eras it's very difficult to fill all the pair positions across the district so one of the things that we've talked about is exchanging out some paras for some premier subs under the special ed umbrella that could cover some of the special edge classrooms and special ed supports so if we can't hire the peras because we don't have the applicants or we don't have the pool then that's an opportunity to hire another premier reserve teacher that can substitute in those pair classrooms so those are those are about five different examples of the different layers that we're working through to provide uh to try to provide sub-coverage and then we've been working the sub model at the high school has worked a little bit differently because of some of the virtual subs and because of some of the flexibility in the space and um it's challenging you you may have seen an article about seattle public schools had to close i think it was last friday because they didn't have enough staff [Music] we have not had to do that we don't believe we'll have to do that but we are trying to navigate it on a daily basis on a weekly basis i am on a um seven district superintendent task force around subs that is like one of the number one things that comes up at superintendent meetings all the time and i shared with my team i shared with with jason that when i talked about this this process that we're using um they were excited about it they want to bring something like that into their districts because right now um the organizations like teacher on call they are stressed they aren't filling their subs um the the organizations who have their own subpool what was happening is oftentimes those were moms that were subbing they had uh the short call licensure um approval but their children are being quarantined so they can't use that tool and so it is a stressor across the entire country and for sure our entire state and for sure the entire metro area but we are really looking into that we know that mondays and fridays are high and very heavy usage for subs and so we're trying to look at you know what are some options for those and that was it's certainly different now that it's pandemic and that was the case pre-pandemic right there was always shortages on mondays and fridays as well um first and foremost we want to make certain that our teachers are able to get to their medical appointments our teachers are you know i mean that's incredibly important right and so to be able to fill in backfill when we can um even with district office staff to make certain that we are filling those those open sub physicians knowing that it's critical it's there's a critical shortage everywhere and we are doing our very best to make certain that they are filled but our reserve premier sub system is different than most districts are using here so if the board has questions or concerns about this i suggest we move it to a different meeting because i think we've moved a little beyond the scope of helping mitigation measures for this discussion and so i appreciate the update that i i just wanted to share this thing within the topic here's uh ellen's last question please give the board an update on how the district is using parent volunteers and i think we answered that and whether there are opportunities for parents to help the classroom are there any vaccination requirements for that volunteers so yeah we don't have any parameters around that right now yeah okay so i can't quite answer your questions um so just uh in conclusion i feel like i'm writing an essay for myself which i don't do by the way um i will follow up with stacy to put some process around a lot of the things i've heard all the feedback and written it down and just put some processing procedure around how we move forward with this but we will be bringing back some discussion to the next board not the next board meeting the december december 15th [Music] it looks like well i'm just wondering we so we're not having an unusually large number of teachers lead uh getting sick now it's just it's just been kind of discerning [Music] yeah so in the dashboard i'm just going to turn over to that um wake of the 12th there were eight confirmed cases with staff um and therefore and do and there were also two staff who were quarantined due to close contact in school setting and two staff who were quarantined due to close contact in a non-school okay thank you okay moving on thank you everyone for the conversation uh moving on to board legislative action committee um julia owen sure okay so um phone and i are the legislative action committee um [Music] i don't know if everyone had a chance to read through this but um just a really brief overview um we kind of looked at when we talked about this um last year when we kind of put um the lac on hold with kova just um coming into it this summer when we talked in august about and i stepped up to say i would be um um two of the things that i looked at when um putting this together and doing a lot of research on how do we kind of reinvent lac a bit just to make it efficient and effective and more action-oriented um and this goes in line with our school board goals that we put together and they were approved in september about advocating for policies um and then also in line with our strategic plan and how do we make sure that the work of the lac is is keeping that at the forefront um so the recommendations are um oh and i met about this briefly he was very busy with a bunch of other things going on in his life at the time but um the idea would be that the way that lac had been set up originally was that community members came together to develop priorities and then brought them to the board and that was um i think that's a really good process however i think it it was cumbersome then to get the priorities aligned with our strategy and then have community members have action behind that um and to really start then to it was a huge commitment from community members so how do we look at that so one of the ideas and this is i would love to get bored feedback on this is to adjust that and have the priorities come from the board an administrator the administration and the legislative action committee members supporting that so that because the bulk of the work really had been done kind of reduced semesters first semester um and then by the time we got to the action piece it's a lot it's a huge commitment for community members so the idea would be then to have the priorities come to the board have the board approve them so that we know what the parameters are in the guideline parameters do a lot of work on infrastructure of communications which what has not been set up yet so any kind of social media any our stuff on the website um making sure all our meetings are announced on the website so that they're open to the public um all sorts of things like that that all takes time and process um so that's kind of the two big things um and then ask community members to be um part of this for ten the second semester so do recruitment in october or november and december and then have the committee start the work in january from the community um i hope i explained that that's kind of what the thinking was um and then be able to the legislative session starts at the end of january the other thing that um i included in here was um kind of the partnerships with amsd and really using the um relationships we have with other districts we know that um sometimes um we can be more powerful in big numbers and so being aligned with what priorities are across they're very similar to what we did last year if you look at our priorities last year and you look at amnesties they're very similar with that but that would be a really good resource um for us to use and to use them as part of our efforts so um that is that i don't have any other questions on if you want to add anything else well and yes i can add one thing and a key aspect of the lac legislative action committee is that we would strike a politically neutral stance and so there would not be anything that would be conspicuously um of the left or the right or democrat or republican it would hew to a consensus line and so that's a very significant aspect of how the lac is structured and designed 100 that's a great point and and you know i wanna i had a brief conversation about this but i think what's important is like looking ahead um to like setting up um oh my gosh i just saw that capital spells on my holidays um but i think setting us up so that this might be a year we're building and we're already in november um and um then next year we can kind of take a look again and be like okay did this work well i mean we're still building this out um i give kudos to the um board member jones and the lac members of the past two years and all the work that they did um to get us to this point that we can look at it and say you know okay what do we take what we've done really good of it and moving forward so you guys have any questions about it or any thoughts [Music] so i support what you're talking about about the school board and administration currently coming up with the initial uh areas to advocate on behalf of what i'd like to see though is an earlier start of the community members of the committee because what i'd like to be able to do is to have the committee members of the committee be able to give feedback to the board of what we've selected so there may be sort of is there something we forgot that we should have included is there something that we have in here that probably isn't going to go anywhere just have an extra set of eyes and if we're going to have crew members on the committee rather than just have them be part of the legislative process but actually have them give feedback before we approve our final legislative priorities that's that's great that's a really good addition so how large of a committee do i was trying to figure out what number you were shooting for with number of um community members and number of districts the way the original charter was um laid out was that it was up to nine community members and then um oh i forgot to add that into um there's a suggestion here of adding up to two students yeah so they have some student voice in the lac um and then also adding someone from the administration to help to be a liaison which was not included before um so yeah up to nine community members and that's for basically you know that's for the work part getting it together but any lac activity is welcome to anyone in our community and i think that's where we can have a big be really smart and effective with a push to make sure we're being inclusive of all voices and making sure everybody is kind of tied into what we're working towards and um supporting public education here so so can i score more questions so i agree with the way this is laid out but can you just clarify so i agree with getting a portion of our direction or taking it as like a starting point the work that amsc and other districts has a collaboration bring to the table if that's not to say that like lenny was saying if edina has a specific issue that we would like to bring forward as being a key priority for us but this is not stopping that from happening correct no not at all i just wanted to make sure no not at all thank you for doing all this work [Music] i have two questions one on the policy on membership and conduct on b i was wondering why we were limiting it to people that they must live in the district and why we wouldn't would not open it up and some people that have students enrolled in the district now that was in the charter originally i don't know what the thought is but i it seemed important enough to keep it in there um i don't know i did not look i would love to i can follow up with um remember jones and ask her because it's not getting kind of less i think part of the reasoning was that they're not taxpayers and they don't vote i think that's that's a lot of it we and we haven't discussed that for two years it might be something just to think about i was going to say revisit the conversation for a lot of the lobbying issues their school school-based issues that don't necessarily have anything to do with living in the district so are there public schools in the state of minnesota yeah it's interesting i think it probably bears them discussing because they're stakeholders certainly but their stakeholders at a different level so just something to think about and then the other thing um i just wanted to consider i wanted to better understand you talk about um attempts will be made to have membership reflect the demographic profile of the public school district um i i think it might be good to expand on that and not just talk about the demographic profile of the school district but it would be great if the committee reflected and i can't think of the best way to say this but the profile of the district from the different levels of school within the district if it reflected um made sure that we had a parent that had a child with special education make sure that we had a parent that had a gifted and talented child that were really reflecting a spectrum of students that we have in the school district because that i think to get back to lenny's point about making sure we're not missing anything from a lobbying perspective not that we want to lobby for special interests but i think there could be things that's like well did you realize this impacts my kid this way and i want to make sure we're not just we don't have like 11 high school parents that might not understand impact for elementary or vice versa so i just it could be good to and maybe we can't so i don't want to be defining like you could have to make a really good faith effort yeah yeah i think that's a great suggestion and i i like i love the addition of the students and i don't know if this just popped into my head as we were talking about in district out of district but is it worth putting something in there that our students don't have to live in districts like if if somebody was open enrolled could they still be a part of this and i would i would think yes but maybe it's worth putting it since we're putting it all down and now yeah while um the family member of a student who's open enrolled when a child open enrolls into our school district we do receive funding from them and in a sense the taxpayer dollars that will be going to their community come to united so they might not have a home any dinner that they're paying taxes on or we do receive funding for those stories well yeah and i think erica to your point about perspectives i mean it has a it's a fantastic perspective to get of an overall student and what issues they and barriers they could face so um yeah i'm going to look into i will go back and look um into those are all really good suggestions anyone have anything else ella had a couple of questions one was um the way it's worded if we don't have a let's just say there are no students interested in doing it does that mean that we will not have the committee so it says it will include up to okay i know it says should include two united students but she just wanted to make sure it's clarified that that's not a limit okay okay well we can change that and then she was just wondering if there's a budgetary because an administrator will now be working on it is there any budgetary allocation to this see my team we work 24 hours a day got that randy but is there i mean i guess that's the question are we on the occasion i i wonder i just presume that she was saying time carding for the budgetary side of it yeah i don't know for that question i'm asking the question [Music] well and i think too we have administrators that do do legislative work with what their job already is and so there's cross over there too so this is going to help support that work that's already planned on yeah passion um and then she was wondering it says one of the functions of the original ldc was to perform the elect the electorate about electoral candidates positions on issues important to public schools by submitting a questionnaire to all candidates for elected office these responses to sorry the responses to these questionnaires were printed in the subcurrent post on the district website why was this function taken out the bibles i don't remember that being an original violence it might have been a caption item so i'll sort of note and luckily i'm not going to be in this position ever again but i think that the number of requests to school board candidates have gotten out of control i think that there are sufficient avenues within what's out there already for the information to be communicated and so to add another one to that particular group doesn't make sense to me [Music] so maybe just note that if maybe it's of your brainstorming process if this is something that yeah i think that that's more like a strategy which is not outlined here strategies are not on here no i didn't i don't remember having that on there i don't i know that happened i did see that and i know i know that happened it was before i came onto the lac but i didn't delete it out of the by-laws and then she was wondering if um lac members will have an opportunity to sign their names in support of the platform um before they commit to being on the committee in support of a platform that they had no part in developing well they see the platform before they commit to being on the committee right but what i suggested was that they have an opportunity to give input to it so that you know to a certain degree answers that question right the other thing is you you know people often sign up for uh to assist the district with things and you may have not agreed with actually everything that happens but my suggestion is to incorporate their feedback yeah i think that's a really good suggestion that kind of addresses that issue then that and i think part of what is important too is that the priorities are aligned with our strategic plan so that would be an important piece that somebody coming on to the lac would be in support of our strategic plan in the strategic direction of the district and in support of that belief in the mission and vision which is actually other districts um you know i lenny made a really good point about the commitment of school board members and making sure that our committees and all of our work is that we're not drowning in it and so what i was really trying to do too with this is to make it sufficient as we could be and as impactful as we can be um so that it's um so that we're not over committing ourselves to something that we can't do but making it really impactful so um i think adding the suggestion of the committees is really good i think um looking into living in the district and what that looks like i think that's a really good suggestion um i think expanding the perspectives all of that is a really smart way to set us up students and open enrolls that you mentioned um and then i'm gonna check on um the violence make sure i didn't delete something out that was a strategic action that had taken place um but i think that that's an important piece of this too so i'd like to add in the committee work a little bit earlier it's a good change ellen has a couple more observations the original structure had the lac functioning to evaluate the legislature's agenda stay in tune with changes and issues coming up in the legislature evaluating legislatively controlled issues facing the schools gathering consider community staff and board input have a discussion to set the legislative priorities that would then be presented to the board for discussion ultimately for approval so i think what she's saying there is she'd like to have more explicit um integration in with the legislature's um current agenda and what's coming before it um so i gathered that that's what she's saying here that she wishes that that had more prominence i believe it was in there did you guys get the impression that this would be the priorities would be developed outside of that framework okay as proposed the legislative priorities will be determined by the committee chair vice chair and superintendent's assignee and representative board for approval i don't see where the lac has any input to the setting of priorities with the llc taken out of the process for determining priorities says the llc just become the lobbying arm of the board in such a structure where is the opportunity for community people we've already talked about that yeah another effect of this change in structure and function is in diversity and inclusion while the proposed new structure defines some membership objectives for students and minority members if those members of the lic have no voice in determining the legislative priorities and their presence on the committee seems to be a little more than window dressing well i think all right okay their last comment here the board already has two lobby members both the association of metropolitan school districts and dean and the ms ms va uh minnesota school board associations students superintendents have their own arm with the minnesota association of school administrators would like to see the nyc remain a vehicle to actually gather input and engage with the community analyze the situation voice the community and students priorities and recommendations to the board rather than eliminating their important process that's already agreed okay so that's that's the host of her observations okay and then in all ways this um eliminating community input or community involvement any other videos thank you for all the work on this thank you guys i appreciate it here don't want to hear about aaron rodgers and there was a coped up [Music] [Music] okay [Music] well good evening thank you for the time this evening we just want to give you an update on the work around the data metrics visualization or the dashboard and our thinking around that this is uh for information for the school board we're not asking for a decision at this time and so the the what is really about how we take the data from the data metrics presentation that we gave to the board at a recent board meeting and how we turn that into visualization or information that our staff can act on or that families can ultimately act on so that we can make efficient use of the data and really understand where our learners are at and what is needed next for them so our plan is to really organize that data for staff and for families using a dashboard view one of the tools that we're going to be talking a little bit about this evening is a tool called tableau and we'll ask greg maybe to show a few slides and to demonstrate what that tableau system looks like and why we have selected tableau and what that can do for us and then maybe natasha can also speak to a little bit about the timeline for the implementation so again the data dashboard is about how we visualize the data that is most valuable and most important to the school district and the success of our students as determined through the data metrics conversation and we want to make sure people are able to leverage that and then we have a new tool that we're going to implement to create those visualizations jody anything else you want to add before we start great do you want to talk a little bit about the tool itself or maybe natasha you want to introduce the people i'm just here to listen and then maybe we can close with the timeline and then see what questions people have okay um so um so did we link the powerpoint on this is totally here i think there are slides in the report there's slides in the report because of the technical issues i don't think we can pull it up in here okay so i apologize there's also a link to this okay and so we can all see it awesome well then if you um um i am looking at this one yep [Music] so i'll just go ahead and give you kind of a brief overview of what uh tableau software does and then tableau in conjunction with another partner as to how we're going to really leverage the power of infinite campus our student information system as well as tableau to really uh create some uh fantastic data-driven decision-making tools for teachers administrators uh district level staff but then also really create some outstanding views for families and our students to really kind of pull data together from many different parts of the infinite campus application so that it you know really gives them a one-stop shop for the data that they are really interested in so that's uh that's kind of the the big picture tableau is tableau by itself is a data visualization application so if you're at all familiar with some of the other applications think that like power bi is another um another of the big ones i i would say microsoft's power bi and tableau are probably the two biggest data visualization applications in the industry the reason we picked tableau is because it interfaces really well with our student information system we can lean on the student information system to control rights to what our staff what our what our teachers and what our administrators really need to see right or what they should be seeing whereas other applications they don't have the level of granularity for user security as this tool set does uh so that's a really really big win for us to make sure that we're not breaking any laws and keeping everybody out of jail so if you just kind of skipped to slide five uh we'll come back and talk about kind of the implementation timeline uh as we as we'll go through it but this is just an example of kind of a different view of what we can do uh utilizing tableau with the uh um using it within infinite campus is that you know this view itself right now would have just the students picture you know a bunch of other stuff that nobody really cares about except me because i like all of that nerdy stuff and then you know you would have to click to four or five different places within infinite campus to get all of this data in one place right so this would be the idea of this would be a a replacement for the current like student information view within infinite campus and so that we can really customize these pieces to you know pull data from different areas within the application as i've kind of transitioned out of my student information systems coordinator role into my data programming analyst role you know i've been meeting with building administrators across the district to come up with what do you want to see right and and we'll take all of those ideas and and bring them together into one thing because we can't have one for we can't have differences between the buildings we want to set on one because otherwise it creates a pretty big nightmare for for managing things so this is just a sample of what we can do um really whenever i meet with anybody or talk with anybody about data i always say that we're only limited by our imagination right because whatever you whatever we have we can pull it and display it in a manner for which would be useful and helpful to uh uh to whoever the user would be so this is uh what a sample of what it would look like for building staff parents and students we could update the view in infinite campus the next one would be a view of student assessment data and again you know we in conjunction with uh infinite campus with tableau uh you know we will be be able to really create a a whole a whole picture of our students as far as so this is an example of assessment data right so you can see in there if you squint mca math and math math right so we can put two assessments side by side we could create a visualization that would compare uh all of the assessments are all of the pieces within the comprehensive literacy plan or all of the other uh elements uh to see how stu how students at at the student at the root student level but then the great thing about these tools is that we can roll it back up look at the district level building level all the way down to the the roster level to see how our students are are doing uh on the the elements for which we decide right in this particular situation it's uh mca math and matpat if we uh then go on another one of the tools that in partnership with tableau and the implementation vendor that we're using they have a set of different dashboards or what tableau calls them is they call them vizies right visualizations where busy equals the dashboard so let's you know not get caught up in the vernacular but they have a whole big set of this uh notebook of things that we could pick from and so this is one that i thought you know in conversations with uh you know principal beaton that it might be something that we might want to consider at least looking at right so this is a college readiness student profile so it kind of looks through all of the different elements of maybe a student's academic plan or looks at their transcript or looks at all of the different elements in the uh you know in the students uh you know record with an infinite campus that we can then uh pull all of that data together now if you look very closely on the right side of uh of this particular visualization and the one before it you'll see some check boxes and some drop down things uh all of these visualizations are filterable so you know we present the high-level amount of data right we'll show you everything that you want and then you as a user can then go through and and drill down or only look at the particular data elements for what you would like to see and they're also all customizable by us so if this college readiness profile is a template that they've created we could decide well we don't really need to know this information or we don't need to visualize that and we can choose to have some of this stuff turned on or off so this isn't these are just examples of what's possible essentially uh so then as we continue into uh you know some program uh program information you know uh my my day-to-day life right now is you know my friends in all of our different programs ml uh gifted they're doing a lot of work with you know our curriculum for math and uh they come to me they're like can you tell me how many people are this that and the other thing and it ready you know just a little bit ago sent me a request can you give me some data on this and i'm like well these this is an example of like a dashboard that we can pick the data elements that we want to monitor on an ongoing basis and just have it there for uh you know this would be an idea of something that you know district level admin staff or building level admin staff would have access to to see oh okay at this point in time we have x number of uh frame reduced price meal students or you know those really sacred data elements for which we need to hold close you know those are things that we could display here uh for uh um that level of leadership to see going on to the next uh the next slide really is about you know enrollment in this one this particularly says math but you know if you put your imaginary your imagination hat on really we can do this with just about any of the uh subject areas content areas whatever it is that we would you know want to envision this natasha said these these are completely 100 customizable to the needs that uh of what we would have and then this last is it might be the last yeah it is the last one uh i think is actually really really awesome it's a scatter plot that really correlates uh student gpa uh versus attendance right so you know it's something that we we all think or we all have a common idea that that that they're correlated but this really does a nice job of graphically representing you know each one of those dots as a particular student and so seeing you know where those students are as far as gpa is concerned and then their percentage of attendance so this is just again this is just a sample of the of the elements that we can put together um and in conversations that i've had with other leaders across the district you know we're starting to build that idea of what they're really wanting uh and so it's uh it's going to be really excited over the next you know couple of months to really dive in and start looking at our data and finding uh solutions to a lot of the uh challenges that we've had as it relates to data in the district so with that i'll hand it over to natasha if she wants to kind of walk through the the timeline or share some yeah i'll just talk a little bit about the timeline um so currently we have four people in the district who will be trained as creators um in tableau grabbing one of them um i'm one of them and then we have um another person from enrollment and another person from pmts so um essentially what that will mean is that we will be able to create any of these visualizations or dashboards that we want but the nice thing is to start our implementation tableau creates technically sex visualizations for us and so we've kind of um gathered some data i had some meetings with some administrators around what would be like to see to start the demographics um visualization is just one that they give everybody so we'll have that one to start and then we have included some other visualizations that tableau will actually build for us so again they're still customizable but we at least get to start somewhere um and bringing this data to our administrators and letting them see what this looks like and how they might use it and then the team will continue to work on building out those particularly greg and jen um but we'll work on creating those additional visualizations as randy sends his request over to brett um our implementation process we will start our training with tableau we can start about the week of december 12th um it's a pretty extensive training um they offer some great uh well there's four sessions that we attend um just on getting started but they give us about i wanna say i'm gonna get this wrong i know but about 90 hours of implementation so there's support there's ongoing training that we will get in getting everything up and running as we want it the whole implementation process can take about 90 days and that obviously depends on like our capacity and how quickly we can move through these things and i think our goal is really during the spring of this year to be able to bring this to administrators and principals and have them start to just really begin those data conversations start to shift the culture to talk about data um and then by the fall of next year we'd like to bring this into to teachers um and staff so that they're in their plc's having more granular conversations they have some student specific data to work from and then we'll also roll out that additional feature that some of the stuff will be turned on in the portal so as a parent i would be able to see my own students assessment summary or something like that so that's a little bit of our timeline obviously any like anything it's kind of you know we'll see what happens but i think we're in a pretty good place we have some really good people on that team um that have already kind of done some a lot of initial work to get started so i think that's all i have if you all have any questions yeah i've got some nope well i this is exciting to me because uh anytime you can systematize this information randy knows i've wanted to see something like this for a long time um i would be remiss if i didn't point out if it's possible to have when you're looking at that front page of students a link to student 504 and iep information that very easy to access place for teachers to get that i would be remiss if i didn't point that out as something as feedback as a sure appearance so that so that's actually something a project that i worked on a year and a half ago where we uh no other district in the state does this but sped forms our application that manages our ieps uh you know which is where all of our excellent special teachers uh work with that data they dump us out of file every night and we pick that up and actually give the students a skeletal plan right i'm not going to go into the details but let's just say it's magic in the database it happens so that where a teacher used to have to maybe click five or six times to get to a student's classroom accommodations now they're linked to the student in the roster within campus instruction so it's one click one click one click one with one click so we uh you know from a student tools perspective or from a classroom tools perspective to monitor classroom accommodations we've come light years in the last two years uh and so i'll be really excited to see what we can do that's great is that for 504 as well or just iep um i'm not and i know it's iep for sure because that's what we concentrated on when i built it but uh i'm not entirely sure how the 504 accommodations are stored if they are stored in sped forms then they're there as well jeff is shaking his head sure any any easy access to that 504 your teachers is special so that makes me very happy thank you um my other questions had and i think i might know the answer natasha with what you were saying but in my mind i was visualizing could can parents kind of do a drop and drag and create their own type of report or could a staff member who says you know what here's the five things i want to keep an eye on for this particular amount of time i want to monitor it is there a way for them to create that or do all the pages have to be created by you guys so we'll have to do the bulk of the creating okay will be some of those interactive filtering elements that i've talked about that they could turn on and off so if there were a set of things data elements we wanted to collect for all students let's just say we threw on ten but as a teacher i really only want to monitor these five we could they check those check boxes and um then the data and the graphs update for them so it would be kind of a saved thing where they could go in and and monitor that they would i'm trying to remember the name of the report that i've used in the past for work but it's it's saving it so it's easy to monitor versus re-running it every time i i think that that functionality probably is there um we're also kind of relying a little bit on our integration with infinite campus and that infinite campus is a very heavy cookie user right uh and so i'm just not i can't say for certain if the what data elements would be stored in that cookie so we'd have to okay so not not an out-of-the-gate idea but maybe down the road but you'd certainly be able to manipulate your data and i think that's the biggest thing um i i used it when i was in the classroom i was a flushing teacher and just the ability to really drill down to what i needed to see is important so all of the english teachers got together and we looked at all of english nine and we were able to like manipulate oh we wish to look at our summative assessment data and have that those conversations and plcs was like is super powerful but we got to kind of control the things that we wanted to look at so when you think about that data that we talked about in the data metrics plan right really making certain that we had some classroom related question level data in there is really important because it allows teachers to really manage and really look at their student performance in a different way yeah and then we go up to the program level to kind of piggyback on that we can we can build a dashboard that tracks our progress around the literacy milestones as it relates to the comprehensive literacy plan we can track our data around social emotional learning progress as it's fed by the panorama surveys we can track our data around exit surveys that are that information is collected and we can build the dashboard that has the exit survey longitudinal data you know having multiple years of data eventually built in this so we can do longitudinal analysis non-resident data early learning center data we've we've been trying to figure out how to get those teaching strategy gold assessment results into a dashboard so we need to work with them to figure that out but i think there's a lot of opportunity to go from classroom all the way up to program mobile or all the way back down what tableau allows us that our other system didn't is for us to make a decision and do some programming around that so we can have that data at our fingertips in order to make a difference on student performance regardless of the percentile that you're performing okay yeah that was my last question was going to be around are there any gaps that you see this not filling in what we have historically felt as like a hole in our ability to gather information and to utilize information do you feel like this fills those all those gaps is there any piece is there any piece of information that can't be used as a data source i think our biggest thing is going to be to figure it out because we do collect data from multiple sources right now um like so grant's done a lot of work to build table tables in campus so that we can pull this data but we can also with tableau put in csv files or other so there's a lot of different data sources we can use um we can even connect it to finance financial information and such so we will have to figure out what those connections look like i don't see something we couldn't put in there but some of it might have to be creative and we might have to get imaginative might require grad to build some things to make it happen but that's i mean that's kind of what we expect it to look like so one thing that comes to mind is you know we're adding the sluds data so the persistence of college completion data we don't really know if mde has a way that they could provide a csv file so that we could load that in there that would be fantastic if they did um but there are some things like that thank you for taking this on it's very exciting but i'm i'm absolutely thrilled at this this is just going to provide more clarity more visibility into the phenomenon of the district and we're putting our toes in in student data but we could do it finance we could do a sleds there's so many applications that tableau has so stacy thank you for sponsoring this supporting them in this so i'm just absolutely thrilled that we're moving this direction yeah tableau is really one of the big names in data visualization and so we just for clarification we chose tableau as opposed to our bi because it integrates better into um schoology is that our strength so it integrates in better whereas power bi didn't well so power bi has some challenges as it relates to user security where you know we want to make sure that our teachers have access to the students that they need and you know and our staff to the students that they need where power bi doesn't have a mechanism or a tool for us to really lean on our infinite campus user security uh where if we if we were to look to power bi it would be at a very very very high level right which is how we're using it currently is we visualize uh big groups of data so that we don't have any identifiable elements and as you drill down to that roster level those teachers have a need to see that individualized data but we can't control that in the power bi world where we need to that's not we could but we would be duplicating our user security efforts in two different arenas and would be very unmanageable as a as a way to manage user security i'm just piggybacking on that dmts in the past couple years so before my time i don't take credit for this done did an immense amount of work on user security and where people get permissions for different things and so being able to find a system that couples with that just like it saves us so much headache in the long run but also being able to get access to the data that we really want so dovetails pretty well existing on the ground correct very well um i think it's exciting now you've come up with some creative uses of it like this composition report student demographics and that's just telling how many different ways that this could be used um i'm like this scatter plot then uh something i've been lobbying for for a long time is we've got this math district analysis this is not in the slides but this was in our uh in the dash in the packet there's two two reports here that the community can see if you go to board packet and um i i love how we're breaking down the writ scores by grade and we've got the targets and i think that's thrilling no these aren't real numbers though oh so is this this is not our job this is a sample i am exactly yeah way at the end right so still my largest point though is so we have the capacity to do this right and do we have plans to put this um right here i'm reading that an infinite campus staff tool can this be made available this specific report to the board and then to the public because it doesn't get into identifiable student data but it is and so what would need to happen technically in order to get this up on the district's website so we provide updates all the time you know for data and i think that what i know what temple tableau did for me as a leader in the district that i came from is allowed me to provide detailed data to the community that they weren't getting before it was not limited anymore and so a report like that could be included in as part of the world's best workforce or something like that and then the world's best workforce plan would be posted on the district website so it's not as if our community members would be able to go in and and get that themselves but we could definitely post that information so they'd have access to them yes i think that would be thrilling um got math mean score analysis with the spring hunt of course that's an example so um i i think that's just throwing and then the this is such a powerful tool and it's increasingly being used and also power bi is there a way that there might be some deca class that could have access to tableau to learn how to use this do we have licensing so we can actually use this in our curriculum in some specific classes because there are kids who could become specialized in this and right after graduation from ours from ehs get a job in this fascinating idea yeah i mean that's a great idea there are ways to get people kind of limited access where they wouldn't have maybe all of our data but they might be able to put their own csv file from a deco presentation and i mean there are ways that we could use it differently oh there are all sorts of data sets i mean you could draw the federal government as all speed on violations speed rates gas consumption and that could be a part of what we can offer in the curriculum too well there is so when you think of where we are where the district is at is we have four of the creator licenses but there is a public a public version of tableau that we could use for educational purposes to to teach what you're trying to do so it's very real there's a realistic possibility wouldn't it be cool as one of our pathways that we have a certification process for data visualization for our high school students something that makes them uh accomplished by the time they leave evina and downloaded um all the current data and i've used power bi to churn through it and uh you know i mean i've got this is my side hustle i've got a regular job so i can't throw a ton of time at it but what i think is uh with the professional team natasha really and greg what you're doing you all have the capacity to really dive into that sleds data and there's all sorts of it i i haven't even touched the post collegiate analysis what that longitudinal data so it's just thrilling that we have access to it and the thing about rbi and tableau is that it's so quick with how you can gather the data and how you can twist it and bring in other elements put in side data series to reinterpret the data so it's it's very exciting we are really excited how excited for how it's going to allow us to use the various metrics in our data metrics plan in a different way so that we can look at our system and the success of our system um in an additional enhanced way so kudos to you all and can i just confirm to just our community here's the gratefulness that we have that this is possible because of the quarter past tech levy right correct this is an amazing just another opportunity to say we're grateful to the community that that's where the funding for this endeavor should be coming from so thank you thank you so lenny you're taking over now apparently any other questions i do i have one well actually it's not even a question it's just a comment but it's like this guy is not in the weeds i love the dead people sitting next to me because we like numbers but um when i look at this this is fantastic i think i imagine it'd be an excellent tool for teachers and even showing at open houses parents like what they can see all of those good things coming um i i think about if i'm sitting here and i'm a student i just want to make sure we're being really um intentional of the data that we're showing the kids right so they don't click on here and be like oh my gosh my mta is here and my map scores here and not really understanding how all that works together but um you know maybe it's a whole a whole student approach to the data that we pull you know i know on infinite campus you can pull up even your transcript right like um it's all connected if you were on a sports team if you were in jeffries if you were all of those different things you're an internet being yes and getting your license to certainly here right but maybe that's something else to be cool so that it's just looking the students can see their whole picture not just members i just worry about that from a mental health standpoint so i think that's why we're we're mindful to about the rollout but that's not the initial part of the plan is not for students to have that so that we can make those decisions and see what what needs to be there and what what data should students see and what capacity they have to understand that data as well so great yeah i thought the timeline was really a ton of sense um though and it's obviously an incredible useful tool for assessment our staff so excellent that's a good point julie to make sure that we're intentional that it's a reflection of them as a whole child right in the development of it that's a really good point so that they can see themselves as more so thank you for yeah and i mean i think you're going an infinite campus right now you can opt out of like um seeing some of the test scores or some of the um even getting notification on homework for the parents like there's all sorts of stuff because i've done that with my kids so you can have to see it all like i do well right i'm like your homework you see it i don't want that notification that's how that's how it goes down to the greenhouse that's okay um anyway really good really exciting stuff thank you presentation all right thank you very much thank you thank you welcome all right we have an action item so can i get a motion to approve the masking update proposal [Music] second and randy and troy troy's not here no other updates around it we did bring it to the board for consideration in our previous sport meeting and we don't have any changes or updates to what we have presented aboard previously any questions all right all those in favor of approving the masking update proposal say hi hi they upload motion cap next is uh board chair updates close is great with my chances if we talked about one of the highlights and that was the vaccination clinics and so just really um just delighted for that and all the work that jeff and his team have put together to make that happen um the other thing that i will take this time to do is i have heard from several uh the email via phone conversation from several community members about policy 206 and concerns around where we're at with policy 206 what might happen with policy 206 and so um first of all i want to say that uh we've had i've had a staffing change on my team and so we have not been able to meet for policy committee for a while we're going to have our first meeting on thursday and then the other thing that i would like to say is i have had a chance to speak with chair allen berg and the board asked for that policy to go back to the policy committee and i believe um based on where we're at the concerns that are there with stakeholders in the public it is um not time for us to look at making any updates to that policy now that is certainly my recommendation that doesn't mean that we have to go in that direction more than anything i want the community to know that we are not planning um working on a policy behind the scenes or anything like that it just really is delayed right now due to staffing changes and um we want to garner community voice that that is something that is important to all of us and so i just want to give a status update on that because i have received many email and phone calls about that in the past few weeks i could just piggyback on that i think it's very good stacey that you've just made that announcement to the entire community because there's a lot of concern about that and i i think a lot of people would like to be a lot of the community would like to have the opportunity to communicate their sentiments and feelings and opinions to the board so that is a reassuring statement thank you all right we've completed the agenda are there any objections to a journey hearing none we are returned [Music] [Applause] you