[9:19] okay we're gonna start [9:28] we are on recess from our closed session um if you're joining us um [9:34] at home and so we are going to start with um a consent [9:40] agenda item drive a motion to approve the window replacement [9:45] second okay we will now vote to approve the window of replacement all those in favor [9:51] say aye anyone opposed okay the window replacement is okay [9:58] um we have two items up for discussion tonight our first item is magnet programming [10:05] recommendations um we have dr randy smallzel our assistant superintendent uh jody d singh hoover director of [10:12] teaching and learning no never mind um and is anyone else joining you dr [10:18] smith uh we have chris holden our number now uh principal we have uh [10:23] carrie jonathan from chicago not yet uh val burke [10:28] um director of community education [10:35] one of our cultural liaisons uh we have um uli rodriguez [10:41] who is our multilingual program coordinator and leah byrd our early childhood [10:47] coordinator and then dr amy young from minnesota department of education our [10:52] multilingual and immersion specialist consultant great thank you they're very far back [10:58] i know [11:10] yes if we could i would like to go through a few of the slides that were new or are new to the deck that were not [11:18] a part of the previous slide deck that we have prepared for the board in [11:24] earlier this month and just review a few of those slides slides quickly because they have some newer [11:30] information which would be helpful i think not only for the board but also for our community so i'm going to jump [11:35] ahead because many of these slides were the same and jump to slide seven [11:42] and one of the questions we had from some community members and from staff was to review with us [11:48] the timeline of this process and not only the recent [11:55] not only the recent um process but when did this conversation originally began so we tried to go back to some of the [12:02] original dates of where this conversation started and then how that intersected with the strategic plan and [12:08] some of the survey work from morris leatherman a previous board presentation in [12:13] february our study parameters that were approved by the board this last summer [12:19] and then the conversations occurring with staff and with students this fall going into the thought exchange and then [12:26] the presentations at the sites and then some of the presentations for some community members through the [12:32] thought exchange and then more recently and then some of the board meetings along the way [12:38] so again trying to create a timeline of some of the different opportunities for people to hear a public presentation [12:45] for people to ask questions for us to have kind of some q a opportunities [12:51] the second slide is really the the evolution of the recommendation [12:56] which is still to implement a spanish magnet program um in the fall of [13:03] i should say 20 yeah that's right in the fall in the fall of 2022 [13:09] um the model would be a spanish two-way language program which i think we shared before it would be two sections [13:16] the change in this would be to offer this at the edina community center as an [13:21] incubation site for one year and then once that construction is completed at [13:27] countryside to move it to countryside elementary starting in the fall of 2023. so the countryside [13:34] spanish program at the ecc for a year and be under the countryside umbrella [13:41] part of the countryside community this is not unlike some past [13:46] types of ways in which we've developed programs for example we incubated the normandale french immersion program at [13:52] concord and then once we had this building ready then we moved it over to normandale and [13:58] expanded it in this building after construction was complete so a similar model to that [14:04] best practice uh some folks asked if we could just clarify why spanish [14:11] and why two-way programming so a couple of reasons it's the fourth most spoken language worldwide we talked about that [14:18] in our design team when we looked at different languages and what kinds of resources are [14:25] available and what licensed staff look like out there in the marketplace etc we see that [14:32] spanish led the way in that and we definitely saw it was the highest level of interest in our own thought [14:38] exchange with over 100 parents participating uh over 200 staff participate over 100 kids [14:45] participating so those are some reasons why spanish why two way [14:50] going back to the literature we see that students who participate in [14:56] a language programs outperform their non outperformed their non-immersion peers [15:01] and reading by fifth grade so um some literature from the rand corporation ml students are faster at english [15:09] language acquisition and higher academic achievement when they are participating in the language immersion program [15:16] students overall obtain higher academic achievement and there's a couple of different [15:21] explanations in the literature about why two-way programs create those kinds of benefits one of the concepts is that [15:28] students learn concepts more deeply when they're learning them in multiple languages one of the concepts is that because of [15:35] the unique structure of the two-way program and the intense collaboration between the students students are really [15:42] benefiting from the assets that the spanish-speaking households are bringing and the non-spanish-speaking but [15:47] english-speaking households are bringing and that they learn the languages faster and the concepts more deeply so those [15:54] were two um reasons cited into the in the literature as to the benefit [15:59] but probably one of the most famous studies um we added a graphic here about this study [16:06] i'm going to actually ask attack your yellow with a kind of talking to this one sure i'm going to have to walk up [16:13] there then unless you have a handful i have this too i'll just appoint it [16:18] yeah okay because it's a little confusing when you see her first thanks for having me again it's so great being [16:23] here um so this line here the dotted line represents the average score of native [16:30] english speakers um this is from thomas and collier so they're probably two of the most [16:36] well-known researchers in our field they've testified in front of congress they have a sample size of millions of [16:41] students they have a website where you can get the actual studies um if you're interested but this [16:49] this line represents the average score of native english speakers as measured by standardized tests of reading in [16:54] english and all of these different squiggly lines represents the average score of [16:59] students identified as english learners so el students between kindergarten the zero [17:05] represents kindergarten and 11th or 12th grade depending on what um [17:11] what program they're in what program model they're participating in and if you see in kindergarten first [17:16] grade there's about a 30 gap between english learners and native english speakers which is about what we [17:23] have right now in minnesota as well but then the students who are in esl [17:28] pull out programs this purple line here they pretty much no matter what program [17:34] students are in they move from beginner to intermediate but by about third or fourth grade [17:40] students plateau and then they tend to do very poorly so students who are identified as english learners and esl [17:46] pull out programs have high drop out rates low attendance rates a lot of students not going on [17:53] college that type of thing whereas students um in these programs which are [17:58] those dual language programs immersion programs english learners catch up to native [18:04] english speakers by fifth or sixth grade and they actually surpass them in english so english learners surpass [18:11] native english speakers in tests of english reading which is pretty shocking it's one of the only models that we know [18:18] of that tends to eliminate achievement gaps so that's why these programs are so popular um and this red line here is [18:25] that two-way model and the yellow would be the one-way model so again um students are kept together like randy [18:32] mentioned um multilingualism is celebrated kids aren't pulled out for 20-30 minutes a [18:37] day and throughout the whole day teachers use tpr they use visuals they use [18:42] chunking all these great strategies to provide access to content and language acquisition [18:49] yes so could you um show me so i'm assuming that the percentile is the [18:56] percent what is that a percentage of proficient at grade level or [19:02] uh it represents the average right it's the average score so this 50 represents [19:07] the average score of native english speakers as measured by standardized tests of reading in [19:13] english so this 50 is kind of the baseline for what native english speakers test [19:20] between kindergarten and 11th or 12th grade and then this is a comparison so how far [19:26] student english learners are from these native english speakers and [19:32] could you tell us what would be what would we expect for the [19:37] none for english and language students there are other graphs that show the benefits [19:42] what we would expect is students do the same or better english on language students [19:47] in as their peers in immersion programs as they would in an english-only program [19:54] and that includes third language learners that include special ed students with an iep [20:00] um so they the the promise was because the students will do the same or better and [20:05] they will be bilingual and then often with those cognitive benefits of bilingualism there's many [20:10] cases where students do better at what grade of the dual language [20:16] program would english speaking students [20:22] the it's important to measure both languages starting in kindergarten you know mca [20:28] test starts and start tests start in third grade so often that's kind of a scary year for districts because you're [20:34] not really sure you don't have that data yet um and the recommendation is to [20:39] wait till fifth grade so the expectation is by fifth grade students should be the same as the same or better than students [20:46] in similar programs from similar demographics right but what i'm asking is for example [20:51] when our fifth graders matriculate into sixth grade yes at what level of spanish would they be [20:58] baking in sixth grade and how does that differ from a regular immersion program [21:05] well a one-way program um the the the studies that randy mentioned are [21:12] very similar so students in one way or a two-way we'll become functionally [21:17] proficient in spanish so they'll they'll be practically no difference between a one-way or two-way with spanish [21:23] proficiency is that your question sorry i feel like i didn't answer it right so [21:31] for example you know when you enter high school yeah new to a language you'd [21:36] be at level one right right spanish so in sixth grade would they be [21:43] what level would they be in spanish progression [21:48] it's usually advanced or intermediate mid or intermediate high um and chris can probably answer those [21:54] questions it would be really similar to what we're seeing in the french immersion programs so it would be maybe if [22:01] equivalent to like a level four and people don't normally [22:08] add to those we usually would be only starting in kindergarten or or did you [22:15] have what happens can students start a dual immersion program in third [22:21] grade that's a great question yes student english home language students [22:27] do not start in third grade so you do have to that's why it's nice to start with the two strands and [22:32] usually by maybe fourth or fifth grade you would just have or with the two classes you would end up with one class that would go into the middle school [22:40] spanish-owned language classes in the two-way program can definitely be integrated into the program and that's [22:46] very common a very common practice around minnesota so spanish and language students can [22:52] integrate into the program but english and language students who don't have any spanish would not integrate into the program [23:01] did i answer your question have you ever seen this chart or something like it regressed against [23:08] family income and or free and reduced lunch one of my concerns is the two-way [23:14] could also be descriptive of the fact that the families are [23:20] perhaps more economically well-off provide tutors on the side [23:25] um whereas the esl pull-outs there might be an economic factor that is actually also dragging the scores down have you [23:32] seen anything about that yeah definitely this study like i said there is a website where they address those issues [23:38] this one is actually controlling for um income so it's low socioeconomic status [23:44] this particular graph but again there's many versions of the graph so yeah controlling for um [23:51] free reduced price lines should be that the measure we would look at um students [23:56] continually do better in two-way immersion programs than in the english-only program and it makes sense [24:01] you know if you're sitting in a classroom where you don't you know you don't understand versus a [24:07] classroom or all day every day there's visuals and activities and chants and that that you would understand content [24:14] and be able to learn english and spanish as well yeah um how many [24:21] spanish-speaking students should be in a classroom like what is the minimum and maximum [24:28] yeah for effectively meeting realizing the types of things that we talk about yeah that's [24:35] a great question as well you know theoretically we would want to have between 30 and 50 in spanish and [24:40] language but in reality that rarely is the case so i know like la cademia i think you know 15 spanish home language [24:48] um as long as you have those good strategies during your english portion and your spanish portion you can really [24:55] have what we have called dynamic bilingualism where you would have different percentages but theoretically [25:01] we wouldn't want 30 percent but would you not run a program if you [25:06] were to or would it just have more of an immersion program i mean they're all immersion programs [25:12] it's just um some programs have more native speakers together with english and language kids and some programs have [25:20] fewer so like in prince's program there are very few i imagine [25:26] french some native furniture you do have some french right and so again i'm sure that how did they do in your [25:32] program and you say they do great they do great yeah so even if we had two or three it's better for [25:39] those spanish language kids to be in an immersion program than to be in an english-only esl pull-up [25:45] and it's great for the english and language kids as well [25:52] and some of the same benefits that amy is talking about in this two-way immersion program we see those same [25:58] benefits with our native french speakers at normandale their culture their home culture is validated [26:04] um the english language that they may be [26:10] they're able to access content so math science reading skills in their native language [26:16] which helps them as they learn english as well so i mean even though the number [26:21] of native french speakers at normandale's small we still see some of those same benefits that she's [26:26] describing thank you dr young i'm going to keep us [26:33] moving on the slide appreciate the detail there great question um so this [26:39] next slide is just a little bit more detail about the edina community center being an incubator site so [26:46] why the dynamic community center providing additional space in particular [26:51] in the first year up to 48 spots so two sections of k 22 to 24 kids [26:57] spaces available here in the rooms that we had listed this would not impact early learning [27:04] center programming i've worked with bell and leah around that concept and then it would allow time for that classroom [27:10] construction at the elementary site on the next slide some considerations for school placement [27:18] the 23-24 school year one of the things that we went back to is really looked at the forecast for [27:26] open enrollment and resident enrollment and we became more concerned when really studying in [27:32] particular cornelia and the pattern for resident and open enrollment and talking to hazel reinhardt in an interview i did [27:39] with her a week ago two weeks ago i guess we looked at the [27:46] the cornelia forecast as being something that would be growing in resident enrollment [27:52] so the challenge for us with cornelium was that that space is not [27:57] that site is not going to provide very much space for a district-wide corporate [28:02] when we look at the um also at creek valley and cornelia [28:08] from the perspective of construction happening in the edina community we know that we have additional construction [28:14] spaces going on in those two neighborhoods that are going to add resident students to those schools [28:20] and then when we um hazel um took another look at the long-term [28:25] forecast for countryside and felt based on the data that she has [28:30] that countryside's resident and open enrollment would stay static [28:37] meaning that that space that we have now that we're thinking about looks to be the space that will have moving three or [28:43] four years into the future is and that's as far as her uh projections go out but that's very [28:48] consistent then with the uh the patterns that we've had in the past in terms of the 30 open [28:54] enrollment countryside so that became a really big factor in trying to narrow down from the three sites to two sites [29:02] is who in the future is going to continue to have space based on the demographic predictions [29:08] in terms of uh countryside then again greatest amount of space able to expand from a construction [29:15] standpoint we looked at all of our elementary schools from a construction standpoint we identified [29:21] three that are expandable in terms of the physical outlay of the building in terms of the parking lot the traffic [29:27] flow etc and eliminated some others we have old architect do some drawings [29:32] and some estimates around that we also know that we have a need for additional special [29:38] education space moving forward and i've identified the sites that will be needing that and [29:43] believe that we could partner construction of the classrooms and additional special education sites at [29:49] the same time excuse me can you [29:59] the special ed space [30:06] i don't remember talking about special ed needing additional space at the board [30:12] level so this is a kind of a different topic than the magnet programming and i i see it i'm not sure how this [30:20] all fits together with what's being recommended as far as building facilities [30:27] so how does that how does that bullet fit into this discussion [30:34] part of our our discussion along this journey has been around are there any [30:39] other space needs that we might need to look at if we're if we're thinking about this concept of adding space to a [30:46] building are there any other space needs that we may need to look at in our conversation with the [30:52] mr jorgensen we will need additional special education space [30:58] in the future and so that became a consideration for thinking about how this could be paired together i [31:05] don't think it it's just a point of information i don't think it [31:12] i don't think it changes the recommendation but it's a point of information from the board that we will need additional special education spaces [31:19] so that that's at more than one site jeff do you want to sort of speak to that i know we had a discussion when you [31:25] talked about levy money about i do recall conversations about special [31:30] education needing more space in reference to conversations around these letters [31:35] yeah but i'm assuming this is this that was my assumption that's the same conversation yeah so i made my last [31:41] board report on special education we talked about the growing population of our special education students in part [31:46] due to our fact that we're identifying students in special education as a result of the coping crisis and that is [31:51] causing more referrals to special education identification of additional students but it's also in part because of our [31:57] success in special education and that we're drawing a larger open enrollment [32:02] population um that has special needs and with those special needs becomes the need for additional space [32:08] and this is this is very unique space to the students that we serve these are students that do require [32:14] uh additional space because of the nature of their disability and this year [32:19] we ran into a substantial process in terms of the space that we had available to serve some of those students and [32:25] we're very limited right now we were able to very creatively solve that problem this year but as we continue to [32:32] grow that will be a continuing issue for us so this is a forward thinking process this is actually two years out [32:39] from a year and a half out from where it is we're right now so we'll still have to be very creative over the course the [32:44] next year but we need to be able to build for the future i think when we initially did our [32:49] build out in special education we were building based on a fairly stable population in [32:55] special education but over the past three years we have actually seen our special education population ticking up [33:02] and the complexity level of the students that we serve is also increasing which again is a requirement for specialized [33:07] space so this is going to be this is if you're talking about [33:12] countryside but it's going to be at all schools not at all schools but at multiple school sites the elementaries [33:19] are the most press for space right now when we take a look at trying to accommodate the number of students coming in [33:24] so there are multiple elementary sites that will be affected that will be you also decide [33:29] okay but that recommendation will come at a later time right but the reason it became relevant for this conversation is [33:36] because we want to make sure that if we did entertain construction at a site that it [33:41] didn't prohibit or inhibit what needed to be done for special education at the same time so that's where that started [33:47] to enter into the conversation is trying to keep a very holistic view of the [33:52] buildings in terms of construction needs to make sure that there are needs for multiple items or multiple issues that that have [33:59] come up in the discussion okay and then the other bullet point up there the six classrooms to be added in 2020 [34:07] could you explain who would be using this so um [34:13] those six classrooms would be added to the school to make sure that we have [34:19] enough room for five sections at each grade level so it could be that spanish is in some of those classrooms it could [34:25] be that other other programming or other [34:31] the regular programming is in those classrooms that would be yet to be determined i think that the point of [34:36] that bullet is that we would need to have six additional classrooms to run five sections at each [34:42] grade level okay so i'm i'm gonna just [34:48] go back to um our change document [34:53] that this is a gif you know if we this goes beyond the then [34:59] the not how one of them house in our change document so i i want to make sure [35:06] i understand what's being proposed and whether what's being proposed is [35:12] going to be different than what we had originally thought um one of the [35:17] not what can we let randy get through the presentation and then go back so all [35:23] board members have a chance to ask questions right um number three in that house if anybody is following the exceed [35:30] facility or grade level capacities so i'm just saying that that's it's it's [35:36] something that i i will be talking about later but i'm just bringing it up now okay [35:42] uh the next um piece of information we looked at is we we heard some concerns [35:47] about you know with this uh with this programming offered at countryside prohibits certain families [35:55] from certain neighborhoods coming into countryside through open enrollment et cetera so what we did is we did a study [36:01] about where the open enrollment at countryside is coming from and in particular what [36:07] neighborhoods and in particular how many students from families in those neighborhoods and as you can see it is [36:14] fairly randomly distributed around the metro area we did look in particular at some [36:20] neighborhoods that are close to the countryside neighborhood like the neighborhood to the northwest i believe [36:26] of the countryside neighborhood and found that there's this year there's about [36:33] seven that are coming into that open enrollment and we don't think that that what we are proposing would change that [36:40] there will still be opportunity for those families to uh be able to access it but the open enrollment is much more [36:46] distributed than maybe some had indicated to us so we did again we did a study to better [36:52] understand where that was how that was distributed across the metro [36:57] we also went into a little bit more detail around you know the program schedule and what [37:04] that looks like for students trying to have spanish offered to the language arts the math the science the [37:10] social studies the specials then being delivered in english or spanish depending upon the [37:16] staffing we've had a number of staff come forward saying that hey i speak spanish i'd like to be a part of this [37:22] program is there a way that i could be a part of that what might that look like so that's been interesting too [37:28] um but you can see how our pe music and media would continue to be worked into [37:33] that program we also talked about meals and lunch and recess and some of the details around [37:40] logistically how would we run that and what would that look like in particular in the first year here at eudenic [37:46] community center with this proposal and then we also spent time with jeff jurgensen it's [37:52] really talking about specialized education services and what those would look like how we would run that and [37:57] multilingual services and what those could look like and how we could run that so planning for the full scope of [38:03] services in terms of the long-term flow of this through the system [38:09] we would look at in 2223 we would really have five [38:14] sections of k three on countryside two here at the ecc and then you can see how [38:21] if we move those over to countryside in the fall of 2023 [38:26] then we would have a new group starting in k at countryside building [38:32] and then the k students here in the first year would begin in first grade over there and then we would continue to [38:38] add those two sections each year carrying through five sections by the end of the full implementation [38:44] which would be 27 28. so it ultimately would be five and three [38:52] is that right it would be five total and two of those spanish and then three would be [38:57] other countryside program and then um [39:03] in terms of the implementation i think this slide was in the previous deck so [39:08] i'm going to skip past that one and we did put together a brief gantt chart describing some of the logistics [39:15] that we have to work through when we would add the sections the location the construction timing [39:23] we've been talking to david white about busing we know that we could use existing normandale elementary routes [39:30] for the first year and then the the complicated part of calculating [39:35] the busing costs which could be from minimal to a bus or two [39:41] would be dependent upon where the families are located that entered into the program [39:47] and initially it would be very little cost but over time as we have many many [39:52] more students in the program that cost might be higher but david said it's very hard to calculate without knowing the [39:59] addresses of the students and the families that sign up for the program if they're all relatively close to [40:04] countryside that's a very different picture than if they're very very distributed [40:09] across the district randy can i also note one thing for any board members or [40:16] community members that don't know already and i would assume that this is a benefit as that countryside is already [40:22] a choice transfer station for bus for students so that's already there is already [40:29] a different transportation system happening at countryside and carriage used to that so [40:36] and then again resource needs the staffing the training the curriculum the supplies and technology furnish [40:42] furniture um we put spanish interns there might be some opportunities to get spanish [40:47] student teachers so we're exploring some different kinds of models because we know that creating spanish [40:54] interns like we have french interns long range we'd have to do some design work to say is that the model is it that [41:01] we want to partner with universities and have spanish student teachers as part of the model which is another way of doing [41:07] a similar thing but at no cost so i think there are some options for us to look at there [41:12] uh so in that model where are you building in your budget [41:18] the additional students for 150 additional students [41:23] are we building that into the budget yeah yes so and those students would then [41:29] based on what we just heard those would be need to be [41:35] spanish-speaking students um they wouldn't all need to be spanish-speaking students [41:43] i think amy was describing previously that there's a desire for the model to be 30 to 50 percent [41:51] but you wouldn't be adding english speaking students to a program in second [41:56] third or fourth grade right so they would have to be added as kindergarteners [42:03] right but those numbers are static [42:09] so when you're saying you're adding additional students [42:15] so the presumption is that we're starting out this would be a level if we started out with our kindergarten [42:21] classes last year and say 50 50. it may be less right it may be 15 [42:28] it may be 20 those students then are moving up and staying [42:33] with us all the way up into a fifth grade and so the english students are staying with us it isn't there's a need [42:40] to add additional english students in the event that we had [42:46] students where they were heritage spanish speakers and they came in in third grade and we [42:51] were able to add them we could but we're not saying that the program is [42:56] dependent upon that happening well financially that's what i just drew [43:02] but we're looking at five seconds instead of four so that fifth section is an [43:08] increase in enrollment at the district level and so if you have six years of an extra [43:15] section that would get you up to 150 at the at the full end of the spectrum of 150 traditional speech [43:25] that's simply a countdown of how many additional students we would have by adding that additional section for six [43:32] grade levels across six years so if all else stayed the same throughout the district and you add a section and [43:38] you're going to add students right yep and so when you're saying is [43:45] that part of the budget we're planning on those dollars in terms of how we would cover [43:50] the cost that we're describing in here like the pay of the teachers etc so that's how we're planning on it in terms [43:56] of budgeting yeah i'm looking at if we kept it at 48 [44:04] throughout sixth grade that would be 288 students not 324. [44:11] but it's just one additional it's one incremental class [44:17] so even though it's 48 students taking spanish that's actually only one incremental class [44:24] versus what is already occurring at that school because we have four sections in place [44:30] right now one of those four sections would be spanish and then we'd be adding another so we go [44:36] to five so we're not in that 150 i'm not counting the existing section that's at [44:43] the school right now because we would fill that open enrollment with program [44:49] choice but then we would have two sections of spanish and three sections of regular [44:55] countryside neighborhood sections so ellen if you kept 44 to 48 [45:02] did you reign three years you're correct by 2020 2027 you would have a range of 264 [45:09] to 288 not 280 to 304 the 304 must assume [45:15] some additional expansion of people moving in if you just do straight math you've [45:21] multiplied 644 well because if the higher you go in grades [45:27] we can fill these classes beyond that right 22 to 20. my guess is it's based [45:32] on the class size yeah we put in the class size formula into this calculation so [45:39] um but you're saying we're not adding them beyond kindergarten so i'm not calculated by class size calculated by [45:46] the kindergarten size right and depending on the demographics i haven't seen the demographic report so i don't [45:52] know if you think that we're going to be adding that many spanish-speaking families to the [45:59] district that are interested in interest [Music] not necessarily adding spanish speaking [46:06] well to these members the 304 would be based on adding [46:12] spam some of whom would be spanish people i mean they would be part of the immersion program [46:22] i don't understand what the question is i'm not sure i understand it anymore either [46:27] let me try to finish and then we'll come back with three main questions that you have i think you saw this slide this was [46:33] previous on the deck um about how we would leverage some of the spaces downstairs so i'm gonna fly through that [46:40] and then we had some implementation and success metrics added here and [46:46] one of the elements that our parents talked about is the important [46:52] the importance of monitoring connection to the countryside school [46:59] and making sure that kids in the program and families in the program feel connected to the school and so under [47:06] that family and student that very last quote we have the family and student connections to the school [47:12] just trying to take that feedback and incorporate that into what would demonstrate a successful program [47:19] so that was the only change to that slide and i'm going to pause there because the rest of it talks about steam and maybe [47:25] we can take a little break and finish this conversation and the rest of it yeah great [47:30] continue to invite our colleagues up here who want to join us [47:36] i don't think anyone wants to join up here you're doing a great job yeah thank you [47:41] we had the deck ahead of time as well so we should have already detailed the awareness yeah yeah i wanted to just [47:47] thank you first of all both of you guys for being willing to put more information into the presentation for [47:53] the board of community i think this is super helpful um in [47:59] defining what you want to do and where you want to go but also like this so it doesn't seem like such a quick [48:06] decision i personally am very excited about this and i really appreciate the [48:13] thought behind the dual language approach and how it meets so many different parts of our [48:18] strategic plan it not only meets the needs of [48:23] our strategic plan a which is the academic success of all our students but [48:30] the equity piece to be able to do both of those things at the same time is really to me a special [48:37] thing and i really appreciate the intentionality behind that um and i also think that it helps from [48:44] the long-term strategic health of our district from an enrollment so i appreciate our ability to [48:51] meet so many different um parts of our strategic thing with this uh so i personally am excited about i [48:57] have some questions but um i just wanted to open up those thoughts yeah then [49:04] um i wanted to go after you because since you've covered most of my points i can be briefer [49:10] but basically based on the stuff that you've given us to date i i do think this is really exciting [49:17] i am in favor of adding this program um i think that there's we know [49:23] from what we've seen at normandale that there's an actual need for the type of program i know questions have been asked about [49:29] the specific language i would say to people that an immersion program isn't really just [49:36] to teach kids a new language it really it wires the brain differently and facilitates [49:42] a different opportunity and so whether it's spanish or something else [49:48] that isn't going to change it's that initial iron that is a huge benefit from the program [49:54] and so i think focusing on the ability to roll it out i access the teachers [49:59] access to curriculum is critical even though somebody may say well i'd be more interesting have [50:05] chinese as an example i think that maybe that's a place for three or four [50:11] years down the road to add a third language so it's generally looking pretty good [50:18] i have heard people raise concerns about making sure that the identity of the school [50:25] can still be maintained and i know people are saying well now it's half and half and the answer to this is not [50:31] half and half because we're adding a section but i and i know that you incorporate that in at the end not many [50:37] student connections to school because i think that's important to be able to maintain that community school as we expanded the [50:45] immersion program [50:50] there are certainly things that we could have a hesitation about but from my view [50:55] you're never going to have the answers in advance on a new program for everything you want to do so part of the role is taking some level [51:04] of uncertainty and i think you have addressed a lot of it with at least conceptually so [51:10] my initial thoughts are that i'm in favor of it i will have a couple of minor questions later on [51:20] i have a couple questions and then some general overall comments uh did i miss it or [51:27] what is cp still going to be continuing at countryside yes cp would continue [51:34] next year and part of um part of what we need to do if this is approved by the [51:40] board is we need to do a study of what does this mean moving forward for cpa and countryside [51:46] i think the uh the enrollment that we have seen over the last several years [51:51] has has changed from a pattern of a really large wait list to a minimal wait list [51:57] and i think that's an important consideration i think these there are the cp teachers are outstanding teachers [52:04] i think we've had many families with great experiences but i think looking at this year's registration that this is [52:10] approved looking at this year's registration having conversations further conversations than we've had [52:16] already with the teachers with the community around that and then bringing back to the board of recommendation [52:21] about where cp what the future cpu looks like will be an important step for us okay [52:27] um and is there has there been discussion [52:33] on um parental expectations for funding at the [52:38] pto and chris this might be more for you but pto normandy at normandale has been very [52:43] involved stepping up financially stepping up with a lot of parental involvement [52:50] are we anticipating building in that that structure here among our families [52:58] has has that been addressed so i think if you if you want to take [53:04] the same route that normandale has where we have interns working side by side your [53:10] classroom teachers um that's fully fully funded by the parent community [53:17] so you want to build that initially that outlay is not that great but as the program expands and you add more interns [53:23] to a program so are we expecting that that will [53:29] organically develop uh at countryside i personally don't think that can be an [53:35] expectation because that to me is an economic barrier and especially with the expectation that it's a dual language [53:42] program and one of the reasons we're doing this is to help attract [53:48] likely low socioeconomic um so there's an equity goal embedded in [53:53] it absolutely and if that would we would build in a barrier that doesn't mean [53:59] that we wouldn't want at some point to have interns [54:04] availability but to have the expectation that parents are going to fund interns as part of this [54:10] program i i i'm not comfortable with that one of the things that we talked about [54:16] in the design team is you know that that will be a step that will work through but one of the ideas [54:24] is are there different ways of doing that with adults and that's something that we've just [54:30] recently started to explore is you know as i mentioned can we align to some programs that have [54:36] a really strong student teacher program that strengthens elementary education and [54:42] spanish skills to bring those people in to work with our teachers at the different grade levels [54:48] and that could be the model that we implement so that has like the drastically reduced cost and we just [54:53] need to build out some of those partnerships to create that so i think there are some really interesting things [54:59] for us to explore about different ways to do that okay so my phone raises an interesting [55:05] question and chris marmondell i know i know he's talking to somebody else but normandale initially had interns so [55:13] that they had native speakers in the classroom and so if we have sufficient number of native speakers enrolled as students [55:22] some aspect of the intern program at armadillo will be satisfied through the student population isn't that [55:31] yes yes [55:39] and then also access to the resources there aren't a ton of french speakers [55:45] that we can tap into in the and so by the same token finding student [55:52] teachers interested in working alongside our teachers there just aren't a lot of folks out there who have that [55:57] qualification that will staff help so a the model different and when normandale started we [56:03] didn't start with interns i think the first year that was a parent community decision [56:15] um another question i have is so we have done a pretty quick pivot here from cornelia to countryside [56:22] in the in the uh deliberations involving that pivot did we also entertain the prospect of doing [56:29] what i guess minnetonka does have spanish emerging embedded in most of the elementaries did we entertain that as a [56:36] prospect just um briefly would you have any comments about that randy [56:41] yeah so when we had last presented this i think to the board we were still looking at the three sites [56:48] as being potentially viable part of what we're trying to create with this model is this opportunity for [56:56] heritage speaking families and students to join native english speakers and so when you [57:01] look across the district that the population that we have we know that if we have [57:07] very strong interests we can run two sections of that but if you were to offer that same [57:14] program at each of the schools then that model would really be stretched for us to be able to achieve [57:20] that now when we go into the enrollment process if the interest is off the charts [57:28] i'm guessing the board would want to talk about that level of interest at some point and what that means [57:33] but at this point we looked at demographic distribution across the school district what that could mean for [57:40] this model uh how many sections might that mean and that's how we came up with the two [57:45] section model first of all okay okay yeah i would also add but just the scaling factor you know to determine [57:53] start programs in multiple schools um you don't have the opportunity to build [58:00] a high quality program and then build on from there as lenny said you know who knows five six years from [58:06] down the but to try to do that in multiple schools it just wouldn't be a wise [58:12] business plan okay thank you um here are my general [58:21] thoughts on the program one of which is i'm very supportive of [58:26] both these magnets programs in concept i think they're very promising [58:33] and the research and the preparation that's been done here has been pretty thorough so [58:39] my concern is timing and my concern about timing is on a number [58:45] of levels one of which is we are coming out of if we are coming out of covet and we've had some [58:53] uh learning loss in some areas fairly substantial and i'm a little bit concerned that [58:59] i would be more interested in dedicating time and effort on the part of the uh [59:04] administration and among our teachers for cobit ketchup if you will [59:10] um i'm also a little bit concerned about our teachers in the sense that i've been getting [59:17] through the grapevine but i'm also reading in in in papers that teachers around the [59:23] country are feeling pretty stressed um the kids are farther behind there's more [59:29] differentiation in the classes they're having to do in place catch up [59:34] um just a little concerned like that i won't be on the board next in [59:41] january but i'd be so concerned about where the teachers at and give them the support sort of be interested more in [59:48] focusing on that and a little concerned about the teacher burnout the other concern is this has happened [59:54] so fast um i don't know if the creek valley stakeholders have got complete buy-in on [1:00:01] this i mean sorry i was doing that with my wife last night so countryside [1:00:07] teachers and the families uh if we have solicited from them their [1:00:13] feedback if we have done a buy-in with them it's happened so fast [1:00:18] um so uh matt made an allusion to sound of music a couple of [1:00:25] weeks ago i would make an illusion to wait a year or two so that's where i would line up so can i [1:00:32] ask you a question about focus on learning loss and teacher burnout is [1:00:39] creating two classrooms [1:00:44] and working with two teachers how does that shift focus away from what [1:00:51] we're doing and 95 of our schools [1:00:56] 98 for 98 percent of our schools from a learning laws from a teacher burnout perspective [1:01:02] how does it shift focus away because it's not this actually isn't affecting what we're [1:01:07] doing in our district it's a incubator [1:01:13] pilot project so i can understand that notion if we were [1:01:19] talking about training all of our teachers in spanish and rolling this out i just curious [1:01:26] why one of your rationales is you think it's taking attention away from [1:01:33] those two topics a couple concerns one of which is look at the time we're taking on it right now and it's at the [1:01:39] board level will continue the board will continue to monitor it going forward it'll take more time and effort to do so [1:01:46] the administration that sort of overhead it's a new program and so [1:01:52] programs in their infancy take a disproportionately large amount of time to get set right [1:01:58] and that's a huge factor right there and it [1:02:03] may be described as a pilot but we have a five-year program [1:02:10] schedule set here and uh that seems like a pretty big commitment [1:02:16] not so much of a pilot so i think that there's language that i'd like to put on the table around [1:02:22] pilot so there's pilot like we've come to know right and then there's actually the [1:02:27] implementation science what's called an implementation pilot so our incubator classrooms are the [1:02:34] implementation of tyler it gets us going next year and then it allows us to build from [1:02:41] there again not expecting any teachers other than those teachers who have expressed interest to [1:02:48] randy and um and karen you know who want to be there [1:02:53] right the teachers who will be teaching are the teachers who want to be in that [1:02:58] program so um that that impact isn't there [1:03:05] we've definitely thought a lot about that when i was interviewing i remember someone asked a question [1:03:13] um talk about a time that you failed right and um [1:03:19] i didn't say another thing but i did say that i am very thoughtful and pragmatic [1:03:25] about the process you see all the work that randy has put into this he's connected randy has probably had 27 [1:03:33] 8 30 additional meetings since i requested to remove [1:03:40] the item from the board packet last time and so this has really been thoroughly thought out [1:03:47] if i thought in any way shape or form that somehow this is going to [1:03:53] impact the work that we're doing around uh literacy not increase the performance of [1:04:00] students in math math some of the that need for additional learning [1:04:05] um i would say that quite honestly i think that we can [1:04:11] start off two classrooms and then add two additional classrooms okay [1:04:17] reasonable thinking reasonable question so let me shift the question so from why [1:04:23] not to why so why now as opposed to waiting [1:04:30] a year to why not i want to remind you that this conversation about magnet schools was [1:04:37] occurring it occurred before i i even considered running for the board it's not a new [1:04:42] discussion i think if hovid hadn't happened we'd have kindergartners that started [1:04:48] this fall right like we are already behind and we have already proven in [1:04:54] stacy's words that we can walk and chew gum at the same time and i think [1:04:59] stacy is confident her leadership is confident that next year is the right time to start [1:05:05] this this isn't a new conversation the location the destination [1:05:10] is a new piece of it but this is not a new conversation it has been a goal of ours and i think we [1:05:17] forget that covet got in the way and that we are doing the work that needs to be done the work that we as the [1:05:24] board agreed needed to be done so i don't see us having this discussion as a deterrent i see it as part of the [1:05:31] work that we've all agreed to do and to move our district forward so i just want to make sure we remind [1:05:37] ourselves that this isn't a new conversation it's just coming back to us after colbit in a [1:05:43] timely manner i think there there's two other really important points and i think those are fantastic and one of [1:05:49] them is there's a high demand for this from our families i mean we have a strong wait list of [1:05:55] families that are looking for language and they'll find it here but they'll [1:06:00] find it somewhere else we hope that they find it here but we have a strong group of families out there looking for [1:06:07] additional language i think the other one goes back to that graph when we talk about learning loss [1:06:12] and how we close the gaps and strategies that we use what that research tells us is that this [1:06:18] is an effective gap closing strategy at the same time for many of our students [1:06:24] so that in itself is getting that the very thing that you're describing for [1:06:29] learning loss is a strategy to address some learning loss at least for the students that are participating in it so [1:06:36] that's that's one of the additional points well you know like i say i'm supportive [1:06:41] in principle so i think it's a good idea then could we talk about how the countryside [1:06:48] community is is being sold if they're being persuaded brought along what the feedback is [1:06:55] can you entertain that for a little bit randy sure maybe i'll ask karen to come [1:07:02] up as well well again going back to the original presentations we have identified [1:07:10] three potential sites and then had presentations of the staff [1:07:18] for those three sites we had a couple of different community opportunities we had the thought exchange opportunity [1:07:27] and with this conversation we'll continue to have a conversation with community [1:07:32] countryside again we have many families that leave [1:07:37] countryside and come to normandale um those families might elect to do the [1:07:44] same thing or they might elect to do spanish but they're looking for language we know that we have families from each [1:07:50] of our schools that you know come to normandale looking for language we have those at countryside as well i do think [1:07:57] there are questions about you know cp and what happens to cd which i tried to speak to a little bit earlier [1:08:03] uh with that i'll see if karen if you want to add any other thoughts or anything that you've heard as well yeah [1:08:11] we had we participated in the sessions for both staff and parents [1:08:17] two weeks ago and then last tuesday afternoon i had a meeting dr stanley was able to [1:08:24] to join us too um just explaining to our countryside staff that we would be named as that [1:08:30] school being recommended as the site um it was it was a little bit of a oh my [1:08:36] gosh um moment for staff and and i know our parents too uh were a little a [1:08:42] little taken aback just knowing that um we were one of three being considered [1:08:47] and then to find out that we were the one um but i think i think our ability to [1:08:53] answer their questions just as the good questions that you're asking i think that that's going to be important as we [1:09:00] as we move forward we need to continue to answer their questions about what does this mean um [1:09:07] our cp families are asking are that's one of those conversations that [1:09:13] that parents are asking it was a part of our kindergarten information night tonight parents asking what does that [1:09:19] mean for cp um also our staff what does that mean for cp [1:09:25] what does that mean for our countryside staff yes we'll be adding additional sections [1:09:31] at each grade level but it will still be the infusion of two sections [1:09:36] of spanish programming at each grade level and you know my [1:09:42] our staff at countryside is amazing i am so proud of them every day for the wonderful things that they do with kids [1:09:48] and part of part of our staff concern is what does that mean for the family that [1:09:54] we've created as a staff so we need to be able to reassure them that we have [1:10:00] them and that we have their best interest and the best interest of our school community [1:10:06] so i think it's going to just be how do we best communicate this and how do we best partner and bring them along [1:10:12] as we have that conversation i think that that's going to be important they need to feel included in it [1:10:18] and as our parents are finding out more um also we need to find we need to expand [1:10:25] the ways that we're communicating this to them they you know are just finding out uh [1:10:31] last tuesday also that uh countryside is the one that is being recommended and [1:10:36] um again we have an amazing school community and i think our our greatest [1:10:41] challenge right now is to make sure that we've answered their questions and that we've talked with them and that we've [1:10:47] partnered with them on what this will look like moving forward um it's a great place we just need to [1:10:53] figure out what does what does this mean for us such a talented group of staff such a [1:10:59] talented and supportive group of parents we just need to make sure that we partner well with them as this moves [1:11:06] forward if if we truly are the ones that will be will be starting the program together [1:11:15] i don't know did that answer you yeah i guess my concern is you know when we look at [1:11:22] dramatic changes like start times we pondered this for a long time and a [1:11:29] long many months of community input the mics were open at [1:11:36] school board meetings the community could send in emails would you say last tuesday last tuesday it hit the [1:11:43] countryside community that's happening that's not a lot of time and i'm more i guess by process i'm [1:11:51] i'd like i feel more comfortable if the community had a year to react to this because it's a [1:11:58] pretty dramatic change at your school that's coming and it'll change what parts of it would [1:12:04] you want to get feedback on because i hear karen saying that there is still opportunity when you [1:12:10] think about the creation of that program within the school there's a lot of opportunity for parents and community [1:12:18] members to help create that right it's we aren't coming together as a group to [1:12:24] dictate exactly what everything is going to look like what every piece of the program is going [1:12:30] to be that's the part that turns the program into a part of the countryside family [1:12:37] and i think what i hear karen saying is that there are a lot of opportunities for families to give feedback and to be [1:12:45] a part of creating that community within the school and that i think is what's important i [1:12:51] think us as board members district leadership what's the right decision [1:12:58] for financial reasons for enrollment reasons for all of those business reasons [1:13:03] i don't think having all the community members chime in are going to change those business reasons but i [1:13:09] wholeheartedly agree that the community members and the parents of countryside school [1:13:16] do have a place in kind of that conversation about what dessert what does this new [1:13:22] community look like what does this evolving community look like so i think we have to make sure we're keeping [1:13:27] keeping those two pieces really clear in our minds as to [1:13:33] where that voice really resides and what impact it will have because i think it has the most [1:13:39] opportunity for impact when that voice is a part of creating what karen's [1:13:45] family is going to look like yeah so eric i'll tell you this i don't mean to belabor this because we have to [1:13:51] move on but i guess my thought is that [1:13:56] it to me it smacks a little bit of it's being done unto them [1:14:02] and they're not really being brought along i mean one week's notice is not a [1:14:07] lot for a dramatic change that in fact people made significant decisions to move into [1:14:12] that neighborhood because of the school was in walking distance whatever they wanted a neighborhood school [1:14:18] and so we're now changing its composition significantly and well in five years it will be [1:14:24] uh they're multiplied by five grades five sections it's going to be a lot of classrooms that will be dedicated to [1:14:30] this and again i'm supportive of the idea in general so i think it's a good idea i'm just a [1:14:36] little concerned about the process so and i don't mean to belabor the point but i wanted to [1:14:41] to raise this issue so um thanks i think it's been a good [1:14:46] discussion and as i mentioned the principal holden uh outside of school that [1:14:51] my oldest child would get into normandy so we were in the 30s on the wait list and everybody thinks here that we have [1:14:56] special parking spots and venture machine access codes but it's all rumored so [1:15:02] um my kids have been at concord had a great experience but at the same time i've had [1:15:07] the researchers and time and family culture history to have them learning both vietnamese and some hebrew outside [1:15:14] of school so have those options not been available you know i'm not sure [1:15:19] at first how excited i would have been about not getting into a school in my district so [1:15:26] again couldn't be happier not going anywhere uh i love conquering my kids are and i i just love the entire [1:15:32] district i wouldn't have spent thousands of hours on the board trying to help so i'm proud of what we've accomplished thus far the [1:15:38] strategic plan as we talked about tonight has taken years not months to build and a lot of implementation steps were [1:15:44] delayed because of cobit we all know that and we're trying to move forward in the ones that are methodical and responsible [1:15:51] for the past hour while everybody waited in the hallway we uh did the superintendent review in an interim [1:15:56] review process where we give feedback and think through no i'm not going to talk about any [1:16:02] specific i'm very aware the whip came out i've been doing this [1:16:09] for four years so like okay so just real all above board [1:16:14] we talked about specific things that have been put in the public board packet as topics and one of those was magnet [1:16:20] schools so i'm saying superintendent knows what her priorities are just knows their priorities are [1:16:25] superintendent supportive leading supportive principal supportive board is supportive and it's a key goal [1:16:32] i don't care much if it's french or spanish or a non-romance language i think a second language significantly [1:16:37] contributes to young people's abilities to think and learn and communicate so um we've had experts come in and speak [1:16:44] to us about the benefits across all groups about second languages so i think it's being done responsibly nothing's [1:16:50] being done methodically i think it needs strategic plan it meets our goals of the district meets our enrollment goals [1:16:56] and waiting longer to me doesn't make any sense i would not have supported an entire clip of an elementary school this [1:17:02] year i would not have supported a major change i would not have supported anything that i think would have delayed [1:17:08] the literacy planning or the other major educational things we're thinking about to get kids caught up after what they've [1:17:15] experienced for the past 18 24 months so long-winded [1:17:21] i'm fully supportive of the plan we've been discussing it for a very long time i know it's always challenging when site changes happen and we have to pivot [1:17:27] especially the last minute so thank you and the team for the enthusiasm and the work toward trying to bring us together [1:17:33] uh but i'm supportive for all those reasons sorry [1:17:40] ah that's that's that's fine i'm not offended you know [1:17:49] and i guess i'll aim it towards you randy and you can point it in other directions um when i looked at [1:17:55] the slide that talked about specials [1:18:01] my question is it looks like there'll be some spaces of normandale used and some spaces of early learning center what i [1:18:07] want to understand is will the specialists that are used for those [1:18:13] two kindergarten classes next year will they be home will they be normandial specialists will [1:18:19] they be early learning center specialists will they my concern is i'll tell you that i don't [1:18:25] want to be tracked or impact ftes that either leah has or [1:18:30] chris has in a negative way where we're straining those staff members [1:18:36] that's my only kind of point of clarification that i was looking for yeah every year um [1:18:43] we build the special schedules and oftentimes we have to share specialist teachers across buildings [1:18:50] across sites because you're trying to put the pieces of the fte together [1:18:55] so here are two sections and then that becomes a component of the fte and then we put it together with other specialist [1:19:02] teachers around the district that might work well with normandale specialists it might work well with [1:19:08] a specialist from creek valley joining okay as well but we'll have to build that schedule okay based on what we have [1:19:15] available across the district that makes sense i just didn't want it to be automatically assumed that it was going [1:19:20] to be either a specialist or even an interventionist that would drain resources from those existing [1:19:26] buildings for that one year before they come to cairns right then the students that we you know bring into edina public [1:19:32] schools part of that money is used to pay the specialists so that fte is attached to those [1:19:38] students investments so wherever they go that fte goes as well so we have the puzzle pieces there we just have to [1:19:44] figure out what are the other matching puzzle pieces and the only other comment that i i i [1:19:50] agree with what matt was saying i think it's important for us to vocalize that as a board if i am [1:19:56] in support of this and i would not be in support of it if i felt like it was would detract from the other very [1:20:02] important work that we're doing for students the one thing i did want to say is i wanted to remind everybody that [1:20:09] we have choice schools that already exist within neighborhood schools or as stand-alones and one thing that we do [1:20:16] really well in edina is create families within those schools so [1:20:21] i i don't want anybody to think that just because a new choice program is going into an existing neighborhood [1:20:27] school that it will detract from that because we're really good at it we do a really good job of it [1:20:34] my family has always gone to a school other than our neighborhood school and we have never [1:20:40] felt as if we were an outsider and so i think we do a good job of that [1:20:46] and i don't want people to to lose sight of that so i'm excited about this program and what karen's going to bring [1:20:52] thank you i wonder what [1:20:58] i love let me [1:21:13] [Laughter] [1:21:22] many of them have been asked [1:21:28] i'm sure you don't read anything yeah the board chair might have some words [1:21:33] [Music] no i was actually just looking back and [1:21:38] seeing a tour named pete this was listed countryside was listed as a potential location [1:21:45] and so it wasn't noted this tuesday [1:21:51] was mentioned before so i mean it's not it's it's been in [1:21:56] circulation right you know i think that there's some i do look at the time and then go okay [1:22:02] so why now versus later but i look at the [1:22:07] um educational opportunities first and they're all pointing in the right direction so why would we delay [1:22:15] the educational opportunity for another year when [1:22:20] although this will take more time it has a revenue component that will [1:22:26] enable us to cover that additional time and avoid i think that we have a report [1:22:32] that we lost some families this year who went to the financial immigration [1:22:37] program so it's not just increasing but it is potentially avoiding a loss [1:22:45] but again it starts with the program impacts education in a positive way [1:22:52] that other things we looked at don't so [1:22:58] here's some more points thank you money for your additional comments i don't know [1:23:03] can you tell me that other things [1:23:09] we currently have the gaps in our current programs so what i'm saying is if you look at [1:23:15] what we're doing you know we have existing this is a program that is designed in [1:23:22] part to close those gaps so i'm not saying that we looked at program a versus b [1:23:28] but we're looking at this versus what we've been doing [1:23:46] sometimes i have too many questions so i'd rather hear yours and then if i if [1:23:51] i'm writing the opposite that i'm not here yours but it's fine go you can go ahead and go no [1:23:57] i'll let you okay that's fine um okay so some feedback and [1:24:04] then i have some questions too one is um i you know we've talked a little bit about [1:24:09] how this is like a quick decision and i just want to say that i believe this plan that came to us sitting as a [1:24:16] board member is very strategic it's very data driven i understand the plan i think um [1:24:24] it is a really smart slow build and i think that that is [1:24:29] what makes this when i look ahead sustainability right and so i just [1:24:37] really appreciate that work that came back um i thought it was just very very well done [1:24:42] um i looked at it too trying to look at all the perspectives students right a [1:24:49] kid that's coming in our teachers and our staff our administration and our resources and [1:24:54] our schools and then of course the community and that capabilities so that's kind of how i broke things up with my thoughts [1:25:01] um question would this program then go through south view [1:25:08] or valley view has that been thought about and i mean i know it's been thought about we've talked about it but [1:25:13] like where are you landing yeah that's a really great question i think um that's a decision we'll have to make [1:25:20] at some point we'll bring a recommendation for that um currently at valley view we have the [1:25:27] extended french program so the students leave normandale french immersion go through extended french onto the high [1:25:32] school and students that participate in the extended french view are from all over the district [1:25:39] so one of the questions that was raised is well should it be on the east side [1:25:44] should the school be placed on the east side because then it'd be a natural flow over to south view but the point that [1:25:50] was made was that you know even the extended french program at valley view has kids that come from all over the [1:25:55] district it certainly could be placed at south view and then we build out an extended [1:26:01] spanish pathway there that lends it to higher levels of proficiency at the high school but i think we'd have to bring [1:26:07] that recommendation back for you know kind of what what is that next step middle school pathway look like [1:26:13] that this transitions to okay yeah the there is not a question as [1:26:19] to whether or not there will be a next step it is bringing it back to the board of [1:26:24] where it would be at yeah yeah and i totally agree i mean yes my doubles from every corner behind it so that's great [1:26:31] um okay and then just a little we had talked you talked before about student teachers i know that in the early [1:26:37] learning center we have 22 kids i'm looking at bell i think there's 22 students from the high school that come [1:26:43] down and do work so that might be another place to tap those ap spanish students [1:26:48] to come in um okay um [1:26:55] as the program grows and this is really a i think a question for you principal bergman [1:27:00] um how are you feeling about it and like do you feel like you have enough support because i i know you are going to be a champion of [1:27:08] this and i don't want you to ever feel abandoned in this either but like for if you need additional resources you need [1:27:14] support from the poor whatever you would need i just want to open up and get your thoughts on that because i want to make [1:27:19] sure that we're setting you up for success too that this isn't just being put on you because it's it [1:27:26] affects everyone so what are your thoughts um i as i told my staff last tuesday this is scary [1:27:34] because this is something new and it's something that was somewhat unexpected that that we would be [1:27:40] asked to take on and um it's a little bit i don't i i [1:27:45] know just about enough to be dangerous but not enough to to really [1:27:50] talk it through so we talked about the fact that this is a learning curve for us as a staff and [1:27:56] as a school community and um that we're gonna find out what what we don't know very quickly um but [1:28:03] we also i think have have things uh we've we've answered [1:28:08] enough initial questions to know that we could do this but as we go [1:28:14] we need to just know who's our go-to person who's what's that go-to process to be able to [1:28:21] get what we need as this happens i think having um my my good friend and [1:28:27] colleague principal holden back there um having experience with this type of programming [1:28:33] we're gonna it's it's people like chris and others that we're gonna need to lean on to be able to help us make this work [1:28:41] in a way that's super successful and i think that we're going to find out things as we go that we're going to [1:28:48] immediately need to know okay what's that next step you know when we talk about things like [1:28:54] construction and the specialist schedule and those kinds of things those are easy we deal with that i i've dealt with that [1:29:02] uh you know colleagues have have um done that um it's the things that that [1:29:08] are going to come up as we go um decisions that will that will need to be made um as as we're starting [1:29:17] so i just i think it's just important that we continue to um to communicate what our needs are as [1:29:24] well as us communicating uh with our families and with our staff [1:29:30] about what kind of supports are in place and answering those questions as they come up we've got some really important [1:29:36] initial questions that our staff needs to needs to have answers to you know what [1:29:41] what's next you're going to look like what's that what's going to happen with you know any shifting in staff and all [1:29:48] of those things are going to be immediate questions that we're going to need to [1:29:53] have answers for i think i think we just need to continue to [1:29:59] articulate what are those things that we need now to make sure that we're comfortable with what we're moving [1:30:04] forward okay kind of a non-answer but we don't we don't know what we don't [1:30:09] know yet exactly right and i i i mean as a board member i don't expect this to be [1:30:14] a smooth process that we're not going to have any bumps in the road i just want to encourage you to [1:30:20] um because it will it is you're going to be living it more than anyone in this room [1:30:26] that um that to ask for support and resources when you need it and to raise your hand [1:30:31] um so that we are setting you up so and your staff so can i add to that too i wonder if dr young has other principles [1:30:40] that you know have conversations with and even if there are other core decisions or [1:30:46] pieces that we would be a part of that i would ask if we could you know lean into you to get more [1:30:51] information or to speak with colleagues who have already gone through this and stuff yeah definitely we can do learning [1:30:57] walks meet other principals teachers schools yeah we have a robust like i think i mentioned last [1:31:02] time we have 108 programs and about half of those are elementary schools and a number of spanish strand [1:31:10] programs that you can apply for that's great sorry no that's fine um [1:31:17] no that was good um i have a question about the construction piece so i know that um [1:31:25] it looked like from the presentation this was all vetted out but i know [1:31:30] i'm just curious if there was a look at what this is going to do to parking at the school um or have we built that in do we need [1:31:38] to include that you're shaking your head yes okay i just want to make sure our tree is going to be [1:31:43] get taken down those are things that from a community and a family are really really important [1:31:50] so lessons learned one of the things that we learned and i might ask john to jump in here too is [1:31:56] that i believe the countryside will be having some parking lot rework done on a on a major [1:32:04] scale that was you know being planned for already so part of it is timing it up with that in [1:32:11] terms of the planned construction already so that was one of the projects that we learned about in talking to our cultural buildings and [1:32:18] homes but we we looked at traffic flow we looked at construction we looked at [1:32:23] capacity and those were the discussions that we had with mobile architect and again use [1:32:29] those to try to narrow down what what sites make the most sense and do they work [1:32:35] you know with that in the fifth section we eliminated some that we felt just wouldn't work because of traffic [1:32:40] flow and countryside creek and cornelius stuck in there in the end because of some of [1:32:46] those criteria john i don't know if you if there's anything else you want to add about that [1:32:52] just one thing you know just to answer director jones question earlier about [1:32:57] you know why not look at it later and director michael said is that we want to touch that [1:33:03] building one time the bond money that to in the parking lot that was already [1:33:09] in the works this comes up it's good timing and we want to get that construction [1:33:15] done before the fall of 23 so we're on a tight timeline already [1:33:23] yeah that's great it's a really smart i mean it's felt that way reading through like very smart and strategic looking at [1:33:29] all the points i think that um as a district in the in the past sometimes we've siloed our decisions and [1:33:37] this is not anything negative if anybody's made those decisions but it's hard sometimes to cross it over i think [1:33:42] you guys have done a really good job of crossing all those things over so um well done there and then just the last thing um just to the um [1:33:50] the countryside community i think um i liked how janie kind of positioned about [1:33:56] um how to how that family feeling is super important and i know the countryside [1:34:02] families um are curious and they're positive and so i i hope that we are [1:34:07] able to um that will i have no doubt that that will carry on um [1:34:13] and when we're going to talk later about the profile of a graduate but a lot of this goes into benefiting all the [1:34:19] students that are at the side and that cultural competency and all those things that we're hoping um you [1:34:25] know we were teaching the teachers do a fantastic job of already so um that's it so i'm very very excited i [1:34:32] think that this is really good work and um just really good work so [1:34:37] that's true okay thanks that helped we did have some [1:34:45] good ellen um [1:34:51] so i think my biggest concern i'm gonna say i love the at first i love the idea of [1:34:58] having spanish a spanish speaking immersion program or dual language [1:35:04] program at edina i i couldn't be more excited about that so yes thank you for for pursuing that in [1:35:11] this district i think that it is important that we pursue this [1:35:18] um i think that to me this decision feels a little bit rushed [1:35:25] and and i just want to make sure that i understand [1:35:31] why we are going going after this [1:35:36] i know the background states that the goals are meet the needs of future ready learners [1:35:42] and provide attractive educational options for families it's a [1:35:47] pretty laudable goal but but broadly they can be applied to [1:35:54] any officer so i want to dig a little deeper [1:35:59] and understand specifically what problem the dual language magnet program is [1:36:04] trying to solve i want us to be really clear on what this goal is [1:36:13] so i think one way i'll just go home i think one way of looking at this is [1:36:18] certainly we're trying to solve a problem i think another way of looking at it [1:36:26] is that we're seeking to enhance and serve the needs of folks who are interested in additional [1:36:33] language while also at the same time serving the needs of students [1:36:40] we know we want to thrive in our system as well um it's fiscally responsible [1:36:47] dr young demonstrated in that chart that most [1:36:52] multilingual learners until they hit 11th grade they are they they have not [1:37:00] met the standard that we have for excellence in our system for learning [1:37:07] it's fiscally responsible because we're going to be able to ensure that each and every [1:37:13] one of our students is able to discover their possibilities [1:37:20] and thrive right that's what our vision is um i don't see it as a problem we're [1:37:27] trying to solve i think it is i see it as something that we're using to enhance what we have to [1:37:34] offer in our system it has been my daughter [1:37:39] was born she's 31 was born the year the last time that we enhanced programming in our [1:37:45] district 30 years there are very few organizations [1:37:51] that can say that they didn't make some modifications and enhancements to their organization in order to meet the needs [1:37:58] in the 21st century that's what we're trying to do it's not necessarily a problem our strategic plan [1:38:05] i wasn't here when it was developed i can imagine when people were sitting around that [1:38:10] table and they were talking about bringing on programming it was going to be rigorous it was going [1:38:16] to attract individuals into our system they didn't see that as a problem [1:38:21] they saw that as the opportunity to innovate and elevate so that we can illuminate we [1:38:28] are in our organization so i prefer to look at it through that one [1:38:35] different supposed to look at it as a problem i was just trying to make sure [1:38:40] that as i understand i mean from what you're saying we are trying to [1:38:46] i'm just going back to the why why why this program is this the best [1:38:52] program for meeting for for what you're saying okay so what i'm [1:38:59] hearing you say is we and i thought that that was part of our change document [1:39:05] that we were going to try to meet the needs of all of our students [1:39:12] and and yet we're proposing a plan [1:39:18] that from what i've heard is going to meet the needs of 48 [1:39:25] students each year you know for each grade level [1:39:31] and i'm just i'm making sure that the district understands i i have my great [1:39:37] reservations about going into [1:39:43] this as a business plan without knowing that what i'm hearing what i'm hearing is that we're trying to [1:39:50] do this also for enrollment i want to make sure that we [1:39:55] um maintain our enrollment well if that's a if that's a goal [1:40:03] is this the best program that we can come up with [1:40:08] that will maintain our enrollment and if it is shouldn't that be part of [1:40:15] the success metric in terms of you know i'm looking at the success [1:40:20] metrics for these and it doesn't say anything about [1:40:27] increasing the number of residents enrolling into our kindergarten [1:40:36] i mean that's that's it's a very it's a it's a big program [1:40:42] i'm i'm excited about it but is that going to be one of our goals is to [1:40:49] should that be that more students our increase are more residents [1:40:56] are enrolling in our kindergarten so i think when we've talked about this [1:41:02] in the past the mention of d5 provides strategy and direction for predicted enrollment and demographic trends while [1:41:08] retaining current students that's exactly what we mean by that that's the whole point of doing this [1:41:14] super then that should be then we should have that be part of the program success [1:41:20] metric in this in this so that's listed in the overview it's not listed in the program [1:41:26] successfully we forgot it okay so just to your your point about [1:41:33] this being about 48 students right this is recommendation one we have a second recommendation that is [1:41:39] about all schools yeah and that is that really broad sweep of [1:41:45] how can we enhance the programming at all schools for that future-ready government [1:41:51] right and in my mind i would suggest that the district should [1:41:56] be saying if this is important for students [1:42:02] then it should be available at all of our schools [1:42:08] that could very well be the future and we'll learn as we go but we wouldn't [1:42:14] be able to launch that all at once so we're trying to scale in a way that might lead us there [1:42:21] um and that can be maybe the second conversation with the board about this [1:42:26] particular piece yeah and i i get that but what i'm hearing is we couldn't scale that because we simply [1:42:34] don't have enough spanish-speaking families right but there's other languages we [1:42:41] could also look at there's there's um [Music] [1:42:48] does the demographics of the dyna change over time we're talking about what we see right [1:42:53] now in our trends but this conversation might look very different three or four years from now [1:43:00] so ellen are you asking why we're not scaling this larger into more sites no that's kind of asking why this [1:43:07] program so i want us to be really clear why did we choose this program if in fact we know [1:43:15] well and actually in fact i don't know because i don't have the um the demographic report that hazel [1:43:21] is coming at so again i feel that this is hurried we're getting the district is going to be getting a demographic report [1:43:29] i'm trying to make decisions without all the information i don't know and maybe [1:43:35] maybe the district knows but i don't know what uh the what the incoming [1:43:43] spanish-speaking families are predicted to be what's the prediction for [1:43:48] um from hazel for [1:43:53] either resident or non-resident spanish families for the next [1:43:58] few years you know what is her report i i haven't even seen that but this program isn't dependent on only [1:44:04] spanish-speaking families coming to our district so as a board we actually prioritized [1:44:10] this so we gave direction to the district and we prioritized stene [1:44:17] and spanish so that was the direction we gave and correct me if i'm wrong but we [1:44:23] prioritize those two because a the popularity of french immersion [1:44:30] and knowing that it's something that parents want that we're not offering right now be [1:44:35] the spanish speaking school that's coming and taking students from us so there's an enrollment issue that's [1:44:41] present it meets the educational needs of our students the future needs of our students because [1:44:48] we know that dual language is something that parents want and is good for students [1:44:54] and it also from an equity perspective works best for students that are english language [1:45:00] learners so that's the reason we prioritize spanish then we prioritize steam for a whole different reason and [1:45:06] erica we also prioritize spanish over some other language because we talked about the sustainability of a spanish program [1:45:13] and the ability to attract educators who have that background and how [1:45:19] the program itself i don't want to say it's easier to run because it's spanish but it was an [1:45:25] important piece of why we chose spanish because of the access to [1:45:30] professionals who speak that language versus trying to go out and recruit mandarin teachers right like we we heard [1:45:38] from leaders saying those are good languages but those are hard for us to stack [1:45:44] that's a bigger hurdle for us to implement that and sustain it [1:45:49] and that's where in my that was also part of the conversation when we landed that yeah and i i get that i'm not i'm just [1:45:55] wondering what's the prediction do we know how many spanish-speaking families [1:46:02] are going to be coming to our district when i when i agree to this i want to make sure that in fact it's a viable [1:46:08] program i don't even know how we study [1:46:14] how many spanish speakers no french have we ever studied that to have a wildly successful french [1:46:20] program when we ever studied the number of french fans but this is a different program this is [1:46:25] a dual language program but we also know that the percentage of spanish speaking population in the dynamic schools has [1:46:32] grown over the last 10 years consistently there's no reason to believe that all citizens can go the other direction but [1:46:39] how many how many typically enter our schools and do they want to [1:46:46] move from their neighborhood schools to this program have we asked those families yes we [1:46:52] have well okay it's a question it's not in the background but we talked about it that's [1:46:59] not a new piece of this that's not a new piece of information we know people are looking [1:47:04] for it longer you speak to our latino latina family night and [1:47:11] the conversation we have and the level of interest and some of the data that you collected yeah we held a [1:47:17] latino information night from montague we [1:47:23] took a survey of auto participants there were 40 families that is uh 10 of the population in the district [1:47:30] right now 97 of those uh stated that they will [1:47:36] bring their kids to let go so so overwhelming popularity among the [1:47:42] spanish speaking 97 i mean overwhelming really [1:47:50] yeah something about i think to understand about the spanish-speaking community of latino [1:47:55] islam is the fastest growing minority in the united states and even in the state of minnesota so [1:48:02] the predictions are experts in the craftsmanship they're just expecting growth like [1:48:08] latino the latino population is just going to grow state wide so i would [1:48:15] i would expect i would come [1:48:23] if you build a community where they feel welcome and supported [1:48:30] they will come like it's it's a different uh that's unique about the latino [1:48:35] population but they look for like if i know that blanca is learning spanish in india and has a [1:48:42] great program i would go with it that's unique about that specific population so i think it is it's a [1:48:49] matter of what united wants to what the vision is like if you say we want to be 50 of us latino [1:48:57] spanish-speaking families this world we work together we strategically make a [1:49:03] plan and then we come so i would be more concerned about not having [1:49:09] the space for the resources but not not about the students because i [1:49:14] mean the need is there uh we have families who [1:49:19] would love their their children to be able to read and write about the kids [1:49:24] because they they'll have the opportunity to to be able to do that they can't speak it but they don't know [1:49:31] how to read a book they don't know how to read a little literature [1:49:36] so i see it as a great opportunity to grow right so what are you predicting to be [1:49:41] the for this class the first kindergarten class what do you predict what's the [1:49:47] what's the prediction for spanish-speaking uh students in the class okay i don't [1:49:52] think that's a reasonable question and and agreed i agree because we we can't [1:49:59] give you those numbers i i honestly don't know if we need that specific number but what i will say is [1:50:06] um then evening that we have our latino family meeting [1:50:11] that was a meeting with scheduled what i was scheduled i wanted to meet with our latino families and [1:50:17] um the idea of the dual language immersion program came up and i wish i wish that i'd have some of [1:50:25] the families here right now to so they could share their heartfelt sentiments [1:50:31] about how important that would be to them i [1:50:39] how they want their children to be able to be bilingual to read to write to be successful [1:50:47] how they know that a program like this is going to allow them in in the words of one parent [1:50:55] i want my child to grow up and be a professional and i know that this is going to allow [1:51:01] my child to grow up and be a professional to know that that can happen while at [1:51:06] the same time our families who are on a waiting list what have you who are [1:51:12] native english speakers can have that opportunity to learn together [1:51:18] to me is the epitome of what our mission and our vision in our system [1:51:25] i don't believe that we need to know those numbers i'm a numbers person and i think for this particular [1:51:33] situation we don't need to know those and yet we had 40 families there and 97 of them [1:51:41] said i'd be honored i'd be grateful i mean if you could have seen their face light up [1:51:49] when we explained what this opportunity would look like so like enjoy [1:51:56] i mean they were absolutely stunned and i i don't think that we need more than [1:52:02] that i don't think we need hazel to tell us information you know [1:52:08] i think we just need to move forward you were asking about what problem are [1:52:13] we solving right in my community we have a big problem right now my students are losing their [1:52:21] spanish they are using their ability to communicate with their grandparents like in their countries so that would be a [1:52:28] very good solution to that problem that they are they are missing that they when we send them to the school where they [1:52:33] only learn to speak and read and write in english they are losing that part of their culture and their community [1:52:45] i'm not saying it enough i am excited about the dual language i am just making sure [1:52:52] that we enter it knowing that what our goals are [1:52:59] is is this the is this going to be able to [1:53:04] um uh be fully uh realized by having enough [1:53:11] spanish-speaking students in our schools to make this a realizable goal [1:53:19] what i'm hearing is you don't have any uh any questions about that so if [1:53:24] there's no questions about that then and the only problem you're thinking is [1:53:30] it might be too might be oversubscribed which would delight me [1:53:36] even more so because i want to make sure that our district [1:53:42] follows what you know this change document which was don't create inequity [1:53:49] in our schools so i i'm saying that because i wouldn't want us to start a program that we could [1:53:56] not possibly move and include in all schools [1:54:03] so i'm just saying that that's why i have this concern why i wanted to see [1:54:09] what the demographic report is going to look like my other concern about the demographic report is [1:54:16] that i wonder what the predict what the how the district predicts [1:54:21] us opening this program how that will impact all of our other schools [1:54:28] the enrollment in our other schools [1:54:37] just wondering i mean well chris talked to us a couple times about how this [1:54:42] could potentially right-size some of the demand for normandale since you are no longer able [1:54:49] to add that additional section of kindergarten and there that this could right-size some of that demand [1:54:56] so i think that's also part of why we looked at immersion was because we had that demand and we no longer had the [1:55:02] capacity so i think we've talked about at least from a normandale perspective how that would [1:55:09] affect enrollment right and i'm thinking about our other [1:55:14] schools [1:55:20] so your question is if we believe that enrollment in the dual language [1:55:27] immersion strand is going to significantly impact [1:55:33] the enrollment in our other schools right no we don't [1:55:40] the most it could affect it is 22 to 24 students right right well there's i mean there's a there's [1:55:46] not about i don't know 130 open enrolled students currently going [1:55:53] to countryside now [1:55:59] and wouldn't it i mean they can stay it's not going to affect them it's just a kindergarten [1:56:07] right we would just manage open enrollment moving forward okay so if they're in countryside [1:56:14] they're in countryside they're moving through countryside but then we would manage that open [1:56:19] enrollment moving forward to accommodate for the spanish program it doesn't change neighborhood access [1:56:27] neighborhood access remains the same but remember at countryside it's 30 open [1:56:33] enrollment so that's what generates that significant amount of space [1:56:38] so what we do is we will need to turn that open enrollment off [1:56:45] and we will move it at countryside and we'll move it to the other side [1:56:50] that allows district residents who select the choice program at [1:56:56] countryside to be able to access that that's what would create the space at the other sites that make sense [1:57:04] yes so it it it is going to have some [1:57:10] impacts on the other non-choice schools [1:57:15] i'm not sure what you mean by impacts we still have to get through steam um [1:57:22] yeah okay well i'm gonna so speaking of capacity [1:57:28] and um our goals so i'm i'm just going to ask you know with [1:57:33] since 30 of the school is is open enrolled and you're going to be managing open enrollment [1:57:40] why do we need to build so many new classrooms that consciously that gives us about a section work but [1:57:47] it doesn't give us that additional section opportunity and we're looking at the amount of [1:57:53] demand that we have the number of families that we have our goal is 16 to 24 [1:57:59] latino latina families in this program [1:58:04] when we partner that with other english speaking students native speaking students that gets us to two sections [1:58:11] every percent of the population is not 48 students period it's not it's like 130 so that's why i'm saying i don't [1:58:18] know why we need so many new classrooms because because every week every class we're going from four sections to five [1:58:24] sections at every grade over the next six to seven years why are we why are we adding english speaking [1:58:32] classes to that building we're not we're going on [1:58:37] six classrooms okay one two three four five that's what we need one classroom for grade currently don't they have four [1:58:43] classrooms yep and they need five they're great so they have four kindergarten they need five kindergarten [1:58:51] they need what do you mean they need eventually currently there are four kindergarten [1:58:56] classrooms at countryside eventually they will need five well because you're maintaining [1:59:04] a neighborhood or a cp program no the kids are the kids that come into [1:59:09] kindergarten the two the two classrooms that leave eat on a community center after one year [1:59:15] go to first grade one goes in the new classroom that was built for the first grade empathetically [1:59:21] and the other one goes into existing right now classroom those two classes [1:59:28] go all the way up to fifth grade they're going to need that space all the way up but i [1:59:34] i'm just looking at broadly just broader enrollment [1:59:40] and countryside it will increase the enrollment at countryside because we're not decreasing that we're [1:59:47] not decreasing what we are doing is not what we have set out to do on our change [1:59:53] document which is is i disagree um well it i'll just read it exceed [1:59:59] facility capacities we are not trying to exceed what's going [2:00:05] on so that we can talk to so we're exceed by by approving this we would be and i just want to make sure [2:00:12] that we understand i don't read that in the same way i think it's not a [2:00:17] capacity john can actually come up just a second [2:00:23] because to talk about what facility capacity means [2:00:31] you know we're not saying that we're suddenly [2:00:37] going to create a thousand students [2:00:46] well but we were saying the only way to do this program is to add platforms well [2:00:53] if your goal is to increase enrollment then by definition you're going to probably add classrooms [2:01:01] but we we said we would increase resident because that the goal is to increase resident enrollment or [2:01:11] okay well then that needs to be another goal on our program success network is that [2:01:17] we will be increasing enrollment what is the goal of this line of questions [2:01:24] what are you looking to understand i'm looking to understand why [2:01:30] how the board is making this decision what our actual [2:01:35] goals are for this decision and is it that we wanted to include [2:01:41] increased enrollment i mean because this is going to guide whether or not how we handle the ctcp program [2:01:48] at egg country 7. i feel as a as a board member that [2:01:54] this presentation has has answered my questions [2:01:59] very well with data with the reasons why with funding [2:02:05] with the long-term plan with how it fits into the strategic plan the or direction that we have given [2:02:13] i don't have a lot for me i don't have a lot more questions so when you say the board [2:02:18] that these are your questions they're not the board's questions um but i'm just a little bit frustrated to be [2:02:24] honest i mean you've been asking questions for over 30 minutes at this point and we have so much to get through [2:02:29] tonight i just i don't know if if there's anything else specific that you have ellen but i [2:02:37] well we have a fiduciary responsibility not to add classrooms to our district if [2:02:43] we do not need them i totally agreeing to say i you can vote and you all may be saying [2:02:49] oh well we have we understand this well i'm sorry i don't understand why out of [2:02:56] school and that's you're right you can vote against him you can put against but i don't know why [2:03:01] um why it's so clear to you that we need to add classrooms because as a countryside that [2:03:09] is that it has 30 open enrollment and i've just heard but none of those students [2:03:17] i think [Music] i think the best step here is understanding that this is a phased-in [2:03:23] approach i think the goal is to not decrease [2:03:29] open enrollment it's just a shift in who those students are and [2:03:34] and so like what i'm hearing is we're going to shift those to other sites [2:03:40] no not necessarily not necessarily it depends on some of [2:03:47] those 130 students could be students that choose to partake in spanish [2:03:54] immersion okay i i get that [2:04:00] i'm i'm just saying that it is not clear to me and maybe john's gonna explain it [2:04:06] why we need to build so many additions so i think we should give this five more minutes and then i think we're going to have to agree to [2:04:12] disagree that it's not clear and we want to go to the graduates [2:04:19] superintendent said three times fiduciary responsible to do this program it's been evaluated i'm not [2:04:25] understanding why you believe that the board is not taking future responsibility seriously well i [2:04:31] think what she's saying is we have unacceptable means to not house and we have two points your exceed facility [2:04:37] level capacities and exceed available funding limits and that's part of the reason why i want to slow things down a [2:04:42] little bit because i'm seeing that this is part of one of our guiding but that's your interpretation that's the way [2:04:47] you're reading that that's the way you're reading that document it's [2:04:54] is that we're not changing classroom size we're not saying we're going to have 35 kids in a classroom now right [2:04:59] that's to me capacity and so this is a really smart way and we're bringing in funding with this program we know that [2:05:07] right we know we know that that happened so we're increasing the funding i mean that's all very well spelled out here [2:05:14] um so go ahead and let john answer let me go back to it in kindergarten there are less than 100 [2:05:22] i mean for open enrollments there's less than 30 kids so if we want to have 48 we if you even [2:05:29] just subtracted all open enrolled students you don't have room for 48 kids [2:05:34] you have to build a classroom it's that simple the 130 is the whole school that's irrelevant to each class [2:05:41] each grade okay well i don't i don't know i i mean maybe [2:05:49] let's see what are how many kindergartners are at cp in the countryside [2:05:55] it means that that it would be an offset 25. director jones i have a question do you [2:06:02] think at this point that [2:06:10] you can make a decision yes okay connections we don't need to talk [2:06:16] anymore i think we're okay now because [2:06:21] when it comes to time to vote in december [2:06:28] thank you um [2:06:34] i actually i would like to suggest that we do not discuss steam because i think the priority is approving [2:06:41] the spanish immersion program and we've already given you direction to move forward with steam and [2:06:47] i don't think there's anything we actually need to talk about at this point my suggestion is that [2:06:52] you remove that from the presentation for the next board meeting and that the only [2:06:58] thing that we actually improve is the spanish magnet program because i don't think there's anything that we need to [2:07:04] prove at this point because you're just articulating next steps from a student programming perspective [2:07:12] is that is that your understanding too randy there's nothing that you need from us in order to move forward with that [2:07:17] direction that we've already given you right there's nothing wonderful yeah that's great [2:07:24] um but i do want to talk about the skin because i'm really excited [2:07:30] at some point we are going to talk about it just let you guys all know thank you randy [2:07:36] thank you jen thank you okay i want to say can i just say publicly yeah [2:07:41] thank you yes our design team yeah [2:07:52] who has brought so much background research in the all-star design team and you didn't have to do any of this and [2:07:58] you kept showing them [2:08:18] yes so very quickly you have the information sitting in front of you um [2:08:24] just part of what has led to this update is the conversations through the strategic [2:08:30] plan we knew that there was an opportunity to have this conversation and to to take another look at this and how [2:08:37] that profile makes sense moving forward we've heard some feedback over the years about [2:08:43] areas where we need to strengthen it conceptually it's really challenging to get into a [2:08:48] wordsmithing event but if the concepts and ideas are there i think that's [2:08:54] what's most relevant one of our most recent opportunities to really enhance this was to [2:09:01] hold a business roundtable event which uh dr stanley [2:09:06] and our folks from the chamber of commerce and myself and some other administrators [2:09:12] here from lead team and cabinet and some teachers from edina get to participate in [2:09:18] and part of what we asked the folks at that round table was what are some of the future trends and [2:09:25] patterns that you're seeing in the world and so we spent a little bit of time sharing about that and then we ask them [2:09:32] what are future skills that your employees will need to address to be able to meet some of those [2:09:38] patterns in the changing workforce what do they need and then we ask the question of [2:09:43] how does those how do those future skills that you have described compare [2:09:50] to our learner profile so kind of an audit by the business community of our learner profile and they gave us [2:09:56] feedback about that and then our last question was about what potential pathways [2:10:02] could we create in partnership that will help get our kids to those skills that you need them to have when they leave [2:10:09] united public schools and they enter into the workforce and they'll be very successful because they have what [2:10:16] they need to be successful in the world and so we got some great feedback from the business community [2:10:22] which we tried to incorporate in the items that are in red in this profile [2:10:29] a lot of the feedback was that the business community felt like a number of the things they were asking [2:10:35] for are already in the profile and thought that overall it was very sound but had still some suggestions for [2:10:42] improvement so what you see in red are those suggestions for improvements from our business community [2:10:48] um and so we're excited to present that here tonight and we want to talk to you about any other concepts or ideas that [2:10:54] you think are missing on a larger scale yeah thank you i just want to [2:11:00] thank both of you guys for coming on right now for the business community i don't uh i know julie was there and i [2:11:07] was fortunate to be there and it was very well done and the [2:11:13] um the enthusiasm for the business community was just it was super exciting and [2:11:18] it was remarkable the consistency so i don't know how many tables maybe ten tables said tables of [2:11:25] people from maybe 10 different industries 15 different industries and the feedback was remarkably [2:11:31] consistent as to what individuals were looking for in graduate skill sets and i think you've [2:11:38] done a good job of distilling that into this document [2:11:43] um so thank you for doing that it's really it was really fun to see and i appreciate you there [2:11:49] i still have some comments but i just wanted so [2:11:56] do you want to go first and keep it one second to last lesson sure um sure uh i would echo what erica just [2:12:02] said i think that it was um it was just such a um show of partnership [2:12:08] right and um with experts in our community and there was tons of excitement and it was just [2:12:14] the consistency from all the tables um was really remarkable to see um [2:12:20] so my only thoughts on here i really i only have one change that i wanted to suggest but um [2:12:27] what i thought is that you guys did a good job of showing the involvement of eps and student growth and this really [2:12:33] matches up with our strategic plan um very well very clearly um there's it's a [2:12:39] little bit more um it has a little bit more bite to it i think even in demonstrates cultural competence instead [2:12:45] of just understanding and having a it just it takes it to that next level which i really appreciate [2:12:51] um the other piece in here too is the communication piece um [2:12:56] i think is fantastic i that was brought up in every discussion and it's so relevant right now in our world and i [2:13:04] think that that is um something i know the teachers are constantly talking about and teaching in every subject [2:13:10] right it's there's not just a communication class it's literally in every topic in every subject so i love [2:13:15] how that changed too the other thing i thought um is that [2:13:21] it is this really shows that it's um [2:13:26] the whole in our mission and vision about reaching your full potential this shows [2:13:32] how full potential is a stepping stone right and i've always personally always struggled with that in [2:13:38] our mission and vision that reaching full potential means like you're you're hitting the height when [2:13:43] you're a senior and this says to me that is no you're reaching your full potential where you are now [2:13:50] and this takes you to the next level so if we're able to have every student walk out the door with us [2:13:56] it's pretty impressive so um my only change is underneath the the um edina public schools logo it says [2:14:04] next generation so to get rid of that and yeah i know if you want to put in vision whatever [2:14:10] vision statement or something but that's my only that was my only thing i i thought it was fantastic [2:14:16] so that's it i'll go next um i have two things so the [2:14:23] first one is under communication the first one communicates effectively as a listener speaker writer and responder [2:14:30] through responsible appropriate and timely communication [2:14:35] platforms i think that the responsible part of it is something that our kids are going to [2:14:42] teach adults no tick-tock's okay um [2:14:49] that's what it works because that's an important piece of it it's a responsible use of it and i think i think we should [2:14:55] share that with them um then my second piece is i was going through this [2:15:02] using a steam filter actually and wanted to [2:15:09] i could i could do this one of two ways i i guess what if if you were looking at this [2:15:15] through the steam filter which pieces of these would you think call that out and i felt [2:15:22] like there were some that could be beefed up in order to show that through line of esteem mentality esteemed [2:15:29] thought process um like under innovative thinker and [2:15:34] creator who demonstrates intellectual curiosity by applying original solutions to problems or challenges [2:15:41] to me that only goes so far when you're thinking of especially things in the engineering world when you [2:15:48] with that engineering mindset of not only are you thinking of those solutions but somehow it's the testing and the [2:15:56] and then not giving up and the re-engineering and i just felt like [2:16:02] is there an opportunity in here for us to really show that that steam [2:16:08] philosophy is shown in the outcomes and i i think the beginnings of it are all there but i [2:16:15] feel like there might be some connections that could be made [2:16:24] do i know that i'm done yeah i just had those two [2:16:29] i had no words nothing comments i want to make one overall comments uh i think that this is a great step toward enhancing [2:16:36] opportunities for dyna students and so we focused on doing some public private partnerships over the past four years [2:16:43] and health group one was a big part of that but that didn't directly affect students as much in the learning there [2:16:48] were students that went and volunteered with some of the things that julian and others helped run with dr preville and others [2:16:53] where they were able to see science and action through the coveted testing but this leads toward real engagement so i'm [2:16:59] excited about this and thank you both for the efforts what i think happens is we have an opportunity to go back then [2:17:05] to those business leaders and say these these are impacts you guys made to our community [2:17:11] what kind of students do you want to look after summer internships or after school opportunities that they can help [2:17:16] reach these goals and experiences you profess i've hired three people from university of minnesota mba program my company in [2:17:23] the past year as contractors outside for internships and it's been great and i've been trying to think about when and how [2:17:29] to engage more high school students obviously covets a big challenge how to do that but coming out of this [2:17:35] this kind of stuff sets it up then to go back and really have them feel the involvement is a big piece so [2:17:41] really great work this is that seed planting that comes to fruition later so i'm really excited you guys did [2:17:46] this thank you and that's part of the conversation spacing i have is if we have the businesses on the front end and [2:17:53] the design and the co-design work it's going to be much easier to get them on the back end than the pathway design [2:18:00] work right just exactly exactly and you feel bought in when you make suggestions [2:18:06] and look to make additions and you've been heard and included so i think it was a great way to pull together the [2:18:12] community and get another effort so great job that's how um dr sponsol entered the round table was it brainstormed how do [2:18:18] we bring these things to fruition and there were people at our table oh i'll tell you student i mean they were everybody was that same thing not [2:18:26] surprising it was really fun [2:18:33] who wants to go on the opposite side [2:18:40] okay i have three observations the first of which is the addition under globally competent [2:18:46] individual of demonstrates cultural competency i'm not too excited about that on the [2:18:51] surface it's it sounds great but it to me can be interpreted [2:18:57] to bring in identity politics and so that's why i'm not too excited about that [2:19:02] uh the additions of the bullet point under effective communicator and collaborator the first bullet point [2:19:08] and responder through appropriate and timely communication platform and a number of examples are given it's kind [2:19:14] of wordy i like the idea i think what's being driven out there and it's almost as if it could warrant [2:19:22] its own bullet responder and you know i'm thinking about you know an emerging a paramedic coming [2:19:28] so it's sort of an unconventional sense of that word responded and then uh on the next stage [2:19:36] and we're going into that too right um globally competent individual i like the [2:19:41] wording understanding of world geography would you mean this is [2:19:58] points [2:20:07] okay well um really i i was hoping that [2:20:13] the board would have a totally separate discussion similar to the way that we [2:20:19] discussed our strategic plan because these are the wording in this [2:20:25] really matters and so i kind of feel awkward [2:20:31] um offering suggestions and words working on this format but i will [2:20:37] try to keep it simple um i think that when we talk a little bit [2:20:43] about what the community is looking for in terms of [2:20:49] competencies the competencies that i have read that [2:20:57] future employee employers are really looking for are those uh digital competencies [2:21:04] and i think that it's really important that we embrace that especially as we are [2:21:10] looking to become more of a steam district and [2:21:16] i think that for example you could add a whole other [2:21:22] section called digitally competent individual and the bullet points might be [2:21:29] something like is able to digitally access manage integrate evaluate create and [2:21:35] communicate information purposefully technically and ethically or to understand digital systems [2:21:43] of data literacy and tech translation and enablement to demonstrate digital fluency including [2:21:49] skills in programming literacy data analysis and statistics and computational thinking [2:21:55] um and demonstrates media literacy which is not really spelled out here at all [2:22:00] but one of the most important things affecting our society right now [2:22:06] to demonstrate media literacy knowing how to manipulate technologies and understanding their limitations [2:22:14] so i would truly encourage us to consider [2:22:19] adding that separately these are are things that are not [2:22:25] quite spelled out at all in here but as a grant for a graduate i would think [2:22:30] that even in the document that we were presented with on our [2:22:37] magnet program these types of skills were also talked about as being in the [2:22:42] jobs where what skills we wouldn't need in the future so um my second [2:22:48] my second point is that there are a few things that are missing here that i [2:22:54] would love to see spelled out um i would like to talk a little bit say [2:23:01] have a bullet point which is demonstrates effective teamwork we don't talk about teamwork [2:23:06] much i mean if we kind of by fostering inclusiveness [2:23:11] i like the word inclusiveness we want to be [2:23:17] uh so i would add demonstrates effective teamwork by fostering inclusiveness and collaboration [2:23:23] um is that 4.2 under innovative thinker does that sound good very effective communicators [2:23:38] the other thing is uh possesses a thorough knowledge of civics [2:23:43] i think that that's another area that is not mentioned at all in here and except to be a citizen and i'm [2:23:51] actually concerned because i'm not sure all of our graduates will be citizens but i do want everyone to understand [2:23:58] civics and each individual's personal civic responsibility [2:24:04] so i would add that in here somewhere i'm not sure that we have mentioned [2:24:11] demonstrates initiative and self-direction maybe it's in the in the wording here [2:24:18] but it's not um these are these are items that i [2:24:24] i looked at our mission vision and values and i felt that these were ones that were [2:24:30] not as well but did not flow through all of our [2:24:35] guiding documents so those are the ones that i think are [2:24:41] most important the other one that i just kind of say because we're edina and we [2:24:47] appreciate the arts and we are building into our our graduation requirement arts and [2:24:53] we've got all these arts in the state standards [2:24:59] we don't mention anything about uh in a profile of a graduate about arts [2:25:06] and i would add [2:25:15] demonstrates academic preparedness in the arts [2:25:20] and it says thinks and produces creatively both collaboratively and independently [2:25:27] and that's the arts the creative you're considering creativity the arts [2:25:32] and that is just supporting i think it just supports it i'm not saying that that's art alone i'm just saying [2:25:41] and and you guys don't feel that we need to call out any other concept about the arts then i don't [2:25:46] think it's necessary i look at it as not calling out the art but calling out what [2:25:52] do we want a student who who is an artist what do we want them to [2:25:58] be able to do we want them to be able to think and produce creatively either [2:26:04] independently but that's what i see this as being not calling out that they will be an artist but calling out what [2:26:11] they will do but so i guess then if you think it's covered i'm just bringing this up [2:26:18] to be stronger in that area i i think it could be stronger in that area [2:26:23] and then the other the other area that i think it needs to be stronger is [2:26:28] in the area where we are talking about diversity and that is trying to find it from the [2:26:34] first third word it's in cultural embraces [2:26:41] embraces individual and cultural diversity and actively seeks [2:26:47] multicultural i would add and actively seeks diverse and [2:26:53] multicultural interactions after the word diversity once again first [2:26:58] after the word seeks [2:27:07] i mean it's it's just your definition of what diversity is and whether it is it's [2:27:13] limited to multicultural interactions so i think it depends on how you define [2:27:21] culture and i think in the united states [2:27:27] unfortunately we have a little down culture [2:27:34] to be race and culture is it includes race [2:27:39] and it's not just race culture is an individual or a group of [2:27:45] individuals ways of being so multicultural is [2:27:53] gender race ethnicity linguistics [2:28:06] i don't consider that multicultural i've had come that is really interesting [2:28:13] because i i just this total signal i had a conversation with the president or i'm going incoming president of sikh and [2:28:20] um my hope is that we will expand that [2:28:27] idea because i believe that it does include our students who have different [2:28:32] endeavors okay so this is a longer kind of this i knew this would get into a longer conversation and i [2:28:38] i i would prefer to put the word diverse in before [2:28:44] multicultural because i i i while i really respect your opinion on [2:28:49] um the fact that it could have larger meanings i don't think that most people would consider it to have all of those [2:28:56] meanings um especially when it's in the section marked globally competent individual [2:29:02] so i'm just i'm just gonna say that that's kind of my my take on [2:29:08] this is that i i wouldn't i would consider adding that and um [2:29:20] the i'm not sure the wording on this edition with writer and [2:29:26] responders through appropriate and timely communication platforms i can appreciate what they're trying to [2:29:32] say but i i actually am totally i don't like the wording on that i think the word responder is [2:29:40] awkward and i'm looking at the word timely communication platform i don't i don't [2:29:47] think that that's what we really mean so is this going to go for vote in two [2:29:52] weeks uh i'm not sure yet what our process is because it could bear more discussion [2:29:59] we talked about this during strat planning and we did devote a bunch of time to it [2:30:05] um do we we had 40 business leaders comment on giving advice back to try to [2:30:10] bring together more opportunities for students i think this is not a board level discussion to be honest [2:30:15] i agree with that i go i think this is below a board level discussion we're not making changes here [2:30:21] that affect curriculum we're word smithing where the word goes or doesn't and from an impact perspective we've [2:30:27] thoroughly reviewed this as a board and approved it and now we have some suggestion changing between 40 business leaders in our [2:30:33] community so i think i mean i i appreciate we're discussing it but i i don't think we talked earlier about [2:30:40] use of time and what we're spending time on right i don't think this is a board level so [2:30:46] in fairness when we talked about the strat plan we specifically said [2:30:51] that we as a board can go back and revisit the profile of the learner and drafted ourselves [2:30:58] and that we were going to contribute to the drafting of it in conjunction with administration [2:31:03] in fact the initial suggestion was that we would do it on our own and that was modified we would do it with [2:31:10] administration so this was something and the board could change their mind but this was something [2:31:16] very specific within the strap line that we said we would come back as a board and visit if people don't want to do it [2:31:22] that's great but that is what we said that was my expectation that we would [2:31:27] actually spend more time uh on it than this and we it's so laborious to go through it so i'm not [2:31:34] super excited about that but given process i wonder if it does [2:31:39] warrant a little more time um and i'm not a big fan of just like dwelling on [2:31:44] this thing by the way i did i like uh substantively to eric [2:31:50] allen's comments one is the bullet point for would you say civic education [2:31:55] and then potentially having a separate section for digital [2:32:02] okay what you call digital digitally competent individual [2:32:08] and she has about four bullets on that so i i think that we do have [2:32:15] and i think that that's what that awkwardly worded addition is an effective communicator [2:32:21] was driving at so i think that's maybe let's just give our feedback [2:32:28] to administration and just say that that one we are not super comfortable with but that we get what you're trying to [2:32:34] say so can you come back to us with uh [2:32:39] i don't want us to word smith and so then the question is should lenny's point do we want to [2:32:45] commission shift what we had talked about oliver many months ago a year and a half ago that we would spend [2:32:52] some substantial time with us [2:33:00] i mean we're going to get one report number so can we time out for a second let's let everyone make their comments [2:33:07] and why don't we see the extent of comments on this document and then we can decide on the process [2:33:13] because i think that will make a difference i'm going to go back to it a comment that we discussed during the strategic [2:33:20] plan that is not incorporated necessarily [2:33:26] in the way i envisioned it doesn't mean that i envisioned this away but [2:33:31] we had actually talked about adding a specific academic [2:33:37] excellent academic preparedness section not fuller but section [2:33:42] um i did go to highland park because they're one of our uh [2:33:49] consortium consortium schools and they have actually a number of overlapping profiles that we have and then they also [2:33:56] have academically prepared for college and career through and then they have mastery and application of a globally [2:34:02] competitive comprehensive rigorous content rich foundational curriculum they have engagement in the arts [2:34:08] development research and information literacy which goes to tech and competency with technology this [2:34:15] clearly does and so some of those are in here [2:34:20] and so i just throw out the question of should they be more highlighted as highland park has done or are we [2:34:27] satisfied with finding them in this document and by the way it demonstrates academic [2:34:33] preparedness in a slew of things to me it doesn't really reach the [2:34:38] standard of academic excellence i prefer words like mastery [2:34:43] so i just throw out because this is what we've talked about briefly at times that just add that flavor to this [2:34:50] document and um anybody can go to the highland park website just do a look at highland [2:34:55] park profile of a learner because i didn't bring enough exactly so i throw that out as [2:35:02] looking at that and saying is that an aspect that we want or is that really embedded within [2:35:07] these other aspects that if you have all these other six characteristics you will therefore have met that academic [2:35:14] excellence or academic security so it kind of sounds like the board needs more time [2:35:19] to work together to decide [2:35:25] which what you want to do for this um i will say that this [2:35:30] this is the foundation that guides all of our pathway work [2:35:36] we brought together actually it was 48 business leaders to the table in [2:35:41] partnership with the chamber um to hear their thoughts [2:35:47] across all industries technology banking [2:35:52] manufacturing engineering legal i mean these these are folks across all industries from our community [2:35:59] who hire our people who hire our kids when they come back to the community so um [2:36:05] i think what what what i and my team need to do is stuff [2:36:10] that like folks decide how [2:36:16] the wording that you're going to use but i would only ask a superintendent is that you get this to [2:36:22] us as soon as possible so that we can begin to use this as we move forward [2:36:28] in our work to develop a comprehensive e-12 pathway system because the more [2:36:33] it's delayed the more it delays me and my team so just before [2:36:41] there were recommendations given tonight and i had excellent i don't need too much of it just do you guys want to go [2:36:47] through those and actually give changes for where you guys just want to really [2:36:52] discuss this again with the report what are the options [2:36:58] well we had people make recommendations tonight and we can give direction to [2:37:05] randy and stacy to update some of those things in the document if we're all in agreement with some of them and bring it [2:37:11] back to the board either for discussion or we can leave things as is [2:37:18] as it is now and bring it back to another work session with the with the new board because we won't have time to [2:37:24] discuss it again can i ask for a clarification question so from a planning perspective [2:37:30] i'm not sure i can summarize every comment that was made but it sounded like there was an interest in [2:37:37] emphasis on things that included the arts some things included digital learning emphasis on things that [2:37:42] included communication emphasis on a couple things that included um specific collaboration creativity [2:37:49] emphasis on specifics steam steam and which is clarity and [2:37:56] academic accidents correct so all of those things are kind of here [2:38:01] right right i'm a bit of an ends person i i respect the process but at this point if the new [2:38:09] board in january did a work session and verified the languages that pull you guys from anything if this was done by [2:38:15] end of january or early february would you plan differently if wordsmithing i'm asking respectfully [2:38:21] if it was because i think as a process it might make sense as an [2:38:27] announcement we have a new board scene is in january the board revisits this as an early work session and gets the finalization to the administration but [2:38:34] if that's not going to hold you up 45 days i would recommend doing it that way because [2:38:41] there's no changes here that suddenly say create trilingual right they're all [2:38:46] here it's just how it's presented and what emphasis so our next step is to go back [2:38:53] to this planning group yeah so that we can start in working with our administrators so we can start developing um the [2:39:01] pathways and to listen from the business community and this would be enough [2:39:06] for us globally big picture right for us to be able to do that and anything that comes [2:39:12] in with more specificity you need to just take it at that time great so the boards will not be holding up because 45 [2:39:17] to 60 days to get the additional language and have a work session in january whole board or [2:39:36] with the feedback that we just got from ellen and owen in two weeks included not we will be [2:39:43] able to bring it back okay gotcha do it in january no but i do think it is [2:39:49] i mean i think we can talk about this but i do think that yes our input but i don't think [2:39:55] that i don't agree with the board drafting this i think i'm using [2:40:00] the the experts to create this is where i think it's at the [2:40:07] right place i don't think that there was a screw up in process and there are nine points of emphasis [2:40:13] that can be revisited right that could be added with digital and other areas [2:40:18] so i said seven things she had two yeah i i i still had one comment um [2:40:25] i would like where it's says innovative innovative thinker and creator [2:40:32] i feel like we're actually articulating in that box of [2:40:38] critical thinking critical and innovative thinking and [2:40:44] i think critical thinking is just as important as innovative thinking and so [2:40:50] if it's amenable to administration and the board i would like us to redefine [2:40:55] that as a critical and innovative thinker [2:41:00] because um and i [2:41:06] i do have one full point i can send to you guys but i think when i went around to a lot of the [2:41:11] tables so many business leaders were talking about the need to really [2:41:18] analyze information and ellen spoke to a little bit about the media literacy and [2:41:24] understanding these things and i think that [2:41:29] if anything that i would like to see highlighted it's that need for critical [2:41:35] and analyzing and um the more we can call that out i think [2:41:40] that's a skill i'd be fine with that that our students desperately need and [2:41:45] and then you see that various points in this but that's that's that's the main point [2:41:50] so yeah and i would say that that that what's in here is is very limiting when it talks to the [2:41:57] critically right thinking it says critically analyzes and evaluates information [2:42:02] sources which means that we're only going to be critically thinking about information sources [2:42:09] i i actually didn't read all of my suggestions one would be to be able to solve complex problems [2:42:15] critically so i i have one that says like evaluates ideas and information sources from [2:42:20] validity relevance impact reasons through what ways evidence to reach conclusions [2:42:26] so yeah and that is that's information sources but actually [2:42:32] conflicts able to solve complex problems and think critically is open [2:42:37] to any anything yep so um [2:42:42] actually i sent my ideas to you guys a long time ago so you already have online [2:42:50] but i think like matt said i think that's 90 [2:43:07] also on what are the things that business is looking [2:43:14] for so and another another one too so we can send that around to the incoming board [2:43:23] anything else on honest wanna hang out [2:43:29] almost done okay so we are going to go into recess [2:43:38] because we're not done no we're going back into clues there yeah we have to go back into closed [2:43:44] session okay so luckily short time short time thank you thank you very much thank [2:43:50] you guys and this is where matt can't reveal anything that we talked about