[0:00] hello oh there we go good evening ladies and gentlemen we do a quorum so I'd like [0:06] to call this meeting to order tonight is Monday January 13th and I just want to note that board member Fox is present [0:12] via teleconference and because of that all votes tonight will be done via a roll call superintendent Schultz would you like to [0:18] review our agenda for tonight thank you so tonight we have a presentation from our multilingual program and we will [0:25] hear from the members of the audience we have series of items on consent and then [0:31] for discussion the school board will present the strategic directions as we continue to develop the strategic plan [0:38] discussion about our enrollment report we have a discussion on student travel and discussion on policy 601 for action [0:47] will be approving the budget parameters we will use to develop the 2021 budget [0:52] and also ECC renovation recommendation policy updates and then also action on [1:00] policy 601 that was discussed at the last meeting so that'll be it other information with an enrollment report [1:07] and then any leadership updates and committee reports thank you my first [1:13] order of business is to approve them meet the minutes from the January 6th organizational meeting do I have a motion to approve the January 6th [1:20] organizational meeting minutes so moved is there a second will now vote by roll [1:26] call to approve the January 6th minutes aye [1:36] aye aye aye [1:45] the January 6 meeting minutes are approved I'm now moving on we have a [1:51] presentation of our ell program and so I'd like to invite up Randy smuzzle and [1:57] uh Lee Rodriguez and I believe we have quite a few students that are going to [2:02] come up as well so welcome students thank you for coming out tonight so I'd [2:08] like to welcome you to the board meeting for your presentation and presen Thank You chair Alan Berg superintendent [2:16] Shultz our school board and community members very excited to be presenting [2:21] this evening my name is Randy smalls l'm director of teaching learning and sitting beside me here is Lily Rodriguez [2:28] and uh leah is our multilingual English Learner coordinator and I'll ask early to [2:34] introduce our teachers who are here this evening and then our teachers are going [2:39] to introduce some of our students who are joining us as well I like to [2:46] introduce Carrie Ison Barth she's an ESL teacher at Creek Valley Elementary in Italia buckner [2:52] she's an ESL teacher here in high school thanks for joining us so the report that [2:59] you are about to receive or the presentation you're about to receive is going to provide an overview of ML [3:05] programming in Edina public schools and included in that presentation are some [3:11] definitions commonly used in the school's a summary of our multilingual enrollment trends over time and some [3:17] critical elements of English Learner program compliance and an articulation of some future needs there's no decision [3:26] being asked of the board this evening this is just for information at this time and we would ask that the board [3:33] just consider as you listening this presentation how our current ML programming has provided success for [3:39] many ml learners and how future needs will need to be addressed so at this [3:44] time I'm going to turn it over to Ely to talk about some of the terminology that is you [3:50] used in our schools with this program in order to have a better understanding of [3:56] our multilingual English learners I think it's important to get familiarized with the common terminology terminology [4:02] used in public education and this is just a list of some of the most common terms that we use in in the ESL ml world [4:10] an LEP LEP or limited English Proficient was the old term used to describe [4:15] English learners the problem with this term was that they promoted a deficit [4:21] instead of an acid mindset among educators ll or ESL or [4:27] ll stands for it for English language learners or English learners and this [4:32] one replace LEP this is a term used at the federal and state level for report [4:37] reporting purpose another terminology there is important to to know is our [4:42] rails or RA Els these are recently arriving learners or newcomers slaves [4:49] slaves are students with limited or interrupted formal education education [4:55] these are students who have at least two years or less of schooling of schooling compared to their English learners and a [5:01] function at least two years below expected grade level in reading and math and there also may be purely Turay in [5:08] their native language some of those life may come from refugee camps l told L [5:15] tales or long-term English learners these are students who have been enrolled in American schools for more [5:21] than six years and are not making progress towards English proficiency and usually are struggling academically due [5:28] to limited English skills ml or multilingual learner is the most [5:33] recommended term and the one we use at the district because it recognizes students home languages and cultures as [5:39] an asset ml monitors or monitors are those multilingual learners who have met [5:46] exit criteria and are being monitored for at least two years as required by [5:51] the every child so sixth act or essa to ensure proficiency is sustained after [5:57] instruction ends an ESL or English as a common which is a term used to describe [6:02] the professional feel the language program the classes and the teachers licensure for today's [6:08] presentation gonna use L and ml or more telling well learners interchangeably a [6:16] frequently questioned that teachers and parents ask because is how long does it take to learn English the answer depends [6:23] on many factors among some of the factors is the students home language [6:28] literacy skills the quality instruction and the type of English the student is learning basically there are two kinds [6:35] of English or two kinds of English the first one is called basic inter called [6:40] interpersonal communication skills or Bix or so shallow conversational English [6:45] this is the everyday English use to order food talk about the weather your favorite food your favorite artists [6:53] last weekend etc on the other hand there is the English for academic purposes or [6:58] culpa this is the English our students need to be able to be successful in school is the English or language arts [7:05] science social studies and math the research and second language research [7:11] says that it may take up it may take between five to seven years for a student to reach academic English [7:17] proficiency and and it could even take longer for those students who don't have strong literacy skills in their home [7:24] language that's why heritage language programs are so important a very very [7:36] important fact to highlight about the multilingual learner population is that is the fastest growing population in [7:42] Minnesota our district has experienced a significant growth as well as as you can [7:48] see in the chart we went from 320 ml students in 2017 to 465 at this point [7:56] the number is suspected to grow at the end of the school year because our numbers tend to grow between January and [8:02] April a very critical fact to know about [8:12] multilingual English Learner is that school districts have an obligation under the federal [8:17] under the Fela versus every student succeed act or essa which is the [8:23] reauthorization of the chart no child left behind to ensure that English learners have equal access to a [8:29] high-quality education and the opportunity to achieve their full academic potential in order to be in [8:37] compliance with essa the Minnesota Department of Education has provided school districts eight critical elements [8:42] to focus on the first one has districts to use standardized procedures to identify and exit English language [8:49] learners the second one highlights important and having an effective language instruction program that [8:54] supports the language development of ml's the third critical element requires districts to provide to provide all [9:01] their staff ongoing professional development on cultural competency and strategies to effectively support [9:08] English language learners element number four asks to develop a plan to reach out [9:14] to multilingual families to include an engage them in the education of their children the fifth element requires this [9:21] church to be accountable for the academic English progress of English language learners element six 6 asks [9:28] districts to be fiscally responsible and used title three funds exclusively for [9:34] the support of English learners number seven as dishes to provide consultation [9:39] and instructional services services to non-public schools that accept title three funds currently the schools that [9:46] are receiving title three services from our district are availa Khadem II and Our Lady of Grace and the last critical [9:54] element to highlight is the requirement to monitor the progress of those students who have exited the program and [10:00] make sure that they are being successful without receiving English language instruction we currently have 172 [10:08] monitor students this number is in addition to the 465 students that are [10:15] receiving direct instruction some some [10:21] elements we would like to highlight today is our work on professional development family engagement and [10:28] towards English proficiency in the [10:34] professional development area our department has been organized in different activities to provide mainstream teachers with learning [10:40] opportunities to improve their instructional skills to work with multilingual English learners some of [10:47] those initiatives include partnering with Hamlin University and their english-language Minster project or elm [10:53] and project to provide ESL coaching and consultation we have also been [11:00] partnering with the University of Wisconsin River Falls to provide training for math teachers and we have [11:06] been presenting at our professional development days and school staff meetings to make sure multilingual [11:16] families feel welcome and engaged in the children's education we have partnered with with the equity technology and [11:22] community departments to organize a variety of family engagement activities these events have been welliton and I [11:29] will receive by our multilingual families another critical element would [11:40] like to highlight this report is important of being aware of the word that needs to be done to make sure all or multilingual English nor learners are [11:48] making progress to our English proficiency although in 2019 fifty-four [11:53] percent of our mouths met or surpassed their growth target on on the access test access test is the standardized [12:00] test using the 37 states part of the WIDA consortium 46 percent of them do [12:07] not meet their target and in order to reach the states to need 2025 goal of [12:14] helping 80 85 percent of em or the male's meter growth target on access and [12:20] make sure that all our MOU telling well English learners are successful and graduate from high school we need to [12:26] create a sense of urgency and work together to develop a vision and an action plan to achieve that goal [12:38] multilingual English learners are a complex and heterogeneous student population with very unique [12:45] characteristics this lights this light captures some of those characteristics [12:50] we currently have 465 students receiving direct services 66 68 percent of them [12:57] are in the elementary and 32 percent are in the secondary 19% of them are receiving specialized [13:05] services five percent are in the gifted and talented and young scholar program [13:10] and 51 percent of them receive free and reduced lunch once 170 to 72 students [13:18] have exited the program and and are now exit the program last year and are now in a two-year monitor window when we add [13:27] the number of students serve to those being monitor the total number is 637 a [13:35] very important asset over emails is their home language more than 60 [13:41] different languages are spoken by by our district multilingual learners and being [13:47] Somali and Spanish the most common languages in terms of graduation 86% of [13:55] a mouth graduated from the high school in four years in 2008 54% of a mouse [14:05] made the growth target on access that we probably learned and in terms of MCA proficiency 25% of them show proficiency [14:13] in reading and 32% proficiency in math [14:20] at this time we'll transition to Carrie to talk a little bit about our resources [14:28] that are provided for MLS thanks Randy as an ESL Department there are several [14:35] challenges that we face to accelerating the academic English of our ml students [14:41] one is that we have limited resources or time to be in compliance with the [14:47] requirements that uh Lee mentioned elementary teachers in particular are facing a high student-to-teacher [14:54] ratio of 40 to one making the achievement gap more difficult to narrow [15:00] another challenge is building the capacity to collaborate into our daily schedules so that we can provide [15:07] classroom teachers with ideas and strategies to support the MLS in their [15:13] content areas one way we hope to meet [15:27] these challenges is by adjusting the teacher to student ratio in our elementary buildings 225 to [15:34] one with the current ratio of 40 to 1 we have no time to address student's [15:39] academic needs outside of our classroom walls but by pushing into classrooms [15:45] outside of their ESL group time we can provide more individualized instruction to newcomers or dual identified students [15:54] and students not meeting their growth targets if one of our goals as a [15:59] district is to improve the achievement gap for ml students then improving the [16:05] ml student to teacher ratio is key because it will allow elementary ell [16:10] teachers more time per student and time to collaborate and our co-teach with [16:16] classroom teachers so Carey let's talk a [16:25] little bit about what that day looks like for you in terms of workload and [16:31] your schedule and the kinds of tasks we can see some of those presented up here on the screen but can you speak a little [16:38] bit to the time and support that is needed to support our teachers and doing [16:43] this work to meet the needs of our students sure so actually right now it's [16:49] really hard for me to imagine completing all of those SI requirements I wish I [16:55] had my schedule to hold up for you right now because it's just jam-packed every single moment is with students as much [17:01] as we possibly can and particular when we have newcomer student with very low English [17:07] proficiency that student needs to be seen at least an hour a day and [17:13] sometimes I need to complete that hour in conjunction with my colleague and so even though they are one student it's [17:21] like they need double the time and so that's a real challenge with that forty to one ratio when we do have high need [17:27] students when a snoo student does happen to arrive to our building I have to [17:34] cancel a group in order to give a new student to test to see if they qualify for English or not and then score that [17:41] test and then send home a letter to the parents and call the parents and let them know and add them to the schedule [17:47] and it's just when if if we had a little bit of time built into our daily [17:53] schedules for all of those things and for collaborating with our colleagues we could be much more effective and help [17:59] kids get out of that achievement gap and narrow it so yeah thank you Carrie I'm [18:06] putting you on the spot a bit here but your experience is so valuable for the community to hear about and one of the [18:13] challenges is how do we support our teachers and meeting the needs of our ell learners and what we're going to be [18:20] looking at just internally is how we provide that time and support for our teachers some of these tasks that you [18:27] see maybe are a little bit more like clerical in nature and then some of them are specific tasks that the teachers [18:33] have to do and so for us to just continue to refine and define what does that work day look like as we're trying [18:40] to meet these new essa requirements as part of our internal work but when we look at some other districts and how [18:47] they have solved this they have literally looked at the schedule of the ELT Jers and adjusted that schedule so [18:53] that they have part of their instructional day is the paperwork requirement that now goes along with [18:59] this position so it's something that we just need to look at internally and we're making the board aware of that [19:06] kind of work that is done in the schools at this time thank you Carrie at this time I would ask Natasha to come up and [19:13] maybe you can introduce the students and I don't know if we're starting with [19:19] Mohammed it's not here okay so we will [19:25] continue with the students that are here and I'll just you take the mic and you run the show and part of what we want to do for the [19:31] community is help the community understand what the student experience [19:36] has been like and and how it has impacted them and what their what their [19:42] experience at he Dinah Public Schools what these services are Natasha Thank You Randy my name is Natalia Wagner and I teach [19:49] yell at the high school and the few of my students will come and talk about [19:54] their experiences so this is vodka [20:00] Pasquale hi my name is Pasquale I grew [20:10] up I was born in Somalia and grew up in Kenya so moving to USA you move into [20:17] yourselves was kind of fun but when I came here it was so hard to understand like to adopt [20:24] a new language and new people I didn't had friends so when I came to diner I [20:30] was I had my classes but I didn't had eel so I had to go to like normal [20:36] classes I didn't understand anything and I was confused then when I talked to my [20:42] counselor she puts me yeah and I had to develop and learn more English I wasn't [20:48] speaking like this I had to learn more and now I have other classes and I can I [20:53] meet new friends who I I was able to play for the high school soccer team and we won I won the state champion so so [21:03] help me [21:09] okay [Applause] you know chance hello my name is Junsu [21:26] Chang I came from South Korea in 2015 and now I've been in USA about five [21:34] years now and I can still imagine my first day of school in the USA because [21:40] it was really horrible because new people new language and new cultures so [21:47] I had to deal with all of the problems so you know it was really hard I [21:52] couldn't even open my mouth to speak and I was really shy and I couldn't talk to [22:00] other people in English so so I but I [22:06] kept you know learning English in Eirik program and I kept learning and learning [22:11] and this really helped me because you know now I can understand better and I [22:18] can now deal with other classes like math science and also like like social [22:23] studies so whenever you know I struggle with that subjects I always go to my you [22:29] know teacher to help me to understand and now my you know you know teacher mr. [22:35] Wayne and always helped me to understand better and try to you know like to my to [22:41] my best jobs so now I'm you know about to get in college and it's really [22:48] helpful to me and you know I could even talk this much because I was really shy [22:54] boy and didn't know any English now I can you know now I teach motor too [22:59] little kiss teenager and adults in English and yeah it's because also how [23:07] about you know I put a lot of effort that I you know work really hard but still if miss Renner was not here for me [23:16] to help I couldn't even do anything so thank you this is Esther affion [23:34] good evening everyone my name is Esther if young and I'm I'm from Nigeria I first came to the United States in 2017 [23:42] for a United Model United Nations conference I presented my school in Nigeria here and then I went back to my [23:48] country nigeria and then I came back 2018 and when I came I decided to stay and I'm now a junior at Edina high [23:55] school when I first came I am I got selected as one of the ELL students and [24:01] so I had low esteem when I came I was so shy I could hardly like present in class [24:07] because I was afraid of my accent I thought my accent was gonna like cause so many like racial discrimination in [24:13] school but then become an ell student really helped me in building my self-esteem I could sit down in class [24:20] and I'd present and I don't take Model UN debate speech and I'm also a peer [24:26] tutor so I would really really love lol to be helped to be a really really great [24:31] program for kids who come from different countries because gonna help build their self-esteem as it did for me so I would [24:39] really really love you know to still be like there for other students thank you thank you we have another former student [24:52] kanita kane kanita graduated two years ago from [24:58] Edina high school hello everyone my name is kanita I'm from Mauritania I moved to [25:06] the US I would say 2016 July and then I went to then in high school I was a [25:14] junior that year honestly I would say you know so helped me a lot because I [25:21] remember the first time I went to my physical universe class it was like 8:00 [25:28] in the morning so had to sit in that class wondering like [25:33] what's going on because I had no idea what was what was going on with like [25:38] what I'm studying in so like it was just like so complicated and weird and I'm [25:43] looking at people I'm like okay it's someone here gonna speak French cuz cuz like back home people would say yeah [25:50] French is like international like everybody like wherever you go people speak French [25:55] okay then maybe like English I don't need it but like moving here and sitting [26:02] in mice physical universe class I realized that I needed English so I I [26:09] remember coming back to miss Wagner class I'm like miss Wagner I do not want to go [26:15] back to that class so I cried all day and then I went to my console I'm like I [26:21] want to change that class but my dad's like nope you're not changing it you're not gonna give up I'm like well I don't [26:28] want to do it it's like nope you're gonna keep growing keep going you're here to learn so I kept doing [26:36] that class and then I had like sometimes I have to go to miss Wagner like miss [26:41] marina can you please explain this and then she would explain everything to me and then I would always like stay after [26:46] school with mr. Ireland to help me and then I kept doing that doing that and [26:53] then all the time like I didn't have friends honestly I did not I had to sit [26:59] like in miss Wagner class for lunch or sometime I will go and then just sit [27:04] with like some people that I knew like yeah so let's say like one of my french I mean we're still very good friends [27:11] she's not here today because she wouldn't come her name is nasara and I'm like would like they helped us like a [27:19] lot to succeed and stuff and then also [27:24] that they helped us make friends because like everyone was nice to each other and they were talking people are nice and [27:30] then like I feel like I had like a second family honestly cuz like you can [27:37] come and okay miss Wagner there's this and she's there to help you every [27:43] time whenever you need it without comfort because and also I remember [27:48] let's say maybe not two years ago because I came twist or maybe two years [27:54] ago I came to like school board meeting when Matthew Fox it was like running [28:01] because my dad is Booker Kane I don't know so we were here and I talked to him I'm [28:07] like I think you guys should do something for ESL students because like [28:13] I I felt like some of them more like segregated honestly that's just my opinion though because like when we were [28:20] doing link crew I was part of it and then like all the other classes had like link crew members in their classes but [28:28] it did not and they didn't have a class that time they were like in the cloud [28:34] space by like the second floor and then miss Wagner was there but like most of [28:41] them they would have like a link rule later and in the teacher and then I came [28:46] out of my linker because there was like three people in my link oh no quit you guys don't have think she's like no Wow [28:54] and then I came here and then I talked about it like maybe like this should not [29:01] discriminate other people because I feel like that is kind of like you just like [29:07] staying in one place I felt like we should have gone to like other places and like make more friends like out of [29:15] ESL the who can understand bells the counterculture and also like understand better the language I think this like [29:23] some changes that should be done just to help like those students improved in [29:28] their like if they want to succeed in life and stuff and then we live here and [29:34] then some of them are really good students they just might not understand [29:39] the language which is like a hard part for a lot of us for myself it was but [29:45] luckily I live to a family that we speak English at home which helped me to [29:50] because like if I didn't understand something and there's no my teacher there I would just go home I got talked [29:56] to my dad and my family and oh just helped me this is how you're gonna do it and this is how it works and work and then I just [30:04] like kept doing what I had to do but even though I graduated I always like come like every year I come to miss [30:11] Wagner and just check in and so because I still feel like even like I'm out of Edina high school but I still feel home [30:19] there so thank you thank you [30:36] okay so in closing I just wanted to highlight some of the hopes and dreams [30:43] of my students at Creek Valley one of my students who is not pictured here said I [30:50] want to be a lawyer because you can stand up for people tonight we stand up [30:56] here for her and for all our ml students that have big dreams through making the [31:01] improvements to our ESL Department shown here tonight we are investing in their futures thank you so I'd like to [31:15] publicly thank you Lee our teachers and our talented and fearless students [31:21] coming up here to speak this evening and tell us your stories and we so appreciate that and appreciate you so [31:27] thank you very much I want a round of applause to our student speakers so at [31:36] this time that completes our presentation we'll turn it back over to the school board to see if you have any follow-up questions for our teachers or [31:43] for Lee or for our students I have one question you had mentioned that the ISA [31:51] requirements are coming due very soon what happens if we fall outside of [31:56] compliance [32:03] last year was the full implementation of the s requirements [32:10] so basically districts had two years to prepare for all the requirements so what [32:17] would happen if you're not in compliance well it's there there have been some some districts that because not many of [32:25] our students parents know the system they don't know how to advocate for for [32:31] the student they relaxed and they know they're not in compliance and that's when lawsuits happens there there was a [32:39] group for parents in one of the districts in the metro area that got [32:45] sued because I'm not being in compliance with Si and it's there's just a lot of work to do in that and there's still a [32:51] lot of myths out there about how English is learned there are people who think that the best way to learn English is by [32:58] putting students into mainstream and that's not what the research says like [33:04] the reason if you're a level one or level two you lead you need at least two hours and sometimes three hours of day [33:11] on instruction so what would happen is is what we can get sued thank you [33:20] hi I had two quick questions but I don't know if they're quicker now but first I [33:26] wanted to thank the students for coming up here and speaking about your experiences and just from my perspective [33:32] your hard work and your perseverance will only pay you dividends later in life and I really appreciate you coming [33:38] here and being brave enough to tell us about everything that you've done so [33:44] thank you very much for that my questions the first question I had was [33:52] from your perspective are there better ways to measure proficiency towards math [33:59] and language arts than the MCA given that those are done in English so my [34:07] basic question is how can we identify students that have high aptitude in [34:13] these areas but might get marked and just needing special education services [34:20] or that they have learning challenges when it's really a language barrier [34:25] issue and are there better ways that we can identify students that might for [34:31] example be gifted and talented or or [34:38] actually be very highly proficient but have a language barrier to to identify [34:46] gifted and talented or what the research or even the Minnesota Department of [34:52] Education is to say we do not the language shouldn't be a factor to [34:57] determine if you are gifted or not and there's a variety of resources like you [35:02] say to use non non verbal tools uses students native language to Domitian to [35:11] measure that to measure the potential that students have our students still [35:17] need to take MCA and and as language teachers are not we we look at MCA [35:25] scores and we pay attention to a score but what we're really worried about more is is the language growth of the [35:32] students because I mean if the students you're not proficient in English everything is going to be hard like science is going to be math is going to [35:38] and you're gonna you're not going to do well on MCA and in the state is very they're aware of that that our students [35:46] might not do well on MCA and if you look at the scores at state level they're very low and because it's because our [35:54] students are still some are still in the mean in the process of learning English [35:59] so I think everything has to be done in a context like I would I would the way I would do it well if if a student shows [36:08] proficiency later the student is exited from the from the program they showed four point five on access now that the [36:17] students proficient we should see that proficiency reflected on MCA scores like [36:23] we should start seeing the colors change more to towards green blue and show [36:28] proficiency so are there better ways to to measure content well we probably need [36:36] to design our own but but I think what we're what we're more worried about as [36:43] language specialists is is language the academic language how can we accelerate the language over students in two three [36:52] years so that there we can see that growth also in the academic content and [36:57] standardized tests I was gonna say to [37:03] that on the MCAS on the math test the students are allowed a dictionary in [37:09] their native language but a 10-page dictionary of math terms for a fourth [37:15] grader is quite cumbersome and not very effective to be honest so there are helps and also on the maps [37:22] test and the math math maps and math MCAS they can there's a feature where [37:27] they can click on a word and hear their native language but that's only available in Mandarin and Somali and [37:34] Spanish I believe so and with 60 different languages they don't all have [37:39] that feature and on the math it also will read it to them the entire text [37:45] in English so there's that and then your other point about trying to identify [37:52] like when it's language and when it's special education that's a very very [37:58] tricky subject to answer and you kind of have to take it on a student by student basis and I I prefer to look at them [38:07] long term and often we have our students long term so we have that advantage of having them from kindergarten through [38:13] second grade and look at their if they've plateaued they're not going anywhere what's going on and so we can [38:19] take that historical data when we've had them for multiple years and we know them [38:24] so well and so you really have to look at it on a student by student basis so [38:29] there's I make with the School Psychologists this morning and we made a [38:36] plan to collaborate more to answer those questions the use the partner location give us some tools that we need to [38:44] follow the help us determine when it's when a student is showing some signs of [38:49] struggle like why students behaves in certain way in certain ways this is a [38:55] student because of a behavior need or is it because of language so we have some [39:01] resources available it's just a matter of creating a plan to provide these [39:08] resources to to the teachers and make sure that nobody is identified for for [39:16] specialist services because of a language because of a language need so [39:23] it's it's always it's a it's a challenge because there are times when when the student may show those signs but we [39:29] follow the resources the procedures then we'll be able to make sure that doesn't happen [39:36] thank you very much any other questions [39:42] mine's more of a comment to the teachers I I just want to give you a huge thank [39:47] you it's pretty apparent that not only YouTube but I'm guessing all of our ml [39:52] teachers across the district are just creating not only this great learning environment but [39:58] an amazing support system and so I I just want to thank you on behalf of us [40:07] yeah I want to piggyback on that comment I want to thank you all for coming and [40:12] for sharing their stories I also want to say that I've I'm in I'm heading up the [40:21] legislative action committee and in our review of the platform that the board is going to review tonight we decided to [40:28] include an item on again additional funding for ESL and so I'm just [40:37] wondering if any of the students want to join us in our advocacy they should talk [40:44] to their coordinators and then get in touch with me and I will tell them when [40:51] they can show up at the State Capitol so we can try to get some more money for them thank you it's a great idea yeah [41:03] anything else from anyone well thank you both very much and thank you for coming [41:09] and again thank you teachers and students I appreciate I appreciate the presentation and information thank you [41:21] I'm sorry we can't in we can't do questions but feel free to email the board or we can answer it afterwards or [41:28] great perfect thank you now we're going to move to hearings from members of the [41:34] audience and thank you for everyone for coming to speak though I think it's only one person so I need to be more flexible [41:41] in my speech that I have here so I just want to reinforce and remind everyone [41:51] that if you have a complaint about individual employees board members or students in the district please direct any of those comments to the appropriate [41:57] site administrator the superintendent or submit them in writing to the board and the board typically does not respond to [42:03] or have discussion on any topics presented but questions raised during presentations will receive follow-up as [42:08] directed by the board I would also like to remind all speakers that your presentations are limited to three minutes when you have [42:15] 15 seconds left of your three minutes I'll prompt you to wrap up your discussion so we have one speaker [42:20] tonight who is Miss Pamela Balabushka ray if you would like to come up and I [42:26] want to start your timer until you're actually sitting and ready to speak so [42:32] so thank you for coming to speak hi so [42:41] thank you yeah I'm Pamela Balabushka ray I have two kids at ups I have a lot on [42:51] my mind first I want to thank the board for voting to bring policy 601 back to [42:59] discussion at the meeting on January 6th I think that's the responsible decision [43:04] at this time I'm really happy to see a clearer and more concise strategic plan [43:11] that includes whole student support look forward to hearing more about how the [43:16] district will invest in our students mental health and analyze structural factors that create stress I'm adding [43:25] tonight that I heard from these students that you all need support and what I [43:32] have to say I'm advocating for all of you as well you're amazing and you work [43:39] so hard and you deserve support from EPs and the bad investment [43:47] during the January six board meeting it became very apparent to me that there continues to be confusion about the [43:54] scope of 601 and a lack of understanding by the former policy committee about how [43:59] the budget for teaching teaching and learning works it's absolutely fair for [44:06] the community and the board to assert that policy 601 will offset other [44:11] programs we just don't know what that price tag could be yet I spoke about the [44:18] need for more investment in student support services at another meeting it [44:23] isn't just a constant adult demand for more rigorous academics that leads [44:28] to stress and students though I believe it is a significant factor its [44:34] unforeseen circumstances like in our family a cancer diagnosis the support [44:41] staff and teachers have been amazing with our family but our use of their [44:46] time simply uses up the time that they have for other families who are equally [44:52] deserving they need more staff I can assure you the very very last thing on [44:59] our minds and our family is investing in rigor in the classroom a balanced [45:04] investment in all of our students is what is called for at this time all of [45:10] them the ones in this room and everyone else not just gifted and talented it is [45:16] very clear that this policy needs to be revisited and addressed in a responsible way Thanks thank you for coming pamela [45:30] we're going to move on to our consent agenda is there anything anyone would like to remove from the consent agenda [45:37] yes the pending okay I'll remove the EHS [45:42] vending machine agreement from the consent agenda do I have a motion to [45:49] approve the consent agenda so moved is there a second second we [45:55] will now vote by roll call to approve the consent agenda [46:12] i-i-i-i is there a motion to approve the [46:20] EHS vending machine agreement is there a second are there questions about the [46:34] vending machine agreement okay I wanted to apologize to John I didn't get quite [46:39] this question to him or on this earlier but when I look at vending machines and [46:46] I see single-use bottles plastic bottles in the vending machines I always think [46:53] well is there a way that we can somehow make responsible choices more either [47:06] easy or I'm I'm not going to be able to choose the words right now correctly but [47:13] I'm trying to figure out if there's a way that we could look into our vending contracts so that we could possibly add [47:21] a like a charge to each purchase and the [47:26] school could use that additional charge for sustainability projects I'm kind of [47:33] trying to put on a like a tax on the use [47:38] of these types of single use products that affect our our earth and we'll be [47:45] around for 300 years and and use that [47:50] money both to as a deterrent for purchasing single-use bottles and also [47:59] possibly use the money for you name it [48:06] LED lighting or or something else that might be an offset [48:14] chair allenburg director jones that wasn't part of the bid process that we [48:20] did even though we're recommending Midwest spending tonight it's certainly something that we can look at in the [48:27] future working with Midwest bending if that's what the board would like so do [48:35] you have some time to look into this before the contract has to be done [48:42] the board can do whatever they'd like they can reject this contract tonight and we can rebid it out with those [48:49] parameters it's up to the board is it is it is it typical to have those parent [48:55] like I don't want to end up having no vending machines after this is this do you think that this is a possibility we [49:02] will still have vending machines because the current vendor is the vendor that we're recommending tonight so they're [49:08] not going to be moving out any machines we're also gonna add some machines in some certain spots so nothing will [49:15] change necessarily if we go out and reboot it with these specifications I think the question is for the rest of [49:21] the board is this something you're interested in pursuing and delaying this contract well could to satisfy your [49:28] larger concern Ellen could we just add five percent five cents to the charge [49:35] for a beverage and would that affect the bids that cost would just be included in [49:44] the cost for a student to purchase the product so then what you're desiring we [49:51] could do apart from the bid yeah but actually and I asked this question one [49:58] way once but I would actually prefer to ask the students if this is something [50:04] that they would want because it would have the impact would be on the buildings right so I think that it's [50:12] it's something very important to me but maybe it's something that project earth could look into to say whether or not [50:19] that that the high school is this is something that is meaningful for the [50:25] high school students I would prefer it to not be from the board that this is [50:32] coming to you saying this is what you you know that we you know you have to charge extra I'd rather have it be [50:40] approved through the buildings I think principal Beaton has something that he would like to add here [51:00] John I think the question is more about what we sell in the machines I think [51:05] more than the you know the additional tax so I mean if we had an initiative like we've we're having discussions with [51:11] Chartwells about bottles and composting [51:16] and things like that like do we really want to offer things that we can't recycle and compost so [51:22] what can we do as a system so I think it's the same for vending machines if we had a conversation about whether we want [51:27] to be a plastic bottle free high school and you just sell snacks but I'm not [51:34] sure about adding the cost there's always a tipping point in these contracts about how much things cost [51:40] versus the actual sales that you get that come in so I think a broader conversation about what we put in those [51:47] machines all of the products in the machines right now follow the Wellness Policy about what we can give to kids [51:53] during the school day and they've been successful kids like their snacks and they they drink the the drinks in there [51:59] that fit the Wellness Policy but indeed they are in plastic bottles so I think a broader conversation about whether we [52:05] want to do that as a district or as a school and all of our food service and [52:10] vending machines vending machines as well so John can I ask a quick question [52:17] I'm sorry Julie did I interrupt you the revenue that's generated from these [52:22] vending machines that each specific site is then retained at the site or is it at [52:27] the it's the site level right yes it is okay so that raising a price to offset [52:34] and put it into a separate line item to me feels like that could muddy some [52:40] waters but that's just my thought on it and I'm kind of looking at you Andy just [52:47] because you would be the one you know at the high school at the well I was the catalyst to bring in some of these [52:52] vending machines into the high school before they were some doormat ones that were owned by Chartwells and [52:58] looking at having any kind of discretionary funding at the high school level we met with the business office [53:04] three years ago about the Wellness Policy and put these in place and it does give a little bit of discretionary funding back to the school that you [53:11] don't have to have your PTO raise and so on so I think again it's it's the when [53:19] we work with Midwest funding they come and they talk to us about the prices that they want to what do we want to [53:24] charge they can charge more and then more of that money comes back but if the cost is too high for the products then [53:31] they won't necessarily sell so I think that comes within the contract and coming up with the percentage that they [53:37] give back to the schools and the nice part about the the contract is they take care of these machines hundred percent [53:44] of the time they track all the data about what's selling if we're not selling this particular type of product they take it out they put something else [53:50] in that students are interested in so they're monitoring all of that as well and they take care of the machines [53:56] completely so it's a nice service for us and it's been pretty successful at least [54:01] the the process that we put together so if I get it right the building the [54:08] building's themselves get to decide what is sold in the buildings right so it's a it's not a district decision right well [54:16] they have a certain amount of products Midwest vending says that we can have these types of snacks and we have to we [54:22] got those approved to say they fit within the wellness policy of the school district so we can't sell you know root [54:29] beer floats and candies and things like that we can't sell during the school day two kids per state law so it has to fit [54:35] the health of the kids during the day sugar free drinks water things like that snacks that are not high in fat things [54:42] like that so it fits that policy but in terms of what we choose sometimes it's depend on demand so if a lot of students [54:49] are buying this type of snack we put more of those type of snacks and the machines I just want to add two things [54:56] one is I appreciate that you are following the Wellness Policy in terms [55:01] of what is offered I think that that is district-wide and I I know that's an [55:07] effort to do that and to be very intentional about that so if this was something that we wanted to talk about it [55:12] the board to add a sustainability piece to that Wellness Policy that might be something that we could consider and the [55:17] second thing is I would not feel comfortable passing cost off to the students to add to add a tax a [55:25] sustainability tax to the students that they would have to pay extra to cover that I think that would be going back to [55:30] a vendor or being more creative about how we would do that if we were gonna [55:35] try and find a line-item but I'm not comfortable passing that off to the students so that's it is there any other [55:46] comment or further further questions before we vote on this right my last [55:55] comment would be I would encourage that building leads to ask this as a as a [56:03] building their did their question on where they might stand on the sustainability of cent of selling single [56:09] service serving plastic bottles in their vending machine and that's that's I I [56:15] wanted to add this to the discussion because whenever I see these vending machines that's one of the things that [56:22] I'm thinking about what messages we're sending our our our students on an environmental responsibility thank you [56:29] Thank You Alan I think it's a good discussion well now but by roll call to [56:35] approve the EHS vending machine agreement the EHS vending machine [56:52] agreement has been approved okay we're now moving on to items up for discussion [57:00] and the first item is the strategic plan I'd like to outline for the community [57:05] what the document is that we are discussing and potentially approving next month for those of you that have [57:12] been following the strategic planning process or even if you haven't we had community feedback sessions during [57:17] October and November so the board has been working on processing the community feedback and refining the strategic [57:23] direction to give our administration the direction it needed to create an implementation plan this document [57:30] contains a refined mission vision values and belief statements along with the strategic direction that will serve as a [57:35] foundation for the administration to build their recommendation for specific tactics on how to achieve these outcomes [57:41] over the next one to five years the document before the board tonight intentionally does not include specific [57:48] action steps the district will take to implement the strategies and does not include metrics to evaluate those [57:54] specific action steps the next step after tonight's effort or next month [57:59] after the document is approved the board or the administration will draft action steps and metrics for the strategic [58:05] directions put together by the board the action steps and metrics will then be approved by the board the next steps the [58:11] community will see is the administration making recommendations to the board on how our district will achieve this [58:17] strategic direction through actionable tactics and outcome measures this will enable us as a board administration and [58:24] community to ensure the plan is doing what it's supposed to do which is positively impact our students from an [58:29] academic social emotional and whole child perspective I'd like to start the conversation by asking superintendent [58:35] Schultz does this strategic direction document provide you with the information direction you need to build [58:41] a clear roadmap of tactics priorities and outcome measures for a district for the next one to five years Thank You [58:48] Erica yes I do believe it does we can deliver on these strategic Corrections I [58:54] think setting strategic direction for education is complicated it's very multifaceted you heard an example of [59:00] that with multilingual learning there's a lot happening in our children's world we need to think about think about that [59:06] through what's best for all of them our discussions over these many months have vetted a lot of issues and ideas for [59:12] Edina stilled Rijn and I think we really have covered a lot of ground I'm really proud of this document because and that [59:19] doesn't only represent the importance of you Dinah's academic excellence it also represents a really great direction for [59:25] public education it recognizes the importance of talent and our students talent and our staff our partnerships in [59:32] the community and the commitment to teaching and I know kids what it means to be a contributing citizen in Edina [59:37] Minnesota and the Cohn I know there will be school districts will use this set of directions as an [59:44] exemplar for their own public education whenever you do strategic planning there [59:49] are other ideas or ideas that may not be in the document but ideas and then the [59:55] less that it came out through all the conversations and some of these are really relevant and tangible and I want [1:00:01] to share some of those in response to your question as I was part of these [1:00:07] conversations I heard that it's going to be important for us to build multiple pathways of learning for students to [1:00:14] achieve their goals I heard that there has to be a commitment to address and eliminate the disparities in education [1:00:21] especially the achievement gap we need to have effective and timely interventions for our students who need [1:00:28] to be challenged and students who need support to accelerate their knowledge and skill development we need to have a [1:00:34] development within the system that thinks about the whole child building programs for students and staff that [1:00:39] support health and wellness and our special services staff have begun looking at that already through some of [1:00:45] their working there is social-emotional learning there's a lot of conversation about making the system a preschool [1:00:52] through Grade twelve developing literacy plan for preschool through eighth grade [1:00:58] twelve but also pre-k and literacy and math and really helping our young learners eliminate those gaps in their [1:01:04] learning so they can be successful when they enter into the system another [1:01:09] commitment that I heard is that we need to look at our magnet programs are there relevant themes that we can offer our [1:01:15] students across our schools and our programs also the the idea of a robust [1:01:21] community education program that offers courses an experience of interest to the community is something that we talked a [1:01:27] lot about and also the creation of a data dashboard how do we find those metrics in the system that give us [1:01:34] information about how well we are doing so I am really excited to present the leadership this strategic direction and [1:01:43] begin to build an implementation plan I would love to bring that to you in March and I really want to thank the board for [1:01:49] giving me the opportunity and giving all of us as leaders the opportunity to help bored build this direction so yes chéri [1:01:56] allenburg we can deliver on these directions great thank you dr. Shultz I'd like to open it up to the remaining [1:02:02] board for your comments or questions and anything you'd like to discuss and I [1:02:11] just wanted to take a quick quick minute and commend the incredible amount of work and time and energy that the past [1:02:17] board and put forth for almost two years to get us to this point I know it was no [1:02:23] small feat and it was a process and my only feedback on the document is I would [1:02:29] propose that we would have another work session to just flush out and make sure that our our alignment is consistent [1:02:37] from mission all the way down through all our strategy priorities so I think we did a lot of work in the last seven [1:02:45] days and I would just like the time to give it a good litmus test so that's it [1:02:58] so just for people who are watching I mean the board has met a number of times on this and we actually had a discussion [1:03:04] on january 9th I believe where we kind of came to this particular draft so well [1:03:10] you don't hear a lot of discussion tie to this it's because it's been preceded by quite a number of months of [1:03:16] discussion of it [1:03:34] so many if not all about the comments I'm about to make have already been stated at work sessions developing this [1:03:40] plan but it's my belief that the community should also hear my input [1:03:46] regarding this document first as my colleagues know I feel that the draft [1:03:52] document presented to the community tonight is not specific enough and stating strategic initiatives that [1:03:58] respond to the background information we received in the beginning of this process our surveys feedback sessions [1:04:06] and SWOT report the document reads more is a long list of aspirations than a [1:04:11] targeted strategic plan I've advocated for specific measurable outcomes to [1:04:17] align with and clearly set directions toward district priorities instead the [1:04:23] board has decided to proceed with what is more of a lengthy vision statement I will give two examples of what I mean [1:04:30] when I advocate for putting more direct measurable outcomes in the plan I do not [1:04:35] mean to specify tactics that's what I would expect from district professionals [1:04:41] and and in a implementation plan I'm [1:04:47] talking about specific outcomes for example the prior draft of the plan that [1:04:52] the community saw and responded to had as an outcome achievement gap closed by [1:04:58] raising the proficiency of all students this was changed to to provide equity [1:05:05] and excellence in education for all students by saying close the achievement gap in the prior draft of the plan we [1:05:11] stated a goal that we can measure the revised goal has no measurable outcome [1:05:17] and it just isn't the same nor does it carry the same weight or expectation the [1:05:26] plan lists the goal of develop a comprehensive literacy plan for all students and while I certainly support [1:05:33] having a literacy plan for all students the language of the goal does not hold the district [1:05:38] for any significant deliverable furthermore several very important parts [1:05:44] of the draft plan that the community saw before have been removed and I believe [1:05:50] their absence is significant and should be addressed first transparency as part [1:05:57] of the vision statement in the prior draft of the plan has been removed from this draft we heard from our [1:06:05] constituents how much they value transparency of information this is one [1:06:11] of the things that I value very much and in any organization there was no [1:06:16] feedback from any stakeholder stating that they felt that this should be removed from the document I believe it [1:06:23] needs to be retained as a vision for the district or at least as a value for the [1:06:29] district as our constituents have clearly stated that they are extremely interested in this also addressing the [1:06:37] needs of advanced learners was a part of the draft plan with specific language committing the district to living out [1:06:44] its 2017 plan to meet the needs of these students I believe that the district [1:06:50] should meet the needs of all students and have attempted to add back into this [1:06:55] draft that we should meet the needs of all of our students by providing appropriate pace to all of our students [1:07:02] and that all students deserve direct instruction from a teacher that language [1:07:08] has not been added to this document so I [1:07:14] I believe that the language of this present plan does not adequately reflect the strategic needs of the district and [1:07:21] ignored some of the input that we have received from the community thank you [1:07:30] I just wanted to push back a little bit [1:07:36] on some of the comments you made that we actually received quite a bit of feedback that the document actually read [1:07:44] that it only represented the needs of advanced learners and gifted learners and that we received overwhelming [1:07:50] feedback that the plan did not if someone did not have a gifted learner or [1:07:57] advanced learner that it did not feel like they were represented in the plan so it actually was a deliberate decision [1:08:02] to removed references to all learners and the reason gifted learners aren't [1:08:11] mentioned as a specific group is the same reason we don't mention tier 2 learners the same reason we don't [1:08:17] mention tier 1 learners it's so everyone feels that they're represented in the document and so it does not reflect that [1:08:27] the border administration doesn't have a commitment to gifted learners or meeting [1:08:34] the needs of high end learners and in fact we added the language you requested [1:08:40] about pacing learners actually we did we [1:08:50] added it too it was supposed to oh [1:09:01] because we talked about it was supposed to be added to one of the outcomes and [1:09:07] if you're not comfortable because we don't add pace I don't think anyone on the board has an issue with adding [1:09:13] verbage such as that and that's why this is called a draft document so if that is [1:09:18] something that you feel strongly then we can communicate about things like that [1:09:24] I think the pushback was about the direct instruction because I don't think that we have so many different types of [1:09:30] instruction I think that it's very hard as a district to guarantee that we're I [1:09:35] think direct instruction can mean a lot of things to a lot of different people and in my mind that means one-on-one [1:09:41] instructor and so I think it's hard to promise that in a strategic planning document so I [1:09:48] think that when I here as a board member have I provided enough information to [1:09:54] our superintendent so he can come up with tactics and he can come up with strategy tactics and measurable outcomes [1:10:02] I rely on his expertise that I have given him enough information and I'm [1:10:07] actually excited to make sure that hold him responsible for doing his job but I [1:10:14] personally don't want to do his job as a board member and so it's his job to come [1:10:20] back to us and if in his tactics and in his measures he does not give us much [1:10:27] what we expect which might be a measurable outcome for a literacy plan or and it doesn't meet our criteria then [1:10:34] it's our job as board members to make sure that we provide him with that feedback that that was not what we [1:10:39] expected and so that is a back and forth process where we work with them to provide that input for for John so that [1:10:51] is my feedback I'll echo what Julie said [1:10:57] about thanking everybody and being very appreciative for the time put into the [1:11:03] work I am also excited about this draft and I I'm going to agree with Erika here [1:11:10] because especially I'll pull out one example when we put in here provide equity and excellence in education for [1:11:16] all students we clearly communicated with John and made sure that that was to [1:11:22] mean closing the achievement gap and that the verbage that would come from the administration would have reference [1:11:28] to specific initiatives to close the achievement gap stating closing the [1:11:35] achievement gap raising proficiency by accident all kinds of things like that that's what we expect from him and as [1:11:43] Erika said and and I would agree if that's not in the next iteration I think [1:11:49] we would all be pushing back on that so as far as directions go I'm gonna agree [1:11:54] that I'm comfortable with these directions we [1:12:04] who are on the board prior to January 1st did indeed Thank You Julie put a [1:12:09] great deal of effort into the strategic plan and the composition of the board [1:12:15] has changed and so the mix of what we are requesting of the administration has [1:12:22] changed and there's give-and-take throughout the whole process and in this [1:12:28] particular case with the language of the [1:12:34] achievement gap I'm satisfied with that because I believe that the [1:12:39] administration will flesh that out there are a number of that elements give and [1:12:45] take that you know I could talk for a long time about that I wasn't a hundred percent behind but there is one thing [1:12:50] that Ellen brought up that I feel very strongly about that we have surrendered and that is that we have taken out the [1:12:56] word transparency from the strategic plan and many we just did that this past [1:13:03] week and there's been many individuals who have called for greater transparency on the part of the administration and I [1:13:10] am then in particular I'm sorry about and while so I would hope that we could [1:13:18] reinstate it but if we can't there's there's give-and-take and we have to [1:13:23] compromise and I think a very significant issue that we have is we have been working on this for so long [1:13:28] and I think we do owe it to the community to wrap this up as quickly as [1:13:35] we can and give the the administration a blueprint upon which to base their [1:13:42] actions and and strategic initiatives so that fairly well can encapsulate smile [1:13:50] all perspective and I'll just note that I am comfortable with the broader [1:13:56] directions that the current draft includes I'm comfortable that [1:14:02] administration is going to be the one to provide us with the means to achieve those directions and I do think [1:14:08] that it's administration's role to come up with those directions with those specific tasks as opposed to the board [1:14:15] and so that's the primary reason why I'm comfortable with the broader directions [1:14:21] in terms of transparency I think that you heard superintended talk about having a data dashboard as one of the [1:14:27] things that he was looking at so that the concepts that you're looking for which is are we going to have data [1:14:34] available is within the direction that we've included and it is within what Jon [1:14:40] understands we expect to see so I don't see it as having left I see the document [1:14:47] going to a more a broader strategic level and it's just a matter of who chooses the first draft of the tactics [1:14:54] to get to those ends and I believe that we should be looking to our administration and our lead team and our [1:15:01] teachers to provide that first draft and that would then come to us for approval I just have a couple quick sorry Jeannie [1:15:09] oh I've really fast I just wanted to recognize that Miriah Hanson is in the audience and she's the consultant that [1:15:16] has worked with us for a really long time and I would just like to thank you [1:15:22] and as a board I think we should recognize her for her hard work so thank you Miriah for being here I appreciate [1:15:31] your work on this as well you've worked very hard and has some very tight turnarounds for us so thank you very much really fast [1:15:39] I actually I wanted to state I agree with Ellen and Owen about the importance of putting transparency in the strategic [1:15:46] plan but I got over ridden at our [1:15:51] meeting so I do think that's important to explicitly State and really fast I [1:15:58] think I'm very happy to hand this off to the administration so they can start working on their piece if there are [1:16:03] other small refinements that we need to make that people feel strongly about and we need to bring up the topic of adding [1:16:08] pacing if we need to talk about transparency it doesn't preclude us from doing any of that this is not a final [1:16:13] document from my perspective I think one of the most important things that we need to talk about as a board [1:16:20] what do we think are the key metrics for success as a school board we want and then how do these things align with or [1:16:27] eventually align with what are going to be the strategic plan outcome measures [1:16:32] how do we define the governance strategic outcome measures that we want [1:16:39] to look at and then what processes do we want to put in place for a strategic [1:16:44] plan oversight those to me aside from making having some conversations about [1:16:51] things that we feel need to be revised and then working through the process of the implementation plan to me that's [1:16:58] critical that we have processes in place for strategic plan oversight so I just [1:17:04] wanted to state that and I would actually I agree with Julie that we as a [1:17:11] board could hold another work session on this draft I know that we were we want [1:17:17] to finish this and so that we can vote on this at our next board meeting or [1:17:25] keep moving this forward but if so I would I do think that there is work to be done on some of the wording some of [1:17:33] the wording that we've not even discussed as a board that might not be in the directives but are stated at the [1:17:40] top of each of the underneath each of the priority strategies there's some [1:17:45] other more cosmetic things that we could talk about is aboard with respect to [1:17:51] this plan so I would endorse another work session to talk about that my [1:17:59] comment was just going to be around agreeing with you both agreeing with you that the need for transparency exists [1:18:06] but also pointing out and reminding people that we did include in here Burbage that says instert ensure strong [1:18:13] financial stewardship and provide information that is accessible to all members of our community and conveys the [1:18:20] value of need ina education and that I believe was put in there so that not only could we say transparency but we're [1:18:27] actually have the ability to spell out what that looks like we can't just say [1:18:32] the word train all transparency because we need to really clearly define the administration [1:18:40] does what parts are important to community members what part of our [1:18:45] reporting is important for transparency and so I viewed it actually as an opportunity to go deeper than just [1:18:51] saying the word and actually have a place to put what that information is so maybe it means including that word in [1:18:58] there somehow but I just wanted to make sure that we talked about that the spirit of transparency definitely exists [1:19:05] in the document it may just meet be a wordsmithing issue I just add one quick thing on to [1:19:11] that I'm going to echo what Janie just said about that that is 100% my understanding - it's not to take a [1:19:18] transparency and the need to be accountable and responsible and hold [1:19:23] everyone in the school district including the board administration teachers students to a level of high [1:19:30] standards I think the conversation that I that we had at the work session I [1:19:35] thought it was more of a way to say it more proactively than reactively and so I think transparency can sound [1:19:44] aggressive when really we just want information we want information to be clear we want communication to be clear [1:19:50] and fluid between the district and the board and our teachers and so that's how [1:19:56] I took it so it's not necessary and this [1:20:01] conversations I just wanted to clear that up so we can talk about in the work session two more great thank you [1:20:09] does anyone have any other questions or comments then I'll work with John to see and get the feel for the rest of the [1:20:16] board if they want to have a work session and get back with everyone on that next up is a discussion on the [1:20:22] enrollment port with John - can Mary Amanda Feld are there any questions [1:20:27] about what was in the what was presented in the packet [1:20:36] yeah what sure not at all welcome so I [1:21:14] believe this was added to the agenda so we could see the difference between the new enrollment report that John has put [1:21:22] together for financial purposes and then the quote-unquote overi enrollment [1:21:27] report and then if the board wanted to have a discussion about what they would like to see from an enrollment report [1:21:32] perspective I don't know if they're quite specific questions for the administrators that were up there if we [1:21:39] just wanted to have a discussion amongst ourselves about what we would like to see from an oversight perspective on [1:21:44] enrollment but I'll just open it up to board members for their perspectives [1:21:53] first off John and team I'm a little bit [1:21:59] confused because I have two enrolment reports this was in our packet and I think this may have come from you all [1:22:05] and then toward the end under information we have this board report [1:22:10] this enrollment report and the January numbers say in this report that were up [1:22:18] 19 students and in this report it says we're down four could you help me [1:22:27] understand the difference well we did not do this this report is one of the [1:22:33] samples this is what we have previously done yes it's it's one of the two what [1:22:39] we've given to the board previously for probably decades with [1:22:48] John coming on board he had a new new report that he that he uses for [1:22:55] financial purposes so we decided at that point just to go with one one report our [1:23:02] numbers so this does not include November numbers we did not put November [1:23:07] numbers in here if you look at the report though the financial report we [1:23:13] are up 19 students from December to January so I think the most challenging [1:23:21] piece with this falls under the mobility area in that you know the timing for [1:23:29] which we get these numbers this data it would only be the snapshot in time would [1:23:34] be from December 1 through 12 31 and so [1:23:40] during that time frame this is the snap shutter this is the picture of what happened with enrollment [1:23:45] 12 students went through 8 enrolled which led to a net loss of 4 students if [1:23:53] we were to you know that's not to say that we couldn't go from you know when [1:24:00] this particular report was run to run or to the you know fulfill the whole window [1:24:06] we could definitely do that I'm just following the steps of what has been done historically so that we create [1:24:13] consistency with our data but when I first looked at this report I [1:24:20] wholeheartedly agree that that this mobility section in itself is probably [1:24:25] the most confusing piece and that the numbers never add up and that's because from the time of January 1 when I ran [1:24:35] this report and to the middle of January we will get notification from the sites [1:24:43] that students either have left on their own accord have dropped because of 15-day absences that are retroactive in [1:24:51] the month of December so it's not something where you know we don't have a [1:24:56] crystal ball and can see that we rely on and it's not the sites that are sitting [1:25:01] on the data it's just the notification doesn't happen in an in a timely manner and so the mobility [1:25:09] information is for the complete month and doesn't accurately or fully [1:25:15] represent from the November timeframe all the way through the December timeframe so there's a certain fudge [1:25:23] factor because of late notifications what you've just said here and so [1:25:30] there's there's a certain margin of error then and any estimate on what that would be month by month how many what [1:25:37] percentage if we have you know we've got a negative four here how might that [1:25:43] change in with the January 15th numbers coming up in two days is it 2/6 is it [1:25:52] very volatile does it swing by 20 does it swing by one or two I don't know that [1:25:59] that the that is that volatile I honestly have never looked at it from [1:26:05] that perspective because there are many other facets to you know what I'm doing on a day-to-day basis month a month so I [1:26:13] mean it's definitely something we could look at one of the things we thought if [1:26:20] we are going to go back to this report is maybe it would be helpful if we did a [1:26:26] breakdown for why this where the students are going that are withdrawing and where this where the students are [1:26:34] coming from so for example on the report we have of the 12 students that would Dru 10 moved out of state [1:26:41] one transferred to a non-public and one transfer to another Minnesota School District so if this were a report that [1:26:51] the Board finds helpful then maybe and you're interested in who is coming and [1:26:57] who is going in where they're going maybe that would be a time to say let's [1:27:02] change us a little bit and provide if that's what your if that is something the board is looking for so if I compare [1:27:10] this new report and I compare this old report please correct me [1:27:17] I'm wrong but it looks like there's two pieces of information that are different [1:27:22] one is a year-over-year comparison which compares December I can't remember what [1:27:29] year it is 2018 2019 to 2020 December 2020 the second is a breakdown by grade [1:27:36] in school correct correct so if we add those two components to [1:27:43] this report it gets us this information that we're missing and what we're [1:27:51] expecting why can't we just add those two components to this report and move [1:28:01] on so and you were saying the two [1:28:07] components would be which one are you looking for well I I compared the new [1:28:13] report to the old report and the the concern was that we should go back to [1:28:19] the old report so I compared the old report to the new report and looked at what data was actually missing or [1:28:27] different and the two variables that I could see or the year-over-year comparison so we could see student [1:28:34] enrollment year-over-year and so we could see a breakdown by grade in school so my question was if we added do those [1:28:42] two components to this report it would give us the exact same information as [1:28:48] the old report and so I was just suggesting that we add those two two [1:28:53] components to this report because I actually think that this gives us the [1:28:58] new report gives us better more comprehensive financial information to [1:29:03] track what is going on from an enrollment perspective but then it would [1:29:09] additionally give us those two components that are missing from the old report so if we did that we'd actually [1:29:15] have a more comprehensive student and roaming enrollment report and then we [1:29:20] would see all of that monthly and then we could move on with [1:29:27] that those aren't the only two data that are missing so in the old report the [1:29:35] data that we were getting was that for each grade we would know the total number of students who withdrew we do [1:29:43] not get that in the new report is it that we don't know we know that's a net [1:29:49] number so for each grade so the data missing from the new report is for each [1:29:56] grade and for the total the number of students who withdraw for each grade in [1:30:02] the total the number of students who enroll for each grade and total the net [1:30:09] total the number of students who withdraw versus who enrolled that's the [1:30:14] bottom part of that mobility that's what that's this that whole part that they were speaking to with respect to so when [1:30:23] you see the net you don't get an appreciation for you don't get a number we don't know who withdrew we just have [1:30:30] a net number on the new number and then the other the other data that is missing [1:30:35] is the enrollment comparisons present month prior month and year two the [1:30:42] following segments the pre-k to five grades 6 to 8 grade 9 to 12 and the totals and then the enrollment by grade [1:30:49] by school and totals so so there is there's quite a bit of data that we were [1:30:55] getting and have been getting every school month for every year for the past [1:31:02] 20 years so this change means that the [1:31:08] data that we were getting very consistently and I feel that it's important as a board with oversight [1:31:17] responsibilities that we get consistent data so that we can compare our data [1:31:23] from prior years data and so for the last few months we have not been getting [1:31:32] consistent data that we can compare to our prior years I look back on board [1:31:39] book and and it and bored book online stops after 20 years so I can't say how far I don't [1:31:47] farm or is but I really appreciate consistency in data and I really [1:31:55] appreciate Mary you mentioning what's going on because in our September meeting the board just said we want more [1:32:02] information on this are people moving out of town sure you know let's just know what is the situation and this kind [1:32:11] of goes hand-in-hand with the transparency issue I think that people make up all sorts of stories about [1:32:19] what's going on in our district they wouldn't make up these stories if we just were consistently giving them the [1:32:25] data that they have always received and I would recommend that we continue this [1:32:30] report if we wanted to add it I mean I to be honest the financial report is is [1:32:39] useful to John for his financial but but for me actually we get that number in [1:32:46] the net number on the bottom line well you're telling us the net number so that [1:32:53] information is given to us I don't necessarily need to see John's budget [1:32:59] report so how much more work is it to provide the new report and the older [1:33:05] part as opposed to just a new report [1:33:10] well that wasn't the question [Laughter] no I think if that is what the board [1:33:17] desires we can do both Greg Gus why Laura Mars coordinator [1:33:23] pulls all the data he provides that about to John Tobin to to sarah schandle [1:33:31] to get it to to you into the community and so it would not be any more work the [1:33:38] only month we did not provide this was last month so again October we do our annual report [1:33:44] and then typically you would have seen this in November which you did not see and now we're showing you a comparison [1:33:51] of December so we're missing the no remember date but if the desire is to do both then we would resume this effective [1:33:59] in January comparing January 19 to January 20 and then December of nineteen [1:34:05] right so the question I was asked myself is the utility of the extra information and how much cost or time is involved in [1:34:14] it and so it's sort of a weighing thing from my perspective if it's nominal to [1:34:21] create both reports and people want the extra data that's fine [1:34:26] the fact that we've done it a certain way for a certain number of years isn't controlling for me because there may be [1:34:31] a better way and so but in this particular case it's just simply a question of is it materially more work [1:34:39] and if it isn't fine we'll get them both if that's what people want so I guess I [1:34:44] would say the on average is probably anywhere from two to three hours to put [1:34:52] this together check it make sure that everything is accurate and labels are correct and but it's I mean it's [1:35:00] definitely not something that is you know a major task of mine it's something [1:35:06] that I do check and then make sure that I get it to Sarah on time just one [1:35:12] comment about the the numbers from this particular report is that if you look at [1:35:18] the the new report the grade level [1:35:23] breakouts are on there in them in the form of the the some of the other grades [1:35:30] so if you look at kindergarten first grade as you go down the columns you [1:35:37] know 578 590 those numbers are all represented so you're getting you're [1:35:42] getting the same data in that report you're really just missing the the [1:35:49] school break out the enrollment comparisons and the mobility pieces so [1:35:54] that's those are I mean I pull the numbers I send that I send the numbers [1:36:00] to John I then construct this run it through a couple of other folks in the [1:36:06] enrollment center to make sure I haven't made any mistakes and then we send it off to Sarah she handles so John [1:36:13] Greg Mary is there any time when the two reports could have inconsistencies kind [1:36:18] of even with Owens set around margin of error just because of how it's calculated in your office and recording your office John as opposed to great [1:36:31] eighty three hundred and twenty two students and I'm just breaking it down by a grade level so I'm always gonna use [1:36:39] the number that Greg gives me for this report that you see that's that's my report for financial purposes so I [1:36:46] wouldn't see that that would be any variance on my part I definitely think [1:36:56] there is room for improvement on the mobility piece I definitely think that's [1:37:02] something that is gives you a better [1:37:08] lens into what's happening within the school district as far as ins and outs [1:37:15] now whether that the time frame for which we look at pulling that data we [1:37:21] change you know that's one thing maybe looking looking at having real time data [1:37:28] with the dashboard that's you know in the in the future you know that's a potential possibility where you could we [1:37:35] could set something up we're looking at the last 30 days and 30 days into the [1:37:42] future you know we have a DeLorean we can hop in it and go into the future because we get the paperwork we get this [1:37:49] stuff from our families that are coming and joining us ahead of time you could see that window you know the last 30 [1:37:57] days the next 30 days what enrollment will actually look like we have the week we can do that it's [1:38:03] just not on a piece of paper this is you know that one point in time when we pull [1:38:09] the data and it's for that window it's not for kind of an exaggerated window [1:38:15] well I've got to say I love the fact that there's both of them and [1:38:20] love the fact that you've brought back the detailed report and to Alan's point [1:38:27] I love the granularity I love being able to see what the breakdown by school is I [1:38:33] love seeing the mobility mm-hmm it gives us an insight that the others the other report doesn't it also gives [1:38:41] us that historical perspective and we can see what has been happening with the [1:38:47] districts with the with new programs we have data Hawks in the community too who [1:38:53] love being able to look back on this and so it's not just for us it's also for the community to to know what this data [1:38:59] is so its historical its granular and so [1:39:05] we have an issue here that we've got the two reports not squaring reality is not [1:39:12] always simple and so there's a reason why it's not squaring and I'd be interested to know over time why that is [1:39:19] and they tell different stories and we don't have time to go into it but John you're working up the numbers somehow [1:39:25] differently and it ties in with the finances of the district and so I'd be interested in as time goes by to learn [1:39:32] what that is and why it varies with this tell us a story so I'm very enthusiastic [1:39:40] about both reports and Mary I want to call out thank you for giving us a report about the specifics of the [1:39:45] students who left the district I have one other question in that is when we [1:39:51] see the differences in the mobility is that a combination of resident and [1:39:58] non-resident students okay that's not broken out no it's okay now said thank [1:40:05] you since it seems like it's nominal time I hate to say two or three hours is [1:40:12] nominal but I think it makes the most sense to have both reports go forward [1:40:18] and unless anyone has an objection to doing that or any more questions does that sound okay could could would it [1:40:25] make sense for us to add to the report at the bottom where those students [1:40:32] are transferring to and where they're enrolling from I would ask the same [1:40:37] question as far as timing if that adds significant time to creating the report [1:40:44] not not a exorbitant amount no because to do the mobility I pull the data [1:40:51] anyway it's just analyzing the data in a different manner so it's very nominal we [1:41:00] could we could also look at it from resident versus non-resident you know [1:41:05] however you would like the data I would be super I would love it to I'm not sure [1:41:16] what we agreed to so you offered up a lot of things so what did you say at first bear I think I [1:41:23] think what I would like to propose is for our next four for the January or for the February is having this older report [1:41:32] and then having at the bottom withdrawals where they have went you [1:41:38] know just those four codes you can see transfer non-pom ooh without a district etc and then where the new enrollees [1:41:46] have come from and so I guess I don't want to quite commit to breaking things down from open enroll to residents at [1:41:53] this point I think if let's see if that additional data provides some good help [1:41:59] for you and and good inside and then we can see if we need to break it down or provide more I think that sounds great [1:42:09] thank you all thank you next up for discussion are some student [1:42:16] travel opportunities and Brian bass is going to come and present so I'll give [1:42:24] you a minute to come on up here I'm [1:42:31] sorry and principal Beaton is also here welcome yes cheer a lemn bergsøe Burton [1:42:37] and Schultz members of the board community members still around excited to present two trips with principal [1:42:46] Beaton and I felt the principal beat would be best to speak to the background of some of these trips so I've asked him [1:42:53] to join us and he graciously agreed to do so so Andy I will turn it over to you [1:42:59] to provide a little bit of background to the Spain trip and the am i pronouncing [1:43:04] right guy gay Jana Guyana yeah thanks for the invitation this [1:43:12] evening chair Alan Berg members of the board superintendent Shultz I think one of the trips was proved through the [1:43:18] consent agenda which is an exchange tied to France we kind of have some [1:43:24] variability and the types of trips that we offer the French trip that you approved is modeled similar to what we [1:43:29] did with South Korea there's a hosting piece of French students coming to the [1:43:34] United States and being with host families in Edina and those same students being partnered with the students in France in the fall tied to [1:43:43] MEA and I think that's a piece that we did that was similar the other trip to Guyana is Lindsay smacko who was our [1:43:51] Fulbright fellow and he Dinah High School has led a few international trips through Operation Wallacea which is a an [1:43:59] international organization that really is about sustainability and they partner with professors and scientists around [1:44:06] the world who are doing research in many areas where they're trying to preserve biodiversity establish savannas [1:44:14] establish national parks and so on helping communities find ways to make [1:44:21] income through the restoration and preservation [1:44:26] their communities and their their natural environment so in Guyana this is again an opportunity for our students to [1:44:33] work directly with these professors typically from around the world who are sometimes experts in their field and so [1:44:41] that will be the opportunity typically they have a camp based experience sometimes there's an ocean based [1:44:46] experience this is more a savanna and camp based experience with these professors they will be doing a number [1:44:53] of things around collecting data they do some of the grunt work for these professors and then they also do [1:44:59] lectures each evening from the professors so that in each of these [1:45:04] trips they're credit-bearing trips with these teachers that they do work in advance of the trip and then they do [1:45:09] work with the trip the professors from around the world and their teachers and then they do work when they return so [1:45:15] there's been previous trips I was fortunate to go on one of these trips with operation Wallace C at a Fiji it [1:45:21] was an incredible experience for the students and the staff and then Lindsay is continuing that path with the [1:45:27] opportunity for students to go to Guyana so and that is a summer trip for the students the second trip talking about [1:45:35] is Chris Griggs who's a social studies teacher that's embedded social studies language English standards into the [1:45:43] courses this is a trip to Spain and again is another summer trip for students the cost for the Spain trip is [1:45:52] a little bit more based on a partnership with EF that we have and they stay in [1:45:59] hotels so I think that's really the difference in cost between those in [1:46:04] Guyana the students will be staying more in a dorm like studying and camp setting instead of the three in four-star hotels [1:46:11] and I think that's the difference in the cost but again all of our setup for [1:46:16] these trips is trying to move from a simple tour to really educational [1:46:21] competencies and work for these students to have learning and outcomes that they can have an elective credit when they return so happy to answer your questions [1:46:29] about either one of these trips thank you for coming to present does anyone [1:46:34] have questions or comments I just have one quick question how do students learn about the trips at this [1:46:40] school like the French or the French trip for example is that only students that are in French language classes or [1:46:47] how do how does everyone have access the friendship I think is more tied to language and so students that are in [1:46:53] both immersion French and non immersion France are introduced to this I opportunity from their teachers then [1:47:00] they apply they come to informational meetings some of the timeline about how its rolled out on communication of [1:47:06] students comes after this vote from all of you about whether it's approved and you start recruiting students in [1:47:11] providing information to students and parents the sooner we can do that which is why the policy provides the timeline [1:47:17] the sooner we can get out on fundraising efforts and so on but typically is you [1:47:22] know if these are approved tonight the science department and biology students will all be introduced at this opportunity they can come to an after [1:47:29] school or before school information meeting the hosts and parent meetings there's an application process for [1:47:34] students that are interested in these trips and that's pretty much how we've done it okay thanks for the sake of the [1:47:42] community would you just do a quick refresher if there are fundraising opportunities for the students and how [1:47:48] what those are it's built into the policy that there will be fundraising opportunities for students to offset a [1:47:54] significant chunk of this trip and depending on the the students and how [1:48:00] much they get involved some parents write checks other students write some of the checks on their own and put all [1:48:05] their time into fundraising efforts the exact fundraising effort is typically built by that teacher lead and the [1:48:12] students themselves so like Lindsay smock organized a 5k race as fundraising [1:48:17] for some of her international travel efforts that has gone into a travel study fund our partnership with EF also [1:48:24] has created a scholarship fund for us so we're using them as a partner through their insurance the organization of some [1:48:30] of their trips and they put some of that money back for us over time to potentially use for scholarships as well so it's a combination of that [1:48:39] fundraising and then depending on what they want to do and how much they want to raise and how much investment that [1:48:44] they want to do the students really drive that fundraising with their teacher [1:48:50] I have three questions so if anyone else has questions I don't want to monopolize the water do we know what the expenses [1:49:01] are to the school district itself for administrative time for these trips I [1:49:07] don't know how you calculate it administrative expenses you know for like two plane tickets and things such [1:49:14] as that so there are no administrative costs associated or applied to the [1:49:22] district for any of the trips that are a part of tonight's discussion or what was approved in consent and I think one of [1:49:30] the things that we did change is previously in policy there was kind of an unfunded mandate to have that [1:49:35] administrator go so you would have the teachers that would be there based on the chaperone numbers you need it then [1:49:41] an administrator had to go typically now we just absorb that administrator that has to go on these administrate on these [1:49:48] international trips as one of the chaperones so it's all it's there's no cost to the district it's all student [1:49:54] generated okay thank you my second question is since I believe two of the [1:50:00] trips correct me if I'm wrong are for school credit are there any additional requirements or responsibilities from a [1:50:06] client compliance perspective regarding special education and how do we ensure since we have different requirements [1:50:13] here in the United States than they do overseas as far as at educational [1:50:18] requirements how how does that process work um well we treat we have to provide [1:50:24] that free and appropriate education for our students so students on 504's and IEP s have gone on international trips [1:50:30] before I think the only barrier is a consultation with a family if you're going to a situation where a DA is not [1:50:38] in the same type of compliance in the United States you have to be very honest about the opportunities what's possible [1:50:43] what what things would be excluded for some students based on just what's [1:50:49] available and then safety as well so we are never in a position to deny someone [1:50:55] an opportunity and we will do everything we can to accommodate the students that have different learning needs or need [1:51:01] need support on those trips and we have indeed supported students with IEP s and 504s on international [1:51:07] travel okay my last question is around offering students opportunities that are [1:51:15] more affordable and we added to our policy language last year trying to come up with a rotation that if we have an [1:51:23] international trip we're trying to offer something more local and I was wondering [1:51:28] if that has actually happened because one of my concerns about approving international trips all the time is [1:51:34] making sure from an equity perspective that we have other types of trips for students to get similar like lab [1:51:40] experience but it doesn't necessarily have to be overseas so has any progress been made in that area and if so can you [1:51:47] let us know yeah and I think the depending like the the types of trips that were we're offering we're starting [1:51:53] to have a little bit of a theme with these trips the the partner exchange between our schools like we did in South [1:51:59] Korea and now France this science-based field based study that's happening with Lindsay smokey we are hoping to bring [1:52:06] back what we had before with field based study here that was regional we used to have a long-standing field based study [1:52:12] to the Boundary Waters but we had issues on policy and safety for our students and access to medical care and we had to [1:52:18] intervene and make a change but we're hoping that's going to be coming back we do have a national trip that's going to [1:52:24] Yosemite that is a national instead of an international trip that's happening [1:52:29] coming up some discussions tied to the stem base trip that's going to Europe [1:52:35] this summer of doing one in the United States next year regional I think tied to mathematics and [1:52:42] engineering type of trip that would be in the United States so yes I we are aware of that policy and this is our [1:52:47] consult with these teachers though the catalysts of this and say how do we offset even within the same year or [1:52:53] every other year opportunities for students do you know the estimated cost [1:52:59] of the assembly trip well it's what's interesting is the Yosemite trip is some of these trips that are at national are [1:53:06] just as expensive as some of these that we are proposing that are international so it's comparable actually to what [1:53:11] we're seeing for like the guy on a trip so I think that what we're hoping for that we would have more affordable [1:53:18] alternatives that for example if you can get a credit by going on the trip to get [1:53:23] Guayana then how do you get a credit for a trip that's $800 I think it's a really [1:53:31] it's a valid question it's a valid question about like was I talking about the science space field based study that [1:53:37] you could do potentially in Minnesota regionally and so on so yes but we also [1:53:43] have to have those leads of those teachers that are putting their time and sweat equity into organizing building [1:53:48] these trips but yes the discussions were having with some of these key people that are trusted organized partners the [1:53:56] Lindsay smock as the Chris Griggs that those people we are having those discussions about how do you build these opportunities either within the same [1:54:03] year or every other year so it's it's a valid point I I think it would be helpful to from a governor's perspective [1:54:09] too and not necessarily out of a board meeting or whatever but just to have a [1:54:16] calendar or something that says not that we're proposing a trip to Guyana and [1:54:21] then we're also have this thing to Yosemite coming up just so we can understand more from a broader [1:54:27] perspective what some of the thoughts are around that so and I I know we [1:54:33] agreed in policy that only international trips need to come to the board but then it also complicates it because then if [1:54:39] that's all we ever see then that's all it's sort of you think that's happening so it's more just like an FYI this is [1:54:48] what you're gonna see to approve but these are some other things going on well one of things that could easily be done is I mean you could have a live [1:54:54] calendar of things that we are organized and you could just have a peak in any time you choose to see what's there you [1:55:00] know things that are happening regionally nationally that are not coming to board meetings but you can see what's happening but I I know that we [1:55:06] are trying to build with the spirit of that policy change to do exactly what you're asking for [1:55:12] thank you do you guys have any questions [1:55:19] anyone I think thank you guys for coming and presenting the information and [1:55:27] finally up for discussion is policy 601 led by Owen Michelson who is our new [1:55:33] chair of the policy committee so I'll turn it over to Owen all right Thank You Erika and welcome to the policy [1:55:38] committee and to Julie also we had a meeting on Wednesday to review a [1:55:44] proposal before the board to effectively rescind the changes made to policy 601 [1:55:52] at the November board meeting Paula the 5k section which would deal with [1:56:00] Advanced Learner's and we talked about [1:56:06] convening a committee we didn't commit to this but convenient committee later on to revisit specific aspects of 601 [1:56:14] whether we need to have a gifted and talented policy specifically and how the [1:56:23] proposed changes would affect the district calendar and also the curriculum review cycle so that in a [1:56:30] nutshell is what we talked about and we have a time now for the seven of us to [1:56:36] discuss whether we would like to make those changes or not one thing I should mention too is that in order for this [1:56:42] change to go forward we need to have two board meetings where we have a discussion we discussed it last week at [1:56:50] a board meeting on Monday and we'll discuss it tonight and then we'll vote on the policy at the February of the [1:56:58] proposed change the policy at the February board meeting so with those introductory comments I [1:57:05] can turn it over to all of you and Tunie for discussion the the reason policy 601 [1:57:14] is on in terms of having the old policy language is pretty much to have a [1:57:20] consistent direction so under action we've got policy 6 of 1 which is to [1:57:26] direct the administration to stay implementation of Roman numeral 5 a and so I had requested that if we're [1:57:34] going to direct the stay of implementation just so that we don't have this policy hanging out there with [1:57:40] a requirement but then a state requirement that we stay it which is our action item for today and that then 601 [1:57:48] is on to be brought back as the old version just so we have a consistency in [1:57:53] terms of what we've directed administration so to me the discussion is more driven by whether the board [1:57:59] wants to a stay implementation of the normal 5k because if it does then again [1:58:06] I would strongly advocate going back to the old 601 if it doesn't stay it then [1:58:12] I'm not sure we need to discuss it that's my view so I was going to hold my [1:58:20] discussion of why I want to hold 5k till we get to that action item right I have [1:58:30] similar thoughts I don't have necessarily anything to say right now because it's more procedural and I have [1:58:39] more comments later when we're talking about the action item so but I want others to feel free if they have [1:58:45] comments to make so I just want a little clarity and what what's what we're this [1:58:52] is just for where we'll be voting on whether or not we want to stay this 5k [1:59:01] correct tonight and by staying that you mean we will what bring it forward again [1:59:08] for discussion later so we would do if the action item is approved and we will [1:59:14] direct administration not to implement 5k of policy 601 then in the February [1:59:20] meeting we will adopt a different policy 601 and the stay will go away and the [1:59:27] different policy 601 is the old policy 601 basically as a placeholder so we can [1:59:35] convene a committee to talk about revisions we want to make the policy 601 [1:59:40] so we basically need the placeholder of old policy 601 in place because it talks [1:59:48] about graduation requirements and things such as that such as that right and [1:59:55] there's many items in five K that we are currently doing and so and that we plan [2:00:03] to continue when we heard from the administration we plan to continue doing them so I'm wondering if we need to [2:00:11] scrap all of five K or if we just need [2:00:16] to identify those items that are [2:00:22] something that is not practical or feasible given that it's January so I'm [2:00:32] just saying I'm looking at it thinking well our current math curriculum is we [2:00:38] can that's not going to change that that item in this is what we're currently [2:00:44] doing so that I mean there's many of these that I look at and I think well [2:00:51] okay all of the honors classes mentioned in in at the high school except for [2:00:58] language arts they're all currently being offered so maybe we don't need to [2:01:07] get rid of the whole thing and it would give the community acknowledgement that [2:01:12] we really did mean what we said and that we were going to keep the current enriched classes and and not totally [2:01:21] changed the way that we handle our gifted students I don't necessarily [2:01:28] disagree with your thought process but I think that even in keeping the language [2:01:33] about the honors classes there's a question about the fact that we don't [2:01:38] currently call them honors classes we called them in rich classes so the administration had a question and they [2:01:44] were like does that does that policy statement mean that in our course catalog we have to change the classes to [2:01:51] say honors classes or does that mean that do we so I think that even in [2:01:57] something that's so benign as that there were complicated [2:02:03] questions so I I don't necessarily disagree because I do think a lot of it [2:02:08] does state current stuff but they're just nuances to it that brought up [2:02:16] enough questions that I think that it's cleaner to tell the administration not [2:02:23] to move forward it and I think the John and I talked about bringing this committee forward next week I think or [2:02:30] sorry maybe two two weeks very soon so that we can fulfill the [2:02:38] commitment to the community that we will be talking as soon as possible about [2:02:44] those things so the intent is not to [2:02:50] bring forward some of these discussions and make sure that that we do our [2:02:56] commitment to these families and stuff like that well so maybe maybe then the [2:03:01] thing in order instead of saying stay and get rid of it all to say beginning [2:03:08] in 2021 for all of the dates that you're beginning and then we'll have the time [2:03:14] to look through and and figure out whether or not this is going to work I'm [2:03:23] just saying I mean there's ways that you you just rewrite this so that the curriculum aligns with a curriculum [2:03:30] review cycle so that it's not dictating that we have to act this month which I [2:03:37] understand the practical nature of of running a district and needing to put [2:03:42] changes this year but if it goes out one [2:03:47] or two years and we know that we are going to be reviewing this policy at [2:03:53] least the the framework for this can [2:03:59] then be discussed in a way that allows for all the the items that have already [2:04:06] been passed by the board to be discussed [2:04:13] so John if we put a hold on 5k you would [2:04:19] still have authority to continue to offer the classes you're currently offering is that correct because you [2:04:28] were offering those classes without that policy language no I just wanted to say [2:04:36] to you Ellen I I think that we're actually trying to achieve the same thing but the only possible way that we [2:04:43] can try to write some of those things in is by actually staying it because if we [2:04:48] don't stay it then the administration has to move forward with the things that [2:04:55] they don't understand and so the only possible way to give us the space to have those conversations is actually to [2:05:02] stay it and so that's the whole point or intent in staying it and then moving it [2:05:09] into a cross-functional committee so we can actually talk about those exact [2:05:14] things that you're mentioning is doesn't make does it make more sense to write in language that says move the dates around [2:05:24] like is that the best way to approach this like those exact things that you're bringing up those are the conversations [2:05:29] that we need to have and the only way that we can actually have those conversations is to stay that part and [2:05:36] to talk about it but we we can't do that because if we keep it as a live policy [2:05:44] that it brings us then we're in that conundrum where the administration actually cannot meet what the policy [2:05:50] says if it stays as a policy yeah that makes sense so I understand what you're [2:05:57] saying about just change the date so it's not effective for a while but then you've got this policy out there that [2:06:03] again was created and from my perspective without sufficient input I [2:06:08] would rather get the input and create the policy rather than have a policy hanging out there with a date that is [2:06:14] triggered later on and then we go change it it just I think it's much cleaner to [2:06:20] start at the beginning and say we're committing to take a look at the issues that were raised by that draft [2:06:26] and then create a policy that addresses as many of those issues as consistent with the needs of all the students [2:06:31] rather than just put a new date in and have it hanging out there it's just the perspective if we're talking about [2:06:46] putting some breathing room into it and giving the administration some more more [2:06:52] opportunities to talk about it then I wonder if instead of staying it we [2:06:57] talk about revising it that as ellen was talking about we relaxed the dates and [2:07:04] we push things back a year or two or three or four in some cases but that [2:07:10] since we already have the policy in place and we've got the momentum that we [2:07:16] cease that and we simply revise it rather than stay it so thoughts on that [2:07:21] so it's not a function of breathing room I have a fundamental disagreement with [2:07:29] the way the policy came about and a fundamental disagreement or there's a [2:07:36] lack of knowledge I think amongst all of us as to what the best approach would be to accomplish the goals and so it's it's [2:07:44] not a breathing room it's really trying to set up a practice for implementing [2:07:49] and adopting policies that's more consistent with past practice and more consistent with best practices and I [2:07:56] think the best way to do that is to stop the policy commit to address the [2:08:02] underlying issues that are addressed that are raised in it in the way that's best and the way that is consistent with [2:08:08] the way we've done things historically but just from a practical perspective the challenge with what you suggest [2:08:14] Owen is that the process of revising the policy requires us to take it there's a [2:08:23] time though there's a timing issue with our course catalog and so if we wanted to revise the policy we don't have [2:08:33] enough time to even meet to talk about revising the policy before our course catalog goes out so [2:08:40] the administration is under the policy that says you have to create these [2:08:47] classes and that's the policy they have to adhere to so without giving our [2:08:53] administration direction like official direction that you do not have to adhere [2:08:59] to this policy that's the only official way we can give them breathing room and [2:09:05] us breathing room to actually revise the policy so it's also a procedural issue [2:09:11] that we cannot we literally can't have [2:09:17] our next policy meeting in enough time to give them direction because of the [2:09:24] course catalog does that make sense I'm picking up on the spirit of what [2:09:30] you're saying so then I might ask if we revised it and we hypothetically push [2:09:38] everything out to three years I'm just speaking hypothetically here if we push it out to three years the administration [2:09:45] wouldn't have to seriously entertain anything immediately because nothing [2:09:52] would come up in the curriculum cycle so that's I guess where I'm coming from can [2:10:01] I add something in I know this is kind of jumping ahead about the discussion [2:10:06] but one of the things that we have talked about with a strategic plan and we have proposed districts strategies [2:10:13] that we've laid forth and they're proposed but one of our key priority strategies and it's a commitment from [2:10:18] this board that we have talked about is advanced academic excellence growth and readiness and that includes a [2:10:24] differentiation as as one of those strategies that we we just laid out and that we presented tonight so I think [2:10:32] from an effective and an efficient standpoint it makes more sense to take [2:10:38] this the direction that we all agree to and all the work is behind from a [2:10:43] strategy standpoint and build out the policy and the classes [2:10:50] based on that so a consensus from us all as a board clear direction to the [2:10:56] administration that that this is a priority and so I don't think saying [2:11:04] holding the policy out kind of in space I think that doing the strategic [2:11:11] direction as the driver for for this policy is the way to approach it I think [2:11:17] it's a smarter way I think it's more efficient it's more cost-effective it's using resources wisely it's all the [2:11:22] things that we're expecting from the administration I think we owe it to make very clear in our commitment and also [2:11:29] the direction so I don't know that's how I see it I see it as as part of the bigger picture and then we can answer [2:11:35] some of those questions that are outstanding about cost and implication and impact and identification of gifted [2:11:41] students and all the different pathways so all the different moving parts so [2:11:47] that's what I'd like to do I mean that's kind of always yet well I appreciate [2:11:57] what you're saying about the aligning with our strategic plan my concern is [2:12:05] though that the two items that I spoke [2:12:12] to that had changed big conceptually big [2:12:17] changes from our original draft that the stakeholders all reviewed and the draft [2:12:24] that we have just agreed to is the item that deals with the things in 601 and [2:12:32] the things in 601 really state that we believe that our that all of our [2:12:39] students should have the curriculum and [2:12:44] pace and challenge but also instruction [2:12:50] that's what's in here that they are going to have a teacher that will be [2:12:55] teaching them and when when I could not get the board to agree that direct [2:13:03] instruction would being part of that strategic plan in that one item where we had reduced all [2:13:12] of those other words all of them if you look at the original draft of the [2:13:17] strategic plan that went out to stakeholders to the one that we have now I just [2:13:23] it was differentiation for all students so I understand that that advanced [2:13:31] learners should be treated the same as other learners where they should have a [2:13:37] teacher teaching appropriate pace and challenge to them so one of the things [2:13:46] about what that 601 is bringing out is that there is some reluctance either in [2:13:53] the board's ability to acknowledge that there should be appropriate pace that [2:13:58] was kicked out of the strategic plan and that it should be taught by a teacher so [2:14:05] those are the things that I'm responding to and I know that I'm I'm just one [2:14:10] voice I'm trying to I'm listening respectfully to you all and I understand [2:14:16] that you may disagree with me but that's how I feel that all students should be [2:14:21] treated I just again have to push back on your comment where I don't disagree [2:14:28] with you at all about how our advanced learners should be treated what I [2:14:33] disagree with you about is that we and a strategic plan should call out the needs [2:14:38] of advanced learners because I believe that if we call out that advanced [2:14:44] learners deserve direct instruction and that advanced learners deserve pacing it [2:14:50] does to me it raises the question why don't our special education students [2:14:57] deserve that why don't our students that are performing below grade level do that [2:15:02] and so I absolutely 100% fundamentally believe having students that actually [2:15:09] are advanced learners myself that they deserve to be at the correct pace they deserve to be challenged at the [2:15:15] appropriate level of rigor they deserve to be in classes that are meant [2:15:21] for them as advanced learners why would I not want that for my own kids I want [2:15:26] that for all the kids in our school district so to say that the board does not want that I think is fundamentally [2:15:33] incorrect to say that we want our strategic plan to reflect the needs of [2:15:38] all learners I think is actually actually more accurate and so I'm sorry that you feel that way but it certainly [2:15:46] does not reflect my feelings as a board member I don't think it reflects the feelings of the other board members I [2:15:52] think we disagree on semantics and what the semantics make you feel like I [2:15:59] certainly would hope that the community would understand that when we say for [2:16:05] example in one of our main strategies that our hope as a district that all students receive the level of curriculum [2:16:12] that they need that and the appropriate level of learning that they need so they can achieve their personal growth they [2:16:20] can move on to the next level that they understand that we mean every learner [2:16:25] then we mean advanced learners we mean kids that are middle of the road we mean [2:16:31] kids that are below grade level we mean kids that are special education every learner that walks into every school [2:16:38] here in Edina deserves rigor pacing and to be in classes that make them feel [2:16:47] that way and so I'm frustrated that you keep saying that we do not support that as a district as an administration and [2:16:54] as a board because that's not true okay I never mentioned the administration or district but I did in [2:17:03] our last work session try to amend this [2:17:09] strategic initiative the strategic initiative read provide a differentiated [2:17:17] educational experience that effectively engages and appropriately challenges [2:17:23] every student academically that does not talk at all [2:17:30] about only for the gifted doesn't even say gift it doesn't say advanced tack [2:17:36] academics so when I tried to change the words on this to say provide I added the [2:17:46] word coherent thank you board you agreed that that would be appropriate I added [2:17:52] the word coherent and I wanted to add the word at the appropriate pace and [2:17:58] taught by a teacher and I couldn't get [2:18:05] that in there pace was rejected and so is taught by a teacher I think that for me and for for [2:18:14] what I know is one of the most important things is relationships with a teacher [2:18:19] that being taught by a teacher and not and having this differentiated [2:18:26] educational experience to me that means [2:18:32] that you're going to have those experiences with the teacher not with [2:18:38] technology and and and I just wanted to make sure that that was in there and it [2:18:46] wasn't it doesn't say anything about advanced learners this is what we want [2:18:52] for all of our students I don't know why it would be so hard to put that in there when in fact when you read that and you [2:19:00] would read it and say provide a coherent and differentiated educational experience that effectively engages at [2:19:06] the appropriate pace with a teacher an appropriate gently challenges every [2:19:13] student academically I'm not saying so Janey I think you wanted to do a comma so I think we've [2:19:19] strayed off our discussion which is policy 601 and if there are issues with the strategic plan we can discuss that [2:19:25] in a work session but the semantics to our strategic plan are a different discussion okay I will I will hold my [2:19:31] comment still okay freedom feel free to comment okay so I'm also going to push [2:19:38] back a couple things one we did take out the word pacing because [2:19:44] in the conversation we talked about how engaged coherent and appropriately [2:19:51] challenging implies pacing it cannot be coherent it cannot be engaging and it cannot be [2:19:57] appropriately challenging if it is not paced well we could put in probably ten [2:20:02] more things and I think we specifically took out pacing because it is implied in [2:20:08] that and we were trying to be we were trying to open the door for more [2:20:13] specific tactical things to come from administration I think that when you [2:20:20] talk about wanting to you're agreeing that the verbage in the strategic plan [2:20:25] is that it opens the door for all students and that is what we want therefore to have a policy on our books [2:20:32] that is only specifically talking about Advanced Learner's is very contradictory [2:20:38] and I think we heard from educational leaders that said we need more time with [2:20:46] this and we aren't sure this is the best way to address the outcomes that you [2:20:52] want none of us here up at this board besides you John our licensed educators [2:21:00] we have to rely on the staff that knows [2:21:05] what they're talking about we as a group I feel very passionately I am all for meeting every single student that walks [2:21:12] into our doors where they are at that is my 100% sole purpose and being [2:21:18] up here is to give every student what they need to succeed that includes [2:21:23] gifted learners that includes all learners if we want that we have to go [2:21:29] about it in the right way and we heard from our professionals that the [2:21:34] downstream ramifications of this policy could potentially and would most likely [2:21:41] interrupt that experience for other learners unintentionally I'm not [2:21:46] comfortable saying that that's the right decision then and I don't think other people are so staying this section so [2:21:54] that we can have the time to make sure that we are doing it right for these advanced learners that's we want that [2:22:00] everybody wants that we just have to make sure that other learners experiences are not compromised at with [2:22:09] this policy as well so I just want to say that I'm sorry I'm good you think [2:22:14] very passionate about it because I want what you want I just want to make sure we do it in the right way I think we all [2:22:21] want the same outcomes I just want to make sure that we were doing it in the way that our educational leaders are [2:22:28] gonna support this decision so thank you [2:22:33] okay so one of my other comments that I made before this was passed happened to [2:22:39] do with who the the the main goal of [2:22:45] this is are we meeting the needs of our students and I had asked at that time if [2:22:50] we could survey our students to find out whether or not they feel that providing [2:23:00] honors courses would best meet their needs and I think that asking the [2:23:07] students is an important part asking the [2:23:12] students and their families is an important part in the next step so if it [2:23:18] appears that the next step is going to be a review over what would be the best [2:23:25] thing for the district to do in order to meet the needs of their students I would [2:23:31] suggest that part of that process is to talk to all stakeholders and so if we [2:23:38] are only talking to administrators that is not going to be adequate from what [2:23:48] I'm hearing is there were several parents who came and spoke and and I [2:23:55] think that that's great but I do want a survey to go out to our stakeholders [2:24:03] that are the ones that are currently attending classes [2:24:08] and or that would be choosing would they [2:24:15] prefer to have a choice between an honors class or not an honors class [2:24:20] that's the type of question that I think [2:24:25] would be appropriate I have one final [2:24:30] comment to make and I think that we are all seeking pretty much the same laudable goals of meeting all kids where [2:24:39] they're at and giving them the best educational experience that they possibly can receive from us I think [2:24:46] it's a matter of balance in perspective and what we're emphasizing and the [2:24:54] arguments I've heard in that raise the issue of how urgent this help the time [2:25:01] pressure this would put on the administration and unknown questions about implementation I think those are [2:25:09] reasonable questions then why do I put my emphasis why do I put the balance on [2:25:15] on if not staying or advising or [2:25:21] rescinding but maybe changing the deadlines why why am I putting that [2:25:27] emphasis there and I think a lot of it is that we made a commitment to the [2:25:33] gifted and talented community three years ago as a board that right around [2:25:38] now most of what 601 5 K has in its [2:25:44] language would be implemented by now or would be well on its way to being implemented so we the argument could be [2:25:52] looked at the other way that we've had plenty of runway to do what we've been doing and the the as a body we made a [2:26:02] commitment three years ago to do this so we haven't done that and I think that [2:26:08] that weighs on me as well so that's the last comment I have to make and we [2:26:13] probably have to move on at some point here Thank You Owen I appreciate [2:26:20] everyone's input and I know this is a passionate subject for everyone so I appreciate the [2:26:27] conversation that concludes the discussion portion of the agenda we're [2:26:33] going to move to our the action portion we have four items up for action tonight starting with budget parameters do I [2:26:40] have a motion to approve the budget parameters so moved is there a second second [2:26:46] John Tube do you have anything to add to the information that was presented last [2:26:52] month regarding the budget parameters just a couple of items to add based off [2:26:59] of our Finance Committee meeting for the board we just added in in red anything [2:27:04] that had changed from the budget parameters from the previous set of parameters that was used the prior year [2:27:11] and it looks like we already have a question so no oh your your microphone [2:27:17] was on so that's okay now you have to come up with a question to ask does [2:27:23] anyone have a question or anything they'd like to discuss regarding the budget parameters no oh she did have a [2:27:33] question but number 10 the district participates in a third-party billing program I don't think I quite understand [2:27:39] what that is yep that is the medical [2:27:47] assistance reimbursement they that we get through Department of Health and Human Services so are we generating [2:27:53] revenue off of that correct may be able to talk with you offline about that because I I can't could you maybe give [2:28:00] me a one or two sentence high level explanation how we generate revenue from that I might have to defer to mr. [2:28:07] Jorgensen on that I think we go good I don't need to dwell on third party [2:28:14] billing revenue is generated because the department Human Services gave us authority to bill for specific services [2:28:21] on a student's IEP that are considered medical in nature so services such as [2:28:26] occupational therapy time speech and language therapy time or physical therapy time are all those services that [2:28:32] will typically fall under a medic a related service and we bill for parents that give us permission we can [2:28:38] bill DHS for those services for students that are on DHS type services okay that [2:28:45] was the next question it's a DHS all right perfect thank you great [2:28:53] well now vote by roll call to approve the budget parameters i-i-i-i [2:29:08] the budget parameters are approved we're now moving on to renovation recommendations do I have a motion to [2:29:14] approve the renovation recommendations so moved do I have a second second John is there [2:29:21] anything you'd like to add to the information regarding the renovation recommendations yeah just briefly chair Alan Berg this [2:29:29] is the second set of bids if the board recalls we had our first set of bids at the last board meeting on December 16th [2:29:36] those bids were approved in the amount of 18 million eight hundred ninety eight thousand three hundred eighty dollars [2:29:42] they're about seventy five and a half percent of the estimated total of twenty-five little over 25 million [2:29:48] dollars we had some bids as you see in front of you tonight that we still had to look at and analyze those are in [2:29:56] front of you tonight and the one thing that is last left after this would be the fire protection if you recall we [2:30:02] rejected that bid at the December 16th board meetings where we we are still going to be rebidding that and that [2:30:09] those bids come in on 116 so shortly here are there any questions from the [2:30:16] board so how do the bids relate to the estimate that we had done beforehand the [2:30:24] estimate that we had done beforehand I would have to get that from Walden Cross Andersen to give you that number [2:30:32] director Friedman yeah I can get that for you if you'd like just normally I [2:30:38] mean we've had a good string where a lot of them had been below so it's just wondering if the absence meant the contrary no perfectly good question I [2:30:45] need append for you and is it possible for us to get it drawing - yes I know you hadn't [2:30:51] mentioned that before director Jones I did talk to buildings and grounds director Eric Hamilton about that I [2:30:59] believe they are working on that at wold so that you can see something but I'll [2:31:05] reconnect with him yes and Ellen just so you know John and I already talked about a process and the best way to show the [2:31:11] whole board the renovations and so we'll be yeah so well for sure make sure well [2:31:19] make sure everyone gets to see those so are there any other questions or comments we all now vote by roll call to [2:31:30] approve the renovation recommendations [2:31:44] right okay the renovation recommendations are approved next our [2:31:50] policy updates up for action or policies 528 602 605 609 and 623 do I have a [2:31:57] motion to approve policies so moved I [2:32:04] move to accept the policies listed is there a second second Owen would you [2:32:12] like to uh start us off yes the policies that we have five policies were reviewing and we are [2:32:20] reviewing them for an eye for clarity and for compliance with state statute we have only two of the five policies that [2:32:26] we are looking at any changes on the first policy that we're looking at is 528 student parental family and medical [2:32:35] status non-discrimination this has a lot to do with title 9 compliance and [2:32:40] compliance with the Minnesota Human Rights Act and we have only one change [2:32:46] to this and this change is in letter F of section 2 that the school board [2:32:52] designates the assistant superintendent to be the title 9 coordinator rather than the human resources manager [2:32:59] so that's the only change there then we have policy 602 which is the [2:33:06] organization of the school calendar this basically deals with what the arrangement of the school calendar and [2:33:11] now more substantively with the e-learning days we have three changes [2:33:18] here actually and I'll take them in the order that they appear in the policy the first is that we will modify our policy [2:33:25] from a six month rolling cycle to a 12 month rolling cycle review and that all [2:33:33] of the students schedule changes will be subject to review by the school board itself and it's the second one and the [2:33:40] third is much more substantial and that as e-learning days this is a new this is [2:33:45] the compliant with state statute and the state statute permits us to have five [2:33:52] e-learning days and substantively it lands on concepts such as what do we do [2:34:01] with students without internet access what sort of notification do we give parents at the beginning of the year and [2:34:09] also prior to the actual invocation of a elearning day and that the teachers need [2:34:18] to be accessible by phone or by intranet on e-learning days so that is that [2:34:27] policy six or two with changes in any questions you had said it has to be approved by the school board yeah where [2:34:38] is that in this policy 602 section 4 D [2:34:44] proposed changes in the student days schedule she'll be subject subject to [2:34:51] review and approval by the school board right and it's not in the board book D [2:34:58] isn't so I I kind of remember that I remember when I was on the policy [2:35:04] committee when that came out so I remember that being in there and so it's not in here you know no it [2:35:17] was it spoke okay maybe what I did is I pulled this off of the notes from the policy [2:35:23] committee itself and not what okay so it [2:35:29] wasn't struck on why a it states its [2:35:52] subject to the review of the school board so that's why you struck that [2:35:59] because it already stated a decelerator okay because it's not it's different [2:36:05] I mean it's subject to the review or it's by approval so we I mean it's okay [2:36:12] it's a there's a difference between the board approving versus the board reviewing so the other wording was was [2:36:23] part of the MSB a model policy that's why it was proposed to be in there okay [2:36:33] so I think the question before us is I think I made a rookie mistake sorry about that drop drew from source no this is not [2:36:42] critical and and so what's in front of us though is just to move us along is [2:36:48] strike what I said about 4d it's not in here but [2:37:00] and let's just 12 days is still in there [2:37:08] and we are striking the language and necessary revisions in a previously [2:37:14] approved school calendar will be made by the school board in a timely manner [2:37:30] right my recollection was that we agreed to strike that because it was redundant [2:37:35] with right way but it it's not so I [2:37:50] guess the question is for the rest of the board do you want to put that language back in and bring it back to policy committee or are you okay with [2:37:56] the revisions as listed in the policy the revised policy I'm okay with the [2:38:03] revised policy with a revised policy I'm [2:38:08] okay with the revised policy time - okay so I think we're fine okay yep and the [2:38:17] other policies are unchanged they deal respectively with alternative programs [2:38:22] and services for students and meeting their needs with alternative programs we [2:38:28] also discussed 609 which is religion boundaries of religion and its integration into school making no [2:38:34] changes there and 6:23 parameters of student attendance during the summer [2:38:40] school hours we made no changes and these are all in compliance with state [2:38:47] statute and court interpretations great [2:38:53] Thank You Owen for the review of those policies I just want to open up to everyone if they have no questions or [2:38:58] comments no great well now vote by roll call to [2:39:06] approve policy stick 528 602 605 609 and [2:39:13] 623 i-i-i-i policies 528 602 605 609 and [2:39:28] 623 are approved finally up for action is placing section 5 K of policy 601 on [2:39:34] hold and directing the administration to convene a cross-functional committee to review policy 601 do I have a motion to [2:39:41] approve placing section 5 K of policy 601 on hold so moved second Lenny do you want [2:39:48] to lead the discussion on this action item sure we've kind of kind of go over this a little bit earlier with the discussion on revising policy 601 so in [2:39:56] my views haven't changed since last week on this particular item I do think that we should put the implementation of from [2:40:04] a numeral five key on hold and there's a number of reasons so we're always [2:40:10] supposed to be looking for what's best for just all of our students and because [2:40:16] we didn't get administrative teacher and as Alan pointed out student input I [2:40:21] don't have any assurance that this policy in fact is in the best interest of all the students and so I think it's [2:40:29] important that we go back and get input so that we can figure out what's best for the students overall there the other [2:40:37] issue I have is there are words in there that are unclear in terms of their [2:40:42] meeting and I'll give a couple examples at the last meeting there was a discussion about whether the elementary [2:40:48] schools all elementary schools must have a pullout and so the board members disagreed about whether all the [2:40:53] elementary schools needed to have a pullout and if we're sitting here disagreeing on a policy that's been [2:40:59] adopted that's a problem for administration to be able to implement it at a prior meeting there was a [2:41:05] discussion about what certification was necessary for teaching gifted students and there was a last-minute change to [2:41:11] that with no definition added so that's sitting out there as an the policy requires substantially [2:41:18] different classes but doesn't define substantially different leaving the administration to try to figure out what [2:41:24] a board directing direction means no I think that's inappropriately inappropriate I raised concerns before [2:41:33] about not being able to complete it in the time frame that's listed the result in scheduling changes the middle school [2:41:39] loss of the middle school model we also don't have evidence that this policy [2:41:46] addresses a need that's more important than other areas so I think that what was pointed out is that there are [2:41:52] inconsistencies in the way we deliver services but those inconsistencies don't translate into a greater need for this [2:41:59] policy as opposed to some other strategic policy in fact what are this [2:42:06] policy I think was directed towards Advanced Learner's but our data says the Advanced Learner's are growing at a [2:42:11] better and more consistent rate than our other learners implying that we should be looking at policies they're looking [2:42:17] not at advanced learners but at the rest of our population I didn't see a lot of [2:42:23] big community support for the change I know that there was email sent out asking community members couple-hundred [2:42:30] community members to come and comment on this in favor of it and we've got about 20 people showing up I do think it's [2:42:37] important as a number of people have said that the strategic plan should create the direction that policy follows [2:42:44] as opposed to policy creating a direction for the strategic plan to follow basically I disagree that this is [2:42:54] the right approach I do think that from what administration has presented that there are better ways [2:42:59] to meet the needs of all of our students as well as better ways to meet the needs of our advanced learners and I'll give [2:43:06] an example the compact at science class in the middle school to me is a huge plus for our district that I'm not sure [2:43:13] is viable if we continue to set up a battle between regular and honors so I [2:43:18] just think that we need to step back get input from administration and understand what's sort of the best steps moving [2:43:25] forward and then if it needs a new policy adopt a new policy consistent with where we're going [2:43:31] on the strategic plan that's my comments Thank You Lenny I'd open up to everyone [2:43:38] else for any comments that they might have I'm just I don't want to repeat [2:43:44] what I had said earlier but I do think it's really important that we look at this policy with a wider lens I already [2:43:50] mentioned the aligning it with the district strategic plan and guide for our administration and our teachers and [2:43:57] to make sure their voice is at the table what's just with decisions something else is in our work session tonight we [2:44:03] also heard that the new state language arts standards are going to be voted into law in just a few months and we [2:44:09] prompt this it prompts the start of the process and a six to twelfth grade language arts design team and that [2:44:16] design team led by teaching and learning and our teachers I would think that that process would be thorough and [2:44:22] intentional for all of our EPS students and using data and research and best practices to lead to important course [2:44:29] and curriculum recommendations so this would fall under that policy six of one falls right under that category the [2:44:36] other thing is I think it puts the fiscal responsibility of the changes in line with the curriculum review and what [2:44:44] would be expected and then third as Owen mentioned there is a commitment to [2:44:49] having a committee that is made up that is cross-functional that we can address [2:44:55] 6:01 and I think that's super important that we give the time and space for that discussion and to make sure all voices [2:45:01] are at the table and that's all I have Julian Lena you made reasonable [2:45:08] arguments and I think what I wanted to do is just reaffirm that why I am taking [2:45:16] a position I am it's that I sense that we have a commitment to make to the gifted and talented community and the [2:45:24] spirit behind my desire to go forward with the policy is a good faith effort [2:45:29] to meet all the kids where they're at and I think none of us disagree with that it's more of an issue of procedures [2:45:35] and means but there's an urgency to it and that is that the composition of our students need [2:45:41] does differ from other districts in many ways in that we have 50% of our students that over 80% this is a significant [2:45:48] issue and we have a well-shaped distribution 25% of our students in the [2:45:53] last survey of why folks were leaving we're leaving because of absence of [2:45:59] gifted in town and instruction we talked about voice and choice because this gives the students the voice and choice [2:46:04] to choose certain enriched courses or not to have an enriched course it has an [2:46:13] effectiveness to it it's it's it's ground and research and I mentioned last I think it was November December the [2:46:20] North Carolina study there's a hundred year longitudinal study The Economist article there are other positions too [2:46:26] but it's this is it's it's well grounded I'm not overwhelmed with the success of [2:46:33] embedded honors that we've seen in LA 10 and then we're not reinventing the wheel [2:46:38] because pretty closely to what we're 6:01 5k has in its language the district [2:46:47] largely had in place before we had our last strategic plants so it's this is [2:46:53] not unique to the district it provides with provides us with consistency in our [2:46:59] enriched and course offerings in the middle school and also a little more [2:47:04] consistency with our neighboring districts which have a more robust gifted and talented set of offerings [2:47:13] it's I think it's economical it's not as sweeping as it has been depicted we were talking about some minor changes with [2:47:19] the elementary school only seven classes in the high in the middle school in high [2:47:26] school and Aamir's estimate about $200,000 seemed pretty reasonable to me [2:47:34] it's also financially beneficial because it's attractive and to students who [2:47:41] would to families to retain and will retain and attract students it's not [2:47:49] tracking one of the biggest arguments against this sort of thing has been that it's tracking tracking as it has been his [2:47:54] toric li understood is dictating that students go into the vocations we're not [2:48:00] talking about that at all we haven't talked about it here but it is an active [2:48:05] term in the community and among among some faculty members but I have no [2:48:11] interest in anything close to tracking I would like on and off ramps and I think this provides quite a few of them on [2:48:17] face validity I think that separate classes with separate curricula makes a [2:48:23] lot of sense and I don't talk about it very much because I'm not a licensed [2:48:28] teacher but I've taught in many instances most significantly I taught as a contract instructor at the Science [2:48:34] Museum of Minnesota it just actually wrapped that program up after about 30 years this fall [2:48:39] everyone's going online but it had adult stand-up computer training and I taught [2:48:45] everything from intro to mac and windows to high level networking operating [2:48:51] systems and programming languages and I found that in my own classes to have [2:48:56] some vast a big spread of ability was very difficult to teach to and so I [2:49:03] can't imagine how that wouldn't be the case with junior high and high school middle school and high school students [2:49:09] as well so I think we've we've pated we [2:49:15] have done the service done the district service here in the community of service by robustly talking about it here among [2:49:22] the seven of us and so I think we can just take a vote and move ahead unless [2:49:27] anybody else has some other comments Thank You Owen I appreciate everything you've said and I don't I don't the only [2:49:35] thing I just want to push back a little bit on is I think we have to be careful [2:49:41] when we talk about data and that when you say 25 percent of families and students that left the district for [2:49:48] gifted and talented is putting that in perspective and that we have very small data samples and that equal I think [2:49:53] eight or nine families are students and so 25 percent sounds a lot different [2:49:59] than 8 or 9 and I just want to make sure that when we're presenting it to the community that people know the scope of [2:50:04] what we're talking about and then the other thing is and it's absolutely your opinion and [2:50:10] you're entitled to your opinion is that I do think that we offer a very robust [2:50:16] gifted and talented program and it doesn't mean that we can't do more and that we shouldn't be looking at it and [2:50:21] seeing other ways that we can offer different talented offerings for example [2:50:29] I would like for us to look to offer it in younger grades and things like that [2:50:35] but I do think that there could be certain districts that do offer more [2:50:41] things but there are a lot of districts that offer a lot less than we do in Edina public schools and so I think we [2:50:49] need to be I personally as a board member just want to acknowledge that we [2:50:54] do have very role in my perspective very robust gifted and talented offerings I [2:51:01] think one thing that we have not done well is explain clearly what our gifted and talented offerings are and all the [2:51:09] different ways that we do challenge advanced learners and what offerings we do have at the secondary level for [2:51:17] advanced learners and I think there's always been this presumption that were Edina so we don't have to articulate what we do and I think that we do we [2:51:26] need to very clearly articulate what we're offering what we're planning to offer ways that we can further challenge [2:51:33] learners and I think you and I talked about it but just so the community knows what our plans for the future and so [2:51:40] people aren't wondering what what are we planning on doing so where are we not meeting needs and then knowledge there [2:51:46] could be ways we're not meeting needs but we have a plan to get there and I think that's a very important thing to [2:51:51] do so I just wanted to talk to that I don't really have much to add because I [2:51:58] think that we've talked about this quite a bit and I appreciate everyone's input [2:52:06] the only two things that I wanted to add to the conversation is I actually think [2:52:12] that I'm actually excited about where our district is and as opposed to [2:52:18] rehashing everything that I think is about the process and I don't like about [2:52:25] the policy or that I want to try to move us forward in a positive direction and I [2:52:32] really think that our district is on the precipice of really being able to offer [2:52:39] a lot of interesting challenging rigorous opportunities for a broader [2:52:47] cross-section of students than we've ever been able to and I say this because unlike a lot of districts we just this [2:52:55] year piloted two different ways to challenge learners a compacted class and [2:53:01] embedded honors and we don't know if they work or don't work but the fact [2:53:06] that as a district we've taken it upon ourselves to see if embedded honors can [2:53:12] provide a more rigorous experience for more students I think says a lot about [2:53:17] our school district so at the end of this year we'll have insights into whether these classes work whether they [2:53:24] don't work whether we can repeat them across other classes how can we pop how [2:53:29] can we find the most ways to challenge [2:53:35] the most learners to meet learners where they're at and I'm talking multiple pathways I'm talking about multiple ways [2:53:42] pacing compacting I think the notion [2:53:47] that we as a district are trying to dial back these things I just it it just it [2:53:56] it upsets me because I think we're actually between all of these pilots we're running our strategic plan the [2:54:03] curriculum rollouts I just think we're so well set to do so many exciting things to meet the needs and challenge [2:54:10] our learners I think it's an exciting time to be in our district an exciting time to be an educator an exciting time [2:54:16] to be administrator and I think it would be an exciting time not that the [2:54:21] students are in the know but to be a student because we can meet more needs [2:54:26] and we can challenge learners so I'm really excited to be part of it and [2:54:33] I just want to try to move forward in a positive direction as a board and as a community and bring our educators in or [2:54:39] administrators in our students in and make the most of this opportunity that we have so that's all I have to say I'll [2:54:48] be real quick I promise since I already said a lot I do want to acknowledge [2:54:54] recognize and appreciate the commitment that we did make to parents in the [2:55:00] gifted community I do want you to know Owen and I want parents to know that I recognize that I appreciate it but I [2:55:09] hope that those parents would recognize and appreciate that we want to go about [2:55:15] it in the right way and we need the best information like Erica said we we have a [2:55:22] robust program if I as a parent of a gifted student I would be remiss if I [2:55:30] didn't say I'd be very interested in saying how are we set up to be innovative in our way that we deliver [2:55:36] curriculum that could meet the needs of a gifted student and give them more [2:55:43] real-world application right we talked about interdisciplinary cross-disciplinary classes I think we [2:55:50] need to hear from more educational leaders about what the possibilities are [2:55:55] because the possibility when I think about that when I think about innovation and possibilities I personally don't [2:56:02] think about going back to the way things were and I want to hear from them whether that's right or wrong I respect [2:56:09] and acknowledge what we want to do for all learners but we have to respect and [2:56:14] acknowledge from the multiple populations of learners - and I hope that parents will recognize that we just [2:56:21] want to go about it in the best way possible for students so that one group of students experiences not compromised [2:56:29] by another student so I I want to acknowledge to you and to the other parents that I do recognize that and I [2:56:35] want to do right by them because I think it's important [2:56:46] it looks like we're going to be moving toward forming a workgroup and and one [2:56:55] of the process that one of the things I think is really important is that this be done in a very fairly quick timeline [2:57:04] so I don't know what the rest of the how the rest of the board feels about this [2:57:09] but I'd I just this shouldn't be lingering out there [2:57:16] people are watching and they're watching and they're listening and there's they're trying to see which direction [2:57:22] this board is going to take the district and I feel very strongly about meeting [2:57:31] the needs of all of our students this is going to it's going to end up being a [2:57:37] bit of a look into what was promised in in 2017 and it's going to look into how [2:57:48] are we serving all of the students I just spent the morning at a meeting on [2:57:53] Universal screening given by the Department of Education and I learned quite a bit about the needs of it was it [2:58:02] was a talk on equity and how you provide equity in gifted programming and it was [2:58:10] really clear from that meeting how much is needed in terms of identification [2:58:16] Universal screening speaking of the earlier discussion nonverbal Universal [2:58:22] screening because once students are identified and they can be identified [2:58:27] there's going to be a talk on this on Thursday at the MSB a conference given [2:58:35] by a different district who will be talking about their experiences with their immigrant students that the only [2:58:45] way that one teacher found out that they were gifted was through a cog at test [2:58:50] and then there are other other comments about how using these [2:58:57] Universal screenings will identify not just the gifted students but it will [2:59:05] identify traits for all students so it's not just a test for with the benefits [2:59:13] only certain students and that first and second grade teachers are finding that [2:59:19] those tests are very useful in their classroom so there's a lot to talk about [2:59:24] when we open the this door and as we open this door and start talking about [2:59:31] it the one of the most important things that I feel is that we need to remember [2:59:40] about this excellence gap that when we are developing talent we need to develop [2:59:47] talent in all students and we need to be very intentional about that otherwise we [2:59:56] will you will never see the types of [3:00:01] growth in your programs and in in advanced learning in all segments so I [3:00:08] feel very strongly about that but I also feel strongly that by getting rid of programs are by somehow and by reshaping [3:00:20] programs you may not be delivering the equitable objectives that you think you [3:00:28] are because certain segments just as we heard in multi language learners they do [3:00:36] best when they are targeted in groups not mainstreamed so these are top these [3:00:46] are big topics and I just you know I just want to mention that if we're [3:00:51] opening this door looking at the different pathways trying to figure out what acceleration looks like but also [3:01:00] honoring the fact that we have been told that we are keeping our enriched classes and that those [3:01:14] those classes in 601 were we're not [3:01:19] defining curriculum they actually could include any of these real-world at a at [3:01:27] an accelerated level so I'm just saying yes yes we should do all this it should [3:01:33] be timely we should definitely ask the students I think that also we should ask the [3:01:38] teachers not just administrators but teachers and as we do I want to make [3:01:44] sure that we are doing this that would honor [3:01:50] everybody's anonymity and I'm just saying that because I just want to make [3:01:58] sure that the information we get back coming from the administrator [3:02:03] from administrators teachers and from students and their families that they can be totally candid about the [3:02:10] experiences that they are encountering thank you [3:02:17] so I appreciate our base comments I definitely agree we should be timely and moving forward I just wanna make a [3:02:24] couple notes that this is not about not giving students choice it's about [3:02:29] stepping back and working through the various choice options that are available so in terms of embedded honors [3:02:37] we don't know yet if it works and so I think it's premature to to judge it same [3:02:44] but compacted and so those are potential choice options that may be better than [3:02:51] dictating that we have a regulars and honors the other thing that I haven't [3:02:57] said before but I've thought about a number of times which is the board approved embedded honors as as a test as [3:03:04] a sort of something to roll out and try and we told teachers that if they devoted the time and energy to putting [3:03:11] together embedded honors class we would allow it to roll out and we would test it and so an issue I [3:03:18] have what the policy is it doesn't allow that test to go through and so I think as a board if we make a commitment like [3:03:26] that one we have an obligation to do follow through on it and so that is one [3:03:32] of the things I'm looking forward to seeing which is so what's the feedback we're gonna get on the work the teachers [3:03:37] have put on with our approval and and it you know it wasn't Julie and Janie but it was this board that approved going [3:03:43] forward on that so to me that's a critical piece that I haven't mentioned before but it is important to me as I [3:03:49] look at it but again for the community we're looking at ways of providing multiple choices we're not trying to [3:03:57] restrict we just want to step back and say what are the various choices that [3:04:02] are the best overall that's it can I make one more quick comment - sorry [3:04:08] because I do think it's important when we talk about talking to administrators [3:04:14] talking to teachers talking to students I don't want to miss also and I think [3:04:19] this primarily relates to the English classes I don't want us to forget about hearing from teachers about whether this [3:04:27] is what is the right path for those students who are not are gifted you know we heard from parents that maybe having [3:04:35] a separation of some classes like you said is could be beneficial to learners who are struggling so if we're going to [3:04:41] go back and have these questions and do this the right way I just want to make sure that we do not forget to include [3:04:47] conversations about that so that we're hearing from all sides of it so and I [3:04:53] want to correct something 6:01 did not say that we would be ending [3:04:59] embedded honors it specifically called that out as not satisfying the [3:05:04] requirement of an honors class and the idea of the embedded honors was to see [3:05:09] if it would provide the rigor and pacing that students wanted and so that [3:05:15] implicit in not satisfying it is in my mind brings an end who could have brought it [3:05:23] into a better honor but that wasn't the intent so so it's so that's how you [3:05:28] Lenny but to be I just just so so I'm setting the record straight the the [3:05:38] policy calls for two classes that's all [3:05:44] right and embedded honors was pursued to see if that would provide the rigor and [3:05:50] pace and the policy 601 in calling for separate classes essentially said that [3:05:56] the way to provide that rigor in pace is through the separate class and not through embedded honors and everybody [3:06:02] can go read the policy on their own and have their own interpretation of it and I appreciate that your interpretation [3:06:07] differs from mine right well and just I mean honestly I the reason that I'm [3:06:14] saying that is I don't know if the if embedded honors is going to work or not I actually have a completely open mind [3:06:20] to that class and it may actually bring a number of students into testing [3:06:31] whether or not they can they have they can operate with honors ability and give [3:06:37] them the confidence and readiness to feel that they are able to take the next level of class that does not that's a [3:06:45] completely different thing than offering [3:06:50] a total honors level class so an honors [3:06:57] level class option really is a different [3:07:02] type of class and whether it is taught [3:07:07] at a grade level above as we do with our math classes or whether it is just [3:07:14] taught at at a continual pace and with [3:07:20] teaching at the that level for [3:07:28] I hate talking in front of the board anyway it is it was not meant to say we [3:07:36] don't think that there is a place in our curriculum for pre-ap [3:07:43] nine or ten with embedded honours that wasn't the you know that was not the [3:07:50] reason for that so I just want to tell [3:07:56] everyone that I appreciate their respectful and robust discussion between everyone that was not being sarcastic be [3:08:04] honest and I think we can now move [3:08:10] forward with the roll call vote so we will now vote by roll call to approve [3:08:15] placing Section five K of policies so on on hold and directing the administration to convene a cross-functional committee [3:08:21] to review a policy 601 aye aye aye aye [3:08:41] so placing Section policy section five K of policy 601 on hold and directing the [3:08:47] administration to convene a cross-functional committee to review policy 601 has been approved that's all [3:08:53] for our action items so I wanted to see if there were any leadership updates or [3:08:59] committee reports yes thank you board [3:09:06] for passing our legislative platform anybody who is still awake and listening [3:09:11] to this meeting can look at the consent agenda and read it it's very exciting [3:09:16] and we are holding a legislative breakfast on January 21st at 7:30 a.m. [3:09:25] the breakfast is at no cost to the district it is being provided by [3:09:34] donations and don't expect much but [3:09:39] but you know when it's called breakfast it's not really it but it will be nice and our state legislators will all be [3:09:48] present and we will be presenting our legislator platform and there will be [3:09:56] time for our legislators to tell us about their education agendas for this [3:10:03] legislative session and there'll be a question-and-answer time so it is in room 170 here in the united under which [3:10:11] is downstairs and i encourage everybody to go and get involved and advocate for [3:10:17] our public schools great Thank You Ellen and I did want to quickly publicly recognize Ellen and Owen and I see Sarah [3:10:25] back there and all the members of the LA sea for their hard work in putting that forward I know it's a lot of work so I [3:10:31] know I myself in the rest of the board do appreciate all your work on that and then I also really fast [3:10:37] I wanted to publicly recognize Sarah schandle she was gone all last week and [3:10:42] if anyone didn't realize she's the glue that keeps the district together in her absence I think we all realized [3:10:49] how important you are to our district so I just wanted to thank you for everything you do for a district so so [3:11:00] thank you and please don't ever take a week off ever again so if there's [3:11:09] nothing else I wanted to thank everyone for attending and viewing online and unless there any objectives objections I [3:11:15] will adjourn the meeting great thank you