[1:55] it is Monday May 20th no it's not May it's June 20th and we do have a quorum [2:01] so I'll call this meeting oh my gosh okay I'll start over good [2:06] evening it is Monday June 12th and we do have a quorums I will call this meeting to order [2:11] the first order of business tonight is agenda approval and we do have two updates to the agenda [2:18] um that I wanted to let the public know about we have an item added to our consent agenda it's a memorandum of [2:25] understanding between Education Minnesota Edina and the um any Edina [2:30] Public Schools so that has been added to our consent agenda and the Raptor presentation is going to be moved to a [2:36] discussion item do I have a motion to approve the agenda for tonight's meeting [2:43] second um all those in favor of tonight's agenda please say aye [2:50] the agenda is approved oh anyone may see me okay the agenda is approved [2:56] um Dr Stanley would you please uh review tonight's agenda for us absolutely so [3:02] we are um really excited for for our excellence in action we have uh students [3:08] and um principal rickenberg here to talk about um the process that they've used um as [3:15] they've gone through losing treats from dashboard and so we're really excited to hear from them about that we took some [3:23] time back actually back in March to analyze our core planning I'm sorry [3:28] analyze our strategic plan during a core planning team process and we actually have the facilitators or the group here [3:35] to share about the outcomes from that um we again we are moving our Raptor [3:41] visitor management uh report down to discussion that'll take place we have a [3:47] discussion about our preliminary budget recommendations we have updates on our [3:52] comprehensive literacy plan for both Elementary secondary uh legislative [3:58] action committee updates and we're going to talk about or the board wants to talk about their liaison roles we have some [4:04] policies that we're going to go through and then there are a few action items including our assessment plan [4:12] um and then we'll have committee updates and updates for me thank you Dr Stanley our first [4:20] um order of business is our excellence in action and tonight as Dr Stanley [4:25] talked about we've lost 106 ash trees to Emerald Ash Borer at Highlands [4:31] Elementary School but due to the support from a lot of different partners we were able to plant [4:37] over 85 trees so I would like to welcome up Dr Kara rickenberg principal of [4:43] Highlands parents John and Elizabeth um hoggin did I pronounce that correctly okay excellent their first grader Ben [4:50] welcome Ben and parent Jeff Houston and his fourth grader Zoe welcome Zoe [4:59] foreign welcome everyone hi thank you for having us tonight [5:06] we have um a presentation to share with you the last time I spoke to you about trees it was about the loss of them and [5:14] um it feels like it was a really long time ago that we did that but we have done several different things to [5:20] um fix it and so I have some great participants with me today to help share [5:25] the story of the action that's happened since um you've last seen it so if you could click please click the slide [5:33] we have a little bit of a timeline here and you'll see in December we found out from the city of Edina Forestry [5:40] Department that we had 20 ash trees that they noted were infested with the [5:45] emerald ash borer and then doing an account um of the trees we realized that we had [5:50] a 106th ash trees on the property with the high likelihood and probability that all of them were infected with EAB and [5:58] were requested to remove them and so I worked with Eric Hamilton to figure out [6:04] the best course of action and we looked at lots of different options to try to figure out what we could do because the [6:09] woods at Highlands are very important to us and part of our learning community and at that time mert and I came to the [6:16] school board to talk about the fact that we would be moving forward to remove the treats and then we shared it with our [6:23] community and I want to introduce Miss Joey who I have been super fortunate to know for quite some time there was no [6:29] surprise to me when I came to school one day and found this letter on my computer [6:39] dear Dr rickenberg hello Clara I feel super sad that 106 trees are getting cut [6:45] down I feel like it I feel like this because a lot of the trees that are getting cut [6:50] down are really big and those are going to leave big wide [6:56] open spaces so I propose every Creed that gets cut down to trees get planted [7:02] so much is getting cut down so please consider what I've proposed and have a [7:09] great weekend sincerely the way she stuff now as I said I have known Miss Zoe and [7:15] I've had the fortunate opportunity to also be her older sister's teacher and I know when one of the Schuster girls said [7:23] something to act upon it right Miss Ellie yes um and so I had already done some [7:29] digging and knew that I was going to be looking at tree trust as an opportunity and [7:35] um lo and behold we were very fortunate I had submitted the application within a day the coordinator had gotten back to [7:41] me I think part of it was because she has a working relationship with Luther who was our city of Edina Forester and [7:48] she works a lot within the city of Edina so she was thrilled at the opportunity to grow within our school [7:54] part of the requirements of being a true trust program a tree trust right is having a [8:00] green team committee and so I threw out a call to our community and promptly had [8:06] 13 parents um get back to me immediately and I will say too that of the 13 12 of them were [8:13] dads and I had a PTO president commend me on the opportunity of involvement [8:19] that I had in dads and so I have two of these awesome dads with me now and I [8:24] want to introduce them and let them share what their interest was and why [8:30] they became involved and saw pass it to John first I'm John Haugen so I'm a sustainability [8:36] consultant I work in sustainability I think about trees a lot I'm also a member of the city of Edina energy and [8:42] environment commission and my wife is not here she's with our three-year-old she works at room and [8:50] board and we kind of connected some dots and one of her vendors that she works with reprocesses uh disease ash trees [8:59] into Furniture so we were able to work together with room and board the [9:04] vendor's name wood from the hood Edina Seasonal Services Was the removal vendor they were awesome and with of [9:12] course Eric and Kara and just sort of stitching together this plan but we essentially were able to harvest a good [9:18] portion of the usable wood and it's currently being made into Furniture so [9:23] it's a cool circular story um and that was definitely something that took some viewing but you know [9:29] fortunately we were all kind of the right people were involved in that um from the city of Edina eec [9:35] perspective uh tree canopy is very important to our climate action plan to State the obvious trees are important [9:41] for beauty for air quality for shade so you know maintaining that canopy is [9:46] really important and it's something that you know I personally feel passionate about and I think uh the city of Edina [9:52] energy and environment commission and sort of city staff everybody's uh really invested in protecting her canopies so [9:58] it's really cool to see the schools doing the same thank you um [10:04] you can slide too you can just get that on my comments [10:09] yeah hi I'm Jeff Schuster so there's always Dad here um no expertise like John uh but I I [10:16] volunteered because I live right by where the school is um you know the uh the woodlandia [10:22] actually backs up into my property and so um got the seat every day especially after you know covet in the hybrid uh [10:28] work you know I'm home more often and so get to see Zoe run up the hill to go off to school get to see the kids play in [10:33] the backyard I also got to see the Big Trees getting taken down so I mean they're big uh you should go see them there are some big trees that got taken [10:40] down back there um so volunteer to uh to to kind of lend that um I guess that local perspective [10:46] um and uh and ended up working hard so I'll stay in chronological order and you can talk about the uh the actual [10:53] planting day so um John and Jeff were two of our parents [10:58] like I said that helped volunteer we met every other week for uh two months about two and a half [11:04] months I believe to get the planning no organization we worked with tree trust and they created a plan and we put in 85 [11:11] trees and shrubs um the shrubs went predominantly in the wooded area to stop [11:16] the development of buckthorne um and that they're edible so there's different nuts and berries to encourage [11:22] Wildlife to come back into that area we're building Outdoor Learning areas worked on [11:27] re-establishing our interior Courtyard and lots of different great things happened so we had all almost 600 kids [11:36] in a one day planting we had about 75 parent volunteers we had just about the [11:44] same number of volunteers from Center Point Energy um we had the city of dying the people [11:50] out it was a lot there was a whole lot of action Zoe you want to talk about planting day [11:56] yeah sure sure [12:02] um I liked how we got to like actually see the tree being planted and um [12:08] we got to like um like dig the hole [12:13] and just doing the laundry and see how there was a lot more um Greenery [12:21] in area than there was and um [12:31] um probably seen the trees grow and seeing them get bigger [12:42] so our next step is we have um Wise Guys at Highlands this year and we have wagons and buckets that we [12:50] are working on watering um we are and we're going to continue then to re-establish our area we got a [12:58] small Grant from Nine Mile Creek Watershed to work with Metro Bloom and Metro Bloom is a national leader [13:05] actually in habitat reforestation and water conservation and stewardship and [13:11] so I'm meeting with them on Friday to do a walkabout of the whole schoolyard um and then also with the connection [13:16] with Luther from the city of Edina he has already been in contact with other grants that he wants to partner with [13:22] them so lots of really cool opportunities from what was a pretty significant loss the day of the cutting [13:29] maybe I know that Miss Sully was one of them too is was a sad day and the day before we had kids in the trees hugging [13:36] them to say the goodbye so it was a big impact for us any questions or clarifications [13:45] board members I'm going to share a comment um so I'm a [13:52] parent of some Highlands alums I am a former employee of Highlands and I want to thank you guys [13:58] um the woods are a really special place they're so so special um my little boy played in the woods the [14:04] one who just graduated high school and my other one who's going off to high school so I went and saw the woods at [14:10] the end of the year just to office say goodbye and to to be present in the space and so I wanted to say to all of [14:16] you especially you cara thank you for honoring what an important place that is what an important impact it has on our [14:23] students and for respecting that and and making sure that that tradition stays on [14:28] with Highlands so thank you all so very much [14:34] Dr Bergman I just wanted to ask since you planted the trees [14:40] um and you're hoping that they're gonna grow here and take a picture with the same tree so you can see how you grew with it [14:52] just a suggestion because we've been watering the shrubs [14:58] on the weekends so yeah excellent to take care of your community and take [15:04] care of your neighborhood school like that is amazing so thank you so much for your efforts [15:09] Dr Burton Mount Burton oh my God oh my God gabler I'm again uh you know [15:15] as I was thank you for your presentation tonight and being here and as we're presenting I couldn't help but think [15:21] about our strategic plan and strategy that talks about engaging parents schools and community and I think this [15:27] is a perfect example of that you talked about all those partners that came in and Cara one of the gifts that you bring [15:33] to our district is all of the Partnerships and connections that you have and as a board member who has a [15:40] Highland student a current Highland student watching that process you know whether it was the neighbors whether it [15:46] was people that were like hey how can we put our heads around this and make this a really which is an unfortunate [15:52] situation how can we make the best out of it and what you've modeled for our kids I think is really important and so [15:59] Ben and Zoe you'll be able to come back when you're our age and look at those [16:05] trees that you planted as Elementary and you're giving that to all the Highland kids that will come behind you and so [16:12] thank you for that um and thanks for being here tonight of course thank you [16:19] thank you so much you're wonderful wonderful job thank you thank you all for coming tonight [16:31] next we're going to move on to our hearing for members of the public uh pursuant for board policy 206 we ask [16:38] that you Do Not Duplicate information that has been previously prevented if you have a complaint about individual [16:44] employees board members or students in the district please direct these comments to the appropriate site [16:49] administrator the superintendent or submit them in writing to the board the board typically does not respond to our [16:54] have discussion on issues presented but questions raised during presentations will receive follow-ups as directed by [17:00] the board I would like to remind all speakers that your presentations are limited to three minutes [17:06] and when you're 15 seconds left of your three minutes I will prompt you to wrap up prompt you to wrap up your [17:11] presentation we do have one speaker tonight um Jesse Bergman uh welcome [17:22] when the green light's on the microphone is on mm-hmm [17:28] oh no that's okay there you go um good evening [17:34] um my wife and I are EHS graduates and we've lived here most of our lives she wasn't able to attend tonight uh so [17:40] I'm speaking for the both of us I'm here to inform you of what happened to my son at Concord and correct the [17:45] actions of the administration which were the following violated EPS policy 506 and 514 breach [17:51] confidentiality mishandled the Youth of discipline and lie to the third grade student [17:56] we've lived here because we value the EPS education system but after these violations we must spend money that we [18:02] don't have to protect our child leave epfs due to lack of leadership my son Eddie Bergman an eight-year-old [18:08] third grade boy has been attending concords in kindergarten has had no issues From Any teacher or classmates [18:14] during those years he loved school so much that each summer he asked when school starts because he can't wait to go back [18:20] on January 10th Eddie was issued an out-of-school suspension for bullying he called the girls half ugly and made fun [18:26] of her lunch box afterwards the assistant principal stated there were two incidents in October neither reported to us or [18:32] documented on file we attended the teacher conference on November 8th and his teacher had nothing but accolades to say about how he was [18:39] such a joy to have no mention of the undocumented October incidents eps's policies in place to create a safe [18:46] and welcoming environment for all for Eddie the administration breached policies as it pertains discipline of [18:51] student confidentiality policy biofix provides 17 disciplined options to choose from when discipline [18:57] needs to be enforced policy 514 States quote schools should avoid using punitive discipline detention suspension [19:04] expulsions if any other method or consequence can be used with Fidelity unquote the administration also breached [19:10] confidentiality as a assistant principle was sharing at each plans with touring schools with the other family [19:16] these inconvenience these continued averages after suspension on January 18th at usted for dressing up for a [19:22] school visit there is no action by the administration on January 24th Eddie was moved to a new classroom against our [19:28] direction for the remainder of the year post suspension Eddie was teeth for moving classrooms by other kids when [19:33] kids asked why he was moved the administration lied to the student and quote balanced quote said to balance out [19:39] class size boys and girls unquote on May 9th the assistant principal emailed me about a boy intentionally harming Eddie [19:46] as recess and that always parents were notified and he apologized to Eddie the administration's inconsistency with [19:52] discipline is highlighted here since Eddie was first out of school suspended then we were notified and then forced by [19:58] the administration to move classrooms the May 9th incident did not follow the same process we have appropriately disciplined our [20:04] son prohibit in January last week Eddie was happy to leave Concord because kids him for being suspended and changing [20:10] classrooms his Concord experience wasn't a safe environment and the administration didn't care and [20:15] recklessly violated EPS policies we have provided many families with this detail and they are considering pulling [20:21] their kids out of eps as its incident has gained momentum of what is happening in our schools our intent here is to [20:26] inform you correct the process and be mindful that many people in this community have grown up here like myself and have valued EPS [20:33] as a prestigious Public School thank you for your time but I wanted to say hey teachers were phenomenal [20:39] phenomenal he has great teachers that school is amazing with the teachers this [20:44] is not about the teachers so thank you thank you [20:54] we're going to move on to a presentation on our strategic core planning process [20:59] I'd like to welcome Terry stabach and Paula O'Loughlin from partner Ed who led [21:05] District staff students and community members in a two-day process in March to monitor assess and provide feedback on [21:11] our progress towards our strategic plan outcomes and benchmarks welcome thank you we are delighted to be [21:17] here and it was certainly fun to see uh the student presentations to kick off the evening um that certainly is what we [21:24] experienced during that time with the core planning team was a focus on students with a lot of students actually [21:31] even being present so board members superintendent family thanks for allowing us to be here tonight [21:38] um do we forward the slides or [21:47] wow thank you um so tonight we want to do is just briefly introduce ourselves we'll talk [21:53] about the purpose of these yearly um uh reviews of the Strategic plan [21:59] we'll give a little bit of an overview of the process and then we'd welcome any conversations that or any questions that [22:04] you have the next slide just points out our team uh Denise panchelli is the founder of partner Ed former [22:11] superintendent I'm also a former superintendent and my colleague Paula is a former board member so we have a Seth [22:17] in your shoes and have a work through strategic plans for many years as you [22:23] know in the next slide please as you know the Strategic plan really is the foundation of of the school district it [22:31] gives you it gives superintendents and staff and families Direction and focus [22:37] one of the Hallmarks of strategic planning is community engagement I love that that was a reference director I [22:44] gave her on this presentation but that certainly is a big part of your process as well [22:50] the next slide specifically to your process I think this is a really good [22:55] reminder for you and for the viewing public that not only did you did you [23:01] spend time a few years ago creating the Strategic plan for you to take really seriously the monitoring process so I [23:08] just want to draw attention to that slide and to talk about the purpose of yearly bringing people back to support [23:14] the monitoring process there's a core planning team that comes back together yearly to review the progress and to see [23:23] if there are any recommendations or modifications that they have giving [23:28] those recommendations then to superintendent the team and the board to see what adjustments have to be made so [23:36] um really a great process you're not just waiting to see what happens in five years but actually monitoring not just [23:41] the data but also the systems and the processes along the way [23:46] next slide um certainly uh this is the documents that is very [23:53] um very well known to all of you but again really focusing on that mission the core beliefs and then the strategies [23:59] that show the work that's done in order to make sure that that mission comes to [24:04] life for each of your students uh so the next slide uh shares a little bit about the process we've got a few [24:11] slides that also um review that as well Dr Stanley provided a grounding activity we had an [24:18] opportunity many of the core planning team uh has been on the team for years but there were new people so we had a [24:25] chance to to bring them up to speed as well um did a little overview and then really the highlights was reviewing having the [24:32] presentations of each of the strategies reviewing the process and having opportunities for the core planning team [24:38] to seek additional information and clarification we also went through a soar process which probably will be [24:44] sharing and then some of those key key messages for the community so real briefly just a few slides to Showcase [24:51] that Dr Stanley welcoming the group and providing a grounding at the beginning the next slide just [24:58] um I think there might have been one in between midnight but just the progress reports that we had there the next slide [25:07] um actually then moves to the the store now so I'll let Paula take it from here great thank you [25:15] so I'm so many of you are familiar with the SWAT analysis we engage in a sore process that you'll [25:22] see in your either your booklet or on the side saying for the strength the opportunities the aspirations and the [25:30] results and the reason why we use this process with forwards oh sorry this is process with boards is that it really is [25:37] a framework that is based on appreciative inquiry really honing in [25:42] and identifying those strengths and then looking at where are the ways which can [25:48] be built on those strengths to achieve those desired results and the insights [25:54] that can be gleaned from this really help provide kind of that that [25:59] those building blocks if you will for Dr Stanley and her team of ways to continue [26:04] to to build and to improve as they monitor the Strategic plan and Implement [26:10] aspects of it as well so you'll see if we can please move to the next slide there you'll see the committee engaging [26:18] in in the soar process we won't go through uh read all of them [26:23] but just want to highlight a few uh I won't speak for for Terry but uh I think [26:29] that she would agree that we found uh the group to be incredibly student [26:35] focused and so often the conversation as we were working with the different [26:40] groups just coming back to and how do we meet the needs of each and every student and how do we engage all of our families [26:48] and how do we make sure that every voice is included and part of this process so [26:53] that we can be really meaningful and intentional about how we are delivering [26:59] our services and our supports so you'll see on strategy a just a couple to note [27:04] on the strengths again just really centering student voice a lot of talk [27:09] about the a lot of conversation about the the qualified committed passionate [27:14] and dedicated dedicated staff that you have aspirations again going back to how can [27:21] we really live into those systems and structures to build those up to meet the [27:27] needs of each and every student looking at the opportunities again where [27:33] can we provide extra support for our students and then how can we make sure that every family has access to to those [27:40] support to support their their child or their children and then the results again going back to [27:46] the academic Excellence supporting students in their reading and their other core areas and again closing North [27:56] gaps to meet the needs of every student strategy would be just a few to [28:01] highlight there the strengths again family parent and student engagement [28:07] aspirations how do we increase engagement for students who are from historically underrepresented or [28:13] underserved groups the opportunities increasing gender Equity within United public schools and [28:21] then really looking at to differentiate the kind of professional Learning and Development that's ongoing for for your [28:28] staff and then in results how do we make sure that every student [28:34] every teacher every family member every Community member feels a sense of belonging and feels safe any time [28:42] all right looking at strategy C Foster positive learning environments and a whole student support again going back [28:49] to student voice amplifying uh their their their needs [28:55] and their desires and what they are wanting from their education [29:00] aspiration a lot of conversation around mental health mental health not just for [29:06] our students but also for staff and for the community how to communicate that [29:12] for with the different resources and access opportunities that are available and how [29:18] to make sure that students can easily access those opportunities again going back to a lot [29:25] of how to engage families and especially around that mental health component [29:31] and then results looking again just kind of to Echo that theme around Mental [29:37] Health making sure that there is system excuse me systemic collection of data to make [29:43] sure that they can monitor that and and deliver those those supports for all students [29:50] all right strategy D looking at the strength so we have the Good Fortune to [29:56] hear from the student Somali Somali Student Association and that was just a [30:02] highlight and and one of the many ways that your district is high is amplifying [30:08] and and really centering student voice to make changes on behalf of all on all [30:15] students the aspirations how do we remove barriers what does that look like from a [30:21] systems level opportunities continuing to offer and [30:27] and increase the wage in which student can engage to affect change in their [30:33] schools and in the Greater Community and then results again going back to [30:39] that sense of belonging for for all students and All Families [30:44] and then just a couple highlights from the last strategy strategy looking at [30:49] building on the Community Education that strong Foundation the continued Outreach [30:54] looking at aspirations looking at launching the 6 to 12 Pathways and again [31:00] removing barriers opportunities what are the ways in which [31:06] that opportunities can be increased for students with special needs and then removing barriers looking at how can [31:12] Transportation how might that look differently so that all students can participate in various activities and [31:20] and other opportunities that exist and then result looking at Family [31:26] surveys increased enrollment and again going back to how do we measure and make [31:32] sure that each student and staff and Community member feels that sense of belonging and inclusion [31:39] foreign and then we moved on to the Mind map [31:45] analysis we focused on three specific questions we talked about what [31:50] are the celebrations that we can highlight what might be modified and then what [31:56] might we recommend so looking at the totality of all of the different strengths and opportunities and [32:03] aspirations and results the group came up with the following and again just [32:09] highlighting a few celebrations first and foremost the amazing students that [32:14] you have students who are well represented on the core planning team and just brought such a Vibrance and an [32:20] authenticity and the impact is immeasurable I think in terms of them sharing their stories and and how that [32:28] was able to shape the conversation throughout the two days that we worked with them [32:33] recommendations so looking at continuing the foundation of equity in United [32:40] Public Schools more student leadership opportunities building on that again [32:45] kind of going back to that store analysis what are some of those strengths that can be built upon and [32:51] expanded foreign [32:59] we always ask to end each process and we say you know the party member 45 50 [33:06] member team um they were in the room together and several of your board members were also [33:12] there the administrative team was there but there were a lot of people in the School District staff parents students [33:18] who weren't there so we always say at the end what do you want to make sure that those who weren't there what are [33:24] those messages and as ambassadors what do you want to show the rest of the community here so these key messages are [33:30] really important I think that whole notion of the Strategic plan is alive and we continue to breathe life into it [33:36] and this review is a really important part of that because there were recommendations that came forward in terms of modifications or shifting [33:44] Direction even though goals were the same just making sure that that we stayed on on track making sure that we [33:52] work to expand that definition of Excellence there's a lot of pride in this community and that clearly is [33:59] represented with the core planning team as well as the Strategic plan being intentional about having that diverse [34:05] group making sure that there were a lot of students on that group was really important [34:11] making sure that the letters and I think that as we look at the end of the [34:16] legislative session and we see the importance of the science of reading there was a lot of great energy around [34:22] that and huge commitment to continue that professional development and work making sure that we're using [34:28] evidence-based practices open to expanding awareness of what's happening and whatever students need continuing to [34:35] elevate their voice and then making sure that [34:40] um we continue to tell the story of how much EPS values students and values the [34:46] success of each and every student so just really fun to be thinking about um what else we want to continue to do [34:54] in the Strategic plan to make sure that students are always the center and are successful so just a couple other in the [35:01] next slide key messages oh modifications sorry we're just a little different [35:07] order but I think Paul already kind of talked about that so again we just want to thank you for [35:14] the opportunity to spend days with your team I think you can go on the next slide [35:20] I think the other direction [35:25] perfect excellent um but it was a joy to spend time with [35:31] such a committed group and we have complete confidence that Dr Stanley and her team got the information that they [35:37] needed in order to make sure that um their work continues to be really focused and focused on students so thank [35:43] you we'd be delighted to take any questions that you have thank you so much for coming and [35:49] presenting tonight um I just before we go to questions I wanted to let board members know that I know at a work [35:54] session before we talked about potentially the need to reprioritize or [36:00] lengthen some items in our strategic plan that discussion is going to potentially [36:06] be at our Retreat and so this discussion tonight is really to hear the result of [36:12] our core planning meeting so any questions that we have about what was brought to us tonight [36:18] um feel free to ask questions around that but any discussion we have around what we might want to do as an institution [36:25] would will be at a later date now I'll open up the questions or comments [36:35] director crane I don't know if I'm just going first or [36:40] what's going on um thank you for this this is great um my first time attending the core planning meeting so it was [36:46] great to be there and be in that room with all the energy um my question is [36:51] um as I was reading through this I know one of the things that came up a lot was educator [36:57] feedback educator Wellness educator voice um and I as I looked through this this [37:05] it seemed like it was captured as more of a wellness piece taking care of our Educators but it sounded like I think a [37:11] lot of that feedback was making sure their voice was heard in the process of planning [37:17] um and I didn't really see that in there unless I missed it and so I didn't know if you could talk a little bit if you remember that or if that didn't bubble [37:23] up to the top but I know I heard it there so I just wanted to bring that up here [37:29] um thanks for the question you know I think you're right a lot of what we heard was and I think one of the [37:34] strategies even calls out the student the well-being and the socially emotional needs of students but making [37:40] sure that that was also part of staff I I think that um we can definitely review [37:46] that you know I think one of the things that was obvious to us was the inclusive committees and processes where staff [37:54] were a part of that but maybe I know you mentioned something about the surveying too to make sure we had voice in that [38:04] yes and I was just looking back to around [38:09] were some of those things that could add to staff doing more [38:15] um perhaps more more included more grounded more connected to something [38:21] but to Terry's point we can definitely make sure that is is called out because I absolutely think that was consistent [38:28] with what we heard as well okay I think two of the results if we look at um the Strategic Direction D [38:36] um with those results was the staff detention and then increased engagement and specific employees [38:42] well that's definitely because I now you're exactly right there was conversation around we often had [38:48] certified staff represented but our all staff represented right yeah thanks for [38:53] bringing College map to our attention yeah thank you yeah that's my question any other oh okay director show yep I've [39:01] got one um so I was trying to kind of Follow the [39:08] the path that kind of it felt like there was a giant funnel and it kind of brought down to some more [39:16] um pointed thing and one of the pieces that I felt like we have heard many times not just in this big funnel but [39:23] that I don't see once again making it to the bottom is hearing from students I [39:29] know it was called out in here like um more intentional [39:35] um coordination at the high school I think it was the high school that they mentioned it around when teachers are [39:41] giving tests or right like so we've heard that I actually we've lost count of the number of times students have [39:47] come to us and said this is a problem this is this is causing me stress [39:53] anxiety mental health problems right like we've heard it so I saw that in there and I was excited but then I didn't see it kind of funnel down [40:01] um and I saw some comments that talk about [40:06] um you know maybe looking at displaying proficiency or showing my learning in a [40:12] different way right like I learned differently this is and I I felt like it was kind of making it to the funnel to [40:17] the bottom of the phone and then it didn't and so I'm just I I don't I want to make sure [40:23] and maybe this is a question for you Dr Stanley too is is this the end result of what you're [40:29] going to take away or is should there be hope that those things that I'm recognizing okay we're hearing it again right like I was at the last [40:36] um core planning one not this one I couldn't attend but the one before and I'm like okay we're hearing the same things when are they going to make it [40:43] kind of to that bottom of the funnel [40:49] yeah so a couple I hear a couple questions in there you're seeing the bottom of the [40:55] funnel as the result yes you've seen that very specifically there so just to talk a little bit about the process the [41:01] community understands that as well are they many many thoughts were [41:07] captured via sticky notes there were a good three or four thousand sticky notes [41:12] that were in there and students are putting their voice up there um so when when [41:18] um this information is taken and put into an umbrella under there we still have those sticky notes actually hand [41:25] typed all of that stuff up for us um and we moved down through an administrative perspective to the actual [41:33] day-to-day pieces these are representing taking those thoughts and putting them [41:39] into an umbrella as opposed to for instance the results listing I don't know they're probably 60 or 70 results [41:45] very specific results for schools or for um grade band levels if that makes [41:56] anything else great well thank you so much it was a great process and appreciate it [42:03] thank you we appreciated it too lady thank you [42:08] we're now going to move on to our consent agenda is there anything anyone would like to remove from the consent [42:14] agenda do I have a motion to approve the consent agenda [42:20] summer second [42:27] we will now vote by roll call to approve the consent agenda oh we don't [42:33] vote the consent agenda all those in favor say aye aye anyone opposed [42:39] the consent agenda is approved um we're going to move on to our [42:44] discussion items and just for clarity's sake for people following along and for the board we're going to discuss the [42:50] Raptor report after the comprehensive literacy plan celebrations but before the secondary framework [42:58] our first discussion item is our preliminary budget for the fiscal year [43:05] 2023 for the 2023 2434 school year I'd like to welcome business director [43:13] Woodard [43:30] [Music] good evening Madam chair members of the school board [43:39] we're here to continue discussion from our June 1st work session and our work [43:44] session earlier tonight regarding the 2024 fiscal year budget we're going to briefly go over the executive summary [43:51] that I've prepared for tonight's agenda and also I'd like to remind you that everything that has been shared within [43:57] that executive summary is contained somewhere on our public facing website so should those be interested in [44:03] additional details please visit the business services website as well as previous board packets [44:10] something that unique to government Finance compared to corporate or private Finance is the existence of a formerly [44:16] adopted budget it's been said that the government's budget is a depiction of [44:21] its values and so we feel very strongly about including those values within all the documents and artifacts that we [44:27] presented so far Dr Stanley's made a great point of being intentional about leading us and grounding us with that [44:33] vision and Mission before we enter into any decision making or options creation [44:38] and so we presented that here on page one on page two there is a description of [44:45] the governmental fund structure which is promulgated by the governmental Accounting Standards Board which [44:51] companies the way we account for school district Finance across the country Edina Public Schools uses five main [44:58] funds the general fund Food Service fund Debt Service fund building construction fund and Community Services fund of [45:05] course the general fund is the largest and most significant of those funds funds and that fund accounts for the [45:11] day-to-day operations of school districts so all of our licensed teachers our special education program our regular instruction to and from [45:18] Pupil Transportation School athletics etc etc the purpose of the other funds is very [45:24] straightforward so I won't go into too much detail before arriving at those funds during my presentation tonight [45:32] page three of the report describes the program and object categories once a [45:37] revenue or expenditure is categorized within a fund it is unfurther categorized by a program or object the [45:44] object is the most basic level description of activity that occurs within a school district and the program [45:50] is the activity towards that salary or benefit would be an object and [45:57] the program would be the purpose or for example secondary construction Administration [46:02] Etc there are over 14 000 combinations that the school district uses each year so [46:08] while each individual combination may be in inconsequential the aggregate of [46:13] those combinations begins to paint a picture and begins to describe the the priorities the school district have in [46:20] terms of what it funds on a day-to-day basis the individual fund level in this [46:27] executive summary is organized by object um so on each fund you'll see a row for the object series The June 20th [46:35] um special meeting materials will include appendices which describe in further detail all of the expenditures [46:42] which will be approved um hopefully by the school board next week so stay tuned for that [46:50] page four of the executive summary provides the entire District Revenue expenditure budgets for all governmental [46:55] funds I'll get into more detail about the budget when we get to the individual fund detail however I'd like to remind [47:01] everyone that while the historic education fund increases that we experience and that were signed into law [47:07] on May 24th by Governor walls the bulk of the budget development actually took place several months earlier beginning [47:13] in October of 2022 which is the reason for the four million dollar Cost Containment process which I'll describe [47:20] in just a little bit the overall decrease in fund balance that you'll see on page four revenue is [47:27] a 191 million [47:34] building construction funds again I'll provide more details momentarily [47:43] moving on to page six before describing the general funding super important to talk about enrollment [47:49] enrollment is the basis for about 80 of our revenues get as much revenue as the [47:55] students that you serve you'll notice that in fiscal year 21 we saw a drastic decline in our number of students that [48:01] we've served like many other school districts in the state and Country due to the coveted 19 pandemic also unlike [48:08] many school districts in the same country we noticed a severe Rebound in [48:14] the number of students that were serving very strong enrollment both in fiscal year 22 and in the current fiscal year [48:19] which is a testament to the strong programming that we provide both to our residents and also to some non-resident [48:25] families we serve about 1900 families who open enroll in tidina we're very [48:31] very highly sought after District we serve about 900 students from neighboring districts such as Minnetonka [48:37] Eden Prairie St Louis Park and Hopkins and we're very proud of the programs that we offer to everyone [48:43] or anticipated to serve about 8 563 students next year that's not a pure [48:49] head challenge [48:55] the average 8 530 as of today so the additional 33 or so the aggregate of our [49:00] Pre-K students who count for about 0.28 of an ADM so we'll see about 64 additional students Pre-K added to that [49:08] figure for the total of 8563. also please note that we'll be adding two [49:13] additional sections to our dual language immersion program at Countryside Elementary for an additional 48 students [49:20] um so two first grade classrooms and two kindergarten classrooms next year two sections added each year until we have a [49:25] full K-5 cohort so very proud of that as well [49:34] page six describes our general fund of course that's the fund as I mentioned previously that accounts for the vast [49:40] majority operations early the school year we perform [49:47] Ed General operations were we to continue to maintain all existing staff and all existing programs in fiscal year [49:54] 2023 in fiscal year 2024 so we applied an inflationary Factor based on our best [49:59] assumption at the time to all those programs and discovered that were we to maintain our programs Unchained we would [50:06] have a four million dollar deficit once that information was shared with the school board we immediately enacted [50:12] the budget reduction reallocation and revenue generation process and met with various stakeholders all student groups [50:19] or parent groups rather at Schools District administration other stakeholders to develop a plan to [50:25] contain the district's expenditures by four million dollars we're proud to report that the total [50:32] aggregate of that four million Cost Containment process resulted in a direct [50:37] student impact of less than 20 percent of the four million dollars proposed that was all of our Our intention from [50:43] the outset and so we're happy to report that we were able to achieve that four months after the district concluded [50:50] its Cost Containment process Ary [Music] [50:57] originally forecasted the key improvements were the increase to the basic education formula of four [51:02] percent or 275 dollars per pupil unit that will add 1.3 million dollars above [51:08] our original estimate which was for only two percent that was the average for the remaining the previous 10 years rather [51:14] which is why we went with that figure instead of the four percent we've now revised our Revenue budgets to include [51:20] the additional two percent the main increase to school Revenue in [51:26] Minnesota for the next biennium is the increase to the special education cross subsidy Aid the current fiscal year we [51:33] are receiving 6.43 of the calculated cross subsidy over the next four fiscal [51:38] year will receive 44 that's going to be an increase of about three million dollars to District Revenue so that's a [51:45] huge bonus for all districts in the state of Minnesota [Music] finally English language learner revenue [51:51] is increasing from 724 dollars per pupil unit to 1228 per pupil unit will receive [51:58] that amount for each English learner that we serve those who qualify rather and that's about 400 students so we'll [52:04] see an additional 240 000 above and beyond what our estimates were [52:09] the total of the additional revenues that we expect to receive above our original estimates 4.8 million dollars [52:16] at this time we are not certain over the additional expenditures as a result of the 65 plus mandates that have been [52:23] imposed upon School District so at this time we're recommending that the additional Revenue simply fall to the [52:29] fund balance and that we determine how we deploy those in the coming weeks [52:34] therefore our recommendation is that this time we approve a revenue budget of 154 million 449 311 in the general fund [52:43] with an expenditure budget of 149 million four hundred and eleven thousand four dollars and 639 excuse me 149 [52:51] million 411 639 it's a big number that will leave our unems unbalanced at [52:57] the end of fiscal year 24 at 8.7 which is well above the board established [53:03] minimum of six percent but below the high end of the minimum fund balance percentage of 10 percent [53:09] the overall District fund balance in the general fund is anticipated to be at around 16.2 percent at the end of fiscal [53:16] year 24 and that figure is greater than the unassigned fund balance because it includes other categories such as our [53:21] operating Capital staff development committed fund balance and assigned fund balances [53:27] the 16.2 would be a considerable increase over the prior three fiscal years however still lagging behind some [53:34] of our comparable districts who operate at around 20 so important to keep that in note [53:40] the exact description of the fund balances and all the assignments is detailed on page 11 which we'll get to [53:46] in just a moment [53:52] foreign describes the Food Service fund and how we anticipate that to end up fiscal year [53:58] 2024 the Food Service fund is used to account for the sale of meal for students the fund has historically [54:04] operated very well from a financial perspective with fund balances of excess of 30 which generates some interesting [54:11] comments from the Department of Ed who seek to maintain lower fund balances and we're looking at ways to allocate those [54:18] funds to improve our meals or add newer equipment to our site [54:24] we expect strong fans to perform 16 in the next year especially due to the fact that Universal females has been adopted [54:31] by the state and we anticipate that participation will increase however at this time we're maintaining a [54:37] conservative posture and we won't increase those estimates until about mid-year next year when we can actually [54:44] analyze Trend changes within families who send meals to school with their students [54:50] so at the moment we are proposing that we have revenue and activity of 3.7 million offset by an equal amount of [54:57] expenditures for no change in fund balance very confident that that fund will continue to be super strong financially [55:05] the community service fund is very similar to the general fund or Food Service fund rather and that it has a very healthy overall fund balance this [55:12] citric has a very strong level of appetite for our before and after school programming we anticipate that demand [55:18] will continue in fact at times demand is outstripping the our ability to meet that demand that's not going to change [55:25] next school year and we're anticipating an increase of about 188 thousand dollars to that fund [55:37] page 9 describes our billing construction fund as I mentioned earlier there's a Planned spend down in this [55:42] fund which is typical typically you will [55:48] major construction projects throughout the district in year one you'll receive the funds and in the subsequent Years [55:54] you'll utilize those funds to complete projects over time you'll see a gradual decrease theoretically down to zero [56:03] um so this one includes the the finishing of the bus garage project which should be substantially completed [56:09] by the end of this school year the Countryside Elementary Edition which should be substantially complete and in [56:15] operation by winter break of next school year and also the long-term facilities maintenance plan at the high school [56:21] which will be completed over the next four fiscal years and so you'll see that fund balance of a projected 6.5 million [56:28] at the end of next year solely deplete itself over the remaining four years of that project [56:37] the final governmental fund that we'll be reviewing tonight is The Debt Service fund this is perhaps the easiest one to [56:43] understand when we issue District voter bonds or long-term facilities bonds we [56:49] receive taxpayer revenues to pay off principal and interest so in one year we'll receive the revenue and in the [56:55] subsequent year we'll just protect those funds on new scheduled principal and interest payment dates the state of [57:01] Minnesota requires us to Levy for 105 percent of our scheduled principal [57:06] interest payments the additional five percent taxpayers in a subsequent year [57:14] [Music] for my fiscal year 2039 assuming we don't issue any additional debt you'll [57:20] see that fund balance figure which is anticipated to be 3.2 million dollars at the end of fifth year 24 or [57:28] now is a good time to also remind those who are listening tonight that are AAA credit rating which is highly coveted [57:34] we're one of three in the state and about 70 across the country to have that rating was reaffirmed twice this fiscal [57:40] year so we're really proud to maintain that [57:46] finally page 11 as I mentioned earlier is a detail [57:52] s have again we're anticipating about a 5.5 million dollar decline in overall fund [57:58] balance but again that's exclusively related to the building construction fund overall we're anticipating your 5 [58:04] million dollar increase within the general fund [58:09] that's the end of my remarks and I will turn over to you chair allenberg for discussion [58:15] thank you very much director Woodard before I turn it over uh to the rest of the board I just want to mention to the [58:20] public that the board has seen um this document and iterations of this [58:27] document twice and had discussion about a work session last week and discussed it earlier at a work session and then I [58:33] also wanted to mention that we have a special meeting on June 20th where the budget will be coming up for a vote [58:40] um and so as director Woodard mentioned that you can see these documents in multiple places if you're interested [58:47] um I will turn it over to board members for questions or comments [58:55] director Bergman well I think I just want to reiterate what we talked about in the work session this evening that this particular presentation is an [59:01] excellent excellent document for anybody in the community who wants to understand how public education is funded how it's [59:08] designed the different funds that are then there and then how the district and contractor Woodard are managing our [59:14] finances encourage anyone who is watching this [59:21] you really want to pay attention to um it's very informative as to what's going on in the health of our financial [59:26] picture here in the district so thank you [59:32] I just wanted to add to maybe director Woodard you could talk just a little bit about the importance of um maintaining a [59:38] healthy fund balance and maybe some of the times that we've heard um say from Rudy's that it is an [59:45] important thing that we as a district start looking at um and maybe with some of the [59:50] ramifications are if this was something that we didn't address right now absolutely thank you for the question [59:56] director Shaw um a fund balance can be viewed most basically as a savings account and [1:00:01] savings accounts are typically used for unforeseen circumstances be it Global pandemics unexpected enrollment declines [1:00:09] unexpected increases to enrollment and the need to add additional sections and [1:00:14] we've had a number of bubbles roll through the district in various years and so to open up a new classroom and [1:00:20] add a new teacher or paraprofessional that requires funding also the district on a bi-monthly basis pays its employees [1:00:28] promptly and on time and to do that you need money in the bank account as the the state revenue and how that's paid [1:00:35] out is not in a linear fashion there are times in the year where we receive a lot of money and other times where we don't [1:00:40] receive a lot of money due to timing and tax receipts and other moving parts and so having a fun balance for cash flow [1:00:47] purposes which the school board also has in policy is also very helpful where are [1:00:52] we to see a precipitous decline to our fund balance movies would then rate our debt as more risky more chance of not [1:00:59] repaying those bonds over the life of those bonds and so that would in effect cause additional debt issued in the [1:01:06] future to come at a more costly basis to taxpayers which is something we want to [1:01:11] avoid we want to minimize that impact as much as possible there's also the prestige factor in losing that rating [1:01:19] thank you director gabler thank you for this report [1:01:25] um I think one of the things that I think is important as we look over this budget it's been less than a month since [1:01:32] the legislative session finished and director what are you talked about how [1:01:38] um we've talked as a board when we've had a chance to see this how that money at this point will be going into our [1:01:46] general fund and I think it's important as community members if you're watching [1:01:52] in the news it looks like and we did we received historic funding but it is going to take time for us to better [1:01:59] understand you mentioned it tonight but I think it's worth mentioning again some of the other mandates that came out of [1:02:04] that and so we're still wrapping our head around your team has been working feverishly to get a better understanding [1:02:10] of what this looks like so for people that might be thinking well fall I'm going to see all sorts of changes the [1:02:18] reality is is that it is going to take us some time we have some rebuilding to do in our savings account [1:02:24] um and so I appreciate you bringing that up tonight and just wanted to make sure that that is very clear that [1:02:32] um we won't really know ramifications of this legislative session for a while [1:02:38] absolutely director Gable you kind of hit the nail on the head um the administration did its work and kind of [1:02:44] ignored what was going on at the Capitol so we were prepared to present a structurally balanced budget regardless [1:02:49] of what happened so any additional funds are kind of a bonus at this point will determine [1:02:55] um what we do as we better understand those additional expenditures as the board provides strategic direction again [1:03:00] every additional expenditure that's added to the district needs to be maintained in the following years and so [1:03:07] we want to make sure that if there are enhancements that they'll be maintained and that we can see at a return on [1:03:12] investment over the years to come also it's important to note that the additional learning is going to allow us [1:03:18] to maintain our existing programs one of the new Revenue categories [1:03:24] one one dollar per pupil unit Edition for Media schedulers or media library we [1:03:32] are proud to have a immediate specialists in all of our schools that's something that that many districts have so we're in a good place to maintain [1:03:39] some already excellent programming as well [1:03:44] great um as a doctor director gabler mentioned it's only been a month since you've got [1:03:50] a lot of this information so I just wanted to thank you for all the work that you've done in bringing this forward I know it's been a ton of work [1:03:57] so I appreciate it and it's outstanding so thank you to you and Dr Stanley [1:04:02] anything else great thank you very much [1:04:09] um our next discussion item is um comprehensive literacy plan celebrations [1:04:17] we have a director of teaching and learning over here [1:04:26] hey good evening chair Ellenberg Dr Stanley board members colleagues and community members [1:04:33] um it's exciting to be here in front of you with this report tonight it's opportunities to celebrate the success [1:04:40] of our students this school year due to their hard work our team [1:04:47] [Music] so I want to make a couple of comments [1:04:54] is that I want to acknowledge that the celebrations and the report are directly connected to our early learning through [1:05:00] 12th grade comprehensive literacy plan there are several action steps that are outlined in the slide presentation that [1:05:07] have actively been in place and as you all know there are many more that are being put in place and continue to grow [1:05:15] your plan with the comprehensive literacy plan I also want to point out that this is a celebration specifically [1:05:21] of one data point of our fast bridge data which is our Universal screener and that I want to [1:05:28] put that it is important that as we look at data [1:05:36] comprehensive and with that though this is really quick and efficient data for us to get [1:05:42] and share with you here tonight so I'll move on to our next slide please this really highlights some of the [1:05:49] action steps that I alluded to that are currently um strongly in place with our comprehensive literacy plan one thing [1:05:55] that I think um I I often we often don't get in front of you enough is the work of our Early Learning Center and I was [1:06:02] excited to be able to highlight some of the data that they shared as well at least 10 staff engaging in letters [1:06:09] and lots of um in their classrooms this was also year [1:06:16] One of A literacy curriculum that they were implementing which is something that's new that they've had in [1:06:21] curriculum um and their collaboration around PD so [1:06:27] it's exciting um then we can move on slide [1:06:34] I did mention that these celebrations are one data point Bridge is a universal [1:06:39] screener which we often in education and having that those initial screeners [1:06:46] from the doctor in order to kind of find out where we're at [Music] [1:06:52] location number um the other thing about fast for computers [1:07:00] Diagnostic and so um I'm excited as in our future slide [1:07:05] here to to break down the elements of passbridge and really show you and the [1:07:10] audience that's listening how fast bridge is very comprehensive in the information that it gives us aligned [1:07:16] with the five pillars of literacy which are phonemic awareness phonics fluency comprehension and vocabulary so we can [1:07:24] move on to the next slide please thank you this is our early literacy data it [1:07:29] looks a little bit different than the rest of the slides but it aligns with their ts gold and the percentage there [1:07:35] of 94.0 [1:07:41] getting our literacy expectations and early learning at the end of the year is really remarkable and it was fun to [1:07:48] connect with Leah Berg last week and just look at this data as well as some other data points that she's digging [1:07:54] into and celebrate around that so we can move on to our next slide please [1:07:59] thank you um so as I mentioned there are a lot of slides so I want to find a way to go [1:08:04] through them in a rhythm here that isn't too redundant but it's also helpful and informative [1:08:11] mentioned that in fast Bridge all of what we have here on the slide are aligned with our assessment plan [1:08:17] so when we look at our assessment plan there's a left-hand column that says [1:08:22] bathroom and then there's a breakdown of what each student gets at each grade level [1:08:29] and so our kindergarten is our early learning reading professionally levels and that really allows us to look at the [1:08:36] beginning skills that students need in order to have their Foundation to build on future [1:08:42] and um really exciting to see here the proficiency of our arts and the [1:08:48] gardeners in the early reading at 83 this spring [1:08:55] [Music] so again a subtext of fast bridge where [1:09:03] we're looking at foundational skills in the beginning things that our students needed [1:09:09] [Music] proficiency level in the spring at 72 [1:09:16] percent and a lot of the slides you know we have [1:09:22] all data and the spring data and you also see the graphs some of us just like to read the numbers some of us like to [1:09:28] see the visual graphs and so we try to depict both visualizations in there for you [1:09:34] um but what was really exciting for me and this is highlighted in one of the last slides is that most of the data [1:09:40] points from the fall for spring data grew almost every single one grew and I [1:09:46] know it's sometimes hard to understand right we typically set goals in [1:09:51] education five percent um change from a fall to a spring when [1:09:56] we're looking at Universal data so I highlighted that as one of the data points in one of the last slides that [1:10:02] many of our data points are well above five percent growth [1:10:09] um we can go on to the next slide please so this is another subset of fast Bridge it's called a CBM which is a fluency [1:10:17] and you'll see this is the only one that has a little bit of an anomaly [1:10:25] as our first graders aren't developmentally all ready for a fluency [1:10:31] part of first grade so this is a winter to Spring data and although it's a winter to Spring data look at that [1:10:37] growth within proficiency it was 11 from the winter to the spring and we can head on to the next slide [1:10:43] please okay um this is also a second grade fluency [1:10:49] so looking at the CDM and here we have fall to spring so I just want to point out from here I'm forward with those [1:10:55] fluencies and the couple grade levels that you do them according to our assessment plan our fall to Spring and [1:11:01] this is a 63 efficiency above that five percent [1:11:09] by Whispering data points and we can go on to the next slide thank you okay now looking at the second grade a [1:11:17] reading um this is a longer test that the students sit down and take usually is [1:11:25] around the 30 to 40 minutes [1:11:31] [Music] um it is really selected on the [1:11:36] student's grade and skill level and the questions are related to all reading components so we mentioned many [1:11:42] different pieces with that and this is a second grade data point of across the district from Fall being at 64 to Spring [1:11:50] Bean at 76 percent okay we're going to the next slide [1:11:56] please we'll continue to go through grade level seeing these growth and looking at the different kinds of measure within fast bridge this is the [1:12:02] fluency proficiency from Fault spring another great game 16 percent [1:12:09] all right going on to the next slide please thank you this is a third grade a reading which is where they sit down and [1:12:15] take that longer period of tests broken sufficiency from the fall to the [1:12:23] spring and now as we go on to the next slide um we have a fourth grade where there is [1:12:28] a slight increase and it's interesting when we look at all this data it gives us more questions to ask and more to dig [1:12:35] into one thing that I think is really interesting is our fourth graders for the group of students that were those [1:12:40] kindergarteners in the spring of 2020 um and so the interruption through just [1:12:46] disruptions through coven has uniquely hit them um this is what the test that is [1:12:51] specific to all of their skills and the next one from the next slide is specific to Auto Reading and the a [1:13:00] reading are given together that the auto reading breaks down their phonics and their phonemic awareness so even in [1:13:07] fourth grade we are taking a very close look at those foundational literacy skills and what's exciting here even [1:13:13] though we didn't see a huge gain with the last score of our fourth graders is this was really a solid growth from the [1:13:20] fall to the spring [Music] and the kids don't even really know the students don't even know they're taking [1:13:26] a different test with these two however we like to write them down again to look at the different skills and where [1:13:31] they're at and where we need to then instruct and respond to systems and PD Etc so and we can go into the next [1:13:38] slides with fifth grade um we have a reading and there's a solid [1:13:43] five percent growth from Fall to Spring and then in our next one that's the auto reading [1:13:49] um that is again breaking down those really basic foundational skills that [1:13:54] are critical to the building blocks of all reading and there's a nice growth and proficiency there [1:14:01] we also will move on to our middle school and our ninth grade data points [1:14:06] from Fast bridge and we'll see here as we go through our Middle School grades there's a little bit more fluctuation of [1:14:12] what we see in terms of from the spring I'm sorry from the fall to the spring and there we can lean into that our [1:14:19] secondary comprehensive literacy plan is is not as far along as in [1:14:24] their Early Learning one is in our elementary one is an implementation and we're excited about the things that um [1:14:31] the team in the middle school did this year that we can build on for next year and there's some really strong highlights and celebrations specifically [1:14:37] in eighth grade so this was our sixth grade and now you're gonna see the pattern where there's a reading [1:14:43] [Music] [1:14:49] when we move on to seventh grade a reading and then [1:15:02] Auto Reading and it is I think really exciting even [1:15:07] um in the face that we're at with the CLP in the secondary to see that we have [1:15:13] 8th graders making that strong of a growth from the fall to the spring and that was really due to a lot of [1:15:19] instructional matches that teachers leaned into in providing some going back to teaching those foundational phonemic [1:15:25] awareness so then our ninth grade data at the same pattern where we have is with a nice [1:15:31] solid growth if we go to the next slide [1:15:37] um we also just wanted to highlight some things just [1:15:42] um we also did some informal conversation [1:15:49] um [1:15:56] to see that many of them are reporting enjoying independent reading time and also reading time at home [1:16:04] all right we can go on to the next slide one thing I want to celebrate I know we don't have them in front of us [1:16:13] um well across the board data points but it is specific in the 8th and 9th grade Auto Reading is the goal that we have [1:16:23] support is that in the bottom layer tier one that students are at 80 when we're [1:16:29] looking at a universal screener so if we kind of think back to all those slides that we just saw we have a lot of [1:16:34] pockets where we have Universal screening data what we're doing in the core is meeting [1:16:42] the needs of most of our kids or the whatever number [1:16:49] and that's like a number that we really respond to right it's a number that we [1:16:55] can both kids and provide quick instructional matches targeted interventions that might happen for only [1:17:01] 60 [1:17:10] [Music] and there are many others listed there I [1:17:16] do think the auto reading one is also it's hard just to really look at we have [1:17:22] our as you are all well aware we have a lot of staff close to 100 [1:17:28] [Music] so our third grade teachers [1:17:34] and we haven't had the opportunity higher Aspire is the Upper Grade version [1:17:41] of letters and we have more [1:17:49] fourth through fifth grade teachers 30 of them that would be starting to fire this summer and also our other [1:17:55] secondaries to grow that it'll be exciting just to [1:18:02] see where else these data points show um take us as well as the other triangulated data planes that I mentioned [1:18:08] um so next slide please so I kind of went into this slide um [1:18:16] support systems um we also I we can go into the next slide because [1:18:23] this was right this is the one where I want to end I just we also really need to recognize and celebrate the hard hard [1:18:28] work of our teachers our administrators we I didn't mention we have [1:18:33] administrators and letters and the power of the learning and probably [1:18:39] the teachers is just truly makes a huge difference so um again going back to our teachers who [1:18:46] are learning something new and working together to implement in the classroom because they know our students to serve [1:18:52] it um we really are just very grateful they are making a difference for each and every day to learner [1:19:00] [Music] so do board members have questions [1:19:09] Dr Greene yeah thank you um thank you so much fantastic report um [1:19:17] fantastic um I just had a question or an observation would it be fair to say that [1:19:23] when you're looking at the growth in the Middle School like I noticed in the seventh grade [1:19:28] some Auto Reading proficiency level we started at a higher level right and so [1:19:36] um when I look at that like it just seems like there's just such a difference between 7th and eighth grade with where [1:19:43] they're starting so um I don't know if you want to speak to that or like is that are we funneling [1:19:49] more resources there giving more support or yes I think that's such a good question because it shows us what we can [1:19:55] do with universal screening data we can look at it and then figure out ways that we do funnel more resources give more [1:20:01] support um we have our literacy coaches in the elementary school and so they were able [1:20:07] to really provide some job embedded support which was not in place [1:20:12] immediately at the middle school so they worked through that and collaborated [1:20:18] strongly with our department throughout the year [1:20:24] collaboration with more awesome so it's absolutely an area where we have already some systems that we [1:20:31] know we want to lean into for next year so that there is more of a the model of literacy coach support that there was at [1:20:37] the elementary at the middle schools even though there's not a specific literacy code which there's definitely [1:20:45] [Music] just really interesting the book and looking at their growth you know [1:20:53] some of the things right 93 which is really exciting and also really shows [1:20:58] where we need more and we can learn from those pockets of celebrations exactly [1:21:04] what happened here and how can you replicate that so that's so great well thank you [1:21:09] director devil yes I thank you for the report it's the celebration is incredible there's just [1:21:16] so much to um to be proud of I just want to Express gratitude on behalf of the board to you [1:21:21] and your team but to all of our teachers who are embracing new learning who are [1:21:27] putting in the time for professional development and working with their students there's so much happening that [1:21:34] I know we don't see on a daily basis but the story is in the data that you're sharing and I know it comes from a [1:21:41] combination of their new learning but also the depth of experience [1:21:46] to um to all of our kids special [1:21:52] yeah I have one actually a couple questions for clarification so one of them is the color coding [1:22:00] um purple that only one of them one says low risk is the really light purples [1:22:05] like no wrists I was trying to understand that first and foremost um yes so the really light is [1:22:15] equate that to like um okay and then my question was like I am [1:22:23] thrilled by what we're seeing at like the elementary schools this is amazing I [1:22:28] started to get a little nervous seeing those eighth and Ninth Grade numbers so eighth grade 30 you know when I'm [1:22:35] looking at the a reading and then let me look at the auto reading was still at like 21 percent [1:22:42] at risk so those are our eighth graders going into ninth grade so if you look at you know an average of those two numbers [1:22:48] we're talking at close to 200 students and and I started to think well what are we doing for those 200 students going [1:22:54] into ninth grade or for our ninth graders going into tenth grade that number was about 100 students [1:23:00] um you know kind of giving a number to the to the percent I just wanted to make sure that we all understood like [1:23:08] success but I don't want to forget those students that are falling below that line um and maybe if you could talk about [1:23:14] what we're doing to address that as they continue to prosecutive absolutely I think what where we're [1:23:20] leaning in there I need to continue to build is with the continuation of the multi-tiered systems of support [1:23:27] um we do have systems in place where we bring students to a collaborative team [1:23:32] to talk about them if they are not meeting expectations and not not really [1:23:38] being um successful where we would like to see them successful and always tap into the strengths right so we need to continue [1:23:45] to develop the strength of the collaboration in those mediums and the transfer of the conversations and the [1:23:50] determinations of next steps to the classroom and to those students schedules into the to The Next Step so [1:23:56] we did put in as you all know [Music] [1:24:02] you know and there is a committee um it's a Design Group that's a middle school in secondary tier two and tier [1:24:10] three support so I talked about that tier one being the 80 and then I was like I'm I I visualize it through [1:24:17] pyramid um so then that next layer in the next layer are tier two into your um tier [1:24:23] three and and that team is continuing to talk about what do we need to put in place in order to make sure that those [1:24:28] students aren't pulling through the cracks we'll be excited to bring updates to you on that specifically next year and do you feel like the ninth grade [1:24:36] class that we voted to put into place have the capacity to address all of those eighth grade going into ninth [1:24:42] grade students I just like if I'm falling below that line do I definitely have a spot somewhere in [1:24:49] the high school that's going to address it and not just being put into a class [1:24:55] um so I think it will meet the needs of some of those students [1:25:01] right but one we don't have enough spots in the class for all of the [1:25:07] numbers that you're looking at and all of those numbers they they might mean something different and that's where the [1:25:13] conversations around tier two and tier three happen and where we need to lean in and continue to develop what we have [1:25:18] in place um because sometimes we can put a whole big group of students together who need [1:25:25] something more based on a data point and then we're maybe hitting the needs of some of them which is great but we're [1:25:31] missing it just becomes so individualized right [Music] [1:25:39] in place in the classes if I would hope you guys would come back to the board to say hey actually we need [1:25:45] this right like that as we as a board are talking about opportunities to um you know continue to fund what our [1:25:52] students need and stuff like that and what's really exciting this year is we have the data and so as our start in the year we have [1:25:59] it right off the bat and we're able to lean into that with their counselors with their families with them as [1:26:06] students who need to be empowered with the information about where they can grow so it's exciting we have the data [1:26:12] and we will be looking at that data for all those kids continue to develop one assistance [1:26:22] thank you for the report um I have a couple of questions how if you [1:26:29] if you had to make mostly does fast Bridge [1:26:37] um when we get the MCA results [1:26:46] trying to think about our preliminary numbers we're um [1:26:51] [Music] this is such great growth in this report and I just you know if this is a great [1:27:00] resource which it seems to be so there we see it in other absolute measures [1:27:07] absolutely and so the reason I pause number one there are there are [1:27:13] correlation reports that are nationally normed from [1:27:18] Fast bridge data to MCAS so there absolutely will be strong correlations I [1:27:23] think the reason I pause this just because it's relative like this here I bet we'll see a smaller correlation but [1:27:29] I leaning into next year yep it will continue to grow and I think we'll see a triangulation of data in all areas MCAS [1:27:37] as well as fast Bridge as well as classroom data um for sure fast Bridge truly um I don't [1:27:44] know the exact data points or the exact research behind it but there are things [1:27:52] [Music] yeah didn't expect you to it [1:28:03] uh my second question here um when I when we see [1:28:08] low risk can you give us a percentage of that because I know in the past what are the [1:28:14] things that I've struggled with is 40 is what a student hasn't hit before [1:28:20] intervention comes in and to me I would love to be [1:28:28] a disability if we can and maybe that is already in place where we can say this student is a 55 but we know that that's [1:28:36] not that's not what their personal best is like for instance like [1:28:42] certain kids would really benefit in that gray zone between where it's like they're scoring at that 40th to 65th but [1:28:49] they have to almost it's almost like we're waiting for them to go below it before some of those intervention models kick [1:28:56] in so my question on this is when we say they're meeting um proficiency can you give me like what [1:29:04] is that percentage I don't know if I can give you that percentage but what I think I'm going to [1:29:10] answer I'm going to respond and see if I'm one thing that is so the the key here and the terms the low risk term is [1:29:17] directly used from Fast bridge and I just truly um hold that see we um Greg [1:29:24] and I were talking and we've been talking those two what the language is important that we're concerned consent [1:29:29] right so when when I say proficient in the boxes it's truly that they are [1:29:34] proficient and we we might Karen have students that are not in the high risk [1:29:40] or some risk categories um in one subtest pop-up in that in Auto [1:29:45] Reading right or we might um we might see patterns now because our [1:29:52] staff have been trained and are getting more PD all the time to look for what are some other signs and markers of [1:29:59] students having reading challenges that fall outside of [1:30:04] that low risk or thumb risk category and then we have further assessments because of our training with letters to do [1:30:12] deeper and find out if there's just pockets of of their learning progression that they somehow missed maybe they had [1:30:20] a ear infection on a given you know unit or something so that is really encouraging to hear because I think [1:30:26] that's exactly what you just said the teacher is like you know what this kid is they're not in that 40th percentile [1:30:33] they're at this but that's not we're not seeing the growth we're not seeing there's certain things we love to pull [1:30:39] them in in different intervention so thank you for that response I'd encourage that to keep going and then I [1:30:44] promised my last one you guys um similar to what director saw talked about um [1:30:51] this literacy work a few years of us right not us not a public schools educate them [1:30:57] and it is going to be a lot of work and so as we look at building our budget I [1:31:05] think I would family and the team you know that literacy code position I can see it go [1:31:12] up a couple times that is such an imperative part I happen to be perhaps in elementary school because he's never [1:31:18] dug into Data that takes people that that partnership with those [1:31:25] University coaches and so I don't just keep going keep pushing at this it's not going to fix itself in one year this is [1:31:33] brand new everything we've heard so just don't hesitate to let up because we're [1:31:39] seeing some good results keep going that's a good opportunity for me just to [1:31:45] continue and find them our partnership is really that is [1:31:51] right now partnership [Music] [1:32:00] um a couple of questions one went off of that was given your thinking of the teachers and recognizing this whole week [1:32:07] of approaching there is a huge thing for any professional person to happen [1:32:13] um do you feel now you've seen this video you feel like we are leaning in more or [1:32:19] the people who haven't yet have the opportunity to go through the training and so on so forth there's a building momentum as we're talking about keep [1:32:26] going keep pushing can you give me a sense of the feeling amongst [1:32:31] it was already gone through it or he's been doing it for a couple years really we're not going to care as we get to the [1:32:38] middle of the high school level based on the Theta you sense of where [1:32:43] people are from their mind of engaging the end of this change how would you articulate that well I can definitely [1:32:49] say that it's pretty incredible to me 100 plus hours of weather training right [1:32:58] and um we have right now are sometimes a little [1:33:03] bit around communication and um what are you know when's my next training but [1:33:08] really the biggest communication is when I start the next few minutes um when can we jump in fourth infantry [1:33:14] teachers some of them can we do letters in here um just lots of asks to continue to [1:33:21] engage [1:33:30] without emails to every team highlighting and celebrations of the [1:33:35] data and so um that was you know this was end of the year the configurations were end of the [1:33:40] year we would email responses back in terms of who this has been hard work [1:33:47] I think all you're really important great that [1:33:53] leads me to my second question which is for those uh individuals that were identified even still in the rich [1:33:59] category another would be a great level and you were saying a little bit but I'm trying I'm trying to go from now point [1:34:05] of view we saw the fast Bridge information coming from the site so forth and we're wondering wow how are we [1:34:11] going to proactive whoever their my daughter for example is great now going to seventh grade I'm a seventh grade [1:34:16] teacher whoever that's going to get her data how are they going and be proactive and [1:34:23] thinking okay here's how I need to approach this particular student based off of what I've got here is there any [1:34:29] not in the highlight it was in a high level way or from a parental standpoint how is this data going to be used [1:34:34] especially for the next grade level that they're coming because that teacher hasn't had this child before right [1:34:39] here's what it is and how are they going to approach that and more importantly when would the parent then have a sense [1:34:45] of what the plan is related to especially if you saw my kids in a risk [1:34:51] category right right so um not only will we have spring data for teachers to look at that will also gather fall data [1:34:58] really quickly and so they'll have those both data points in order to really get a whole picture of where the student is [1:35:03] after summer and we continue to work as a team and um how are we being clear and consistent [1:35:09] with communication with families and how are we continue to lean into different supports whether it's a literacy coach [1:35:15] or our department in order to team with teachers on the best ways to respond [1:35:21] um the one thing about fast Bridge with literacy as well is that it not only provides strong data points but it also [1:35:27] gives you some places to start for that instruction on that right and if it doesn't teachers now know who they [1:35:34] should be reaching out into buildings or at our office I need some help that I [1:35:40] see with yeah sorry and then my last question is really about really we're seeing from the grade level the [1:35:46] aggregate but clearly different buildings are going to have different results based off what's in there so I [1:35:51] think I know the answer this question but I'm curious just to hear you say it is that if we then saw at a particular grade level but at different sites there [1:35:59] was more range let's say of the of the upper and the lower component are we able to then [1:36:06] direct more literacy coaching or other elements to those areas especially while [1:36:11] we're tracking that grade level at that site absolutely and that's part of the admin letters training is that you you [1:36:17] get content and then you get an implementation plan and so as we continue to lean into helping our instructional leaders and our [1:36:23] Administration and our administrative Deans in the buildings that's really critical because they are engaging in [1:36:28] the conversations with their teachers we're always there as a support and a partner and yet the empowerment of that [1:36:34] building being able to adjust and flow based on the data is critical excellent [1:36:40] thank you so much thank you very much exciting thank you [1:36:46] exciting progress appreciate all your work as well thank you thank you thank you um next we're going to move on to uh the [1:36:54] Raptor visitor management system we have director of media and Technology Services Natasha monsos daily [1:37:02] did I do the last name correct [1:37:10] all right welcome good evening chair Ellenberg Dr Stanley members of the board [1:37:16] um we're here tonight to talk about Raptor visitor management system and um I put together a report for you but I [1:37:22] understand we want to discuss some things so I'm happy to answer any questions you might have as you know we are working really hard [1:37:29] to continue what we call a multi-layered level to security to physical security [1:37:35] there's not one system or not one tool that's going to solve all security issues and implementing Raptor in our [1:37:41] buildings will be an additional step in that process the two things that Raptor really gives us that are that's really [1:37:48] important is one who gets access to the building um but also who is in the building and [1:37:53] accounting for those individuals in the event of a crisis and so Raptor visitor management [1:37:58] um would be something that when an individual enters the building they scan their ID and there's multiple forms of [1:38:05] ID that are accepted and Raptor pulls account against the national sex offender registry as well as any flags [1:38:12] that we have in our student information system when you think of things like custodial agreements um court orders those kinds of things [1:38:18] and then a flag pops up and our buildings will be able to deal with that appropriately in terms of allowing that [1:38:24] person access to our buildings um Raptor does not share any personal data so that information that scanned in [1:38:31] that system is really just for that singular moment a badge gets printed out with the individual's picture on it [1:38:36] which will also help us and allow us to work with our students and making sure that they're paying attention to who's [1:38:41] in their buildings as well they'll be able to visibly see that badge with the picture of the individual on it [1:38:48] um at this point I think it'd probably be easier to open up to questions but I can keep talking if you'd like [1:38:56] you're welcome to talk as long but it's lovely to hear from you I know it's been a while and there's no way I know enjoy [1:39:01] this moment uh director Bergman I just want to make a comment that um District 287 I think [1:39:07] implemented this a year or two ago after their incident that they had at the South education center and it has been a [1:39:13] wonderful program um to help manage all their different sites and knowing exactly who's in that building and who's not so from that [1:39:20] experience that I've seen I I certainly see the great value of this type of program for Edina so I'm glad that we're [1:39:25] pushing that forward and we're one of uh you know a few districts that don't mature yet and so I think it's really [1:39:31] just the next next step for us next evolution direct yourself talk a little bit about [1:39:39] just give me an idea paint a picture of what the system actually looks like is this like an app is this a device that [1:39:45] will sit on the counter is it printing out stickers I'm just thinking through like from a workforce management [1:39:50] perspective how this will impact our sites as well I think it's a fabulous idea I just want to kind of get a full [1:39:56] rounded picture of it yeah um so there are two Hardware pieces to it there's [1:40:02] the it's about this big I guess for those people um where the visitor would scan their ID and that just sits on a it can sit on a [1:40:09] desk it can sit on a table it's pretty mobile so there's multiple options and then next to that is um the badge [1:40:15] scanner which looks a lot like a receipt printer so it's a very small piece and it prints out the the badge so there are [1:40:22] two really pretty small things that are mobile so that we could say well it makes in this building it makes sense on [1:40:27] this desk or in this building it makes sense in this vestibu and then the office staff have the software on their [1:40:33] desk Hub computer and so then they see it and um [1:40:40] um okay so the footprint of it is pretty that was my question how much interaction [1:40:45] how much interaction with this system needs so pretty minimal okay [1:40:51] um obviously unless there's an incident which would happen regardless of whether or not we have Raptor thank you director [1:40:57] green thank you I um thanks for this um it's [1:41:03] um great to look at and great to see um kind of that multi-level and the way we're thinking I have two questions one [1:41:10] is um I'm a little concerned about staff support in the event that someone has [1:41:17] turned away I don't know how often we deal with that at the school now but I know that our front office staff have a [1:41:24] lot that they're managing a lot of times there's kids there getting picked up from the nurse so like what is our plan [1:41:30] to support staff in the event that someone coming to visit a a grandparent [1:41:37] coming to visit there's see their student perform their grandchild and they get turned away what [1:41:42] happens so truthfully it's really no different than what we have right now in the sense that right now what an office [1:41:47] staff actually has to do is look up the grandparent in campus figure out if they have a flag or custodial agreement or [1:41:53] whatever other method they use at the school and then determine that that individual can't be in the building so [1:41:58] this is just a quicker way of doing that and one of the things that I'm working with building principles and I also met [1:42:04] with office staff as we talked about just even implementing this is what are those specific policies and or protocols [1:42:10] and procedures that are needed in the building so in some buildings the office staff have indicated they already are [1:42:16] turning away people if need be and turning waste on so awful but you know what I mean um Turning Away people if [1:42:21] need be and they feel comfortable continuing to do that in other buildings we're adopting procedures so that they [1:42:27] can alert a principal a Dean someone else that would actually then handle the conversation with the family or the that [1:42:34] doesn't necessarily have to be a family member but the Community member and this is for any any person who goes [1:42:40] into the building at all any person that is not a staff that is not a staff and is that true for [1:42:45] if they're on the premise of the school or is just inside the school okay but if they came to outside to a [1:42:53] class party that would not they would not have to get scanned to go in and be in on a [1:43:00] okay yep I get class parties and large events will be handled as they currently handle it in [1:43:07] the in their school buildings right now so we're not changing that practice we're changing the practice of when an [1:43:13] individual needs to enter a building and to go into a specific space okay [1:43:20] I'm not totally understanding to be honest because I logistically I think there are when you [1:43:27] have um I'm trying to think of I don't know graduation any of the fifth grade [1:43:34] graduations so there are so many people that come through sometimes they're in for a minute sometimes they're in they stay [1:43:41] I didn't know that our staff currently were already taking names and doing background kind of look generally what [1:43:48] they do in those kinds of events they don't they don't generally what they do is they it's a sign or sign up sheet a [1:43:54] piece of paper but this would this would be in place for those events not for a large-scale [1:43:59] event otherwise you'd be holding up the entire large scale event was that in here this report no that was one of my questions actually [1:44:05] is how are we going to handle large okay events and I think what you're saying is this system won't utilize this system is [1:44:12] basically for volunteers that go into the building in a way in a way yeah volunteers contractors [1:44:19] um pretty much any meetings yes [1:44:25] that's great that helps me tremendously because I really was thinking like how would that um actually look so okay thank you yep [1:44:37] director Neville um my question is similar to director Greene's question [1:44:44] and you and so and you answered part of it thank you when it becomes necessary [1:44:50] to not allow entrants to a site you mentioned that staff currently does have [1:44:56] a way of handling it and that there are some protocols available do we currently have any staff trained or protocol for [1:45:03] de-escalation techniques um so that we you know it's that bridge [1:45:10] between we end up with a situation it's starting [1:45:15] someone's becoming dysregulated they're not happy with the response we don't need to contact law enforcement but [1:45:23] there's room for de-escalation and I know that that is a skill and it's a skill that can be trained is that part [1:45:30] of our protocol or training anywhere within the district uh so it's not currently a part of our [1:45:37] protocol specifically with the individuals you're probably some of the individuals you're probably talking about um but with our administrators or [1:45:44] principals that will be a part of that is going to be and it has already been in some instances a part of their [1:45:49] training around de-escalation techniques it's also a part of um obviously our sros in the buildings the escalation our [1:45:56] front office step is where we're going to probably have to do some different um think about some things differently and that's why it's going to be building [1:46:02] specific about how they want to handle those incidences as they occur thank you I mean and I appreciate that that we do [1:46:09] have staff who are available as a resource absolutely so we need to call on them but I agree with expanding and [1:46:16] would encourage expanding the training where it's possible where we have the [1:46:21] um the capacity to build in that professional development and training I think there's uh and this is partly my [1:46:28] experience with 287 as well is there is so much value there and it it [1:46:35] de-escalates it's exactly what it says it does and it just um provides a lot of [1:46:41] saving saving of face saving of anything moving forward so thank you [1:46:46] yeah that's really part of what we're developing is that piece of like the training the protocols and the procedures to make it really clear about [1:46:52] how we handle those in each building yep director really quick clarifying question as you talk about processes and [1:46:59] new processes is it Our intention to then if an individual was in a building and it was [1:47:06] didn't have that badge sticker on them what do we what are we expecting of both [1:47:11] staff and if necessary students depending on what we're asking for that we'd want to at least call something out [1:47:17] to say hey I see something say something kind of thing is that part of the process that we're talking about [1:47:23] developing absolutely and I think the the biggest thing about this is going to be consistency right and so once we put [1:47:28] this in place and once we establish those procedures and protocols it is going to be about consistency there should be no reason that then someone is [1:47:34] in the building um should those things be followed but yes that's what we want to help our students to understand is see something [1:47:40] say something as well as other staff members right and so that's all a part of it [1:47:46] a couple quick questions one is um you mentioned this would be for the [1:47:52] school day does that include kids club so that's one of the things that Anne-Marie and I have been working on [1:47:58] very close young and we've also talked with Paul McCullough on this right now at this very moment it will be during [1:48:03] our school day okay but as we continue to revamp our to start um inside and exit procedures for kids [1:48:11] club and all of our after school programming not just after school program but any events this will be part of that conversation okay and then [1:48:18] um you had mentioned a clarifying question you had mentioned that this will be utilized only for people entering the building [1:48:26] um but it can also flag like custodial issues would this be used at all for [1:48:31] people picking up children or is it both both right the biggest thing is we want [1:48:38] to understand who's in our building right um but also when a family member or a [1:48:43] even a you know friend comes to pick up a child we can use this in that same exact way okay and then from a rollout [1:48:51] perspective I'm sure there's best practice about how other districts have done it [1:48:56] is it recommended that we inform the public and we tell people [1:49:01] come and scan your ID and have like a mass scanning like so we don't do it one like [1:49:09] as people are entering the building like if you plan on entering our building at some time in the next school year we [1:49:15] want you to come and scan your ID or do we basically do it as people come does [1:49:21] that make sense yep it makes perfect sense um one of the things that we've talked about doing is having the opportunity [1:49:27] for families to do it during a get connected or an open house day for the purposes of practicing it not because it [1:49:32] makes it any faster it's a really quick system so if someone comes in mid-year [1:49:37] and they decide to do like scan their idea at that point they'll be just fine but we do think that would be great for [1:49:42] the community as we continue to communicate this which I will partner with daphneon but we wanted to wait till we brought this to the board [1:49:49] um but as we have we want people to have an opportunity to try it right to see what it looks like to understand the [1:49:54] process to know what's going to happen when they enter the building for their children at any point [1:50:02] Erica just said so you were talking about like they would get their ID scanned and then it would be good for [1:50:08] the year is that what you're yes and then yes so you only have to scan your ID once in Raptor and after that let's [1:50:15] say you came to the building right and you've scanned your ID you're in the system and now the badge will be printed [1:50:20] for you you come back a month later theoretically we could type your name your picture will pop up we'll be able [1:50:26] to print the badge and give it to you got it okay um my only last question is [1:50:33] um I I love this I I love our focus on security I think it's one of the most [1:50:39] important things that we do if not the most important thing that we do um I think it's a phenomenal idea to [1:50:45] show people how it works that get connected and things such as that my only concern is making sure that our [1:50:52] staff is trained and are comfortable with the system before parents start utilizing it [1:50:58] absolutely and I'm a little concerned with if those things are going to converge at [1:51:04] the same time we actually plan to do a soft launch okay so that we can get [1:51:09] practice with the system understand what it looks like when someone comes in um we probably won't be able to have any [1:51:14] plagues just because I don't think we have Personnel in the building hopefully we don't already have staff in during the building that we practice with [1:51:21] um that we have Flags but yes we're gonna do stop launch and kind of roll it into hopefully that get connected open [1:51:26] house kind of look and then um have it ready for the first day of school that's great and then from a [1:51:31] process perspective I believe this is coming for Action at our June 20th meeting because there's a [1:51:38] price differential if we vote on it in the month of June so I just wanted to [1:51:44] let the board know that from a procedural perspective correct [1:51:52] [Laughter] yes we would like to get this approved [1:51:58] before July 1 to make certain that we have the best price okay thank you [1:52:07] sorry go ahead sorry oh there's two more questions down at this then I'm sorry I was focusing on myself and not exactly [1:52:16] yes I know it's very exciting two yeah two questions about [1:52:22] um the monitoring and alerting process is it centrally monitored like from the [1:52:27] district like or is it just building by building and then secondly what's the what's like the alert [1:52:33] um process like so let's say somebody does come in the door and they are a registered sex offender like does it go [1:52:39] to the administrator does it go directly to the SRO does it go to the district you know I'm just trying to figure out [1:52:45] what the triage uh piece of it is basically all of the above to your questions so first of all it is [1:52:50] monitored at the building level that's the primary place to monitor it but um we'll we can also monitor at the [1:52:56] district level and then the alert is set up much like our current alerting system in which we give access to the number [1:53:02] the people that are requested at the building generally not generally I should say oftentimes it's members of [1:53:07] The Bert team but thank your administrators SRO um a Dean those people would get access [1:53:13] to that alert when an individual or when alert pops up on that system so it's [1:53:18] never just one person that knows that it's happening at that moment we would also get a notification of the district [1:53:24] up and then one real quick follow-up question if somebody does log in at the beginning of the year and let's say [1:53:30] there's a change of custodial agreements um throughout the year who's responsible for making that change within the system [1:53:35] is that the is that the prevailing custodial parent that has to alert and say this person's no longer in that or [1:53:42] is that all procedural please generally that's how it works and then that gets um um our building generally can update [1:53:49] that in campus but oftentimes our enrollment team often update that in a campus as well [1:53:55] I also wanted to weigh in with some questions here no um I have had a chance to use this [1:54:00] system in other districts years ago so I'm excited that we're doing this um one thing a question I have does it [1:54:08] reset at the end of the year so like if I scan at Highlands in September [1:54:14] do I never have to scan again do I never am I in the system for could I come back 15 years later and I'm [1:54:21] still in the system you know that's a really good question I don't think I don't know what the the statute is or that you know the time frame I don't [1:54:27] think it's 15 years um I don't think you get that much time but one of the things we would probably do is just when we do [1:54:32] our standard end of the year reset is that we'd make sure that we're resetting everybody reset so parents would know [1:54:37] that starting in September again I'd rescan and I yep and the nice thing is really to if [1:54:43] you're a parent or a guardian it's a lot easier if you're already connected to a kid in campus that will actually already [1:54:48] be in route so it's a pretty straightforward process for someone that's already connected to a student in [1:54:54] the district and have having used this system it is pretty once you've used it once it is so [1:55:00] slick and it's so quick and it does give the Peace of Mind of knowing who's in our building because it is kind of archaic that we have a paper pencil [1:55:07] system right now um what do you think in the event of a crisis yes we actually know who those people [1:55:13] are and not only that we know where they are in our building our building sense of that and the other thing I wanted to say is it's great at [1:55:20] tracking volunteer hours because you can pull that out and you can say I know that Janie Shaw has been in our [1:55:26] buildings for 25 hours a month for the last you know so so that's sometimes [1:55:32] interesting I've seen that it is that way too so okay thank you [1:55:38] great thank you very much all right thanks I'll see you in a little bit oh yeah [1:55:44] um next up on our agenda is the framework for secondary uh language arts courses and resource recommendations [1:55:50] with director of teaching and learning Jody do you save Hubert again [1:55:59] okay good evening again chair allenberg Dr Stanley board members um in front of you today is the [1:56:05] framework for secondary Ela course and resource recommendations primarily guiding change documents for each [1:56:12] structure Ela course and resource recommendations as well as the timeline this report [1:56:18] um was brought to the board for board Workshop discussion in May and the changes that um we put in place are [1:56:26] highlighted in green and that's from the feedback from the board discussion so at this point I'll just open it up to questions and further feedback and [1:56:32] questions uh board member questions director Shaw yep I thank you Jody for [1:56:39] this um I I read this probably 10 times today [1:56:45] um just making sure like in my mind and like everything's here everything's here and there was one thing that kept [1:56:50] popping back up to me um that I wasn't I just felt like I wasn't seeing it and it was addressing [1:56:57] um meeting the student's style of learning if that makes sense so you know [1:57:05] do we have taking our multi-tiered system of supports out but if we're just [1:57:11] focusing on the fact that we have students that learn in different ways like I felt like we've talked about that [1:57:17] in other ways but I didn't see it reflected here um so is it does the course meet different styles of learning and do the [1:57:23] resources meet different styles of learning I looked at a couple of our neighboring districts and felt like [1:57:29] the reflection of course offerings sometimes addressed not only like student Sparks right like especially [1:57:36] when it comes to reading like there's a course that addresses you know I'm a [1:57:42] struggling reader but it turns out I'm an amazing reader when it comes to like superhero graphic novels right and [1:57:47] there's districts that are actually really tailoring um things like that to students so it was that was the piece [1:57:53] that I felt like I wasn't seeing or feeling you have to I just wanted to [1:57:58] show that feedback that's great feedback thank you [1:58:04] any other board members oh director green I don't have any [1:58:10] questions but I just want to thank you for incorporating the feedback from our last meeting in here so I think it represented our discussion well so thank [1:58:16] you for doing that great [1:58:22] look at that great job incorporating the feedback thank you okay thank you I [1:58:27] appreciate it uh next discussion um legislative action committee 2023 [1:58:34] 2024 recommendations with a Lac team led by [1:58:40] Julie green okay thank you chair allenberg um we I will make this pretty quick [1:58:46] um we have the Lac kind of wrap up memo um from what took place over the whole [1:58:52] year as you guys recall there was a mid-session update that was pretty detailed with what the activities were [1:58:58] that was sent to the board I think in February since then really the big things is that we did have the capital [1:59:05] day and some additional follow-up from that and then of course the end of the session where we were really really busy [1:59:12] um and then last week the Lac hosted a session recap and I'm going to pass it to director Shaw for a moment to just [1:59:19] give an update on how that went thanks um we did a session summary it was [1:59:24] fantastic we had community members attend we had some staff members there [1:59:29] um director Woodard and Dr Stanley and director Saylor did an amazing job of [1:59:35] sharing with us some of the implications both from a policy perspective as well [1:59:41] as the financial impact that the recent legislation was going to have could possibly have I should say an Edina [1:59:47] Public Schools we had our students there to present and they are amazing every single time they speak it's very [1:59:53] exciting we actually had community members comment um and hope that they could continue [1:59:59] this leadership opportunity so that was really fun to see so we did record the [2:00:04] session for people to see and our hope is to have it uploaded onto the website we had some technical difficulties with [2:00:10] the recording that they're working through they're actually trying to blend two recordings together [2:00:15] um so one half from one half of the cassette tape and the other half from the other half the cassette tape is what [2:00:20] it feels like so as soon as that is done we will share that out with the community [2:00:26] great thank you director Shaw um so this next part that I want to talk [2:00:31] about is this will come up for action for the board there are three pieces to this action item one is the 2023 2024 [2:00:39] committee members um we had a lot of applications we did interviews [2:00:44] um and we have landed on having 15 you can believe it 15 students three [2:00:51] community members and then of course um a director Aram and director Shaw and myself [2:00:58] continuing on the Lac plus our Administration support as well which is [2:01:03] great so that is a recommendation I recommend all of them I don't know if you guys have anything else to add but [2:01:08] it is a fantastic um whip smart group that's how I would describe them [2:01:15] um so we were pretty blown away yeah we probably could just put them on a bus send them to the Capitol and they'd fix [2:01:20] a lot of things for us so anyway so that is that um committee recommendation the other thing [2:01:25] that is in there is we did take a look at the bylaws um which we had put in our original plan our three-year plan to [2:01:32] really look at those bylaws to make sure they were lining up with the work that was going on we made a couple tweaks [2:01:38] um so that is something that we'll ask for you to vote on and then whatever that wherever we land on the bylaws we will then pull into [2:01:45] um board policy board committee work because some of it crosses over and then [2:01:51] the third thing is just the plan for next year so really we are up and running and really it is our goal next [2:01:58] year is to focus on longevity structure systems we're asking for a slight [2:02:03] increase in our budget from 250 to a thousand dollars which is actually probably more in line with what we spent [2:02:10] this year um on different things I mean that would cover Transportation [2:02:16] um types of things like that or advocacy work um so I don't know if any board members have any questions or if you want to add [2:02:22] anything any questions you have a question just about the the bylaws because I [2:02:31] um haven't had the opportunity to begin the work with the Lac so I was curious [2:02:36] if the bylaws have had the opportunity for review with our legal counsel or [2:02:42] amsd they were back when they were first put [2:02:47] together I think in 2018 they were put together we looked at them again [2:02:53] um and passed them a year and a half ago I think [2:03:00] um I don't know I don't remember it's on there on the exact date um and really the changes that we made were more just um [2:03:07] the structural ones for this one the tweaks that were made with the committee members um but yes they were looked at [2:03:13] originally the questions I have just in reading through them um curious if and we don't have to [2:03:20] answer this now but if there was con conversation about adding information about a conflict of interest paragraph [2:03:26] which it just standard stuff for bylaws so having conflict of interest indemnification [2:03:32] removal of committee members I did not see listed in this set of [2:03:37] bylaws and so and if it is addressed too just let me know I'll go back and that's fine I'll go back and look Regina but I [2:03:44] thought we did we do have that in there and maybe it's in the agreement so it may be an addiction so all the Lac [2:03:52] members sign an agreement to say I am going to participate in that we had no [2:03:58] changes to that but there is information about um there is information about conflict of interest I know for sure but I can [2:04:05] send that to you or point you in that direction that'd be helpful I think where that is yep and then the [2:04:10] indemnification I think is just good standard language but would appreciate a legal review to say yes or no [2:04:17] um yeah that um that agreement was um put together before [2:04:23] yeah time as a chair but I know that they did look at they did use legal review okay [2:04:29] so I'll send that along to you and you can take a look at it thank you any other questions [2:04:38] I only have sorry I don't have a question it's a commentary [2:04:43] um first of all I just wanted to thank Julie and the rest of the Lac team for all the work that they've done it's been [2:04:49] a lot of work and I really appreciate it you've done an outstanding job this year my only questions slash concern is [2:04:58] because you guys did so much work it was a lot of hours [2:05:04] and now you're adding a lot more students is the sustainability of all the work and [2:05:11] um if other board members are going to want [2:05:16] to put as many hours in as you did that's a great question [2:05:22] um that's a great question I I look at this as I think we had a little bit of a [2:05:28] skeleton crew which was done on purpose for year two it just so happened that [2:05:34] everything was going bonkers down in St Paul and so that I think drove a lot of the extra work but our goal is to make [2:05:41] sure that it's sustainable and I actually think the bigger group of students will help us okay so um I do [2:05:47] think that having to at least two if not three board members on there to help do that but we [2:05:53] we really worked out a lot of Kinks I think a lot of that extra work this year was figuring out how we were going to do [2:05:59] this um and the the budget this year the capital [2:06:06] I mean I don't know I think that that was probably 50 of the work that added to it but I think one of our goals is to [2:06:14] make sure this is what's in that plan is to make sure that we're sustainable because no matter if no one here is on [2:06:21] the board again um or in 10 years I want that LLC to be set so that this is what we do which I [2:06:28] think having um poly bowls I don't use that here but um she will that will help [2:06:33] that longevity I think um moving forward so but I am fully [2:06:39] aware and don't want this to become something that um overwhelms the board but I do know it's a priority and maybe [2:06:45] something we talk about at the retreat I was just going to say that I'm I want [2:06:50] to Echo what Julie is saying because I think this year they spend a lot of time basically writing the Playbook [2:06:57] so that moving forward there isn't this this was a reinvention of the wheel a [2:07:02] little bit right but the Playbook is being written um and the fact that we have [2:07:08] different ages of students right we were intentional in that too so that they're not students that are you know on for a [2:07:15] year Rolling off right like what age of parents did you know came and talked to us right there was a lot [2:07:21] of intentionality behind that for that exact reason so I I guess my only comments advice is [2:07:28] when you're looking towards the plan for next year is how can we utilize [2:07:36] committee members um and Paulie to extricate board members [2:07:43] from as much of the day-to-day work and [2:07:49] provide guidance and strategic Direction so board members can come in and provide [2:07:55] that direction and not provide as much management and day-to-day work 100 I am behind that yep yep and I think [2:08:04] it's um also growing a partnership with Administration on this [2:08:09] um but I agree with you 100 100 000 so outstanding job and yeah well and [2:08:15] the other thing that's in the in the plan that I didn't mention is that we do have a intern volunteer who is giving us [2:08:22] 120 hours this summer a college student and so I have been doing a lot of [2:08:28] pre-work including putting together like a little bit of a training manual to like this is what happens when we go in [2:08:36] um and kind of get us that kind of structure so and working with Poly on that too so that's great yeah [2:08:42] there we go oh sorry oh I think I might have been left on but I mean Janie and [2:08:47] Julie covered a lot of it I think the other part about it too is that um we have a when we interviewed the [2:08:52] parents This this term I think we had a little bit of a different angle about like [2:08:58] um what we were looking for from people so that we had somebody who could we we knew what we needed from people and so [2:09:05] we interviewed for that but that's great thank you guys [2:09:10] okay um our next discussion item um our liaison recommendation for the [2:09:16] 2023-2024 school year from the governance committee um this was discussed at the April 25th [2:09:23] work session and again at a work session in May um and what this document [2:09:29] um contains is the feedback from the board um in this document the one thing I do [2:09:36] want to note is that the biggest area of discussion I believe at the last work [2:09:41] session was about um dissolving the city committee and [2:09:47] putting that in the governance committee and since we didn't have clear Direction um I left it as it was but I just wanted [2:09:54] to point out that um the direction was for the board to think about that and come back to this meeting with some [2:09:59] recommendations about they would what they would like to do with that piece so that's the first document then the [2:10:05] second document is what this would then look like um that as we normally sign up for [2:10:12] liaison roles so that's the second document um from a procedural process perspective [2:10:19] um the fourth first document would go for approval to the board in July and [2:10:25] then a July work session we would discuss the board members in their roles [2:10:30] in that Excel document um and then at an August regular meeting we would approve board members in their [2:10:37] new roles um given that do other members of the [2:10:42] governance committee have any comments about the documents themselves [2:10:47] or anything else um so I uh welcome feedback about the [2:10:54] document um and then also specifically any feedback we have anyone has about the [2:11:02] city committee and if we should leave that as a standing committee or if that should be dissolved into the governance [2:11:07] committee I don't have a strong opinion either way in case anyone's wondering so [2:11:14] um I have been thinking about that that question um I actually think we should leave it how it is because I think there was a [2:11:19] lot of um I've been thinking about the having our Treasurer on that committee I think [2:11:24] is really important um so the way that we're set up right now [2:11:30] director Shaw is on there and so I think we leave it as is now that's what my thought is [2:11:38] do people just want to comment on that one specific point really fast and then we can move on to any other General [2:11:43] comments just so I can make sure I have a clear understanding [2:11:49] well I'll just repeat a comment that I shared during our discussion on the city [2:11:54] council I think there's two levels of Engagement with the board in the city and I think at one level it's important [2:12:02] for the full board to have a some face time with the city and it's similar to [2:12:09] the state of the city state of the school board which is a more formal gathering for the community and maybe [2:12:15] that is it maybe there's some way that we formulate that to be that particular level of Engagement but it's just [2:12:22] recognizing the partnership and the um the value the importance of both of [2:12:29] these entities the school board and the city council that overlaps with the majority of the families we serve but on [2:12:36] a issue to issue basis I think you know things come up and right now we're talking about elections and what that [2:12:43] will look like it makes sense that that's just a working group and I don't have a preference either way I think [2:12:49] that the the group you put together you know if we determined the treasure is a significant individual board member [2:12:57] to have on there great and maybe plus two just something to um spread out [2:13:03] the workload between all of the board members so it doesn't all fall just on the governance committee [2:13:12] anyone else I don't really have strong feelings [2:13:18] either way I know when we discussed it I was kind of going through some hypothesis if we could give ourselves [2:13:24] some flexibility with that in case we have a board where it seems [2:13:30] um like a good idea they have a certain skill set maybe it's development we're talking about you know purchasing a [2:13:37] property or something like that um so not keeping it so narrow um I think is how I would lean on this [2:13:45] but again I I can also see the benefit of keeping it in governance just because it it doesn't [2:13:52] create additional kind of streamlines it a little bit so I don't have strong feelings one way or the other [2:13:58] um but I think allowing some flexibility for future boards might be so are you guys comfortable to leave it [2:14:05] as it is with chair treasure one other board member but also knowing and we can even write it down that there's [2:14:11] flexibility if issues come up one of the one of the individuals can pop off at [2:14:17] any given time and someone can come on if they have um institutional knowledge that is [2:14:23] needed for a particular issue I would basically just say that I think there I don't think there's necessarily [2:14:29] a need for any one particular role on the on the board that needs to be on there the treasure as people have said [2:14:35] that's important I'm less concerned about that um I think it's more keep the flexibility overall for what the [2:14:41] workload is to make that happen um to go from there but I'm I would support whatever the majority would like [2:14:46] to do great okay now we'll move into more General comments sorry I started [2:14:52] specific but I just wanted to get that [2:14:59] does anyone oh I made when we first discussed this I like it I think it's [2:15:04] great I think we've identified a problem um and I like the fact that we are [2:15:10] reevaluating we're trying some things and we'll be reevaluating and we're doing it in time a timely manner so that [2:15:16] we can let those groups that we do represent kind of know about some of these changes so I appreciate the group that worked [2:15:22] together to make this happen Dr Shaw I Echo those same sentiments so [2:15:30] thank you um are we commenting on the second [2:15:35] document first as part of this either one is fine okay yep so the only my only [2:15:41] thing I was going to say is um there are three of us who our terms are up but we'd be up for re-election [2:15:47] um my question is should we flip the three of us to be the beginning of the year for the PLC so that oh [2:15:54] um that makes sense so that also gives an opportunity if there are new board members that they would not be rolling [2:16:00] right into that so that was just the only thing that caught my eye since all three of us are in the second half of the Year let me write that down [2:16:14] any other comments oh [2:16:21] um just a thought that I had as we I mean something to kind of keep in mind and I don't think it warrants a change but historically we have not had [2:16:28] Representatives at sites where they had children yes and I think with our [2:16:34] current board that won't be a problem but down the road it could be an issue where because we've Consolidated that if [2:16:41] we have a lot of Elementary or board members with a lot of Elementary but it's not a problem at this point and [2:16:46] since we're trying this I think it doesn't need to change maybe I'll ship out a notation though that ideally [2:16:54] x y and z I'll just so because it's not written [2:16:59] down everywhere it's just sort of people say okay that's a good thing to note [2:17:05] uh director I just wanted to clarify items that we talked about in discussion [2:17:11] but in the event that there might be confusion with the community just as all of it sits and recommendation one with [2:17:19] the site Liaisons um as I reread this I thought it could [2:17:24] sound like there may not be a board rep coming to a site [2:17:30] um but we're actually rotating every third month so just to clarify that board liaison's will visit sites in [2:17:38] person just on a different schedule than it was before but I didn't want anyone to be concerned that we were going to [2:17:45] lose that um I had another let's see here [2:17:50] oh I I just love recommendation number two I think it's a real benefit for our full board to be rotating everyone [2:17:57] through PLC and we had that discussion it's a good one a recommendation for [2:18:03] just a clarification that we're not dissolving the Minnesota high school [2:18:08] league it's just the liaison so yeah just just [2:18:13] a clarification in case anybody wondered I know that was our intent and understanding and we talked about it [2:18:20] um and uh just a comment rate on I'm on recommendation number where are we let's [2:18:29] see one two three and they're repeating one two recommendations for equity and access [2:18:35] and I'm work I'll work on it it was about [2:18:43] Clarity and yes I think Clarity is important here um the meet and confer so recommendations [2:18:50] regarding meet and confer and the intention of the listening session so we're talking about the listening [2:18:55] sessions uh I know I I would still find it helpful to have some clarity around [2:19:00] the intent of the listening sessions and how they compare with me and confer just [2:19:05] so that we have some established expectations and understanding I know we're still working through this [2:19:12] okay thank you thank you [2:19:19] great thank you everyone for working through this with us I'm excited about [2:19:24] seeing how it works um let's see [2:19:30] what's the next one or anything I'm sorry I was taking notes great um next up are policies and I will turn [2:19:37] it over to our policy chair um Regina Neville thank you and uh so we have several [2:19:44] policies for discussion this evening policy 111 equity and educational [2:19:49] achievement 113 regarding data requests for 14 and 415 which we will clarify [2:19:56] they had been combined as one policy on the board a while ago and recommendation [2:20:02] of Sonia Saylor to divide into two which we will talk about and policy 806 [2:20:09] Emergency Management but if Dr smazel if you could join us to give us a walk [2:20:15] through on policy 111 and the work that's been done with the proposal we have tonight [2:20:22] sure thank you good evening chair Ellenberg superintendent Stanley school board members and Community [2:20:29] um a couple of updates on policy we'll start with 111. so first of all we do [2:20:35] use our district Equity advisory committee to take certain policies back and get feedback from that team so very [2:20:41] appreciative of the the feedback that we received from them part of the changes [2:20:46] that we had proposed in policy was to change the language to make sure that it [2:20:52] is representative of all student groups into parallel language that is used in other policies like 514 401 and 413 [2:21:00] regarding protected class categories of students and to move language from free and [2:21:06] reduced price meals with the change in funding of how we offer meals in Minnesota to educational benefits and to [2:21:13] use that terminology and then in those were both in sections two and section 3C and then section 3B [2:21:20] adding the language from our strategic plan section B4 about supporting [2:21:25] retaining culturally competence staff with diverse experiences and perspectives so we made an addition to [2:21:31] the policy in that respect so those are the updates for 111. thank [2:21:36] you are there any questions about 111 comments slash questions [2:21:43] um under um section three on administrative responsibilities under B [2:21:50] um I personally would recommend that we remove the reference to the Strategic [2:21:57] plan um because I feel like the policy should be timeless and not tied to any [2:22:04] strategic plan and it reads and that should be our goal in [2:22:10] regardless sure um so I would just take out in alignment [2:22:15] with the Strategic plan and just start with the school district we'll support and retain quality culturally competent [2:22:20] staff and then I also what's wondering do we [2:22:26] take out the mention to a five-year goal because depending on what year you're reading [2:22:32] this um I thought the sentence read we should set goals and strategies and supports [2:22:39] for retaining staff of color um to create a staff that is more reflective of the students that you serve no matter if it's this year 10 [2:22:45] years from now yeah yep that's those are good thank you [2:22:51] um that those are my questions slash edits just making sure it's timeless [2:22:56] other than that I appreciate all the updates any other questions or discussions on [2:23:02] 111. okay um I know Randy you'll be able to give [2:23:09] us an update later in action for 208 but if we move on to just thinking about [2:23:16] well 113 we'll take them in order with data requests and Daphne if you could [2:23:22] give us a little background on 113. thank you Randy [2:23:42] hello it's your Ellen Burke Dr Stanley and board members I made some changes to the policy just [2:23:48] to update some of the language to make it more um 21st century to add some more details [2:23:54] based on current practice for what I've seen in terms of the data requests that have come in also to add some [2:24:00] clarification regarding guidelines when someone would be charged for a data request and what that process would be [2:24:08] um and in general again to um add a few more details and then also [2:24:15] add a note about the time it takes to fulfilling a data request might vary [2:24:21] some depending on the complexity of the request [2:24:27] thank you for the for the discussion around 113. I've got [2:24:33] one question um so under the in the purpose the school district recognizes its [2:24:38] responsibility relative to the dissemination um the word relative I'm getting pretty [2:24:44] caught up on because um I think we have to Define it right so [2:24:49] I keep getting caught up on our responsibility relative to the dissemination versus what is our [2:24:55] responsibility we're not really explaining what our responsibility is relative to it it feels um like there [2:25:00] should at least be if we're going to say that there should be another defining statement below it somewhere and I [2:25:05] didn't see it I just don't want it to be called into question anywhere [2:25:12] thank you that's helpful other questions or comments [2:25:20] thank you thank you Daphne all right um I'd like to invite Sonja [2:25:26] Saylor Director of Human Resources to join us with some background on 414 and 4 15. [2:25:44] good evening chair allenberg Dr Stanley director Neville and members of the [2:25:50] school board um so just as a little background on 4 14 and 4 15. [2:25:58] um my understanding is in 2019 the decision [2:26:03] was made by the school board to combine those two policies into one which is your current board policy 415. for 14 [2:26:11] covers uh mandated reporting for child [2:26:16] maltreatment neglect abuse sexual abuse whereas 415 covers mandated reporting of [2:26:25] the maltreatment of vulnerable adults when [2:26:31] um when reviewing these policies there have been some changes some [2:26:36] statutory changes that really made it um cumbersome to keep them combined into [2:26:42] one policy um specifically both policies used to be based off of [2:26:50] Statute 626.557 whereas now most of the mandated [2:26:56] reporting of child neglect or child maltreatment is found under Minnesota [2:27:01] statutes chapter 260e that changes their some of the definitions are different [2:27:06] between the two policies um which can make it make it a little [2:27:12] confusing and in addition the reporting procedures are different between the two policies and of course [2:27:21] um the information found in these policies is incredibly important within a school [2:27:26] district and so after reviewing them and going you know in and meeting with the [2:27:32] policy committee my recommendation is is that we go back to two policies one for [2:27:39] uh child male treatment reporting and one for vulnerable adult male treatment [2:27:45] reporting um largely to Aid the reader in [2:27:50] understanding what their duties are as a mandated reporter one difference between these two [2:27:56] policies as well as in Minnesota we're required to provide every employee mandated reported training on an annual [2:28:03] basis for child maltreatment and so we do that at back to school time every [2:28:09] year and this explaining the reporting procedures can [2:28:15] be complicated as well when you actually have two very different reporting procedures [2:28:20] so most of the language in both of these is msba language that comes directly from [2:28:28] statute I explained to the policy committee the only change I made only modification [2:28:36] I'm proposing in for um in for 14 as I did provide the [2:28:46] reporting exact reporting information for Edina Hennepin County and for the [2:28:54] Minnesota Department of Education just to Aid you know when somebody is in a situation where they have to make up [2:29:00] mandated report of suspected child maltreatment [2:29:06] it can be a nerve-wracking experience and so this way everything is right here [2:29:12] they know they can go directly to um the phone number for Hennepin County they can go directly to the the website [2:29:20] or excuse me um email address to make that report for MB as well and then in [2:29:25] the vulnerable adult adults [2:29:30] 415 board policy it contains the information for to directly to make a [2:29:36] report to the Minnesota adult abuse Reporting Center [2:29:42] so with that background do you have any questions thank you for the background any [2:29:47] questions or clarification for 414 or 415 [2:29:55] clarifying you said that it was in 2019 that we combined the two that's my [2:30:00] understanding polybull's uh stated in the paperwork [2:30:05] that she provided to us that it looks like they were combined in 2019. is [2:30:11] there any information from any existing board members who were there at the time as to the purpose of why that went that [2:30:16] route versus where we're going back to something else yeah I think that [2:30:22] um I was on the policy committee then I think that as they were written at the time they were very similar and the only [2:30:30] distinguishing difference between the two was defining a child and an adult and so we put them together got it but I [2:30:39] think that's that there's the changes that have happened in clarification yeah okay thank you [2:30:45] any other questions or discussion I actually had one question or comment in [2:30:51] policy the 4 14 there's one instance where we [2:30:56] reference his her instead of there and then I know this is an official Minnesota Department of Education form [2:31:05] um but I found it um I didn't know if we could provide feedback to the Minnesota Department of [2:31:10] Education that they actually require you to specify male or female [2:31:16] um for the alleged victim as well as for the alleged offender [2:31:22] um and if there was any way that we could get an updated a form or give them feedback that they do not offer any [2:31:29] options for individuals that don't identify as a male or female in their form [2:31:36] thank you we'll see what we can find out yeah yeah I don't know if there's anything we can do about it I just if [2:31:42] it's in the form I don't know but I think it's a worthwhile note but did you say you also saw that language within [2:31:49] the um within the policy or was it just in the form it was in the policy itself so [2:31:56] it may have come from statute language it's very well could essentially it was a week in one place okay everywhere else [2:32:04] it's either says child or student and there's one place that said his or her and I can find it again but I just [2:32:10] wanted to okay give you guys an update thank you other than that um I appreciate you your guidance on this [2:32:18] and chair Ellenberg I think that's an excellent observation on the confidential student male truth and [2:32:23] Reporting form and I will I will um reach out to them I appreciate that [2:32:30] changes it's just interesting no it's important thank you any other questions or comments on 414 [2:32:37] or 415 thank you thank you director Saylor we [2:32:43] appreciate it and one more policy for discussion I'm going to invite Natasha mansafele back [2:32:50] to the front um policy 806 Emergency Management [2:32:58] we're all about safeties today all right good evening once again [2:33:04] um really with this policy around Emergency Management um I think if I look at it and the things that we changed were really [2:33:11] around Clarity um one of the things that we don't want to do in a safety situation is be ambiguous and so a lot [2:33:18] of the language and the updates in this policy were to provide that Clarity and specificity as we continue to work [2:33:24] through our emergency plans within our building so with that question [2:33:33] I'm just on a roll tonight sorry um I was wondering if you could speak to [2:33:38] its um let's section four [2:33:43] um d I was curious about the utilization of [2:33:48] the term safe conditions and procedures because it says safe conditions [2:33:54] and then it re and it says hold secure lockdown evacuate and just using my [2:34:01] frame of reference like a lockdown in evacuation doesn't sound like a safe particularly safe condition [2:34:07] to me and so is that like a emergency definition [2:34:12] because just in layman's terms it sounds actually unsafe to me that's part of the the ICS model which is the NSYNC command [2:34:19] model and the idea behind that is to get the building into a second condition and so what you're doing or what the [2:34:25] administrator is supposed to do is make sure that the building's safe by enacting one of those conditions okay so [2:34:31] it I think it might be helpful to sort of put context around that that says these [2:34:37] are the procedures to get exactly what you just said to ensure [2:34:42] Anna to um the definition on part e in the front yeah would that be helpful yeah because when I read it I was like [2:34:49] that's not safe at all um maybe just saying these will be utilized [2:34:54] in order to ensure our buildings can return to a safe condition and maybe I'm the only one so if [2:35:01] everyone else thought it would make was crystal clear I just you know I think the comment is helpful because as [2:35:07] Natasha said the goal is clarity so thank you [2:35:16] I've got um I think two questions so um Incident Commander we talk about that [2:35:24] being a person on site it's a building principle Department administrator or a designee and and the situation we [2:35:31] recently had where The Incident Commander was actually a non-eps employee my question was are we [2:35:38] saying here that say similar to to what just happened that the police may take [2:35:44] incident command but that on our end we would also have like a district incident command so that person would also be [2:35:52] kind of the the soul person I just wanted we always have our own building incident command and when we involve our [2:35:59] emergency Personnel that becomes a unified command so that means we continue we own the students that's that's the way they say it in the [2:36:06] language and so we would continue to own the safety of our students by having it in our own Incident Commander but when [2:36:12] an incident requires emergency Personnel then we move into unified command where then please fire their owning either the [2:36:19] fire or they're owning the crime and so we it will always continue to have our [2:36:24] own building Incident Commander through the duration of an incident okay oh yeah go ahead and add in the most recent [2:36:31] situation you're talking about that occurred off campus and then [2:36:40] because it ended on campus right it was different but they wore the incident [2:36:45] command because it started it started off okay I think that makes sense [2:36:51] um the only other question I had was down under [2:36:56] um what is this position four under Emergency Management elements [2:37:03] um where you had in there and then crossed off highly contagious serious illness or pandemic flu and I may have [2:37:10] watched too many ER episodes in my lifetime but um why did that get crossed out like say [2:37:16] all of a sudden we have some crazy monkey pox outbreak in the school we need to lock it down right too many ER [2:37:22] episodes I know that's a really good question it was a question that came up in policy [2:37:28] committee that we had conversation about and we felt that that warranted a different type of crisis response this [2:37:34] is like reacting to an emergency that's urgent if monkey pox breaks out we're probably not clearing out the whole [2:37:40] building and you know what I mean eventually we're gonna get kids out of the building but it's not a fire drill we're not evacuating students we're not [2:37:45] locking them down in the classroom it just warrants a different type of response we felt than the things that were listed here [2:37:51] so um teen incident [2:37:57] question if the school had to go into quarantine that was where I said in my mind I read [2:38:03] it and I'm like well that's what that means that means the school had to go into quarantine a classroom had to go into quarantine a wing had to go into [2:38:08] quarantine that's why I read this is that um these are um responses to things that would [2:38:14] happen within minutes if we were responding to a quarantine there would be a process that would probably take [2:38:19] more time there's no time when there's an active shooter there's no time when there's a bomb threat and so those are [2:38:24] things that require an Urgent Response that often end up with emergency Personnel involved [2:38:30] um it doesn't seem like I'm not going to lose sleep over it if we want to add it but a highly contagious illness just [2:38:36] warrants a different type of response um probably more measured and a little bit slower until we figure out exactly [2:38:41] what we're going to do or how we're going to move those students my understanding from our discussion and [2:38:47] policy committee is what you're referring to director shot might what would fit under this policy would [2:38:54] be the chemical or biological threat a biological threat that could cause you know uh you know in serious illness that [2:39:01] would be very serious but it's it's immediate and it requires something with [2:39:06] the incident command protocol and again you know the serious illness or [2:39:11] pandemic flu it's um it's outside of that emergency or I [2:39:17] think the type the the difference is the element of time yes and that's probably what difference [2:39:22] is probably an act to respond to that we would probably not enact The Bert to respond to a quarantine situation [2:39:30] but I think you've never say never though I mean that's fair enough January of 2020. [2:39:37] thank you anything else director gabler okay I have a question um remind me is this a policy that we [2:39:44] review or look at every year uh nowadays okay that's great I was I was just [2:39:51] clarifying that um and I noticed because what prompted that is I'd scrolled to the bottom to see if we do review it [2:39:57] every year and uh it says adopted revised reviewed and [2:40:02] revised is there a difference when we review versus revise [2:40:08] I think that's a good question I don't know the answer for sure my understanding is that reviewed did not [2:40:16] result in any changes it came before the board and there were no changes but I [2:40:23] think it's a good question and there might be a way for us to clarify how we use one word over the other I've [2:40:31] been on the policy committee for two years and I just noticed that so I don't think we need to go to Great measures to [2:40:36] change it okay but it's a good it's a good question and that's my understanding is [2:40:41] it's noted because yes it did come before the board but revised wouldn't be accurate [2:40:47] um nothing needed to be changed um the only other question that I had [2:40:53] was under the communications section um one thing I've noticed in my time on [2:40:58] the board is that there's always a constant need for immediate real-time Communications of situations but that [2:41:05] the district might not always be legally able to provide all the details related to those Communications and I didn't [2:41:12] know if it would be appropriate to have something in this section that states that or qualifies that what we're able [2:41:19] to communicate as real time and timely fashion as possible is under what is legally allowable [2:41:26] we don't really get to that in here and I don't know if it's appropriate here or not so I'm not recommending we do but [2:41:32] I'm just thinking that when we've had our recent incidences and stuff like that there's a constant Drive in the [2:41:40] community on social media whatever it is for information but when we don't provide it it's not as [2:41:45] if we're not wanting to be transparent we're not legally able to provide certain information in certain situations [2:41:51] I don't have an answer to that but I'm happy to um our district attorneys to see if they [2:41:57] have any recommendations about the best way to proceed only if people think that that's an appropriate subject I don't know if it is or not [2:42:04] well I think we can definitely take it back to the policy committee you know I appreciate you bringing it up and [2:42:10] we can talk about it further but unless there are any other comments now I I think if I'm understanding you [2:42:18] correctly um I don't disagree with you but I know we've talked a policy about how some of [2:42:23] the like actual tactic like how it actually plays out [2:42:28] doesn't necessarily go into policy where it's more the overarching like Direction [2:42:33] where that might be at a detailed level that would be best practice or kind of [2:42:39] what internally we know to be through but wouldn't necessarily go into policy [2:42:44] yeah and I appreciate that because I think my experience that I've seen is that people sometimes when we are able [2:42:49] to use policy to show see here under the legally allowable this is what we're [2:42:54] able to do it's not it's not a subjective decision I guess is what I'm trying to get at so again I don't know [2:43:00] if it's appropriate or not going back to policy seems like an appropriate approach thank you thank you [2:43:06] anything else but everybody got the Bedtime reminder [2:43:11] my watch just told me it's time to get ready for bed but I don't know I better get going [2:43:17] thank you Natasha I'm fixing this is thank you this is great great [2:43:24] that is all for our discussion items we have two action items tonight um do I have a motion to approve the [2:43:30] 2023-2025 assessment plan so is there a second second we would love to welcome [2:43:36] director Jody D St Hubert again [2:43:44] thank you good evening thank you everyone um we have the assessment plan in front [2:43:51] of us the 223 25 assessment plan it has been to the board for a board Workshop [2:43:57] discussion as well as a board meeting discussion in May and the only changes [2:44:02] are reflected on the board decision on kogat in May and um if you dug deep into [2:44:08] the report the actual assessment plan has a tab for 23.24 on the bottom of it and 24.25 to reflect those differences [2:44:16] in kogat and how that will be implemented um other than that I present it to you [2:44:21] for questions or action director Neville oh [2:44:29] questions or comments from board members I just really appreciate all the work on [2:44:35] this plan it's really great and I'm excited as excited as you can be for [2:44:40] testing so thank you very much thank you appreciate it um all those in favor of approving the [2:44:47] 2023-2025 assessment plan say aye aye anyone opposed the 2023-2025 [2:44:53] assessment plan is approved thank you very much thank you um onto our policies do I have a motion [2:44:59] to approve policies 208 304 305 307 503-709 and 711 so moved second [2:45:07] outstanding um I wonder if the board would like a [2:45:12] little background on policy 208 which has had some updates since we last saw [2:45:17] it in discussion yes okay and I'm wondering Dr smasel if [2:45:24] you could walk us through these updates so the changes are in we [2:45:29] had a lengthy policy committee discussion and clarification with msba regarding policies that need to be [2:45:36] reviewed annually so we have made some updates since we last saw the policy [2:45:42] thank you um so at the end of policy 28 and appendix is an updated list of policies [2:45:49] to review annually which include 113 414 415 506 524 634 and 806 and then [2:45:59] policies removed from annual review are 410 413 and I believe 522 and so as [2:46:06] director Neville mentioned these changes are being proposed and made based on feedback from cabinet and from review of [2:46:14] msba recommendations um [2:46:19] 208 then will be listed as a cross reference in these various policies and [2:46:25] then again we'll just list the policies to be reviewed on an annual basis so [2:46:32] that's it any questions okay thank you [2:46:42] all those in favor of approving policies 208 304 305 307 [2:46:48] 503-709 and 711 say aye aye anyone opposed the policies are now [2:46:54] approved and that ends our action items are there any board leadership or committee [2:47:00] updates from board members I just wanted to pass along uh to the board and to Dr Stanley [2:47:07] um at my uh 2A District 287 meeting last Thursday at the end of the meeting I had [2:47:12] uh the vice chair uh who represents St Louis Park come up beside me to [2:47:18] congratulate us on the ultimate frisbee state championship that our boys team won they played St Louis Park and it [2:47:27] wasn't just about congratulations for the win but she wanted to comment about because her son played on the St Louis [2:47:32] Park team how unbelievable the play but also the the [2:47:38] sportsmanship and the whole dynamic of Ultimate Frisbee and how Edina presented itself how it complemented St Louis Park [2:47:46] how they played someone she gushed even though her team lost that she was so [2:47:51] impressed um by how our students handled themselves and she really wanted to make sure that all of us knew that so I [2:47:58] wanted to pass that along Dr Stanley any leadership updates [2:48:06] first of all um really excited it was a week ago it's hard to believe this now but we did [2:48:12] graduate 680 students and so that is really [2:48:17] exciting and I've run into a couple of them in the community and they're doing well they're enjoying that they're [2:48:24] enjoying sleeping in that's what they tell me um and then um the other thing that I [2:48:30] wanted to do was to read some shout outs and so uh this first shout out [2:48:36] um is for Tyler Morris who works in uh the Community Education Department and [2:48:43] this is from Christine Dole to Julie gibberslin she says I want to take a minute to Glow about the work Tyler [2:48:51] Morris has done for us at Valley View and what an amazing asset he is to our district as I'm sure you're aware Tyler [2:48:58] displays the perfect balance of professionalism humor flexibility and respectfulness for everyone he meets [2:49:04] regardless of the situation or personality I've been absolutely Blown Away by how [2:49:10] he carries the mission of our arts department forward with his Visionary thinking practical knowledge and [2:49:16] impressive background knowledge I asked Tyler who I could send this to uh to [2:49:21] Simply say thank you and so I'm sending it to you thank you for having Tyler on staff and [2:49:27] prioritizing this position in our district um because of a Tyler our programs can [2:49:33] function effectively and we can focus on what we do best making music with students what a blessing it has been to [2:49:40] work with him as we continue to support the Arts thank you [2:49:46] [Applause] that's great um this is a shout out to the ELC hi Dr [2:49:52] Stanley I'm writing to give an end of the year shout out to the ELC this is from Ann Tozer who's a parent and an [2:50:01] employee I have a four-year-old who just completed her first year of preschool and my kindergarten kindergartner also [2:50:08] went to preschool there last year we have had the absolute best experience with the team at the ELC the classroom [2:50:14] teachers are so thoughtful and clear caring we love the Aftercare program and all of the professional paraprofessional [2:50:21] staff has been wonderful too this was the first school experience for both of [2:50:26] my kids post covid and we couldn't be happier both kids have made have been so [2:50:31] happy to attend school each day happy end of the school year Ann Tozer who is [2:50:38] a special education teacher in one of our schools [2:50:43] and last but not least this is to uh Kirsten Darby who is in our music [2:50:49] program and this is from Dr Blanca Diaz de Leon and [2:50:55] um I note that doctor because she just uh she just defended her dissertation [2:51:00] she's now a doctor Blanca Diaz de Leon um [2:51:06] uh she writes this to Kristen and she ceces me on it she says Kristen I'll take the opportunity to say how much I [2:51:12] appreciate the job you do with each and every student through a creativity you had shown translating using language [2:51:19] mind connecting with other organizations like give and go and putting all those resources together for families has [2:51:26] removed barriers for families for many years and had a result in an amazing [2:51:31] increase in Latino students participation in the orchestra program at the elementary level I'm copying Dr [2:51:38] Stanley in this email for her to be aware of the great talent and care that you have had for many years with the [2:51:44] families I work with and for all students across the district I am glad that we will be able to keep working [2:51:50] together thank you very much thank you [2:51:56] just really excited about the shuttle that I continue to receive and just want to take time to honor our employees who [2:52:03] are doing amazing work across their District thank you Dr Stanley thank you to all of [2:52:09] our employees and all their outstanding work on that do I have a motion to adjourn [2:52:15] the meeting so moved second we will now vote to adjourn the meeting all those in favor [2:52:20] say aye aye anyone opposed the meeting is adjourned foreign