[0:00] all right okay thank you said good [0:11] evening ladies and gentlemen I hope our collective Edina community is hanging in there in these challenging times we do [0:17] have a quorum so I'll call this meeting to order tonight is Monday May 18th and because this board meeting is being done [0:23] virtually all votes will be done via a roll call we have all seven board members present along with [0:29] superintendent Shultz superintendent Lise introduce who is present from the [0:34] administration and then review our agenda for this evening yes so for the [0:41] administration tonight we have John taupe Business Services who is in the [0:46] house here with Eric and me David Wright from transportation Deb Richards from [0:52] teaching and learning we have Easter punch-card who's here from teaching and learning [0:57] and Caity Mahoney who is principal at Highlands Mary whitening communications [1:04] and his Mazal director of teaching Laverne Ibaka from oh that's cool but [1:12] presenter tonight I believe microRNA excuse me yeah yeah that's right thank [1:19] you and the buter from technology Feldberg from community ed zach horn is [1:25] our technician tonight for the agenda you have a proven approval of minutes we [1:32] have excellence and action tonight which will surprise people with will later on on consent we have personnel [1:38] recommendations some consent of technology purchases and some [1:44] transportation leases and then also for community edie leases as well as some [1:54] staffing adjustments in any yet with presentation tonight from American Union [2:00] parents on our American Indian education work for discussion [2:06] we have the art music and curriculum review we will present and have a discussion on the strategic plan for [2:11] Dyna Public Schools from 2020 to 2025 we have policies of 510 and 713 to talk about [2:21] Randy Julie and I will give a update on [2:27] where we're at with distance learning and and also on meals and also on [2:34] childcare and then for action you have a long term facilities maintenance for 287 [2:41] also technology purchases end of your grading reporting recommendations which [2:46] the board talked about in a previous work session and then there's policies for 39 and 5:30 and then under [2:52] information we have the enrollment expenditures and some policy appendices [2:58] and also some information that the board policy committee will be having a [3:04] discussion on the Human Resources Committee name change so in that chair Helen Berg or view of the agenda thank [3:11] you thank you dr. Shultz on my first order is to approve the minutes from the [3:17] April 28th work session April 20th regular meeting April 30th special and [3:22] closed meeting in April sorry May 4th and May 11th work sessions during a [3:28] motion to approve these minutes is there a second second we will now vote by roll [3:36] call to approve the meeting minutes calendars aye aye aye [3:45] George aye Michelson aye why thank you the April 20th 30th [3:59] and May 4th and 11th meeting minutes are approved I'm going to hand it over to [4:05] superintendent Schultz now cuz going to highlight something had Highlands [4:11] elementary school for us okay during the past school year hounds old men welcome to four-legged helper to their [4:17] myths in fifth grader Danny Martin began bringing his service dog nappa to school [4:22] each day no one was quite sure what to expect and how it would work but in the end nappa helped his buddy Danny and all [4:29] up islands to open their minds and hurts new definitions of six got a video to show and share with the community with [4:36] the board regarding that so Zach can you keep that off [4:43] [Music] Napa is my surface dog he likes having [4:49] her at school [Music] [5:03] you know you always have hope that the community is going to embrace differences embrace challenges and I [5:11] really hoped that that was how Highlands would react both the students and the families of Highlands and I it all came [5:20] true we've had no issues with Napa at all the community has supported a [5:26] hundred percent and I would say even more so kids have done some writing [5:32] assignments about Napa they've done some research projects to learn more about service animals in our community and so [5:39] it's just been really heartwarming and wonderful to see how much the community [5:45] has invested in that dog and in turn Danny [Music] [5:53] she walks with me on horribly I try to slow down how are you today the benefits [6:01] I see with Napa here at Highlands are two-sided so the school in general has [6:09] really risen to the full advantage of it on they're respectful of Napa and her [6:16] doing her job but they're excited about her so it's fun for them too [6:22] to see her she's a well-known mascot around the building now so that's been really fun the benefits for Dani is [6:29] starting to grow is responsibilities around Napa I've certainly seen a change [6:34] in his ability to give her commands that he's been practicing help her to follow [6:39] the job that she's supposed to do [Music] [6:44] my favorite thing about having Napa Highlands is that it makes Steny happy [6:49] more confident and it boosts his self-esteem and it just creates an overall better environment for everybody [6:55] including Danny and Napa [Music] [7:03] one of the most surprising things about having Napa in our classroom is that there are other kids who have really [7:09] started taking on leadership roles with that and which is really amazing and I think going in we didn't know at all [7:15] what it was gonna look like and just finding how Napa's presence in the [7:20] classroom is just calming in general which is really nice but also that the kids completely forget that she's there [7:28] with Napa I see that he's calmer and doesn't get stressed out [7:37] [Music] [7:42] Danny's biggest benefit with nap in that is to in my mind is to be connected as [7:49] the classroom and grounded to do his work but I also think it's making him improve on his communication skills [7:56] I know I've really driven him hard on learning the commands that he's need to know for the rest of his life and really [8:03] press him to make him do those commands and I think that's super important I think that's really great [Music] [8:09] when I see Danny anapa at school I feel that Danny's happy and he knew in [8:15] survival skills [Music] blabbers changed our school by helping [8:23] Danny stay calm probably more positive attention and Danny's a lot happier now [8:30] [Music] first of all like as a teacher I see him walking down the hallway and he belongs [8:37] here and that was a huge piece to that I think before he was a student with a [8:43] para and now the students see him as a person with a canine companion it Norma [8:48] fide him in a lot of ways he belongs Napa's they're connecting him and [8:53] reminding him to stay calm to be present and to do his job that's amazing that [9:00] it's fun to see and learning every day it was important for me to support the [9:06] family in their curiosity and wonders around how a service animal could be [9:12] used in a school how it supports their son in his goals and [9:19] and really help him to become more of an integral part of our community we are [9:24] really excited with the results we have learned so much and we feel like Danny and Napa are really ready for the next [9:31] step to middle school [Music] [9:41] great thank you that was great we're now going to move on to our [9:49] community comments section and we're [9:54] going to read read community input where we see via agenda items for tonight's [10:00] board meeting just a reminder that were asking the community to email the board and we'll read a representative sample [10:06] emails pertaining to board agenda items during our virtual board meetings we did [10:11] receive one email regarding the proposed grading requirements of John's hope they're going to be this for us Thank [10:19] You chair allenford this letter is from Siobhan white she writes dear school [10:25] board members and dr.schultz I am writing about the potential great policy change that is up for discussion [10:31] on Monday I have two children who worked very hard and take school seriously they [10:37] love school you might even say it is their sport as scored is the thing they [10:42] care about most my daughter is a 4th grader at Normandale a tan and is in [10:48] both advanced math and language arts she has 4 core teachers she has been working [10:54] so hard on her assignments like writing her first persuasive essay for a la [10:59] which she has worked on until 5 p.m. for several afternoons she is up at 80 on [11:05] before we get up and she does extra work writing prompts additional IXL and so on [11:11] she is the kind of kid who always wants to do her best work but she overheard me [11:16] saying there may not be elementary grades here's an ask so why are my [11:22] friends and I working so hard I have to agree with her I think it would be [11:27] terribly unfair to change the policy to remove the option of earning the elementary grades of one through four [11:33] she deserves the grades she has earned no matter what they are she has been [11:39] working so hard to improve and as her parents we want to be informed of her progress her grades will [11:45] let us know if she is on track or has been struggling in other ways we didn't realize I do understand that some [11:52] students have had a harder time learning at home for myriad reasons some parents [11:57] may feel this is a lost semester trust me it has been tough for all four of us [12:02] to be at home trying to do schoolwork and work remotely distance learning is [12:09] not ideal but it is what we have to do now in the interest of keeping our students staff [12:14] and community safe and we are trying to make the best of it my kids have been working hard because we want to honor [12:20] all the hard work the teachers have put into preparing these lessons and lectures there may be students who do [12:27] not complete their schoolwork every day but for kids who are doing their work daily removing the grades will simply [12:34] negate all their hard work we ask that you add the in know grade option to the [12:40] grading scale as you are doing for the middle and high school students that way the students would need more time or are [12:47] struggling aren't penalized but students who have completed their assignments will see the number grades that reflect [12:53] their work will be honoring both scenarios this will also give the district more data for how distance [13:00] learning is or isn't working if elearning continues in the fall thank you for your time I wish you and your [13:07] families good health siobhan wait thank you John okay we're [13:15] going to move on to our consent agenda um is there anything that anybody would like to remove from the consent agenda [13:23] if not I'm going to ask for a motion to approve the consent agenda so moved [13:29] is there a sec exactly will now vote aye [13:41] by green all right Jones aye Michael [13:47] said all right sure I swallow treatment the consent agenda [13:55] has been approved now moving on we have a presentation from American Indian [14:01] parents for the March and I apologize that the circumstances prevent these [14:07] families from being here in person but hopefully their Evans watch online we have brandy smuzzle and Isabel Kutcher [14:14] who are here to present this order board good evening [14:20] chair Alan Berg superintendent Schultz school board members and community members in a second I'll introduce our [14:27] presenters this evening but I just wanted to give you a little bit of background about American Indian ed [14:33] education in Edina and this really comes out of some of the lead work from the [14:40] Minnesota Department of Education really comes out of the every student succeeds act and inside of that every student [14:46] succeeds act as a provision supporting or American Indian students in our schools the vision statement put forth [14:55] by the Minnesota Department education is that American Indian students will reach their full potential within the school [15:00] communities through meaningful equitable and targeted educational experiences that affirms and values their unique [15:06] cultural identities as you learn from ease of this evening there's about 25 [15:12] students who claim American Indian status in our school district and at [15:17] this time I'm going to turn it over to Isobel Kuhn Shard who is our teaching learning specialist for elementary [15:25] curriculum other than math and science at the elementary level and she also addresses world language and she has been a contact and a coordinator for our [15:33] American Indian education this year and then Rene Baca will also join ISA and [15:38] Rene is a fifth grade teacher at Cornelia and they will be talking about some of the activities that have [15:44] occurred inside of the school district over the past year and a little bit about our American Indian parent group [15:52] that meets periodically throughout the year and give a little bit of background for the board around some of these [15:57] important services that occur in their district so with that I'll turn it over to ISA and Rene [16:03] good evening I am gonna present this so [16:09] that everybody can see it can you see [16:14] the presentation okay so my name is Isabel pan charred as Randy said I'm the [16:22] curriculum coordinator for Edina public schools for elementary content areas and [16:27] this year I oversaw the American Indian education program the presentation [16:33] you're going to see was created by Karen students and staff who identify as [16:39] American Indian and they are known as the American Indian Parent Advisory Council so any district that has ten or [16:50] more American Indian students receives funding from the Minnesota Department of Education and must have one of these a [16:58] PAC group as we call it this year we received a little over 22,000 dollars [17:03] and these funds are designated to remove barriers to help American Indian [17:09] students be successful in school and as Randy's that they also aligned with the world best workforce plan so the grant [17:18] that we received mostly is spent on opportunities for students and I want to give you a few examples most of the [17:26] money that we have in scholarships they spent on things like camps music and art [17:33] lessons sports tutoring AP testing fees all sorts of things and any American [17:41] Indian family who's interested in support between 90 and of the school year by June 1st can email me and then I [17:47] will see what we can do in the next slides I'm gonna highlight a few of the past opportunities that we've been able [17:55] to provide for students so last summer Betsy Bagley who was an 8th grader this [18:03] year attended a service-learning camp in Costa Rica she worked in an animal [18:09] sanctuary for ten days and in addition to learning about Costa Rican culture [18:14] and daily life talk to Betsy she said to highlight was that she made friends from across the [18:20] United States so it's quite a wonderful experience for her and I'm gonna turn it [18:27] over to Renee and then Renee excuse me Renee just tell me when you're ready to [18:32] move to the next slide yes ma'am thank you pleasure thank you for having me here my name is Renee vaca [18:39] I am a 50 Lea outside of my roles responsibilities and duties as a fifth [18:45] grade teacher I also do the responsibility of educating our k5 [18:50] students and we are also in the process of incorporating or six through eight middle school students with our culture [18:57] club if you will all of us come from different backgrounds Anishinabe Apache [19:04] Dakota Lakota I'll chip away and you but we come together we come together as one [19:10] people we come to learn about respect love truth bravery wisdom generosity and [19:18] humility these seven teaches which are known as the seven grandfather teachings [19:23] not only to incorporate with our American Indian students but also with my kids in the classroom on a daily [19:28] basis if you do some research on the sitting grandfather teachings almost [19:34] aligns up with our my gosh I'm forgetting give me a second to remember [19:41] it'll come back to me second step program the week of running the elementary schools we teach kids [19:47] about these fundamental basic responsibilities we have as students and as human beings that being said we come [19:55] together as one people to bring honor back to who we are as a people too often [20:00] we forget and/or we're lost or our culture is dismissed because of the [20:07] unknown and students in the classroom outside of my America needing students [20:12] begin to take pride in who they are based on their culture and where they come from their weren't recognized all [20:18] people to walk into our building into our classrooms and into our daily lives and being a part this is a great honor [20:24] and I really want to extend my my gratitude to the board to the super [20:29] to my principal principal Masika Lisa Randi for allowing this to happen my [20:37] counterpart Courtney who worked at the high school does similar work with her group of students in nine to twelve in [20:43] preparation for what's to come for them as they get older through the district some of the things we've done last year [20:50] you can see the photo here students are working on their traditional breastplate men's and women's breast plates a little [20:57] different in design assert the same purpose as a spiritual and protective piece for our soul our body our hearts [21:04] on the next slide was will be working began to work on this school year was a [21:10] students working on the medicine shield here you can see all our citizens set for one she was out of the country at [21:16] the time here's our new Peck playing native student very very nice intelligent [21:21] persuader put in zone I believe Norman tail I could be wrong but here we have [21:28] our students working together coming together as one as I mentioned we all come from different backgrounds jabo a Lakota Dakota Apache and you pack [21:37] we come together to embrace who you are culturally who we are the people and [21:42] respect our background as one and again as I mentioned we at times tend to lose [21:49] for our culture comes from and we bring in music language dance the crafts we do [21:56] with our students to remind them before we are as one people and to take pride in who they are and who we are not many [22:02] of us are in the district so it's good to be represented by a few and it's I'm [22:08] honored again to be a part of that and as long as I am the educator with the district I will continue my strive with [22:15] my students to help them succeed in this manner and I am very proud of them and I would [22:20] like to say me wish thank you for allowing me to speak to you for a moment to express the gratitude we have with [22:28] your support of the district and the board with what we do with our students on a daily basis so again in English [22:34] from the bottom of my heart and so thank you Ezrin I mentioned Courtney becau who is [22:42] a teacher at the high school leads a native club that is also co-led by [22:48] Mathilde Hardy who is a junior this this year Courtney teaches facts at the high [22:55] school but she's also a member of the American Indian Parent Advisory Council in the Native club students learn about [23:01] seasonal traditions how to balance that intersection of white and native [23:07] identity and they've also learned from elders in the community and I've partaken in community activities so in [23:15] years past these students have done ricing they've marched in the may American Indian parade they went to the [23:23] sugar bush to learn how to collect maple sap and make maple sugars they learn about the ceremonial uses of tobacco and [23:31] last year they made dream catchers and fleece blankets for elders Mathilde [23:37] Hardy told us that she would like to expand the club's activity to include the Native community in Minneapolis her [23:44] aunt Louise Matson is the executive director of the division of Indian Works [23:50] in Minneapolis and she works to support struggling native members through education food services etc and Mathilde [23:58] would like the Native club to be able to volunteer at the food shelf that the division of Indian works and do some [24:04] more work at local pals so that's something to look forward to hopefully next year each year the juniors at Edina [24:14] high school have participated in what is called the David Larsen American Indian [24:20] immersion experience it is organized through North Hennepin community college [24:25] and it consists of a semester long college class with a five-day [24:30] culminating bus trip which is an experiential classroom where students gather knowledge from places but also [24:38] people the pictures you see here are four from the 2018 bus trip since we [24:44] didn't have any American Indian juniors last year that I could show you [24:50] this year with the statewide confinement there are plans currently to modify the [24:55] experience for students perhaps by using virtual meeting platforms so that they students create [25:01] it meet elders and tribal leaders and there could also be an option to postpone the trip until fall but none of [25:09] these plans as of yet have been finalized Mathilde Hardy is the only American [25:14] Indian Junior we have this year but she recorded that the class that goes along [25:19] with this experience has been an eye-opening experience and she said [25:24] she's much more aware now of her cultural advantages and wants to learn more about her native heritage as well [25:33] American Indians seniors last year were presented with an eagle feather during [25:39] commencement that is a great honor and it rarely happens even in one's lifetime [25:45] prior to the ceremony these seniors had learned about the importance and the [25:51] meaning and the care of the eagle feather from Kevin smoky day who is pictured here and who is in a jib way [25:59] elder also last year we had three [26:06] seniors and those three students along with Courtney Baca were invited to [26:12] present at the Native American and Indigenous Studies Association [26:17] conference which was taking place all the way in Auckland New Zealand and at [26:23] the conference they shared their learning from their junior years American Indian immersion experience [26:28] with North Hennepin community college and they also had an opportunity to visit Maori homelands and schools and [26:37] reported this was the trip of a lifetime they absolutely loved it and I'm going [26:44] to turn it back over to Renee maybe to talk about these k-12 collaborations [26:54] thank you the calibration we have here is we took our students sugar bushing [27:00] last school year in which students are taught in the traditional way and how to harvest the sap from the maple trees [27:07] it's a process in which students must harvest the SAP I'm sorry from the trees [27:14] itself bring it back in where it's collected and then run through a serious process of a heating process and it is [27:21] quite the experiment if we will see the science behind how SAP turns into sugar [27:27] itself it's quite the experience for the students and myself which I've never seen before again being from a different [27:34] region of the US the southwest area of Texas and New Mexico the sugar wasn't [27:40] something we harvested so it was an eye-opening experience for myself as well to show this with Ojibwe the court [27:46] in Dakota students again are my hope my my dream is our students grow older from [27:53] the k5 experience in my classroom as they get older into the middle school high school age age-appropriate they can [28:00] do these things as well where they learn more about their culture their background and how to cultivate something as important as SAP [28:09] to make sugar and other things with it as well that was quite an experience I [28:14] really appreciate being a part of that with Courtney last school year and as I mentioned unfortunately we had a lot of [28:20] things being canceled out because of the current pandemic we are facing that is [28:27] my hope in Venice my desire as we move forward with our students in the [28:32] district thank you and well Renee maybe [28:39] you want to speak about this one with the fact that the high school students visited your group at Cornelia yes ma'am [28:47] our seniors from last year came in a couple of times during our after-school program to help our younger students [28:53] work through their breasts place and then also to share with them what to expect as they get over running going [29:00] through the Dinah public school system picture here I might miss pross name [29:06] kaya cheese are you pecs from Alaska very bright beautiful young [29:11] student in first grade currently pictured here with one of our seniors it [29:18] was an interesting experience for our younger kids as well for the older students to make a connection with each [29:23] other and to look at each other say oh I am like you we come from the same people and then she recognized that the [29:30] district supports what we do for them and having this older students come and [29:35] the seniors and help the students beat their breastplates and their feathers [29:42] with grunt experience for our young kids to see their older older students to [29:48] help them as well it was quite corny experience for them to see that so as you can see we've had [29:55] many opportunities for students in the past and the pandemics this year has cut short a lot of these plans but we hope [30:02] that the these examples give you an idea of the kinds of opportunities students [30:07] may have next year and then and in the future it's important that all of our [30:13] students see the impact and the significance of American Indian people in the curriculum that we teach and it's [30:19] critical for American Indian students to see themselves in what we in what we teach and I just want to talk a little [30:26] bit about the fact that the state of Minnesota has recognized this and has put legislation in place to ensure that [30:32] in our standards the perspectives of Minnesota American Indian communities are included in the past the Minnesota [30:41] Minnesota standards in all content area have included benchmarks about the [30:46] contributions of Minnesota American Indians to the field of studies so with the 2019 science standards the knowledge [30:55] about American Indians has been elevated to what we call an anchor standard which [31:00] means that it is now a k-12 emphasis instead of isolated benchmarks the [31:07] science anchor standard asks students to research and to describe the methods [31:13] that were used by Minnesota American Indians to explain scientific phenomena [31:19] and to design solutions to problems it's a standard that is specifically addressed in grades one to four and in [31:26] grade six seven and at the high school in earth science chemistry and life [31:32] science and every set of standards from now on that is being revised will [31:37] include a similar anchor standard so again this isn't just important for [31:43] American Indian students but it's important for all of our students to realize the connection that they have [31:48] right here in Minnesota with native people the APAC or the American Indian [31:56] Parent Advisory Council is tasked with making recommendations to the school [32:01] board this group meets every month or has met every month throughout the year [32:06] until we no longer met but in the time that we met the girls brought up some [32:12] recommendations that they would like us to bring forth to you on behalf of Jeff [32:18] Carlson who is the APAC chairperson and Diane Bagley who is the epic co-chair so [32:27] a middle-school recommendations in middle school the APEC members recommend that an advisory be an advisor sorry be [32:35] assigned to coordinate cultural activities and serve the cultural needs [32:40] of Native students as Bernie was mentioning that we're trying to include [32:45] middle school students but we don't have a person specifically at the middle school to coordinate that effort and [32:52] that has sort of hindered that process that if we could have an advisor at the [32:57] middle school level it would ensure not just a continuation from the elementary program but also more opportunities to [33:04] collaborate with elementary and high school groups a few times during the year at the high school level the APAC [33:13] strongly recommends a multi-grade advisory for American Indian students [33:19] ID'd ina high school because these two sort of feel there's so few of them they [33:25] feel lost in such a large building and that's a need that they've communicated with Courtney so again this is a strong [33:33] recommendation as they wanted me this we would also like to see that the native club be listed on the Dyna High [33:41] School Activities website currently it is not there and it would be great if [33:46] there could be a linked page that could showcase some of the events and opportunities that are available to [33:52] students to encourage more students to get involved and the AIPAC group also [33:58] recommended that a native student be invited to sit on the mosaic Council at [34:03] the high school Renee did you want to [34:10] speak to the general recommendations or would you rather let me continue it's either way would you like continue [34:17] I'm sorry I was so generally overall for [34:24] k-12 the recommendations include intentionally developing curriculum that reflects the heritage of American Indian [34:31] students and also recommending the support and growth of diversity of edina [34:37] staff and finally the last recommendation of this group would be to [34:44] request that current policy be amended so that seniors are allowed to wear the [34:50] traditional regalia of the beaded cap during their graduation ceremony [34:55] currently seniors who graduate from Edina high school are not allowed to alter their cap in any way and it might [35:02] interest the board to know that in some states like Montana there has been legislation passed making it unlawful to [35:09] ban traditional regalia specifically the beaded caps during graduation ceremonies [35:14] so we're hoping that Edina can be at the forefront of honoring the heritage of [35:20] our American Indians graduating seniors by letting them showcase a beaded cap so [35:32] that comes to the end of our presentation as Renee said eggwash thank [35:37] you for listening and for supporting these students and supporting the work that we do to help them be successful in [35:44] school thank you I appreciate that presentation do any [35:52] members of the board have any questions or comments no but with great thanks so [36:03] much very informative thank you for the opportunity yeah thank you very much it [36:11] was very informative and I just was going to ask either John or Randy what [36:16] would be the next steps for having the [36:21] administration comment and I'm the recommendations that have been sent to [36:26] the board Shawn are you responding do [36:36] you want me to respond why don't you go first I'm just curious of what the state expectations are with it I know they've [36:42] got some expectations that's when I'm not clear on ISA do you know how the any [36:48] state expectations align or are part of these recommendations well most of the [36:54] recommendations are internal to Eden I like the advisor and the multi-grade [37:01] advisory at the high school those are internal policies I'm not aware of any state mandates regarding at things like [37:10] the beaded cap for graduation I'm just aware that in some states they've passed [37:15] laws outlawing forbidding kids to have a beaded cap so the thing that we'd have [37:24] to do is identify where the recommendations line with policies that there's a policy related with the Edina [37:29] policy that would go to a policy community but if it's marva practice or expectation by the high school and I think that recommendation should be made [37:36] to the high schools I think we just need to figure out where those recommendations need to be presented [37:42] Ellen and I can work with Randy ISA and Rene on that great thank you [37:54] three well thank you I appreciate you brings psychologize but it got delayed [37:59] for March but it's great information is very informative so thank you so much for coming virtually to give this [38:06] information to the board and if I and if I could just add one more thing that would be to thank all the parents who [38:12] helped put this presentation together it's hard to have everybody participate when it's a virtual meeting like this [38:19] but they were very excited that about the opportunity to present their work to you and their recommendation so thank [38:25] you great yes thank you thank you to the parents hopefully you're watching so thank you great so now we're going to [38:35] move to our discussion items and first for discussion items are the arts and [38:40] music curriculum review with Randi Caroline London and Doug Richards so [38:49] Randy I guess you're up again okay good evening again so we have a curriculum [38:56] review cycle that sits in policy and the intentions of that curriculum review cycle we've been working over the past [39:03] few years to make sure that that cycle is in an alignment with state standards [39:09] and when state standards are moving forward sometimes that alignment is really tight [39:14] and sometimes things get adjusted and it has to be adjusted as well to the state [39:20] the I believe the art standards right now are a little bit behind in there I'm [39:27] sorry a little bit behind in there posting or their vote on those standards [39:33] in terms of putting them into legislation but MDE has indicated to us to continue to move forward in our [39:39] planning work around that so what Deb and Caroline are gonna talk a little bit about Deb's gonna give a [39:45] little bit of background about the art standards and the legislation and the direction that that is headed at this at [39:51] the state level we have not implemented that yet but we wanted to discuss a [39:57] little bit this evening the potential impact of that and what we believe we'll need to do in terms of the next step [40:03] caroline has been facilitating as part of the standard review process [40:09] the music standards and working with the music educators around their needs for [40:15] curriculum updates which are typically music or pieces of music but also equipment in instruments as well so [40:23] she's going to present some of the results of that study and then what we would ask the from the board this [40:30] evening is to consider how the new art standards may impact programming but also how this request for music [40:37] materials will support the continuous improvement of music programming across the school district so with that what I [40:45] will do is introduce Deb Richards she is our teaching and learning specialist in [40:51] charge of talent development but also supports curriculum reviews and and [40:56] other work inside the district and Deb has stepped forward to help with the art [41:02] standards review and then Caroline Linden is our literacy coordinator across the district and next year will [41:09] be a Dean at creeks out I'm sorry countryside elementary school she will [41:15] be an elementary instructional Dean so we're very excited for Caroline continuing in Edina in this next role [41:22] that I'm going to turn it over to Deb Richards to talk a little bit about some of the legislation coming forward around [41:29] the arts requirements that schools are going to be required to meet starting in [41:36] the 2122 school year so Deb yeah thank [41:41] you so I'm hoping that you all had a chance to kind of read the report and so [41:47] Caroline and I are not gonna go through the report but basically we want to summarize what the review process was [41:54] which is basically phase one and then just kind of share with you some of the [42:02] learnings that we've had and again this is for discussion just so that you are aware of potential changes to [42:08] programming and courses that might come in phase two so with that we are teacher [42:14] representatives from the Arts that have been meeting for the last two years and they completed phase one of the curriculum [42:22] review process on the team teacher teams were from the areas of music visual arts [42:28] theatre arts and dance they were charged with the following tasks to review and [42:36] analyze the new standards to conduct an audit of current courses determine any [42:41] necessary changes make adjustments to curriculum - aligned to the new standards identify needed materials and [42:50] resources to meet the new standards and to pay order place orders for music in the summer of 2024 file implementation [42:58] so that was the process and so this is what we've learned so far is that [43:04] according to the current timeline full implementation is required by the 2021 [43:11] 2022 school year which means that we have to have changes to any of our [43:16] courses ready for registration by January of 2021 we learned that there [43:25] are now five art areas and that includes dance media arts music theater arts and [43:32] visual arts so oftentimes when we say the arts we think of visual arts but [43:37] visual arts is only one of five of the areas and media arts is the new area [43:43] that's been added and it's very similar to the standards are very similar to [43:48] like graphic design that gives you reference the other thing that's significant that we've learned is that [43:55] the new standards are no longer banded in this particularly impacts the middle [44:01] school so in the past if there was a standard we would say the standard had to be met [44:08] with in grades six through eight now that they're late now they're laid out by grade levels [44:14] standards at sixth grade seventh grade eighth grade so this creates a unique [44:19] grade-level experience in each of our arts area another thing we've learned is [44:25] that most teachers only have licenses to teach one or two of the five arts areas [44:31] which makes interdisciplinary programming really difficult for example [44:37] a dance class class can only be taught by a teacher with the dance or a dance and theater license so a teacher license [44:45] and music and other arts areas can't teach dance and we also know that our Fayette teachers can't teach dance as [44:52] well we know that students in grades K through 8 must be offered opportunities [44:59] in three art areas and they have to meet the standards and - so currently at the [45:05] elementary level we offer music and visual art so currently we're offering [45:11] two areas so the change will be will have to offer three areas although the students don't need to meet the [45:17] standards and all three bio me - one art credit is required for graduation at the [45:25] high school level must include all of the required art standards and benchmarks in at least one hour area in [45:33] high school the teacher of record must have the appropriate licensure or endorsement in order for students to [45:39] earn an Arts credit that is important that teachers representing all five art [45:45] areas are involved in the review process I went in the past being only the focus [45:51] as I've been on music and visual arts lastly before Caroline's - um talks [45:58] about phase two of the curriculum review process we would both like to thank the teachers who have participated in the [46:04] review process we had twenty music teachers six visual art teachers one [46:09] theatre and dance teacher one Project Lead the Way teacher and one Thrax [46:15] teacher thanks [46:21] and onion Thank You Caroline before you [46:26] start a short since the board asked any questions they have about this first part about the standards themselves and [46:36] then move into the music specific [46:41] portion so I just wanted to see if orc members had questions or comments about [46:47] what Deb was speaking about about the about the correct standards update [46:55] themselves in the whole before we went specifically into the music I personally [47:02] do but I was trying to be kind to open it up to other people first so like I saw mine so um could you [47:14] clarify for me when it says and maybe I'm just missing something in the [47:20] reading what it says that students will need let me see where I can find it it [47:26] says that it's it says that basically that they need to our credits annually [47:34] are those two half semesters are they full years so I think school districts [47:42] can decide the amount of time allotted assuming that all of the standards are [47:49] met okay the district's discretion to this to determine Hall long it will take [47:56] to meet the standards and maybe you haven't gotten this far into it but [48:01] based on your analysis the middle-school Sanders do you feel that they're more geared towards full [48:08] year classes or half year classes I'm trying to gauge the impact for middle [48:15] schools scheduled specifically is what I'm trying to understand so I think the [48:21] middle school is primarily impacted by not banding the stant the grade levels [48:28] together and I think also that in in the past students might have taken like to [48:35] like a choir in a band like two musics and so now there's going to be that [48:41] distinction that they have to take to two classes from two different areas so [48:48] if they take a full year of band they're still going to need an additional art area that they meet the standards in but [48:56] it could potentially be a semester correct and so so you guys are looking [49:03] into those different options right now how about yeah we conducted an audit I [49:09] think it's in the report it kind of it kind of gives you an idea of what the [49:14] state of Minnesota requires what a Dinah public schools requires and then the [49:20] variety of electives that we have and so we're going to need to make sure that students have that opportunity to engage [49:27] in two different art areas at each grade level okay and then my other question is [49:34] more for Randy and I know that I'm [49:39] trying to give sensitivity and grace to the Department of Education as well but our districts like or both this [49:46] curricular update and the science curriculum update I know they have deadlines but given given what districts [49:55] are going through right now with distance learning and trying to figure out everything that's going on [50:00] next year do you anticipate that Department of Education is going to push back the deadlines for districts [50:10] implementing all of these things on top of trying to figure out everything else [50:17] districts are trying to figure out just to implement education for their students yeah I think that's a great [50:26] question I don't know that we've received any guidance from MDE on a slowdown in this particular area I think [50:32] that they're preparing to vote on it in terms of legislation and then that would kind of cement the statute around the [50:40] adoption of these standards for the state if we speak to science they've [50:46] given us a pretty big runway for science they've given us basically a five year implementation timeline so we feel like [50:53] we have some time there so far this one's a little bit tighter now go with [50:58] the expectation of these standards being implement wente 2122 so we haven't [51:06] received any guidance that that's not the case but certainly that would ease some things up on the on the side of the [51:12] district so I guess we'll we'll wait and see if that happens at this point to go [51:24] ahead and I'm just wondering does the state require that they that the [51:32] standards are met in in the independent [51:37] courses or can the standards be met as units within embedded within another [51:45] course for example you can name and [51:50] almost any of the ones that we're currently offering in seventh grade like [51:56] art in the digital world could one of those units be on media arts unit taught [52:04] by a separate teacher to come in for that unit but we wouldn't need to [52:09] necessarily build out a whole semester in order to meet fulfill that standard I think that's a [52:19] great question Ellen and it's probably one yet to be answered but our our thinking at least originally and looking [52:26] at the standards is that there going to be more than a unit to complete them so [52:31] that might be challenging one of the other things that we wondered about and we actually talked to some folks at MDE [52:37] about is you know could we integrate these standards with other standards and [52:44] for example could dance be incorporated into physical education as part of the [52:49] physical education curriculum and then B be achieving both the physical education and the dance standards and response [52:55] back from MDE was only if the PE teachers also held the dance license can [53:02] you do that otherwise they're not considered highly qualified for teaching that but daily content area so I think [53:07] those are things yet to be explored the degree to which we could integrate would [53:13] be dependent upon licensure the length of the time needed to ensure that kids [53:19] are proficient on the standard copy has is yet to be defined and explored for [53:26] all of those standards and as Deb mentioned that will be phase two that would come in the fall foot in front of [53:34] the board is to look at okay we've we've now really unpacked these and we've put together a proposal for how we would [53:41] deliver these in Edina and here's what that looks like in terms of course [53:46] options so that that'll be the part next what we're trying to do tonight is just bring awareness to the board in the [53:52] community that this is out there and there's going to be some additional pieces coming around it and in it's [53:59] going to have some impact we're not sure exactly how much yet Deborah Caroline is [54:08] there anything you want to add to that yeah actually um unless there's any more questions I was gonna just briefly go [54:14] over what will be part of Phase two which some of the pieces that you've actually asked about [54:20] disgust will be coming up but are there any more questions before I begin I do [54:25] have a question and that is just some clarification at the top of page three a [54:32] full year of performance music Orchestra and choir will no longer be sufficient [54:37] to meet arts requirements in grades six through eight so to spell that out does that mean a [54:44] child who is in band in eighth grade who previously would have taken a different [54:55] course will no longer be able to do that because that will be displaced yet we [55:01] will have one less elective in other words for students to take is that one [55:06] of the implications of this it could be again those are the kinds of impact that [55:14] phase two will begin to study when we come back in the fall so things like [55:21] that so we haven't determined exactly what the impact of those requirements will be but there are definitely going [55:28] to be some programmatic changes potentially I can just anticipate some [55:34] pushback in the community from that families that have kids who are really dedicated music and putting a lot into [55:40] it and they feel that their child is learning musically through the band and [55:47] they would like to dedicate extra time to another course and now they can't so [55:53] I'm just sensing that we might want to think about that absolutely and I'm [56:00] really thinking that the media arts might be something that's really engaging for middle school students but [56:07] that is a new area and we don't have any course options at this point [56:12] if you have a visual arts license you can teach media arts so again these are [56:20] all things that we're going to do in Phase two okay thanks [56:28] go ahead Caroline okay the goals of face do thanks for asking [56:34] those questions because it led right into my next segment so those pieces will be discussed during phase two [56:40] and as Deb said before we would want to make sure that any programmatic changes would be ready for you by December so [56:47] that you would have a heads up about that and that they could be then ready for registration in January if there's [56:54] any changes required and then if there's any other resource orders for the other [56:59] arts areas those would be placed a year from now in the summer of 2021 so that [57:08] was an outline of phase one and phase two and I'm gonna tell you a little bit [57:13] more in depth about some of the works that the music department has done over the last two years so the music [57:20] department is actually able to finish all of their analysis they were able to [57:26] determine what kinds of purchases will be required to support both current [57:32] programming in any future programming and so that's what we're here to have you talk about tonight Edina has a long [57:40] history of offering rich musical experiences to its students the music [57:45] department is comprised of a large number of teachers therefore four subgroups of teacher representatives [57:51] were identified to conduct the process of curriculum review and the their names are shown in the report I'd like to [57:59] personally thank them for participating in this process over the past two years the groups met they weren't necessarily [58:06] exactly Java Lake but there was a small group of band teachers at small group of orchestra teachers a small group of [58:14] elementary classroom music teachers some vocal music teachers and then also [58:19] connected with world of music course at the middle school level each of those four sub groups met frequently and [58:24] gathered feedback from their java-like colleagues throughout the process and in [58:30] addition the entire music department which is about 34 teachers was able to meet on the february professional [58:37] development days in both 2019 last year and the past February in 2020 to bring back the [58:45] thoughts analysis popped through the curriculum documents talk through any resources some brochures were created so [58:53] it was important that we try to elicit feedback in that all voices from all of [58:59] the music teachers in Edina were included in that process so as a result the music department is making [59:05] recommendations for purchases that will support both current programming and any future programming that may result in [59:12] any program changes if that is determined the recommendations include purchasing instruments preparing some [59:19] instruments that they currently have rehearing bows those of you that might play a string instrument equipment they [59:27] also have done a really complete audit of their musical repertoire and are recommending for purchase on some new [59:34] repertoire and other curriculum related resources the budget events included in [59:39] this report reflects each subgroups those four groups I referenced earlier their top priority items and in appendix [59:47] 2 I believe you are able to see how much is allocated and how much being is being [59:52] requested again to support current programming and also future programming for our rich music department are there [1:00:05] any questions [Music] [1:00:14] does anyone from the board have questions about this again I'd really [1:00:22] like to thank the teachers involved it's a lot to ask to be out of the classroom I know each of the groups also put time [1:00:28] and outside of their allotted days to ensure that this was done thoroughly and [1:00:34] thoughtfully and will enhance our musical traditions and moving forward [1:00:40] programming movie or some thanks to all the teachers in the music department and especially to those serving on the [1:00:46] committee I'm so Randy when do you anticipate having and I apologize you [1:00:54] just told me this but having an update to the board on the next steps and [1:01:01] further impacts and what this one I [1:01:06] guess more granularity to what this will look like for the district our next [1:01:13] update will probably be in October is we'll be getting closer to where we [1:01:19] think that next set of recommendations are and then we'll try to finalize that [1:01:25] in the fall as Caroline mentioned prior to the registration guide materials being produced in January so we'll be [1:01:33] finalizing that with the board by December okay and then materials for [1:01:38] purchase for that phase two will then happen next summer the financials listed [1:01:53] tonight would be for music as kind of a phase one and that would be for this summer and that's really to support what [1:02:02] we have in terms of music programming currently and then alignment to these next standards and then in Phase two [1:02:09] will be the other arts areas and there may be at that time some additional need to look at its kind of some phase 2 with [1:02:17] music what we looked at is really just kind of what were the absolute priority [1:02:22] items for music right now so Randy you're gonna want the board to [1:02:29] approve the funding next month and then you'll come back in with more [1:02:34] information on the other part in the fall correct correct [1:02:42] okay well then I guess I do I apologize that I do have a question because I I [1:02:48] wasn't clear I'm so money my one funny question is for the vocal slash world of [1:02:57] music it's not clear to me where the I [1:03:03] think that's a K to 12 funding stream and it's not clear to me where and [1:03:11] that's $20,000 and my question is for [1:03:17] the middle school it doesn't seem like we really understand what we're going to [1:03:24] be doing with that Senate classes and I'm not clear if world of music is even [1:03:32] viable or fill me a six month class or what we'll be doing with world of music [1:03:38] so my question is is there army our is [1:03:44] world of music asking for budget and money from us to purchase supplies for [1:03:50] things for next year when we might be changing that class the following year [1:03:56] that class specifically is only asking for about $300 worth of a digital [1:04:02] subscription called no-flight which is part of the creative creation part of [1:04:09] the music standard so it's a very small fraction though choral music is the bulk of that purchase and the bulk of that is [1:04:16] repertoire updating my repertoire along with some other digital music [1:04:21] composition software but the bulk is for vocal music which is ranges from grades [1:04:27] 6 through 12 okay and is this $86,000 per innings [1:04:36] distinct teaching and learning but yes we have each year we build out a [1:04:43] budget that aligns to the curricular review cycle so this is this is definitely within our planned budget [1:04:49] allocation for this curricular areas of study and so it's it's all budgeted for [1:04:57] at this point oh that's good - that [1:05:17] October day thank you [1:05:22] we're gonna move on to strategic plans so we have our long-awaited strategic [1:05:27] plan here and I just wanted to sort of [1:05:35] lay the groundwork for the community members that are watching tonight that we have two different documents up for [1:05:40] discussion tonight um one is a draft of the actual strategic plan and this includes the proposed mission vision [1:05:46] values and beliefs for the school district as well as five priority strategies which are advancing academic [1:05:53] excellence and growth ensuring an equitable and inclusive school environment foster fostering a positive [1:05:59] learning environment and pull student support developing leadership throughout the school district and engaging parents [1:06:06] school in the community the second is a document as a Gantt chart that shows the [1:06:12] tiny and prioritization of outcomes we expect to get out of the strategic plan I'd like to offer a thank you to our [1:06:20] administration for continuing to work on this while also guiding our district through the distance learning I'm from a [1:06:26] tiny perspective this is being brought to the board for discussion tonight and hopefully we will be improving both the [1:06:33] strategic strategic plan and Gantt chart next month we will then have an approved [1:06:39] communications piece for the community in July in addition [1:06:44] that the board will be discussing the monitoring of the strategic plan in July along with a district data dashboard [1:06:52] with that I'm going to turn it over to superintendent Schultz and then open it [1:06:57] up to the board for comments and questions so I'm just gonna briefly make some comments about the strategic plan [1:07:04] first so I'm going to commend the school board for a thorough relevant visionary [1:07:09] I found it funded really collaborative [1:07:15] at many levels of McClement upon board members with collaborative among administrators and gave me the [1:07:21] opportunity to collaborate and work with administrators the direction for our United public schools and more [1:07:28] importantly it was collaborative among the community I want to really thank Miri Hansen for having the skills and [1:07:36] the vision to meet with many people in the INA public schools to develop this [1:07:41] plan the plan was not developed isolation wasn't developed in the board [1:07:47] room it was really developed among leaders as well as community members and [1:07:52] I if you read through the strategic plan of words like excellence which is at the [1:07:58] center health collaboration family family partnerships leadership and even [1:08:05] today when I was in interviews today other staff members brought up the [1:08:12] language of the strategic plan it has had it's in with individuals that want [1:08:18] to be part of the Medina school system edina it leaders mentioned words like [1:08:26] academic excellence equity welcoming all values welcoming all perspectives they [1:08:32] talked about learning environments they talked about leadership they talked about community engagement they talked about data all these these concepts [1:08:41] ideas in and I would say initiatives that are laced within the strategic plan [1:08:47] so from this administrators point of view it's a very relevant plan for [1:08:52] public education today over the next couple years I have [1:08:58] presented with the board of the priorities of of looking at the looking [1:09:03] at the total academic program how do we continue to give rigorous programming to all the dinah students looking at [1:09:11] interventions looking at our literacy program starting out social-emotional learning communication communications in [1:09:19] beginning the big job of putting together a new web a new website and a new web platform as well as beginning to [1:09:30] organize and communicate our data in the system so it this is really exciting to [1:09:36] working with the strategic plan to begin to make this strategic plan for the [1:09:42] vision of the universe schools real so I look forward to working closely with you over the next eight years to complete [1:09:50] this plan great implement and complete this point right thank you John um so again I just wanted to open up the [1:09:58] board members and get your comments or questions Julie um no I was just gonna [1:10:12] make a comment I I wanted to echo what dr. Schultz just said there because I [1:10:18] think that um I don't want to speak for Janie but coming into this board I know how much time and effort has gone into [1:10:26] getting us to this point so I just wanted to say thank you because it's been years of work I know I feel really [1:10:32] proud of it I think it really does represent the community and I just I think it's I think it is very relevant [1:10:40] especially in light of our current situation that we're finding ourselves in with our system kind of being turned [1:10:46] on its head this last nine weeks so yeah I just wanted to echo that but I have no [1:10:53] additional changes or comments usually thanks [1:11:05] no one okay I know I'm feeling a little [1:11:15] stunned here on my end so I don't I don't know what to do so well I guess if [1:11:22] no one has any comments then I am going to move to our policy review I actually [1:11:30] wasn't prepared to move on so fast so I actually definitely not don't even know what to say so we have two policies [1:11:37] up for review policy 510 and 713 so I'm [1:11:43] going to turn it over to the chair of our policy committee who is Owen and [1:11:50] have him start us off on this conversation all right Thank You Erika [1:11:55] we have two items to talk about today policy 510 and quality 713 for watching [1:12:03] the first 510 is in essence removing [1:12:09] obsolete language dealing with the magnet school of the fare magnet school [1:12:16] and so we that's it's that's basically [1:12:23] what it is and a much more substantive will be 7:13 which is proposing that we [1:12:30] consider a pain to ride option in the non transportation zone of the district [1:12:37] I think that first once you just open it up for any discussion about five-ten [1:12:43] because I think that this portion of our meeting will focus principally in 7:13 [1:12:48] the transportation so doesn't have any comments about five-ten well okay so [1:12:57] we'll move on then to 730 Nina and this has been our long anticipated discussion [1:13:03] about paid a ride in the non transportation zone and John taupe is here to give us a little background to [1:13:09] this and it's so John would you be the [1:13:16] best person to represent this to from the administration to yes director Michel said I'll give up [1:13:23] brief overview we have David White on the call as well to answer very specific [1:13:29] questions so if you want me to give a brief overview on the changes and then allow for questions and board feedback [1:13:36] that'd be great great all right throughout the document [1:13:41] we are making some Corrections not Corrections but just making change about [1:13:46] changes on his/her to there so you'll see that in the document itself on [1:13:52] policy 713 there's also some correction to appendices but the major changes [1:13:59] start on 713 - think it's the top three [1:14:06] yeah 713 three I'm sorry the bottom this is where we start to make these changes [1:14:12] where we reference the appendix I at the bottom of 713 3 and then at the top of [1:14:19] 713 4 we are deleting B which obviously [1:14:25] we would need to delete if we're offering a pay to write option and then read numbering the rest of the letters [1:14:32] as we go down the list and then the primary verbage that we are placing in [1:14:45] is an appendix I and that is on 7 13-9 [1:14:50] so I'll make sure everybody gets to there once you're there you'll see that [1:14:56] we are changing at the at the top putting in the pay to write section [1:15:02] school district may provide transportation to students not eligible for regular to and from school transportation in accordance with [1:15:08] Minnesota statute 123 b-36 which does authorize charging a fee for service then we go [1:15:16] through the listing in a the transportation zones that we've set up [1:15:22] point seven or less for the K through five students and one point O or less [1:15:28] for the six six through twelfth grade students those are the ones that would be eligible for a paid to ride service [1:15:36] if you look at B what we're trying to do with B is we're trying to put a fence [1:15:42] around Parkwood knowles neighborhood that has always been because they're out [1:15:48] of district students but they're in the city of Edina a fee for service but we want to make sure that we charge the [1:15:55] same fee for park would Knowles area that we charge for this fee for service [1:16:00] pay to ride service for the rest of the district so we're kind of highlighting [1:16:05] that saying that that is a designated pay to ride zone and that the same fees [1:16:10] are applicable to that area as they are to the other areas number C gives the [1:16:17] transportation director authority based on time space and equipment considerations we do not want to add [1:16:26] buses when we're implementing this pay to ride service or if we do we know full [1:16:31] well going in that we will have to add a bus but that is not our intent to begin with and so we do give the [1:16:37] transportation director that authority t delineate that authority as a relates to [1:16:43] number of per bus for K through five six to eight nine through twelve students [1:16:49] set some limits on that so that we don't go over that so that we do not have to add bus buses for this pay to ride [1:16:57] service e says they will be on a first-come first-served basis and that [1:17:03] the applications will be stamped date and time stamped F delineates the be [1:17:09] three hundred and fifty dollars per student with a family Capital 5 25g provides some cancellation [1:17:16] of services if our student limit is exceeded H if we cancel service to the [1:17:23] lack of space who says will prorate that reimbursement for that refund back to the family here and I would get into [1:17:31] when we need to have the information from the family so again we're trying to [1:17:37] say in a normal year Peter I'd Mars notices will be sent out the first week [1:17:43] of June for the coming school year with a deadline of July 15th the pay to write [1:17:48] form will also be posted on the transportation webpage after the deadline of July 15th no new [1:17:55] applications will be accepted until two weeks after school starts people may wonder why we have to start setting up [1:18:01] bus relics after July 15th the drivers have done know what those routes are practice their routes and so forth so [1:18:08] that's why we want that date in there J transportation made would provide the [1:18:14] students normally not eligible when the walk path within a school's attendance area exhibit exhibits an extraordinary [1:18:20] hazard area and that that again would be determined by the transportation supervisor it's my understanding that we [1:18:26] have a few of those by in the district so that is the bulk of the changes as it [1:18:33] relates to policy 713 if you look back on page 713 - and sways back here Oh [1:18:50] [Music] Christian 713 - 24 you'll see this is [1:18:56] labeled appendix 6 this is the pay to ride transportation forum piece of information from the parent and then the [1:19:03] student name we like them to fill out a separate form if they have more than one student to give the name of the school [1:19:10] and I did put this here that the fee of $350 per student is [1:19:15] the same whether they just select an am or just select the p.m. time for their [1:19:21] students to be picked up by the rest of they think the the form is fairly [1:19:26] self-explanatory and then we have the paid arrive be scheduled at the bottom as a marker and we are going to set this [1:19:34] up we're working with director of [1:19:40] Technology Stephen or so that we can possibly have these parents set this up [1:19:45] and pay for this in infinite canvas so once we get that finalized we may edit [1:19:51] this form a little bit we might have a hyperlink that brings them right over to [1:19:56] Infinite Campus and then they can sign in and they can pay the fee online so [1:20:02] with that that's most that's most of the changes in a policy we do have a couple [1:20:07] of changes that we'd add to our transportation webpage on bus stops [1:20:13] eligibility area all defining the pay to ride and then on the back a separate pay [1:20:19] to ride option about what what is the approval process and how to apply so just information on the transportation [1:20:26] website web page that highlights the pay to ride option and what the requirements [1:20:32] are for them to apply for that we did do a survey we I think was 56 or 57 [1:20:40] responses out of about 400 parents that we sent the survey out to so not a very [1:20:47] good response as far as saying yep I want my student to sign up for this [1:20:53] service and I'm willing to pay a fee we didn't ask for the fee at this time at that time obviously because we just [1:20:58] wanted what our plan is is we would like to send out and work with Mary YT and [1:21:05] communications send out two letters one to the Parkwood Knowles area just to [1:21:11] make sure that they are informed that the fee is going from 160 to the 350 and [1:21:17] then to a second letter out to all of the parents students in the 0.7 are less and [1:21:24] the 1.0 area or less so that they have one final time to say yes I would like [1:21:31] to have my students signed up for this and I'm willing to pay the fee so I'll stop there and take word member [1:21:38] questions and comments and if you have a question for director of transportation [1:21:43] David Wain right so John I had a couple [1:21:50] of questions one of which is this is time-sensitive is it not because we if [1:21:57] we really need to move on this we need to have our discussion tonight and the vote next month in order for this to [1:22:04] become operational in the fall is that correct that is correct okay the second [1:22:10] question is reminding how did we settle on a 350 per student or the 525 for the [1:22:18] family max the 350 is slightly under the [1:22:23] cost of transporting one edina student in fiscal year 1819 womaning this be in [1:22:31] 2021 school year will be a couple years behind and as far as what the costs are [1:22:36] per student not too far behind but just a couple of years behind so this is [1:22:43] going to last year loquats recovery yeah and I think this will be a very reasonable way to cover the costs [1:22:52] because as you get into the incremental cost of adding one more student to the bus will be slightly lower than the [1:22:59] three the actual cost to transport that student for the 2021 school year okay [1:23:08] thank you other questions from the board [1:23:14] yes I have one question it's on and I'm wondering if it's 350 for the year are [1:23:22] we going to ever consider prorating it [1:23:28] for half a year or is it I am just I think that that needs to be clarified in the [1:23:34] paperwork the 350 is the fee for the year there is language director Jones I [1:23:43] believe and maybe David White can help me locate it fairly quickly if they [1:23:49] decide to cancel out then they are not eligible to come back in on the for the [1:23:56] rest of that school year okay but um for [1:24:02] example if there's no bussing for the first three months next year for example [1:24:07] or if someone moves in halfway into the year I'm just all of those situations [1:24:15] that are likely to come there's going to be people who are likely going to ask will you Pro rate this and I think that [1:24:21] we could make a statement whether or not we would consider that we actually do we [1:24:28] did talk about this especially with the pandemic situation that we may not be transporting students in the fall in [1:24:35] that form at the end of the transportation policy we could put a [1:24:41] pro-rated per month form in there I think that I personally think that in a [1:24:48] this situation it makes sense to say something like if school doesn't start [1:24:55] we will prorate it based on that I don't necessarily want to get into a situation [1:25:01] where we off we have to prorate if someone comes in I think if if there's [1:25:09] an obvious like someone moves in halfway through the school year to give them like half a fee I don't want to put you [1:25:17] guys in the situation where if someone signs up saying listen to school we don't have to [1:25:22] prorate for that I think if they're very obvious events like stomach or like [1:25:30] Ellen's point if someone moves in half way to the year something that like that makes logical sense to me I'm not necessarily [1:25:38] comfortable offering uh prorating as an option just as a financial option [1:25:44] because if they even if they do come in pathway during the school year we may [1:25:50] not have room for them to get on the bus anyway so that has to be determined by [1:25:58] the transportation supervisor first right before they can even get approval [1:26:03] to apply for the pay to ride option so I'm not sure if I'm answering your [1:26:09] question director Jones but I do agree with chair Alan Berg that I think we need some discretion here for the [1:26:16] transportation supervisor and we certainly would try and be fair on that [1:26:22] if somebody's coming in halfway during the year we can get a get them on a bus that we would probably only charge half [1:26:29] the fee if somebody's coming in six weeks after school starts and we have [1:26:34] been transporting since the beginning of September I think we charge the whole fee right [1:26:42] I I think I'm tracking with what Erica is saying and that I want to make sure [1:26:50] that we're minimizing administrative time in handling this type of thing and [1:26:58] that it's it we consider this a almost [1:27:03] an annual decision for ongoing students that if you want to be a part of this [1:27:09] you sign up in the fall right and and that if you don't well then that was [1:27:17] your time there was a there's a sign-up time and we would not prorate a fee [1:27:26] after that signup time unless you're a new student for example or or something [1:27:31] like that yeah I think Selin and I think it makes sense maybe to come up with a date that says like in [1:27:38] the event that school we are not able to have in-person school by X date we will [1:27:45] prorate your fee and I don't know what [1:27:51] that date would be even maybe if I may [1:27:56] jump in for a second I think what we want to try to avoid is someone or [1:28:01] people that come in after winter or there's a certain period of time hey y'all sign up later on because of [1:28:09] whatever and then I'll get a discount we want to try to get everyone signed up when school starts for the year do not [1:28:16] get into those certain situations well sign up after fall sports or something [1:28:23] yeah I just a couple things and this some of this came from our policy [1:28:29] committee meeting discussion Ellen your your point about making it an annual [1:28:35] decision so what I like about this plan is I think it I think it reflected the [1:28:40] feedback from the survey even though we didn't get a lot of feedback back it did reflect some of what we got back and [1:28:47] also that task force that was put together that the Romney different members had come together and I think [1:28:53] when order to support and correct me if I'm wrong David in order to make this work and be feasible and be fiscally [1:28:59] responsible and efficient we have to run it this way right we have to say like [1:29:05] there's an open time to sign up because what we don't want is disruption on the [1:29:11] school bus with the students and then also David we having a reroute or having to do extra stops or whatever that looks [1:29:18] like throughout the year so I think that I just wanted to add that piece because [1:29:24] I think that was part of our discussion with this option in order to make it work is that we were gonna need to [1:29:31] really be tight with with those parameters so would you agree with that [1:29:37] David yeah I mean the hope is like say we could get everyone to come on board before July 15th and like saying if we [1:29:45] give this moving in we can understand that part we're trying to avoid people opting in [1:29:51] and out whenever they feel like it hey Lal opt out it's spring now so I can get a refund yeah and I wouldn't I I [1:29:58] don't know we were Erika you're talking about putting in I don't know if your time being in this policy some language about [1:30:06] being prorated if school didn't start but wouldn't that be just part of the communication about it not part of this [1:30:11] policy because if we're changing the policy no I wasn't thinking about a policy okay okay yeah I did I was I just [1:30:18] want to clarify that okay if we do have have school not starting we're [1:30:24] transporting students I think as we use that Infinite Campus solution for them [1:30:30] to pay the 350 dollars they're gonna have to use a credit card to do that and then what we would do if we let's say we [1:30:37] didn't transport in September October then that would be two nights I would say that we would credit back to them [1:30:44] and we would be able to credit that back through him to the campus I think that would be the most efficient solution if [1:30:53] we don't have to transport kids once school starts and I don't think that that would take a lot of administrative time to do so so so I would just leave [1:31:03] it I'd like some kind of wording in there to honor this last discussion in [1:31:11] the appendix and I'm not really sure exactly how to phrase that but maybe [1:31:17] somebody in policy can take a look at that and propose that changing what's [1:31:22] working are you referring to just the fact that there's going to be a a [1:31:29] registration period in the fall you can sign up for this in the fall well I [1:31:37] think director John Smith could I at least suggest something on that appendix [1:31:43] six which is the pay to ride transportation form G would it be okay [1:31:49] to put mascara in there of what the refund amount would be if we did trans [1:31:55] or for one month or two months or three months then so that they could see what that refund amount would look like even [1:32:03] though it's gonna just be a credit back against their credit card because we do want to pay the 350 fee on front that's [1:32:11] what we're asking them to do so I think a refund schedule if we don't transport [1:32:16] right away in the fall would be the way to go that makes sense well I actually wouldn't put that since [1:32:23] this is going into an appendix to a policy I'm not sure I would put that schedule in just as we were discussing I [1:32:31] just I I think that it's it would just simply need a little clarification on [1:32:39] the fact that there's a registration period at the beginning of the year even [1:32:50] know it's in there for July 15th freitas there the policy that way so I don't I [1:32:56] think you're right director Jones I don't think we want to do anything with the policy so I apologize for saying that depend of six they think what we [1:33:03] need to do is publicize that on the transportation webpage yeah is that all [1:33:11] right that mixes yeah we don't see the [1:33:17] it's in the the appendix one I where it [1:33:25] says paid right notices will be sent out the first week of June with a deadline of July 15th and I I think there's a [1:33:33] benefit to of having a date in the policy of the cutoff date so it just stays it doesn't move every year like [1:33:41] it's you know it takes one year of kind of teaching that to our community and then saying everyone knows by July 15th [1:33:46] you gotta sign up for busing right so that doesn't change so I think that that's a good date to have in there for [1:33:53] to have a date in there so it's it stays [1:33:59] with the potential fee refunds then I would say were under the painter ride [1:34:05] option on the transportation webpage does that make sense yeah can this Agreement be [1:34:14] canceled there's a question but also is there a refund if we don't transport [1:34:20] kids because of the pandemic raita we have to start in school your and then answer it that makes done sport I think [1:34:28] well I think cuz then it's communicated in the transportation plates where we [1:34:33] have like this is what it would look like we can work to go so they know that we're thinking through it and not just [1:34:38] saying hey everything's everything's great we're all gonna get on buses we obviously are thinking through all that [1:34:44] right agreed the parents aren't gonna go to the policy to get the information so [1:34:50] they're gonna and I think if you tried to weave it into the policy you've already got language in there on under H [1:34:56] that talks about what you will not be reimbursed for I think you just end up [1:35:03] if you try to add it into the policy I'm I'm not sure it wouldn't muddy it up I [1:35:08] think you guys did a great job of just keeping the policy very clear and I think anything pandemic related should [1:35:14] just be in the communication page so now just point of clarification we're not talking the policy we're talking the [1:35:20] appendix is that correct correct yes I meant next I'm sorry yes [1:35:26] the appendix so just to clarify what I'm [1:35:32] gathering is we're not changing anything to the policy or appendix for suggesting that in any sort of communication that [1:35:38] we clarify basically H&I which says that [1:35:44] in if school is late we need probate you and really clarified on August that July [1:35:52] August the dates during the summer and what this all means for people it's correct that's a queer clarification [1:35:59] thank you by the way under that I where [1:36:05] it says with a deadline of July 15th it should be clearer so it's a deadline of July 15 to apply I mean it just kind of [1:36:14] dies the sentence well I think I would we're by I just to make it really more - for [1:36:22] applying for the paper ride the other thing is J [1:36:29] what does J intended to apply to does that mean that people who in are in an [1:36:35] area where it's hazardous they don't pay [1:36:41] that was my question money somebody brought it up I think I would ask [1:36:48] director white dress that because they think him and I talked about it briefly but I can't recall the answer mr. white [1:36:57] yes um so we're trying to put some language in there to help the [1:37:04] Transportation Department so we do have some streets that we do already consider [1:37:10] hazardous that we have always considered hazardous so we're trying to get some [1:37:16] language in there that just kinda talks about who can deem a street hazardous if [1:37:31] the public was asked for a parent but then what if it's hazardous then do they [1:37:39] pay do they not pay no so so any of the hazard streets right now that would fall [1:37:44] into a transportation area so they would not pay so they'll be suspended from pay [1:37:51] to ride yeah in I don't foresee any new hazard streets being added on um but [1:37:59] just trying to recognize the ones that are already out there so we already have hazard streets David and there are some [1:38:07] students riding due to that Hazzard Street designation yes what what [1:38:14] do we consider why are hazardous trees that's a big question it is a big [1:38:22] question in particular little to start with the biggest and we'll shrink down a little bit [1:38:27] freeway highway 100 highway 62 on the [1:38:33] kids will not cross the freeways more the bridges France Avenue Vernon Avenue [1:38:39] Gleason because some of it because the speeds and the safety of trying to cross [1:38:46] the street although those types of streets are we deem hazard that are [1:38:53] higher higher speeds no crosswalks [1:38:59] potential of railroad tracks which we don't have a lot of any Diana on so [1:39:04] those those are hazards the only the [1:39:09] reason that I highlighted is to ask is I feel like it puts you in a situation [1:39:16] where to me hazard is a very subjective [1:39:25] and what I is a parent consider hazardous you might not consider [1:39:32] hazardous and unless we have criteria that you can use and what you just sort [1:39:40] of listed off to me which is speed crosswalk train track like whatever [1:39:46] those things are which maybe we should add as bullets I think we need to add [1:39:51] objectivity to it so it isn't a subjective phone call to David Wyatt to [1:39:56] say this street is hazardous I don't want to pay and I want my students get picked up [1:40:03] by a bus because if not I feel like we're gonna end up in the exact same place that we farm which is we don't have any [1:40:10] parameters around who gets a bus and who does not get a bus yeah we could [1:40:17] definitely work on that pair of edge a oven fine-tune it some more cuz it [1:40:23] doesn't this is a troll David already has criteria to determine that not [1:40:29] really it's um it's kind of each district but yeah there is no set [1:40:36] criteria good low awful here's an unusual thought could we as the board [1:40:43] define what are the hazardous zones and put that into our transportation zone so [1:40:50] in the spirit of what Eric is saying that you will not be put in the awkward position of having to defend what a [1:40:58] hazardous zone is and it's one or the other you're in the non transportation zone or you're not we could I mean we [1:41:11] could list out our hazard areas right now as they stand some districts do that [1:41:18] some don't list and I [1:41:28] you know what I'm in the fake let me throw this out to everyone when I'm in favor of doing is apart from some of the [1:41:36] language changes we're talking about an I and J basically moving forward with [1:41:41] this and considering that this is a launch of a new program and we cannot [1:41:50] fine-tune it until we've actually experienced it for a year and that we [1:41:57] fully prepare to amend it next year at about this time based off of real [1:42:04] experience and I think it's a massive step forward and because I think we [1:42:15] could talk about this for a long time about hazardous areas and the little [1:42:20] background on policy members is that we did not get a chance to review the [1:42:26] specific language this has been sort of expedited and so we have not had the [1:42:34] leisure to go through it to the extent that we may have liked to but after [1:42:41] after years experience I think we'll have a pretty good sense of how it's going for David if you can get quite a [1:42:48] pushback and then we can the community [1:42:54] members can enjoy the benefits of this pay to ride which the contraction or another has been in pretty strong demand [1:43:01] for a while what do people think about that I think well I think that's a [1:43:10] that's a good approach I like that idea and I think too even though we hadn't had a chance to review it specific [1:43:16] language that came out all the topics and all the items that were discussed tonight that were added and we uh we had [1:43:22] discussed pretty thoroughly in policy so I just wanted to clarify that um that's true just because I there were no [1:43:29] surprises in there I mean everything will stop that we had talked about and I thought actually you guys did a great job of capturing that conversation and [1:43:35] in the direction that we thought that we were going so but I like that I think that's a great we had talked about that too you know [1:43:43] launching this and assessing where we're at so that would be my vote to do that [1:43:51] yes but can we put that on the calendar for to revisit this and six months or [1:43:57] whenever a year even Owen you can put that on the policy committee [1:44:03] I think there Rayden it's my loss Brian Bass is leaving because he can help me with that so Donna done so so what I'm [1:44:17] hearing the suggestion is a just a couple of edits or maybe just one in it [1:44:23] to number letter I with the deadline to apply of July 15th [1:44:30] perhaps one thing I'm hearing yes you know if we wanted to Liddy eight you [1:44:36] know the hazard areas we can do that like David said but I also agree with [1:44:42] the board we also need to say well it's a hazard area because of crossing [1:44:49] highway 100 crossing a major highway what is that criteria and that's all [1:44:55] that we put in there done because if somebody else wants to make that argument that it's a hazard area then [1:45:01] they have to satisfy the criteria that's already in the policy and justify that [1:45:07] that should be a hazard area I think they will have trouble doing that so I'm not against what I guess and what I'm [1:45:14] saying is I'm not against putting in why we're defining that as a hazard area because I think we have very good [1:45:19] reasons to designate those areas that is but I would like board feedback on that [1:45:26] sorry I should say my biggest concern is the hazard area concerns but I'm also comfortable we've been operating like [1:45:33] this for forever so I'm also comfortable moving forward with this and working on the house [1:45:40] sort of a parallel path because I don't also want to rush into defining hazard [1:45:45] areas and trying to get that done into mom's let's go prove it right so more [1:45:51] functioning fine we're good yeah that's what I was gonna say Erica so [1:45:57] thanks for taking it from me whatever so [1:46:02] by the way this is that notices are gonna get sent out the first week of June and we're gonna vote on this on [1:46:08] June 8th so I think it would be a little hard to send it out unless you're just [1:46:14] gonna send it out assuming we're gonna approve it it's the first the first [1:46:20] British first week of June 1st yeah yeah we had to throw some dates in there not [1:46:26] knowing exactly for sure how it was gonna play out so why'd you change it to [1:46:31] sent out by the second week of June we could and then in the future you can set [1:46:37] it out the first week and this time we can send it out on the 8th or 9th yeah so sent out by the second week of Jim [1:46:45] yeah okay I mean okay have we nailed [1:46:50] down the clarifications on I we've got apply at the end of the first sentence [1:46:57] anything else you know just that second [1:47:02] date for sending it out really one added in I then right yeah that's what I'm [1:47:09] understanding yes okay well we've had a robust discussion and unless we have any [1:47:19] other considerations I think we can move on past seven thirteen and then we'll [1:47:24] talk about this and at our policy meeting at the end of May I think it's [1:47:30] May 28th 29th yeah David we'll have the language changed for us and then we'll [1:47:37] bring it up for vote for action at our June policy at our tuned regular meeting [1:47:44] great thank you and thank you David and John hope I know this was a lot of work [1:47:52] a lot of other stuff so I appreciate you guys doing this in a short period of time thank you very much okay we are [1:47:59] going to move on to a short distance learning update with John or sorry dr. [1:48:06] Schultz what's my that's fine so Randy and I are [1:48:12] going to just hit the highlights for the public or a logistics distance-learning [1:48:18] and Steve just I hit the highlights now we're actually going to use the presentation we used last week with the [1:48:25] or in their work session so quick highlight then we'll all get a shift and [1:48:31] have dr. Greene talk a little bit about the food and the food this will provide [1:48:37] to the community and also brief comments on childcare and then just preview how [1:48:44] we're looking at going into the fall so it's all work that's being done so can I turn it over to you Randy and I'll just [1:48:51] drive through the slides here sure that [1:48:56] works for me thank you and good evening again just to give a couple of highlights of some some of our successes [1:49:04] some of our challenges some of our plans in motion around distance learning we did share this at the work session about [1:49:12] a week ago but to just review it with the board again and the community as well so one of our exciting silver [1:49:19] linings to this whole work is that collaboration among teachers continues to grow we have elementary teachers as [1:49:26] an example that meet across the district every Friday our K teachers meet our [1:49:32] first grade teachers meet our second-grade teachers need etc and the amount of collaboration that has [1:49:37] occurred with this challenge has been absolutely amazing and we want to we want to define ways to support that [1:49:45] level of collaboration moving forward and sure we have legs under the table so that we can continue to grow that [1:49:50] because we know that the power and improving Edina public schools exist through how we work together and how [1:49:56] we're pulling in the same direction May 1st and 4th was designated as professional learning days by governor [1:50:02] walls and our commissioner and so we put together a plan around support [1:50:08] for our teachers and some of that involved teachers having some time to reflect refine and to plan and so it was [1:50:17] reflecting upon what has worked and what hasn't worked refining lessons for the end of the year [1:50:23] and then planning for those lessons in planning for end of school activities and of your activities and for closure [1:50:30] to their classes or to their grade-level content we also offered a Minnesota [1:50:36] distance learning summit and Sean B verson was key and organizing this along [1:50:41] with some other folks from around the state of Minnesota what was awesome about this summit is that it was developed in two weeks [1:50:49] Edie I know was at the center of it we had teachers from across the Metro because we had Edina staff present [1:50:57] amongst other staff in the state we had people across the state of Minnesota participate people in the country [1:51:03] participate and people across the world participated in this event that was [1:51:09] co-developed by Dinah public schools and I'm sure Sean our Steve if he is here [1:51:14] may be able to speak more to that as well but I think about 14,000 different [1:51:19] adults touched that website by Monday by the second day so it got a lot of [1:51:25] traction and I know that Sean has also met with the Commissioner to discuss how we could continue collaborating and [1:51:32] producing some distance learning opportunities for staff across the state of Minnesota many virtual summer PD [1:51:40] opportunities have been developed and have been sent to teachers all of our professional learning for the summer through at least August 15 will be [1:51:47] virtual we are continuing to support rituals or media specialists are [1:51:54] continuing to support reading in so many ways in the work that they're doing and again if Steve is president he can jump [1:52:00] in and share some of that as well our plans are being finalized around grading [1:52:06] we'll talk we talked in our work session this evening about that but in a few more minutes we can reiterate our [1:52:11] proposal around grading and the end of year we are also working on logistics and details to do room clean outs and to [1:52:17] packs to materials and to deliver or have families pick up materials for the [1:52:23] summer or to drop off materials that they have in their possession and so we are we are quickly organizing plans [1:52:30] around that for the rest of the year some successes and challenges and plans and motions successes that the early [1:52:36] childhood to grade 5 level staff and students connecting virtually wide [1:52:42] reports of increased collaboration I mentioned already staff familiar with the foundational learning platforms of [1:52:49] seesaw and Schoology and we have robust implementation of those programs now [1:52:54] whereas before we were working toward that but it wasn't at such a deep level [1:52:59] as it is now and a lot of resiliency in our staff and our students and our [1:53:04] administrators being built challenges kids need that in-person support and [1:53:10] they're not always getting enough of that there is fatigue being experienced by families there is fatigue being [1:53:16] experienced by teachers and we're trying to work on some clever ways to continue [1:53:21] to celebrate those things that are going well we've been developing videos for [1:53:27] end of year we have postcards that being sent to students from teachers and from [1:53:33] administrators across the district I think to date over 8,000 postcards have [1:53:38] been completed and or mailed out to our students across the district continuing [1:53:44] to encourage them to stick in their summer PD lessons learned we will be pulling teacher teams together to take [1:53:52] summer to take lessons learn from this process in the spring and to apply it [1:53:58] into what they do starting next fall and we're starting to think about what does next fall look like and we have some [1:54:04] task forces that are working on that in terms of middle school students continuing to make great connections [1:54:09] with not only teachers but other support staff in the building that they may not have worked with as frequently teachers [1:54:16] doing great work teachers are leveraging lots of moments to create project and assignments that [1:54:22] maybe have an authentic layer to them something that they're being pushed to create and this is an innovative time [1:54:29] and so that's an opportunity to do some things a little bit then how we've done them before some of [1:54:34] our challenges are we still have varying levels of engagement it's difficult to [1:54:40] connect and reach with some families who just have there's too much stress in the life and they just can't balance at all [1:54:46] so those are still challenges knowing exactly what is happening outside of [1:54:51] school and what those challenges are is certainly difficult for us but we'll continue to work on that and you know [1:54:59] some kids don't join those synchronous situations even when we have them because there are things that are [1:55:04] happening outside of school and we can't control that at the middle school level [1:55:09] we're planning for a pickup drop-off extravaganza just like the elementary level they're working on fifth grade [1:55:15] transitions eighth grade farewells and some type of end of your synchronous experience and figuring out what do [1:55:23] those plans look like for next fall and what are some potential options at the high school level if you go a little bit [1:55:30] further forward John thank you aba stands for attendance based [1:55:36] assignments and certain attendance based assignments are creating data that [1:55:42] provide for family connection intervention tell us who is engaged and who has not engaged and then the school [1:55:48] can follow up with that appropriately definitely new levels of creativity and [1:55:53] innovation from our high school teachers has been fabulous flexibility choice [1:55:59] post-secondary preparation for kids there's lessons in this that will provide opportunity for us to think [1:56:05] differently about what education looks like moving forward certainly challenges [1:56:10] again endurance for staff and students kind of a common theme k-12 students [1:56:15] longing for more face time this is a human business we got into it because we love humans and it's hard not to see our [1:56:22] humans especially our younger humans assessment and feedback is really [1:56:27] challenging we are not where we need to be in terms of how we do assessment they [1:56:34] I think our teachers are trying to provide feedback on a regular basis and it's deep and it's thorough but how we [1:56:40] assess learning is definitely a growth area for us and probably for many districts in this [1:56:45] and plans in motion around commencement still framing best practices and distance learning we have work to do [1:56:52] around what that looks like moving forward and then contingency planning for summer and fall or maybe it's [1:56:57] pathway planning for summer and fall for where we're headed next and with that I'll turn it back to John to talk about [1:57:03] some of the work Chartwells has been doing alright Chartwells continues to provide [1:57:10] breakfast and lunches to system here some pictures of that happening [1:57:16] I love the t-shirt plan a the kids plan B there is no plan B and we began [1:57:25] serving meals March 16th and we are [1:57:30] currently as of May 7th we had breakfasts for bus routes delivering it [1:57:37] at seven thousand one hundred seventy eight curbside six thousand seven or nine three and then total meals was [1:57:44] twenty thousand ninety four so we continue to provide food to those who [1:57:50] are in need of that I'm going to turn it over to Julie at this point who can get [1:57:56] some more data related to the meal fund sure thank you um so as you guys know [1:58:03] I've been helping with the food procurement for this meal Funko vyd [1:58:08] response effort that's been this big partnership one of the things that I [1:58:13] wanted to let you know is that we've actually this was last week this update [1:58:18] but we have now hit over a hundred thousand dollars which is an incredible [1:58:24] testament to our community and the effort that has gone into really rallying around our families that are in [1:58:30] need right now so I wanted to mention that because at this point the meal fund [1:58:36] is going to no longer be soliciting funds for this kovat effort we feel [1:58:43] pretty confident and the feedback has been pretty confident that we can sustain the model that we're using for [1:58:50] quite some time and so if anyone is interested in donating edina education fund is one place that [1:58:58] is going to be supporting and all the I mean a lot of different needs that are gonna be identified through the district literacy support mental health [1:59:05] supports me Dinah give-and-go another place that um anyone who's interested in [1:59:11] donating can go to and then also the partners that we've been working with for this effort both the share and story [1:59:18] and veep both local food shelf and food [1:59:23] supply partners and nonprofits in the area that have been just phenomenal for [1:59:28] our entire community out in Edina and outside of Edina so I just wanted to let you guys know that from a financial [1:59:35] standpoint from a food stamp from a food standpoint we hit 20,000 individual [1:59:43] meals that went out this morning so I think that is a huge it's a little [1:59:50] mind-blowing to think of that number but we have the number of households that [1:59:57] we're delivering to is increasing some pick up into lit up at the different valley view in middle school those [2:00:02] numbers are increasing so we're seeing that need tick up as this kind of [2:00:08] pandemic continues and so I feel really fortunate to be part of a group that is helping to make this a big difference so [2:00:16] I wanted to also just say you know in an in addition to IDI fund give and go in [2:00:22] the meal fun United public schools you guys have been the staff has been phenomenal transportation David White I [2:00:29] think you're still must call and food services Dan Hutchinson and the [2:00:35] facilities the buildings and helping us maintain being able to be in there to [2:00:41] pack all the stuff and then also community add in helping with management volunteers so um like sped through that [2:00:48] pretty quickly but um it's it's a great community effort and can show what we can do when we all step up so I think [2:00:55] that's it unless anyone has any questions on that piece anyone questions [2:01:03] okay okay school-aged child care update you can see how our numbers have been [2:01:09] slowly increasing for tier 1 and tier 2 [2:01:14] workers through this and you can see the totals to date for March 19th to May [2:01:20] 11th summer programming we are still in [2:01:25] the midst of planning Bank at a meeting again tomorrow I think Chris alluded to [2:01:31] that talking about how do we invite if we have to invite more students into [2:01:37] targeted services we've got some interesting direction from the state [2:01:43] that we need to process where you have the state saying that we can open up our buildings for summer school [2:01:49] but we need to keep it up a 1 to 9 ratio which is very very difficult to staff and also expensive over try to get some [2:01:57] more guidance from the state on that we still are planning distance learning to start in June for our Success Center and [2:02:04] then with some face-to-face if we can starting 1st of August we'll just have to wait to see what direction we get [2:02:11] from the state all the indications from the state says that we will be social distancing through the summer as well as [2:02:18] as our current information as it stands now in the extended school year they are [2:02:24] allowed to follow target services proposal but they also have got some [2:02:31] some direction of the state they can only get distance learning so we have some things to tease out from our [2:02:37] direction from the Minnesota Department of Education so that gives an update [2:02:42] randy alluded in his presentation [2:02:48] earlier around distance learning and how we've broken our work down we do have a [2:02:54] data team that's beginning to figure out what surveys focus groups how can we [2:02:59] collect data from our current just as learning that were so we can learn from it so we can start planning so we can [2:03:06] start thinking ahead for the Fall it may seem like we're entering into the [2:03:11] summer we get a chance to breathe we will figure out how to get a chance to breathe but at the same time we're gonna [2:03:18] have to get ready for next next fall and we are planning for a hybrid for [2:03:26] distance learning and some sort of in building so we're going to figure out how we can do that that way by looking [2:03:37] at that hybrid we can work we know how to open up a building we'll need to [2:03:42] figure out how to improve our distance learning how do we get students engaged you heard about the discussion on the [2:03:47] evaluation early work session so we are working on two fronts one in distance [2:03:53] learning one on operational more in building types of activities so more to [2:03:59] come lots of planning going on and an absolutely great staff to think and [2:04:04] problem solve with through this so I want to extend my appreciation to to the [2:04:11] staff and to all the leaders in Edina and it's great to be a partner with them [2:04:18] as we figure out what it's best for any tiny kids next fall and also want to extend my appreciation for the school or [2:04:24] to helping us think through some of these details so that's it for distance [2:04:30] learning update I'll provide more as things happen in juniors life great thank you thank you doctor told us I [2:04:37] know we already had this presentation in our work session but I thought it was but the community a broader audience got [2:04:44] to see it but I just wanted to open it up to see the many board members have any comments on it I just want to take [2:04:56] one quick comment um I just wanted to caution us as a district not to equate [2:05:04] attendance with the student in gate when we talk about in tenants we talk about a [2:05:11] level of engagement and I think that to me attendance we business learning [2:05:16] equates more that it's child or student got there Simon dawn and engagement to [2:05:23] me means a much broader level of interests and attention and it encompasses a lot of social-emotional [2:05:29] measures that we can't necessarily get aged in the distance learning environment so I just think that we need [2:05:35] to be a little careful when we equate those two things as a system and that [2:05:42] we're working hard to come up with ways that we can actually measure how our [2:05:48] students are I'm engaging engaging from a more social and emotional perspective with their assignments and with their [2:05:56] enjoyment and excitement with learning so that was it I believe a normal work [2:06:03] that you guys are doing alright we're [2:06:08] going to move to our action items and our first one is intermediate district [2:06:14] 287 long-term facilities maintenance I'm driver motion to approve juster 287 [2:06:20] long-term facilities facilities maintenance salute their second right [2:06:26] now hey do you have any questions for John cool about the district 287 [2:06:33] long-term facilities maintenance nope [2:06:43] okay already well now vote by roll call to improve [2:06:48] district 287 long-term facilities maintenance how thick I bucks right [2:06:56] green I Jones I'm Michael said all right sure [2:07:04] I will on Freedman by just for 287 [2:07:11] launcher some of these maintenance is improves we are going to move on to iPad [2:07:19] lease agreements to have a motion to approve the Apple iPad lease agreement [2:07:25] is there a second second do we have any questions for mr. [2:07:31] Buettner about director Buettner about the disagreement [Music] [2:07:38] hey will now go by phone call to approve the apple i had lease agreement I don't [2:07:59] I Michael said Brian sure I well in [2:08:05] Freedman okay the Apple iPad lease [2:08:10] agreement is approved will now move on to our reporting recommendation do i [2:08:16] motion to approve the end of year grade reporting recommendations looked is [2:08:22] there a second second do we have any questions about this topic yes and i [2:08:33] wanted to mention that rainy John and I talked during a break and we are [2:08:39] proposing having a bullet point in the own Kuzco section that states teachers will [2:08:44] provide a strength and opportunity for growth during the summer well that will [2:08:49] be added to the date [2:08:55] the recommendation thank you for doing that thank you for doing that thank you guys [2:09:00] mystic yeah Randy that makes sense to you right yep does anyone have any [2:09:15] comments on this no okay well now look [2:09:20] my roll call to prove the end of year grade reporting recommendations [2:09:26] mellenburg I x3 hi John hi [2:09:34] Michelson hi chef hi all right [2:09:40] the end of your great reporting recommendations are improved we're now [2:09:48] going to move to our policy review for policies for policy 532 improve policy [2:10:00] for 39 is there a second second do we [2:10:10] have any questions on policy 439 okay we [2:10:18] will now go both by roll call to approve policy or 39 allenburg I next i green hi [2:10:31] dawn hi Michelson hi Chuck [2:10:37] I want reidman right policy for 39 is [2:10:43] approved drive a motion to approve policy 5:30 [2:10:50] Dumon is there a second second [2:10:55] thank you any questions on policy 530 [2:11:03] Hey we will now vote by roll call to approve policy 5:30 [2:11:11] aye Fox 5 green I don't I cycles then [2:11:20] alright job I won't read men right [2:11:26] policy 5:30 is approved in our [2:11:33] information section the only thing I wanted to mention was that we were going [2:11:40] to have our Human Resources Committee name changed this month but we made it to the next month so it would come with [2:11:46] the policy update so we weren't doing the name change before the policy update [2:11:53] but I wanted the board to know that the HR committee could bring in a Governance [2:12:02] Committee fashion we might work on something broader in scope so I just [2:12:09] wanted to let the board know and that just in case between today and the next [2:12:17] work session I can't think of anything off the top of my sentence but I just like I said I'm a rule follower so I [2:12:24] just wanted people to know that and I don't have anything else pertaining to [2:12:29] the information section so I'm going to move to announcement and see if any chairs new committees from any announcements they would like to make [2:12:37] [Music] teaching and learning just covered the items that we actually went over in [2:12:42] today's meeting so there is no update other than what we are hearing today [2:12:52] anything else do there's good see you [2:12:59] think yeah yes yeah so job and I just wanted to close out of the meeting by [2:13:04] briefly addressing our seniors in the class of 2020 and you want to go first [2:13:11] or holy dude okay all right so we just [2:13:16] wanted this is our last board meeting before we have our graduation day I [2:13:24] don't speak for the board but I think I can confidently say that our entire [2:13:30] board shares my sentiment to say that I'm so proud of our senior class and all [2:13:36] of the accomplishments that you have as Edina public school students you [2:13:41] routinely make our entire city shine so I wanted to thank you and while you are [2:13:47] all justified in being angry and upset about not being able to have a traditional graduation ceremony please [2:13:53] try not to let it define this moment let yourself celebrate what you have accomplished and please let your mom and [2:14:01] dad take as many photos as they want of you and your cap and gown so thank you and congratulations from the school [2:14:09] board and just to add to that I just want to start out transportation that [2:14:16] set up the buses and took this picture for our class and I really echo and it's [2:14:22] hard to follow what Erica just said but we are gonna work with the seniors to [2:14:28] make this the day the main thirty-first a real special day in fact tomorrow one of the city council to accept a [2:14:33] proclamation that May 31st us class of 2020 day so we're going to be delivering [2:14:41] diplomas to families homes and seniors make sure you just be patient with all [2:14:48] the pictures you really deserve this [2:14:54] recognition