[Music] good evening and welcome to the June 16th 2014 regular meeting of the Diana School Board we do have a forum this evening I'd like to call the meeting to order first item on the agenda is the approval of minutes we had a special and closed meeting on May 19th a regular meeting on May 19th a special meeting on June 2nd special meeting on June 9th and a work session on June 10 please get a motion uh to approve the minutes so moved second it's been moved and seconded to approve the minutes any additions or Corrections uh to the minutes as written seeing none all those in favor of approving the minutes as presented please signify by saying I I opposed motion carries uh do we have any requests from members of the audience to speak this evening we do not uh we'd like to proceed to uh recognitions Rick we have two recognitions tonight first of all we want to recognize uh some teachers who have been doing some amazing things uh our deaf and heart of hearing teachers who were recn by the states we'd ask them to come forward Jennifer Duncan Molly CR and Molly nacken rude if they would come forward so earlier this spring we get this letter from the Department of Education talking about some of the great advancements that occurred with our students who are in the part of the de heart of hearing program and uh the accomplishments they had that was so strong that they decided that they need to have a visitation Team come out and learn about what going right in Idina so when you heard about it what was the feelings what was the thoughts of uh getting that that letter from the Department oh we were actually nicely surprised um you know we just keep our nose to the grindstone and keep working so to find that our scores were exceeding the expectations that was great and Molly talk a little bit about some of the work that you do the type of programming that you do it's a little bit unique given the students and some of the special needs they have of how you respond and help them uh really maximize their learning experience um we uh have the great opportunity of working with children from birth to all the way up to age 21 so we get to watch kids grow and we get to um be a part of their experience all the way through so um what's really unique about our position is that we get to go from school to school we're itinerant teachers and we get to serve them in the schools that they're they're in and so um it's a wonderful experience and I talk a little bit about to uh what you you know what what we learned from the visi and what what some of the things that as you think about when Department own is out here and some of their experts are in the field taking a look at the work what were some of their findings well the just the recognition that the program that we've created the uh the pullout programs the pushin programs with the kids is is really truly working and um that they're taking that information back to other districts and really trying to um apply that there as well so well I do want to congratulate you we have an amazing staff uh our special education department has always recognized but this is a standout effort so that we wanted to take time time tonight to recognize our de Harden hearing teachers who serve these students in such a positive way and a professional way so we congratulate you on this great recognition I'll ask Mr Meyer to step in thank you for the camera smile nice no no no no congratulations thank [Applause] you and our spring season wouldn't be complete without a championship state championship so I'm gonna ask the boys golf team and coach Phil fonger to come up please it's a big piece of hardw coach did you ever think you're going to have a golf season is probably the first question well we're wearing our rain coats tonight too so talk a little bit about the season it took a long time to get going but uh as you as you looked at the team and you knew what the competition was out especially in the late conference here what were your thoughts looking into the season and what kind of hopes did you have we knew because of the last couple years that we had a very strong team and not only these three boys we have uh three others who couldn't make it tonight who uh were at the state but uh four others who were just waiting to uh qual try to qualify for that top six and and play that made us more competitive uh throughout the state because of the kids that we had within our team and talk a little bit too coach about just um how that team things work this is an individual sport that we always see it but the power of Team the power of kids working together on you know what you typically see uh working by yourself but this really does become a team sport doesn't it yes it does uh at the State we uh we didn't score higher than a 78 uh which a lot of teams were having to take 80s uh 85s 86s for scores and so that just is a credit to our our top group of players at the state that uh uh they played well they they shot low scores 71 to 75 we did not count uh over a 75 and so four scores count each day of the six and um we just really took it to uh the other teams fantastic so let's go down the road here of uh names grades um possibly what you're doing this summer besides uh studying because I'm guessing there's probably a little bit of golf in there I'm Sam fa I'll be a senior next year so just finished my junior year um this summer I'll be working hard on my golf game to be ready for next year SS great s uh I'm Kobe Bo I'm also G to be a senior next year and I'm going to try to play as many national tournaments as I can this summer I'm jingle King I'm also going to be a senior next year and uh I'm going to play in a lot of golf tournaments too just keep going so Drew what do you think it's going to take to do a a repeat you know that we hear a lot about that but it's a it's a junior Squad this year and you got some strength coming up in numbers what do you what are you hoping well we're going to really just keep working hard and uh there's a lot of other great teams out there wetta has a really strong team coming back next year and so uh we're going to have to play really well but um we're all really dedicated ated and we're all ready to get back out there next year so talk a little bit about summer golf Drew if you could uh a little bit of uh plans and what what that all entails and uh how you keep running into the same golfers throughout the state as you play yeah um I mean I I like to try to stay in Minnesota for a lot of the golf tournaments but a lot of the good golf is down south so I'll try to play in as many qualifiers to get into some larger events um you know like just single day events and Sam you were bringing up the rear as it were on and did you have any idea where you were in the tournament and you were shot Drive in the bunker you had to put it on do you know where you stood as far as a team event yeah I didn't know exactly I had some idea on the 18t coach told me it was pretty close and he I think he said it was within one shot so I thought it was really close coming down to the wire and I thought I needed to make my 30 foot pot in the last hole to beat Yetta by one but it turned out I just needed a two- Putt and we ended up winning by one and what was that feeling once you saw the scores posted and it felt good after because I thought it was uh I thought we had tied after I finished the round but it felt really good that we actually ended up pulling it off congratulations you guys and your members aren't there congratulations coach on a great season not just the championship but everything around it thank you and we are going to uh take the trophy to once we get our picture in there to Edina Country Club for about a week let them have it show it off and then interlocking for a week uh and then to Brar for a week great because of what they give us fantastic congratulations [Applause] thank congratulations team next up we have our active routs of school presentation Katherine bass and Valerie Burke been working on a joint City District task force as it relates to Safe routes to schools and uh filed a report earlier this year and have met uh and I think have been presented this to the city council and tonight their opportunity to present it to us we welcome them thank you hello uh pleasure to be here I've worked with Katherine for the last three years we were members of the uh Community leadership team for State Health Improvement dollars that have been coming in since 2011 there and starting in 2012 there were some dollars that were dedicated to Safe routes to school the city of Edina and the school district of Adana decided to partner to spend those dollars to hire a um consultant do a comprehensive um active routes to school plan and Katherine's going to speak to you tonight about that thank you chair and members of the school board I'm delighted to have time on your busy agenda to talk about to talk about our active routes to school plan um I'm going to do a quick background on kind of what it is and what the goals are and then tell you a little bit about the recommendations that are included in the plan um active routes of school is a nationwide initiative to increase walking and bicycling to school it's also sometimes called safe routes to school but our Planning Group um decided that our plan addresses many act aspects of active transportation and so we felt like active routes to school is a better fit for yina um just by way of the data walking and bicy bicycling to school has declined nationally from 50% in the 1960s to less than 15% today uh and that certainly is true fora based on the data we collected in the plan um and of course you know that our school sites haven't changed location since the 1960s so it can be attributed that decline can be attributed to other other reasons and other factors some of the benefits of walking and bicycling to school um of course healthier kids kids who walk and Bike to School have higher rates of daily physical activity which is associated with um lower uh obesity and lower rates of chronic uh disease and the funding AS Val mentioned was provided through Bloomington Public Health from the Statewide Health Improvement program which is um funds dedicated from the legislature to address obesity and reducing chronic disease in the state um obviously other benefits to active routes to school including less traffic congestion and Associated air quality but um better academic performance there is an increasing body of literature connecting physical activity to learning and I'll say a little bit more about that since it's a benefit I'm sure it might be of particular interest to the school board um this graphic is pulled from a recent publication that was um jointly produced with the Minnesota Department of Education and the Minnesota Department of Health called moving matters it's a great publication around the connection between physical activity and learning and this image shows um groups of students brain images of students after 20 minutes of sitting quietly and after 20 minutes of walking and you can see how physical activity just really turns on the brain other research has shown that that effect can last up to 4 hours after arrival at school so the goals of active routes to school are really twofold um where it's safe we want to get more kids walking and bicycling and fixed conditions where it's not safe and as you might imagine um those two goals require somewhat different strategies uh what I always like to make sure to cover what it's not it's not about making every kid walk to school a walk her bike to school every day in fact it's not about making anyone walk or bike um it's also not about eliminating the yellow bus and it's not about eliminating cars um we make a variety of transportation choices in our lives they may differ every day this is really about ensuring that we've thought through the supports that are needed when families decide to make an active choice in the same way that we've thought through the supports that are needed for the bus or the car so why did we develop an active route to school plan um I'm currently the chair of the Edina Transportation Commission and I've been a part of the commission for about 4 years now and a lot of the discussion that we've had in the last few years has been about the city's responsibility to meet all residents Transportation needs and that includes the needs of our youngest um residents so in part this plan was really a first step toward envisioning a city where kids at a developmentally appropriate age can move themselves about more independently we know through research that reduced independent Mobility is linked to higher rates of obesity it's also linked to reduced self-confidence and reduced emotional resilience I there's something about being able to navigate your world and navigate your neighborhood independently that really helps kids develop those sort of coping and emotional resilience skills so that it's was part of kind of co-creating that together a first step toward that um it also allowed us to take a look at a comprehensive set of improvements naturally people think about the engineering supports that are needed to increase walking and biking um but it's it's not as simple as as that uh we also were able to talk about education so the skills and the knowledge that are needed for kids to be safe Walkers and safe um bike riders encouragement so what are we doing to motivate and kind of uh create a culture of support for um walking biking to school enforcement making sure everyone's following the rules and evaluation making sure that we're you know making progress on on these recommendations and then also um a big part of the reason we wanted to develop this plan was to seek funding opportunities there is state and federal funding that's available to improve infrastructure and support programming for walking and biking to school but you can't access those funds unless you have a comprehensive plan in place um the plan was developed it was by the for by and for the partnership but um it was really great to be working together with um School District staff on this plan because we just were able to gather a more robust set of data to inform the recommendations we were able to take a look at how many student households are in each walk zone for each School site um we were able to do some student travel tall so we had a Baseline level of data about how kids are getting to school um we were also able with our consultant to do site visits for our consultant to observe arrival and dismissal at each site uh we did a lot of stakeholder input through the working group um that was established but also through interviewing each principal at each site um we went talked to the Idina high school student council and we also conducted a parent survey and all of that data is included in the full plan which I um recommend you take a look at so recommendations were categorized by time frame they're short mid term and long-term recommendations and we tried to identify an implementation lead where it it made sense um but just knowing that you know we want to continue to be talking together and working together on these things as much as we can um you'll see the recommendations for the city um the short-term ones for the city we've already made progress on bicycling on sidewalks this came up with both parents and with the student council that um kids knew it was illegal to ride on sidewalks and they were troubled by it um because that's where their parents told them to ride so so um we wanted to address that we also um needed to address the crosswalk policy which has also been addressed by the city now um and that's really about consistent treatment of crosswalks especially near school buildings um and also taking a look at enforcement in school speed zones we've been having some conversation with the police department already about um how we can be more visible around in uh back to school and in springtime uh there were also some recommendations for joint City and District to work on together we'd like to continue working together in a working group um there's lots of opportunities for coordination I think on on these um on these recommendations the Transportation Commission has a walking and biking public education campaign on their work plan for this year and this is really around as we continue to improve infrastructure for all modes of travel in the city we want to make sure that everyone knows what the rules are and what the responsibilities are whether you're a motorist or a bicyclist or pedestrian and that we're developing a culture of respect that we all respect each other's choices um so we have some grant funding to work on that and we'd love to work together with the district um on developing that and and you guys have fabulous Communications channels so um and then uh and then also we have started the city staff apparently has already talked with the district around kind of preliminary discussions about how we can work together on valy View Road with the exchanges at the high school which is always a perennial issue um and then short-term recommendations for the district what came up um improved bicycle Park parking at the school this was also brought up by the high school student council um continue or initiate sight level walking and biking activities which have often been led by the ptas and there's been a lot of great successes there and just lots of enthusiasm creating a walking and biking section on the district website designating uh active routes of school coordinator or at least a part of someone's um job to kind of serve as a point person for the city public health and others and coordination of resources um incorporating walking and bicycling to school into the school wellness policy um we have had a lot of discussion about this because we felt like um a policy can really make clear the responsibilities of parents the responsibilities of students and of staff and help to mitigate potential liability concerns and we consulted with the public health law Center on that and got some good guidance and they are available as a support for District Council to move forward with that if they if you choose um finally to incorporate walking and biking safety into the fied curriculum walking and bicycling are lifelong physical activities so as the opportunity arises to take a look at fied curriculum over the years it would be great to consider including units or lessons on um how instructing kids on how to be safe pedestrians and bicyclist and then long-term midterm and long-term recommendations are really about filling gaps in the infrastructure and I'm delighted to tell you that a number of these sidewalk um gaps that have been identified near School sites are programmed for construction in either 2014 or 2015 and the city will continue to make progress on these um especially after uh city council is uh scheduled to approve this plan and hopefully they will tomorrow night I'll be presenting there um they've heard it once already in draft form and uh and then also to continue evaluating the effectiveness of school speed zones and long term for the district the recommendation was really just to take a look at improving School sites as opportunities arise um in terms of next steps um obviously we're doing the the presentation tonight to you all and um we'll be hopefully adopting by the city council tomorrow night we've gotten fabulous input from some of the city commissions um and Val has done a tremendous job of taking pieces of this plan out and kind of funneling them off to the right people throughout the district um so it's that's been great and in terms of implementation and next steps we want to continue to identify opportunities to work together and monitor and apply for funding um and then do additional community outreach so that is my thank you questions um the recommendations for district the the midterm longterm um I noticed we had narrow driveways I wasn't sure what you what that was getting after yeah there there is more detail I'm in the full plan on that but essentially it's obviously there's going to be a balance between needing access for buses to get in and out of driveways but it's taking a look at what's the kind of what's the the minimum width that we need for the buses to have good access and emergency vehicles obviously but also taking a look at the longer the driveways are it's just presents a a greater Hazard for people crossing them so it's really about The Pedestrian access across um so that's that's the nature of that one additional questions or comments with the proposed sidewalks what is the plan for maintaining them in the winter for plowing the uh so I think I believe that many of these are City maintained sidewalks um there are probably a handful that are part of neighborhood reconstruction and when and when it's a road when when it's a roadway where um it is it's a local roadway then neighbors are required to maintain them um but more and more I've seen and and it might be part of our living streets policy now that the city maintains sidewalks around schools so I would have to I should double check on that one and let you know but um that's something that as a Transportation Commission we've been talking about that we need to really see those sidewalks as as Transportation routes and make sure that they're cleared than yeah for people who wanted to see the um sidewalk uh projects that are being contemplated is there a place on the city website or someplace to go that maps that all out like they do for Street construction that is an excellent question um we are currently devel the city staff is currently developing a map of planned sidewalks like we have for Street Road reconstruction and um I believe that's going to be heard by Council a little bit later this summer like maybe in July so that should be on the city's website soon but I can tell you that um programmed for 2015 for construction in 2015 is Valley View Road the south side of Valley View Road from gleon to antrum so it's the opposite side of the road Where the Sidewalk is right now at the high school okay and then interlock and Boulevard there's preliminary planning for that one uh for 2015 and then um let's see sunroad Arbor Avenue and Benton Avenue is planned as part of a 2015 neighborhood street reconstruction project so as much as possible the city will try to fill these in when there's a road reconstruction project because there's a greater efficiency of resources when they can do it all at the same time okay thank you the uh ordinance that allows bicyclists to be on the sidewalk does that apply to every bicyclist or just students or people below a certain age yeah we have had some discussion about whether it should just be um residents under the age of 18 but then we talked about how for many bicyclists in the city myself included there are places in the city where I would feel really uncomfortable riding in the road like say on France Avenue in the Southdale district and so we didn't want to limit it to just youth but we did put some pretty clear restrictions on how fast you can ride on the sidewalk and how you need to um announce yourself to pedestrians and Make Way for pedestrians so that's going to be hopefully part of this public education campaign that we're providing some guidance to people about how they need to comport themselves if they choose to ride on the sidewalk because there are risks to riding on the sidewalk are other communities doing this also most of the cities around us already allow bicycle riding and it's in Minnesota State Statute so to a certain degree it was kind of you know coming up modernizing our our ordinance additional questions thanks Val and Katherine thank you Catherine thank you Val thank you r birth to grade five uh academic uh program study we'll introduce Gwen Jackson and Randy smle as two of the players that are working uh on presenting this the board did hear a presentation at the June 2nd meeting about this work uh the district's been a very aggressive campaign around our strategic work on programming I know there's a variety of other players here to help support uh Randy and Gwen in their sharing and so I'll have them introduce them as they are speaking but welcome uh Randy and Gwen good evening chair Meyer super superintendent dressen and school board members um my name is Randy smel director of teaching learning I'm joined joed by uh Director of Human Resources Gwen Jackson by Rick sanset our elementary principal at conert uh By Lisa Hawthorne our coordinator of Early Childhood special ed uh Peter hodney our elementary principal at Highlands and Karen Bergman our elementary principal at Countryside what we are going to present to you this evening is the summation of a great deal of work from this past school year looking at where we want to go with uh early childhood and Elementary School programming I'll try to escape out of this here so in as we're waiting for this to load in um year one of this work we've been focused on options development and exploration and later um throughout the year have then created these recommendations which we would like to show you in just a few minutes the design team that worked on this uh includes our elementary principles that you see here and our other Elementary principles um also our School Readiness uh liaison our coordinators for Early Childhood special ed and early childhood family Ed um and also our district several district office admin so we're working in the background there so we'll keep going and then we'll pull those slides up in a second we used to do this study we used a strategic design process and in that strategic design process we start with this stage of Discovery where we really try to generate what are the questions that we want to explore and the questions that we aim to explore really really revolve around what is what does the next generation of Elementary and early childhood programming look like like for Ed Public Schools so we sought after uh looking at the research looking at other Innovative school programs across the country looking at um schools that are doing some interesting things and started making this huge list of some of the um factors that we want to consider as we look to this next generation of programming we then took that information and started generating surveys um we had face-to-face meetings with staff with uh students with community members we generated some focus groups wonderful you're all good and uh and through through that uh process we started to narrow down what are some of the ideas that we really want to investigate and that we really want to explore thank you so much as we progress through the year so we're now in this kind of this interpretation stage as we progress through the year we going through this design process we begin to narrow those ideas down and we generated some options we took those options back to stakeholders uh we have now refined those options and have generated really four recommendations that we'll be presenting to you this evening so that was a visual display of the process now I'll take you kind of through a process uh a stepbystep um display of the process so again we we've been researching these Innovative programs and best practice strategies and this has really been an ongoing process and continues um uh at this time in December and January did a lot of brainstorming with student staff and parent surveys the question that we really asked folks was what should we continue doing in next generation of Edina program and what should we start doing and what should we stop doing and that's how we frame some of the brainstorming opportunities in Fe uary and March then out of that brainstorming came that option development looking at what does program what does structure what does culture look like in the future and then in March and April really refining those ideas into draft options taking them back out to the stakeholders and continuing to refine those options and cluster them into what we have now as a set of recommendations our plan moving forward is then to upon approval of those recommendations through this process with board presentation plan is then to determine how do we implement this work if we are defining the what and where we're going now how do we get there and that's the work of next year in 15 and 16 potentially um Next Generation Pilots figuring out what does phased in implementation need to look like depending upon how we're implementing and then continuing to refine the um the implementation until we are fully implemented with our recommendations and action plans the parameters that guided this study in this process included included enhancing achievement for all students advancing learning through innovation technology and how we use time maximizing the resources that we have as a district which include our funds our facilities our talented staff and um look trying to really Define the direction for early childhood and for elementary programming which also impacts the facilities that we need in the future to carry out that programming so also informing our facilities planning and looking at our entire program as a prek-12 program so making sure that the recommendations that were developed to the secondary study are also aligned to the recommendations that have been developed to this spurt the grade 5 study and you'll see some language in some of our recommendations that indicate some of that alignment at this time I'm going to turn it over to uh Dr Gwen Jackson thank you Randy is this on I can't really okay great so um as Randy said in March and April we took it back out to the staff the parents and the community members to give us some feedback on um some components of structure and the structure included talking about um flexible spaces looking at furniture um differently some of our furniture hasn't been changed in many many decades and um there are some new things out there um to better meet the needs of our students we also asked for feedback about a flexible calendar that is a a huge issue among some of our families especially our younger families with younger children and their schedu schedules and the walkable routes to school as we just heard a a great presentation about them uh we also asked for feedback from from Members about the program and the program includes should we have additional um CP programs should we look at prek programs in some of our elementary schools and all of our elementary schools some thoughts about that as well as additional language uh World Language there's always an interest in uh growing interest in additional World languages throughout our school district we also asked for feedback about student leadership opportunities there are some wonderful programs that some of our schools have been using to develop the leadership skills of our elementary students especially our fourth and fifth graders and how could we enhance that then we got feedback uh we got feedback on the from the board and from Administration on some components of the of the framework and um we were encouraged to look at how we were um how we were looking at Global comp competence and what's a way to be more develop developmentally appropriate with that we also asked to uh we're asked to look at some research for example stem which is science technology engineering and Mathematics versus steam which is science technology engineering arts and math so we're going to continue doing some research on some of those components as well as some other areas um as like the World Language and what that should look like like with that the next area was framing it into the four areas as Randy has talked about and there four we took all of this information that we had researched or got information from the community and put it into four strategic uh four strategies which are going to be described by Rick Lisa uh Peter and Karen and I'll turn it over to all right the uh the first one really looking at uh so you see the term Global competence uh but also looking at uh as we transition that to Global awareness and understanding um I know I've had a chance to catch a little bit of World Cup before I got over here um and obviously the the world is connected to that at the moment but uh is how do we help uh Expose and enhance our Learners um to those development of those global skills how do those connect to the work of the secondary study how do those connect back to the Next Generation profile of Edina Learners um or those educational confiden icies and so really how does some of those pieces connect and in this area really go and mentioned some World Language how does World Language fit into this uh and again enhancing and exposing uh I think are two terms that uh provide us some some opportunity there how does technology fit in uh making sure that uh all of our students uh um from preschool to Secondary School uh they have diverse perspectives about the world again Gwen touched on some student leadership opportunities and then how to service learning I think that's a key component as I've um had a chance to watch kids both in the preschool experience my kids in preschool and also at Countryside is uh really some great opportunities in service learning that I think are um exposing and enhancing their uh their perspective related to uh uh Global awareness and understanding so um the next area is enhanced um an integrated curriculum and we're looking really at our vision for our Learners to use their academic skills and learn within the context of real life situations and so um next year some of our action steps looking around aligning curriculum um birth through grade five um implementing some of our course strategies and um looking real specifically at the developmental needs of each of our students then highlighting some research around looking at um viable additional Choice programs for all of our Learners and looking at advancing our e-learning Square technology initiative to include programming and then some coding and then eventually looking at stem and steam programs like Gwen mentioned okay I have the next slide um Wellness uh student wellness and engagement we heard a little bit about Wellness thank you that was great um about the active routes to school and you actually even saw some brain scans on there of kids after movement um and you know how alert their brains are and how that lasts for a long time so we're talking about not only things like the routes to school but also what can we do in classrooms to have kids move more there I know that we've done a lot of this in in different buildings to a degree so we know it works I mean you can use Cooperative structures like some of the Kagan structures that get kids up and moving and we've done a little of this we just need to notch it up like maybe four or five notches um so it's uh we know it works from research and from practice but we just need to be more intentional about it um and in addition to the learning benefits that there's obviously health benefits to movement so that's the wellness part engagement we also know about I mean anybody really kind of knows that if a student is not engaged they're probably not learning that much and so engagement is a big thing and we understand that and so now we're trying to figure out like how do you engage kids um one of the things that we talk about is Sparks and like really getting to know the child and relate to the child and have an understanding of the child and what do they like and how can you weave that into what you're teaching um as part of it another part that we've been working with in the district is like some of the shiraki Holly work on culture and do you understand the child's cultural background and can you engage a child on that um and and make them feel a part of the class even if they have a different cultural background and so that's important work that we're doing and we just need to turn that up a few notches also so um both these things wellness and engagement are are things we're doing we just need to be more intentional about both of them um okay thank you the last part of the framework that we want to talk about is um is that Innovative use of time space and talent and this for in some ways becomes that thing that you can reach out and touch it it's it becomes those things that support our world viw and the curriculum and engagement um and wellness so uh one of the things that we talk about a lot is how do we support instruction anywhere any time and when it comes down to it our staff is one of those great great assets that we have and how can we support them so that we can personalize learning in a to a greater extent so some of the things that we've talked about is how do we how do we continue to um hire and maintain those those fabulous teachers that we have and and the staff members who support us and then in addition to that how do we continue their development so so that they can continue to develop our kids in really good ways so um that brings into into the question of how do we fund um each of those positions so in working with that that piece and then also two how can we take a look at Staffing in a little bit different way how can we find Innovative models that really truly will allow our staff to do the very best things for kids in the classroom so staff is one of those areas in other words our talents um that we have as resources um flexible learning spaces what once we decide what we need those kids to learn we need to be able to flex those places that we teach them and make that look different um and and allow it to look different if it needs to so um we're taking a look at what does the furniture look like what kinds of spaces is it is it a a traditional classroom is it um bringing together of more of of just that idea of instruction maybe not just the physical space so a lot of different ideas that we're going to be talking about um and the last piece that goes along with it is something that that our board and and administration teachers have been talking about a lot this year and that is what is that schedule what's that calendar look like we need to be able to give teachers that ability to help us be Innovative in how do we schedule the day and then how do we schedule that year and again it all goes back to that learning anywhere anytime so we'll use those resources to help us find that way to make it all work and to put all those pieces together so in terms of uh next steps through this process as you're listening to these General recommendations um we will bring this uh topic back to our school board uh discussion in July for adoption of our report and maybe some additional board decision- making as needed implementation planning beginning next year potentially some Pilots beginning next year depending upon our timeline uh but also in the year 1516 and then this ongoing refinement of our plan uh based on feedback and what is working and what isn't working so at this time we'll turn it over to our board for questions for our design team here wants to go first I have one question if you could just speak briefly to some of the programming options there's references to additional language program additional Choice program your reference stem Steam and when I hear that I know we'll hear the models that have been familiar to the Adina community in the past we may have a school dedicated to an immersion program we have other schools that are that have maybe a continuous progress and a traditional learning program in there are those the kinds of models that you are referencing here or are there other ways to introduce the programs that we haven't seen in our district before so I'll start and ask that others jump in um so there's there's many different ways we can look at specialty programs we can look at if you look at language we can look at that as an immersion option um if you look at some of these other types of programs like stem or steam that could be at a particular site or could be that that's truly integrated and embedded across curriculum in all of the sites so moving forward that will be one of our challenges to really research some of those different ways that those programs have been offered in other schools and look at what what is the recommendation for how we want to go down that path and what that direction looks like for us thank you anybody else um can you talk a little bit about what you mean by same place integrated number six um one of the things we talk about with integrated um curriculum is not just talking about like a reading time but really incorporating reading with social studies or reading with science um really integrating the class CL so that you might be doing math and science and language arts all at the same time um but the kids are learning in those particular areas some of that we've done some good things around science and literacy social studies and literacy uh how do we embed some of those non-fiction pieces into our curricular uh areas I believe I saw our sixth grade one of the sixth grade teams next year as part of that uh um secondary study was really looking at that uh carefully uh had um I know some of our staff had a chance to meet with some people from another West Metro District around what they're doing around integrated curriculum so and and really I think goes back to Peter's comment about spark is how do we take that spark and not have it just be about math or just be about science or just about reading but how do we uh take that whole piece of the puzzle and and uh create a high quality experience for kids that uh helps them grow y I think that's important I think um there's a lot of integrated curriculum and things like IB programs and so sometimes I think we we kind of make up these things like there's math and there's science and but really in the real world you're using those things together and so I think the more that we can do that and the more that you can understand things by reading about it and maybe doing some science about it and you know just it it makes more sense to the child and it's more real world and and that's that's the kind of thinking they're going to need to solve some of the issues that they'll face in their lifetimes is it's just not isolated siloed things the other thing that you think of when you think of that integration of curriculum is not just within the subject matters but the students who are learning and the students who are interacting within that for instance we are a B5 group birth to grade five and we talk talked a lot about what does it look like that transition for our preschoolers coming into a kindergarten setting and what are those key transition points and how can we create not only the structure but also the learning that they're going to be doing throughout so I think thinking of it as a subject matter but also thinking of it as that transition and that consistency or continuity for all of our students coming up and through would be would be another way to to just keep that in mind I think we do a really nice job already in early childhood integrating our curriculum around thematic units and embedding it into the routine of everyday tasks and our challenge with integrating birth to to five-year-old curriculum into an elementary is to align our curriculum and so that takes place um looking at those developmental skills what does each learner know and and how do we transition those skills within that kind of systematic approach to kindergarten and I think we can take a behavioralist response and say that when kids see the connections between different content and different concepts it's more engaging it's more relevant and thus it's more motivational for them as a learner or we can take the the neuroscience perspective and say that when those um similar experiences are being connected in the brain then we have a better brain development better brain connection better neurop pathway development and those students have a better chance of retaining and holding on to those concepts for a longer time so whether it's through motivation or brain development integrating curriculum ends in a in this result of better and longer term learning for kids in in your research on this um did you actually see examples in other buildings of the incorporating more physical movement into the day outside of you know just yours recess your gym a couple times a we what other examples did you see that allow kids to get that movement in well I think it goes so personally I think what Peter mentioned earlier is true we see that and I and actually the kids feedback as we if you walk around the building or um whatever building you happen to be in that day you can see where that movement and that um that piece is is helpful as kids are going through their day I know we had a chance uh to visit uh health and science magnet um out in the East suburbs um I can't remember exactly Morland um and also and they're working closely with Mayo Clinic and how are they again I think and again Peter touched on this is really being intentional and purposeful um go noodle is uh if you've got kids in elementary school you may have heard of that and I know a Countryside and conquered uh my two closest closest experiences I know that's a part of uh how do we get a gauge movement and um and that's part of through our health our health curriculum um how do we engage kids in that way and and again I think the the child response as you walk around the buildings related to movement is is pretty apparent that and then again I I Echo what Peter said intentional purposeful you know let's be really planful about it I think if uh anyone questioned that they just had to be around some of the elementary schools after all those uh snow cold days when we couldn't go outside and what the kids were like um because they need to move and I think there there are a number of ways there things like Go Noodle there's brain gem that are purposeful stop your class and do this for a minute or two and then there's things that you can do with Cooperative structures that move kids around that are really just part of the lesson and I think we need to tap into both of those um in addition to how kids get to school and you know keeping our fied the movement in there but fed's a couple times a week so we need to find out like every day how do you do this um through intentional you know brain jym Go Noodle activities or things that are just part of a Cooperative lesson where kids move so additional questions excellent thank you for your work thank you everybody next up we have our leadership update Dr Dron I'm going to ask Randy to uh start us off here um as we have a variety of topics as some short slides shows uh PowerPoint presentations on a variety of topics that as we're winding down the 20134 year um just that we want to touch base with the board on and also Identify some action items uh be occurring later in the board meeting we also are excited about the Strategic plan coming forward with the special education study and so we've got a lot of variety of topics that we'll ask uh Randy to kick us off and then we'll just kind of move us through the the model as it goes and I'll ask uh Libby sanvic our alt comp facilitator and ra Jonas gear uh alt comp instructional coach to join me up here as we uh just give you a brief summary of some of the activities from Al comp this year uh this is the sixth year of alt comp uh this year was a continuation of a very successful program and I say very successful based on the feedback from teachers and how they describe it impacts um their instruction in the classroom and their impact with students uh you'll see it as a consent item to accept the alt comp annual report which needs to be submitted to uh Minnesota Department of Education by June 30th of this year um some of the impacts or summaries that you'll see in that report including teachers feeling less isolated as a result of this program uh more open to sharing uh between teachers and uh open to uh observations of other adult Professionals in their classrooms and in summary basically creating a culture of self-reflection across the school district and so at this time I'm going to turn it over to Libby sanvic uh to give us some highlights on our program all right so one of the strengths of our program is the cognitive coaching model that our coaches use with teachers and that is where the coaches are helping guide teachers through a reflective conversation on their teaching practice both after observations and in the goal writing process um another strength is we had seven coaches this year who were able to implement this program with Fidelity across the district and that includes the observations that were done of teachers goal setting meetings and additional meetings following up on um some of their goal setting the coach has had over 4700 meetings with teachers over the course of the Year and that was pre- observations observations posts and then meetings surrounding goals what we saw this year is just a continuation of the trend of teachers taking more risks inviting coaches in to observe more challenging situations excuse me um and writing increasingly rigorous student learning goals this year 97% of our teachers implemented their goals and earned their incentive based upon implementation the coaching team has remained strong in part due to the professional development we've engaged in this year as in years past the coaches meet every week uh for a two-hour meeting that includes some professional development and then all of our coaches engaged in a variety of professional development training opportunities throughout the year including some sessions on engagement uh culturally responsive teaching and plc's and now to speak to some of the examples of the ways our coaching has impacted teachers in the classroom I'll pass this on to Rhonda hi um I there are many different examples I'll just give you a couple of them tonight uh one of them that I'm thinking of is a teacher who's a veteran teacher um has taught in a couple of different districts 20 plus years and um when I met with her for one of her observations uh or for the pre-observation um she t talked about a group of students that she was working with in this particular class who had a lot of unique characteristics and she was um being challenged by how to ex exactly meet all of their needs and so uh through our pre-observation um meeting I just asked her different questions about what made them challenging what was particularly um standing in the way of their learning that kind of thing and um after the meeting she sent me an email and said thank you for for the pre-observation I um redid what I was planning to do for my obser or for the lesson as a result of our pre-observation conference and then she asked me to collect some real specific data while I was observing her and then in the post um we again talked about some of the changes she had made based on the pre-observation and then um because of the data that I was able to collect she then um it was another set of eyes in the classroom things that she kind of was thinking and wasn't quite sure about and because I was able to look at it from another perspective or an outside perspective it helped her solidify some of the things she was wondering about and then was able to make some changes as a result of that um so that's one example another one I'm thinking of is um a teacher that I worked with on her student learning goal she had um a couple of different ideas about what she wanted to do but wasn't exactly sure how to make them into a student learning goal and and so I asked her some different questions about you know where do you think that these students are really struggling what do you think would help them the most and what she ended up landing on is that she really wanted to write a goal that had something to do with all of her students um achieving a c minus or higher in her class and so we came up with some different interventions that she could do and um things that she could help the the students with and then as I would meet with her and drop in just periodically and check um on how things were going we would tweak the goal and she'd make adjustments and by the end of the year all of her students in that those classes that she was targeting did in fact achieve a c minus or higher and um she did some real targeted interventions with them and um just really kept them close to her in terms of what her following up with them and that kind of thing and so um as a result of kind of our continued continued really um specific conversations throughout the year she was able to uh her students were able to achieve that goal and with this presentation tonight our Alton program as we know it kind of is coming to a close because tomorrow morning we're going to jumpstart teacher evaluation um because that alt comp will be incorporated into our program beginning next year so tomorrow morning um coaches and administrators will be engaged in a 4-Hour training um to really start our teacher evaluation program looking at the plan itself and digging into both the teacher and the non-classroom teacher rubrics we have eight coaches on board four are returning coaches from alt comp and we have four new coaches to the team we are going to move into some differentiated teacher training in the August back to school Workshop week we are going to incorporate a new software data management system that we are getting up and running this summer and that will help track teachers observations and their evaluations over the course of their three-year cycle the rubric and teacher work will really be a threeyear process rather than kind of the one-year Standalone process we've had with alt comp and that's where a lot of the training will be focused over these next few months alt comp incentives will remain the same as long as funding from the State continues um but alt comp will be incorporated into teacher evaluation from this point forward so I would just like to publicly thank Libby for all of her work in this transition to this new teacher evaluation model many many many many hours put forth trying to figure out how to make that shift our thank our coaches and the work that they have done this year with staff trying to move staff uh toward their goals and support them in the work and also our just thanking Rob uh Gardner for all of his work in helping us figure out how to put this mou together so we meet the state statute and requirement but it also drives our system forward to a new and better teacher evaluation system that we really hadn't looked at in quite a few years so the opportunity was there with the statute change and uh We've are excited about the direction we're headed and at this time we'll just stop and see if the board has any questions questions very well done thank you for the work I Echo Randy's admiration for the hours it took to do the the transition thank you and I love the examples of the work you're doing with the teachers and just that we all need Improvement at all times and I just think the way you guys are doing it it's great so thank you for sharing thank you next up we're moving to uh preliminary budget good evening we started this process in December at finance and Facilities committee committee meeting uh preparing for 145 budget and here we are uh after several months worth of um progress uh on the budget and presenting the official preliminary budget to you thank you for your work as a board and to the staff and Community for um all the work over the last several months um this presentation is a summary and some of it you as the board are very familiar with because it is part of our budget process that we have gone through but uh I do have slides in here just be for the public reference I'll I'll fly pretty quickly through them um also in your board materials and we will post it on our website uh after this evening is the official budget document that includes Nar narrative and graphical and then more detailed financial information again I won't go through all of that in detail tonight um because I'm sure you want to get home this evening um but we will go through it in summary format um we do have our budgets based on students and so this chart shows the average daily membership uh for our students uh we're slow and steady uh growing are about stable we did recently receive the um demographic report from Hazel Reinhardt on Resident students this chart includes W how we budget it also includes our open enrollment students and calculated as a average daily membership and how the state funds us for those students our budget assumptions just to review uh one of the major changes there or a change there since uh we started our budget planning process uh several months ago was an additional $25 per pupil unit on the formula um we also had significant legislative changes in the funding formulas in the legislative session in 2013 all those are Incorporated um one of those being the uh change of all day everyday kindergarten to the general fund so you'll see changes there on the expenditure side and the revenue side you'll see those in the general fund and you'll also see the change out of the community services fund because that's where the program um historically has been funded out of that extra half a day um we also had some part of the budget plan had some one-time enhancements ongoing enhancements some of those had a revenue impact some had an expenditure impact and so you'll see those changes and assumptions Ono um we can go on through the adjustments did you want to add anything there this was a process again that was separate from the budget process but it was always part of the whole and the board did take action on these uh at the May board meeting which then allowed us to move forward with our planning efforts um and you can see how the totals rolled forward with a blend of using um realignment of our funding so that we could make sure that we have some of our funding going to some of our more strategic areas and then also accessing our fund balance on some onetime enhancements that again allows us to jump start some of our strategic work if you look at that preliminary uh budget document the more detailed one that's in your board packet there's four different sections um for the quick narrative executive summary of what happened what went up what went down from the previous year what were the major assumptions that's a really good place to go um then there's a a section with our budgeting policies and our strategic plan the financial section that gets a little bit more detailed nice place to gather uh four years of History along with the budget and see some changes um but yet not not uh as detailed as what's in the information section where you can go there and um see revenues and expenditures in a variety of uh reporting formats in different sorts to make comparisons uh over a five-year period also just a reference node page 28 includes um definitions for some of the terminology that we use uh in terms of program definitions and that'll help you also um if you're not sure what's included in something um for some of the charts and then uh in terms of fund balance impact page 14 and 15 are nice one-page summaries on what's happening in the various funds and the impact to fund balance ultimately we are performing uh better than um uh projected slightly which is a good position to be in some of that is that increase $25 increase in the funding formula we as later in the agenda I'll report that workers compensation premiums are coming in very favorable health insurance came in just slightly better than we thought that it would and so combination of a variety of things and um we're positions just a little bit better than we thought we were going to be here's a chart on our Revenue history by fund um you can see the building fund uh that is dependent upon what projects we have and you can slightly see in the community service and you'll see it on the expenditure side uh reduction in revenue and expense and that directly correlates to the all day everyday kindergarten change debt service I'll just point out this one uh the higher bar there that's uh when we did the crossover refunding or refinancing of our debt service there's some specific accounting mandates of how you have to account for the dollars put in escrow until you actually do refinance it so from a comparison standpoint uh sometimes that can just be a very unusual looking chart but there there is a good reason why it is that way uh general fund Revenue history uh the majority of our funding comes from State just about 70% um about 27% local Levy um then this is a chart actually we just received um the beginning of June from the state department I thought it was um uh useful in terms of comparing Revenue state aid and Levy with CPI since 2003 and typically I have a chart in here um that I create that kind of compares the revenue formula again um inflationary indexes and this one just basically that bottom green dotted line shows uh since 2003 the districts throughout the state have increased their Reliance on the local Levy operating referendums um and the reason for that has been if you look at that middle line that red dotted line is that state funding has been relatively flat and if you notice um now in 2015 is actually the first time it has gone higher at $926 than it was in 2003 at 9,111 so just an interesting piece of data I thought I would add in there uh general fund expenditure history Broken Out by uh various areas of where we spend our dollars speak too much uh general fund again for this particular year the other was a the other charts were a 5year history this is for the 1415 budget and again the majority are funding of our funding comes from the state um uh we are a service oriented business and we spend about 83% of our budget on um staff providing that service another way of looking at our expenditures then going deeper into uh salaries and benefits then by uh various staff groupings uh where we spend our dollars and then the next one is um by program area these are the ones where the definitions are on page 28 I'm happy to report we spend about just under 80% of our budget on instruction or instructional support services for our students this is a uh also from mde information it's from 201 1213 which is the most recent information the state would audited information the state would have on all districts so I did a comparison of the Lake Conference districts and the average of those districts uh the cost per student or ADM in the various program categories that districts report to the state and there can be a variety of reasons why a district may be higher or lower in a particular area but it's a benchmark and sometimes it it can cause us to say h why are we lower there or higher there there may be specific reasons we may have a specific Initiative for example in regular instruction a lot of times you'll see variances between districts there with districts that have high free and reduced lunch counts because the the funding federal and state that goes in to um or comes into the district for that gets coded to regular instruction so that would be just one example another um thing I would point out is the total general fund operating expense is we are very close to average just in that total um the other thing I would point out is The Debt Service you see is higher is that that's because of um 1213 is the year that refinancing we saw that chart earlier with that Spike that will change after we get that uh off that data and then the long-term debt we have um lower than average debt compared to our comparison districts is that a is that a typo uh we're at 786 and everybody else is at 12,9 I don't believe so but I will double check that you know what could be in there too is if other districts are refinancing or if they've um we are lower than others but I will double check to make sure that's on typo it does seem like a significant difference looks favorable for us but I will double check it thanks uh next steps are to review or continue to monitor legislative changes there wasn't there were not very many this year but like I said earlier the 2013 session did have a lot of changes for 145 and we can continue to um make sure that they're implemented correctly and stay on top of those update the long range financial plan um get information into the state over the summer for Levy certification preliminary levies is September in September audit report in October final Levy in December and final budget approval in December that's kind of a quick overview the board will be acting later on this evening on the the full budget it did get reviewed by the finance and facility Committee of the board and um would be open to any questions at this time I just want to say thank you Margo I mean there's a ton of work here there's a lot of money got to keep track of and you're doing a great job with that yes thank you thank you to the business office Steph um they do a lot of detailed work for this yet um it's a team effort thank you yeah well deserved as we do our strategic planning uh what we've also been doing is updating some of our specific program areas uh earlier this year uh we did receive a report from the technology department and how we had revised uh District technology and Media Services um tonight I'm asking Penny Codd to give us a fly over as it were of the Strategic work we did in special education the plan that was completed in May or April and um thank you penny for being here tonight okay good evening to you um I'm here to present to you the next uh Str strategic steps that need to take place as a result of this study and as Rick said it occurred um like this winter early spring um it was really completed because we wanted to take a real fresh look at our programs and services and we want to move the program forward it also fit with the mde compliance uh schedule we are in a five-year schedule in which we do a self-review and part of that is reviewing our programs and so it just really fit in into the context um special education is very Broad in terms of programs and services you can have children that are receiving programs and services all day to uh Consultation Services so it was not practical to cover all aspects of special education so we needed to focus and what we focused on is really where the majority of the students receive their services in special education lingo that's level one and level two which means they really do receive most of their um instruction in Core Curriculum content areas but then may be uh receiving specialized instruction and services based on their IEPs and their program needs so what came forward out of this this were uh steps that will require further study and we'll move into a process of refinement and recommendations so that um Given that special education is specialized instruction um it may be helpful to give you some context um data because uh we have to think about how it aligns with general education and is integrated into the curriculum and so just to share with you that in Adon schools based on the latest child count we serve um about 10.3% of the total enrollment now this has been a steady uh decline of services from our all-time high um in addition to that we serve um based on primary disabilities and we have um we take a look at that because of the trend lines and we have over 13 primary disabilities that we um consider not all disability areas are accounted for in this District but we're always looking at where are the predominant Services needed uh the predominant one is speech language um the next is with the autism spectrum disorders the other is the other health impairment which can be medical needs as well as neurobiological disorders and then we move into the specific learning disabilities and they're um on forward have other disability areas that are not as uh frequent but they do require intensive services we've had in terms of Trends um about 130% growth in autism that is not unique to Edina that's true in the region and nationally uh a 60% growth in other health impairment due to the medical needs of children um we doubled in our growth in depf heart of hearing um grew in our severely multiply impaired population and DCd severe profound there was a 50% decrease in specific learning disabilities which is really looking at math reading and written language special education in order to qualify you have to profound um uh have a profile that shows you have significant educational need we think the decrease may be in part uh due to the impact of RTI and early interventions because it's kind of based on a fa-based system and with early interventions we are capturing students before they referred to special education so what that means is that there is a shift in student population though that we have decreases uh in numbers we have more complex disabilities and um more complex needs so in terms of looking at our challenges we we really one of them is our Revenue sources um thank you Margo for just talking about about that but we really try to be very creative in terms of how we leverage uh the reimbursement and the federal funds to our advantage we are also really pursuing third-party billing um and we try to make sure that we're capturing all the tuition for the excess costs with our open enrolled students but in spite of that special education is expensive and it does cost the district quite a bit of money in order to provide these services and our Focus then as I had stated earlier is because we have a Continuum of services was to really look at that 67% of the special ed students who are educated in level one and level two again they are educated primarily in Core Curriculum areas so the structure of the study itself was we did have a partnership with Teamworks where they helped with the facility of the um study the study team consisted of 20 uh special Educators that really represented a broad range of disability areas and years of experience we had General Ed teachers and General Ed um Administration we had five half-day meetings over two months with work that was done in between those um meetings we conducted an environmental scan which looked at key trends and we developed a vision and some key steps to the vision developed key initiatives which I'm going to share with you have action cards and a scorecard so a lot of work was done during that time in terms of major challenges uh federal and state laws and regulations are constantly evolving and it does Place limits on our educational um decisions we have to make sure we're in compliance but at the same time too we really want to be responsive to the educational needs be aligned with general education and certainly uh we want aligned with the major studies that are taking place we do there is not a vision whatsoever of any kind of isolation or working in Silo it's about integration but it can be challenging given some of the federal state laws and regulations of course we talked about limit resources we have changes and shifts in our student population uh facility options um are expanding given our needs and expectations um we do have more medically fragile uh children so we have to provide more Medical Treatments we have to utilize more high-tech equipment there's motor equipment and then for some of the uh students that have self-regulation difficulties we need to have spaces for them to modulate their um their behaviors and to help them to be able to get back into the classroom so all those factors come into the space um uh challenges that we have we do have an achievement gap between the white student population and special ed student population though I have to say on whole our special education students perform really well on the MCA tests especially in reading but we do have a gap and it needs to be addressed and we certainly want to be in alignment with the studies all for all facility B5 secondary the other thing is of course we we have the MD Sy process and we continue to have to be in uh consider their review so in terms of the vision the vision really leads into the four key strategic um initiatives that are an outcome that do need to be uh worked on in the future but it's a it's a vision of alignment it's a vision of integration a a vision of really clear Department structure role responsibilities uh a service delivery model that is uh consistent and Equitable across sites we want to really take a better and closer look at the whole student in terms of their Wellness because of various issues related to mental health um we want to make sure that with the changing student that there are shared student expectations between family and school and of course we want to make sure curriculum and facilities are aligned so the four key uh strategic initiatives essentially in terms of the first one it's to be really clear on clear clear ownership that um special education students are the responsibility of all when you have um different Administration whether it's the district office or at site you want to make sure when you have Choice programs or you have special education programs in some of the schools and not in some of the other buildings that we are really aligned across across the board in terms of that structure um we need to look more carefully at our student um current student workload with the changing student and parent expectations sometimes this impacts staff capacity and can lead to Service delivery inconsistencies mde is recognizing that they themselves are coming forward the task force has worked to create recommendations in terms of workload I know that with this strategic step that will be incorporated into the study um we want to be able to continue to strengthen our PLC work because for staff their report is that it really helps them in terms of their work and helps them to feel that they are improving in their services for students the second one was to really redesign the relational approach now you say well in special education do you not have a a relational approach absolutely but what this is really getting at is that um we want to f Focus increasingly on student wellness it also has to do with the fact that we want to do A needs assessment to see what really are the emotional social behavioral curriculum and what do we need to be implementing across the sites it also talks about things where at the elementary level for example you have case managers that work closely with a student and family for many years it's the same person looping Through The Years however at the middle in the high school because of so content oriented we have to be so knowledgeable in content we have been changing case managers from year to year because the teams Focus let's say on the seventh grade content or a team might focus on the 10th grade content we're looking at can we possibly Loop because it can be at the expense of a relationship with a family or with a student so our alignment obviously with a secondary study becomes really important as we look at that so those are some exam examples the third one has to do with our space and our resources um really specifically when you think about the types of students were serving where a student in the past let's say may go on homebound for a lengthy period of time we have children now that might go into homebound services and loop back into the general curriculum so being really creative in terms of how we can provide remote services for homebound students and use technology to be able to continue to give them the content so that they can have uninterrupted education experiences and we need to be aligned with the facility study because we're going to strive towards 21st century uh spaces we need to be aligned in terms of our work our space requirements are clearly changing based on the changing need of the students and then the last one has to do specifically to our resource models and we are looking at um a study that will um look at the do a gap analysis of how our students are performing uh look at our look at Best Practices some of that work has already begun to see what other districts are doing and this is going to really require a lot of parent input it's going to require the structure of decision-making process and so we are hoping and moving that forward to say that possibly in a couple years from now we might have a different Service delivery model for this particular population so there's more work to be done it was really an exciting um study there are people that were in the room here earlier that were part of the study the person to my right was involved with it as we had moved it along um our next steps are really to design uh create design teams for each direction we're going to utilize Frameworks to guide our decision making and guiding change work uh I should mention that the design teams will include parents in order to get their input that we recognize how important that is um we have action steps created but we need to finalize the who for implementation and we want to study more deeply uh intensive Service delivery models which do exist for those students who persistently underachieve academically and behaviorally so any questions any comments go ahead nice very nice study um impressive how tell me a little bit I really liked hearing that you were going to have the parents involved in some of your work how how will you access the parents uh through actual you know work in the building I mean in terms of watching what's going on or surveys or how engage surveys are going to be really important that's going to be key to the process in terms of getting uh the parent input in general we also do have a parent advisory Council they will be part of the process um the last meeting we had talked about the fact that they would be part of the process and decision making and as we have done historically in this District really trying to involve parent engagement taking possibly I would Envision some forms where parents could participate in that respect so it's needs to be designed exactly how we're going to do that but I have confidence we will do that thanks and the the timing so you'll have your design teams working next um school year and then is it is it the intention that sometime during next school year we'll have some recommendations coming back to the board or is that going to even be pushed out another year I think the design teams and some of this studies can't and will be begin to be developed even this summer as we move into the fall some of that work is already in motion and then yes there will be recommendations if it has Major Impact coming back to the board I would anticipate and Rick is going to be able to have to chime in here but probably in a year from now in terms of some of those recommendations particularly if it has impact on program Service delivery changes and we're looking at possible implementation in 2016 which is going to mean staff development work prior to that as well I would concur with that it's similar again it's a phased in process it's we have capacity to take on you know we have a new special ed Support Services director jumping on board who will work with Penny and work with other leadership in the district to bring this all to life but I think again we're going to be able to see some work happening this summer but the majority of the implementation work would probably be uh in the um 15 16 school year and are we're going to be I would assume as intentional as possible and making sure that this framework um dovetails with our birth through grade five and our um secondary studies so so everything we do with these these type of studies is they do have to run through a filter that talks to our major study so that everything's in alignment thank you Penny remind me how 287 students tie into your numbers are they viewed as our students or are they is that a separate uh pool of students that's a good question Randy um what we have in terms of the numbers you have before though you are the numbers of students we actually serve in the district that is a different number in terms of the ad residents that receive services and that is an important distinction and so East students that are in 287 programs are not included in those that we actually serve that's two distinct ways we track students thank you so likewise some of the number that numbers that are quoted in the report that you get just gave may include students who do not attend Adina Public Schools full-time but are non-public schools within Adina serviced by our special education services that is correct likewise we haveen we provide service to the non-public students they may or may not be a d residence but because we provide services or even open enrolled students we provide services to them we include them when we talk about the numbers of students that we actually serve I I guess I was thinking also another Direction those students who are within the ad School District boundaries and attend a non-public school and qualify for services that are not provided at that school would there also be some students in that yes there would be thank you Penny thanks penny for your work annually the board is uh to receive an update on our student wellness program we have a committee that's been working on that uh Randy smle and Margo Bach are very active in doing that work it aligned with our wellness policy um and again I think we'll uh let you know a little bit about uh the involvement we've had one of the big things we had was the wellness challenge that Randy help sponsor um earlier this spring and maybe Randy can just touch on that and walk us through these slides sure uh we had a exciting event back in April about 230 uh student participants um to set up this event we had some high school students that led challenges physical activity challenges over at Southview Middle School about nine student leaders were partnered with uh Community mentors and so they add opportunity to kind of build that relationship but design an activity that younger students would be challenged by so the the whole theme of this event was that you can manage your brain minute by minute through physical activity and exercise because when you are exercising you're changing the blood flow you're in increasing glucose and oxygen you're priming the brain for learning you're producing chemistry that helps that brain learn at high levels and those chemicals help memory they help retention uh they literally help kids stay focused in school so it was about some of those lessons around that uh over 50 students completed a survey and 100% of the student students said that the event was awesome and they would like to participate in it again so we were very excited to have Dr John ratty come and be a guest speaker at the event and uh felt like our first um first of hopefully future uh student wellness challenges was was a success another component of the whole student wellness piece is our food service uh system and Margo leads away with that the board took action earlier this year and maybe Margo just touch base on that if you could good evening again yeah as you're familiar we did go through a food service management uh bid process and um that was on a recent agenda item and so we had did approve in that process to have chart Wells as a food service management company uh starting July 1 um a committee developed the criteria and went through a rigorous process and and came up with that recommendation I'm pleased to report that we're moving along in that transition um the chart Wells District management and upper management have developed a plan for transition sedexo staff is working with us in the transition and uh the most recent uh development is that we do have a Chartwells director of food service named as of this week his name is Daniel Hutchinson and he's recently re relocated to Minnesota um he's from ill the Illinois area worked in K12 schools and uh relocated in Minnesota to be closer to grandchildren that attend Countryside School look at that another piece was around the whole nutrition education and we've got a couple programs going on where again we're trying to do more around that uh a whole Wellness piece of students so it's nutrition um and monitoring a lot of the F Federal Regulations along the way but uh a very complete uh wellness program and we've got some other initiatives that we're rolling out uh for next year we're again also taking a look just at how we staff and support uh some of our student wellness initiatives and so as we look at our staffing models for 15 16 going forward we're going to continue to uh have that have a important part of our strategic work I do want to pause and take a look back one more last time before we head into the new school year um and talk about some of the successes we're experiencing as part of our strategic plan uh annually in August the board does approve the uh action plan for the year um and there's just a lot on our strategic work and I want to thank uh everybody who's involved with that we've got a lot of those players who are sitting at uh this meeting tonight but it's also its community members it's parents it's staff it's staff it's uh students all involved in this but we worked hard around advancing personalized learning uh everything from uh moving forward with the power standard plan which uh is uh action that's taking on tonight advancing our all for all all of us working for all Learners and we're entering year two of that the board earlier this year approved the e-learning square initiative this is our bring your own device the onet toone uh technology initiative we've defined personalized learning which will be part of the the agenda tonight the wellness program we address that in creating this seamless system birth through uh uh age 85 um we've done our study work done some work on funding again we Advanced all our major initiatives with our Safety and Security plan uh we're working with W architects now in our facilities uh as it looks to Partnerships we've uh been uh advocating some stronger Partnerships with through Community groups to support our families making sure they have opportunities and access to programming you heard tonight about the teacher evaluation model that is moving into full gear as early as tomorrow morning uh We've also grown our national Partnerships and next fall we'll be hosting the 21st century Consortium it's the Consortium of seven school districts throughout the United States that we partner and Benchmark against we continue to grow our community Equity partnership work and advancing the work of professional learning communities or plc's which will continue to be a corner Stone of all our work so we're very pleased with the progress been made the board will receive a full report uh in at the July meeting as an informational piece and then we'll start shaping our major initiatives which are presented at last month to gear us for the 14 15 year as we enter the third year of our strategic plan but I'll take a pause on that and see if there are questions around the work that we did this year uh in our strategic work questions a lot going on we do it's a good thing a lot still to be done that is a there's reason to get up tomorrow morning thank you thank you next up we have our uh consent agenda you had a motion uh to bring that to the floor so moved second it's been moved and seconded Rick could you please walk us through the consent agenda I will um we have our Personnel recommendations um and among those recommendations tonight we're pleased to be recommending some leadership positions Lisa Mika Alisa is in the audience tonight Alisa is going to be recommended as the new principal at Cornelia Elementary Alisa has been an assistant principal in Eden Prairie have been very active in the community former teacher for part of schools and welcome her back she's been already involved in uh some uh meetings both at a principal level and as well as doing some data work and so we're very excited to have Lisa joining us and she'll be back in Action again tomorrow so even though it's not July 1 we appreciate Lisa's involvement and welcome her to our team and she's been part of our district Equity advisory Council part a variety of venues so welcome Lisa it's great to have you on board uh Jeff Jorgenson or Jeff Jorgenson is uh the new director of Support Services Jeff is currently uh at South Washington County serving in that same capacity Jeff will be joining the team as well tomorrow and doing some beginning his training we welcome him to the team and we are still uh in the process of uh identifying a couple other leadership positions but the board will see a variety of positions that we are approving tonight there is one uh termination non-renewal that we're taking action on that's due to a lure issue you can see expenditures that we're taking a look at the alternative compensation annual report we heard about that earlier tonight there are two uh policies and some actions we need to take one policy is on the health and safety that we're required to review we're also recommending that we stay with ia uh IA is a consulting firm that helps us with health safety and environmental issues on a asne basis there's some annual work they do but then we call them in as needed um come on cooperate athletic Training Services uh we have a very Progressive bid to Twin Cities Orthopedics and we'll be working uh with them we'll continue to retain our uh trainer through this process and appreciate the work that was done through the administration to make that a competitive bid a Best Buy U web store that was a modification that we needed to make and we tabled it at the last meeting that correction has been made uh as it relates to on page two of the document so we have the right pricing in there now uh the approval of Three River Trail we needed to get a clarification on that we were able to do that uh that does not involve the spur Trails or spur Trails I think that's what they're called it y SP Spurs that'll come back this was just finalizing our routing through that and we've worked with the various Personnel U both uh at the administrative level as well as the teaching level to get that finalized and so we're supportive of that you can see again the um teaching agreement with crown college and then we've got an appendix that we're seeking for approval on around facilities rental there are some increases in that the finance and facility committee did support those increases and board's taking action on that appendix tonight it does keep us in line with uh what other rentals are in the West Metro area we have some commendations and then the generous gifts from uh our community that we are are again most appreciative for and that would take care of the consent agenda items thank you Rick uh any questions or comments regarding consent agenda or items anybody like remove from the consent agenda I would just note that this the one item the student teaching agreement with Crown College it says a contract is attached and there is no contract attached but I assume that one exists and there it is there it is that's so that's it's somewhere it's a small contract we can uh delete that uh line or insert it and we'll leave it up to the administration how they want to fix that any additional items questions comments items anybody wants to remove s none all those in favor of the consent agenda as presented with the with the exception Kathy pointed out please signify by saying I I I opposed motion carries first item on the action portion of this evening's meeting is a preliminary budget which we had a presentation on earlier this evening had a motion to bring that to the floor so moved second it's been moved and seconded uh to uh approve the preliminary budget for 20145 any discussion I would just have one followup with the presentation to this comparison slide yes there was a typo so all right and so that has been corrected when we post to the uh website um the long-term debt din is $778 still uh below uh our comparison districts in terms of long-term debt um makes it look a little more more reasonable so just add that clarification for you and answer any questions that you might have regarding um the presentation or the detailed materials in your board packet questions comments thank you Margo very well done thank you all those in favor of approving the preliminary budget as presented please signify by saying I I opposed motion carries next up we got the health and safety budget I had a motion to bring that one to the floor so moved second moved and seconded uh any discussion any background we should be aware of Margo no major changes uh to the health and safety budget this is uh just mde compliance it is um this uh 20145 part of the budget is included in the budget you just approved overall for the district uh the MD just requires that we have a two-year budget for health and safeties thank you Margo any questions all those in favor of approving the 1415 and 1516 health and safety budget please signify by saying I I I opposed motion carries uh next up we have the 10year alternative facilities uh funding plan can that a motion please so Mo second it's been moved and seconded uh we spent time recently at two different workshops uh reviewing this this plan was originally developed in 2012 um any questions comments discussion background Margo just for uh the public even though we as uh finance and facilities in the board have been working on it um the first initial plan was developed in 2012 um the state does require 10-year plan to be annually updated and have a 2-year component to it and um we are using information from the last two years to update it and continue that in ongoing fashion recommendation from Administration is to continue the 10 million a year for the next two years of this 10-year plan and uh years three through 10 have increased by 5 million to 15 million per year to address our critical asset preservation or critical maintenance needs and to help with our um a backlog of deferred maintenance um we are able to review this annually and it is a 10-year plan but know that we are able to um continue to process through this as new information comes whether it's internal to the district changes we're seeing in our um facilities or if it's external market rate that kind of thing uh also I did have we at our work session we had a slight correction to a worksheet so I've got that too and I'll pass that and answer any questions that you have did I miss anything right no do you just want to note the correction that your it's in the middle of section um where I double counted the ECC in that middle section calculation that was pointed out in the work session so uh the comparison to the original plan and um the Deferred maintenance backlog has been updated the bottom portion did not change that calculation was correct and the top portion was correct can you give a little historical perspective what shifted when we went to average age of buildings and how we can use these funds now oh the alternative facilities funding um only there's about 25 school districts in this state that qualify and it has to do with average age of building in square footage and Inda has not always qualified we started qualifying in 0708 and so previous to that our sources of funding were either going to the voters for approval um every 10 years or so for um different maintenance needs or um uh Capital funds which capital funds were about 200 maybe 400,000 a year so there's not significant dollars there now that alternative facilities funding is a available because we do qualify we do need State approval of the projects uh they do need the projects need to be of a deferred maintenance uh need which means um the whether it's carpet or HVAC system a roof or a parking lot it needs to be Beyond its useful life and replace um need to be replaced so we can't just make an enhancement of something and approved by the state and we now qualify for that we two years ago um increase that amount from we were spending about 500,000 a year prior to that um and increase that amount when we had some principle and interest on our bonds coming off so that it would uh be a minimal impact to the taxpayers and so we increase that amount to 10 million a year and we have been um systematically replacing the HVAC systems in our um schools the first one was conquered last summer and Highland in Creek Valley are up this summer um improving and the overall intent is to maintain the community's investment in our building and also maintain the learning environment our buildings support um our students learning and learning environment thank you Margo very helpful uh any questions or comments all those in favor of approving the 10-year alternative facilities funding plan please sign have saying I I opposed motion carries uh next up we have our EP pass contract renewal and a motion please so moved second it's been moved and seconded uh to approve the 201426 Adana professional Associates of support staff uh contract uh Gwen that's a mouthful little background please yes uh we had negotiations with um this particular bargaining Group which includes our clerical support staff and I am pleased to say that um we were able to complete the negotiations in a very um vast amount of time because we just have a seem to have a great relationship with them for one thing um some of the changes that that are in place for this particular contract over the next two years is that um if a teach if a a clerical person is on steps one through four there is no in increase because they get the natural progression of an increase as they move from one step to the next but um for steps if you are on step five or if they are on longevity they will have a 2% increase in year 1 and a 1 and a half% increase year two their um health insurance benefits are going to increase a half% year one and 1.75% year to and there is one particular uh language change we offer disaster leave language which means that if someone has a catastrophic illness um it's has been just the staff member but now it includes staff member and family members the way we do in the teachers contract and so that is one change in this particular contract and the total compensation package is an increase of point 4.42% for $137,000 which has been approved by the board HR committee I will entertain any questions and that 137 is over two years over two years yes questions comments thank you Gwen and your team for all the work all those in favor of approving the uh EP pass contract please signify by saying I I I opposed motion carries uh next up we have the uh Workers Compensation Insurance can I have a motion please to bring that to the floor so mooved second it's been moved and seconded um little background Mar please I'm happy to report a decrease in workers comp rates which I haven't had that luxury in a couple years or a few years here um we had a a high claims year fall off our claims history which um then has a favorable impact to our premiums so the um decrease is a little over 16% in premium um overall salaries and workers comp is based on your your amount of salaries so if salaries increase or Staffing increases workers compensation is going to increase I think the key notation here is the timing is Right finance and Facilities committee has been monitoring um the market and when we would be able to move to a six-month renewal so that we could align workers comp renewal with property liability insurance renewal on January 1 and the timing is now right to do that and um that way we can be more compe competitive possibly by combining the two or doing a bid and then selecting two separate vendors for each one depending what's more favorable to the district and also will'll be out in the Market at a different time uh uh when many school districts are out July 1 so um finance and Facilities recommendation and administration recommendation is to go with with a six months renewal and accept um the uh risk administrative Services as a workers comp provider for the district thank you Margo Mr represents a decrease of 16.6% uh any questions or discussion all those in favor of approving the Workers Compensation Insurance please signify by saying I I I opposed motion carries uh next up we have the bus relocation uh agreement items uh can a motion please so moved it's been moved and seconded uh we've discussed this in workshops previously uh little background Margo um only change from the previous meeting was uh item number three rewarded that to say operational cost of the transportation department will be considered as relocation areas are evalu evaluated and uh we did talk about this and uh work through this at financing facilities and they support it the other thing I'll just update the board too was I've been in touch with Scott Neil from the city and there's interest of the city and the district getting a task force together just to make sure that as we proceed forward with anything that we jointly are working on this rather than one trying to do the other so there's a discussion in July that we'll probably have a small group get together to help Hammer the details out and stay as a team going forward additional discussion basically this updates a 1999 agreement and adds a little bit of clarity uh understanding from The District's perspective because there appears to be or the city at least has an interest in redeveloping where our current bus garage uh sits but that is our property and we uh um you know uh need to be in control of anything that's done with that property and the option is for them or somebody else to find us an alternative facility that works for us and these this frames the parameters around that questions or comments all those in favor of approving please signify by saying I I opposed motion carries uh secondary learning experience had a motion please so moved second moved and seconded uh to approve the motion uh related to the secondary learning experience grade configuration uh background Rick Randy who wants to start uh so this has been an area of discussion that's been going on for most of the Year through the implementation team the team that's been uh working on implementing the Strategic initiatives of that secondary academic plan um so the implementation team did study did the research on what would work best programmatically to meet the needs of the recommendations of our secondary academic plan we're also waiting to see if the birth through grade five was going to be looking at any type of grade level configuration change as they came forward we recognize there was not going to be a change but we do see a benefit uh going forward the implementation team we took to the teaching and learning committee as well um and brought forward to the board on on June 2nd about a grade level configuration that where we'd move our Middle School programming to a 68 grade level model and our ninth our high school level programming being 9912 and what we're talking about right now is a future direction we haven't declared a date we haven't declared that because there's a lot of things that still need to be considered before this would be formalized uh And discussing this with the board on June 2nd uh there was some uh desire for us to do some formatting a little bit different so we did present some background information and I think I'll ask Susan BR maybe to mention uh a little bit more of the detail as she is helping coordinate uh the background data that's included uh in the document um that kind of high highlights the different models we looked at and the benefits and challenges so as you'll recall in um in January there was a large discussion about a variety of different models many many models of what we could possibly be looking at for secondary grade configuration and they really kind of came down to three primary models either keeping the current model as we have which is a 69 midddle and and a 10 12 High School um looking at a 68 Middle School 912 High School which programmatically we feel is the best um option for students given many of the benefits and that we've articulated and then also uh a possible option of what would happen if we did a 67 School a 89 school and a 1012 school and we just felt that looking at a variety of benefits and challenges that not only programmatically um but also looking at many of the requirements coming down with world's best Workforce and legislation on nth grade being really more attached to that High School uh experience in terms of credits and it's being on the transcript and and other sorts like that we're able to be able to put the all of the ninth grade teachers together and working on that so again it's just a future Direction but we have identified number of benefits and challenges that included research um of programs across the country and across the state it does put Edina more in alignment with other high schools in the state um and National I think uh the program that we've had at the high school of a 1012 system uh has served our district very well but as we look to the future of what does 12th grade look like what does um the needs of high school students look like this is probably we believe that this is the better place to go at this time thanks Susan additional questions comments we've had number of workshops as well around looking at these options over the years so we're saying this is directional this is directional which allow us to advance it so we can start doing some program planning but also and we'll get into as we look at facilities as we look at uh costs as we look at Staffing models that we'll be able to drive that deeper and then we'll come back and do some check-in points um but what it would truly do is then um you know scheduling I mean you just look at the variables that we're we're looking at right now around time and uh Staffing uh programming this is what we're supporting as a direction additional questions or comments so this is the plan not the not the how the this is the what and now we're going to get after the how and see if the how you know and we're we think we can build a plan over the next several years that would uh help us meet this program need additional questions comments anything else Lisa anybody else the option three I think we had also talked about it looking at a 67 at one location and an 812 campus the way it's talked about here it's not quite looked at that way and so um it it just looks different in my head when we talk about a 67 and then an 812 I think that um while it is not articulated that way that the way that the physically it would probably work out is to try to look at what would that look like on an 8 n 10 12 um and an 812 campus that would really be looking at a completely new kind of structure of a programmatically from an 89 and I think with the discussions especially with the secondary implementation team and in talking with principles about Middle School that really being an important um program for that exploratory time between Sixth and eth grade and when you just isolate 8th and nth I mean I know you're saying it's an 812 campus but uh that that's an awfully large grade span to try to be putting together at this point with the secondary students so that's why we kind of articulated it that way and we're trying to help kind of of narrow the discussion but that certainly could be perceived that way as a 67 on one campus and an 812 on the other but it was sort of felt that that's a lot of the six7 is just a pretty short period of time with a adolescent group that maybe needs a little bit more time together just no questions or comments all those in favor please saying I I I oppos motion carries uh next up we have our power standard common assessments uh and Grading for learning missed age we still do I'm sorry weth grade uh item H location of e8th grade to secondary West Campus can a motion please so second been moved in seconded uh discussion again this is directional but it does set us uh to start looking more of a 912 inclusive model um and again it'll be further study but this allows us to continue to advance that work uh on a variety of our uh resource areas such as space um Staffing uh programming and so discussed at the June 2nd meeting and recommend recomended that we present it in this fashion and so administrations bring it in this fashion thank you Rick additional discussion so this essentially delve tales with what we just approved it's just reiterating it as East and West had already merged them in my mind get that exactly discussion all those in favor please see have saying I I I opposed motion carries now we're on to uh uh Power standards common assessments and Grading for learning implementation process can I a motion please so moved second moved and seconded to approve the power standards common assessments grading for learning implementation process through policy development uh Randy I'm G to move my mic down a little bit because I drew the Short Straw tonight and I have the short chair so this is about really a phased in approach to standards and kind assessments and and graded for Learning and we hope to develop that through uh as this resolution says through policy so it's really about um clarifying our desired results in our grade levels and in our courses identifying what are those absolute key standards that all students are going to leave the the classes or grade levels with of course by state law our teachers are required to teach all standards but not all standards have the same GR brain size waiting level of rigor depth Etc so it's about prioritizing those standards so we use criteria like endurance uh leverage Readiness Readiness being about uh what do kids need for the next level and a leverage being about what do what are some things that that kids would learn that uh give them leverage with other content areas so when you have standards that give kids leverage in other content areas like math and science and and uh and Lang Arts Etc they are high in leverage so that's an important criteria and then endurance what are those Concepts that are those big ideas that are going to carry with them and last a long time so using those criteria we we will attempt to identify power standards across our system assembling teams to do that work and then developing common assessments to to create quality evidence that students have indeed and uh have learned those power standards at a high level uh a on the completion of that work we'd be assembling a task force that would be looking at Next Generation grading or um uh grading for Learning and then uh through this process we hope to um through this resolution we hope to approve this process to move forward into policy um for our school district so if the board takes action on this tonight then we would move this to the policy committee who would start looking at this in July incorporating some of these key functions into policy much like we have to we'll be doing the same with educational competencies that were approved on June 2nd we had a a very good presentation at our last teaching and learning um committee on this with um a presentation on the um math power standards that they've already gone through and then looking at some of the new software they'd be using to track the power standards and do the common assessments and it was very helpful for those of us who don't understand you know when throwing own P power standards and common assessments what that all means and how that would all work and so if there's any time available I know all our meetings are crowded but if there's any time where we could have you know a presentation to the entire board and for the community to see that as well I think that would just be very very helpful to understand where it is we're moving and how that's really going to make a difference in our child's education it was just a it was one of those presentations for me that was the complete light bulb ah I get it so I would suggest that we do that okay thank you Kathy additional discussion just a question Randy on the Des the description of the phases and the uh content areas and grade levels why why do some content areas have grades associated with them and others not and how is it decided uh what order to to think things through um I would say that um part of our phase one was specifically looking at math at the elementary level but we also had uh math was probably a little bit further ahead in this journey so uh we had Math teachers at the secondary level that we're already doing some of this work but then completing it at the elementary level in grades one through five and adding kindergarten Here in the future so some of these uh particular content areas or courses or grade levels are areas where some of this work was already done or there was already a start to it and then looking at other um departments and other um the phase two is really just kind of getting everybody else into that mix so there there's no significance as to what's going to be offered at what grade based on what's listed there no it's more of a reflection of kind of where we've been and what we've already been doing some work in the areas of and then what's next any additional questions or comments all those in favor of approving the power standards common assessments and Grading for learning implementation process through policy development police signify by saying I I opposed motion carries thank you all for your work there uh next up we have the superintendent's performance goals uh pay any a motion please so move second it's been moved and seconded uh to approve the superintendent $3,000 annual bonus uh each year the board uh meets with the superintendent to review the previous year's uh success and at that point we establish a framework for goals for that year uh towards the end of the year the policy committee meets with uh superintendent dressen to review his successes and uh we did HR committee I'm sorry HR committee uh reviews uh it's been a long night reviews uh uh superintendent dressen's successes and we're very pleased with his performance over this past year and the progress he has made uh as superintendent and with the entire district and so we're pleased to uh support that effort by awarding his full bonus uh in the packet everybody can see what the goals were and what the actions uh has been taken and as provided by Dr dressen but it gives you sort of a framework of of how we operate any other uh comments uh that there was full support from the HR committee on this additional discussion all those in favor please signify saying I I I opposed motion carries uh next up we have uh the scheduled uh uh review of policies uh in the five and 900 series can I get a motion to bring those all to the floor just going to ask if you need that I'd like to move to combine uh 1 two 3 4 five in um uh item C great can I get a second second uh motion is on the floor to combine uh all of the key items one through five which are all policies any discussion all those in favor please see have a saying I I oppos motion carries can a motion to bring those policies to the floor so second we have these policies on the floor which we have previously viewed at a prior meeting uh any corrections we should be aware of from how we viewed them at the last time through there are no changes since the board met on May 19th excellent thank you Regina any discussion thank you that was a complicated phrase so the policies uh we're looking at uh is 516 is student student medication uh 9006 is uh Community notification uh 9007 is I'm sorry community relations Community notification 907 community relations uh rewards for solving crimes 910 is community relations tobacco and alcohol and uh I can't read the rest of it drug free schools drug free schools and the last one is community relations use of Volunteers in school discussion all those in favor please saying I I oppos those policies have been approved we're on to discussion uh birth through grave Five is where we start we did have a presentation on that this evening any discussion it's pretty good discussion at the presentation this would come be coming back to the board uh in July for action and once the board does take action on the uh study we'd then move it into an implementation model and so in uh August and September we'd roll out exactly how we'd move that study similar to what we did at the secondary level into implementation comments questions I know we asked some already okay uh we'll move on to uh committee appointments I had a comment on this one just because we've run into timing issues before with our assigned as our in our roles for school lisons and so I thought it might be really helpful just to try to get a get a time for each one of these listed out um because I know for myself um one one of my assignments is Creek Valley and it always meets on a Thursday morning and most 80% of the time it meets when I'm at Finance of facilities so it's become I've become not available often so I'm just thinking that if we could just maybe line up you know this typically meets the second Thursday blah BL blah and then make the assignments based on that so that we can all make sure that we can actually be accessible okay if I would suggest if everybody who's current everyone's currently serving if you everybody wants to send me send to me the time and day that they meet on a month I will compile that and send we can have that then included so everyone can see it and we will be able to um better make the ass better make assignments so that people can actually go to their assign School yeah thank you because I just feel guilty that I thank you Kathy thanks Kathy taking that on any other uh typically how we do this is Sumer it's it's uh typically the sites we shift unless there are some other changes or additional committees or elimination of committees is things we look at in the summer as well and I note that we have a number of community members terms who are that are also up at the end of this month and so I assume we already have procedures in place to replace those or yes we do good any other questions or comments uh onetime waiver on policy 538 about the 18mon notification this request uh gets back to the May term um that the board approved at the June 2nd meeting we're looking at May term at the high school level in order for us to uh pursue the possibility of having some academic uh field trips over that may term we'd need to make some uh change simply because they could not hit that time frame that's in policy so a recommendation was for this one year is to grant that flexibility and administration is supportive of that we also talked about the teaching and learning committee the committee was supportive good catch um try not to violate our own policies too often um calendar I I don't want to get into too much of a side topic but is there any thought around calendar for next year would there are we thinking there's going to be any changes or is that still in process I'll be bringing that up in the leadership discussion okay anything else on uh this uh onetime waiver uh next up we have our policies 514 students bullying is the first one who' like to start that one you'll see that there's um some extensive revisions to that that was um in response to the the state legislature passing the new bullying Legislation during this session so um we needed to update our definitions and our procedur so that we were um in um in alignment with the new state law um that the policy committee has not looked at these um Corrections and additions to this um we because the new policy came out with sort of suggested language after we last met but we thought it was important enough to have it in front of the board that it's here for the discussion and the policy committee will look at all these um edits at our next meeting so that we'll have a chance to review that before it comes back to the board for approval so there's a couple of times when I was updating it where some questions about whether how this is going to work in our system and and uh is this really the way we want to say the language and what leeway we have within the law to change things to make it be more the a way but so that's something that the policy committee will consider um between now and our next board meeting but wanted to get the language um the state language in front of you now thanks Kathy for being proactive in this and the rest of the policy members uh any discussion on that one than I I had just I was you answered my question about it being based primarily on the new law and then we talk about a building report taker is this part of the new law where we have to have better data keeping on this yes and I want to go back I was trying to get this done so we could get it in our board p packet so I did not go back to um some of the original Source material so I want to go back and see where we have the leeway on some of this stuff and uh first week in uh August the uh Department of Education is coming out with their annual workshop and I think they able to find it further too so we're probably going to be a little bit of float for a while here but before the uh start of the school year we should have the policy in good shape and we will be meeting the needs and also keeping it a safer environment for our kids thanks any additional uh questions on that one next up we have educational Innovation which is a new policy 635 this is new policy language and um invite the board to look at it and make any comments it's providing some structure and guidelines behind how the district is going to pursue Innovations and what I would call attention to specifically is section four just looking at when do particular types of projects and proposed Innovations need board approval when can they go forward with um an administrative team's lead and when and uh oh basically those two categories and also note that our director of teaching and learning will oversee Innovation projects let me ask a question do we need to Define innovation or have we defined it else where that's what I was wondering about good I think that's a good suggestion for the policy commit to look some way to frame it so that it doesn't get yep used in its Innovation and so I can do x with it right who defines Innovation we'll take a look at that uh any other uh questions on the first read through 535 thank you for your work on that uh 808 so 808 I'd like to discuss 808 and 809 together there's the our proposal is that policy 809 on buildings naming rights buildings and sites be rescinded the language is combined in the draft we have here of 808 the discussion at the policy committee level is that a lot of the language clearly overlaps between the two policies so we wanted to clarify and simplify uh two the categories that we were working with is when we have names for new facilities names for existing facilities so that's one type of way that naming can break down the other way of looking at this is there are sometimes when the district wants to recognize contributions to the district whether it be long-term service and tenure of an individual or it may be a contribution of goods Services finances the other category is uh potential formal agreement that say we will name this hallway for X number of dollars so this particular policy tries to take those Concepts and navigate the impact of naming per category discussion comments they were too hard policies to put together and make it make sense in one it took us a long time it takes it took a long time but I will say in the research I did just for drafting some language looking at other districts and their policies we I think our language is better a lot of districts don't address these categories at all it's it may be very brief saying facilities can be named but there really aren't many guidelines so it's um it's nice to have some guidance for when that discussion comes up we move on to 908 there ever a term to a to a name I'm just thr is there ever a term to a naming rights yes yes it's in the agreement it is it's in the policy that's a that's a good point there's um IT addresses it in a couple of different ways um one the term can be it may there may be a contractual agreement by which it ends there may also be a repurposing for a site or facility that may require a name change there may also be a decision that the is no longer an appropriate relationship which could happen for a variety of reasons so there there is language in the policy to address a need for a change thank you well done uh we're on the informational items announcements but we didn't do parent involvement that we're resending it resing because the everything's in other policies it's in 903 and that good catch the reason move to resend is because the language is covered in policy 903 with visitors so as we and we had discussion about this at the policy level is there anything specific to 908 that isn't covered anywhere else that requires a need for it we didn't find a need to duplicate thanks catch sorry uh other items announcements committee updates where are we at with the secondary pilot projects so um you know if we follow that policy so we're moving on those objectives on those various Pilots that were supported because onetime fund so everything's moving mov along just okay yep um I will say the uh mayterm project is um you board made a waiver on the field trip policy it's also the school calendar and uh there's some discussion around that the high school has done some study on how they could revise the school calendar make a couple date changes and create some options to to create a first semester at winter break and the second semester but there is an imbalance in days and it would take some teacher day here teacher day there switch and um what we'll probably do is bring that back to the board at a special meeting the board's having on May 20 or June 20th we can kind of fly through that and see how that might look and then the board can take it from there it would only be for the high school for this one year and then we' incorporate it in so that for that is that uh the board did discuss uh a June 20th um board meeting at 7:30 in the morning again just to move further along with our facility study and then any other leadership news that we might have that would be the focus of that meeting um in the information we did mention the uh again just for some definition around position statements around what personalized learning is and um racial equity and cultural competency um and then also the narratives that we've now got in a student voice uh and those again would be appendices that we'd likely incorporate into some policies would likely have some work done along the way and that would conclude uh my information sharing any other uh additional items announcements committee reports than the board tonight we had a long uh night we had a work session prior uh that includes some uh HR issues uh and negotiations as well was some facilities discussion but we knew it was going to be a long night but we were limited on time so uh plug that in we'll have a little session Friday morning I had a great graduation here not so long ago uh any other announcements or additions any you'd like to add I just had um several members Community parents come and say how much they loved the graduation at Mar they thought it was very personable and they could really see everybody and they just thought it was lovely so a lot of nice coms right kudos to the planning team as always y very well done and they picked perfect weather day as well any other items uh sing n can I a motion to adjourn or seconded it's moved and seconded any objection to adjourning at this time seeing none we are adjourned thank e e