[0:28] e [0:58] e [1:28] e [1:58] e [2:28] e [2:58] e [3:28] e e [4:06] uh good evening tonight is December 15th and we do have a [4:12] quorum um due to current federal and state eer 14 thank you I thought as soon [4:18] as I said that I didn't think I had the right date so I appreciate that um due to current federal and state emergency [4:24] declarations the Minnesota directive for residents to stay at home and guidance about limiting person-to-person contact [4:31] due to the covid-19 pandemic um this board meeting of the Dina Public School [4:36] District School Board has been conducted online in accordance with Minnesota statute 13d [4:42] 021 people may monitor this meeting from a remote location by The District's YouTube channel participants re are [4:49] reminded to mute their microphone or phone when they are not speaking um people wishing to speak should unmute [4:54] their microphone or use the raised hand feature so I can see who is waiting to speak and then wait to be recognized [5:00] um and then wait to be recognized I will determine the order in which participants wishing to speak will be recognized um John will you please [5:06] review tonight's agenda for us yes uh so after the approval of the agenda you'll [5:12] have um excellence in action where we'll be recognizing uh staff uh after that uh [5:17] you will uh recess the meeting for two hearings the first is the world's best Workforce public hearing and then uh the [5:24] truth and Taxation hearing uh and then after you resume uh [5:30] um you'll read any Community input and then the consent agenda has of course [5:36] minutes as well as um some some fees uh approval um and discussion uh the board [5:46] will have presentations for new course proposals and and then you have some [5:52] policy reviews and an action we have a um big action items you are going to be [5:58] approving a techn technology Levy referendum vote date um which is on May [6:03] 11th uh you'll be approving your final tax levy uh you'll be approving The [6:09] Guiding principles uh fory plan which you've had a couple work sessions on [6:14] already uh you'll be approving the EAC agreement as well as Community Ed salaried employees guide book um and the [6:22] superintendent advisory council's guide book and uh additional appendices for non-affiliated employees has been busy [6:31] um and then uh policy review uh approving 406 423 and 424 uh and then [6:37] information um you see the summary of the uh world's best Workforce uh Fine [6:42] Arts update and uh and the enrollment information and then uh the uh there's a [6:49] report also uh the board had ad hoc committee on covid testing update which I believe is going to be added to uh [6:57] discussion um chair allenburg so that's it great thank you [7:04] um so the first order of business tonight is to approve our agenda we do have two additions to the agenda tonight [7:10] which are both part of our discussion section um they are secondary grading [7:16] and um an update from our covid testing committee um do I have a motion to [7:21] approve our agenda with those two updates so moved do I have a second [7:27] second we will now vote by r roll call to approve our [7:32] agenda allenburg I [7:40] Fox is Matt here he might be late from our [7:47] break I'll come back and ask again uh green I Jones hi Michaelson hi Shaw [8:01] hi well and fredman hi [8:07] Fox well we have a majority so um we will pass our agenda for the [8:15] evening I'll try to check on Matt Eric make sure he has the address okay thank [8:20] you yep um the agenda is approved um we're now going to move on to our excellence and action portion and first [8:27] we wanted to take a few minutes to recog Iz a major achievement by some of our Ed teaching staff um there are 13 Educators [8:35] in the state of Minnesota that received national board certification and eight of those happen to be from the D School [8:43] District um this is the highest credential available to American Educators and is presented through the [8:48] national board for professional Teaching Standards the new board certified teachers are Christy ardinger continuous [8:56] progress teacher at Countryside Elementary Alyssa Barnes burs kindergarten teacher at Countryside Elementary Brianna Carlson grade four [9:04] teacher at Countryside Elementary Erica Watson gifted education teacher at Highlands Elementary Dan mollik [9:12] Orchestra teacher at Valley viiew Middle School Brad dolman social studies teacher at Edina High School Shannon [9:19] sver mathematics teacher at Edina High School and megie trena Spanish teacher [9:24] at Idina High School national board certification is achieved through a rigorous performance-based peer-reviewed [9:31] assessment of a teacher's ped pedagog pedagogical skills and content knowledge [9:36] teachers must submit videos of their teaching provide samples of their students work that demonstrate academic [9:42] growth and analyze their own teaching against student needs um on behalf of the school board [9:48] and the D families and students thank you for your commitment to Excellence and teaching and congratulations to all [9:53] of you on this major professional achievement so yay that's great congratulations [10:00] I've heard that is a arduous process so great job and we also have another [10:06] special recognition tonight so I'm going to turn it over to superintendent Schultz who is going to lead us through [10:13] this special recognition thank you uh approached by a an Alum of uh Mary [10:20] manderfeld who um nominated and recommended highly uh for uh naming a gy [10:29] after Mary manderfeld and I'm going to turn it over to Steve Collison social [10:35] studies teacher at the high school who um uh sat on sat on a committee to [10:40] discuss this and uh we are bringing it for the board for their approval on the [10:46] um consent agenda later on so Steve it's all yours thank you and good evening members [10:51] of the ad school board and other members of this community thank you for allowing me this moment to make a proposal in [10:58] recognition of her thir 3 years of extraordinary service to our schools and Community I ask that we formally name [11:04] the South gym at Valleyview Middle School the Mary manderfeld gym Mary manderfeld will retire this month as a [11:11] din's director of equity and enrollment it was for her Equity work that I thought to make this nomination it was [11:16] 's dedication of serving all students that made me want to work in this District she'll be the first to tell you [11:23] this work is unfinished but if someone who came up through this fine District as a student I can testified how far [11:29] we've come over the decades Mary hasn't done it alone but no one has done more [11:36] why a Jim at valy View Middle School because that's where she began her 10 yarda as a physical education teacher [11:42] there earlier in her career she was my PE teacher Miss manderfeld as I knew her [11:47] then was a great teacher empathetic funny and protective the kind of teacher [11:53] that you remember years and years later fondly in the years since she has served as an assistant principal as an interim [12:00] principal at the high school as a leader in Edina unparalleled Athletics program and in so many other [12:06] capacities if you don't know Mary manderfeld the time I have now is going to be insufficient to cover her vital [12:12] contributions to the community if you do know her then you're not going to need convincing in recent months I've spoken [12:18] to many who point to her positive influence on their work their careers and their lives the only person I can [12:25] imagine objecting to this proposal is maror herself at home right now embarrassed at all this attention her [12:32] way has always been to shine light on others as is often the case with the best of us I've been a part of this [12:38] community for about 40 years I very much wish I could honor some of the other best teachers of my youth and the [12:44] incredible teammates of my adulthood as an educator here in udina but among so many amazing Educators I can think of no [12:52] other so deserving this honor thank you very much for everyone involved in helping me to Advance this proposal and [12:58] to all of you for your time please take [13:06] care so I would um just like to thank uh thank you Steve for this honor um when I [13:12] heard from both you and Dr Schulz last Wednesday I was speechless uh I have been so blessed to [13:19] live and work in a community that values education like the community of Dina [13:25] does and that really is where it all be begins um a community that values its [13:30] Public School System the parents in this community are incredible they trust us with their children and support our [13:37] schools and sites I'm also grateful for the amazing staff I've had the privilege to work [13:43] with at all levels and departments for the past 33 years from transportation to [13:49] Food Service building and grounds our pair of professionals our support staff The [13:54] District staff and the amazing teacher teaching staff at all 10 sites we have [14:01] incredible students and I have been proud at work with so many especially my years as a teacher and also those 15 [14:06] years I was an administrator at Edina High School I feel like I am standing on [14:11] the shoulders of so many people who have and continue to serve as a mentor and [14:17] role model to me my two children Katie and Ash both attended Ed Public Schools [14:24] kindergarten through 12th grade they received a great education they are both successful today due to the strong [14:33] academic arts and athletic Foundation that that they experienced in Idina [14:38] Public Schools you know finally I feel like it's full circle I had Steve as a student many many years ago at valy [14:44] viiew middle school and last year my daughter Ashley was fortunate enough to have Steve Cullison as her AP economics [14:50] teacher I know my mom and dad are smiling down right now and are so very [14:55] very proud I'm happy my family my daughter my friends uh could watch in [15:00] this presentation and thank you so much again for um this [15:08] honor thank you Mary thank you for all your years of [15:13] service Mary and um and Steve you're actually in that gym [15:19] right oh I think you're muted Steve sorry yes you're correct the gym that is [15:26] behind me is the one that is to be named the Mary manderfeld is the South gym at Valley View and on January 6 Mary's [15:32] going to be playing a faculty basketball game in that uh gym um so uh you may [15:39] want to come for that is that correct Barry I heard that did you say that this morning in lead [15:44] team I better make sure I still have insurance uh before health insurance [15:51] before I do that I was kidding she's not but she could all right [15:58] congratulations Mary thank you so much congratulations Mary that was an I just so proud and you [16:07] made me cry which I was not planning on tonight so that was thank you for all [16:12] your service and it's just and thank you Steve that was outstanding and it's [16:18] thank you Steve that was a wonderful tribute to Mary so really appreciate your service and yeah the only group [16:26] that I should have stated that I did when I mentioned is our school board you [16:37] are tired lless workers on behalf of our students and andity not not without [16:42] being appreciated it can be a very very thank and all the people the best school [16:50] system in the state for kids and families and staff to work [16:57] at she blanked out but I think she said we're the best school board she's ever worked for [17:03] yeah that's what she said yeah no thank you Mary and um I hope [17:09] John gives you a little time off before you have to retire so we really appreciate your service and it's been a [17:14] pleasure working with you and getting to know you these last few years so and I can't wait to see the plaque outside the [17:21] gym there at valy so thank [17:27] you uh okay we are going to move on um tonight [17:34] is our world's best Workforce and truth and Taxation hearing um so what's going [17:39] to happen is we're actually going to recess our regular board meeting and move into our world's best Workforce [17:45] public hearing um normally this isn't as awkward as [17:50] it's going to be since we are in a Google meet um normally when we're in the boardroom we have um members of the [17:58] public and it's uh it's not as awkward as it's going to be right now but these [18:04] are um mandatory yearly hearings for school boards to hold so um in one [18:11] second I'm actually going to recess our meeting and then we're going to technically be moving into a public [18:16] hearing um for board members since this hearing is for the public I'm going to [18:21] ask that if you have a lot of questions about world's best Workforce I'm going to suggest that you move those questions [18:28] until when we actually move back into our board meeting during um the information portion of our meeting or [18:35] that we um set up a follow-up work session so we're actually in session um [18:41] for those questions um so I'm now going to recess our meeting and I will turn it [18:46] over to superintendent Schultz for um our hearings okay so uh the first [18:52] hearing is the world's best Workforce uh which is a legislation that uh looks at the goals of the district and and um the [19:00] strategies related to that uh this U the world's best Workforce um goals that we [19:06] have have been impacted of course by covid but I think Donna can give background on that so I'm going to turn [19:12] it over to uh our uh director of research and evaluation Donna roer to give that [19:19] presentation thank you Dr Schultz uh good evening chair allenburg uh [19:25] superintendent board members colleagues and members MERS of the Adina Community um I would I would like to [19:32] present my screen I think is that um something that'll work here so that everyone can see the uh [19:40] presentation um so I'm going to do that quickly and let's see let me know if you [19:49] can see it I just need someone to Signal they can actually see it [19:59] yep we see it okay I think I am going to turn off my camera just to save on [20:07] bandwidth because I've heard that that's a thing um okay everybody got [20:16] it we're there okay great well thank you so much for this opportunity to share uh [20:23] a presentation to the community on this annual requirement known as the summary report of the best Workforce and the [20:30] achievement and integration report I want to First just give a special thanks to everyone who makes reporting out [20:37] edina's progress possible our students and families the staff the teachers the [20:43] principals department leaders um all are working in concert to grow the success [20:49] of all Learners in Idina and I actually get to be the lucky one to share those results and so um I just want to thank [20:57] everyone for all the hard work that they're doing um especially in this really unusual pandemic year the report [21:04] tonight is on a um 2020 school year so it is a report in AAR and um the world's best Workforce [21:12] legislation comes from the state of Minnesota it's really the way in which mde implements the federal requirements [21:20] that are known as the every student succeeds act so in essence the world's be best Workforce is the states [21:28] continuous Improvement accountability framework and it asks districts to set goals in five key areas which you see [21:36] here on this slide um in early Readiness reading by third grade closing gaps [21:42] career in college readiness and graduation um and it also um asks [21:48] districts to um align the work that is happening with staff development and teacher evaluation and that's a program [21:56] run by um uh or led by I should say Libby sanvic and you hear reports on [22:02] staff development in all comp throughout the year periodically it's also asked us to align work we're doing with gifted [22:09] and talented in Talent Development led by Deb Richards um also who gives frequent [22:16] updates on that work um and then they've added the component of um making sure [22:23] that um we're providing lowincome and minority students access to a diverse [22:29] and highly qualified teacher and we heard some amazing information tonight around the nationally uh national board [22:36] certifications for our teachers and we do have amazing teachers here in Idina um finally in 2019 the legislation [22:46] required that we add a report around achievement and integration which is our [22:51] work on closing um achievement gaps and we'll be sharing a little bit of an update on that tonight as well [22:59] um again um just for some you know understanding [23:06] of how we position world's best Workforce and the Ani plan they are components of our strategic plan um they [23:13] have some overlap with um the ongoing profile of a graduate I would say the [23:19] work that we're doing to kind of shape that and so just so people understand um our school board in the last uh year [23:26] under um finished up some of the work on the Strategic plan finalized it and we [23:32] are in the first year of a new strategic plan that runs from 2020 through [23:38] 2025 um as far as all of the fingers who kind of can get into this um legislation [23:45] you can see it's the Department of Education all the way down to our community and um our community's role is [23:53] really to partner with us the committee's role is really about giving the [23:59] recommendations um and so we uh look forward to those strategic collaborations to support the learning [24:07] and teaching going on in Dino Public Schools the next slide is just a [24:13] highlevel summary um we set multiple Targets in each of the goal areas every [24:20] year and you'll see that we met some of those targets and we have some unable to [24:25] report and are not yet met and we're going to talk more in detail about those as we go throughout the presentation [24:32] tonight um but I just wanted to provide a quick highlevel summary of what we have for all of the goal areas so you [24:39] could see that rather quickly um and then just to say you know [24:45] all of our um goal areas obviously were impacted by covid um with the governor's [24:54] executive order to put together a safe learning plan had to suspend our MCAS at [25:01] the end of the year and we while we did complete our access tests because so [25:07] many other districts didn't complete theirs um the state didn't produce growth data which is really key to the [25:14] information that we use in our goal setting process we did have um [25:20] participation what I would call participation delays for our Juniors last year and while that didn't impact [25:26] our senior results um negatively um we do know that if our seniors had had [25:33] additional opportunities we probably would see even better results and they're pretty good so um we also know [25:41] that many of our students took AP course exams and the formats of those tests were very different this past year um we [25:49] know that we had to um take some of our days and use them for Preparation and [25:55] planning as we um got ready to deliver learning and different models and so [26:02] there was some a loss of instructional days for students and then I did want to [26:08] just recognize that our world's best Workforce committee um meeting did get [26:13] postponed while the district was prioritizing supports to other uh [26:19] important um requirements for getting us going on the new distance and hybrid [26:25] learning models but we hope to kind of get that committee back together and get going starting here in [26:31] January um on that note I'm going to just go through each of the five key goal areas and I'm just going to um [26:37] cover the goals the results and we'll start with all children ready um you can [26:42] see we did meet our goal of screening 100% of our kindergarteners by the time [26:47] they entered in the fall of 2019 we also had a goal of um increasing [26:55] the number of trained early childhood Educators on the pyramid model and we [27:00] surpassed our Target of 75% and reached a 95% threshold so that was really [27:07] exciting um I didn't have spring data to share around our developmental [27:14] Milestones um but we did want to share with you because we had committed to uh [27:20] beginning to collect the teaching strategies gold assessment data which are developmentally appropriate [27:26] standardized mil Stone measures aimed at helping our teachers um Target uh [27:33] improvements in their educational delivery and you can see where our kids [27:38] were at our midyear winter check-in on those developmental milestones and so [27:43] this is just the four-year-olds and you can see um what percent of these [27:49] students are meeting the national um Targets in these um [27:55] domains um we also are tracking um using fastbridge and we've shared that data [28:01] with uh the public and the board in the past but again with um spring assessment [28:07] cut short we didn't really get to realize um all of those great results [28:13] and then just just so everybody is aware in Idina the kindergarten class that [28:18] comes in every year we we have about 25% of those kindergarten students have been [28:27] touched in some way at some point in their early learning by our Edina Early [28:33] Childhood or early learning program so that just means 75% of our incoming [28:38] Kinders actually aren't coming in through our own Early Learning programs [28:44] and so um on that note um in talking with the Early Childhood team um Leah [28:51] bird and Lisa Haw some of the strategies that they will be continuing to pursue [28:57] uh in involve you know making sure that the Minnesota safe learning plan obviously is implemented to Fidelity um [29:04] they are always looking to increase their strategic Partnerships with various um Early Learning um Partners [29:12] they will continue supporting the professional learning of their staff they'll work at aligning their systems [29:17] and processes as it relates to data collection and just reviewing um [29:23] pedagogy and aligning to what's happening in the kindergarten classrooms and then of course um they're maximizing [29:31] play-based learning to increase social emotional learning skills and so that's kind of a um highlevel overview of how [29:39] our early learning uh early Readiness indicators look on this sumary report [29:45] for the world's best Workforce um the second goal [29:50] area is making sure that all third graders are reading at the third grade [29:56] level and we set a number of goals in this area the MCA was one of our key [30:03] goal um goals that we had and unfortunately we're unable to report [30:08] because we didn't administer that assessment which um I think we were we were really poised to hopefully really [30:15] knock that one out of the park but we didn't get to get to do it this year um so we looked at some other measures to [30:22] kind of give us a sense of how we're doing and we also set growth goals for our third graders we look at where they [30:28] are in second grade and we want to see how they're doing and how they're growing and we set targets for third [30:35] grade growth rates to be above the 50% uh in other words 50% or more of our [30:41] third graders Meeting those nationally um normed projected growth [30:46] targets um so that chart on the left uh shows 56.6 that's telling you how many [30:54] met the nationally normed growth targets the chart on the right another way that we look at map is um to understand how [31:04] kids are performing against the grade level so this is really uh an [31:10] appropriate way to measure how many kids are reading at a grade level and you can [31:15] see we have 76.1% of third graders measuring at or [31:21] above expected third grade reading levels um and so strategies that we are [31:28] honing in on going forward obviously you've heard about the comprehensive literacy plan we are committed to [31:35] implementing um we will continue to identify and support those students who [31:40] may have dyslexia or reading difficulties we also will continue to partner with students and families and [31:46] that's one thing that we're seeing right now with this pandemic is a whole lot of partnership happening and much much more [31:53] par parental involvement which is really a positive um we also have um um work [32:01] happening around the tier 2 and tier three evidence-based reading interventions um that's ongoing we want [32:08] to develop a support system for multilingual English language Learners because we know that those students um [32:15] oftentimes do need um some different types of supports and then we're also [32:22] looking at ensuring the Continuum of resources um including instructional materials technology resources [32:29] interventions and high quality assessments are available um across the [32:37] Continuum so that's our third grade report the third area this is the um [32:44] probably the area we as a district have the most work to do in our racial and [32:49] socioeconomic achievement Gap closure work um again we we use the MCA to [32:56] measure changes in achievement gaps our goal was really focused on students [33:02] receiving free and reduced price lunch meals versus those who were not and obviously were unable to report on that [33:10] um we will continue to prioritize um the equity work um related [33:17] to closing achievement gaps um we do this through various strategies those listed on the on this slide included [33:25] which um involve promo highly effective professional learning communities making [33:31] sure that we're using best evidence to understand the strengths and opportunities and do those best fit [33:37] matches with our Learners so that we're really moving them along um we'll [33:42] continue to organize our resources um to accelerate the growth and success of our [33:47] students and of course we want to engage and develop the collective expertise of our Learners by getting their voice in [33:54] the room by understanding you know how it is they learn best and what they might need along with their families and [34:01] the community at large um the next the fourth goal area [34:08] is on um ensuring that our students are career in college ready and we had set [34:14] goals around our act benchmarks looking to increase the percent of students that [34:19] are hitting all four of the subject area benchmarks and we did meet that [34:24] Benchmark we also set a goal of increas increasing the percent of students meeting the stem the science technology [34:32] engineering and math benchmark because we know that those are real important for um jobs and careers and students [34:40] going forward we we grew by one point on the stem um uh Benchmark not two so we [34:47] have to have that goal is not yet met goal the charts that you're seeing laid [34:53] out on this slide just really illuminate for you the percent of students hitting [34:59] each of the benchmarks by subject area and what you'll notice is that you know [35:05] in each of the subject areas English math reading science all four subjects [35:11] and stem that are students who graduated in 2020 the senior class just had a [35:19] phenomenal year they did really really well and these are indicators of um how [35:26] well kids will perform on a college level course so it's indicating that [35:33] they are definitely ready to do you know B um 50% likelihood of b or better 75% [35:40] likelihood of C or better in these course subject areas at the college level and then over to the right is the [35:47] composite score and while we had just a point two of an increase um from 2019 to [35:54] 2020 in our average composite you can see from 2016 16 that it's nearly 08 and [36:00] that is a significant increase so just so people understand you're you're [36:05] seeing anywhere from you know eight to 10 items perhaps um correct more than [36:12] what they were doing um previously so our teachers are knocking it out of the park our kids are knocking it out of the [36:19] park on these measures um for career and college readiness Act is now also giving [36:24] us a new um um set of data from the test it's the [36:31] it's these certifications around job Readiness so you'll see in the lower [36:38] right there's an act job database that lists all the jobs that are available [36:44] and they've linked the um ACT scores to um job Readiness and Ina 609 of the 612 [36:54] seniors earned one of the certificates to meet jaob skill requirements as determined by the ACT which is just [37:01] phenomenal um and so you can see the levels listed 51% um Platinum 30% got the gold level [37:10] and and what it it to the right it tells you what that means so if they're Platinum they they could fill 99% of the [37:17] jobs in the database if they're gold they could do 93% and then of course for bronze it's down to 177% but we really [37:24] have very very very few kids who are not leaving us very well prepared to be [37:30] successful in a post-secondary um pathway um and then the last area goal [37:37] area that we want to highlight is our graduation rates our graduation rate dipped just very slightly um the state [37:46] of Minnesota is asking all districts to achieve a 90% or better we're above in [37:52] almost all of the categories except for in our special education student group [37:58] and our English learner student group um and this year even you know our our free [38:04] and reduced price lunch student group managed to beat the 85% Benchmark but our goal for the 2020 year was to [38:11] increase our multilingual Learners graduation rates by three points and we we didn't do that we actually saw a [38:18] decline so still a little bit of work to do with our um multilingual English [38:24] Learners um so those are the five key areas this the the other part of this [38:31] update includes a small update on our achievement and integration plan and so this slide just gives you the definition [38:38] of what um AI for the Minnesota program is to pursue racial and economic [38:43] integration increase student achievement create Equitable educational opportunities and reduce academic [38:50] disparities based on students diverse racial ethnic and economic backgrounds in Minnesota Public Schools [39:00] this is the third year of a three-year plan and so we will be putting this plan [39:07] um to rest and Mary manderfeld and team have um crafted a new plan which we will [39:15] be bringing um results forward for um folks next year we'll be talking about [39:20] those in our committee meetings in the next um world's best Workforce meetings [39:26] but you can see our third grade students reading at 87% in 2020 was unable we [39:31] were unable to report that and we were we did not meet our act um goal of [39:38] having 70% of the students meet all four Readiness benchmarks some pretty [39:44] rigorous goals um for the 2020 plan um and then finally just a quick [39:51] report out on our Equitable access to excellent teachers um in the Strategic [39:57] plan we have highlighted a goal of ensuring student diversity is reflective [40:02] of our employee diversity um we do want to partner with um outside folks [40:09] including the state of Minnesota to help us work towards achieving that goal and then just again a kind of a little bit [40:15] of a shout out to our teachers uh 17 this this report shows 17 but it's [40:20] actually 25 we now have 25 national board certified teachers and just to put [40:26] that in perspective Ive so Edina has about 93% of all the licensed teachers [40:33] in the state and and five and a half percent of all the national board [40:39] certified teachers so we're definitely overperforming in terms of that category [40:45] and I just wanted to give a shout out to our team for that work um so that's the world's best [40:52] Workforce report um and now I would just uh take any questions or I guess pass it [40:58] back to [Music] um pass chair alberg do you want to go [41:06] right to the uh next hearing or do you want time for questions um did we have any Community questions or comments I [41:13] did we did not receive any um I guess then we can go to the um [41:20] other hearing okay all right uh John do [41:25] you w to kick this off I'll put the slide up for you yep uh good evening uh chair allenberg [41:33] superintendent Schultz and members of the board the public uh colleagues uh tonight is our required truth and [41:40] Taxation hearing for taxes payable in 2021 if you go to the next slide you'll [41:45] see that Minnesota state law requires that we conduct a public meeting between the the dates listed of [41:52] November 25th and December 28th after 6: p.m. can be part of a regular scheduled [41:57] meeting we have to allow for public comments and then we also May adopt the final Levy at that same [42:03] meeting and we also have to present um our current year budget and our proposed property tax levy for [42:10] 2021 so with that the next slide if you look in the middle section it shows our [42:16] June 30th 2020 actual fund balances by fund then it shows to the right of that [42:22] are 2021 budget revenues and transfers in 2021 budget expenditures and [42:27] transfers out and our projected junee 30th 2021 fund balances for the next [42:33] slide uh the next slide shows our 2021 revenue for all funds so a revenue [42:40] budget of about 158 million the uh general fund comprises [42:46] about 78% of that or about $124 million and then you can also see the various [42:53] other funds Food Service Community Ed building construction and Debt Service [42:58] that the district has the next slide starts to look at our general fund [43:06] only for Revenue sources the state uh uh [43:12] we we receive 65.5% of our Revenue directly from the state in the form of state aid if you [43:19] look to the right in the blue pie chart Pi piece our property taxes comprise [43:24] about 30.2% of our Revenue budget and then very small amounts for federal and the other [43:32] local is activity fees interest income all those other various miscellaneous [43:38] local Revenue sources that the district has next slide shows our general fund on [43:46] an expenditure budget at the most detailed level at the object code level [43:51] and if you would uh look at the salaries at 59.6% and the benefit fits at [43:58] 20.5% that's uh 79 80 almost 80% is spent on salaries and fringe [44:05] benefits in the general fund so again that reflects a very human uh Capital [44:11] type of Base budget which obviously school districts are the rest of the uh [44:17] Services uh categories I'm sorry our purchase services at about 88.7% [44:22] supplies 3% Capital expenditures 7% and other at 0. [44:28] five the next slide shows our general fund expenditures by program so the same [44:34] dollars just broken by a different uh methodology by a program level based on [44:40] the uh eup fars accounting just wanted to draw your attention to regular instruction vocational instruction [44:47] special ed instruction instructional support services and pupal support services if you add all those up [44:53] together so by program we spend about 80% of our money on Direct Services to [44:59] students the other amount the other 20% is in sites and buildings district and [45:05] School administration and District support [45:10] services so we'll next go into an overview of the proposed Levy payable in [45:17] 2021 uh the this Levy will increase uh by about [45:22] 2.73% or about $1.6 million uh does include a decrease of [45:29] $169,000 approximately from uh refinancing our bonds which the school board did in [45:35] September uh and the total financing ravings was Finance ravings was [45:42] $750,000 that spread out over the 2021 through 2025 Levy [45:47] Cycles so now we'll take a look very quickly at the pluses and minuses in the [45:53] levy if if you look at the next slide this is a summary of the levy categories [46:00] so the at the top our general fund is increasing uh from pay2 to pay 21 by [46:05] about 2.9% in the middle There community service is increasing by about [46:11] 1.6% and debt Services increasing by about 2.4% and that gets us to our [46:19] 1,617 428 of increase next slide starts to go over [46:25] the uh major C categories of changes in the levy uh the first one is the general [46:30] fund voter approved operating referendum the change is about $394,000 the use is for General [46:37] operating expenses if the board recalls we approved the operating [46:43] referendum a few years back that increased in steps but it also increased uh I'm sorry didn't increase but it also [46:50] had an inflation factor in there so the uh bulk of this $394,000 is because because the [46:57] inflation Factor increased by about 2% that would increase our Revenue by [47:05] $394,000 the next category is long-term facility maintenance that had a change [47:12] of plus $978,000 that's used for facility maintenance uh the Dina district is one [47:19] of 25 uh districts that are eligible for the uh uh old way of computing long-term [47:26] facilities mainten Revenue but they're all based on state approved projects we [47:31] use a combination in EA of general fund Levy which this this is and we also uh [47:37] issue bonds which we will be doing in the spring for long-term facilities maintenance uh and again these levies [47:43] are coordinated with other capital and debt levies so that we can maintain a level tax rate for all of those [47:49] levies uh the next one is all the prior year adjustments there's lots of [47:55] different um adjustments as the state of Minnesota gets better information as we [48:01] finish up our 1920 uh budget year and report in our expenses to the state that's where these [48:08] adjustments start to come in and the total amount of all the adjustments is a [48:14] reduction of $ 67,2 41 and you can see below the reason for [48:21] the changes for these levies enrollment estimates change um and values and [48:26] expenditures for future years change estimates are updated levies then are retroactively [48:34] adjusted the next slide shows The Debt Service fund uh and this is a actually a [48:41] reduction for debt excess which means it increased our Levy by [48:46] $31,385 [48:54] per of Debt Service payments to cover delinquencies if there are any in tax [48:59] collections most of the time that's less than 5% so we gradually build up an [49:04] excess and we had a a bigger excess last year we have a smaller excess this year [49:10] which will increase our property tax levy by the $311,000 that you see on the [49:16] screen uh the next slide shows an example of taxes from 2018 to [49:23] 2021 first example um is on a $500,000 home all of these examples are based on [49:29] a cumulative increase of 7% from 2018 to 20121 so that's about three years 18 to [49:37] 19 19 to 20 20 to 21 that uh the homes market value went up about 7% so the [49:44] first example on a $500,000 home taxes have increased from [49:51] $2,481 to $2,626 for 2021 that's an estimate [49:58] uh that three-year increase is $145 or 5.84% so less than 2% a year increase [50:06] for those three years on that $500,000 property next example to the right shows a million doll property uh taxes in 2018 [50:14] at $ 5297 uh 2021 estimate is [50:19] 5,646 for a three-year increase of $349 or 6.59% so just a little over 2% [50:28] for those three years the next slide shows uh a 1 and a. [50:34] half million doll property very similar uh to the million dooll property a three-year increase of [50:41] $526 and a three-year percentage increase of 6.46% so again a little over 2% per year [50:47] for those three years on average uh the last example is a $2 million commercial [50:52] industrial property three-year increase is $585 and the three-year percentage [51:00] increase is 4.95% so a little less than uh the other [51:06] uh residential examples so that's what we're required to uh present to the public for our [51:13] hearing um if there were any public um comments uh we will take them now did we [51:20] have any public comments chair allenberg uh not that I know [51:27] I I don't know if I did not receive any and I know Sarah didn't either so I I [51:34] don't think there are any questions or comments y I did not receive any other either so I uh I think um based on that [51:43] uh this will be an action item on the board agenda later to approve the 2021 taxes payable Levy thank you thank you [51:52] um Julie uh you uh communicated with me that a Community [51:59] member had a question they had asked you you're on [52:07] mute yes about the world's best Workforce yep um I'm can I ask it now [52:13] yep okay so my question um I received from a Community member was um when when [52:21] we were talking about the third grade leaving uh reading level um and meeting that requirement um [52:29] I noticed um or they noticed actually and then I went and looked too that there was no breakout from school to [52:36] school reported on there but in years past we have included that and there was [52:41] also no breakout in terms of ethnicity and I was just Cur so the question [52:47] is what why was why was there a change for that this [52:53] year thank you director green I think I can um so I I don't recall at the [52:59] highest level when we do this summary report that we um break Break It Out by [53:05] school but um the MCAS definitely are available by school on the Minnesota [53:10] report card you know we didn't give MCA so um it's not to say we can't break [53:16] things out by school we we just I don't recall doing it on this report I can go [53:23] back and double check that um the other question question about race ethnicity [53:29] we do also for our continuous improvement process we break everything out by um race ethnicity by all the [53:37] special student groups but for this highlevel report because our goal was focused on free and reduced lunch we did [53:44] it on the special populations so there's no no magic to why we chose [53:50] not to do it it's just didn't align with the goal that we had set for the highlevel summary report [53:57] got it okay but that information is available if we wanted to um if anyone wanted to look at that [54:04] okay [54:10] thanks owan I think it's great that we have this report because it highlights a lot [54:16] of the goals that we should seek as a district and um just quickly it's good [54:21] that we report out the third grade literacy and show it in prominence because we do have some work to do uh [54:29] pretty close to a quarter of our students at the end of third grade are not reading at grade level and half of [54:35] our free and reduced lunch kids are not so it is we can uh be happy that we have [54:41] set as a strategic goal out of our strategic plan that uh improving our literacy scores is one of our high goals [54:49] so I think this reinforces the reason why we have that as such a high goal so [54:55] thank you for reporting to us Donna thank you thank you Owen thank you [55:02] Donna um unless there's anything else I think we can finish our hearings and um [55:08] move back out of our recess and into our regular board [55:14] meeting um so let's go back into our regular [55:20] board meeting um we'll come back from Recess um the next thing our agenda is [55:26] hearings um from members of the public um we did not have any um emails that [55:32] were intended um to be read at the board meeting tonight um but I just wanted to [55:38] remind community members that if they do have um [55:43] input um that they would like read at any of our um monthly board meetings um [55:49] to email the board um and make sure you put the header um board meeting M and just do it [55:57] by noon on the Monday of our board meeting and um and then we can um read [56:04] it at our board meeting so that is it um we're now going to move on to our consent [56:11] agenda um we do have two things to pull off the consent agenda the mshsl fee and [56:19] then um Ellen had wanted to uh remove the letter to Governor walls um so is there anything anything [56:26] else that anyone wanted remove from the consent agenda okay do I have a motion to [56:32] approve the consent agenda motion to approve [56:39] moved Lenny mat and Lenny so it's who did the motion to [56:46] approve Matt Matt did the motion Lenny second great we will now vote by roll call to [56:53] approve the consent agenda allenberg [56:59] I Fox I green [57:05] I Jones I Michaelson [57:11] I Shaw I wall and fredman I um the [57:18] consent agenda is approved um is there a motion to approve the mshsl fee [57:26] so moved is there a second second thank [57:32] you um I wanted to pull this off the consent agenda and the only reason I [57:37] wanted to pull it off is I'm not recommending that we do not approve it um I only wanted to make the point that [57:44] this is a lot of money and we um are anticipating having pretty severe budget [57:50] cuts um right now and um I just find it concerning [57:55] spending this amount of money um and the other point that I wanted to make is [58:00] over the time that I've been on the board we've had numerous conversation and inquiries about um trying to have [58:08] more robust extracurricular programs at our middle schools and usually we cannot [58:14] find money to help those programs um so it's a little frustrating [58:21] to me that we can find this money right now but but we can never seem to find [58:27] money for um more robust programs at are middle school so I would like the [58:33] district to consider at some point looking into making a similar type of investment for some more robust [58:39] activities at our Middle School level and that's the only thing I wanted to say [58:44] so um now we can vote on this so we can now [58:51] vote by roll call to approve the mshsl fee [58:57] allenberg hi Fox hi green I Jones [59:07] I Michaelson [59:12] I I Wen fredman hi the mshsl Fe is approved is there a [59:21] motion to approve to approve the letter to Governor walls [59:26] so moved we'll go Janie moved lny second all right thank [59:32] you um okay so I think Ellen you wanted to pull [59:37] this off consent yeah um I I want to First say uh [59:42] what I said earlier that I I think it's a great idea that we are writing the governor as a board and I agree with um [59:50] much of what is in here um but I just think that it doesn't go far enough and [59:56] um I I think that uh it focuses on requesting that some students should be [1:00:04] allowed to return to school but I believe that we should be striving to bring all students back to school when [1:00:09] appropriate mitigation requirements are met so I am um I'm looking to change the [1:00:16] second paragraph under revisit the safe learning plan I'd like to change that [1:00:23] sentence starting with while it may be useful number two I'd like to change [1:00:28] that to read while it may be a useful number to determine what mitigation [1:00:33] methods are needed it is simply too [1:00:38] limiting so I that is uh one of the changes that I'd like to make and I was wondering if um I could hear from the [1:00:45] rest of the board uh with respect to that [1:00:57] Ellen can you read that again yeah um it's uh it is the paragraph that starts [1:01:05] um under the paragraph revisit the safe learning plan I'd like to change the sentence starting with while it may be a [1:01:11] useful number um and that we're speaking about the rate of covid while it may be a [1:01:19] useful number I'd like to read that to read and change it to that sentence to [1:01:24] while it may be a useful number number to determine what mitigation methods are needed it is simply too [1:01:36] [Music] limiting I think the point of that [1:01:42] paragraph is to say that um the numbers that the governor has set out or have [1:01:49] been interpreted broadly for the entire school and that there are instances where you could bring back sections of [1:01:56] schools when the numbers may still be high and you would still have a safe environment and so what your suggesting [1:02:04] sort of changes the nature of the point that's trying to be made so again the [1:02:09] governor set these parameters there there things for us to consider as part of the mix and we're looking for him in [1:02:17] these in this these two paragraphs a to revisit them because we'd like to [1:02:22] see um it's not clear to us the basis for the specific numbers he's chosen so [1:02:29] we would like to have a reassessment based upon experience in terms of whether those numbers or should be [1:02:34] smaller and in addition that they may apply differently in different [1:02:40] scenarios and and my my point is I do want him to revisit those [1:02:46] numbers period so that's what we're saying actually in the first paragraph [1:02:52] the second paragraph actually is a different point we're trying to make in that the governor's revised guidance [1:02:59] said that districts should prioritize even with his guidance the district [1:03:05] should prioritize bringing in kids that have high needs such as special education kids but he never gave [1:03:11] specific guidance as to what does that mean and so we as a district have been [1:03:18] struggling to understand does that mean there's a different threshold does that mean when it's at 75 when it's at 90 [1:03:26] when it's at 100 we can bring in smaller populations and so the second paragraph is specifically saying if you as a [1:03:34] governor are going to say in addition to this guidance that [1:03:39] I've given you the 30 and 50 I'm going to then tell you districts that I want [1:03:45] you in addition to that to prioritize bringing in person your special education population and your needest [1:03:50] learners you need to help us refine that because right now it's very unclear and [1:03:56] every school district in the state is struggling with what to do with that lack of guidance so those are two [1:04:03] different asks and obviously we want to bring everybody back but it isn't one of [1:04:09] these things where we don't where we want to have no one back and then everybody but can we gradually move and [1:04:15] get people back right but that's not the first part of that Clause doesn't say that it says while it may be useful a [1:04:22] useful number determine whether schools should reopen in their entire iry so I [1:04:27] I'm I'm saying I am wanting him to re-evaluate [1:04:33] that number and whether and and not keep [1:04:38] that that clause in there that Clause is I I think well I understand your point [1:04:44] that this this is about bringing what do we need to what um thresholds should we [1:04:52] be meeting to to bring in our neediest students I I can appre appreciate that point and I agree that we want to um [1:05:00] bring in and prioritize our neediest students but I also want him to hear [1:05:07] clearly from us that it is those that case number of cases per 10,000 that we [1:05:13] want him to look at and revisit so that's why we say in the first paragraph [1:05:18] in that section we say we believe this is the right time to revisit and potentially revise guidance for school [1:05:25] district and I would say and particularly the case [1:05:31] numbers okay Jamie well I just wanted to add I I'm [1:05:37] hearing a um I think Ellen if it sounds like your and a little bit [1:05:44] of what Owen had said goes to saying why why can't we open the the school for all [1:05:51] students and that that is what you'd be advocating in this letter and I'd be uncomfortable making any of those [1:05:56] changes without John and the district being on board because really that number is is a staffing issue and so I [1:06:05] wouldn't be interested in saying let's push the governor to help us open our schools in entirety when the district [1:06:11] wouldn't be comfortable saying that we could staff those models and so I do believe the right approach right [1:06:19] now is to work on seeing who can we get in the building versus what I think is [1:06:25] is fighting an impossible fight to say I want to get everybody in the building does that make sense well I'm going to [1:06:31] say as that um respectfully I have a different perspective my my perspective [1:06:38] on this is I see other districts advocating strongly and succeeding in [1:06:46] opening up their buildings to students even when the case number per [1:06:52] 10,000 is not met and I want to be one of those districts that is advocating to [1:07:01] get as many students as we can safely get into our buildings and so I so um I [1:07:09] I I have heard um that there are restrictions to this because of um [1:07:16] Governor regulations and I've see other districts um and Boards taking a [1:07:23] stronger stance on um having the governor not just look at [1:07:29] that 10 thou rates per 10,000 and and that's my point I think as a board member um I want to be advocating for [1:07:38] our both our Administration to be pursuing this and as a board I'm going to be wanting to pursue this at the at [1:07:46] the state level Matt um I agree with everything you're [1:07:51] saying Ellen but I think the letter already does it I I mean I'm all for [1:07:57] word smithing where it needs to happen but it says in there that we want to bring back students safely doesn't say a [1:08:04] few students says revisit the safety plan and bold then it says number per [1:08:10] 10,000 cases is not the only Factor pushing on that I mean I don't I don't [1:08:15] necessarily want to make a bunch of word smithing changes are going to have zero impact he's goingon to read this it's going to be in writing clear what we're [1:08:22] pushing for so I don't really I mean of course I'm open to listening to [1:08:28] things that are that are different but I don't think what you're saying is different at all whatsoever in terms of [1:08:33] impact or the way I'm reading this [1:08:39] letter I think it's a choice of object versus subject being first in a sentence it's all right there it's clear we're [1:08:45] not happy with the per case per 10,000 it's clear we want the kids back sooner and is clear we want it Revisited now I [1:08:51] don't I don't know what's missing well in my mind what was missing is we are [1:08:57] not saying um this paragraph as as Erica had said when our or Lenny I'm not sure [1:09:04] which had said that paragraph is written in order to speak to and address some [1:09:12] students coming back into our schools and that is the that was the issue with [1:09:18] what is the triggering criteria for allowing us to bring back our neediest [1:09:24] students I agree we should have clearer guidance on that but I also feel that [1:09:30] the first sentence is not clear enough in how we expect them to be looking at [1:09:37] the the biggest hurdle that we're fa facing right now which appears to be um [1:09:43] the rates per 10,000 so I would I so if you if you want to keep the second [1:09:48] paragraph because it's it's written and and specifically for making that one point I'm all for that but then I would [1:09:56] call it out more clearly in the first paragraph and and um so it's a little bit stronger so so he will hear from us [1:10:04] that that is one of our um hurdles that we may not be back at school with [1:10:11] those numbers we may not be back in school anytime soon but that I mean this [1:10:17] is stylistic the only thing in that entire two paragraphs is we're saying please revisit this the numbers per [1:10:23] 10,000 is should not be keeping our kids out of school that's what it says could have written two sentences it wouldn't [1:10:29] have been as articulate wouldn't have described why we have questions about CDC and how Minesota Department of [1:10:34] Health's translating it I didn't write this I think it's well written and I think from a reading comprehension [1:10:40] perspective in these two paragraphs my takeaway would be we cannot continue to make every decision hinge off of number [1:10:46] of cases per 10,000 please revisit this this is keeping our kids out of school that's how I read it I read it exactly [1:10:52] how would you and I both want to happen so I I'm not disagreeing with your sentiment at all whatsoever I [1:10:58] just I I just don't see the value in doing a ton of wordsmithing if it's not different than what's there I think it's [1:11:04] right there well maybe and maybe this will be a good transition for the next SE uh the next paragraph but at the the [1:11:11] last sentence in the the paragraph that starts revisit the state learning plan in the last paragraph you could put a [1:11:19] comma especially the rates per 10,000 guidance period can I move us on and see [1:11:25] how many board members want to change the wording in these two paragraphs and I'm proposing that as the wording that [1:11:32] would be the wording that I think would meet would then um highlight what I [1:11:37] think is one of the barriers that we are having to um opening up our schools I [1:11:43] would just add comma after the revised guidance for for school districts [1:11:49] comma especially rates per um especially rates per 10,000 [1:12:00] period so who who wants to change the wording well here are my sentiments [1:12:07] first off I think it's very clearly movement in the right direction and I'm excited that we're doing this and making [1:12:14] a proposal like this um as I said in our earlier meeting I would be um more [1:12:21] assertive with our language and I could probably spend a lot of time doing that but we have to move on and I'm glad that [1:12:28] uh this letter has been proposed so um I agree with Ellen's proposed changes [1:12:35] I could make more but in the spirit of moving things along I do want to move things [Music] [1:12:40] along so Owen likes the change Lenny Janie Julie [1:12:46] [Music] Matt I just don't think it does anything [1:12:51] I I'm with the two of you I we've all lined up for four six weeks now and these long speech statements about where [1:12:57] we all stand all seven of us want the kids back as soon as possible some of us have different barometers for what safety means we all think that the [1:13:04] number should be Revisited says it clearly there I mean I could go through and spend six hours rewriting this too I [1:13:11] don't think that the governor's office is going to get this letter and if we have a different sentence structure about revisiting that sentence we're [1:13:16] going to have a different outcome for our kids so I'm totally focused on ends I want to get to the discussion on the [1:13:21] testing committee and I don't want to spend an hour wordsmithing this letter to be complet completely honest um but I'm willing to listen to changes that [1:13:28] have an impact on our kids this doesn't [1:13:33] Lenny I would rather keep that first paragraph broader in case there are other areas within the guidance within [1:13:39] the safe learning plan that revisiting would help us other words I don't want them to look only at the rates per [1:13:46] 10,000 I want the entire plan Revisited so I would not change it Janie [1:13:54] Julie yeah I'm in agreement with actually what Lenny just said um I think [1:13:59] it would be too limiting I think there's other things to look at with the learning plan so I want to keep the letter as is and I think it'll it'll [1:14:07] it's it's a great step for advocacy for our district and public schools I agree I it was written with a [1:14:14] lot of intentionality and I'm I'm I'm not interested in us revisiting that right [1:14:20] now okay so that didn't that didn't go anywhere but I do have one more question um could you please tell me what the [1:14:27] attached report from um the covid-19 team is that's what we were supposed to talk [1:14:33] in the work session it's the update from Matt and Julie about their testing team [1:14:41] and and Owen I'm sorry and Owen I apologize Owen um so is the actual [1:14:48] report that you're suggesting that we attach the report that was given to the [1:14:54] board it's an up yeah from their team that says the status of this is [1:15:01] this is what our this is what this team from our district has done and these are next [1:15:10] steps did you read that attachment from the work session alen do you know what she's referring to yeah yeah yeah I just didn't understand what you would be add [1:15:18] what that does for this what how that would advocate [1:15:25] for us we're not that's a rather broad report uh it's got well one of the [1:15:33] things that did get a little twisted is that we we as a process we were going to go through the distance learning module [1:15:40] review then we were going to do that review of that two-page document then we're going to do the governor's letter [1:15:45] so we got out of sync a little bit because we haven't done the testing piece of it but I don't want to jump to [1:15:52] the exact takeway I'd rather do that over 10 15 minutes and revisit but maybe that's something that we could revisit [1:15:57] at the end of the testing report update whether there's Comfort attaching that [1:16:04] as part of to the letter or not right I I would pursue it that way I wasn't sure [1:16:10] what if that report adds anything to our letter speaking of what adds or doesn't [1:16:15] add um I'm I want money for I want money for testing so I think that it adds a [1:16:21] bit but let's go through the discussion then and then for sure I think everybody should weigh in on whether it's you're right it's additive or not well we have [1:16:28] to vote on this right now so we can't the covid testing team [1:16:37] discussion is part of our discussion and this letter we're voting on right now because it got pulled from [1:16:44] consent right and I will be voting against the letter because I don't think it goes far enough I think our board [1:16:50] should be advocating a little bit more strongly for in-person learning [1:16:57] I'm ready to vote on it we've got a lot to do tonight [1:17:03] okay um we'll now vote by roll call to approve the letter for governor walls so [1:17:08] before we do so I I just want to be clear that that this is a positive statement by the district supporting [1:17:16] steps that will bring more students back to school that this is from my [1:17:22] perspective a strong advocacy on behalf of bringing more students and in fact all students back to school and makes [1:17:29] particular suggestions that the governor has it within his power to adopt that would both help us financially and [1:17:37] spacewise uh it would provide for a safe environment or or allow us to continue to provide a safe environment for our [1:17:43] students and for our teachers and it pushes the envelopes and so I'm glad [1:17:50] that this letter is before the board I think it's important that we report it [1:17:55] and I think that it does make a statement on behalf of the district and the other thing that I would request is [1:18:01] that if the board approves this that the superintendent circulate this letter [1:18:07] among the amsd schools to see if they would join the letter so that we can get a stronger [1:18:12] Force I can person say that I'm proud of both myself um director Schultz and my [1:18:21] governance team for showing leadership and doing this no school district has actually um written to Governor walls [1:18:28] and so um I guess I'm a little disheartened that you would vote no just [1:18:33] because it doesn't have go as far as you would like because quite frankly I [1:18:41] didn't have to write it and John didn't have to write it we could have nothing that we're advocating for so [1:18:48] um it is a positive step and we are trying and we are advocating and we've [1:18:54] laid out many steps to take that we think are [1:19:01] really important that the governor look at to move our district in the right [1:19:06] direction Owen um I'm GNA compromise here because [1:19:12] um while I would like to have Ellen's language in there and I'd like to have some of my own language in there um [1:19:19] we're under a timeline and I think it really expresses many things I think all [1:19:25] of us do want and I would like that made prominent in front of the governor's eyes so I will support the [1:19:32] letter thanks um all right let's do our roll call [1:19:37] [Music] vote alberg [1:19:44] hi Fox hi green hi Jones [1:19:52] nay Michaelson hi Chara hi Wen fedman [1:20:01] hi um the letter to Governor wals is approved um and now we're going to move [1:20:06] on to our discussion items um we now have four items up for discussion um the first we will have [1:20:14] teaching and learning director um jod D St Hubert here to talk about new [1:20:20] courses real quick yeah Erica sorry Jody interrupt I would suggest that go last and we can get administration home that [1:20:27] could get home but oh I already had that I I I Reed my request please go [1:20:34] ahead Jody you just delayed them by 30 seconds Matt I failed Jody please [1:20:39] continue no that's okay thank you um thank you chair Ellenberg superintendent Schultz members of the board community [1:20:46] members and colleagues um we have new course proposals up for discussion I [1:20:51] want to definitely take a moment to introduce Gavin m clean who is here with me tonight as our secondary science lead [1:20:59] um to listen in any feedback that you have welcome Gavin we're glad you're here um I also want to make sure I [1:21:05] introduce Katrina Stern who I don't think is here with us yet tonight and it will be trying to join if she can um [1:21:12] she's also taken a leadership role and is focusing on um secondary professional development and um and support with uh [1:21:20] with course design so as you saw in the report it highlights only a couple of new courses a couple of dropped uh one [1:21:28] actually dropped course and a couple of course name changes the only thing I want to highlight be before turning it [1:21:34] over for feedback and discussion is that you most likely noted that in the budget [1:21:39] column for the uh 9th grade eth grade physical earth science class we have the [1:21:45] budget to be determined we are um in the process of evaluating where we are at [1:21:51] with that and the resources that will be needed and so of course we commit to all of you to bring um those budget updates [1:21:58] to you when we do have them um so with that I'll turn it over to questions um [1:22:03] for questions or [Music] [1:22:08] feedback sorry I misplaced my mute button um yeah I've got a question um [1:22:16] for Gavin and jod on the science one thing that I was trying to to figure out and maybe you can help me is with the [1:22:23] new n9th grade science coming in and knowing that our students have only a graduation requirement of three Sciences [1:22:31] what does that do to how you would then um be looking at 10th 11th and 12th what [1:22:38] would that sequence look like and I know that's not necessarily as critical to to passing of anything but that was one [1:22:45] question I had I was trying to figure out no good question um and so good [1:22:51] evening uh chair albur superintendent Schultz MERS of the board uh thank you [1:22:56] uh Mr Fox I'll try and keep it brief so at least you get to your point uh yes we have had a lot of discussion about the [1:23:02] sequence uh we got stakeholder feedback as some of you were natur involved in some of those groups actually just under [1:23:09] a year ago um and we did have the discussion about our current sequence and where it would be where did we [1:23:15] actually land that there would be a NBD course which would be our earth science which was part of that um from the [1:23:21] stakeholder feedback we we kind of got two uh very contrasting stor that we [1:23:26] have a population of students that want to access the AP Chemistry the AP biology uh they want to be a to pack it [1:23:32] into a schedule to to be able to make sure they can do all the Sciences they want before they need to graduate so [1:23:38] with that it was very strongly recommended that that chemistry should become uh first and that was a natural [1:23:44] building block into biology which is what it currently is but we do have some students that that's just not [1:23:49] appropriate for it they don't want to track into the AP Sciences even if they are uh capable across the board it's [1:23:55] maybe science is not for them so we're not going to have a prerequisite that so [1:24:00] it doesn't Force students that they have to kind of do chemistry so what we'll end up doing is strongly recommending [1:24:07] chemistry because it is the gatekeeper to those courses and naturally a good building block for biology but there [1:24:13] will be students for whatever reason it's not a pathway that's for them so they will have the opportunity and they [1:24:19] can take biology as a 10th grader in and so therefore slightly out of sequence that way [1:24:25] those Pathways and those flexibility which came from the people that reported back to us that's great and I'm just G [1:24:32] to say that I got really sad when you just reminded me that like a year ago we were all in a room talking about this [1:24:38] like at the high school all of a sudden I was like oh my God we were together so that just made me really sad Gavin sorry [1:24:45] yeah it seems a lifetime ago any other questions or comments [1:24:56] Alan yeah um and I I was I was wondering where the state standards fits into when [1:25:04] we're we're talking about whether or not you have physics in ninth grade or physics in 12th grade or not have [1:25:10] physics at all um if you could speak to that a little bit I I I'm trying to wrap [1:25:15] my mind around what science standards are for high school y um and so there's [1:25:23] there's sort of two expectations are two groups of train of thought here there's the state expectations and then the [1:25:29] expectations of what people think that they need to go to college or to to be successful in science and they don't [1:25:35] necessarily are the same thing so the state uh are going to be requiring all students and all all schools to kind of [1:25:41] implement this by the 23 24 school year to do a full year of earth science at [1:25:46] the high school level a full year of life science or biology and then a full year of chemistry or physics so you [1:25:54] don't actually need to do both to graduate um but many of us see that we still need chemistry and physics because [1:26:01] they they they see that as an opportunity for a gatekeeper for college courses or they see that as the building [1:26:06] blocks or an expectation and what many students may have so the actual [1:26:11] graduation requirements for the state is biology earth science and it's chemistry [1:26:17] or physics but for a majority of our students we believe that they're going to be doing both of them um just as they [1:26:23] currently do so for a large probably population of our students they may still choose to do physics and we're [1:26:30] going to make that Physics course um as a senior course so it's more in a traditional place or where you would [1:26:35] expect a Physics course to be and does that um fit in with a Project Lead the [1:26:41] Way sequence yeah so we are our next sort of phase now we've done the sequence is to look at those levels uh [1:26:47] so we'll be looking at that Talent design framework that's to be coming just in in early part of the new year so [1:26:52] we'll coming back to you on that one so we'll be looking at levels we'll also be looking at the electives and the stem [1:26:58] framework so that is how do our current electives fit into that model um and how do they build off those things and what [1:27:05] prerequisites do they need in that sequence as well as the Project Lead away could they be tied and could be [1:27:11] toggled to some of those courses and could they be the Alternatives if a student doesn't choose to do chemistry [1:27:16] as a 10th grader uh what are those alternative Pathways and what are those other choices and in that list would be [1:27:22] Project Lead the Way okay thank you I I really appreciate that um and I also appreciate hearing that you're coming [1:27:28] back with us to us to describe the levels um because I I would be looking [1:27:34] for um uh opportunities for all level students um such as the enriched courses [1:27:42] that we're currently offering um in eth grade and in ninth grade but also I'm um [1:27:48] I'm also I'd like to just when you come back I'm really Keen to hear how um the [1:27:55] district is also going to blend in computer science with the science [1:28:01] curriculum and that's something that we've talked about um for future job [1:28:07] Readiness and um and so I don't know where are you prepared to do that in in [1:28:12] early next year or when might the board hear some plans that'll be probably most likely in the spring yes it's on the [1:28:19] kind of dark hit it is on the list um we've been reaching out to other departments for their alignment and [1:28:24] their overlap so that one traditionally comes into a math sequence and usually a math kind of prerequisite course um but [1:28:30] obviously there's natural overlap into science with some of those so yes that'll be a conversation that'll [1:28:36] probably take place in earli part of spring thank you [1:28:42] welcome Gavin this is Owen I can tag in on that um as a uh developer I would [1:28:49] very strongly Advocate that we have we Place High prominence on computer [1:28:54] science and uh really um highlight the possibility of students being able to [1:29:00] take it and and uh maybe even raise its prominence within our offerings uh because so many jobs are going in that [1:29:07] direction and uh the other plug I'd like to make is that we continue to have our [1:29:13] separate enriched courses for these science classes um and to keep that [1:29:18] distinction going so thank you thank you [1:29:25] I just wanted to give a shout out we have amazing computer science classes at our high school right now I just want to [1:29:31] make sure people know that um and we've got um amazing teachers teaching those [1:29:36] classes so I just wanted to make sure people knew that we we do offer computer science it's a great class I I have a [1:29:42] student in it right now um it's very challenging so and there are multiple levels So and I've got two sons who've [1:29:48] gone through those those AP uh computer science classes and they've learned a lot yeah yeah [1:29:56] any other question and I so I'm I'm I'm I agree that we do have those classes but I do I want to make sure that as a [1:30:03] district we're looking at um from K [1:30:08] through 12 a coherent program for computer science and that's and and so [1:30:14] as we're talking about changing middle school science programming and [1:30:19] potentially merging classes with stem and with [1:30:25] potentially math or other science I just want to say that that I do think that that would be this is the time to be [1:30:31] looking at how to how to do that and not just be having it be I know that we have [1:30:38] one maybe one class in the in the middle school but I'd like to see it more of a c coherent plan thank you thank you [1:30:47] Julie um yeah no I don't I don't have um any feedback other than I thought the [1:30:53] presentation um and the work is is excellent I'm really excited for where science is going I think that the time [1:30:59] with the talent development um framework um you can really see it laying out and more opportunities for students to [1:31:05] advance and so I just wanted to say Kudos and great work thank [1:31:11] you anything else no oh great thank you I think [1:31:20] that's all okay thank you than you guys thank you both I appreciate it oh and [1:31:25] Andy also sorry there you I see you there in the far [1:31:31] corner thank you Andy okay um next I'm gonna turn it over [1:31:37] to board member Owen Michaelson to talk us through the policies up for [1:31:42] discussion thank you chair allenburg we have a number of policies here to [1:31:49] discuss the much of it is in the spirit of consolidation and cleaning up of [1:31:55] language the first one I'll lead with is our policy 410 again this being part of [1:32:00] the 400 series that we are visiting intensely this week but this year to go through um the uh policy 410 is our [1:32:09] family leave and medical act um and we are proposing that we consolidate the [1:32:15] language you can see that we have struck a great deal here the idea being that [1:32:22] much of it's covered by state statute and that it has multiple jurisdictions [1:32:28] that it is uh satisfying federal state and local and we want this to be an [1:32:34] instrument of clear communication and L the statute um change uh we would not [1:32:40] have to always adapt to it so that is policy 410 and I invite any [1:32:47] questions or conversations about it and Nikki is here and she has she's our thought leader on much of this [1:32:57] no questions okay we can move on then we move to policy 414 and policy 4:15 we [1:33:05] are uh encouraging the consolidation of both policies these are the Mal treatment of [1:33:13] minors and of adults and we are proposing the um simplification of the [1:33:18] language again we have a similar situation that much of this is covered by State Statute and as instrument of [1:33:24] communication we want it to be concise and clear and um not having to always [1:33:29] constantly keep up with the statute but it says what it needs to say um and we [1:33:37] really have no substantive changes with this so I invite any questions or [1:33:46] comments none okay we're moving right along here then we have policy 430 [1:33:54] which we are s we are suggesting that we resend this is student teachers and the [1:34:01] teacher intern supervision and again this is covered by State Statute and this is redundant of [1:34:11] uh basic practices we have in the district already so uh in the interest of [1:34:19] clarifica simplification we would then uh encourage its re [1:34:24] ision any comments none wow this is going to be fast the next is policy 434 we're again [1:34:33] guys are doing good work wow good my goodness we are on a roll Nikki you can [1:34:39] take a lot of credit for this um policy 430 we are also recommending that we resend this this um [1:34:48] as a communication device is redundant because the employee Guidebook covers [1:34:54] much of this and um we don't want to have the policy have to keep up with any [1:35:00] changes in the guide book so any comments [1:35:06] wow okay I'm I'm impressed okay 435 employee [1:35:13] evaluation and uh Improvement this is um [1:35:19] we're encouraging uh the modifications on it and some clarification [1:35:24] and we are not encouraging the resending of this because it serves as a prominent [1:35:30] vehicle of communication uh to the community that we do indeed have employee evaluation [1:35:36] and a plan of improvement for our employees so little language cleanup but [1:35:42] uh encouraging that we keep it thoughts comments wow talk about a mute Bunch [1:35:52] today home run Home Run Okay so with that then Cher allenberg I turn it back [1:35:59] over to you great thank you now we can talk 30 minutes more on some other topic [1:36:05] so um we're going to move on to secondary grading um [1:36:11] and is this um Andy and so I think I'll [1:36:16] have uh Randy kick us off um so just to remind the board last spring you uh [1:36:23] acted on a similar resolution when we were in covid um and the um the [1:36:31] leadership at the high school as well as the Middle School um are preparing for of course the end of semester grades uh [1:36:38] com January so uh Eric and I thought we should have uh these uh resolutions um [1:36:46] in place uh for the board to discuss and then approve so on so you'll hear the [1:36:51] secondary uh tonight uh January 4th we will have [1:36:57] Elementary um in a discussion during the org meeting and then January 11th you'll approve the uh uh grading for both the [1:37:04] elementary and the second So Randy can I hand it over to you sure thanks John uh [1:37:11] good evening uh superintendent Schultz and Sher elenberg and board members and community members again um this is [1:37:19] fairly straightforward we believe this is a win-win situation for students and [1:37:26] for families and we believe it's very important that we want to continue to [1:37:32] keep motivation maximized and encourage kids to continue [1:37:38] to work hard all the way through the end of the semester all the way through the end of the year so the proposal is to [1:37:44] adjust the grading scale a little bit or the grading um letters I guess uh with middle school [1:37:52] and re really pulling D's and Fs as a as an indicator progress out and moving to [1:37:59] a a score that says not yet or NY uh what not yet means is that you haven't [1:38:05] yet met the competency but we want to continue to encourage you to do so so at the middle school the grade scale would [1:38:12] be a b c and then NY if the student never completes that [1:38:19] not yet then that would simply move to an incomplete just indicating that they [1:38:24] never completed the requirement in middle school middle school is different than High School um in a number of ways [1:38:31] but one important way is that students don't earn credits in middle school so [1:38:36] to some degree they are practicing um a secondary uh grading system and scale [1:38:42] but it's not recorded on a a permanent transcript uh it is definitely very [1:38:48] important as they practice skills and Concepts and they build prerequisite knowledge that helps them for for high [1:38:53] school but this is really about um trying to keep the motivation window [1:38:59] open we know from the literature what an F does to a student and when they get Fs [1:39:06] and they see FS um they tend to shut down and so we're trying to think about [1:39:11] other ways of continuing to encourage kids and then similarly at the high [1:39:16] school but yet a little bit different uh keeping the scale of ab c d i and then [1:39:23] uh NG so I represents uh work that again students haven't completed it's not [1:39:29] complete uh it's incomplete and then that would change to a no- grade now [1:39:35] this is a little bit different because this goes on a permanent transcript um and then at the end of the [1:39:41] semester students would also have the option to take one or more of those passing letter grades um and apply a p [1:39:50] which would be pass uh a p would not count as part of the [1:39:55] GPA uh but it does also provide some room or space to accommodate those [1:40:00] students and families who may have unusual circumstances at home especially during this [1:40:07] pandemic into a form that families could use to propose that grade change now [1:40:13] that grade change would only occur after grades have already been turned in and completed and then families could make [1:40:21] that request to make that change we want to keep kids motivated and working hard [1:40:26] as possible all the way up to the end of the semester see where they end up and then if they are not satisfied with um [1:40:34] what that looks like on the transcript they would have the option to look at one or more of those grades and convert [1:40:39] that to a p I'm gonna pause there and see if Andy wants to add a few other [1:40:45] comments here um just to clarify the the piece of [1:40:50] the difference at the high school between an i and incomplete and an NG an [1:40:55] incomplete has been happening um in din systems and high schools around the country when a student for one [1:41:01] particular reason needs an extension on the end of their term so they're get incomplete and they finish that work and [1:41:07] and their letter grade would be recorded as an A B C whatever they might have [1:41:13] earned when they completed that work so there's could be different extenda circumstances that a teacher would Grant [1:41:18] an incomplete what we're proposing here because of trying to hold students harmless with distance learning is we [1:41:24] are removing the letter grade of f um when a student receives an NG they're essentially not getting credit for the [1:41:30] course they would have not met minimum expectations but we are just not damaging their GPA um by giving that [1:41:37] letter grade of F and we're also giving some options to students because if they were negatively impacted by distance [1:41:43] learning that they could replace a passing letter grade to AP and that [1:41:48] would be their choice but we're also giving kids that are really doing very well and getting a and bees and and [1:41:54] doing very well that they would maintain those same letter grades and keep them as they earned them so it's the exact [1:41:59] really the same model that we did uh last spring um to hold our kids harmless um related to distance [1:42:07] learning so with that we'll turn it back to uh our chair to see if we have any [1:42:13] questions from the board questions from the board Julie yeah I just have a quick one [1:42:22] um when we implemented this last year I know they were it was under a little bit different circumstances um with kind of [1:42:30] the sudden changes of things but did you get any feedback from teachers on [1:42:36] um that they got feedback from students about this like was it mostly positive [1:42:41] do do you see any negatives to this I guess is my question because I I I mean I think last year when it was presented it was such a it felt like such a [1:42:48] win-win I just thought I'd give you a minute to share your perspective on that [1:42:53] I don't think there's any negative with this the one piece that we put in the form that's different this year is that [1:42:58] we don't have universities around the country you know being more as outspoken [1:43:03] as they were about how we're holding kids harmless for multiple P letter grades and things like that so we did [1:43:09] include in our in our information that students should have a conversation with their counselor before [1:43:15] you know they consider choosing multiple uh P grades instead of their letter grades so if they're choosing they don't [1:43:20] want to have a c on their transcript and they're choosing a P um they want to have a conversation with their their [1:43:26] counselor where they're applying to college and so on but in general um there is this is a win-win to support [1:43:32] some students that may have been impacted and um we're still allowing students that have earned those those [1:43:38] top grades to maintain those top grades yeah that's great thank [1:43:45] you Ellen yes so as far as um satisfying [1:43:51] graduation requirements could you can you tell me how how that works with this grading [1:43:58] model uh what does the graduation meeting graduation requirements have to do with this particular [1:44:06] change has no impact whatsoever um so students that received a p for a grade [1:44:13] uh would still receive credit for that that particular course um whether it was an English class or Project Lead the Way [1:44:20] class they would receive credit and it would apply towards um their graduation [1:44:25] requirements by C by subject area or just by elective credit but um but the I and the N NG [1:44:34] they would that be counted as well or or how does that work yes if a student [1:44:39] receives an NG they do not receive credit for the course so let's say a student received an NG in a required [1:44:46] English class they would need to either repeat that class in a future semester or take that in summer school to recover [1:44:52] that Credit in a required area or if it was a credit that was towards their total number of credits they needed to [1:44:58] graduate if they were a senior and had that class then yes they would need to go to summer school to be able to [1:45:04] complete that course so it's we're not talking about passing students that have not met minimum expectations we're [1:45:10] changing that letter that letter grade from F to NG to not impact the GPA so [1:45:15] negatively but students still have to meet minimum standards in order to uh pass their classes and meet graduation [1:45:22] requirements [1:45:27] thanks Andy um I have a quick question the um the proposal specifies that this is [1:45:36] for this semester so do both [1:45:41] the I mean Andy do you anticipate I mean do you only want this for this semester [1:45:46] or do you want this for the entire year I don't anticipate us not having disruptions to [1:45:54] the school learning models next semester so I guess I'm wondering why we're not [1:46:00] proposing this for both semesters at this point um I think it's just because I [1:46:05] want to re-evaluate where we are second second semester I think that our counselors and our school would um would [1:46:13] say that we want U we typically allow students to maybe take a single class for a pass um in a semester and that's [1:46:20] how our practice has been these are unusual circum ances to allow more we'd have to have a broader conversation if [1:46:26] that became something that we did on a more permanent basis so I think right now I'm comfortable of with us making a [1:46:31] decision for this semester okay um and then my second question um do you [1:46:37] anticipate changing the waiting of testing because I know that's also [1:46:42] actually in our policy um like the F or we say UPF front [1:46:49] um so I know there were there was some Kur fluffle about taking out exams and things like that so I just wanted to see [1:46:55] if that was being talked about uh we have floors and ceilings in terms of summi of informative [1:47:01] assessments and typically um finals or final exams have been built into that [1:47:07] summi of category and so that will be the same we did adjust because of [1:47:12] distance learning our final exams are going to be shorter a shorter duration of time just because we think it's [1:47:18] inappropriate for students to be spending you know an hour and a half um um two hours on an exam in a distance [1:47:25] learning format so we have shortened those I think all of our teachers will give end of course exams or activities [1:47:31] of some kind so that could be a discussion it could be a traditional exam uh that would fit into that uh [1:47:37] Summit of category thank you y anyone [1:47:44] else so this will come up for Action um [1:47:50] January 11th we'll see proposal from El Elementary School on January 4th and [1:47:56] then that will also come up for action on the 11th so right okay thank [1:48:02] you thank you thank you Andy okay um next finally Matt Julian [1:48:11] Owen an update from the covid testing Team all right uh this is Matt to kick [1:48:17] off um that was testing during covid this is testing for covid so just smooth [1:48:23] transition here uh what we're trying to do is make sure I'll try to keep everybody's attention here after four [1:48:28] hours of meetings uh it's obviously a difficult time really appreciate everybody's efforts I know that while we're trying [1:48:34] to keep the plane in the sky we're also trying to rebuild it and make it stronger so it's it's a lot of work on [1:48:40] everyone's part really want to thank the 10 I'm sorry what 11 people on the [1:48:46] testing committee along with I'm serving as co-chair on the board also Julian Owen have been putting in significant [1:48:52] time which I appreciate from the administration Nikki tusher is here with us for a sixth call of the day with me [1:48:57] at least and Mary heyman's been putting in a ton of time um Trevor Helmer from the legal side Nick Kelly and Kelly [1:49:04] deise from Bloomington Public Health and then from parent representation and also the medical field Professionals of Dr [1:49:11] Sarah prel and Albert zy so I thanks to everybody for all the work it's been about six weeks give or take [1:49:17] Thanksgiving that everybody's been at it so I'm not going to read you a document [1:49:22] that's read but for those that may be following at home or looking at this later this was a work session topic so [1:49:28] there is a document in the agenda under the work session packet we rolled this [1:49:33] conversation based on time requirements into the main meeting so again on today's date of December 14th if you go [1:49:40] to the work session you can see the uh the update from the committee um Nikki and Julie did a lot of crafting of this [1:49:46] two page or to make it very succinct I wouldn't have been nearly as succinct so again thank you both uh on this first [1:49:52] page the main idea is just to really say where do we start and where are we now obviously when we started the committee [1:49:57] some of the things that were happening where kids were in school we were trying to increase the amount of time in school across all grade levels uh hopefully [1:50:06] with an opportunistic view that maybe numbers are start to decline a bit realizing that the winter and colder weather is actually Spike viruses so um [1:50:13] at that point in time that's what we were trying to focus on getting more kids in school and the kids that were in school keeping them there that goal [1:50:20] remains the same but the working Dynamics have shifted dramatically we listed out six major changes obviously [1:50:26] kids not being in school right now being the most uh pronounced in terms of the committee really we were looking for was [1:50:32] perhaps a silver bullet in one of three categories what we mean by that is in the categories of funding Logistics and [1:50:38] operations or the testing procedures or companies that could basically provide [1:50:43] testing in a kind of a full-on packaged way funding obviously we reviewed this as a committee um in terms of board [1:50:50] discussions both the finance committee and at one of the the last work sessions we've announced that we do have to deal [1:50:55] with some important um budget considerations going into next year so [1:51:00] that's not um a luxury at this point in time in general Logistics and operations you know we have 10 different sites [1:51:07] there isn't a centralized location that works ideally for everyone and each location has its different inout [1:51:12] parameters for how to move somebody who may or may not have contracted covid and [1:51:18] then also from a testing position we've spoken of four different outfits and there's no here we've got this free test [1:51:25] for you that's rapid in 20 minutes that we can give you as easy as a lunch tray in the cafeteria so there was no Silver [1:51:31] Bullet not super unexpected but in that diligence process what we did was try to figure out um what the best options are [1:51:37] in each area and we are op we are optimistic that there's serious um opportunity here to be able to bring [1:51:44] students back more quickly if we're able to implement meaningful testing procedures across the din school system [1:51:49] so uh just to let you know that's we spent a lot of of our time doing is having conversations internally about [1:51:56] going through legal insurances allowances and then speaking outwardly we spoke with four different outfits [1:52:02] that are providing testing in some capacity uh and I think there may be a path here so as a committee one thing we [1:52:09] realized as well is in trying to find big broad Solutions right away we realized that we need to really start [1:52:15] narrowly of course and have a pilot in one or two settings and grow from there one other major Dynamic that everybody [1:52:21] should be aware of of if you're not aware fizer's drug was approved over the weekend um and then additionally madna [1:52:29] is probably not far behind so vaccines are on the horizon some have already been some 40,000 vials have already been [1:52:35] shipped to the state of Minnesota so a lot of resources are being tilted toward the vaccine path it's our firm belief [1:52:43] that even the discussion earlier tonight about who's considered a first respond and when do people get tested sorry when [1:52:49] do people get vaccines still allows to have testing make a really meaningful impact in [1:52:54] 2021 so what I'm saying to this board is that the committee still strongly feels that there is an Avenue for testing to [1:53:01] make staff safer to make students safer to bring students back sooner and to be able to maintain students in classrooms [1:53:07] by doing testing so that is how the committee feels and what we want to do [1:53:12] is narrow the scope in some ways and broaden it in others so we're not proposing an allout cross District 8,400 [1:53:21] student test in process to roll out in the first quarter of next year or especially in January or February what [1:53:27] we are proposing is to choose one provider do a specific pilot process in [1:53:33] one or two sites where we're able to come in do methodical approaches to testing and have that be something that [1:53:40] yes the district May absorb those initial steps of but we have thoughts around fundraising for this as well [1:53:45] earlier tonight you know we discussed the governor's letter this was kind of a little out of sync of original plans but [1:53:51] we're we're acting as leaders leers I think here in ad by writing that note and sending it and pushing that we'd [1:53:56] really like reconsideration of some of the terms upon which you can bring students back I think this is another good leadership Avenue for this board [1:54:02] this district and this Administration and and frankly Community the community pushed for this really hard and that [1:54:08] helped us all get you know focused around this initiative so in terms of narrowing the scope what we want to do [1:54:14] again is work with one group to do testing uh as rapid as possible in one [1:54:21] or two settings and then secondly this group has this group was initially tasked with looking into testing [1:54:27] parameters kind of period we want to Broad that slightly to be able to ask you to say can we also work on some [1:54:33] fundraising efforts make some Outreach to State and local governments and see where else we can find resources to help [1:54:39] support these testing environments so uh I'd like to pause there and ask Julie [1:54:45] and then Owen or either direction uh to both give some thoughts having also served on the committee um about our [1:54:51] next steps and then open it for [1:54:57] questions you want to go Owen [1:55:03] okay um yeah I mean Matt said I think set it up um am I on mute no um Matt [1:55:10] thank you I think you set that up great with where our committee started and where we are now I think that that you [1:55:16] know the one thing that's really important I think is and we've talked a lot about this is r [1:55:22] testing um is one of the elements that could be in our toolbox to then get kids [1:55:29] back in school and I think there's you know there's no magic path um magical [1:55:35] path forward with covid and so that's why our committee has gotten I think come to the conclusion like this is a [1:55:41] really important piece of the puzzle that we could offer um the other thing [1:55:46] is um I think the goal is and on top of keeping our school safe I do think you [1:55:53] know some of the feedback that we were getting with the different people that we've talked to who have done this in in different settings with schools is you [1:56:00] know Behavior around the virus is as important as anything else and I think [1:56:06] that an approach like this um for our district it's a win it's a win-win like [1:56:12] if we can pull some positive cases out of our school community and start to [1:56:18] change some behavior and attitudes towards covid and that accountability I think it's it's at least moving it's [1:56:24] pushing Us in the right direction and moving us trying to move us forward which I think is to me the vision here [1:56:30] on what the the purpose of this committee is so well to me what was very exciting [1:56:37] about this right from the get-go it was um real example of Community Support [1:56:42] it's kind of like the old barn raisings of the past we had 10 Physicians who put [1:56:48] their hands up and said we want to help and a couple of them uh became prominent with this and without them we really [1:56:54] could not have done this and so we really relied on community participation here and um the whole Focus was on [1:57:01] getting the big rocks in we spent a lot of time talking about operations and funding and there's a lot of complexity [1:57:08] behind that and so we've been willowing it down as Matt has been talking about [1:57:14] and um so I think we've got the project on the rails and we're moving ahead I [1:57:19] did hear uh from some Community me that they wish that we were moving faster I heard some people say you're talking [1:57:26] about silent transmission and yes that is um not exactly settled um things like [1:57:32] cycle thresholds yes we'll work those details out as we get closer and closer [1:57:37] but uh we're the big thing is we're moving in the right direction and we've got a big locomotive here and so as Matt [1:57:44] talked about we're trying to take it down into bite-size hunk so we got a pilot that we're proposing so it's all [1:57:52] into the end all to the end of raising Community confidence so that we can get the kids back to school face to face as [1:57:59] soon as we Poss can that all of us are in support of thanks Ellen and and before I open up [1:58:05] the questions to that end um in terms of speed uh I I think that to what Owen said it [1:58:13] is critical the community input and impact and support and volunteerism we've gotten has been great and and [1:58:18] absolutely pivotal to get this done or to get to the next step of evaluation [1:58:23] um the logistics around hip compliance testing integration into schools while [1:58:29] we're going into distance learning and a holiday we're trying to be measured so we don't mess this up and and then no [1:58:34] one can do it no one has really done this effectively no one has done this on a broad scale and while Departments of [1:58:40] health and others have an idea toward helping there's a lot of distractions and now again with the vaccines coming [1:58:46] it continues to be um something that isn't receiving you know I would say the front page of a real way to get kids [1:58:51] back in school so we're going to keep pushing it uh Community opportunities are opening there are more centers [1:58:57] around us we've even looked in logistics about doing Transportation which becomes more challenging itself than it seems in [1:59:03] just treating kids in or testing kids and staff in our own settings so we've looked into a lot of avenues talk to [1:59:09] like I said four different groups that provide this done cost analyses and so I think what we'd like to do as a group is [1:59:15] come back to you in the January time frame um with a firm pilot plan in hand to say this is what we want to do this [1:59:21] is what it awesome this is what it looks like because again it's been six weeks over holiday while going to distance learning and everyone's running at 100 [1:59:27] miles an hour so um I'm grateful to those that are working on it we're all impatient I'm impatient so I I'm in a [1:59:34] place of um you know I've been asked by people recently you know seems like you board members have 60 hours of meetings [1:59:41] a week like how do you feel about it right I mean right now what I would say is Administration has the same and it [1:59:46] feels better to be somebody working on something than not having that ability so I'm great ful that the work's going [1:59:52] on and what I'm asking the rest of the board to say is that they understand we're going with this we'll come back in [1:59:57] January with the firm pilot plan we believe this can make a change in terms of um implementation around getting kids [2:00:03] and teachers and everyone back in school safely and we'll also have somewhat of a short white paper in January that also [2:00:10] gives color and context as to what frequency matters why uh Owen did ask me [2:00:16] today if I could please comment on costing a little bit uh so we had first talked about a broadscale processor [2:00:22] program being unattainable however we think those first bite siiz chunks could be in the 10 $20,000 range to be able to [2:00:29] get a pilot going over three four weeks get momentum and do outside fundraising uh so we're taking this as seriously as [2:00:35] we can um and that's that's where I'll pause for the second time maybe so um [2:00:40] any board feedback about that we're looking for in this discussion is any questions about how we're doing things [2:00:45] any suggestions of other resources uh and then I mean you all know how to reach me as well but again with open [2:00:50] meeting La we have this limited time that we can all engage around something even as important and benign as trying [2:00:56] to get kids back in school so thank you thank you uh questions from board [2:01:03] members Janie yeah I'm just gonna put a plugin to say thank you you guys for doing this [2:01:11] um I know you've put a lot of time into this and I know it's not an easy task and I I do I just want to say thank you [2:01:17] for for pushing this forward and helping us to be a leader in this so thank you [2:01:23] Matt and juliean Owen thanks [2:01:28] Janny um I have a question um and it's more for John or Nikki I want to make [2:01:35] sure that we're not planning something that can't be operationalized and so from your [2:01:42] perspective are do you have any red flags or are you um do you think that um [2:01:50] this is something that we can actually operationalize even if it's a pilot on a [2:01:55] small scale I I think it depends on on how [2:02:01] would be for the testing and um how we would uh get students students and staff [2:02:07] to the test I guess it really depends couldn't comment until you have the plan in place [2:02:13] but yeah go ahead Nikki and that is part of our analysis that the committee is doing is looking at all those [2:02:19] operational challenges and the cost associated with them so that will be part of any type of a pilot that we [2:02:25] propose okay so to that end it's a good question Eric then I mean that was the question was is there a there there and [2:02:31] so having Trevor and having Nikki on the committee you know Mary's running triple Duty in terms of her day job plus [2:02:37] helping out with all the different sites with the First Responders plus now being on our committee as well we're being [2:02:43] sensitive to not trying to overburden the administration Beyond capacity which is why again A pilot makes sense and [2:02:49] again we are in we're in convers ations now with some of the best in the state if not nationally that are working on [2:02:55] this is roll out pilots in other areas so we we've worked through a few different groups for instance one has [2:03:01] probably the best rapid test but it's not attainable from a cost implementation perspective one has the best um kind of logistics plan behind it [2:03:09] and is more rapid but doesn't do daily so there's we'll have that all kind of profiled I mean what we really wanted to [2:03:15] do was get this in front of the board in a work session say you're working on it narrow pilot broader scope for fund ra [2:03:22] another initiative to support it and and ask for your support for us to keep working at no cost over the next month [2:03:28] so I'm fully supportive of all of that um and thank you guys for your work I [2:03:34] think it's exciting I think like you probably said Matt or Julie said I think [2:03:40] it's one tool and a toolkit that will get us back to school as opposed to any [2:03:48] one of these things being like a silver bullet but I really appreciate the work you guys have done um [2:03:55] Ellen yeah hi thank you for the work that you're doing on this it's um I it [2:04:01] has to be incredibly difficult because no one else is doing it and you know it's one of those puzzles it's difficult [2:04:08] perhaps because there's no blueprint yeah there's no blueprint and uh resources [2:04:15] are scarce and so I can truly appreciate what you're trying to do and you um [2:04:22] are asking I believe you're asking the board to narrow the scope or are you are [2:04:28] you proposing how uh the scope will be narrowed great [2:04:34] question so I used incredibly confusing language so in what we recommend what I'm trying to say is we would narrow the [2:04:40] scope of the initial testing phase to make sure we get the pilot right don't overb in the staff and know what works [2:04:47] well before we broughten it out meaning we're not going to bring you a proposal that says how do we get back all levels [2:04:53] of students in January we have to start somewhere from a costing implementation [2:04:58] and testing perspective broadening this committee was not mandated Ellen with [2:05:04] the um support to say go look for fundraising go communicate with city or state officials to find support it was [2:05:11] only initially given a purview of looking at testing so I'm asking and I'm [2:05:16] suggesting that we're recommending narrowing the initial testing scope and doing that in a methodical way that when [2:05:22] you test a vaccine you do it in 10 people then 100 then 500 and broadening the scope in the area of um civil [2:05:29] Outreach to make sure that we're trying to get all the resources we can behind us from Owen's Barn raising analogy [2:05:36] which is a good one yeah and from what you're finding are you are you thinking [2:05:42] that this is going to be a tool to bring students in to allow students to come to [2:05:49] school or is this going to be more of a tool for maintaining safe schools uh [2:05:56] with minimal just to minimize the spread when in in other words more [2:06:02] students will be attending school if they're not quarantined and catching covid so I'm just wondering what you're [2:06:10] what you're finding what the group is finding as you're looking at these testing methods what your purposes both [2:06:17] so there's three ways you do testing and we've talked through this as a committee a few times there's Di notic screening [2:06:22] and then there's a third category where you're looking preventatively across an entire you know ecosystem this is meant [2:06:28] to be a screening approach it's not meant to be the other one so we're trying to find is the students and staff [2:06:34] and others that need to know in a preventative way and an engaging way to try to increase students coming back [2:06:40] teachers feeling more safe and administrators in the building and then also imagining scenario where my [2:06:46] daughter has the sniffles and so she's got to go get a test to make sure they don't have to send the whole 24 person [2:06:51] in class home plus siblings plus whatever else so if we can eliminate even singled digigit numbers of cases [2:06:58] per week that has a logarithmic effect on the number of you know outbreak ratios that take place so we're trying [2:07:04] to hopefully impact both right and I'm I'm very excited about impacting both [2:07:11] because we have those issues on both ends but I'm just wondering [2:07:16] legally can we require people to get tested I would go with the big no there [2:07:22] Nikki do you want to um give a legal nhr opinion no um actually the thing we we talked about at the committee level is [2:07:28] this is not this is optional and if any any all the other places that have implemented it's an option it is not a [2:07:35] mandate and and um how does [2:07:41] that how does the the experts how do they view um having that type of [2:07:49] variability in in mentally one of the um school districts that have done this [2:07:54] with some employees have 100% participation rate because the the employees see it as an opportunity um to [2:08:02] to be tested and so even though it's not a mandate and we wouldn't want to legally mandate it um it just it's an [2:08:09] opportunity for employees to feel to feel safe and also to find out if they're they they're carrying the the [2:08:16] the condition and so I think for for those reasons that employees take advantage of the opportunity [2:08:22] okay so thank you that that makes sense I'm a I'm glad that you said that because I I would be concerned if you [2:08:29] said anything else actually um but I'm wondering too um what who what are the [2:08:36] small groups that you thinking about what small group are you thinking about testing so I think and Julie and I want [2:08:44] could speak to this as well with the group that we were just on the call with last this past week which were the most [2:08:50] optimistic about being a good good partner for us um I know what the board has considered over the past six to 12 [2:08:58] weeks has been thinking about the most vulnerable Learners first and how you get them back especially we've been [2:09:03] talking about in some statuses you know K through2 continues to come up it's been the last two discussions there [2:09:09] there is some science around thinking about going top down and bottom up as well and which populations are the most [2:09:18] important to stem the spread in um because the youngest kids have better [2:09:23] data around how they react to it and we have more Community spread especially we know in the June July time frame that [2:09:30] the average age in a Dina dip by over 20 years based on behaviors um with the [2:09:36] older students so we're we'll come back in J in um in January with more thoughts [2:09:41] around how we go from first sites and make it more broad but we haven't lined that up yet there's there's different [2:09:47] science around each so we're working on that though yeah thank you so much I I really am encouraging you guys to look [2:09:54] into it I'm glad that you're also looking into privately funding um some of the testing because of our our budget [2:10:00] and um I couldn't be more encouraging so thank you for all the work you're doing [2:10:05] thanks alen yeah I just can I just add one more thing to um to answer one of your questions Ellen just to give a [2:10:12] little bit more insight is um the thought is too no matter the [2:10:18] learning model we think this test is important so as we go um and look [2:10:25] through things and look at groups of individuals it's a it's a number of tests too like how many can we support [2:10:31] and do and then fill in that way too um based on what the administration's recommending so it's kind of working [2:10:37] hand inand with well it is working hand inand with a lot of other different factors but I think that's an important [2:10:43] notification is that you know if we start testing hopefully right out of the [2:10:49] gate then that's again moves us towards getting kids in school but we're not [2:10:54] waiting to test until kids are in school I guess is my is my um point to make [2:11:01] so and again the people that on this committee put in a lot of time and I'm sorry Lenny so I just wanted to say that [2:11:08] I I appreciate all the work that's done I think it's great I fully support what you're doing my only note and I'm sure [2:11:15] you'll keep this in mind is that things do change within this process and in terms of the disease process in terms of [2:11:21] what we know in terms of vaccine and so don't be reluctant if you learn [2:11:27] something new to come back with a change of course that's all but I think this is great I appreciate it thank you yeah I [2:11:35] mean if suddenly you realize that everybody has a Twitchy eyebrow and they have asymptomatic Co we test differently [2:11:40] so we'll we'll definitely manage to any new symptomatology or data that comes out but but in the at the moment even [2:11:46] with the vaccines on the horizon the testing process we think can really make a dent so so [2:11:55] thanks Erica could the Twitchy eyebrows put you on mute are you still there I've just been talking to myself [2:12:02] for a while now so that was my best work for the whole night um thank you thank you to your committee everyone that's [2:12:08] volunteered their time I appreciate it so thank you thank you guys thanks um so we're g to move on to our action items [2:12:15] we have eight action items tonight eight action items and I wanted to remind the board that we are supp have a 10:00 cut [2:12:22] off for our board meetings we have a 9:45 cut off for YouTube um so that's [2:12:29] just an FYI um first um do I have a motion to approve the technology Levy [2:12:36] referendum vote date so moved do I have a second second um so we've seen this a [2:12:43] couple of times and the sole issue tonight is setting the date of the levy the administration recommends that we [2:12:50] hold the levy on May 11th um so does anyone have any questions about the May 11th [2:12:57] date Erica I do I have a couple of comments I called Sharon Allison the [2:13:03] dino City Clerk and she confirmed to me that a separate date in May would be [2:13:09] $54,000 I asked her how much it would cost to um add it to the school board [2:13:15] election 2021 and she said it'd be negligible so um we're talking about [2:13:23] $50,000 if we moved it to um um moved it to November she also brought up a couple [2:13:30] of observations that I hadn't thought of one of which is she said that if we had the choice she would recommend that we [2:13:37] actually uh conduct the vote in November because they've had three elections this past year and they're a little burnt out [2:13:44] they had the primaries in uh March primaries in August and then the general election in November so they're a little [2:13:51] fatigued um she also suggested and I hadn't thought of this before that we [2:13:57] still might be having some of the lingering effects of covid and people might be reluctant to come to the co [2:14:03] polls because of that and it would um be more expedient if we had the vote in [2:14:10] November because likely the effects of covid would be reduced so I am fully in [2:14:18] support of the technology Levy um but I would propose that we actually move it [2:14:24] to November just to save that $50,000 given the fact that we have um [2:14:31] we're already uh in a budget shortfall so those are my comments and I just [2:14:37] introduce them because it's new information it's new to me since we last [2:14:49] met Alan yeah so um when we discussed this last time um last at our last [2:14:56] meeting there were some concerns that we wanted to make sure that our uh Levy [2:15:03] gave us time to if it failed that we would have time to have another vote and [2:15:09] that was one of the reasons given for um not doing it in November but I just [2:15:16] wanted to ask uh John to um if that was [2:15:21] if if that is true I'm I I'm I was [2:15:28] looking into the tech Levy um anniversary dates and it it was unclear [2:15:34] to me whether or not we would need to vote by the end of 2021 or if we had [2:15:42] more time uh chair allenburg director [2:15:48] Jones uh this is the levy that we're certifying Tonight is the last Levy of [2:15:53] the 10th year of the technology Levy so we would have to have a vote by November [2:15:59] of 21 would be the last possible date to certify a levy in 22 to keep that Levy [2:16:07] going okay okay thank you that I I wanted to make sure that that was the [2:16:13] situation yeah and I I guess I I wanted to make sure that everybody was clear as well chair allenburg that I did share [2:16:20] share that information on what the uh cost of the election would be for an off [2:16:26] cycle election I also do not recommend that this board go out for a a levy vote in [2:16:34] November of 21 where it's a Do or Die you're sacrificing [2:16:40] $50,000 for $65 million so it's not something I would [2:16:47] recommend okay thank you John thank you I would just add that um as John [2:16:54] mentioned that this is this is very critical for the infrastructure and for the maintenance of of Adina Public [2:17:01] Schools if it doesn't pass in November uh there would be some uh pretty he [2:17:07] weighty decisions that the district would have to undertake in order to balance budgets and to make sure that we [2:17:13] continue to move the organization so uh as John has pointed out and what we're trying to point out is is the May [2:17:20] provides an insurance policy for the organization that if it passes then we're good because then we could if it [2:17:27] doesn't pass we still have the November so we still have a chance in our pocket for a Do or Die situation and so the the [2:17:34] May date is is is our insurance policy to make sure that we uh uh of course uh [2:17:41] convince the community of the importance of the technology Levy Lenny yeah so I [2:17:47] favor the May date I mean this is a 10e level and so it's $65 to70 million because I [2:17:54] think we may be looking at 7 million um and so the cost is just a small down [2:18:00] payment on a Rel on a significant Revenue source for us I'm not [2:18:05] comfortable waiting till November and hoping that it works out I would rather [2:18:10] have two opportunities and I I actually think that the information that was [2:18:16] brought tonight is stuff that I already knew from prior meetings so I support [2:18:21] the May 11th a Ellen yeah I um I just wanted to say [2:18:28] that I can appreciate um both the concern for the community about holding an [2:18:35] election um earlier during covid um uh [2:18:40] and the strain per on the city uh employees but I I have to agree that [2:18:47] this is such an important vote and it's so much money that our [2:18:53] district really needs I would definitely not want to risk um voting in [2:19:01] November any other comments before we vote Matt Owen did you ask when you [2:19:06] called how much it would be if we do it in November she said it was [2:19:14] negligible she she said it was negligible it was just uh reprogramming [2:19:20] the the ballot boxes and uh putting something out adding an additional line [2:19:26] or two onto the ballot itself so it's very small and then you know to my [2:19:32] understanding we've never had a levy fail in so correct me if I'm wrong that I in [2:19:38] recent memory so I'm confident the voters will want this okay um thanks [2:19:44] yeah I mean I think about things in percentages you know we we've refinanced bonds each of the last three years is to [2:19:50] save a million dollars to the district on average with each one um which is Meaningful this is less than 1% of the [2:19:58] total Levy to put nine you know put six six and a half seven million dollars at risk uh I I would never do this from a [2:20:05] business standpoint to wait um I think [2:20:10] that you know you never know what's going to happen with anything and the [2:20:16] the all the programs that this board wants to implement with reading all the stuff we want to do with [2:20:21] Hope's not enough uh we need to be smart about our business decisions as a board and we need to run Tech Levy in May and [2:20:28] then we need to reset if we don't get it approved I hope it gets approved people have very tight Financial situations now [2:20:34] that they didn't have during the last levies so when you look apples for apples and you look at what's happening [2:20:39] from unemployment rate overall tax rate hospitality industries we have a lot of people that are leaders in those spaces [2:20:45] in AA that have been hit you know people might have a different opinion about what they're comfortable spending right [2:20:50] now on tax dollars um it's it's not something I would play with it's way too important to this district for safety [2:20:57] security and education um when we look at minaka look at these other districts around that we keep talking about comparing ourselves to they all have [2:21:04] levies in the same exact area space or percentage per student um this is one as [2:21:09] your Treasurer who's been managing this budget for three years along with the administration I would not I would not [2:21:14] mess with this I would get this done in May um it also allows better planning I mean I I believe in Steve do I think [2:21:22] Steve if he has six seven more months to plan we Cann not ask him hey Steve can you cut some out of some areas or think [2:21:28] a little bit more broadly about making bulk purchases if you know seven months earlier you have that Capital available [2:21:34] and he he John and I can work together on that not going to sit here and promise we can find 54,000 through [2:21:39] efficiencies but I know you give leaders in the district more time to plan it makes a big difference so um I I I would [2:21:47] emphatically uh support us doing this in May [2:21:52] any other comments okay we'll vote by roll call [2:21:58] for the technology Leever sorry Levy referendum vote [2:22:04] date helenberg I Fox I green [2:22:11] I I Michaelson Nate Shaw hi W and Freedman [2:22:21] hi the technology Levy referendum vote date is approved thank you directors [2:22:27] Butner and hope I appreciate your work on this you're welcome thank you thank you thank you thank you do I have a [2:22:35] motion to approve the final tax levy for 2020 payable in 2021 so second thank you [2:22:44] um director to just really quickly chair allenberg and members of the board we had our [2:22:50] truth taxation hearing earlier tonight had no public comments our property tax [2:22:55] levy for pay 21 is increasing by 2.73% or about $1.6 [2:23:03] million are there any questions about this item [2:23:10] no we'll now vote by roll call for the final tax levy for 2020 payable in 2021 [2:23:17] actually can I make one quick comment real quick we did actually this is lower than the perceived amount that the board [2:23:22] had set as a Target so just for Optics as we are thinking about making sure that a $7 million necessity comes [2:23:29] through at the right time in other settings we are being very prudent as a finance committee and a board to make [2:23:34] sure that we're not maxing out other areas that we can Levy if we don't think it's appropriate so we have taken a [2:23:40] Level Playing stance around what we need and where just as just as color and context sorry thanks thank you I was [2:23:47] slow off the mute there sorry we will now vote by roll call um for the final [2:23:52] tax levy for 2020 payable in 2021 allenberg I Fox I green I Jones hi [2:24:06] Michaelson hi Shaw I Wen fredman [2:24:12] I the final tax Lev is approved do I have a motion to approve the guiding principles for the prek through 12 [2:24:19] comprehensive literacy plan so moved do I have a [2:24:24] second second and okay just a reminder to the board that we are only looking at and [2:24:30] voting on The Guiding principles document not the entire literacy plan um Director D St Hubert are there is there [2:24:38] an update on anything that's changed in this document since we saw it last there is not any changes to what [2:24:45] you saw last currently on the document um I just want to reiterate that we do want to make sure that this is a um [2:24:51] fluid document and it might have tweaks and changes from time to time that we will continue to bring back to the board [2:24:57] great thank you um Lenny oh no I was just getting [2:25:03] ready to vote okay thank you Ken yeah I have a couple things that I I [2:25:10] just want to mention um I read through this and I I realize that there are some [2:25:16] things that we discussed at our um last meeting that I would like to see evident [2:25:22] in this um guiding change document um and so I'm wondering if it would be okay [2:25:29] if I um proposed a couple [2:25:35] additions um yes we'd be happy to hear the additions Ellen that you would like to propose and and listen to them thank [2:25:42] you yeah well thank you I um what I'm what I wanted to make sure was included [2:25:50] were um uh a couple areas one is that it [2:25:57] doesn't mention the curriculum review process and um [2:26:04] so uh I'd like to add an aspect of the [2:26:09] curriculum review process in this guiding change document [2:26:15] so um where I would add it would be that [Music] [2:26:22] um I would add in a uh section for the W [2:26:28] under the the why K12 language arts reading and writing curriculum is [2:26:35] scheduled every eight years for review and then under the middle column [2:26:41] I would add um what not to do to disregard the [2:26:46] district curriculum review process and then in what I would like like to see as [2:26:52] the how or the what sorry the what um that there are uh recommendations for [2:27:01] curriculum material at all levels that K12 literacy curriculum for reading [2:27:07] writing and writing will be uh comprehensively reviewed and um that [2:27:14] gaps between materials and um current materials and [2:27:20] um proposed materials will be identified so Ellen as you're sharing [2:27:27] that I also looking at the document and I'm wondering about we do have um some [2:27:33] statements about curriculum resources I don't think we've covered all that you just mentioned um but I do think some of [2:27:40] them are covered within that um do the curriculum and I'll just read yeah I see [2:27:46] it at the bottom of the third page is that where you're look um I curriculum resources must be [2:27:54] seated in research is that y yep right so I'm just wondering how [2:27:59] those align with what you're sharing and or or don't align well I I want to [2:28:05] specifically call out the curriculum review process process okay and and what [2:28:12] what is going to be what what is going to be come out of this comprehensive [2:28:18] plan is going going to be um what would be coming out of a [2:28:24] curriculum review process which would be um Administration would be recommending [2:28:30] to the board curricular materials whether they are the current [2:28:35] materials or or other materials but but there will be a recommendation for all [2:28:41] different and when I say different levels I mean kindergarten through five and 68 and 912 [2:28:50] for for literacy so can I make a suggestion I think it's going to be very hard for all of us to process changes [2:28:59] that are this large when we're supposed to vote on it in a minute and since this is a living breathing document I'm going [2:29:07] to suggest that we approve this document as is and since you're on the teaching [2:29:12] and learning committee that if you guys want to go back and take a look at this [2:29:17] try to embed some of those changes you have and talk about it in teaching and [2:29:23] learning um that this go back into the um what we approv tonight goes back to [2:29:28] the teaching and learning committee and you guys can talk through some of these changes because I think it's hard to I [2:29:36] mean I'm having a hard time tracking what you're changing and how it impacts the strategy as a whole and what belongs [2:29:42] in this document and what belongs in the strategy document um so that's my [2:29:48] suggestion for what we do and the question I would have Ellen or whether [2:29:55] what you're adding is supplementary to what's there or whether you have something that directly contradicts [2:30:01] something in the document so for example if you think the document says that you know we should have a and you think it [2:30:07] should say we shouldn't have a then that might be important to talk about tonight [2:30:12] otherwise I would tend to agree with Erica and I would ask that Jody to Simply put this on the next agenda for [2:30:19] the tnl committee but again it depends upon whether what you're s because what [2:30:25] you just suggested to me sounds supplementary and actually I had a question about it that I right doesn't [2:30:32] sound like you're contradicting it what I'm I'm I'm mentioning is pretty much [2:30:37] what I brought up at the last meeting where I I thought that we had an understanding that that was going to be [2:30:43] a part of of the comprehensive plan and so it is it's not not a new comment um [2:30:52] and um so I but I am happy to bring this back to teaching and learning and we can [2:30:58] talk about it more then and bring it back to the board um in January yeah so [2:31:04] I think it's a I think to your point Ellen I think um I recall talking about that and [2:31:11] I agree with your comment about the curriculum whether that specific comment belongs in a guiding change document or [2:31:17] whether it belongs in the greater plan I think is the question I have and I think [2:31:25] that's what I'm questioning where it belongs so I think it's a actually I think it's a broader discussion that [2:31:32] belongs in teaching and learning and we can always update this document yeah that's fine as long as as long as we we [2:31:38] You're Expecting potential changes that's yes yes definitely and the continual input is important um and that [2:31:45] comprehensive review uh the the curriculum review process is part right of the comprehensive review plan um so [2:31:54] having that conversation at tnl I think will help us decide if it fits there or somewhere else and making sure that we [2:31:59] address it so I appreciate that suggestion great I have one other [2:32:05] comment the preface to this document says that we commit to sharing updates [2:32:11] with the Adina public school board members when changes occur um changes can from my perspective [2:32:18] cannot occur to this document without approval by the board so you may have [2:32:24] scenarios where you believe A change is appropriate but I think you have to Circle back to the board to get a chance of guiding change document that's yes a [2:32:31] clarification I want there good Owen oh um I support the document um [2:32:40] it's movement in the right direction as I said the last time that I would FastTrack it and give Bonnie and Jody [2:32:47] executive control much as we gave John executive control of policy 308 because of the covid crisis I see we've got kind [2:32:54] of a literature literacy crisis and um but that being that being the case and [2:33:01] um I think the momentum here is to move along so I I'd be in favor of moving it along but it sounds like it's going to [2:33:07] go back to committee anyway so well I think we're still moving it along it's just if they want semantics [2:33:14] changed I'd rather be done in committee than here so that's the so we need to approve it tonight so they can use as a [2:33:21] basis for the Committees that are going to get formed so that they have certain guardrails that they know exist before [2:33:27] they start their work so that's why we're looking to get it approved tonight okay it won St that won't stall progress [2:33:34] so they can get moving yes yes [2:33:39] definitely so let's vote if there no other comments let's vote by roll call for The Guiding principles for the prek [2:33:46] to2 comprehensive literacy plan enberg I Fox I green I Jones I [2:33:57] Michaelson hi Jo hi well fredman hi The [2:34:04] Guiding principal document is approved thank you very much for your work on this document I appreciate it so and I [2:34:11] look forward to seeing an updated version so perfect love [2:34:17] [Music] the do I have a motion to approve the EAC agreement so moved do I have a [2:34:24] second second um this agreement just so the board knows was reviewed by the [2:34:29] governance committee last week um so I'll turn it over to director tisher to review this for [2:34:35] us as our first action item for the evening it is my pleasure to present you [2:34:40] for Action the tenative agreement between the district and EAC the association that represents um our principles in late November we received [2:34:47] notice that the principles ratified the tenative agreement ment although the details are noted in the board packet [2:34:53] components of the 2022 agreement include no salary schedule increases in either year and health insurance increases on [2:34:59] January 1st 2021 I stand for any question those that the board might [2:35:07] have thanks for your work on this Nikki I laugh because you said as the first action item for the evening not the uh [2:35:13] content it's her first action item it's my first action item I have four of them to keep us yeah [2:35:20] are there any questions we will now vote by roll call to approve the EAC agreement allenberg [2:35:28] I hi green hi Jones hi Michaelson hi [2:35:35] Char I Freedman I the EAC agreement is [2:35:40] approved do I have a motion to approve the CES salary employees guide book so [2:35:45] moved do I have a second second uh director [2:35:51] tisher our second action item for the evening the CES supervisor guide book is up for Action um this group of employee [2:35:58] consists of our community ed supervisors and managers specifics of this guide book are noted in the board packet and [2:36:04] are within the parameters approved by the board I stand for any questions you may [2:36:11] have questions okay we will now vote by roll call to approve the CES salaried [2:36:18] employees guide book helenberg I Al I green I Jones I [2:36:27] Michaelson hi hi fredman [2:36:32] hi the CES salary employees guide book has been approved do I have a motion to approve [2:36:39] the superintendent advisory Council guide book appendix so moved do I have a [2:36:46] second second director tisher our third action item is the revised [2:36:52] stack guide book um for the board approval the specific re revisions are noted in the board packet just a a small [2:36:59] health insurance increase in light of the new insurance rates the revisions are within board parameters and I stand [2:37:05] for any questions you may have questions we will now vote by roll call [2:37:11] to approve the superintendent advisory Council guide book allenburg I Ox hi [2:37:19] green hi Jones hi Michaelson [2:37:24] hi hi Freedman hi the superintendent [2:37:30] advisory Council guide book has been approved do I have a motion to approve the additional appendices for non-affiliated [2:37:37] employees a second I heard a second I don't know who did it though Julie second all [2:37:45] right uh director tier our fourth action item is the four new appendicies for the [2:37:50] non-affiliated employees these new appendices cover nine employees these employees terms and conditions of [2:37:56] employment were previously affiliated with other bargaining groups as noted in the board packet approval of these [2:38:02] appendices now associated with the non-affiliated guide books is within the parameters established by the school board and I stand for any questions you [2:38:09] may have do I have a motion sorry we will [2:38:14] now vote by roll call to approve the additional appendicies for non-affiliated employees [2:38:20] helenberg I Fox I I Jones I Michaelson hi SE hi fredman [2:38:32] hi the additional appendices for non employees has been approved um John do we actually get cut [2:38:40] off at 9:45 we're gonna make it we're gonna make it 's an efficiency double header [2:38:45] we're gonna make it so 945 this one YouTube will end so the meeting can go [2:38:51] on it just won't be taped so that doesn't work yeah so Zach are you still [2:38:57] on well you got four minutes so up um right Erica okay do I have a [2:39:05] motion to approve policies 406 423 and 424 yes so moved [2:39:12] second uh director Michaelson these are three policies that [2:39:18] we reviewed last month and uh we agreed to push them forward and there is [2:39:24] basically um there's been no changes since we last reviewed them and I recommend we recommend we [2:39:31] pass them are there questions about these [Music] [2:39:38] policies no um we'll vote by roll call to approve policies 406 423 and [2:39:46] 424 Alber I hi [2:39:53] hi hi mson hi hi Tre hi policies 426 4 406 423 and [2:40:05] 424 have been approved that is all for our uh dis action items I'm feeling [2:40:14] flustered because we have three minutes left we now have ship and committee updates [2:40:19] um I do have a quick leadership update I wanted to let the board know which I was going to do in the work session that we [2:40:25] have um for our next couple of work sessions coming up on Monday January [2:40:31] 11th we're going to talk um get an overview of um the community survey for [2:40:38] the um Tech referendum we're going to talk about the tech referendum and have a magnet school discussion our next um [2:40:46] work session in January we're going to have um an equity team [2:40:52] presentation um from some staff members and we're going to have another covid testing committee update we're also [2:40:59] anticipating having another learning model update so I just wanted to let you guys know what we have coming up in [2:41:05] January at our work sessions so um that is my update John do you have anything I [2:41:11] do am I on here I do not I don't have anything oh I forgot I had another one [2:41:17] um in February what 45 seconds till 9:45 I she's fine [2:41:23] our policy calls for us to do our superintendent review in January but um [2:41:28] I have that scheduled for February 8th and I just wanted to make sure that wasn't an issue with any board members [2:41:34] um because we have so much on our plate in January um I have it scheduled for every February 8th or we can have an [2:41:41] extra work session in January no we're good with that okay that's all I [2:41:46] have happy holidays happy holidays I will adj adjourn our meeting and thank [2:41:53] you for all the hard work for everybody so