[2:19] okay we are going to come out of recess I want to apologize and thank everyone [2:25] for their patience as we work through some unexpected technical issues tonight [2:31] um but we are ready to move on um we're going to go with our discussion um part of the agenda so we're repeating [2:38] this if any of this was recorded before but we're going to have our programming update on our Edina virtual pathway dual [2:45] language immersion and our steam programming so I will pass it over to Dr smozzle thank you acting chair green [2:52] board members superintendent Stanley our community and staff we're here tonight to give you an update kind of a snapshot [2:59] of where we are at with some work around EVP Edina virtual pathway or Spanish dual language inner steam programming [3:07] some of the work that I believe you'll see in the report will create evidence [3:12] of progress toward the Strategic initiative a about advancing Excellence growth and Readiness across the school [3:18] district and without further Ado I'm going to turn this over to Stephen Cullison our EVP coordinator [3:26] thank you Randy and thank you to the board for providing this opportunity to discuss Edina virtual pathway in [3:33] recognition of the schedule as eloquent as the remarks I'd written may be I may [3:38] abbreviate them a little a little bit what I'd begun to say was simply that there's a balance to be struck between [3:46] recognizing the Excellence which is occurring but also acknowledging the [3:51] areas for growth and Improvement and in the report I hope that we've provided [3:57] the information that the Board needs and the community needs to evaluate our [4:02] efforts to recognize that the resources that the community is entrusted to us [4:08] are going to important work and we're making good use of those resources [4:14] I do want to take a moment though to recognize one area in which I was [4:21] mistaken one last I saw you in that I was confident that we would have enough students for the elementary program to [4:29] phase out to operate for at least one more year perhaps it's because we determined that [4:36] we're going to phase out that that may have motivated some families to just accelerate the movement back to in [4:42] person or maybe that was going to occur anyway but in fact due to uh due to [4:49] enrollment numbers this is the very last year of the elementary program and so I don't want to miss one last opportunity [4:55] to recognize the work of all the people that were involved in that and also to appreciate the people in this room who [5:02] supported that program what I told my staff was the measure of success can't [5:08] be permanent if something ends that doesn't mean it was a failure by that [5:13] Mark everything would be a failure and the fact of the matter is that those Educators built a tremendous program [5:20] which served students at a high level and that effect was real and those [5:25] students will be better off for it hereafter when I taught in person I made a habit [5:32] of not reading to students in class the homework they to have read at home [5:40] I felt that disincentivized doing the reading and instead we were better off [5:45] using our time in class on enrichment and questions and addressing areas [5:50] concern so I'm trusting that all of you have done your homework and we're going to go right to the part where we answer [5:57] whatever questions you have thank you thank you Mr Collison I will open it up [6:05] to board members with questions [6:11] director Shaw I wanted to take a moment [6:27] um [6:41] creative work in his scheduling and so your hard work is very much [6:48] I don't have a lot of questions because [6:58] she's dedication oh that's kind thank you and by the way [7:04] I noticed after our last presentation that there was an area of confusion for members of the community if anybody is [7:11] listening or watching this I want to clarify that our elementary program is phasing out [7:17] at our Middle grades six through eight we never had enough students express interest to be viable but 9 through 12 [7:25] is going great it's not going anywhere so unless there be any confusion while [7:32] we're honoring the student the Educators behind the elementary program which is [7:37] phasing out we're also very appreciative of the secondary Educators who've built [7:43] something excellent you know from scratch and that program is full steam [7:49] ahead [7:55] Echo director Shaw's comments and I wanted to specifically call out uh [8:01] Stephen that the coordinator scores feeling supported our staff feeling [8:06] supported by you were outstanding and I think that really speaks to the hard work that you have put into this [8:12] position and I love what you said about success is not a measure or whatever [8:18] that was where you said of ending and I think you're exactly oh you wrote it down because you liked it too [8:25] um I really like that because it this program was birthed out of a necessity and [8:31] um and we've learned a lot and those students have had their lives changed for that [8:37] um so thank you I have two questions my first is kind of [8:42] as we move forward the report was extremely detailed and I really appreciated that I I think for myself I [8:49] would like to us to have a conversation around as as you said 912 is not going anywhere [8:56] so where do we see this in a Year where are those benchmarks we want to see at year three at five so that we as a board [9:04] can say yes this is successful this we're measuring success by not only the [9:10] students that are enrolled but the break even or making profit and all of the things that we've talked about before [9:16] I'd love to see some kind of metric that we can really measure so that is [9:22] um I guess that's that's kind of my request I have going forward with the program [9:28] and let me acknowledge that it's it's the one that you that you made made before uh as as well [9:35] um and while we gave in this report kind of a one year like what does the next year look like [9:41] recognizing the tools of culture proficiency this year we still have work [9:46] to do on that Five-Year Plan we had one Gathering of parents and students and [9:54] Educators and staff in which we talked about what is Edina virtual pathway for [10:00] where are we going what's our identity and that work was ongoing in a way that [10:07] I didn't want to speak for a group that hasn't gotten there yet so yes I think I think that's [10:15] that's vital and it's in process thank you so much for your patience on that because I know it's needed [10:24] director Neville going with everyone who has expressed regarding our appreciation [10:30] for your development and Leadership of the program because for the students who did choose to enroll in this way it made [10:38] all the difference and that's clear so thank you my question does not need to be answered [10:44] tonight it's a curiosity of you and I'm guessing all of your team have had [10:49] experience now both in a live classroom real time and also with the virtual [10:55] experience that's been developed are there takeaways that you have now learned that we could apply in our [11:03] regular classroom work to enhance the experience for more students [11:10] it's probably another one of those areas where I have to be cognizant of the fact that I don't get to take up your whole [11:16] your whole evening but but yes uh absolutely um and that's one thing that I know some [11:23] of our teachers at the secondary level um some of them said I signed up to do this in part because I knew it would [11:29] help me in my primary practice that that was actually a motivating goal for some teachers to sign up for this so yes I [11:38] absolutely do see an opportunity for Edina virtual Pathway to be a laboratory that could contribute to the in-person [11:45] experience as far as my own musings on it probably as as you said I probably have to table those for the moment but I [11:52] have ideas think we'll find a way to capture those and share them but I think it's a great [11:59] learning opportunity for us as a as a district thanks great thank you I'm going to pass it on [12:05] to member Shaw has a question from Member Ellenberg who is caught in technology space [12:25] can you hear me now Ian this is from director allenberg [12:31] she's looking to have a better understanding of the overarching strategy for EVP meaning is is the goal [12:38] of full long-term goal more of a comprehensive full day online or is it [12:44] the purpose to be offering more flexibility in scheduling or allowing students to take more classes over this [12:51] summer her point in wanting to understand that is just understanding if we're if the [12:57] goal is more supplemental that makes our decisions a little bit different than if [13:02] it with resources and such as if it was like a full day online comprehensive and so you addressed a little bit of it but [13:08] I wanted to make sure her question got voiced of course and there's always going to be room for you know [13:15] um there's always going to be room for taking in information as we go if [13:22] there's a change in the amount of interest in comprehensive full-time online learning that may direct us at [13:30] the moment I think the two complement each other an important way if it were not for all of the supplemental students [13:36] and we have over 500 Edina High School students have taken at least one online [13:42] class three Dyna virtual pathway the class sizes would be too small in order to operate which would mean [13:49] we'd be unable to have a comprehensive program so on one hand just by looking [13:55] at the number of people participating the supplemental program the Edina High School students are our primary [14:02] population that said um while maybe that's the greatest need [14:08] in numbers of students the most intense needs are the students who are going fully online there are instances during [14:16] the school year where Edina High School administration reached out and said we have a student in crisis [14:22] it's good that we have now somewhere else to go we have an opportunity in [14:29] District that we didn't have before because Edina only has one only had one high school [14:36] so as long as we have interest in both I think that the two complement each other [14:41] and I think that they're both vital great thank you any other questions [14:50] thank you so much thank you all thank you Stephen at this time I'd like [14:56] to invite Karen Bergman our principal from Countryside Elementary and Jody D St Hubert our director of teaching learn [15:03] to come join me we're going to Pivot to the Spanish dual [15:09] language program and provide an update in that Arena part of the report that we [15:15] included in was a sharing of some data we collected from parents or Guardians just through some survey there's also a [15:23] bit of an update about academic programming and planning Jody we'll talk about curriculum a little bit [15:30] in our balanced language instruction model and then we'll discuss some next steps for Spanish dual language so the [15:38] first thing you saw in the report was a little bit of the data collection that we recently did with families asking [15:44] families did this program meet your expectations 93 percent of our families strongly agree agreed to that response [15:51] we had a response rate of 60.4 percent from the families to what degree did your child has your child made progress [15:58] toward learning a second language if we look at high significant progress highly significant progress to good it's over [16:05] 90 percent transportation meeting their needs 69 percent [16:11] their child having strong relationships with their teacher 93 percent and then [16:16] some of the comments about the program itself what's the best part of the program the number one comment was [16:22] clearly the teachers um the another comment was learning a new language is one of the best parts of [16:29] the program of course the Paris are fantastic um our culture that they're learning is [16:36] is so great and then what ideas do you have for improving it um eliminating the busing shuttles was [16:43] the most popular idea so Karen's going to talk a little bit about that communication of expectations for the [16:50] Learners themselves a number of people said nothing nothing it's fine the way [16:55] it is but we all know that we can do things better tomorrow than today so just a couple of highlights from some of [17:01] the parent feedback and with that I'll turn it over to Karen to talk about program planning [17:06] good evening thank you for having me back the last time I was here to talk to the board about Spanish dual language I [17:13] think we were here till about midnight that night so hopefully you all get out of here before that tonight [17:18] um Dr smazel shared some of our parent feedback I think that was one of the things that we have tried the most to do [17:26] this year was to engage our parents engage the families in how are we doing how what's going well what's what's uh [17:33] some areas that we could improve I think a big piece to that not only is about [17:39] the fact that we're starting a new program but we're starting a new program with our kiddos here at the Early Learning Center instead of being with us [17:46] in the building so we've had a lot of opportunities to check in with more than [17:51] more than just the development of the program but just the logistics of the day how's that going one of the main [17:59] things that we want to make sure that our kids know and that our parents know is that you are a part of Countryside [18:04] and whether we're across town or whether they're down the hall from us we want to make sure that that that feeling exists [18:11] so it was it was um nice to see that in the in the [18:16] results that people are feeling connected with with us as a building but they're also feeling connected to their [18:22] teachers to their paraprofessional staff to the to their hosts here at the Early [18:28] Learning Center lots of people helping us a couple of the kind of logistical [18:34] items that we have had on our radar this year has been and Dr smazel mentioned [18:40] the transportation piece we've been doing a shuttle to the Early Learning Center from con from Countryside each [18:47] day at the beginning of the day and at the end of the day lots and lots of people helping us with creating the [18:54] magic around that and so I've been working with Dr smazel and Carrie Roots [18:59] at the transportation department to see if we didn't have another way to to address that for the fall and actually [19:07] Carrie has a as a fabulous plan in how we can do a similar pickup at [19:16] home and have our Spanish dual language kids delivered here to the Early Learning Center for the fall that will [19:22] be both our kindergartners and our first graders as you know the while we're waiting for our construction to be [19:28] finished which we hope will be right at that time of winter break we will still [19:33] need that Transportation piece in place for the fall semester at least so we're [19:39] anxious to do that we're we were anxious to speak with you tonight and to let you [19:44] know that that is our plan and that Kerry roots from the Transportation has [19:51] has confirmed for us that we are able to do that change and have it be budget [19:57] neutral we are also partnering with Rachel Hicks who is a part of or the [20:02] coordinator for kids club our before and after school care program and we have a similar Arrangement uh with her as we do [20:10] with Carrie to be able to provide kids club for our Spanish dual language students [20:17] either here at the Early Learning Center in One Way Or there's a possibility that [20:23] we would have a shuttle Just for Kids Club but it would run later than what [20:29] our current shuttles are running so that we wouldn't have those kids kind of getting in the mix of the other 600 as [20:36] we're as we're moving kids at the end of the day so I'm I'm very encouraged by [20:42] the plans that we have in place and anxious to move that forward anxious to let our parents know that that's the [20:48] plan we've hinted at it with them but will be nice to be able to confirm that for them so that's one thing that we're [20:54] very anxious for in addition to that our plans for next year some of the [20:59] highlights would be that we have two amazing first grade teachers hired they are both actually currently working with [21:06] our program they are in the role currently as paraprofessionals but they're both licensed teachers with ex [21:12] with experience in dual language instruction and Spanish so they've seen [21:20] what our kindergartners are doing and have been a part of their day and now next year we'll be moving them to their [21:26] first grade classrooms with two people that they know and love so we're very excited about that [21:32] um for the fall we have two classroom spaces that are designed are not [21:39] designed but are configured in a way similar to what our [21:44] kindergarten classrooms are this year here at the Early Learning Center we will have them in two classroom spaces [21:51] that are connected similar to this year the the great thing about it is there's more bathrooms in close proximity for [21:58] our first graders I know that seems like a little something but for us at 48 [22:04] kindergartners in one real bathroom designated for them it's been tricky we will put it that way [22:10] the the other thing that I think is extremely attractive about the space [22:16] that we'll be using for the fall is that it is within the Early Learning Center cocoon that security secured entrance [22:24] secured area so all four of our classrooms will be within that secured [22:30] area and now our our challenge will be and basically something we've been doing all [22:37] year is just how do we move kids around the building getting them to their specialist classes is getting them to [22:42] lunch to recess even while they're coming through public areas how do we make sure that our kids are are safe and [22:49] secured and kind of under our wing as we're doing that so I'm confident that [22:54] we'll be able to do that in the fall and as we get close to December we're going [23:00] to be super anxious to get them over across town um the uh the other thing that I I would [23:07] mention is just uh in addition to uh some of the others um is just that idea of [23:14] um kind of bring finding other ways to bring them into under that Countryside um [23:20] umbrella and uh one of the ways that we'll be doing that or expanding that is our kindergartners and first graders [23:27] will be receiving their specialized our learning specialist classes art music fayad media by all of [23:36] our Countryside Specialist Team we've been partnering with Normandale this [23:41] year and had art and music coming over to our kids and then physical education [23:47] by Normandale staff person next year it will be just Countryside teachers so we'll be talking with him about how we [23:55] how we make sure that we've got the right level of Staffing the other tricky part will be how do we make sure that [24:00] the schedule we put in place can be easily transitioned to Countryside once [24:07] we move kids back over with us in December or January so lots of moving [24:13] pieces and parts but we're excited for for what's happening [24:18] um Dr Jody desane Hubert's going to share a little bit more about just that program [24:23] development for us sorry no worries that's okay [24:28] yeah I was going to say that's a compliment really thank you good evening so the academic programming is really [24:35] critical right and the work that we're doing for our students and our dual immersion programming and we've had the opportunity to lean into one of our [24:41] elementary literacy coaches who has a lot of language experience and start [24:46] working with her as well as our incredible teachers and our Countryside Administration team to start really [24:52] digging into research and collaborating on how we will develop this program out [24:57] in a vertical alignment through many years ahead we are in the beginning phases but you'd see outlined in the [25:03] report that we highlighted five key areas that align with the research in terms of what's crit what are the [25:10] critical components when we think about a dual immersion program that we need to keep in mind as we are planning and be [25:16] very intentional about and over time bring larger groups of people to the table to have the conversations so those [25:23] key areas are curriculum that features bilingualism by literacy and multiculturalism that aligns really [25:29] carefully tightly with our purpose statement clear and positive instruction balanced language instruction language [25:36] usage and then also professional development so each of these five areas [25:41] are in different phases of development and there was a five-year giraffe plan in the report you might have noticed [25:48] with that plan that it's really not it's not defined year by year or month by month because we are in the place of [25:54] recognizing that we have to be responsive to our students our parents and our Educators needs but it's very [25:59] it's a nice road map to help us know where we need to go and we'll continue to map that out with some more specific [26:06] deadlines we're very fortunate to have our teachers last summer hired early [26:12] enough in order to dig into curriculum and work very closely with Bethany van osdal using our implementation science [26:18] and our curriculum design process and the materials that we purchased last year and all of our content areas are [26:25] the curriculum material rails that will use K2 and then we know that we'll need to be digging into a reboot if those [26:31] will be the same like math most likely will be the same materials all the way through but literacy might change and [26:36] shift there are some small things with a curriculum for example is minute the team last week where we're looking at [26:41] books for the classroom that kids can be reading during independent reading time and so there are things that we are [26:47] adding on to but yet the base of those curriculum materials went through a very thorough curriculum review process and [26:53] we feel very strongly about how well they're working for students already in just one year and then the team you also [26:59] see in the report that there's a balanced language that like um what what outlines the possibilities of the amount [27:05] of time that students will spend speaking English and speaking Spanish and we're in development there in terms [27:11] of like where will that happen for example one model could be that their English time is during Specialists [27:18] that's a great model and it sometimes misses out on the academic language that's really important to be building [27:24] in both languages so those are really incred discussions that we're engaged in we're excited about where they're at and [27:30] the next steps that we have outlined with that we'll turn it back to uh chair [27:37] green to see what questions the board has thank you thank you so much for this report [27:43] um this this was great information it's really exciting to hear everything considering where we came so [27:50] um principal Bergman I just want to thank you so much for all your work I know you will get accolades for that but like truly to watch and sit um and watch [27:57] you work through problem after problem and Hiccup but keeping our students at the front of it and the results show is [28:03] just a truly outstanding work so thank you um I will pass along to any board [28:08] members if they have any questions go ahead director gabler uh so I have [28:17] kind of one question but I also wanted to Echo it's first of all it's nice to have you here without with your full [28:22] voice I feel like we've seen you now a couple times where you've been losing your voice and I'm like this poor woman [28:27] what are we putting her through so I Echo what uh director green said just in in gratitude for [28:34] um what you've done and it's really it's promising to see the results um the parents results on how pleased [28:40] they are with the program um and so and I really like the problem solving around Transportation one of the [28:47] things that I thought was worth calling out because I think there's been um some misunderstanding or maybe not [28:53] Clarity that you're for enrollment for next year or 45 incoming kindergartners are all Resident students and for some [29:00] for some people that doesn't matter one way or another but I know there's been I've received questions [29:06] um where people say well where are these students coming from and I think it's important for people to just know that [29:11] that is um that all of those students are resident students so I wanted to say [29:17] that and then I just had a request and you you spoke to this a little bit but with the district's work around literacy [29:22] I just want to make sure as I know you will do but keeping that in mind that [29:27] those that I don't know what best practices with Duo language immersion but just that we are keeping that [29:34] centered in all that we do in that curriculum because I noticed that one was a little different than you know has [29:41] to be but that it was a little different than like our math curriculum which is the same as they're getting in the other so I I mean if I could respond yes yes I [29:49] think uh it's less about a difference in where we want kids to get but uh our our [29:56] greatest Challenge and the most vigorous conversations we're having right now is how do we assess that learning for them [30:02] and how do we report it it's not as simplistic as using the fast as we're [30:09] using for our other kindergartners for all of our students actually so it's [30:15] it's kind of a matter of finding what is the what's the companion um to that so that we can gauge what [30:22] their learning level is and um how do we how do we report that growth to parents [30:28] um in the fall when we had the regular fast report go out to our parents our [30:35] our Spanish dual language kindergarten parents I'm sure that their eyes were this big because a lot lots of red on [30:42] that you know lots of of needs needs that were identified well we were we [30:48] were assessing them in Spanish they hadn't learned the Spanish yet so it was hard to gauge that so just trying to [30:54] find that right balance of how do we how do we find the the best information about what we're what we're moving [31:01] forward with for kids so it will come the conversations are fast and furious pretty much every day perfect thank you [31:09] for that response yeah director Bergman uh it's really two [31:16] comments one thank you um starting up a program being in a different building than you actually are [31:21] managing um but what I loved about the report and your dialogue through that was acknowledging all the things that are [31:27] going well and the things that are challenging and the things that are maybe they're not perfect because it's [31:33] new and we're learning from that but we're problem solving while we're learning through that and coming up with very clear delineated responses about [31:40] how we're going to go about the next phase of what we're doing with that I love that I love hearing that I love seeing that and I love you deleting that [31:47] so I just wanted to comment about that number one number two similar to what Karen was just talking about is that one [31:53] thing that would be may be helpful given the fact that we've had a long history of dual immersion language in Edina [31:59] Public Schools so we have a little bit of a template for how well are we doing in our first [32:05] year and then our second year in our third year and so on and so forth um as a parent of a of a dual immersion [32:12] student I think it would be helpful if we might consider how do we compare a little bit if that's even reasonable to [32:18] do so as to kindergartners first graders who are at Normandale doing French immersion even back in the early days [32:24] assuming we had that data but even currently today so when you talk about those fast assessments and where they're [32:30] at it wouldn't necessarily seem like an outlier you know what I'm saying [32:36] um actually we have that conversation quite often Chris Holden has been a part of our design team in how we how we make [32:44] those comparisons the tricky part is we have a full immersion program at Normandale we have a dual immersion [32:51] program at Countryside which we have some students who come in speaking just [32:56] Spanish and we have some students who are coming in speaking just English and we have to kind of weave those together [33:03] so um we've we've got some some amazing staff members who are a part of our [33:09] design team including our teachers and our colleagues at the district level so [33:15] I think what we're doing is trying to find those ways to weave those things together there are a few little pieces to it that [33:22] trip us up just in some of those differences one of the things that we're finding in being in contact with [33:29] districts across the the state as well as across the country there are many many districts who are [33:37] struggling with these same questions and so we're trying to take our lead from them a little bit but also too what's [33:44] the best way to to create that balance for us excellent and that just goes back to the heart of the thing I said at the [33:49] first part problem solving as we're building it along the way that's critical and so I have a lot of patience [33:56] and understanding around that and I hope that the parents who are working with you with your students in the community [34:02] at large will continue to see that I think year over year over year that learning that problem solving that kind [34:07] of getting our foundation under that will continue to prove out how successful this program not only will be but can be as we build it out going [34:13] further so I just wanted to say thank you I know that this is very challenging given that all the other things you're [34:19] also dealing with yes you have a lot of balls in the air [34:25] um and as we heard in our work session we talk about engagement when we talk about recognition and satisfaction not [34:31] just of our administrators and leaders but also of our teams wow so now I'm trying to give you the [34:36] personal Accolade but please extend it further down the stream to everyone that it is critically important you have [34:43] people who are willing to be engaged at that level to make this work because it just doesn't happen it really requires [34:49] this type of leadership and the execution to make that happen so I just wanted to call that out thank you for that acknowledgment I have an amazing [34:54] team I work with amazing people any other questions questions [35:01] um I have just one I have just one question um when I noticed in here with next steps [35:08] one of the things was talking about the vertical alignment and as a board like when would we expect to see how this [35:15] would play out moving into middle school I know we're really early on that but when we talk about planning and the [35:22] supports I know that it so I'm just curious on timing or what [35:28] the thoughts are because I I know we had talked about it originally right before um so if you have any thoughts on that [35:33] I'd love to hear that um I I can speak to it a little bit you guys might have a little [35:39] bit more to add to that one of the very first pieces that has to be in places what does it look like [35:46] as a kindergartners now what's it going to look like when we add first graders we're thinking more along the lines of [35:52] K2 what's that look like Jody had mentioned that as well and then three five and we we want to make sure that we [36:00] have that firmly in place but we also want to make sure that we've got the connecting pieces to what happens at the [36:06] middle school where do we need to get kids as fifth graders so that they're ready for that Middle School experience [36:11] and then what does that Middle School experience look like and then again what's the connector to the high school [36:17] and and beyond their the design team has been has been wrestling with that a [36:23] little bit but again we're kind of in those initials steps with it trying to [36:28] make sure that we've got we've got the right plan in place for our elementary students before we decide Okay now [36:35] what's next would you add anything to that can I just add one more thing [36:41] um typically it's it's a double track agenda once they hit third grade right [36:46] and that's probably what you've been talking about you start talking about middle school once you have that solid K2 programming that's happening and so [36:53] then you start having those conversations at the same time so that you're prepared you can't wait until [36:58] fifth grade I know everybody has said that because then it's too late so [37:03] um it is early right now to talk about that and about the time which we're going into [37:09] third grade in 2020 5 20 26 would be about the time that [37:16] they started having those conversations about what will that look like as an articulate out into Middle School [37:23] great that's great I um I knew it was early to ask but I just wanted like for people that are enrolling in our [37:29] community so you know in a number of our parent meetings parent conversations we've had both with the incoming [37:35] kindergarteners as well as now that we're sending kids on to first grade that's been a question that parents are [37:41] asking I think they just want to make sure that we have it on the radar because they want to they want this to [37:47] be an ongoing something and they're excited for their children to be a part of that great thank you [37:54] well thank you I think we will if we have no more questions we will ramp up this part of the program update and move [37:59] on to steam programming so I'm going to invite some other guests [38:06] up here we have Karen rickenberg who is our principal at Highlands Elementary [38:12] we also have uh Mark Carlson a curriculum coordinator in teaching and learning Allison canop our teacher [38:22] classroom teacher from Concord grade five Krista Winkle media specialist from [38:27] Creek Valley and Jamie Hawkinson a Dean from Creek Valley as well so welcome and [38:33] thank you for being here this evening um part of what we have been working on [38:38] over the last year are some ways in which steam really [38:45] manifests itself and can manifest itself in Edina Public Schools we really feel that we have an amazing [38:53] opportunity in front of us and it is going to require very thoughtful and [38:58] careful design and planning we meet for a few hours a month typically and in the [39:06] board report I included the team that our participants in those meetings or [39:12] our participants on the design team there's 30 individuals and I would just like to highlight that our media [39:18] Specialists are core to this work because they bring some expertise around [39:25] integration that is just a little bit different than the other staff that we have on the team and so we really see [39:32] these professionals as being core to the work of how do we think about how steam [39:37] is designed and how it plays out what we did recently is we took our [39:43] design team members and split them up into many design teams and those many design teams included classroom teacher [39:50] a specialist and a media specialist and the intent is [39:55] between the three of them they had opportunity to do some additional [40:00] training as part of our meeting but then to create their first together pilot [40:06] project but to back up a few steps it took a while before we were even ready [40:11] to have that conversation because we started really about a year ago as a team and part of our work has been [40:18] learning about steam learning about other programs other schools what this [40:23] really looks like reviewing some current practices doing some training and then [40:29] practicing practicing how you take all of these standards that teachers are [40:35] expected to have students master and maybe repackage them in more meaningful [40:40] full authentic more powerful ways and so we've practiced that a little bit and [40:46] now we're at a point where we are designing some Pilots we also had quite a bit of discussion [40:54] about what's what's the vision for how we you know come together with this and [40:59] so we talked about ideas of themes we talked about um the interdisciplinary nature of the [41:05] work that in particular elementary teachers are always charged to carry off [41:11] and then authentic learning and we know that authentic learning is really [41:16] powerful motivator for kids that when they feel and see the authenticity and [41:22] what they're doing we know that that raises levels of Engagement [41:27] we heard from our art specialist at Cornelia early on in the Excellence in action piece that this this artwork was [41:35] an authentic design Challenge and she said it's so great when it is authentic [41:40] because kids are engaged at super high levels so I'm going to turn it over to Cara to [41:48] talk a little bit about some of the professional development work and some of the criteria that Cara presented to [41:55] the team that would help in building out some of these integrated steam lessons [42:01] and projects and care has a lot of expertise in this area and has worked in other districts doing this kind of work [42:08] so we feel very much blessed to have Cara on our team [42:13] whoa um we have done a lot of work and this [42:21] team is amazing in so many different ways because so many different voices are present as you run through the [42:27] roster of who is represented with the team and on that committee and as we've [42:32] gone through the different pieces and the different parts um Randy's right I have done this on lots [42:38] of different venues but each time is totally different because it needs to be catered to the people that are in the [42:45] space and also for our students and so as we've worked and started looking at [42:51] these one of the things that we started doing a couple two sessions ago we looked at our standards because as Randy [42:58] mentioned part of steam is interdisciplinary so taking things I like looking at Social Studies through [43:04] the lens of language arts or teaching a math lesson through the lens of Science [43:09] and then language arts or for the example um the other day I was in the uh our our [43:15] gym at Highlands and the PE teachers they were teaching Golf and the kids were creating a mini golf uh hole for [43:23] the next class you know I said oh my gosh this is steam she goes it is I said yes because you have these different [43:30] criteria set forth you know there's different obstacles and the kids are creating [43:36] um and the dialogue that was so powerful between the students so a couple of sessions ago we had our teams break into [43:43] groups um and look at the standards and be like okay how could you teach this standard through this lens and then the next [43:50] natural step and it's in the packet you can see as we created some different criteria and that criteria is a [43:56] checklist it's a recommended checklist of okay this is what we typically do and this is how the elementary brain works [44:03] at times of like okay how can I maximize my time with the lessons but in order [44:08] for them to be um effective we want to make sure that there's different parts so for example [44:15] you can see the checklist it includes the objectives or learning outcomes related to the standards those standards [44:21] are the important piece there and we want to make sure that the outcomes are connected to those [44:27] sometimes it's hard when I've worked with other groups and staff they're like let's connect all the standards well [44:34] that would be ideal however we want to make sure that we have intention and so we want to make sure that those learning [44:40] outcomes are related to one another that there's plans for the diverse learner needs and that's that whole spectrum of [44:46] our kiddos that we have in our classrooms that there's plans for cultural awareness and they're relevant [44:52] some of the other big parts are the development of critical thinking and we [44:58] referenced and talked about Webb's depth of Knowledge Questions and the MCA and [45:03] the Department of Education MCAS and the Department of Education use those doks and so it's an opportunity for [45:10] professional development with our staff on questioning further down in the list you'll see that there's elements of [45:16] inquiry instruction and that also is an opportunity for professional development for our staff because when you ask a [45:23] staff what is inquiry instruction what does that mean it's a whole Spectrum of answers and so it's an opportunity to [45:29] tighten that up and understand what we're doing and looking at you'll notice too that we talked about incorporating [45:35] children's literature there's so many great opportunities to embed and this is [45:42] another great piece of opportunity to embed the cultural relevant piece I'm working with some of the staff at [45:48] Highlands to meet looking at the upcoming new science standards and [45:54] bringing literature of indigenous people so there's a lot lots of neat tie-ins [46:00] and on the bottom you'll notice three points that aren't necessarily part of the checklist but they're really [46:05] important students are doing steam it's not just talking at them that they have [46:10] their hands in it that those opportunities for collaborations and opportunities for student voices and [46:17] then also the big piece too is that it's active learning with curiosity throughout the lesson [46:25] I'm going to pass it to Mark to talk about the 5e lesson model and this is [46:32] something that he has been working with our third through fifth grade staff on throughout the whole year this year [46:38] thank you cara thank you board members um so we have used the 5e approach uh [46:44] early on in our science professional development as it really is as Kara [46:49] talked a little bit about intentionality one of the things that we have to really be cognizant enough is what is it that [46:55] we want our students that no one be able to do and then make sure that we're planning lessons that are appropriate to [47:00] that so this is a lesson planning approach that's very inquiry based it's [47:06] very collaborative it's very very much about critical thinking and it's very cyclical so it really allows for the [47:13] student as as Kara was talking about the student being the center of the learning the doing of the learning it is an [47:19] approach that that really puts that at the center and and that's uh something that we we found with uh mystery science [47:27] when we adopted Mystery Science it's based on this approach so it really aligns the steam work that we've been [47:34] doing with some of the professional development and the the new materials that we've chosen from a science [47:39] standpoint as well thank you Karen Mark I'm going to turn [47:46] it over to Krista and Jamie to talk a little bit about [47:52] um how does this then play out in what you're thinking about doing with kids and what could it look like and we're [47:58] not saying here's what it will look like but we just want to paint a picture of you know if you start pulling these [48:04] pieces together what does that mean in terms of a design [48:13] okay apparently Jamie says she's my moral support so I'm going to be doing most of the talking [48:19] um so we together along with another one of our colleagues a fourth grade teacher at Creek Valley [48:24] um we're tasked with coming up with a possible pilot idea for a lesson and one [48:30] of the big um references or resources for teachers is going to be the mystery science curriculum and so we chose to focus on [48:38] one of the fourth grade ones since our colleague that's not here as a fourth grade teacher and pulling from one of [48:44] the newer units which is waves of sound and what we could build on outside of [48:50] the curriculum that is already created through Mystery Science and so after the learn their core content with their [48:57] classroom teachers the Learners will have all these different opportunities to engage and explore in different [49:03] Avenues and I'm excited as a media specialist because that word collaboration is finally coming back [49:09] around and um we're going to be able to collaborate in a lot of different ways and connect with the students and so just a few [49:16] examples of things that we have that would work for this particular unit is something that I could teach to the [49:23] students created or connected to the ways of sound is creating pianos out of bananas [49:31] through something called a Makey Makey and it doesn't have to just be a banana it can be something like Play-Doh [49:36] because it's anything that is a conductor which would also build on their prior learning of um energy and [49:43] energy transfer and electricity as well but then taking the sounds that they're creating with that could tie in with [49:50] some of their music standards and creating a song or building a song that they would then play on this piano that [49:57] they've created that has the conductor energy going through it and then in addition with in particular [50:06] at Creek Valley with our leader in me program one of the seven habits is synergize and how we're better together [50:12] and there is a lesson that is comes from leader in me that talks about this [50:19] landfill inspired instrument Orchestra where in Paraguay where they started [50:26] actually building their own instruments and created an orchestra using things that they found in the landfill and so [50:33] this would be something that then we could collaborate have some of our older students buddy up with their buddy [50:40] classrooms build things together to get that waves of sound going through in [50:46] multiple levels but also bringing in our leadership component that's so important in our building and then of course we [50:52] mentioned already the literacy but I've already been doing a lot of research on different read-alouds that I could do in [50:58] the media center or could be shared with the classroom teachers one example is a book called Drummer Boy of John John [51:05] which is about it's a biography about the Pioneer creator of the steel drum [51:10] and different sound and how it will all come back to that mystery science unit [51:17] of waves of sound is there anything else you want to do yeah no I think that there's just there's been a really [51:23] strong consideration with literacy with the interdisciplinary piece for Steam [51:28] and I mean the opportunities and potential is endless and I mean we sit there and we start planning and we just [51:35] I'm thinking and you know more and more and I'm saying thankful for my friend Krista here who's very linear because [51:41] I'm way over here thinking about all these ideas she's like bring it back here Jamie uh and so we're just [51:46] continually finding new ways to incorporate multiple areas of study in in our amazing place in the elementary [51:53] world to create these really cool opportunities for our Learners to have [52:00] this background knowledge and have this core content and then actually apply it and use it and build their vocabulary [52:06] because each time we bring something new into it all these new words come out and [52:12] vocabulary is incredibly important as we move them through so yeah it's just yeah and those are so excited a few of the [52:19] examples like we have a whole page here but we don't want to take up the whole night so thank you okay [52:27] in an elementary day a student might experience math for a portion of the day [52:33] the literacy block the science the social studies the health and so on [52:41] and so on and they're such discreet silos of study and learning and there [52:48] are so many standards that are required that one of our challenges is to really look at this differently like how can we [52:54] take that puzzle apart and re-put it and put it back together in a way that is again more powerful [53:01] more engaging more authentic more realistic in terms of asking our [53:08] teachers to teach this and so more practical in the long run the other side [53:13] of it is as we are designing this from the bottom up we're also designing it [53:18] from the top down next month will be coming to you to talk about pathways and [53:24] so a little bit of what you just heard is the very beginning of engineering the [53:31] very beginning of programming the very beginning of aviation in Aerospace and [53:37] that will continue to develop as kids move through middle school and into high school but they get their first taste of [53:45] that down in the elementary level so that will be work we'll be continuing to connect and systematize I'm going to [53:52] turn it over to Allison to talk a little bit about what her team has been thinking about [53:57] and hello um I was working with a couple of our esteemed media Specialists as well from [54:03] Concord involved Cornelia and we also started with one of our Mystery Science units for fifth grade being that I'm a [54:09] fifth grade teacher we looked at the spaceship earth unit from Mystery Science which focuses on the solar [54:15] system and all the patterns and that right there that word patterns right there was our kind of our kickoff word [54:21] along with storytelling and so um the mystery science curriculum centers on literally the patterns of the [54:28] solar system which dovetails nicely with some of our social studies standards [54:33] which talk about the migration of our early indigenous people to our space that we're currently occupying and of [54:40] course the solar system and its patterns were the first iteration of Google Maps so that would be a nice style nice [54:46] dovetail with that our media Specialists have done a great job pulling in some [54:52] picture books and read-alouds that we can do that would tie in not only with [54:57] the solar system and our planet but also with some of the early indigenous cultures who used that as navigation [55:06] and then taking the pattern idea we could expand that into all of our [55:11] Specialists art music PE there are people thinking about what we could do [55:17] within that regarding patterns early in the fall with math we're doing a lot of review and patterns certainly come into [55:24] play there and then thinking going forward an inquiry level when you think [55:30] about what new patterns we're about to be discovering As We Have astronauts [55:36] returning to the moon and going farther beyond what patterns have we not even [55:41] begun to think about that are out there in the solar system so that brings about some exciting [55:46] inquiry opportunities for our students as well as the opportunity to be storytellers which brings that kind of [55:53] Full Circle between patterns and storytelling and so we've talked about allowing them opportunity to be a [55:58] Storyteller whether that's through doing a podcast or writing a story or [56:04] composing a story or painting a story and so it's fun to think about [56:10] all the different options are our fifth graders might get to early in the year have to tell us their story or tell us a [56:19] story which allows everybody in our community to get them to know them just that much better so [56:27] thank you Allison so over the next uh year and a half we'll be continuing to [56:33] work on what can this look like in grades three through five we'll be connecting that to the pathways work at [56:40] the secondary level and then we'll also be jumping down to K2 and begin that [56:46] design work in about two years so we have opportunities we have opportunities to build Community Partnership and [56:52] support around this work to again connect to our pathway design to [56:58] continue to explore school-wide themes which is something that we've talked about as a team as well and then to [57:04] monitor our pace of implementation so that as we are using implementation [57:09] science that we are creating enough space for voice and design our teachers [57:15] are at the center of this work we're going to continue that model because it [57:20] only works with their brains their investment their ideas in the space and so we need them to really pull this off [57:27] and at a very high level so we have a lot ahead of us this is a snapshot of [57:33] what we've been working on and where we're at and at this point we'll turn it back to our chair green for our [57:40] conversation with the board great thank you Dr smozel and design team some pretty curious and creative [57:47] stuff happening um does any do any board members have any questions [57:53] I'll go um I'm so grateful for this work um [57:58] I don't think the world lives in silos the way we used to and so I feel like [58:05] the greatest gift you can give to our students is not the actual lesson but [58:10] it's going to be modeling that this is how the world works and they're going to see that from you and they're going to [58:15] feel it so I'm extremely grateful and I will have a little [58:23] nagging voice in my head that reminds me that for all the students when we were [58:29] living in those silos that just felt like that wasn't the way that was right [58:34] for them to learn that we still are going to have some kids who learn very very much in a linear way right and so [58:41] that I just have a little voice saying let's just remind ourselves that that we [58:48] have all of these great intentions but keeping in mind that every student's going to learn differently and that they [58:53] will still glean something from this modeling Behavior to them but just keeping that in mind [58:59] um you know when you're developing things but I am so grateful because I think it's the greatest gift we can [59:06] give to the world is to have Learners that come out that see the world in this broad spectrum so thank you [59:18] any other questions Erica had a question that you answered so okay director gabler [59:26] um I have two kind of questions thank you for this work it's exciting to read this in these lessons plans like all the [59:32] collaboration you said it really well I'm very grateful that we are one of the only districts that has a media specialist in each of our buildings yes [59:39] yes so I think that really speaks to um yeah just the great work that you're [59:45] doing this is really exciting and it's a lot of work it is a lot of work and I [59:51] know you you mentioned that Dr smozel at the end I just want to do you envision [59:56] seeing this being systematic across the board so if this pilot lesson that [1:00:02] they're designing over here for fourth grade is that going to be then taught in fourth grade classrooms across the [1:00:08] district and knowing that um I mean that's a lot of lessons for each [1:00:14] grade and looking at all the standards and do you have a timeline of sorts like [1:00:19] where are we looking at being able to say and then standards change so then it's like then do we [1:00:26] start you know then do we step back again and re-look at the process I just I am excited about it and I want to be [1:00:32] very aware I'm very aware that this is a lot of work [1:00:38] yeah imagine this in place K5 right and so that is a tremendous [1:00:45] amount our goal is to start with six different Pilots or projects [1:00:51] um to Pilot those out I'm sorry units or projects to Pilot those out in a way that they are replicable across all the [1:00:58] schools and then to have that be our base to um director Shaw's point [1:01:05] it always is a balance there will be many linear lessons there's going to be many linear lessons in math language [1:01:13] arts Etc but this is about creating more balance and than what we have now and [1:01:19] exactly what that sweet spot is probably yet to be determined but what we brought this team together is to create [1:01:25] something that is replicable across all the schools and then we have a place to [1:01:30] begin over time that will continue to evolve but we'll have a solid foundation of where we can begin [1:01:37] really helpful and then I just had a question probably just administrative-wise have we've talked a [1:01:45] lot about becoming a steam forward or steam District have we at the board seen a K-12 [1:01:51] directional document of kind of direction is that something that would not be [1:01:56] that would be feasible I think it would be feasible I think what Randy's sharing is that they are [1:02:02] still really early in the defined design phase right now so you know the very first thing you do in [1:02:08] a design phase is you get empathy you go out and you ask the end user what is it that you would like what might that look [1:02:13] for you look like for you and then you move into that phase of which which Stanford design school calls it the how [1:02:20] might we right so they're still in that place I know that [1:02:26] um when we think of i-rod it would be great to be in that D place right now and [1:02:31] we're still in quite honestly reacting to the information that you garnered in [1:02:37] what you were learning and beginning to look at options eventually what you're [1:02:44] going to see is Early Childhood through fifth grade steam 6th through 12th grade [1:02:49] Pathways that are really connected to one another we're just very early on in [1:02:56] the design process of that well the implementation is so different from elementary to secondary right [1:03:03] because it's electives and class choices and very intentional of choosing the different classes and so in the [1:03:09] elementary as you know we get to be with our kiddos the whole day and so it's the one guide on the side kind of helping [1:03:16] and coaching the kids through how to integrate and look at things through an interdisciplinary lens [1:03:23] perfect and I appreciate that and I'm excited about this work I want to just make sure I understand [1:03:28] where's our vision like what where do we see ourselves going so that I can we can [1:03:34] help make decisions to support that work in the best the way that we can so thank you for that explanation [1:03:41] director Neville thank you I'm so energized when by reading the [1:03:46] report but more so by listening to each of you share what this process has been [1:03:52] like as a collaborative team it just we have such an incredible staff we've been [1:03:58] gifted in Edina for years with the expertise that all of you bring to the table but now to be able to share that [1:04:06] is exciting my question is related to the 5e lesson model which is fantastic [1:04:13] it makes so much sense we can apply it everywhere and I'm just making lists of oh we could apply it here and I think we [1:04:19] could do it here but for students one I'm grateful my first I'm grateful to the community that we have our flexible [1:04:26] learning spaces which are going to serve this in a way that I don't know we could [1:04:31] have done as a system before that happened so just a shout out to our [1:04:36] community for trusting and believing in Edina Public Schools to do what we have [1:04:42] done and to make this kind of innovation possible in terms of how our students [1:04:47] can collaborate together the way you are what a role model to see all of you from [1:04:52] different disciplines say we can make this better I think our students can do that do we [1:04:58] need to measure differently is there a different time frame in which some of [1:05:04] these standards might be met if we follow a 5e lesson model so by doing [1:05:10] inquiry and then exploring and creating and then maybe reaching in Aha and [1:05:18] evaluating which may send us back to more inquiry which things do I'm just [1:05:25] curious we don't need to know it right now but how does this impact our assessment and how we need to adapt as a system to [1:05:34] see different skill sets emerge from students with this model I do think the the Assassin model will [1:05:42] change as part of this process if you I mean if you look at the process evaluate is a is a piece of the whole thing [1:05:47] you're going to probably see a lot more performance type assessments as opposed to more traditional standardized [1:05:55] assessments that doesn't mean that standardized assessments are going away it just means that what kind of like [1:06:01] what Randy was talking about in that we're going to need to balance these two different approaches we need to make [1:06:07] sure that we're assessing our students in all the different skill areas that that they're going to need to be able to [1:06:12] demonstrate competence with and I think that we're probably going to see a lot more on the in the area of performance [1:06:19] than we have in the past the other thing to um having had experience with this [1:06:25] before in previous districts is that the learning doesn't stop you know when the assessment occurs the kids keep working [1:06:32] because it's the Mantra of there's never I mean we have iPhone whatever 54 right [1:06:38] now not just one you know and so talking to the kids about that that there's always opportunities for improvement [1:06:44] however we do need to check in for the learning so here's the rubric that we're doing you decide how we're going to do [1:06:50] it but it needs to have these these markers in it and so that's opportunity [1:06:55] to look at all the different multiple intelligences um and put in lots of different [1:07:01] strategies the other great thing about the 5e lesson model is that that is a [1:07:06] way that can be used in lots of different practices like writing a narrative why can't you use the 5e for [1:07:13] writing you know in math solving a problem and this is also a strategy that's being taught in teacher schools [1:07:20] right now you know so our staff that are new to the teaching profession this is [1:07:25] not new language for them so it will be easily transferable thank you [1:07:32] okay director Birdman thank you um excellent uh this is fascinating so [1:07:37] one of those things where you as you guys were leaning in with your energy and your excitement so and so forth I'm like I'm sure we're all thinking gosh [1:07:42] can't we just have this today right like we just want it today but you got to go through all this amazing hard work to be able to get to the final product [1:07:49] um so I share that excitement um one thing I want to remember from a previous conversation was first discussed is that one of the goals was [1:07:55] of this if correct me if I'm wrong is that this is for all students this isn't [1:08:00] just for our core classrooms and so on but for every special services student so and so forth this is going to be [1:08:07] applied across all of that is that correct okay um and so we're going to be able to as [1:08:13] we design as we build the pathways as we do the assessments all this kind of stuff we'll be able to track as we're looking at the different segments of our [1:08:20] student population how well this programming is effective at doing that is that correct [1:08:26] okay that was the other thing I was really excited when this was first brought to us so listening to where you're now in this phase and even [1:08:32] listening to director Shaw's comments about that I'm still constantly thinking about when you talk about the interdisciplinary and the collaboration [1:08:38] that's happening across all those elements that it's for every student that's also really excites me and I look [1:08:45] forward to continuing to see as that's developed how it's interwoven into all the things that you're doing I know that [1:08:50] you will so I just want to say thank you [1:08:55] great um I have a couple questions um I think this work is incredible it's [1:09:02] super exciting um I am a little hesitant because I feel [1:09:08] like I need to have a better shared understanding of what we're talking about where we're going and I say that [1:09:15] because I'm as I'm looking as a board member trying to say okay are we have we [1:09:20] looked at the outcome what are we what are we going after what is our vision how are we going to measure this how are [1:09:26] we going to support it how are we going to support teachers all those questions and this presentation to be honest give [1:09:31] my heart's palpitating a little bit that I'm not going to be able to perform to do what I'm supposed to be doing to [1:09:36] support this work as a board member so I I'm just going to give you some of the questions they're running in my head [1:09:43] um because I don't know how else to do this but like I am looking at um what is the audit what was the what was [1:09:51] the outcome of the audit where are we already doing this work that we're already doing the steam programming and it's in place so it's more adjustments [1:09:57] and not adding in more pilots and where are we celebrating that and rolling that out that's going through my mind [1:10:03] um Pathways I think Pathways is awesome but I never connected Pathways to steam [1:10:09] programming when when Pathways has been talked about that wasn't a connection for me but [1:10:14] maybe I need to learn more and I want to know what that looks like so I would love to see what that plan is Karen's [1:10:22] um director gabler's suggestion of the K-12 plan I think would help I know for me to look at that to say okay here's [1:10:30] how we see it fitting in so that's something that's going through um my mind and then the other part is [1:10:36] really the measurement not just with students but with with teachers and like [1:10:41] how how are we going to measure that this is successful and what really does that look like and how does it align to [1:10:47] our profile of a graduate how does it align to our standards how does it align [1:10:53] to our icar values all of those things it's all amazing work it is I wish I [1:10:59] would go back to second grade to go do bananas on a piano I would love that I would you lose me for three three uh [1:11:05] three months on that project but those are the things that are going on so I know I don't know what that next steps [1:11:11] are like when this comes back to us there's some things in the report that talk about like goals that have already been set I'm not sure if those have been [1:11:16] set or you guys are working off some of that framework but I know for me I need more of the overall approach [1:11:24] I did write down um several things here actually that Randy and I will connect on [1:11:30] um that will take this from being more ambiguous to being more concrete and we [1:11:36] will make sure that when we come back um in the fall with a report that we will have that [1:11:42] thank you that's great thank you so much you guys can I ask a follow-up question only because it's relating to what what [1:11:48] you are saying and you guys can tell me if I'm off base I think in my mind it's just a little [1:11:53] bit answering what you were saying director green that I I perceive the outcomes to be what we [1:12:00] expect outcomes today to be right so the same standards are being met and mastered the same [1:12:06] achievement levels the same like the same growth it's just the approach is different if I'm wrong like that's why I [1:12:13] was like okay and that I didn't know if that if that would help you or if I was totally off [1:12:20] Facebook in my mind there was much bigger stuff to come that I have no doubt there is not one doubt in my mind [1:12:27] that the students will be better off for this programming that is not the outcomes are going to be through the room you're just talking I am talking [1:12:33] about them like the financial support the um uh [1:12:39] prioritization of other programming all the competing things that's what I'm talking about absolutely not outcome [1:12:45] student outcomes that's I'm not an educator but I know that enough to be true so thank you [1:12:52] thanks for that question now I'm clarifying that [1:12:59] if that's it we will thank you move on thank you everyone thank you [1:13:08] next up we have our 2023 2025 District assessment plan [1:13:14] report hi again [1:13:22] hey good evening Dr Stanley acting chair green board members and community members and [1:13:30] colleagues the Edina Public Schools 2023 2025 assessment plan outlines a couple [1:13:37] of key areas and the report is in front of all of you we are going to go through a presentation I'd like to introduce [1:13:44] Mark Carlson who is just here for our steam programming and Greg gusweiler who is going to be highlighting some key [1:13:50] components of the report next slide please I'm going to go through these first slides rather quickly so the [1:13:57] purpose of the report is outlined in front of you and then next slide is one that I'll spend a little bit more time [1:14:03] on just want to highlight the recommendation as there's really three components of it one is a continuation [1:14:08] of the plan that will continue with fast Bridge as the universal academic screener being a recommendation the [1:14:16] other is an addition and we are recommending the addition of kogat as a universal Talent Development screener [1:14:22] pending board approval which we'll talk about later this evening and then also the additional of the Panorama SEL [1:14:29] students survey per what we have been doing this District practice and then [1:14:34] the slight plan adjustments or that map is recommended to be moved from a universal screener to as an as needed [1:14:40] assessment in our system that can help us get more additional information on students again as needed and then that [1:14:47] currently we have our K-5 Fontes and panel assessment in our elementary component of the plan and that will be [1:14:53] removed from the system and and on an as needed basis as well so I just wanted to [1:14:59] highlight those key these those key points as part of the recommendation we can go to the next slide please [1:15:07] um we talked a lot at our last discussion about how successful and positive our fast Bridge implementation [1:15:13] is going and how important it is for us as a team in a system to check in about that so this just highlights the survey [1:15:19] that we gave to staff on some I can do statements that are important to us as we implement it is exactly where we [1:15:26] expect to be in year one of implementation right now we're really excited about the results and excited [1:15:31] that we can break these results down by buildings and lean into what our buildings need in a differentiated [1:15:37] format next year for professional development and continued support so that we see the direct results for our [1:15:43] students and as we move to the next slide I'm going to have Mark take um [1:15:48] next slide please oh I'm sorry back one [1:15:55] thank you uh so the uh the the big one big change is uh to move towards fast as [1:16:01] opposed to map as our Universal screener uh it's something that we were asked to take a look at as as a department uh [1:16:09] when we we brought it in last year we found that uh just there's there's a lot of similarities between the two [1:16:14] assessments uh they're both computer adaptive they're Norm referenced um they they're they allow us to assess [1:16:20] proficiency and growth for students uh the big difference really comes in frequency and duration of the test with [1:16:28] a fast Bridge assessment being a much quicker assessment that we can give three times a year and really gives us [1:16:34] some actionable data that we can work on during those three different components we had conversations with testing [1:16:40] coordinators who all uh felt like it was good to keep the fast Bridge as the [1:16:45] universal screener and use map really more as a tool in the toolbox as needed for maybe some difficult situations next [1:16:53] slide please we we were also asked to really look at um how how much uh how closely fast and [1:17:01] map uh were to each other and so we looked at a correlation between the two [1:17:06] um and we broke it down into several different categories to really make sure that what we were seeing here in Edina [1:17:13] mirrored What fast was also telling us was the case and and as you can see from [1:17:18] the data it did a correlation an R value of 0.75 or greater is considered a [1:17:24] strong correlation which in every different group area we were able to to achieve it at that level so there really [1:17:32] is a strong overlap between the data that we would get from map and the data that we would get from Fast next slide [1:17:39] please so um really we the idea would be to continue that implementation of fast [1:17:45] Bridge as the universal screener due to its ease of administration efficiency of use with the data stakeholder feedback [1:17:53] and also student growth data I'm going to turn it over to Greg now [1:17:58] next slide please okay okay so just to mention the social and [1:18:05] emotional learning data um the Panorama and my Sabers were um there was discussion last year when [1:18:12] there was a the assessment committee worked in last spring there was a recommendation by the committee to move [1:18:17] to my Sabers we want to make sure that we recognize that that has changed because we've been able to provide some [1:18:24] professional development and support around Panorama this year so as we have done that staff have seen the power and [1:18:30] the efficacy of using Panorama and so that was the shift in the recommendation [1:18:37] continuing Panorama is important that we put in our assessment plan because it's something that we'll be using with the [1:18:42] majority of our students and we know that our staff feels strongly about the use of it because of that PD this year [1:18:51] to Greg next slide please uh so the uh the next few slides that [1:18:56] you're going to see there's going to be some screenshots that are uh also in the report uh as to the student the new uh [1:19:03] student assessment portal 2.0 and before we kind of jump into that I want to thank uh Jody and uh the community and [1:19:10] everybody uh as last week I was able to participate in the international Tableau [1:19:15] conference and I was there all week and I learned so so so much so that these [1:19:21] screenshots don't probably accurately represent what we will see in the Fallout for our family so it's pretty [1:19:27] it's quite awesome so if we could go to the next slide please so this is a this is a picture of the [1:19:34] new landing page uh that the families will see when they launch the assessment tool you can see that all the [1:19:40] assessments are listed on the right hand side the middle area underneath kind of the students demographic information are [1:19:47] kind of those quick links and uh fast uh access to additional information [1:19:52] next slide please uh then this is a picture of what the [1:19:58] new version of the early reading assessment would look like each of the [1:20:03] assessments are going to look very similar you can see that at the top you [1:20:08] have the data table view which works really well for me and that I can look at those numbers and draw a picture and [1:20:15] a story but Mark needs the the lovely colored charts kind of at the next section which this is really how it's [1:20:22] going to make observing student growth easier for families in that you can see [1:20:28] that in the calendar year right there's the fall winter spring as the rose and [1:20:33] then the columns are the different school years so if we look at that first row on the far left side the student in [1:20:39] 22 started out real strong as a way into the meats and then something happened in [1:20:44] the winter and then they rebounded a little bit into the uh for the spring right so you can see kind of just kind [1:20:51] of monitoring where that white ball bounces around right there won't be any singing or any any karaoke or anything [1:20:56] it's just watching the ball to see where it goes really does a nice job of [1:21:01] graphically representing how students have uh performed then below at the bottom [1:21:08] that's where the growth elements are listed for all of the fast Bridge assessments and all the fast Bridge [1:21:14] assessments are broken out primarily the same way here so in there on those [1:21:20] growth charts you'll see the school year the grade the growth level that the student achieved right aggressive [1:21:26] typical modest and then also the national percentile for growth so that's [1:21:31] some great info great information there as far as growth next slide please this is again a typical view of a [1:21:39] reading what you'll notice is a little bit different is that we have the blue bar which is our exceeds category and so [1:21:46] we want to see those uh those little white balls end up in that blue area [1:21:52] next slide please this is an example of the fast bridge [1:21:58] cbmr and the reason I put this up here is yes the main screen looks the same [1:22:03] but this is the way that you can kind of dig in a little more to the detail as a caregiver in that you can see the [1:22:09] passage information you can see how many total Wars read read correct National percentile risk level all those [1:22:15] different things for the three different passages within the uh within the cbmr [1:22:20] next slide please and this is the new view of the MCA assessment data now this one I really [1:22:28] got really excited about this one because for those of you that don't know right the MCA like automatically year [1:22:34] after year after year you get a automatic 100 Point increase right and uh there was a board meeting oh quite [1:22:41] some time ago where if we could hop in our DeLorean and go 88 miles an hour Erica uh allenberg asked me a question [1:22:46] how are we monitoring the students that you know are just kind of staying flat and I'm like wow that's a really [1:22:52] interesting concept right they're not growing they're just kind of staying well the the graphical representation of [1:22:59] the uh kind of that middle area is really how we're doing that is because that's that that scale there is dynamic [1:23:06] and that it looks at where the student is for that actual year so if the student goes from green to blue from one [1:23:12] year to next they actually grew right and it's it's it would stay in the same spot if they didn't grow at all so [1:23:19] that's uh that that really kind of ruminated with me and I just got me spinning like how can I make this work [1:23:26] good and make it so families can understand the data right because we can give you the data but if you can't [1:23:31] understand it that uh that is a whole different story uh you can also see that this day 9 scores for the Strand level [1:23:37] data is listed uh below whereas uh previously this data was a little bit [1:23:43] more challenging to read so this uh is graphically represented uh at the bottom [1:23:48] and then at the data table at the top uh the far right column has the the stay [1:23:53] nine strand name and the stanine score next slide please [1:23:59] this is uh again same kind of thing for early math next slide [1:24:05] a a math next slide MCA math [1:24:11] next slide uh and so here are kind of our next steps as far as uh uh the assessment [1:24:17] plan is uh yeah we're going to uh continue to work with the talent development portfolio uh we're really [1:24:23] going to start to ramp up uh caregiver communication as we get closer to the launch of the Dennis student assessment [1:24:29] portal 2.0 as well as some of the other elements within the uh uh the assessment [1:24:35] plan and then um we are in the process of we have our membership identified of [1:24:41] the Edina student or the Edina assessment committee and are working on identifying a meeting date so one one [1:24:47] last thing that uh uh that I learned at this conference that is going to take [1:24:53] all of this and make it even way better for our families is that there's going to be a button in the little corner of [1:25:00] each of those dashboards that will flow over like a transparent layer and [1:25:05] there'll be bullets that kind of call everything out so that you can uh you can [1:25:10] like understand what all the different data elements all right I'm going to have to go live with my parents for a [1:25:16] while and stay in their basement before I can uh you know really get that one done but with that now that Jody's [1:25:22] embarrassed of me what questions do you have yeah I was just going to say the energy around data [1:25:29] and assessment is great right the only thing I want to note is that clearly [1:25:35] um this assessment plan is a two-year plan that aligns with policy and it is connected one of the recommendations is [1:25:41] the kogat which is connected with an action step later for next year our recommendation is that it would be a [1:25:48] pilot of kogad and so then the 24-25 school year is when that Koga would get [1:25:54] officially in the plan so for discussion tonight I think that's fine I just wanted to make sure I noted that because [1:26:00] it's a little different than what we've been discussing great thank you thank you so much for [1:26:06] the presentation do board members have any questions [1:26:12] director Birdman I have one from a user experience standpoint because everything [1:26:17] you just said really works for people like you and I and maybe Dr Stanley who love data and all that kind of stuff and [1:26:23] maybe have a little more experience with this have you thought about as you roll this out in the fall how you plan on [1:26:30] teaching or tutoring or training the end user about how best to use it for what [1:26:37] their priorities are yeah absolutely that's uh something that uh is always at [1:26:43] the Forefront of my mind is I can build these Wicked awesome tools but if people don't know how to use them it's good [1:26:49] they're just it's going to be a waste of time right uh so uh with the rollout of the Edina student assessment portal [1:26:55] version 1.0 uh I created a step-by-step document that was translated in Spanish [1:27:01] and Somali to you know be culturally proficient around ensuring that our student or our families who's who are [1:27:08] caregivers whose native language is not English that they have they've had the support uh also uh creating similar [1:27:18] tooling around the new assessment portal but then also creating screencasts uh to [1:27:26] kind of show uh what how to access the data how to use how to see the data how [1:27:31] to you know interact with the data and most importantly kind of this this new [1:27:37] idea that I learned just last week uh around that idea of being able to put a [1:27:42] transparent layer over everything and being able to call out what this is is right this is the area where the uh you [1:27:50] know stanine MCA strand score data is a stanine score is between one and nine [1:27:56] right because those are things that statine you know is at us what is that if you don't if you don't know you know [1:28:02] uh statistics or assessment you don't really understand what a state nine score is right so really being able to [1:28:09] to but with the click of a button lay over the entire thing which has their [1:28:14] students data behind it so it becomes more authentic to them uh so that they can really you know start to ingest the [1:28:23] data and see how their student is performing excellent um then my only other comment would be [1:28:29] um this could sound it is meant to be funny given that you try to be funny tonight as well um [1:28:36] I'm just kidding I'm just kidding um it's already nine o'clock um that uh you might also consider uh [1:28:43] how do you help the students themselves especially the secondary students also learn how to use this so they could also [1:28:49] then be helpful to their parents um just given the fact that that's a very common theme as well definitely [1:28:55] okay great point great thank you I don't have any [1:29:00] questions this report is outstanding thank you [1:29:07] we are ready to move on to our policy review discussion items I am going to turn it over to our policy dear chair [1:29:14] chair director Neville thank you um thank you chair green we have several [1:29:21] policies for discussion this evening I want to make sure that board members have uh well this will be wait that's [1:29:27] for Action we're going to start with discussion so I'm going to just start off with 208 development of adoption and [1:29:35] adoption and implementation of policies 208 and kind of a companion 304 policy [1:29:42] implementation are both updates for clarification and identification of our [1:29:48] process in Edina Public Schools so maybe I'll just start with those two and see if anybody has any questions [1:29:57] okay there were very few changes on 304. um 305 administrator code of ethics [1:30:03] we're reviewing the 300 Series this year as well and there aren't a large number [1:30:09] of changes on 305 but do board members have any questions [1:30:15] I'm just going to give a shout out I like seeing our mission and vision reflected in this one so thank you thank [1:30:20] you we talk about mission and vision in the policy committee so thank you I appreciate the shout out [1:30:27] um and 307 I'm just going to move on to 307 school district Outsourcing um [1:30:33] consultant and internships not a large number of changes on 307 [1:30:40] they're highlighted in blue but any questions we're going to keep moving 503 [1:30:48] this one is not part of our regular review cycle it's being brought forward this evening because of a request for [1:30:55] some amendments and clarification in appendix one and specifically around [1:31:00] clarifying the use of the terms exempt and excused absences this is [1:31:06] specifically applicable to our secondary schools and so just it's some addition [1:31:11] of language in that appendix to reflect those definitions and current use of [1:31:17] this policy so the actual the full length of 503 will come up at a later [1:31:22] part of its cycle for for full review but any questions regarding the updates [1:31:28] yes director Shaw I'm actually um going to share Cherry allenberg's comments on 503. so the first one is [1:31:36] um chair Ellenberg doesn't believe that the appendix is up to date with current protocols at all schools being like at [1:31:42] the high school you're supposed to utilize schoology and not call anymore so if we could okay [1:31:48] and then for policy 208 5A she said I [1:31:54] think we should add the phrase quote other than those requiring annual review end quote before we say see appendix [1:32:03] and one moment I just want to make sure I get this correctly [1:32:08] the so I have your first note regarding update on the appendix and use of schoology and not calling in thank you [1:32:15] but five sorry this was for policy 208 sorry I jumped the gun oh wait so oh [1:32:21] wait I'm going back yep that's a backwards I'm going backwards sorry [1:32:27] oh wait so your first policy on schoology that's a 503 correct but your [1:32:32] 5A comment it's at the annual review I wasn't quite tracking where that was so 208 [1:32:39] thank you I'm just going to scoot back to make sure section 5A [1:32:48] thank you all for being patient with our got it nope I'm here so [1:32:54] um could you please repeat chair allenberg's comment section five right [1:33:00] letter A a um add the phrase before it says C [1:33:06] appendix um so um system of periodic review addressing [1:33:13] approximately one-fourth of the policies annually other than [1:33:19] those requiring annual review [1:33:26] this is in I don't think I don't think it's 5A because I don't [1:33:31] see the I'm sorry 6A okay 6A let me check there [1:33:37] oh yes this makes more sense thank you okay thank you so [1:33:43] the one-fourth of the policies annually other than those requiring annual review [1:33:49] now I know where to go thank you may I um thank you just make a clarification [1:33:56] about 503 the policy committee 503 is not as as director Neville mentioned 503 [1:34:04] was just coming forward for that one change and so there are lots of things if you're reading that policy there's a [1:34:11] lot of things including the thing that director uh that chair allenberg brought up that are not current and we are aware [1:34:18] of that and so that's why even though in the cover sheet doesn't say that it's coming back it is coming back with some [1:34:24] of those Corrections thank you thank you then may I ask one clarifying question because I I didn't quite I didn't get [1:34:30] the impetus of why then for this particular purpose what was happening why was it necessary to do uh the [1:34:37] language for exempt versus excuse so I just would love that explanation just maybe because people might not understand yeah Randy can you come up [1:34:43] and talk about that [1:34:48] and just to be clear right now we are back on 503. got our 208s and this is [1:34:54] about 503 which is student attendance yes so thank you Dr smozzel thank you [1:35:01] so uh to be clear exempt means excuse but does not count toward the cumulative [1:35:06] absences uh excuse means that they are excused [1:35:12] but it does count toward the cumulative absences and so you might ask well why is it important that we are tracking on [1:35:18] cumulative absences because once a student has a certain number of cumulative cumulative absences then we [1:35:26] might look at that as a potential drop situation it just depends on what those absences [1:35:31] are for and then what category they fall into the third category of course is non-excused which is an absence without [1:35:39] an excuse so part of the work around the policy was to clarify those three [1:35:44] buckets of how we record absences and then to to help delineate between an [1:35:51] exempt and excuse there were a couple other additions that we wanted to add to the exempt [1:35:57] bucket and those were numbers 12 and 13 that were listed there reasons why they [1:36:02] would be excused but um but again an exempt absence so it wouldn't count [1:36:08] toward their um cumulative absences right and it's sort of fair to say that there was something that's been going on that this [1:36:14] need the need for this clarification was is prompted right so we have students in [1:36:20] this situation where maybe they have had a surgery or they're an impatient [1:36:25] hospitalization or an ongoing illness for four more consecutive days so really [1:36:30] this was proposed from our health services office so that we would not be [1:36:35] harming kids and how we're tracking absences excellent that's exactly what I was looking for thank you [1:36:42] thank you any other questions on 503 and again is director gabler mentioned [1:36:48] there are many questions about 503 but our goal tonight is to just take a look [1:36:53] at the section that Dr smussel presented okay thank you [1:37:00] uh and then 709 acceptance of gifts donations and bequests [1:37:08] Mr Woodard could I invite you to come forward to share your background on 709 and the [1:37:16] changes that are before us this evening [1:37:25] good evening members of the school board policy 709 acceptance of gifts donations and requests there are really three [1:37:32] proposed changes of consequence here section four paragraph a Clarity [1:37:37] regarding who is responsible for submitting the contribution proposal as currently written it seems confusing to [1:37:43] the end user as to who's actually responsible the way it's written makes the end user feel like they're [1:37:48] responsible for submitting whereas it should be the administration that submits that proposal [1:37:54] section 4 paragraph B clarifies situations regarding gift cards disbursing public funds via gift [1:38:01] cards actually not legal by a statute and so accepting those is nonsensical so [1:38:07] we would like to clarify that you know the district is not going to accept those paragraph e clarification over who [1:38:14] actually accepts gifts the way the policy is currently written to superintendent or the school board have [1:38:19] authorization in certain cases we'd like to clarify that the school board ultimately accepts all gifts and will [1:38:26] make a report of all gifts accepted during the month at each school board meeting which we have started doing for [1:38:31] a couple months now thank you any questions regarding 709 [1:38:37] I don't have a question but I would like to thank director Woodard for that [1:38:43] addition to the board packet because it is and if anybody that's watching I would encourage people to look at that [1:38:49] because we talk about Partnerships and there's a lot of partnership going on with those donations that go on to with [1:38:56] our districts so thank you for adding that to our consent agendas thank you [1:39:03] okay we'll move on to 7-Eleven Student Activities accounting and mert if you [1:39:08] could walk us through some of those updates please absolutely so we looked at this policy in a lot of detail But [1:39:15] ultimately there were no changes that are material with the exception of Section 5 paragraph B we are further [1:39:24] demonstrating accountability by having the school board affirm those balances of Student Activity accounts when [1:39:29] accepting the audit whenever that happens during the school year thank you and if you don't mind just for [1:39:35] the audience can you define what a student account is you know that we now are going to be accounting for in this [1:39:41] way right so government Accounting Standards Board 84 which went into [1:39:47] effect I believe July 1st 2020 puts all Student Activity accounts under School [1:39:52] Board control previously they were not um the school board was simply the custodian of the funds now any account [1:39:58] that is managed by the students with an appointed advisor needs to be accounted for by the school board in accordance [1:40:05] with you farce so excellent thank you very much any questions regarding the proposed [1:40:11] changes excellent and I do want to thank you mert I also want to take this [1:40:17] opportunity to acknowledge and thank Polly bowls who works with the policy [1:40:23] committee and leads us in terms of review of Statute [1:40:28] review of the Minnesota State score the Minnesota school boards Association and [1:40:35] also just connecting and coordinating with all of the different people who touch policies so thank you very much [1:40:41] Polly much appreciated um that wraps up the policies that are [1:40:46] before us for discussion this evening great thank you director Neville [1:40:53] we are ready to move on to our action items on tonight's agenda first up we [1:40:59] have the comprehensive literacy plan grades 6 through 12. [1:41:10] then just as an FYI when we vote we do not need to do roll call anymore [1:41:22] good evening Dr Stanley acting chair green board members community members [1:41:28] and colleagues we're here tonight to highlight just a couple key pieces of the secondary comprehensive literacy [1:41:34] plan about the new van Asda our assistant director of teaching and learning will do that then we look forward to action [1:41:42] yeah good evening everyone happy to be here again to present the comprehensive literacy plan for action tonight just [1:41:49] want to say thank you again to all the people that were part of putting this plan together lots of teachers partnered [1:41:57] along with lots of leaders in Edina to draft this lengthy comprehensive [1:42:03] literacy plan so we all know that we're committed to literacy and Edina and it's a critical [1:42:09] component here we brought this to you last month for discussion and upon that [1:42:15] we have circled back and are now bringing this to you for action and [1:42:21] approval in this decision-making process this plan is comprehensive in the sense [1:42:26] that it illustrates our shared commitment to ensuring that all Edina students and secondary staff are [1:42:33] prepared with professional learning resources and the support that they need so that all students can truly reach [1:42:38] their full potential and Thrive so once we receive approval on this plan from you all we are excited we are poised and [1:42:44] ready to begin move into some of the deeper work around core structures and materials and resources support and [1:42:51] processes and the roles and responsibilities that we will ensure that this plan then leaps off its pages [1:42:58] and lives in classrooms and lands on students so I know I speak for the teachers that [1:43:04] have been working with me on this project that were eager to begin and to continue to strengthen all the work that [1:43:10] has already begun we are poised and ready and we thank you for your support and so we just invite what other [1:43:15] whatever questions you might have thank you so much do board members have [1:43:20] any questions yeah okay do I have a motion to approve the [1:43:27] comprehensive literacy plan for grades 6 through 12. so moved is there a second second [1:43:34] all those in favor of approving the comprehensive literacy plan for grades six through twelve say aye [1:43:40] aye anyone opposed the comprehensive literacy plan for grades 6 through 12 has been approved [1:43:51] and next up we have the talent development Universal screener up for action [1:43:56] for 2023 2025. [1:44:03] foreign so I'd like to begin by acknowledging Deb Richards and Leanne feely who've led [1:44:09] a collaborative team in order to bring this recommendation forward to you for Action tonight the recommendation is on [1:44:17] the talent development Universal screener and the one thing that I want to point out to you that's different [1:44:22] from our last discussion is that after feedback from the board meeting as well as further conversation and [1:44:27] collaboration with the team we are recommending for Action that that kogat [1:44:33] goes to installation phase next year for 2324 which means that we'll have two or [1:44:39] three buildings do the implementation we'll collaborate really closely closely with them to provide support work with [1:44:45] the implementation implementation team and Deb and Leanne in order to make sure that we have a success plan in place for [1:44:53] full implementation for 24.25 and that's implementation still in second grade it [1:44:58] just phases it in a little bit differently and again in order to acknowledge the feedback that we received in the further collaboration [1:45:04] that we did with the design team yeah with that I turn it over for questions [1:45:11] foreign so my question would be around how are [1:45:18] you going to identify the schools that are implementing it where there are [1:45:23] schools that you felt it would be [1:45:29] um I don't want to say a barrier to implement it there but I'm just trying to understand how you'll identify [1:45:34] schools to implement that are they in a different place with certain things or I mean I'm not gonna I'm [1:45:41] disappointed that it won't go across the district I think it's um I worry that we're I just don't want to [1:45:48] miss any more kids with this with this and so I'm just I want to understand how that will look I think two points that I [1:45:54] will make in response to that director Shah one is that remembering um our three goals of the the recommendation [1:46:01] one is to be more expansive of our talent development portfolio however [1:46:06] remembering that we have a portfolio in place that has a lot of different data points in order to recognize if students need services that look differently that [1:46:14] will accelerate their learning and the other another the second is to recognize strengths in all students and so that's [1:46:22] a really critical point of of our goals and then really look at some demographic groups that we have been have been [1:46:28] underrepresented in our programming and we want to highlight strengths specifically in those demographic groups [1:46:33] so in order to do that really well we we are looking at buildings that are just more prepared right now not because all [1:46:40] of our buildings aren't prepared but you use the word poised looking at buildings where the second grade team is ready to [1:46:47] engage and excited and doesn't feel like they have too many other things on their plate to do the work well all of our [1:46:53] buildings are committed to it all of them are committed to the goals of it but every building does want to make [1:46:58] sure that they're in the place to do it well and make sure we hit all three of those goals so we we are still in [1:47:03] conversations with the team and each building about who our two or three sites will be for that instant in early [1:47:11] implementation installation phase and considering the variables of who's [1:47:17] just most ready right now in terms of the capacity of what else they have on their plates [1:47:26] the board members have any other questions I just have one follow-up question to that so the schools that [1:47:34] won't be implementing the kogat next year will they then continue to [1:47:41] what will be their assessment will just be not just be but will be fast bridge [1:47:46] and MCA is map Totally phased out of those schools or what's that transition [1:47:51] look like so the portfolio has a variety of Assessments um and debit anytime speed you may speak [1:47:58] to that but yes fast will be a component of it um we won't have MCAS for those second [1:48:04] graders right so then there's teacher observation classroom work parent input map can be an option remember because it [1:48:12] won't be entirely phased out of our system that it can be an option that we look into for our families so that that [1:48:17] portfolio has been in place now for this is the second year correct and so our teachers are becoming more um they're [1:48:24] they're becoming more skilled at using the portfolio and looking at the collective overall picture instead of one data point for students to access [1:48:32] different services for acceleration so it's really important that and exciting to be honest that we get to lean into [1:48:37] that portfolio and that no matter what we don't need one data point to help us [1:48:43] recognize the strengths of our students great correct thank you [1:48:51] okay if there are no more questions we will move to vote do I have a motion to approve the talent development Universal [1:48:58] screener 2023-2025. so moved is there a second [1:49:03] second we will now vote to approve the talent development Universal screener 2023-2025 [1:49:09] all those in favor say aye aye anyone opposed the talent development Universal [1:49:16] screener has been approved thank you next yes [1:49:24] and next up we have student travel [1:49:29] specifically Japan and France and I will just invite Jody to continue yes um we [1:49:36] have the the two student travel proposals and recommendations that have been in front of you before there are no [1:49:41] changes in as acting director greenstead they are specifically for career and tech department with Japan but open to [1:49:49] all students and then the Edina High School France student Exchange are there any questions that I can [1:49:54] answer okay with no questions we will move to vote do I have a motion to approve the [1:50:00] student travel to Japan and France so moved is there a second second [1:50:05] we will now vote to approve the student travel to Japan and France all those in favor say aye aye anyone opposed [1:50:14] the student travel to Japan and France has been approved thank you so much thank you [1:50:20] next up we have our policy review items for Action so I'm going to pass it [1:50:28] along to director Neville yes thank you there are three policies that are proposed for Action this evening [1:50:35] I want to just point out to the boarding Community to make sure that you're looking at the most current version of [1:50:42] the word packet that was uploaded to board book it includes the um [1:50:48] couple of additions or adjustments to policy 206 public hearings and public participation in school board meetings [1:50:55] data privacy considerations in this policy the changes that were made when [1:51:02] we discussed this at our last board meeting on April 17th is one in [1:51:07] paragraph three changing the language including students to the word stakeholders this is as per the board [1:51:14] recommendation and in paragraph four procedures section A agenda items the word address [1:51:23] was proposed to be struck before the board discussed it and at board [1:51:28] recommendation address is going to be left in so those changes are reflected [1:51:34] in the most current version of the policy in board book there are no changes to since we last saw them to 710 [1:51:43] and 712 which are acceptance and use of grant funding and signing of checks on [1:51:49] behalf of the district great thank you director Nevel does [1:51:54] board members have any questions excellent we will move to vote do I have [1:52:00] a motion to approve policies 206 710 and 712. so moved is there a second second [1:52:07] we will now vote to approve policies 206 710 and 712 all those in favor say aye [1:52:15] aye anyone opposed policies 206 710 712 have been approved [1:52:23] next up we have do any board members have any leadership or committee updates [1:52:30] I have won from the legislative action committee just a short one just wanted to let [1:52:38] everyone know board members know and the community the legislative session is scheduled to come to a close next week [1:52:44] it has been fast and furious with a lot of action down in St Paul I just want to [1:52:50] say a quick thank you to our local Representatives Senator Elise Mann Senator Ron Latz representative Heather [1:52:58] Edelson and representative Cheryl yuakim for continuing ongoing communication with the Lac [1:53:04] what's coming down next week is a lot to comb through and we won't know the true [1:53:09] impact of the new and adjusted legislation and the impact on Edina Public Schools and funding and all sorts [1:53:16] of things for quite some time until we were able to go through it all so [1:53:21] looking ahead from the Lac just wanted to let the board know you'll be getting [1:53:26] a report in June we have Lac applications we receive 25 applications [1:53:32] for Lac membership for next year we're doing interviews this week and that will [1:53:37] be coming to the board in June along with kind of a recap of the year so [1:53:43] I won't pass along to Dr Stacy Stanley I just wanted to extend a really heartfelt thank you to you Julie for all the [1:53:49] effort in leading that group this year this is such an important year for what we needed to get done for our community [1:53:55] and you've been an excellent leader in doing this I just wanted to acknowledge that thank you so very much [1:54:00] foreign thank you don't pass along to Dr Stanley all right [1:54:08] well I have just some accolades that I'd like to read in just a moment but I will say [1:54:13] there are a couple of things that I want to give shout outs on as well we had our first student sponsored student [1:54:20] organized career fair at the high school on Thursday April 27th I hear that it [1:54:25] was an amazing experience we had um [1:54:31] businesses recruiting our students from many different organizations including [1:54:36] Sweet Martha's Cookies ready rents the Army the Navy Army and Navy was [1:54:42] there Brookdale Living Through Rivers Park District a local [1:54:48] organization that includes one of my rotary Brothers bokar [1:54:54] amka Dairy Queen lutherado there were so many different businesses there and just [1:54:59] really excited that that was student organized and a huge thank you to Dr [1:55:05] Anne-Marie Leland and her team for really working with our CTE advisory [1:55:11] team in order to bring that to fruition so thank you for that and then [1:55:17] you know we had um teacher appreciation week and several accolades came in and [1:55:24] so I just want to read a few of them this one comes [1:55:30] um from Joy Poland Jansen and she says hello and Happy Teacher Appreciation Week I am writing to recognize Miss [1:55:37] Elena of the dragonfly classroom at Edina Early Learning Center I also want [1:55:42] to recognize Miss Sophie and Miss Erica in the dragonfly classroom and Miss Bree in the bunny classroom our son has had [1:55:50] an incredible year because of these teachers as well as many other staff and helpers he interacts with I am grateful [1:55:57] to have found the ELC and that our son and Anne to have our son get to have the [1:56:04] interactions with the teachers that he does as an insanely biased mom I know [1:56:10] our son is an extremely special child but I am aware enough to know it is because of teachers like Miss Elena Miss [1:56:17] Sophie Miss Erica Miss Marie as well as all of the adults he interacts with at the ELC that he had continued that he [1:56:25] continued to grow and thrive drive and become more special he is truly a different child than when [1:56:34] he first started at the diner Early Child Learning Center and in miscellaneous class as Miss Elena could [1:56:41] tell you when he started the year he was shy around other children and used his quote unquote Small Voice in the [1:56:48] presence of others now when we enter school he is his very own welcoming committee yelling literally she puts in [1:56:56] parentheses literally sorry hello to other students staff and teachers from [1:57:01] down the hall and across the parking lot I am so grateful for the experience that he has had with miscellaneous Sophie and [1:57:08] Miss Erica and all of the other teachers Paris staff and helpers that contributed to his year [1:57:15] at ELC thank you so so much for providing him with an amazing school [1:57:21] year thank you Joy um [1:57:27] this is what I'm going to say I want to say to Miss Elena to miss Bree [1:57:33] to Miss Erica Miss Sophie I hope you're watching tonight and if you're not we're going to send you back to watch this on [1:57:40] the recording I received so many thank you letters for you and so I want to thank you just for [1:57:48] everything that you're doing to help our students love learning [1:57:54] um you are the start um of outside of the home of their learning career and I just [1:58:00] um so appreciate you for that and I am sure I can speak for the board to say that we appreciate you for that as well [1:58:08] um then this uh letter goes uh went to Rachel Hicks from Dr dalquist principal [1:58:15] at Creek Valley she says hi Rachel we had a staff meeting after school today the topic of being include inclusive [1:58:23] of special education students in general education programming one of our new special education [1:58:30] teachers who was taught in many states shared that our after-school program at Creek Valley has done the best at [1:58:37] including students with special needs in kids club that she has ever seen [1:58:43] she said that on a scale of one to ten she would give Creek Valley kids club [1:58:49] and Wise Guys a 10. so congratulations to everyone at Creek Valley kids club [1:58:56] and Wise Guys we just want to um thank you for that and then finally [1:59:02] uh received an email from Shannon case [1:59:08] says hi all I wanted to make you aware that Eric went above and beyond for one of our students the other day Eric is [1:59:15] one of our custodians um at Normandale a mom called and I want [1:59:20] you to listen to this a mom called the front office telling me her daughter left her retainer on a napkin at lunch [1:59:29] I called on the walkie to see if one had been found and it had not [1:59:35] Eric asked me what time the student ate lunch and without being asked went to [1:59:41] the dumpster searched through garbage bags and found the retainer [1:59:49] [Applause] that is amazing [1:59:56] this is a our custodians are amazing that's happened [2:00:01] she says Eric is so friendly and willing to help in any way he can we so [2:00:06] appreciate him and this family was ecstatic and that comes from Sharon Case so Eric [2:00:14] you're amazing we bump into one another all the time and um just so appreciate [2:00:20] you and just all the great work that you do to help make life better for everyone [2:00:25] that is in the building and that's it great thank you Dr Stanley [2:00:33] um and with that we are ready to close the meeting so um yes we are going to go back into we are [2:00:41] in recess with the work session but we're going to adjourn this regular meeting so do I have a motion to adjourn [2:00:48] tonight's regular meeting so moved is there a second second we will now vote to close and adjourn [2:00:56] the meeting all those in favor I I anyone opposed [2:01:01] tonight's May 15th meeting is now adjourned