[0:08] all right welcome everybody I'm going to call the meeting to order we do have a quorum this is the regular meeting of [0:14] the Dyna School Board December 17 2018 and we have a nice crowd here thank you [0:19] very much the first item on the agenda is approval of the minutes gonna get a motion to Oh [0:26] actually the first item usually is that John will walk us through the agenda okay so tonight you as you indicated [0:32] we'll start with the approval of the minutes I would get a recognition of the girl some and a few hearings for the [0:37] member of the audience we have several consent items various things including [0:43] polling places and and then for discussion we have some discussion around legislative involvement or excuse [0:53] me some policy around in discussion around legislation and some policies [0:58] governing the superintendent and code of ethics and reviews under action okay [1:04] here presentation on a solar energy program we're gonna certify the final [1:11] levy tonight Margo is gonna true up and finalize the 2018-19 [1:16] budget a long term facilities maintenance program budget well here the [1:22] board will approve the secondary budget recommendations also approve new secondary course proposals approve the [1:31] personalized learning goals and implementation approve the l AC platform and then a series of policies under the [1:37] 200s and then under information update on enrollments and staff recognition and then quick some announcements from [1:44] leadership so that's it's a busy night but a lot happening great thank you very much now we will go to approve the [1:51] minutes can I get a motion to approve the minutes from the November 19th regular meeting the December 6 work [1:56] session and the December 13th work session are there any changes to the [2:02] minute hearing none all those in favor of approving the minutes from November 19th regular meeting December 6 work [2:08] session and December 13th work session say aye closed motion carried and we're now on [2:15] to the fun part recognition of the girls swim and dive so I like to have the swim [2:21] and dive team all come forward stand in front of the school board welcome coaches - hey they were [2:31] whispering to one another saying do we have to go up there - yeah you do yeah [2:37] so the Edina high school girls swim and dive team won their third consecutive [2:44] State High School League state double a championship this fall so you know level [2:54] of competition is just amazing in this so winning three years in a row really shows that working hard supporting [3:00] teammates and continual growth always pays off so I'm going to ask each of the girls to introduce themselves your name [3:07] your grade and then one favorite memory of the season okay hi I'm Emma Burman [3:17] and my favorite memory was the maroon and gold invite meet hi my name is Elena [3:23] I am a senior and my favorite memory is one during sections week we all play [3:32] pranks on the coaches and we all jumped in the pool with our clothes dog hi I'm [3:41] Sophie Curran I'm a sophomore my favorite memory from the season was [3:46] probably the sophomore relay hi I'm Adam Akatsuki I'm a senior and my favorite [3:53] moment from this season was definitely team dinners and picking out together after her practices hi I'm Ali I'm a [4:01] junior and my favorite memory definitely was the bus rides to and from the meets [4:06] hi I'm Lilly I'm a sophomore and my favorite memory was probably the sophomore relay and bus rides to and [4:13] from meet hi I'm Megan and I'm a junior and my favorite memory is watching all [4:18] swimmers mess with the coaches during Frank week hi I'm Josie I'm a junior [4:25] my favorite memory was when my best friend won the state title and we had a big celebration when she got out of the [4:33] hi my name is Carsten and my favorite memory was just all the energy at the state meet I never won cheering each [4:39] other on hi I'm Natalie I'm a senior and I really liked getting to know some of [4:46] the younger team members and watching them grow up hi I'm Caroline I'm also a [4:52] senior and my favorite memory was senior night hi I'm Claudia I'm a sophomore and [5:00] my favorite memory was the sophomore relay hi I'm Lily I'm a senior and my [5:06] favorite memory was the last bus ride home from state hi I'm Melanie I'm one [5:13] of the coaches and I think my favorite memory memories is just the amazing [5:19] leadership of everybody on this team and stepping up to compete and be there for [5:25] their teammates hello I'm coach mace and well I'm [5:30] disappointed nobody said anything about cinnamon mints cinnamon Altoids that's [5:35] the key to our success and I you gals you got to get your act together on that okay I enjoyed the season very much this [5:43] is part of it we'll see ya yes I did [5:51] last year well I think that the Gaels can probably [5:57] tell you have a lot more energy when I get there I'll just it's just you know after a long day in the classroom you're [6:03] pretty exhausted and then you go to the pool and some days you just didn't have the energy or the pep this year I had [6:10] some pep it was fun [6:17] [Music] [6:30] well it's it's really great to rare occurrence to really have teacher [6:36] coaches on one staff so I want to thank the coaching staff I know Tracy Berger [6:42] Greg Piekarski and John Daly aren't here tonight but wanted to recognize them for [6:48] all their hard work and I'm going to turn it over to board chair wallet and Friedmann to present the commendation [7:00] [Applause] [7:10] scrunch in so that pentola can take your picture [7:30] guys coming over the round of applause thanks for a great season [Music] [Applause] [7:36] [Music] [7:55] all right well thank you very much that's great so we do have a few other [8:00] commendations of staff we have accommodations submitted for Chris Holden who's the principal of Normandy [8:06] element Elementary Sharon Norland er who recently retired and is a former first grade teacher at Normandale and Sophie [8:13] toner a fifth grade teacher this was two years in a row that the Normandale staff was invited to attend the annual French [8:19] immersion conference at the French Embassy in Washington DC we have accommodation of Lindsay modal or [8:26] Modell's from who's a speech-language pathologist at Cornelia a parent wrote [8:32] in says I just wanted to send a quick note to thank you for working so hard to help our child succeed there's a [8:39] commendation of Lisa Masika who is the principal at Cornelia Elementary this was an email from a [8:44] staff member and what she wants to commend the principal for is the calm [8:49] the principal knew sigue showed after a giant spider dropped down on a group of [8:55] first graders in the middle of an assembly so she thought the principal [9:00] deserved extra credit for keeping the kids calm there's a commendation of [9:07] Darrel crisp who is the crossing guard and security monitor at Edina high school apparently there was an accident [9:12] outside of the high school and he was quickly able to call 9-1-1 to provide [9:18] assistance to the driver and get back and help the students get into the school safely so thank you mr. crisp [9:26] there was a commendation of Nicholas Ellison who's the band teacher at Cornelia elementary Megan Palmer and [9:31] Charlie Weis who are band teachers at South View middle school parent wrote in said they just watched the South view [9:37] Jazz Band concert Wow we cannot believe how much these kids have grown musically we're [9:43] so incredibly incredibly grateful for the music program in Edina public schools you have such dedicated teachers [9:49] and then finally we have a combination of Renee Baca who's a fifth grade teacher at Cornelia elementary this is [9:56] an email from a parent I just want you to know how amazing Renee is we are so grateful that our child is in his class [10:02] and those are our staff commendations and we as always thank all of our [10:09] teachers and staff for the work they do on behalf of the district next we have hearings from members of the audience [10:15] and we have a number of people that have signed up to talk about the music [10:20] program so I think we have some right so some of the questions are concerns around band and orchestra have come up [10:27] and we are in budget season and we the school board is in the process of just [10:33] beginning to look at the the budget for 2019 2020 one of the things we did last [10:40] year was to study all the different aspects of the program especially its [10:46] offered at the elementary to see what is what is possible with regards to making [10:51] either transforming program so that we can figure out how to save costs one of [10:57] the ones to look at was a band and orchestra eighth grade and the [11:03] administration has studied that and has no plans in bringing forward any recommendation to make any changes to [11:10] the 5th grade band and orchestra so just wanted to have the community in the audience know that that is the [11:16] recommendation that will be coming forward not to make any changes to that so I'm still gonna call off the names of [11:22] the people who listed music program if they would like to speak obviously we'd be delighted to hear you if you would are going to pass based on the [11:29] additional information just let me know first person is Adam mans Adam and how [11:38] about a bee man's Wayne winger I did see Wayne earlier [11:46] yeah there you are welcome you're not [11:51] required to welcome thank you [12:00] at a recent work session we talked about the shortfall in the budget for the [12:06] elementary schools some a half million dollars because 93 students that we [12:11] thought were gonna be there that were there last year aren't there this year [12:16] and you're gonna have to deal with the budget shortfall this spring but one of [12:23] the things I'm urging on you is that you do a quick study survey to find out why [12:29] the people didn't show up at our schools that's urgent because in addition to [12:36] dealing with the budget shortfall you've got to figure out whether it's a one-time thing or there's an ongoing [12:42] problem and something that's causing it we also need to double check on middle [12:47] school and senior high so I'm urging that over the Christmas break somebody [12:54] call and contact the families you know who they are I'm sure Margo knows who [12:59] they are see if they're still here people can leave move out of Edina for [13:05] some strange reason but this change is so much more than normal [13:11] there's other things going on and we need to understand what it is so you can make the right decisions it could be [13:20] that the students moved out of the School District just because they wanted to change schools even though they still [13:26] live in Edina we need to find out what school they wrote enrolled in we need to [13:32] find out why they left the united schools and that will give you the [13:37] information to try to get the direction right for next year so you can make long-term decisions rather than just [13:45] reacting to a short-term crisis I know some people that have left schools I've [13:51] heard different reasons but one or two stories don't give you a trend but if you get a write-up from a [13:58] transcript of questions and let the people tell you why they left it'll be one two or three different things you [14:05] can form a general opinion and go from there so that's my story I want to just [14:11] urge action right away because it's going to be important budget process is [14:16] very fast behind this very approaching thank you next Samuel Reed welcome you [14:35] may know me from the email I sent last week asking people to contact you in [14:41] support of the United Band program I'm a diner graduate and have two kids at the [14:48] high school right now I do not envy you the choices that you will have to make [14:53] in regards to the budget deficit those decisions will affect real students and [14:59] real staff members but my priority is to see that the arts program in general in [15:06] the band program in particular are not subject to cuts and while I appreciate [15:13] the assurances that I have received that the arts programs are not on the chopping block I know that the deficit [15:20] is large that the process is long and that there are other constituencies and [15:26] please know that there will be many of us watching with interest as the process unfolds thanks for your time thank you [15:35] [Music] next is Terry Young welcome music and [15:53] the potential reduction of frequency for the elementary music education days I [15:59] know that's different from band and orchestra so I know I don't need to talk to you about the value of music [16:05] education in math literacy social-emotional skills mental health stress reduction [16:11] self-expression belonging I mean you guys know all of that I think you know also how wonderful all of our music [16:18] education teachers are in our school so that's that's not what I want to talk [16:23] about but I wanted to talk about was what we know about how musical literacy [16:30] and fluency develops in people and by fluency what I mean is the ability to [16:37] match a pitch and know if something moves higher or lower to notice if a [16:43] tone in a piece of music is consonant or dissonant and the ability to keep rhythm [16:48] so it's not how you play an instrument its musical ability in general and what [16:55] we know about that because it's been studied a lot is that nearly all people almost all people are born with the [17:01] ability to learn those skills but obviously not everybody develops them you probably all know at least one [17:07] person that cannot carry a tune in a bucket so why can't some people do those [17:14] things when we were all born with the any potential for that and what we know about how music ability develops quick [17:21] version is that when children make music in group settings you develop these [17:27] skills and if you do not make music in group settings or you don't do it frequently enough you don't and the [17:35] other thing that we know about how music ability develops is that the timeline to [17:41] develop these skills does have a limit and if you do not do it at a young age [17:47] from birth really at some point you essentially lose the ability to pitch [17:53] match or keep a rhythm and even as an adult if you decide hey I'd really like to learn music now if you didn't do it [18:00] growing up it will basically be impossible for you to do so so obviously [18:07] this is relevant to our discussion especially as we talk about the frequency of music lessons at school [18:14] even if you keep the same number of educational minutes devoted to the music [18:20] program if it happens less frequently and I personally think two times a week [18:26] is already not nearly frequent enough if it reduces to one day a week which I [18:31] know is something you're talking about that that will be less effective even if [18:37] you keep the instructional amount of time the same so please talk to your [18:42] music teachers all our music teachers know about how we learn they're excellent at teaching it they know what [18:48] they're doing my kids are learning tremendous things in their classes so [18:53] thank you for talking about this and please just be careful and talk to the right people as you make your decision [18:58] thank you thank you next is christen [19:04] herb welcome thank you good evening my [19:16] name is Cristin herb and I am with dyslexia parent alliance Edina I'm a [19:22] parent of two boys a sixth grader at Valley View and a kindergartner at Countryside when I realized that my [19:28] oldest son was struggling to read we tried many things he attended in school [19:33] interventions he participated in Success Center and I hired a tutor however he [19:39] was still struggling my enthusiastic and friendly kindergartner would become an [19:45] anxious third grader it was a co-worker who first raised the idea of dyslexia I [19:51] did the research we had the testing I brought the results back and was [19:56] surprised to find that there was no clear path my research had told me that my son needed explicit multi-sensory [20:03] instruction and phonemic awareness and phonics so however balanced literacy did not [20:11] provide enough of that so I hired an orton-gillingham trained tutor and his reading started to improve [20:17] immediately I launched dyslexia parent Alliance Edina in September of 2016 with [20:24] just one member me since then we have grown to a hundred and thirty-four [20:29] members and have a wonderful group of leaders we are motivated by the desire to close the [20:35] knowledge gap so that students are identified more quickly and suffer less long-term damaging effects our group's [20:43] goals are to advocate for early identification of dyslexic students teacher education and professional [20:50] development evidence-based curriculum to support students at all levels and to [20:56] develop a community of support for families we want to work with you to [21:02] make real strides for struggling readers in Edina the results of the world's best [21:07] workforce report tell us that there is a need for change edina reported a seven and a half point [21:13] decrease from the previous year in MCA reading proficiency my understanding is [21:19] that that is the lowest level Edina has recorded since the testing began in this format in 2013 and if you survey those [21:27] lost enrollments as was suggested by someone else I believe that dyslexia and reading [21:33] instruction will be a factor let us be wise in choosing our path forward the [21:40] Institute for professional learning at groves Academy shares evidence-based teaching methods from their school with [21:47] teachers schools and organizations in the community why would we not access [21:52] this valuable local resource the Minnetonka school district has partnered [21:57] with the Institute for professional learning to implement an evidence-based intervention Wilson reading systems for [22:04] their struggling readers they are now in the third year of the program which features an evidence-based systematic [22:12] and multi-sensory curriculum to help students with reading and language needs succeed Minnetonka is reporting seeing [22:19] great transformation in students lives the students are getting the critical tools to read and write building [22:26] confidence and empowering them to achieve they have trained all K through three and special education staff across [22:34] their district in Wilson reading programs and have expanded their Wilson program to general education classrooms [22:41] the world's best workforce results tell us that we must act we must give teachers the tools they [22:47] and desperately need by moving to a reading spelling curriculum and interventions that are evidence-based [22:53] and delivered consistently we can do that by partnering with those who have [22:59] paved the way we asked the EPA explore a partnership with the Institute for [23:05] professional learning and the opportunity to benefit from their expertise thank you thank you that [23:18] completes hearing from the audience does anybody else submitted no all right [23:23] thank you very much also remind people that there is an opportunity for submitting questions in [23:30] advance for more of a discussion format at 6:30 so that is an option otherwise [23:36] our current format is that we get input but we typically don't respond but then we have relevant soup administrators [23:45] respond to each of the speakers so moving on to the consent agenda can I get is there anything to remove [23:51] from the consent agenda I get a motion to approve the consent agenda all those [23:59] in favor of approving the consent agenda say aye aye any opposed motion carried next is yes yes [24:28] microphone please [24:40] let's take it first up as a point of information at the end if we're going to have a motion then you'd have to have [24:45] bring a motion to amend the agenda to bring on a new topic and then that would [24:51] have to get approved and then we'd have to then discuss that item but let's put [24:56] that towards the end of action before we get into truth in taxation and there was [25:02] something I forgot to say last month but last month and this month under personnel recommendations we did approve [25:09] the moving on of dr. Gwen Jackson and Margo Bock and I just want to there [25:16] still have to work another few months with us but I do want to just note that they have served the district very well [25:22] and we're kind of excited that they came here and worked for us disappointed that they're leaving but I just didn't want [25:29] to have it passed by and Margo you were up last month and so I just want to call the two of you out and say thank you [25:38] [Applause] [25:46] with that we go to truth in taxation which I think Margo is your area [26:09] good evening chair wall and Friedman superintendent Shultz and school board [26:14] it is that time of year for the levy certification process it actually starts [26:20] back in July and August when the district staff submit information to the Department of Education and then we [26:28] received preliminary results in September and you as a board approve the preliminary certification then in [26:35] November the county auditor sends out your truth and Taxation statements that [26:40] you receive as tax payers in the years we have an election so for example last [26:47] year then between September and December the levy certification is updated and we [26:54] have new information we didn't have an election this year and so the information is the same as it was in [27:02] September with the exception of one state formula change that equated to one dollar so not no major changes just to [27:12] kind of answer a couple questions that I often receive around tax time either when people receive their truth in [27:19] taxation statements or when they receive their actual tax statements you can go [27:24] to the next chart the I'm jumping ahead yeah [27:31] oftentimes some people's taxes go up I receive a phone call to saying my taxes [27:37] went up what are you doing with all the new money and we only have one levy that [27:43] is based 100% totally on property value and that's our capital technology levy [27:49] the other are other levies are based on a total authorized revenue based on [27:55] students or a combination of formulas or project based formulas where there's a [28:00] total dollar amount like long term facility maintenance so if there's a [28:05] levy and we have X amount of students times a dollar amount that's the total [28:11] revenue were authorized for that's all we can levy so if property owners taxes go up [28:18] because of their own property values it doesn't mean the school gets more money [28:23] because we're only authorized to levy based on that that formula and that that [28:30] can be confusing and but it it's a clarification that needs to or is made [28:37] for schools and the only way the school board I'll get to that in a minute next [28:46] couple of charts I won't spend a long time on but we are market value and our [28:52] adjusted necked taxing capacity both of which are measures of our local property wealth did increase at a higher rate [29:01] just a little over 6% for both of them which is a higher rate than the state average and so our local property wealth [29:08] is greater we have several voter several types of [29:16] levies the the major ones are the voter approved levies which are the operating [29:21] referendum that was just renewed and increased last fall and then also bond [29:28] referendums for buildings and then also the capital technology those are the majority of the referendums so there's [29:34] other levies that are based on state formula so for example when the legislature meets sometimes they will [29:40] update a formula or create a new formula that is partially state funded and [29:46] partially local taxpayer support and that formula may be dependent upon local [29:54] property wealth so we have a couple that are a couple of those types of formulas [30:00] we are a property wealthy district and so we tend to have a higher ratio of [30:05] local contribution versus a district that has lower property wealth in those types of formulas and then there's other [30:12] types of authorizations that are based on a demonstrated need usually there's [30:18] approval to the state fort it's part of the process in July in August to submit information where the school board [30:25] approves so for example long-term maintenance and then the state approves [30:30] that as well so as to be demonstrated need for us to have the authority in a levy safe schools in crime extended day [30:40] disabled in our community service program just a variety of those the [30:45] factors contributing to this year's levy increase we had overall local property [30:52] value increases which impacts the one the one levy that I talked about that's [30:58] based on property value we had some formula changes enrollment adjustments [31:03] and but overall the total levy increases about three point one eight percent from [31:10] the previous year you can see a history [31:15] I won't go through all the various line items but down the left-hand column is [31:20] the various types of levies that I just categorize for you between the voter [31:25] approved state formula and other types of levies and you can see the history there again overall a three point one [31:32] eight percent increase the next slide shows history of our levy changes since [31:42] 2011 paid two thousand twelve percent increase over the prior year which [31:47] includes voter approved type increases and then the fought column to the far [31:53] right backs out those voter approved increases and shows average for those [32:00] that period of time and we've been able to keep even with voter improved [32:06] increases keep our average relatively low and the end without voter approved [32:11] increases the average is just a little over two percent and in some years actually a decrease so what's the impact [32:18] to the taxpayer the median home average [32:27] increase was about five point four percent according to the city and so [32:32] when we calculate for the various property levels without no change in [32:38] property value just purely what's the impact of what usable order proving here it's actually a [32:44] decrease for the various property levels but we I don't know about you but my properties take value went up so as we [32:53] equate that average percent increase for homeowners the combination of the [32:59] property value increase and the district levy certification shows a slight [33:07] increase for the upcoming year with that [33:12] now also part of the truth in taxation and this is a requirement of the overall levy certification we are to talk about [33:20] the budget that this is the budget and so that's later in the agenda this [33:28] particulate this levy certification actually funds the 1920 school year for [33:33] cities and counties when they levy it is for the upcoming year that they're talking about a calendar year because [33:40] they're in a calendar year basis so currently what we're talking about is 1819 budget but last fall's levy last [33:47] December's levy is funding that but we will talk about that later in the agenda I'd be happy to answer any questions you [33:55] have and then we also because it is the truth in taxation public hearing any [34:01] questions from the audience as well [34:17] no this addition if your property value [34:27] went up 5.0 thank you [34:39] correct of course it all has to go through the county auditor and individual property owners have [34:45] intricacies that we at the school district don't know the other pieces we did talk about this at finance and [34:53] Facilities Committee as well correct [35:01] so Margo we don't have much discretion in this it's it's dictated mainly by [35:06] formula is that how this we should interpret this the majority is dictated [35:11] by formula and especially the ones that are combination of state aid and formula [35:18] it is not recommended for school districts the state will tell you that dude if you under levy matter of fact on [35:26] the forms when you fill it out if you under levy then you also will lose state aid and we don't want to lose state aid [35:32] so and there's we did discuss financial facilities the areas that we potentially [35:40] might have some flexibility and and the recommendation of Finance a Facilities Committee was to to levy as presented in [35:48] September any other questions so members [35:57] of the audience this is an opportunity to ninth-grade government students this is your chance to provide input and I [36:03] know you woke up this is your chance to provide input on [36:09] the truth in taxation and any takers back there all right thank you [36:18] all right I think we're done okay thank [36:23] you Thank You Margaret next discussion is [36:28] policy update Samir as a policy [36:35] committee continue to work on some of the more difficult substantive ones like student travel we had a conversation [36:40] with our legal adviser and like last month the ones we're bringing to you are [36:46] a little lighter on the on the changes the legislative involvement to Oh 17 [36:52] we've seen in work session we have many in the 300 series which in our districts [36:59] accounting of these is the administrative administration type policies for our districts and we also [37:05] have an update on policy 707 very to-the-point a change in the number that [37:12] was state initiated and followed through in our district with regard to purchasing and a cut off where we need [37:19] to go out for a competitive bid so it went from yeah for quotes from 20 from [37:27] maximum 100 thousand $175,000 acquire a minimum of two quotes so we'll entertain [37:34] questions on all of those that are up for discussion was that primarily based on updated statute I believe so it's one [37:44] of the first of Confirmation but I think that's driven from the state or district vote yes dad you changed last spring [37:49] okay that's what I thought in the note in the documentation below but I just want to verify it's not something that [37:55] just our district is choosing to change no related yep any other questions so [38:04] these will be back next month for action that's right they won't be back till next year though okay [38:12] all right there was a change a slight bit of verbage change I believe in the [38:19] the document talking about an annual review for the superintendent or [38:25] actually its policy 302 and under number [38:31] three letter B there's something about that sentence that just didn't read [38:36] right we took out the word annual a couple of different places it sort of [38:44] implied that it would be a one-time event every 12 months or so and so kept [38:49] I'm having mine load now but kept reference to these these considerations need to be super Henry annually evaluate [38:58] each principal assigned responsibility for supervising a school building in the district but just wasn't quite sure that [39:05] the wording seemed funky yeah so it's [39:10] just you might want to clean up the language on B so that was Mike just Jeff [39:24] check in a little grammar there got a daughter in a pole so on my grammar and I there was another one in [39:33] terms of review management reviews 306 [39:44] is that referring to actual procedures in the district is that it was a it [39:52] wasn't totally sure on that one because it's the for the administration's [39:58] completion of management reviews and how is that different than so it's also [40:06] sounded like this maybe could include include various processes within the [40:12] district or events because it kept referring to an event so I just want to [40:18] clarify for my own knowledge what is this encompass [40:24] what is the superintendent reviewing here in terms of management reviews [40:32] policy 306 306 it says the purpose is [40:46] for operational effectiveness so it sounds like it's for John to have [40:51] discretion to evaluate almost anything that he wants to you for operational [40:58] effectiveness or and a lot of times things don't go to John first especially if it's considered an event did [41:03] something happen in the classroom we're on our ground and so it reads to me like [41:08] a lens through which John or any superintendent would evaluate in something that came to his desk up [41:15] through multiple levels of administration which is why it starts off with what's the application of [41:21] district policy and our procedures what what resources or safety considerations are there educational program and [41:28] services our culture our communications it's just a series of considerations but [41:33] prior to that it talks about routinely complete management reviews of school [41:39] district events No so that's where I when I was reading that portion of the [41:44] policy I wanted to better understand what events the superintendent is routinely reviewing and if we could [41:51] maybe have some clarification well maybe [41:59] we could policy could work on that and get back to us mm-hmm as to what this policy is actually actionable on [42:13] okay other questions on the policies that are up for discussion that was it [42:20] anybody else all right let's move on to our action items even first action item [42:27] it can get a motion to approve muli as the successful vendor through the possible through the solar possible [42:33] program to install solar at the Edina transportation center I get a second [42:44] Eric and Margo so we signed on with [42:55] clean energy resource team and the state of Minnesota because they offered a [43:01] solar possible program and so other possible is their vision to eliminate [43:07] barriers to putting solar on public buildings so we signed up our buildings [43:13] to be reviewed this is the very first one that we kind of looked at it's the [43:19] easiest building it's our newest building we designed this building for solar and so I went through their [43:26] extensive RFP program review process and they started out with over 190 [43:33] installers they eventually got it down to three highly qualified installers and [43:41] that can meet all of their strict criteria and so what what certs the [43:51] clean energy resource team in state of Minnesota did for us as they went through all the proposals reviewed them [43:57] and then submitted to us the only one proposal which was the best proposal for [44:04] our site and Molly engineering was the [44:10] recommended vendor for this site so I'm asking for approval to [44:16] Ford model-t engineering and it's all around one of our buildings for the first time ever so just a few quick [44:25] questions I saw this obviously in finance of facilities that you guys did an amazing job bidding this out and [44:30] there aren't many times that we can do something good while also saving money so this is one of those few one offs [44:36] that we would do I would suggest we try to do as many times as we can just to [44:42] just to clarify for everybody here could you just give a little bit of an overview as to how we might think about [44:49] this being a bit of the jumping off for other buildings or opportunities in the future well we haven't had solar on our [44:56] buildings before so it's a little bit of a learning curve obviously this process is a different process than the district [45:03] went through in 2011 this is much broader in scope and and took a much [45:11] more in-depth look and I think we're and the numbers that they we put into our [45:16] parameters are very conservative numbers so I think it's very yeah a positive outlook as you know we've done a lot of [45:23] work on our buildings we put new roofs on our buildings all right we're getting to that point where it's possible to put on a more solar on our buildings and we [45:31] hear over and over that educationally they want especially the high school they want some opportunities so I think [45:38] this kind of sets the stage for being able to do a little bit more of that comfortably from a building's of [45:44] Guerlain standpoint and I think you're right it's a good news story we it [45:49] didn't work for us in 2011 for a combination of reasons and timing within our buildings but now now it does in [45:56] this this is a very impressive RFP process that this organization ran and [46:03] our facilities are ready so it's because I know Eric and I probably between the [46:10] two of us I can't tell you how many calls we get a year on solar and we're [46:17] looking into it we're looking into and now we can say it's here can you explain [46:23] to me in more detail the financing it wasn't clear to me because I'm a [46:28] history major should we pay upfront I'm een I it wasn't clear the wattage [46:34] that how does it work I don't understand [46:39] it I think the question is are we paying for the solar will it cost us money I don't think yeah are we paying upfront [46:45] for the panel's and then we how I know there's a lot of different ways you can [46:50] do solar and it wasn't clear to me exactly how it was so under the RFP process they gave us two numbers one is [46:57] the cash cash purchase so we could choose to buy it outright and then we'd own and maintain it or the PPA power [47:05] purchase agreement which is the e1 that we have in front of you today so no cash outlay the vendor puts all the money [47:12] upfront they do they get their own financing they install the solar they [47:17] maintain the solar for 20 years we've got a guaranteed rate of production we [47:23] are basically under this program just a host site okay and then at the end of 20 years we own it outright [47:29] we would then maintain it we get all the payback for it and in the interim we're [47:38] actually at this site it's kind of unique site because our meter during the [47:43] summer when it's a beautiful day on a weekend our meters going to be running backwards we're gonna be the utilities [47:49] gonna be paying so though utility will pay more than the cost of the system so [47:56] in the long run this this is not gonna cost us so are we putting power back into the [48:02] grid correct and they're gonna pay us for that correct that's fantastic will we be [48:08] powering any of our buildings yes so I had the bus garage where it's connected obviously it will we use during the day [48:16] during their operational time we're to use more energy and what it produces on a winter day like this but in the summer [48:23] when operations are a little less then we'll go it's certainly good [48:31] you are we getting a sweetheart deal in this are they yeah I mean surprise that [48:39] they're gonna own it and they're gonna carry the the load of the financing class is that right yep there's no [48:45] sweetheart deal it was it was competitively put out and that was one [48:51] of the proposals was a poor purchase agreement were they they up they front the money and don't make money off of [48:57] this yeah they're not gonna do it I am assuming they're making okay just I mean I'm just wondering what kind of a demo [49:02] site they're bragging points the bookie Dinah's got it right here and you wanna come over and see what they're doing and [49:07] having success with it then so it's kind of a site that they can have bragging rights off of like so they're gonna make [49:14] money off of an editor than always for them yeah also it's a great question as to how this is set up so it's a win-win [49:21] but it is and there's also a series of tax credits that come into play mm-hmm so because of the environmental factor [49:27] and the way that they budgeted it out here in the finance and facilities departments and groups is to take the most conservative estimate of the lowest [49:34] number of tax credits we would get over that period of time and then share those guaranteed savings so everything's been [49:40] done from a conservative lens as well okay I have another question here about the accumulative cost savings over 30 [49:47] years and I was trying to interpret that because in year 20 we go down it's it [49:55] builds up until the 15th year and then we're losing or paxford seemingly going back we're going back [50:01] again you're in 20 you're 20 I mean we double by you're 25 huh what's going [50:08] could you help me interpret that so we have some there are some credits so for example I don't know the intricacies of [50:16] all of them when they end but from a to Matt's point with a conservative [50:23] estimate if a credit ends after 10 years we've assumed zero that there will be no [50:28] replacement for that it is likely that there will be that some form of credit [50:33] for and being environmentally conscious is still going to continue but we want [50:40] to be conservative in it and so that shows the credits not being in playing [50:45] and so the money we're making is a part of this projection because we're gonna [50:50] be making money off of them when you put power in the grid right yes okay so that's a part of this projection and [50:55] then as they mentioned we own it after 20 years so your payment's get reduced you're a client and curve that goes at [51:01] an angle compared to the tax and credit increases is there a plan to look at the [51:06] other buildings so we are and thank you for bringing that up we visited at [51:12] finance and facilities because of a credit it's time-sensitive to approve [51:18] the transportation center before December 31st but we are reviewing [51:23] taking a little bit more time to review the data coming back to finance of facilities in January to see if there's [51:30] another site we might be able to do it and so Eric and I are working at it looking at that data [51:36] yeah there's Margo saying there is a benefit to improving this in 2018 and because again we didn't want to be [51:42] rushed and just they were both very thoughtful that meted out indirect cost insurance costs roof restructuring costs [51:48] all the different things that can happen with something that a new project before blowing it out the 9 10 different buildings and senators thought do it one [51:54] time well of the most repaired building do it this year so there's a tax credit benefit that's maximized and then revisit it quickly in 2019 my question [52:04] would be related to the long-term budget and since we're talking about budget deficits wondering are there any hidden [52:11] costs or any potential cost that we would have to pick up if things go awry [52:17] so if I know they say although they'll own the solar panels but what if it does [52:23] damage to our building all of those types of contingencies how are we covered for that [52:29] so we're covered through our property liability insurance and I did confirm with them today that we are covered for [52:36] strong gale force winds you measure [52:41] winds right and so we would be covered under that there would be minimal or no [52:47] increase in premium for it it's already part of the coverage so put on high [52:53] quality 30 plus your gross this is a 20-year [52:59] Rema we do maintenance on a roof every year whether there's solar installed or [53:06] not so that cost isn't gonna change in my opinion and you don't think the solar panels could affect the the longevity of [53:13] our roofing as is at the bus garage no not at the bus garage it's it was built [53:21] designed to hold or solar okay thank you [53:27] is any school next up any specific site [53:33] we're gonna review we need to work it [53:40] through finance facilities all right any [53:47] other questions all those in favor of approving the solar program with the Dyna transportation Center say aye [53:53] hi any opposed motion carried thank your great great job great job all right can [54:05] I get a motion to approve the tax levy for 2018 payable in 2019 [54:12] Margo you're up again nothing further to [54:17] add about the truth in taxation levy certification any questions we kind of [54:25] just saw this all right all those in favor of approving the tax levy for 2018 payable in 2019 say aye [54:31] hi any opposed motion carried next can I get a motion to approve the [54:37] 2018-19 final budget Argo you're up [54:44] again so am i rending this somebody else [54:50] is running this you are you know you can thank you so um it's the final budget we [54:57] start this process I bought a year ago when we updated the long-range plan and then had the board [55:06] approved budget adjustments in March and then preliminary or [55:12] spring budget I call it by June 30th and then the final budget what we have [55:18] updated now is the any changes that we [55:24] learn from spring to fall so for example a retirees and then the rehires and I [55:31] think we know who's been rehired we have we do update enrollment we update for [55:36] the audit results what do we learn through the audit results is there areas of savings are there areas of increase [55:42] we need to understand and just literally go staff person by staff person budget [55:48] code by budget code and update it so I want to thank the business office team who work diligently to get this all [55:54] prepared and done in the system and and be able to have it here for you tonight [56:00] so with that we'll move off of budget calendar we have the budget priorities [56:07] which you're familiar with from the spring and then we also keep going here [56:19] then the I do have the chart for the state history of the state formula and [56:27] that it hasn't even though we have gotten increases which we're very appreciative for it has not kept pace [56:34] with inflation and you can say can see from the chart the difference there and [56:39] that continues to be an annual challenge for us as we talk we've talked about over and over again when one percent [56:48] revenue or even two percent revenue is two percents a little over a million dollars but one percent in expenses on [56:57] salary and benefits alone is a million dollars so there is a there's a [57:02] challenge there from a funding standpoint in the next slide it shows our planning parameters for 1819 but [57:11] also for 1920 and beyond just a brief summary of them there's much more detail [57:17] associated with them but I do want to go through a couple items for understanding [57:24] for the budget that you're going to approve and also as draft information for the [57:29] long-range plan for enrollment we have a range of slight decrease to a slight [57:36] increase over the next five years basically we've had relatively flat [57:42] enrollment when you look over the last six six years including 1819 we've had [57:49] three years an average daily membership that have been declined a slight decline from the previous year and we've had [57:56] three years where we've had a slight increase from the previous year all in all about you know a zero average of [58:03] zero percent each year and so that's what we're using currently in the 1819 [58:09] and then also in the long-range plan at this point we have some area information [58:16] that will be coming to us in terms of enrollment we have a demographic study being conducted right now and when we [58:24] receive those results well we'll match them up with the enrollment projections [58:29] I refer to the demographic study that was done in 2014 and use that as a guide [58:37] for projections as well using the enrollment projection model the general [58:43] ed formula allowance we know for 1819 that it's 2 percent and so that's included in your final budget for 1920 [58:50] and Beyond for the base long range plan we're using 1% and any additional or any [58:58] what change in state aid by 1% up or down is five hundred approximately five hundred fifty thousand and we for the [59:06] district will run different variations on that and monitor the legislative session as we are hearing more of what [59:15] is happening in the legislative session we'll run variations of up or down or whatever we're hearing and saying seeing [59:22] how that might impact operating referendum in increase the step-up from [59:27] the vote last fall will be in 2021 so that's included we are have budgeted for [59:35] an increase in interest revenue for 1819 this is part of one of those audit [59:40] results and also more favorable interest rates and kudos to our controller he is [59:50] making sure that he is investing liquid funds even if it's just you know 3045 [59:56] days or something like that so that we we are earning those extra interest dollars and that's really key and that's [1:00:03] that's been very helpful and then also special ed revenue maximization and [1:00:09] you'll see correspondingly on the expenditure side increased staffing based on student I EPS so part of this [1:00:16] budget proposal for 1819 is increasing [1:00:21] some teaching positions and some Paris dad's to align to IP needs for this year [1:00:28] and we were able to fund those the partial year out of federal special ed [1:00:34] carryover dollars so there's if you look at your budget reconciliation sheet that [1:00:40] shows spring to fall you'll see an increase in federal revenues you'll also see an increase in special education [1:00:46] expenditures and then the remaining expenditures like I said we go literally [1:00:53] staff person by staff person budget code by budget code and we adjust accordingly [1:01:00] for what we actually know now a sizeable dollar amount that changes is we add in [1:01:05] the capital and supply carry overs in the spring we don't know what the sites will carry over [1:01:12] but once the audit is complete we do know that so just keep in mind when you're looking at some of the detailed [1:01:18] reports in the budget where we compare to the previous year actual some of what [1:01:25] the increases are are the carry overs because there's 3.2 million dollars in [1:01:30] total in carryover and we assume that they'll be spent until the audit is through and then we go through that we [1:01:37] know exactly what is done so um then within the budget document I'm not going [1:01:43] to go through all the charts and schedules within the the budget document [1:01:50] we did go through some of the page in detail and finance and Facilities Committee however the document does have [1:01:58] an introductory section that shows kind of narrative summary with some charts on [1:02:04] what has changed from the previous year now 1718 audited you know what revenue [1:02:10] and expense in the various funds if you just want a high-level overview that's a good place to go the organizational [1:02:18] section talks about some of our practices and policies around budget and then there's a financial section that [1:02:24] has individual worksheets and graphs and charts the worksheets show four years [1:02:30] worth a history plus this budget or you can see some trends for the various [1:02:35] funds and where that history goes and then the informational section gets even [1:02:41] more in detail where it takes revenues four years of history spring budget this [1:02:48] fall budget and sorts them in different ways and expenditures in sorts them in [1:02:53] different ways let's say by program or object code so you can see just a little bit more detail again I won't go through [1:02:59] through the whole document but if you ever have any questions on it please feel free to call me and email me the [1:03:07] remainder here we've got some charts on revenue and expense history I will say [1:03:13] that in the building area revenue and expense you'll see some significant [1:03:19] changes within the revenue and expenses because you've got construction going on [1:03:24] in there so that's all funded either by bonds or long term facility maintenance and and so it kind of skews some of your [1:03:31] charts expenditure history you can go to that one I'm gonna flip pretty fast [1:03:40] through the rest of these charts we'll go to the first pie chart that says [1:03:46] revenue by source [1:03:55] the this breaks out all the revenue for the general fund by our various sources in the state general ed formula the one [1:04:02] you hear the most about in the legislative session is about fifty percent of our funding and then we do [1:04:08] get some other types of state aids special education non-public [1:04:15] transportation just a variety of other types of state aids that are about 16% [1:04:21] we have property taxes about 29% and then federal and other local many [1:04:28] expenditures we are service industry providing a service to our students so [1:04:35] you would expect that the majority of our budget is salary and benefits for [1:04:40] staff providing those services and support services and the next chart then shows then by group the percentage of of [1:04:55] the salaries or other staff by the various groups so the for example the [1:05:01] teachers are seventy five percent and you would expect that because we're providing direct instruction to students [1:05:08] and then we have the clerical custodial administration and the various other [1:05:14] groups then there's another pie chart that says here's the teacher one and [1:05:21] then go to the next one which is by program and this one is just looking at the expenditures in a different way [1:05:27] instead of what we call by object which is salary benefit supplies and equipment but this one's by program area and so [1:05:35] you have instruction instruction special ed and support services if you total all those together that's 81 percent of our [1:05:41] budget on support either direct instruction or support services to [1:05:47] students and again that's what you want to see it's also what makes it very challenging when you have those kinds of [1:05:54] percentages and providing the service that makes budget reductions or adjustments very challenging and [1:06:00] difficult to do [1:06:05] this is comparison you know with other districts and the it's for 1617 and we [1:06:17] don't have data yet from the state for 1718 I will likely get that in March or April sometime and then I'll provide that to [1:06:25] you so it is a little bit dated but I do like to provide it so you can see how we compare to the lake conference and state [1:06:32] average on our revenues and expenditures next and this is just updating our [1:06:39] process we're really we've we're always talking about budget we have been [1:06:46] talking doing some follow-up studies from last year we're taking a look at enrollment trends and now further over [1:06:54] to the right on this chart really getting all the information from the 1819 budget incorporating that into the [1:07:01] long-range plan which is in draft mode right now but we'll be talking more in [1:07:07] January on that and again monitoring the legislative session in the demographic [1:07:13] study oh the next one so then what does it look like and again this is this is [1:07:20] very much draft in December but usually if I don't provide it then I'll get [1:07:27] asked you know what's it look like beyond 1819 which is a very valid [1:07:32] question plus I like to work on it so I know the answer myself so if we don't do [1:07:38] anything you see a line going down to 2021 that is that is normal because of [1:07:46] the funding gap where the revenue we receive doesn't exactly tie out to the [1:07:52] expenditure because the revenue increase with the state is for one percent is [1:08:01] five hundred and fifty thousand dollars and one percent increase in revenues is expenditures is about a million dollars [1:08:08] so you're gonna without any adjustments you're going to see that chart go down in any school district and so this [1:08:15] church then shows if we make reductions that we can risk that [1:08:20] fundamental and said about a 6% level again this is draft and we'll be updating it and having the more in-depth [1:08:27] conversation about what does that mean in January the 1819 budget does have [1:08:35] well I didn't go through the detailed documents the projected fund balances a [1:08:40] slightly below 6% but we do have a plan in the long-range plan to restore it by [1:08:47] June 30th 2020 next to chart we could go [1:08:55] the next one that's so where we're at in the next steps is to finish the [1:09:04] long-range plan update it in terms of enrollment and memoral map projections for in 1920 we try to get almost halfway [1:09:13] through the current year it's a good base then we have good base data to do projections forward so that's what I'll [1:09:21] be doing the first week or two of January is updating those projections and then updating them again when we get [1:09:27] the demographic study so that'll be an additional step this year and then [1:09:32] monitoring the legislative session and and also the results of the strategic plan that you as a board are working on [1:09:38] and I just list a combination ways that we can continue to maintain and improve the district financial position so with [1:09:49] that we did discuss this again in much more detail at finance and facilities [1:09:54] and answer any questions that you have any questions and this was discussed at [1:10:02] Finance and we had community input into it also at that committee all right all [1:10:08] those in favor of approving the 2018-19 final budget say aye aye any opposed motion carried can I get a [1:10:15] motion to approve the financing of the 2019 and 20% inant bonds Margo [1:10:27] we should just get you your own table [1:10:32] well December and June are really heavy [1:10:38] agenda item months for me so and then you add a few extra ones in that's [1:10:43] alright feels like I accomplished something and they check something off the list so [1:10:49] it's the long term facility maintenance program Eric Hamilton and architects and [1:10:55] construction management people have really been working to brainstorm about this building initially and the plan it [1:11:03] was scheduled over four years and with the age of this building literally [1:11:09] weekly we're running into some some repair issues that we we need to be [1:11:14] taking care of and there was also concerns with a four year project in a [1:11:20] building regarding disruption and also that bidding to bid a whole project over [1:11:28] four year period and vendors that's a long period of time about the most you can bid would be two years and then we [1:11:36] would risk possibly having two different vendors in the building doing different [1:11:42] parts of it and continuity and consistency so there just seemed to be a lot of reasons from the project [1:11:49] standpoint to condense this building into a two-year set of projects versus [1:11:57] four year and so when it was brought forward to me I said I like the idea [1:12:04] let's see if we can do it without any tax rate increase because when you're [1:12:10] condensing four years into two years there is going to be an increase but let's see how we can manage that and can [1:12:17] we then gradually our step down from the annual fifteen million at a sooner rate [1:12:25] and so between again Eric and then the district financial consultants finance [1:12:31] and Facilities Committee we worked on that and we are able to do it so it's [1:12:37] all it's very positive and it gradually steps down from our [1:12:44] mechanical assist the 15 million a year to after the ECC was done it will step [1:12:53] it down and eventually we will get to our end once the mechanical systems are all done we will get to the point of [1:12:59] where we just have annual maintenance on our deferred maintenance so but this is [1:13:07] not an increase to the taxpayer at this point it's not an increase in the tax [1:13:14] rate the attachment in your board packet from the financial consultants the far [1:13:21] right column totals all the capital the the facilities types levies and that [1:13:28] rate because it it's a schedule over many many years that rate is equal [1:13:35] basically equal or lower than the previous facility plan that we had is [1:13:47] this considered a capital expense by definition capital or expense so we it [1:13:57] is building related if you're asking which fund it's in it is in both the [1:14:04] construction fund and the general fund but I want to be very clear that it is not general fund like coming out of the [1:14:11] classroom or operation type or Support Services in 2015 the state changed how [1:14:20] we code long term facility maintenance it used to be all under construction which is fun six and now they require [1:14:27] any projects under two million to be coded to fund one which the part of the [1:14:33] levy goes to fund one and then anything over two million gets coded to fund six [1:14:38] and I know and that also can play with looking at some of the history in our [1:14:45] general fund when we it's summarized because there any changes in in project [1:14:50] or capital expenditures between a fiscal year can [1:14:56] impact that and so I know it's confusing but I guess I had my mind that it would [1:15:03] be part of the initial bond issue to maintain it but apparently it's [1:15:09] separated like this maintenance is separate from its initial purchase so are you think the bond referendum in [1:15:17] 2015 part of that was not there was no deferred maintenance in that binder ever [1:15:24] I'd know sometimes districts do that and historically this district had done many [1:15:29] years ago now with long term facility maintenance in 2011 we started assessing [1:15:37] the deferred maintenance in the buildings and approved a plan with 2012 [1:15:43] first mechanical system was into summer 2013 where we started a ten-year plan to [1:15:50] address our deferred maintenance issues in our building and we have this 10-year plan constantly rolling forward right my [1:15:57] question is I know we were at 10 million and then we went to 15 with this are we staying at that level so no no because [1:16:06] we're accelerating so it will cost more in two years because when you move the building from four years to two years [1:16:14] right and then we will be at 15 million for a couple years and then step down so [1:16:21] like to 12 and 10 and then lower so we're actually lowering below 15 million [1:16:29] sooner than we had planned okay so we're not going above 15 million we're just [1:16:34] going down sooner am i understanding that correctly I would go above to 15 [1:16:40] million along two years and how much above I don't have the numbers right in [1:16:48] front of me but it's like 10 million above each year roughly you know wasn't [1:16:56] it 24 million in 18 million I think the numbers oh yeah 24 25 and then the next [1:17:02] year it's less but are we spreading that money across time or will it hack the taxpayer of the year that were [1:17:08] spending the extra money so that's why we have the financial consultants do it [1:17:13] and the way we're issuing bonds and the pay-as-you-go levy that the tax rate is most important to look at and it's it's [1:17:20] less and so we're able to do it without [1:17:25] an impact at the tax payers because of that tax rate okay but in layman's terms [1:17:33] I'm just trying to get to so it's stable for the average taxpayer rate and social [1:17:41] stable even though we're gonna get the work done earlier it's stable and that was my challenge to the Eric and the [1:17:49] financial consultants was I don't want to spike mhm and eek Ries either because [1:17:57] it everybody loves it on the the ride down they don't like it right I mean and [1:18:02] I know this was my last truth in taxation hearing but I've done enough um I don't want to put anybody else in the [1:18:08] position where it's coming back up you know twenty thirty some obscene percentage and so we were able to [1:18:17] balance that and our financial consultants are really exceptional at doing that the other thing to remember [1:18:24] is that the ten year plan we look at it annually because the state requires this [1:18:30] to submit it annually but it's really every two years we take a look at the projects because we're issuing bonds [1:18:36] every two years so the ten years now we're making a commitment if this is approved to do the Community Center in a [1:18:45] two year period versus four year period that's a commitment but we every two [1:18:51] years will look at it again and assess and and see where we're at with it and [1:18:57] there's an opportunity to update and change accordingly as so my point is we [1:19:06] talked about it at least every two years [1:19:12] okay any other questions and again this did go through finance and did have a [1:19:18] actually a number of questions from community members and it was over two meetings as well correct yep so all [1:19:25] those in no other questions all those in favor of approving the financing of the 2019 and 22 maintenance plan and bonds [1:19:34] say aye aye any opposed motion carry and [1:19:40] I get a motion to approve the secondary budget recommendations for 2004 this one [1:20:21] I just have a question related to the [1:20:26] way that the efficiencies are going to be made so looking at higher class sizes [1:20:33] making sure that we pull back on classes when there's not enough registration so [1:20:40] for the the middle schools my question would be in terms of the music programs [1:20:48] and the concerns that we've heard from the community would world of music be affected which I know is the sixth grade [1:20:55] course and then would there be any effects on class sizes potentially in [1:21:01] the music programs at the high school say choir band orchestra although I know [1:21:06] those tend to be higher loads anyway but if you could both address those questions and we will be running some [1:21:16] sections bigger okay yeah I think it all fits under the umbrella of efficiencies so there's no [1:21:24] plans to do any of the cutting although hitting classes ratios is a part of that you [1:21:32] know equation so those big principles that we've talked about you know those are at play but no plans to do any [1:21:39] cutting is that still a required course or is world of music of choice course [1:21:44] it's a forced it's elective so I don't know if it's a requirement so much so is [1:21:51] that we say that we really want you to take it right so we scheduled you to take it so it's a status quo it's a [1:21:58] status quo just paying attention to class size ratios great thank you thank you just want to make sure we addressed [1:22:04] it the high school has no plans to cut [1:22:14] music but it's all depending on registration and enrollments I think we just have to look at what that ratio is [1:22:20] so if our numbers stay where they are I would expect that we'd have status quo but if you have dips in enrollment we [1:22:28] have some wiggle room how we do lessons at the high school so if you had a drop in enrollment then maybe there would be [1:22:34] less lesson time but it's all that equity about that staffing ratio across [1:22:39] the building but no plans if we keep big numbers and we'll stay where we are okay thank you [1:22:45] I also had a question it said that exploratory sections and elective [1:22:51] sections would high up higher enrollment Jeff I know what all of the classes have [1:22:57] different class sizes but is there any way to quantify or give an idea we're talking about an increase of two [1:23:03] students per class or it would it be nice to have a bit of an idea what you're talking about when you say higher [1:23:09] enrollment well right now we have classes that are I mean generally 30 [1:23:14] students some classes are as high as 35 and so I think that we would just try to [1:23:21] try to keep our core classes smaller and our other classes might run bigger it's [1:23:27] hard to say because part of it is enrollment part of it is kids choice and part of it is just how we look at the [1:23:34] big picture of all that we know that we're always going to have science so just math language arts reading those things [1:23:41] and so try to massage the schedule in a way that we can look at the course as [1:23:50] running them a little bit smaller possible and I think we've always done that I think Shawn said well I would [1:24:00] just say that you know at times we've been able to you know invest if you will and super low class sizes in the [1:24:06] interests of continuing off or a section so it will be more difficult to offer [1:24:11] very low enrollment class size numbers so you'd see more in the 20s the high [1:24:16] 20s in a few places but you know what [1:24:22] she said one more thing there's what we [1:24:28] call them scheduling bad numbers so if we have like 45 students register that's [1:24:33] really two small sections it really can't be one big section so we have to deal with those and just sort of figure [1:24:39] out how it works with the entire schedule yeah so you'll hear us talk bad [1:24:45] numbers it's nothing's bad it's just that the numbers aren't working real well for what we're trying to do and for [1:24:54] the sake of the community in one of our meetings you had communicated that there's no intention of cutting back on [1:25:00] some of the marquee classes like the what differential calculus AP calculus some one was because I think there's [1:25:08] some concern in the community about that so that's not we're not looking at the any of those well like I said I can't I [1:25:16] can't make a choice in advance about how I'm gonna value one one course or over another I think my perspective as a [1:25:22] principal is when you have an interest in a class in multivariate calculus that's if we have numbers to run it we [1:25:29] want to run it we have two sections this year so no problem we should be good and I would expect we'll continue to have [1:25:35] students take that course but you do have to make choices sometimes if you have you know 18 students register for a [1:25:41] course if you run that class in a department that has an impact on the rest of the department so I think what [1:25:49] we're saying at least at the high school we're staff at that ratio that 30.9 ratio for [1:25:54] an apartment I may want to keep a class at 23 but that's gonna have an impact on [1:26:00] some standard classes with its multiple section so they won't stay at 30.9 anymore they might be 30 to 33 across [1:26:07] the board so you make those choices to be able to give offerings for students but we also talked about being creative [1:26:14] you know like our art department has multi-level classes in a studio they might have low numbers in multiple [1:26:21] levels of photography but they combine together and students are doing more personalized and rotation type of [1:26:26] projects to be able to have a section of 30 in a class instead of losing those kids like our art department wants to [1:26:31] keep every kid involved in art if they want to be there and I know we had [1:26:38] talked about this in actual teaching learning committee that particularly at the high school when kids get their [1:26:45] class schedule at the end of August and they're wanting to make changes for whatever reasons and I know that there [1:26:52] was a great graphic on Twitter about the reasons that you could and the reasons that you couldn't but maybe helping our [1:26:59] kids and parents understand that when we register it really does correlate to who [1:27:06] we hire then for the next year and if we are trying to make changes at the last minute that that can throw off people [1:27:12] that you've hired and placed in your staff to keep your ratios accurate so we want to make sure that we're looking at [1:27:19] those schedules and supporting our kids to make the right choices we want to support them of course if they're [1:27:25] needing desperate changes but that overall we really need to work together to make those right choices up front one [1:27:33] of the things we are doing in counseling this year is is we're gonna run an audit after registration to get student and [1:27:39] parents sign off of those classes that you know this is what you've selected and chosen as your courses and your [1:27:44] alternates so we can be more stable in our staffing with that we're also having [1:27:50] some discussions about even things like level drops um if you want to take an AP class you need to do a commitment form [1:27:56] that says here's your progression to this class are you ready for it yes it's going to be harder and you're making a [1:28:02] commitment to that said of having students sort of try them out and then cutting around and then you [1:28:08] have an AP class at slower and regular classes they get much bigger so we want to make sure we're giving as much information to students about the [1:28:16] choices that they make but we'll have less freelancing to be available really [1:28:22] because of how tight we have to be on our sections this next year I just [1:28:29] wanted to thank you all for the thought that you've put into this I know budget realignment is not pleasant ever and I [1:28:37] know that you guys have been doing this the last many years and there's nothing easy left to to cut and I know that any [1:28:46] cut you make is an impact to your school and I just appreciate the efforts all of [1:28:54] you have made to be creative and try to come up with ways that can have the least impact and I really appreciate [1:29:00] that thanks thank you any other questions all those in favor of approving the [1:29:07] secondary budget recommendations say aye aye any opposed motion carried [1:29:14] thank you I get a motion to approve this [1:29:21] new secondary course proposals Randy [1:29:34] good evening just a couple of quick updates the course that was referred to [1:29:42] as Spanish in a global world the change in the course title is now global Business Studies and so that was a [1:29:49] change from the the previous discussion with the board and the course description will include an audience for [1:29:56] grades 9 through 12 for that course so [1:30:02] for that one you there's actually been a bit of a redesign with that so it won't focus on one part of the world or one [1:30:10] language is that correct correct and so the thinking around the course which [1:30:15] would be offered business department was that we could really leverage many of the background [1:30:21] languages that are kids in Edina study and so really looking at business opportunities that exist in economic [1:30:29] regions of Latin America China France and Spain and building off of many of [1:30:34] those languages that students have studied as they move through the program thank you is there a language [1:30:41] prerequisite for this course does it require to use your language there's not a language prerequisite for the course [1:30:50] it might be and what's the title language Department at all then why why [1:30:55] does it start with combine your language background if that's not meant to exclude kids who don't have a strong [1:31:01] language background yeah I think the the original thinking around the course was [1:31:06] that this could be a team teaching opportunity between the world language Department and the business department [1:31:11] and then realized there might be some licensure issues with that so then modified the course description for it [1:31:18] to be really focused around business in these these different economic regions [1:31:24] of the world many of our students in the Edina do have background in world [1:31:29] languages we have I mean typically students in middle school will take world language and so they're coming to [1:31:35] the high school with different world languages so it's an opportunity for them to learn more about the economic [1:31:42] regions that those languages are based on I think it's important that we finish this Severine if it started as a joint [1:31:48] Department type course and language was going to be integral and now it's it's a [1:31:54] good course but it's a business department course there may be something in there about an opportunity to to [1:32:01] broaden your your understanding of the world you have a language I mean maybe not even but it that first sentence [1:32:07] combined your language background is a remnant of when this course was something else and it seems to me like it would it would make students think [1:32:14] that this is a this is along the lines of a level four ap type language course [1:32:21] compliment and that's that's not what it is anymore I think it's a great course I just want [1:32:26] to scare people away yeah we can we can add a couple clarify to that description to make sure that [1:32:32] that's clear thank you yeah it's good that makes sense other [1:32:37] questions on the new class proposals yeah I have a question on the capstone [1:32:43] Fine Arts and one of them is I know that [1:32:51] we have not as a board talked about where we're going with capstone is it my [1:32:57] is it is this the first capstone project our class at the high schoolers are [1:33:04] currently another one at the high school looks like Andy's gonna join us I think [1:33:15] initially when I came to the school district we had the board had approved a graduation requirement around capstone [1:33:22] and we had a group kind of determining what that was and we were talking about some different pathways an AP pathway an [1:33:30] embedded pathway an independent study pathway and I think the again I wasn't [1:33:36] here when that decision was made but I think people's appetite for the graduation requirement I think was [1:33:42] making people uncomfortable about choice and in their schedule and flexibility and so on so I think even the core [1:33:51] planning team that was initially talking about that idea and talking with teachers again with so much change [1:33:56] happening whether that was something that we want to do as a graduation requirement but there is interest in [1:34:02] having students study in a field that they are interested in in depth and to [1:34:10] do guided independence work that is [1:34:15] different than the traditional pathway so this is the first of a potential [1:34:21] additional capstone offerings for students to in this case study Fine Arts [1:34:27] in depth whether it was in studio art and then painting or if it was in music [1:34:33] or it was in dance that if they had an interest that they would have someone [1:34:39] that help them foster that passion that love that they might connect to their career fields or just a passion that they have [1:34:46] so it's an elective opera offering that students can take if they choose to they could take it in addition to current [1:34:53] music that they're already in they could maybe they're currently in the concert band and they want to do something else but it might attract other students in [1:35:00] Fine Arts a student that plays electric guitar that is not in the concert band and that's very interested in passion [1:35:06] about songwriting or singing or whatever that might be so that's the hope is that upper level [1:35:12] juniors and seniors could take this as an option as do a culminating type of senior project or junior senior project [1:35:19] as they chose to that's the idea and then the goal would be over time [1:35:24] potentially have a combination humanities capstone opportunity social [1:35:30] studies or language arts a stem capstone in science engineering and math so [1:35:36] students could do something in that field as well so I I am NOT on teaching [1:35:42] the committee that I had that is talking about this so this is why I'm I'm bringing this up I the last time the [1:35:49] board talked about it actually it was still a requirement for graduation so I'm now I I do appreciate the ability to [1:35:58] chat about this in this way I am wondering however if capstone may [1:36:04] be something that as the board is looking at the many different priorities [1:36:09] that we have to make whether or not and [1:36:15] how this fits into our priorities with [1:36:21] funding so you know when I look at this and we're talking about courses that [1:36:28] that you are going to need to cut because they don't have as many students [1:36:34] attending them and then I look at something like this where we're actually [1:36:39] promoting of class and I and I and I just in a in a in this period I feel as [1:36:47] if this might be a good strategic plan discussion on [1:36:52] how we are going to offer authentic learning opportunities and whether or [1:36:58] not we want to head in this direction right now and and so and maybe we might [1:37:07] want to wait until after a strategic plan conversation with it how this would [1:37:13] fit in not that I mean I'm not saying what we want won't happen but to put in [1:37:19] money for teacher training this year on a course I'm just a little reluctant I [1:37:26] know it's not a lot of money but it is some money and it also starts us down a [1:37:33] path that I'm not I'm not sure we're going to be able to support maybe we [1:37:42] will but I would like more discussion on the board level strategically and whether that is so that that's where I'm [1:37:50] going I don't know if anybody oh I would compare this course to a multivariable calculus this is this is the culmination [1:37:57] of a lot of fine arts programs that we've had and one of the exciting things we heard his Navy if they're if there's [1:38:04] low enrollment instead of being canceled these students we rolled into another Fine Arts hour so they're in the same [1:38:11] room other students so it's not necessarily causing trouble to to some [1:38:17] of these tents conversations about where our resources in the building goes it's more about giving them a personalized [1:38:23] path literally like these students would be planning and completing and presenting on their own project I I do [1:38:30] understand like some of the hesitation to use that word capstone because it's tied to a graduation requirement that [1:38:37] we've been discussing and putting off and trying to formulate paths towards but this is really a culminating [1:38:45] elective in a major field that we value and we're using the name capstone anything because it does serve as sort [1:38:51] of a a garden to see what we can grow as far as what students projects might look like but I in my mind I'd keep it [1:38:58] completely separate from the mandatory things you must do to graduate this is a fine arts elective and a flexible [1:39:09] so we should call it multivariable Fine Arts so I I do tend to agree with what [1:39:18] Amir said and again you know if you end up with five students signing up for it then we're not going to roll it out or [1:39:25] we'd have to have a combination that I have the right art teacher that has 25 [1:39:30] students in a section of a class that I can have roll these students in and they can case manage it's not like these [1:39:36] students would be sitting in and getting direct instruction from a teacher every single day because it could vary you can [1:39:43] have an arts teacher that's a music teacher that's working with a student who's working on a studio art project or [1:39:49] vice versa so I mean I think it's really a case management and guidance and support and helping them connect with [1:39:54] mentors and so on that's really the work for students it takes something that they love and they've worked on for a [1:40:00] long period of time in a field and then go further with it you know this is something that I'd like to see if we do [1:40:06] really innovative projects we can recognize students for independent research or creative independence [1:40:13] composition of music and we can recognize those students at graduation you know for doing something that's [1:40:19] really special and unique and and it has the broad support of the fine arts [1:40:25] teachers I think it's new I think there is a teacher that is interested in taking this on but with any change I [1:40:31] think those teachers that are fearful their fear is that a student will do this course instead of being in band or [1:40:39] an orchestra I think that's the fear it's the fear of change but I would say it's an aunt it's not an or if you've [1:40:46] got a student and our students love being in concert band and kind of Orchestra they loved they loved the [1:40:51] whole team and the whole process so again this is for students that would maybe choose to do this as a set of a [1:40:57] student prep they might do this again attracting a student who's maybe not in a traditional band we have probably [1:41:04] students with a lot of musical talent that are not in our traditional ensembles that maybe you would take this on and be very interested in doing it so [1:41:11] I don't see it as a a nor or anyway a deficit in our in our music and Hertz [1:41:18] programming just an opportunity one of the things we discussed a little bit in teaching and learning around this was [1:41:24] what was it an actual slot taker one of those seven slots because then when I [1:41:31] initially read through it before we had our meeting I thought oh well this is something a student can do they'll have [1:41:36] an advisor but they won't need to actually take an hour out of their schedule so it would be what I think of [1:41:43] is that capstone that's kind of and on top of your work but kind of on your own timeframe it does sound like the way [1:41:51] that it's being proposed though it was it would be a slot in their schedule there would be an assigned teacher so [1:41:56] they would have a place to go I think maybe in the future we could look at some different options of ways that kids [1:42:02] could access this and have that opportunity but not necessarily be [1:42:07] load-bearing need that you know 30.9 ratio to a teacher but I think it's I [1:42:16] get what you're saying Ellen and I and I totally understand with our capstone discussion not fully concluded I [1:42:25] understand what were your concerns at this point I'd almost maybe look at it [1:42:30] as a bit of a pilot it may not have the numbers to run but I'd like to see how [1:42:36] they could organize it I would agree I'd hate to see kids pick [1:42:41] this over being in band or concert or whatever but I don't think that's going [1:42:47] to happen I tend to agree that it's going to be different kids choosing this isn't an an and or they haven't entered [1:42:54] any of those areas and so they're going down that path just one thing I would say on here right now under course [1:43:00] description we have prerequisite grades 11 and 12 I don't think you want the word prerequisite is this think you like [1:43:06] grades 11 and 12 like on the other ones because you can't have already taken grade 12 catch there [1:43:19] yeah yes and you've got some questions for you about the cybersecurity class [1:43:25] that can first off I think it's a fantastic idea there's so much happening in that arena [1:43:31] and there are many careers that career possibilities for students there are a [1:43:38] number of different ways of that could be taken and different levels that it could be put at could you talk a little [1:43:45] bit about that are we talking about having a programming prerequisite for this students have to be seniors seniors [1:43:51] students have got to pass a certain math level how how technical is are going to be be an introductory one semester [1:44:05] course into the topic into many of these issues individualize personalized kind [1:44:26] of the skills in terms of projects but I think this is meant to be an access point into the pre-engineering program [1:44:32] what's exciting about this course opportunity too is it does rec it does [1:44:38] relate to a mega trend that we're seeing in data protection in the world and cybersecurity is a it's a it's just a [1:44:47] growing area from corporate America where there's just a huge need to [1:44:53] protect data systems and so it exposes kids to career opportunities and maybe [1:44:59] some unique pathways for jobs that they've never really thought about moving forward and are you possibly [1:45:07] thinking about using this as a means of sampling the material and the students [1:45:15] because I could see this being split into a couple of classes [1:45:26] we have to see if students are interested in this field we can run this class it becomes successful I mean [1:45:31] schools and classes in elective areas are really built around brand reputation I mean they really are but but the [1:45:38] teacher the content the level of interest their excitement about it and [1:45:43] so if there's growth in this area and there's demand for it like where do we [1:45:49] go next now we do have some classes where they're kind of continuous progress electives so maybe a students [1:45:55] could potentially take this course a second time and go further and do a more independent project within the course [1:46:00] you see what I'm saying if they're really interested in this field they could stay in that area in elective area [1:46:05] and continue so it's all really about that demanding a degree in I agree with [1:46:11] you though oh and I think this could be a really neat huh um thing that could be [1:46:17] really explored further I think there'll be a lot of interest so I'm glad you [1:46:22] have that yeah all right other quick off the board though I just want to emphasize that this process is really [1:46:28] exciting and I've never really been too disappointed with the drops they seem to be courses that haven't been running and [1:46:33] the new course proposals every year just they're vibrant they're exciting and I imagine it gets the staff and students [1:46:39] both eager to see how this new year is going to shape up we heard great things in the last year about the bridge math [1:46:44] program which was a new course proposal from last year so this is one of my favorite presentations all right any [1:46:51] other questions all those in favor of approving the 2019-20 new course proposals and course changes say aye [1:46:57] hi any opposed motion carried Thanks Thank You Randy next can I get a motion [1:47:04] to approve the short term and long term goals of personalized learning experience I think this is what we saw [1:47:18] last month very additional information or perhaps just jump to questions I have [1:47:27] a question so my main question is I [1:47:32] tried to bring this up last time when we talked about it is [1:47:38] I I guess I'm confused about what [1:47:43] approving this document means and I appreciate all the work put into it and I'm fine with approving the document as [1:47:51] a framework but where I get concerned is for example one of the goals is train [1:47:56] all the staff on core elements of personalized learning model does that mean if this document is approved that [1:48:03] budgetary dollars are going to be automatically applied to certain things [1:48:09] on this document or as a board are you just asking us to approve this as a [1:48:15] framework because what I go back to what I said last time I really think that we [1:48:20] need to have a broader more strategic discussion within our strategy [1:48:28] development where we look at all the priorities from strategic priorities and [1:48:35] one of them certainly is personalized learning but then one of them we obviously look at early literacy and we [1:48:43] look at the needs of gifted students and we and since we have not had the chance [1:48:49] to have that conversation together and really understand how the budgets fit in [1:48:57] together it makes me uncomfortable if approving this then allocates dollars [1:49:03] towards that because then it begs the question to me if I'm improving dollars towards this does that mean I have [1:49:10] limited dollars or less dollars to maybe work on an initiative that's going to come out in the street ejek plan as a [1:49:16] priority John does that make sense and so I would like clarification about what this document means when we approve it [1:49:25] and also ask if we could have a meeting where we do talk about all these things [1:49:30] as in a holistic manner manner so the the origin of this document was a [1:49:37] request by the board in my goals to set short-term and long-term goals for [1:49:42] personalized learning as we see it going into the 1819 school year so that's where this originated so some of the [1:49:49] questions that you just asked regarding its what would you say its [1:49:55] competition with limited resources for other things that we would be doing forthcoming in the strategic planner [1:50:03] what we currently are doing so knowing that Randi is managing those resources amidst granny to comment and respond [1:50:10] from a perspective of resource as well as of this being a framework for moving [1:50:18] forward this year and maybe into part of next year it's so part of this was a [1:50:24] short our short term goal so we have talked about the need to continue to [1:50:30] increase clarity around the definitions around personalization in terms of training staff we're looking at how we [1:50:39] would use our staff development days district-wide so these these aren't really additional dollars that's just [1:50:45] how we're prioritizing our time this year it has been a request from staff [1:50:50] through the alt comp goals that they have more training more background around personalized learning pathways [1:50:58] around learner profiles around how to create proficiency based assessments and [1:51:05] so we're incorporating that into this goal number two training for staff so [1:51:12] again these aren't additional dollars this is about how we will continue or how we would prioritize our time moving [1:51:20] that strategic plan item from the previous strategic plan about personalizing the learning experiences [1:51:26] for all students trying to continue to move that forward so until we have a new strategic plan [1:51:31] that describes incorporates this work or [1:51:37] whatever that looks like we're continuing to work off of the old strategic plan and trying to identify [1:51:42] what would the work look like this year knowing that the work going into next [1:51:47] year is going to be affected by the direction of the strategic planning [1:51:52] process you know to jump in and I think I would second Erica's thoughts is this [1:52:00] document just we're looking at it for just the next act ciarán 1920 I'm fine with it but if it [1:52:09] implies anything past that I'm not because and we've got right here it says [1:52:14] the long term goals short and long term goals so short run in or intermediate [1:52:20] yeah I'm fine with that but we have got some thinking to do here and I I want to [1:52:30] go on record as saying I'm not jumping on board with this past this year [1:52:37] because you know we got a there's a fantastic ambition to get an eight [1:52:43] million dollar grant well we get the grant and let's say we don't choose to go with personalized learning what are [1:52:49] we going to do with all that money so there's an element of just a little concern that we might be putting the [1:52:55] cart front of the horses some of the language you have here and so this is [1:53:03] following the previous strategic plan indeed it is and we should but that is a lame duck strategic plan and so I just [1:53:13] want to put in that context yeah so just you know to speak in favor of this [1:53:18] document I think it's doing what the board asked the administration to do and I think that's your point to that from the plan that that they've been looking [1:53:25] at and it is rather an oculus in a lot of ways what to your point one of our [1:53:31] biggest resources especially for teacher training are those those hours and days where the teachers are together and [1:53:36] they're focused on honing their craft getting better and for example that the [1:53:42] dyslexia conversation noticing noticing signs of dyslexia and responding to it [1:53:47] in ways that a research-based is beyond personalized learning personalized learning is something that [1:53:53] would complement that but that means that we'd need those hours say for both things and which one comes first and and [1:54:00] what's the process so I think your your concern is valid I I think that we need to to make sure we know when we when we [1:54:07] said this we should plan what professional development were we're indicating we want the district to focus [1:54:14] on but for the for the 1819 work that's here for the work that this districts already [1:54:19] been doing with personal learning for the for the teachers need to better understand that direction and implement [1:54:25] it for their students I do support this document can I just [1:54:30] ask a question you'd mentioned that this is a program or the work that's being [1:54:36] done in this impacts the alt compo [1:54:41] evaluation that's being used what does this mean for state approval of that program Oh what-what I was articulating [1:54:49] is that when we asked the teachers about their outcome goals and we asked them [1:54:56] what professional learning do you need to support you in your old comp goals they list professional learning needs [1:55:01] and those fit in with this plan in terms of the types of learning activities [1:55:06] we're planning in February on our district staff moment day so I have my [1:55:19] concerns about this document but and I've raised them at at several work sessions with Laura and I'll just raise [1:55:26] them again as a board member I think [1:55:32] that when the administration is asking me to evaluate any program curriculum or [1:55:40] intervention that it's appropriate and best practice to ask for data on whether [1:55:49] or not this intervention is effective and I've been asking for data with [1:55:57] respect to this and I've not received any so I cannot I I don't want this to [1:56:04] continue for I will not be approving this even for the remainder of this year [1:56:20] other questions or comments so you're [1:56:25] basically saying this is a template for finishing up the year with some potential movement forward so in terms [1:56:32] of the grant proposal has that been submitted yes it has and what what's the [1:56:40] status of that we are waiting to hear yet and if dollars come in they would be for [1:56:46] a 2019-20 they would start in 2019 oh so [1:56:53] multi-year yeah and is that or we did we [1:56:59] submit that in conjunction with other districts yes we did so it's not that eight million would go to Edina [1:57:05] correct we submitted with Manhattan Beach and the west side of LA and with [1:57:12] Westside Community Schools at Omaha and [1:57:18] so part of a part of it was with two million roughly yeah about everything [1:57:26] that where you're starting to look at student enrollment and sitting out proportionally it's around our [1:57:33] allocation would be around two million dollars that the grant was awarded they're highly competitive grants so so [1:57:42] he's challenging to get grants like that we just understand that there's just as [1:57:47] we continue to grow our practices as educators we're going to continue to [1:57:54] need outside dollars or professional development I'll just I'll just add that [1:58:00] you know part of what this district is trying to do is trying to implement best [1:58:07] practices and asking for data around [1:58:14] just personalized learning is really kind of a macro question but difficult to answer because it's really inclusive [1:58:20] of a lot of best practices in education and so what might be a better way for us [1:58:27] to approach it from teaching learning is to look at specific elements of personalization [1:58:33] for example when we break it down to a student-centered pedagogical approach we [1:58:40] know that part of what we're focusing on is building student agency well you can ask the question as student agency [1:58:47] important for students moving forward and the and we can pull the research together on that but you know as we've [1:58:54] reviewed that that's pretty clearly a positive things for students personalized learning focuses on deep [1:59:01] relationships with students and understanding the Trank strengths and challenges that kids have and leveraging [1:59:07] those to create pathways that are engaging for kids and we know what the research says about relationships and [1:59:13] how powerful that is in the learning environment and pathways creating [1:59:19] different pathways for kids are it's about helping students find things that are engaging to them and so we know [1:59:26] about the literature around motivation and engagement and part of it is you know utilizing a model that continues to [1:59:33] move those best practices forward in the classroom I don't think anybody would argue that if we have students that are [1:59:39] better agents of their own learning and they own the learning process that that's that's a good thing I think [1:59:44] everybody would agree that's a good thing deeper relationships with teachers and kids if we can form deeper [1:59:50] relationships that will be a positive now measuring the impact of it well [1:59:56] there's there's several things around that one we are we are doing action research with 52 teachers administrators [2:00:04] and superintendents from six districts around the country we started that last summer as part of our hosting of this [2:00:11] personalized learning summit here and we've done a little bit of work with the University of wisconsin-madison because [2:00:17] they actually have a research team that is out researching the impacts the long-term impacts of this kind of [2:00:23] pedagogy on students and they have offered to partner with us in action research and to be mentors to these [2:00:30] action research teams so these 52 teachers administrators and superintendents doing action research [2:00:36] include staff from Edina Westside Community Schools Manhattan Beach [2:00:41] Highland Park out of Dallas Texas Larkspur Corte Madera out of San Fran [2:00:46] Cisco and Palo Alto I mean these are these are great districts trying to do [2:00:51] similar kinds of work and figuring out how to move it forward in the district [2:00:56] it is still early on in the implementation of this but anecdotally [2:01:03] we do have classrooms of teachers who are highly skilled around this who are [2:01:08] reporting increases in academic achievement increases in student agency [2:01:13] and student ownership I think part of the question has been around how do we really study and evaluate this well a [2:01:21] scientific evaluation is a really complex process that that requires resources beyond us but I do believe [2:01:28] that as our teachers are continuing to grow in these areas it will show up in [2:01:33] academic performance in addition to things like student perception and some of that so it in regards to data we we [2:01:43] do have student perception data we have family perception data we have some staff perception data we have numerous [2:01:52] classrooms of individuals that can tell their story around the impact that it's [2:01:57] had academically we brought teachers to the board from the elementary level last year from the middle school level from [2:02:04] the high school level just trying to continue to paint a picture of what they're trying to accomplish certainly [2:02:10] we'll continue to entertain any questions that you have but I do want to assure you that many of the practices [2:02:16] that underline underlie personalization our research supported practices in [2:02:24] terms of education pedagogy so I have a couple more questions but [2:02:31] first want to see if other people have questions so two questions one what [2:02:38] happens if we don't approve this and two are you recommending approval of this [2:02:45] because the board requested it or you were recommending approval of this because you believe this is the best [2:02:50] step forward well I'm from teaching and learning Department I'm recommending [2:02:55] this approval because we believed that this represents best practices in [2:03:02] education and when I say we it's not just we any dinah it is we across our [2:03:08] consortium it is we across many facets of Education and and certainly whenever [2:03:15] you're trying to change the learning environment there are growing pains [2:03:20] around that and there are opportunities for it not to go as well as you want it to go and said that's part of the process but we're trying to minimize [2:03:26] that we do believe this is the right direction and this will make a difference for kids [2:03:32] and not only their academic achievement but in their empowerment and in their [2:03:37] agency simply approving the short-term goals for this year would help us [2:03:43] continue to increase the skill set around our teachers and continue to grow [2:03:50] that and if you say we want to just approve the short term for this year and [2:03:55] continue on that path but then revisit this back in with the strategic plan conversations I understand that that [2:04:01] would make sense as well I'll just respond to that question too I my [2:04:07] experience in in superintendents discussions around personalized learning [2:04:13] and watching what's happening across primarily the Metro of other school districts beginning to pick up this of [2:04:19] this approach I believe that this framework allows us to engage more on [2:04:28] what Erica is talking about around the other concerns we have related to like [2:04:34] you think you brought up early literacy interventions interventions that impact [2:04:41] later on potentially referrals to special ed I think it is really the [2:04:46] future of public education to personalize and to get to know students [2:04:53] better it really is the next natural step if you watch what's happening education with the amount of data that [2:05:00] is coming into the system it really is preparing our teachers to begin to use that data in a more [2:05:07] personalized sense to make decisions around students so I would say that [2:05:12] this this item was brought was asked to you you asked me to bring the goals [2:05:19] short-term and long-term goals he didn't ask me for recommendation my recommendation is exactly what Randy [2:05:25] says to continue with this work see how it how we can fit in those other concerns we have they're coming in a [2:05:31] strategic plan into this framework I think it's a real natural thing to do so [2:05:36] I will join a mere and saying in saying that I would support this I will say one [2:05:42] other thing which is complexity and evaluation cannot be a bar to [2:05:48] establishing a system to evaluate and so I don't have a direction for you on how [2:05:55] to evaluate but I think that we should figure out some metric by which we [2:06:01] evaluate this particular program understanding its complex and and my my [2:06:11] concern is that we haven't shown that it is or I have not been given any evidence [2:06:21] that it is effective in the middle schools and and to expand it throughout [2:06:27] our district doesn't make any sense to me so I would suggest if we were going to do this this this document speaks to [2:06:36] expanding and an additional training one perhaps if if we just focused on the [2:06:43] middle schools if that's you know if if that's the way the board wants to go [2:06:49] with this but to to say that we're going to spend monies and interest in [2:06:56] expanding to different buildings when I have not seen that it is successful at [2:07:03] the middle school I guess I I think [2:07:09] personalized learning is in different phases in different buildings all over the district and I'm not comfortable [2:07:16] without us understanding exactly where it is how the teachers are training to [2:07:22] put a stake in the sand they will support it here but we won't support it here I have absolutely no [2:07:28] issue with moving I mean you have a plan for this school year and I think it [2:07:34] would be ill-advised - in the middle of the school year to go completely change [2:07:40] what not only is the leadership's personalized learning plan but that a [2:07:47] lot of teachers are banking on doing and are planning on doing I think we have [2:07:53] had a lot of feedback from teachings teachers about continuity and not [2:07:59] changing things that are going on and I feel very uncomfortable in the middle of the year saying oh yeah we don't really [2:08:06] feel like pursuing that any longer this year so I I feel very uncomfortable with [2:08:12] that what my point was was on a go-forward basis when we're prioritizing [2:08:19] as part of our strategic plan this needs to be part of it and I wanted to make [2:08:25] sure that when signing off on this document I was not signing off on anything [2:08:33] outside of our strategic discussions about what our priorities are in our [2:08:41] strategic plan and now that I know that I'm not I'm perfectly comfortable with this and like Randy said maybe we [2:08:48] separate out like the 2019 goals and stuff like that and move those into the treating strategic plan which I actually [2:08:55] think would probably be the best idea is to separate these two things so we have [2:09:01] a plan for this year when we finish up this year and then we discuss personalized learning along with all of [2:09:09] the other things in our strategic plan and figure out what that really means on a go-forward basis and I totally agree [2:09:16] that that's the direction that we need to go in and my feeling is I just read [2:09:24] comments in the strategic plan process that the teachers were concerned about [2:09:30] the number of initiatives that they are being asked to handle and so when I hear [2:09:37] that and I think are we sure that that as as [2:09:43] we are this is talking about teacher training so additional training in an [2:09:50] area where it's not necessarily training for any of the initiatives that we feel [2:09:57] are our highest priority I just I am reluctant to agree to this [2:10:05] knowing that we may have other priorities and that would be the the [2:10:13] piece one you say oh we're we're moving down a path and then changing our mind [2:10:18] well I want to make sure that that it is [2:10:24] part of our priorities if it warrants it as well I mean I I just have not been [2:10:33] given I have not been given any data that this is effective so I I think that [2:10:40] I know that that there's been conversations and and I can't I am not [2:10:46] the type of person that just says you're telling me it okay okay I can't and so I [2:10:56] am reluctant I won't be approving this because despite many requests I just [2:11:03] haven't been given anything and what I have doesn't make me want to pursue this [2:11:12] I'll give you an example of one of the trainings that we would like to do in February with our elementary math our [2:11:21] elementary teachers who are teaching math so when they give a unit assessment we are uploading those unit assessments [2:11:29] and mastery connect and in mastery connect there are four achievement levels either they exceeded the standard [2:11:37] they met the standard they partially met the standard or they did not meet the standard and the partials and the did [2:11:45] not meets our reds and yellows so the question that we raised with some of our teacher [2:11:51] teams are how do you address the Reds and the yellows how do you turn those [2:11:57] reds and yellows into greens and blues and so we've we've talked to a number of different teachers and some of them have [2:12:03] a pretty good protocol from doing that for addressing those and and others I [2:12:09] think will benefit from learning that protocol so part of the work that we're doing with the teachers is to develop a [2:12:15] consistent protocol or regarding what do you do with those red and yellow scores [2:12:21] on those common assessments and then try to administer that protocol consistently [2:12:26] across the district so what that does is it helps our teachers address the [2:12:33] learning needs of the students unit by unit so that at the end of the year when [2:12:38] they do take the MCA we have better information during the year that they are on track for progress that's a great [2:12:46] example of personalization because what we're doing is we're taking the data from the common assessments we're [2:12:52] identifying who has met the standard and who hasn't and we're developing a protocol for how to address those needs [2:12:58] of those learners in the classroom that would be an example of the type of [2:13:03] training element that we would be adding to the February district in-service day [2:13:09] of for elementary so I think it does align well with the needs of the district this year and the work that [2:13:17] we're doing to try to make sure students are proficient on standards so I just [2:13:24] want to kind of clarify that as an example and I do think there would be a great opportunity to merge this work [2:13:32] with the direction of the strategic plan and the board as that moves forward I think some of the may be confusion and [2:13:41] pushback and tension around personalized learning continues to be around just [2:13:46] being able to define it you know we've we were told choice and voice at the [2:13:51] beginning and that's what a lot of us started to believe that that's what personalized learning was but the [2:13:57] example you just gave me to me sounds like best practice in a classroom if you're in the red [2:14:02] in the yellow clearly we need to be focusing on how to get you back into the green or the blue so I think I really do [2:14:11] believe that we we go back to and this is one of the things and the reasons that we asked John to work on this is because there's continues to be a lack [2:14:18] of definition around personalized learning from community I'm afraid it's [2:14:23] within our own staff just understanding what those demands are how they have to deliver their class in in the middle [2:14:29] school setting you know teachers feeling that they're forced into this you know I have to do it this these three options [2:14:35] all the time for my students or I'm not teaching the personalized learning way [2:14:41] so until we wrap our heads around and can define this better that is I think [2:14:47] what the board is looking for and what I feel the community is looking for for us to be able to to really fully get behind [2:14:53] this and I want to better understand - from our own staff how it's working for [2:14:58] them because I obviously best practice helping our kids at all levels a hundred [2:15:04] percent where we need to be making sure we have professional development but if it's in terms of how they're gonna run [2:15:10] their classroom and it has to be delivered in a certain way that qualifies it for personalized learning I want to make sure that that's working [2:15:17] for our teachers that it's working for all of our kiddos for that matter so I [2:15:22] think to help this discussion move forward we've got to come to some kind of definition some kind of better [2:15:28] examples of how this looks and I know that we had some great presentations last year but again I think just the [2:15:34] lack of understanding and community agreement is just continuing to make [2:15:41] this discussion unfortunately painful at times yeah I will echo the last sentence [2:15:47] I think that so I gave a speech two weeks ago when I was talking about [2:15:53] personalized medicine and I remember saying personalized learning is the future and everyone stared at me because [2:16:00] everything getting personalized where we're going we all know it whether it's your car whether it's it's [2:16:05] learning whether whatever it is it's all headed that way but it's the scope scale and time it takes us to get there and so [2:16:12] from what we're trying to do here I meant the last time we discussed this you [2:16:18] can't change a big ship in the middle of the year so I don't have any issues of 2018 and I think 2019 from the example [2:16:24] you gave Randy folds into where we're going with the trusteeship plan I agree there the same time I think what we [2:16:30] could do very easily is get more specific understanding of what 2019 really means in these three or four now [2:16:38] we're a governance board I don't want to tell you what to do in terms of teacher trainings but I do want to understand how dollars are being utilized for the [2:16:44] 2019 plus goals but we're only two months from a strat plan so I wouldn't [2:16:49] hold on this because again the scope and scale is not big it's driving home five [2:16:55] things we're already doing plus a piece of it that's applicable so if we turn right in January in February and change [2:17:01] the way that we deliver learning and we call it personalized or precision or individual or optimal or whatever [2:17:07] language we use I do think we do ourselves a bit of a disservice with this nomenclature tonight during the [2:17:13] work session when it was presented how well the math intervention and programs are working those stories don't really [2:17:19] get out because they kind of get hung up on this personalized learning and some of the stories that don't work it's just [2:17:24] it there's good and everything there's challenges and everything that's new I am I'm interested in having us really think deeply about aligning our [2:17:31] resources with what we want to do for all the learners in the next three to four months as a team here so and with [2:17:36] the partnering with staff administration and teachers in the community so I'd support moving forward this tonight but [2:17:42] realizing that you know we could be changing things relatively quickly looking forward depending on how we all [2:17:49] view the optimal outcome for kids [2:17:57] all those in favor of approving the short and long term goals for personalized learning say aye [2:18:03] aye all those opposed motion carried [2:18:09] thank you next is the legislative action committee platform can I get a motion to approve [2:18:15] the platform for the legislative action committee and so this has been updated [2:18:23] Ellen based on the board's comments from the last meeting yeah it is it's been [2:18:31] updated as you had indicated there's some some wording that is more [2:18:38] consistent with what is being stated on [2:18:44] other on the a MSD platform the [2:18:50] consistency is what we were looking for as we're going out to legislators and [2:18:56] presenting our own platform we've just wanted the consistency in wording and we [2:19:01] incorporated all of the requests that the board had made so if you have any [2:19:09] and from any questions I'd be happy to did you highlight those changes no oh [2:19:16] sorry no no one of the things you like I do like to I like that when I get them all [2:19:22] that you we know which things actually changed now this went through a my own committee and I want to thank them all [2:19:28] for their their pieces in it but but when you have four different people [2:19:34] working on it and then you want to put it into a format that makes it look pretty in a PDF then it didn't get [2:19:40] highlighted sorry just for the sake of [2:19:45] our community when that we have these priorities laid out with numbers one through five does that also relate to [2:19:52] stabilized education funding being your number one priority as a committee or these all equal they're all there is no [2:19:59] ranking of priorities okay it's just a list mm-hmm thank you any other [2:20:04] questions all those in favor of approving the legislative legislative action committee [2:20:10] legislative platform and say aye aye any opposed motion carried can I make one [2:20:17] announcement yes sue we are hosting a breakfast with our legislators on Monday [2:20:26] that everyone gets back from the holiday so good everybody will everybody will be [2:20:39] back Monday January 7th at 8:30 to 9:30 in this building in room 350 we will be [2:20:47] hosting our state senator and our two state representatives and so there are [2:20:58] 49 correct from a and B a and B 49 a and B and and we will be talking about this [2:21:07] platform in ways that the community can help us fund our schools and after this [2:21:13] long meeting with budget I think many people would really like to talk about [2:21:19] how we can support our public schools and so please join us here on Monday [2:21:29] morning January 7 think what time 8:30 8:30 to 9:30 again Monday morning so I [2:21:40] can talk more slowly it's only 9:30 Monday morning January 7th 8:30 to 9:30 [2:21:46] here in room 350 wait thank you very [2:21:51] much next we have policy it's gonna get a motion to approve policies to ten to [2:21:57] eleven to twelve to thirteen to fourteen to sixteen and 503 so moved second aamir [2:22:04] yeah the update is like that catch from last month which was nice about vacation [2:22:10] schedule during mandatory state and federal tests and that whole language has just been stricken because those would of course be excused [2:22:20] so otherwise there was really no changes from what I could tell right it's when I acknowledged that that board [2:22:26] contribution team effort any questions all those in favor of approving policies [2:22:34] to ten to eleven to twelve to thirteen to fourteen to sixteen and 503 say aye hi any opposed motion carried mr. chair [2:22:45] yep I'm gonna I'm circling back to your requests from earlier so you wanted to [2:22:52] bring a motion to add something to the agenda yes I will start with that I [2:22:59] would like to make a motion to add to the agenda having two years of students [2:23:06] who have less left the district so that would be students from 16 17 and 17 18 who did not return to engage in a [2:23:15] contacting process where we contact and find out their reasons for why we lost [2:23:20] we've talked about this from no I would just like to add that to the agenda don't have a second so all those in [2:23:29] favor of adding it to tonight's agenda say aye all right any opposed okay so what you [2:23:38] this is now it's just been added to the agenda yeah I would move that we request [2:23:46] that this proceed okay we've been talking about it for a long time and it [2:23:51] and it doesn't seem to be coming to action and so I feel that the board just needs to make a request if if a majority [2:23:58] of the board feels that it is an important thing to do right so this that's okay I think that [2:24:05] we should contact all students that left the district in the year school year after the school year 1617 and the [2:24:11] school year 1718 so the last two years prior to this school year and get a [2:24:18] better understanding of why we're losing students it don't want to continue to make assumptions it could be for a [2:24:24] litany of reasons and I feel that it is our responsibility to have a better understanding of why we've lost students [2:24:32] can we compare this to the Morris leatherman survey what would be similar [2:24:37] in what be different I think the Morris leatherman survey has some valid data in it but it looked at students upwards of 12 [2:24:44] years since they've chosen not to be in the district and I think we need to really hone in on the kids who've lost [2:24:50] in the last couple of years to understand why they've left and you have to remember that's a sampling my my [2:24:56] request would be that if 200 kids didn't return those 200 families our contact [2:25:02] and I fully understand that not every family wants to share that information and that is up to them I do know that we [2:25:07] attempt to track where they have gone but I think it's understanding the why is really critical as we move all we've [2:25:14] been talking about dropped enrollment but we also need to be thinking forward about having an actual enrollment plan [2:25:21] and understanding where our priorities are going to be what we're looking at with the strategic plan and I think this [2:25:28] is a missing piece of data that we need to understand and I know I've said it out loud many times but I would like [2:25:33] support to actually have action on it my complication with this is that Morris [2:25:39] Leatherman broke out data for two years so we actually have statistically valid [2:25:44] data to tell us why people have left within the last two years and the whole [2:25:51] point of doing a statistically valid survey data sampling is so you don't [2:25:57] have to do exactly what you're suggesting which is talk to every single [2:26:02] person on the phone that's the whole point of statistical modeling is they take groups of people figure out how [2:26:11] many people we need to survey to get a valid sample so we actually know I [2:26:17] believe the numbers within the two-year range were extremely small and he said could be slightly unreliable they said [2:26:23] they were within five five to eight points right mmm so can i and there [2:26:28] wasn't a breakout in the if they laughed for not meeting my students needs it wasn't broken out deeper than that [2:26:35] that's it actually it was it was good because they were low performing [2:26:42] students or middle performing students the point can I get a motion to approve [2:26:50] what you're suggesting because what happened was Owen asked you to define [2:26:55] what it was okay why we need a second because I believe I've made their motion there right just technical so we have [2:27:02] motion second discretion because we can't jumped and the other thing is that [2:27:08] if we go through the process of asking each person we're going to end up with a [2:27:14] data set that is similar to a bunch of data we get that we can do nothing with [2:27:21] so we're going to have trying to get a [2:27:26] hold of a bunch of people we're gonna hear from random people and it's going [2:27:32] to be just like all the other information that we get where we're going to have this information and we're [2:27:38] gonna say but we can't really do anything with it because it's not valid data so I guess I don't understand I [2:27:49] think we have we have that survey and I [2:27:55] think the to the point that there are concerns it's time to start digging into [2:28:00] the concerns how are we doing on on giving rigor and the core academic [2:28:06] subjects how are we doing on identifying and meeting the needs of students with disabilities reading disabilities to [2:28:13] spend that much time and then because you're not just doing the 200 you're going back over the notes and trying to qualitatively compare where are the [2:28:20] trends what did they say that if it's something else it just strikes me that you're you're moving them you're moving [2:28:26] the percentages around a little bit on the survey that we did so instead of [2:28:31] maybe 60% we're concerned about meeting my child's needs we think it it goes to [2:28:37] 68 or 52 but what are you gonna do now how and I would say whatever it is you [2:28:42] would do about that if it was 68 we could probably ask district to start looking into and so you know looking [2:28:49] looking into the major findings from that survey what's what's being done now [2:28:55] what should be done now I sort of I hear the concern and it came up from a member of audience but it strikes me that that was [2:29:01] what the the survey we did and paid for got us started on and it's really it's [2:29:06] time for the next step and and that's [2:29:12] fine if we feel that that is significant enough to help drive this work we hadn't had a survey done like that in the past [2:29:19] and I also questioned why we don't have some sort of exit interview with the [2:29:24] students that are currently leaving the district so I'd also say it's a policy issue but that's not what I'm asking for [2:29:29] tonight but we need to understand I don't think we can continue to rest on our laurels thinking that well worried I [2:29:36] know we're always gonna have a litany of kids wanting to come here we need to better understand why kids leave why [2:29:43] people come here but why they leave is critical we cannot have another year where we lose a [2:29:49] hundred students so I just if I don't agree with that this approach we can [2:29:54] discuss that but I don't see us taking any action or discussing the results that we got from Morris other than about [2:30:00] with Leatherman either actually questioning questioning some of the [2:30:06] results when we discussed them as a board because they were small numbers so I think you know that's why I said then [2:30:14] let's get a more specific data set that says clearly why they left I don't think [2:30:19] a new data set would actually be better data I think we actually have a very good data set even if it has variances [2:30:28] it still has very good information in there and you're absolutely right we're not spending enough time looking at it [2:30:34] but I even I guess I don't understand the notion that we have no information [2:30:42] right now so let me let me make it sorry are we done no I'm just gonna say I feel [2:30:48] like we actually have really quality information we're just not necessarily doing anything with it so let me make a [2:30:53] suggestion which is that I think that we have data and probably what we need to [2:30:59] do is to pull that data out again and take a look at it I would suggest that [2:31:04] the HR committee take a look at the current data and see is there something [2:31:09] missing from that data and if there isn't what is it that committee would recommend to the board [2:31:15] to dig deeper into and set up a process for addressing it and you know we have [2:31:20] an HR meeting on January 3rd sorry Quinn but we can add it to that meeting so [2:31:27] then we can at least start to pull out look at it and decide if it's enough and come back to the board and say here's [2:31:32] what it says here's the margin of error here are different avenues we can go [2:31:37] down we can do more surveys we can do research into the results we can adopt a [2:31:43] plan as part of strat plan you know if I could jump in I kind of liked that idea because then we can find out what's [2:31:50] involved what you could do and then we can maybe get some budget because I don't you haven't said this right here ago but I'm wondering that's kind of [2:31:56] you're concerned that we're gonna be showing out some money and I sympathize with Sarah because one thing that the [2:32:01] Morris Letterman survey for me it lacks specificity were the last two years like how many students have we [2:32:08] lost because of dyslexia how many have we lost because it gets added talent how many have lost because of indoctrination [2:32:14] issues there's a series those are the big three but what would you do with the specificity would you is there a number [2:32:20] where you wouldn't address something what's the proportion right you know I mean what we did get a sense of that and [2:32:25] the tooth wasn't statistically significant threshold at 250 and we had [2:32:32] that for the 12 years but we didn't have that but that's two years I thought years I don't think we had it for two [2:32:37] years higher margin of error I guess what I'm [2:32:45] thinking it seems to me like you're looking for for evidence to support your argument that we need to review some of [2:32:52] these concerns but that's not your argument alone I think that's shared and you don't need that evidence it's it's [2:32:58] something that's been a concern now for a while and to the extent that it's still a concern I think it's worth [2:33:04] discussing what we're doing to figure out where we're at what we're doing to address shortcomings and reinforce [2:33:10] strengths I think it's time for those I consider those next steps and I feel [2:33:15] like we're starting at square one if we're going back to try to validate concerns that we already have have [2:33:22] experienced resonance with and I'm willing to take that information [2:33:28] but my concern has continued to be I think you're right partially that I [2:33:33] don't see us taking any action on moving forward with understanding this and addressing it and I can and I felt that [2:33:40] I heard that evening in our own discussions some resonance around [2:33:45] believing some of the information that we received in the data and then I continue to hear in the community [2:33:51] different narratives as to why we've lost students so I'd like to disrupt [2:33:58] that narrative that out that's out there and get to an actual factual like we [2:34:03] believe these are the reasons and this is how we're gonna move forward because there still continues to be while it was [2:34:09] because of X I don't think we can make those assumptions we need to understand and yes there was some some decent stuff [2:34:16] in here I just want to make sure that we're acting on it and that we believe [2:34:22] it's it's a factual because there were some some strong opinions that came out [2:34:27] of this survey and there was some concern expressed that the numbers were really small and it wasn't really viable [2:34:36] I I hear all the arguments and I think I think everyone's in agreement about where we want to go it's just what do we [2:34:42] need to make sure we're going in the right direction um Sarah with the work that we've had and even with me you and [2:34:48] Alan on the strategic plan and I don't mean to keep using that as an example of why we're gonna solve everything that's the holy grail or something but it is [2:34:54] something that we're thinking about from our gifted students served are people feeling uncomfortable based on their [2:35:00] political or other leanings our people are trying to make sure it's a safe environment it's a it's an equal environment it's education folks [2:35:06] environment so I you know some parents might have left because there's there's family issues that that aren't things [2:35:12] they want answer on the survey I just think that 62 health issues who knows 60 to 80 people on average over two years [2:35:19] I'm not sure this is going to tell us if if there was something we were really missing but I'm from that sheet and what [2:35:25] Owen is riled off as the top three know necessarily that that's probably what it is so we already kind of know so I think we [2:35:33] should just plow ahead and try to solve it I don't think there's anything that we're shelving because we're saying we don't [2:35:39] believe it so it's a root cause but I'm definitely alignment with pulling it all [2:35:45] into the decision-making process lynnie what was your idea again we discussed it [2:35:51] at a charm mm-hmm that's fine I'm that is absolutely fine it would just give us [2:35:56] a chance to kind of say or if you go down this road where you end up go down this road where you end up and then we [2:36:01] can come back to the board and say okay we've thought about it here are tooth a veneer as we looked at this is what we [2:36:07] recommend in here and I would agree with Matt this is how it roll into the strap line just rather than trying to go [2:36:14] through 15 minutes at 9:40 at night [2:36:19] table my request no we would Jimmy we're [2:36:27] looking action I that was it was a good request and I was started in the committee format you think so technically I think we're gonna vote [2:36:34] against the motion but we both put it to committee and then come back to the board okay all right all those in favor [2:36:41] of conducting a survey is described by Sarah say aye [2:36:46] all those opposed may I motion just not Carrie Gwen maybe you [2:36:54] need to add an extra hour to our meeting I think you already have a lengthy time [2:37:03] so we have any committee updates Matt finance Finance Committee was covered by [2:37:10] Margaret Orr three and a half hours this evening thank you that was a shot at you I was saying never there's so much to [2:37:16] cover thanks Sarah anything about teaching and learning that we didn't talk about tonight no I think we've covered the bulk of [2:37:23] what we've been working on in teaching learning right are there any other updates nothing we have completed the [2:37:32] agenda is there any objection to a journey hearing none we are adjourned thank you everybody