[0:09] hey good evening ladies and gentlemen it is seven o'clock so we're going to [0:14] get started um it's Monday November 14th then we have a quorum so I'll call the meeting to order [0:21] um do I have a motion to approve the agenda for tonight's meeting second [0:28] we will now vote to approve tonight's agenda all those in favor say aye aye [0:33] anyone opposed tonight's agenda is approved Dr Stanley would you please [0:38] review tonight's agenda for us absolutely tonight we will hear excellence in action from our Concord [0:45] Elementary Cafe Community Partnership group also this is a unique evening in [0:51] that we recess the meeting we have a public hearing around world's best Workforce which is related to State [0:58] legislation we'll come back into the meeting we'll have an opportunity to hear from a public comment from [1:03] community members we have an update from Dr Randy smazel our assistant superintendent and a few principals on [1:11] our culture and climate work we have a discussion about our data metrics plan [1:16] and what we're doing around performance um we have some updates on substitute [1:22] rates our Countryside programming and [1:28] um on our collective bargaining agreement with our principals and then of course [1:33] we had a board election and we'll canvas those votes we have some updates from [1:38] business office and policy review [1:44] thank you Dr Stanley First on the agenda is tonight's excellence in action and we [1:51] would like to we're going to hear about the Concord cafeteria refresh which was generously funded and led by our Concord [1:59] PTO we're always thankful for the work that our ptos across our district [2:04] um do and we'd like to welcome Shelly Wright's Concord PTO president to share more [2:09] should we come up front absolutely yes right up here come on up everyone [2:15] and if you'd like to introduce everyone else that's here and if you want to bring up more chairs or need to [2:21] bring up more chairs you're welcome too [2:38] oh yeah there we go we just have more than we asked for [2:44] welcome everyone [2:53] oh sorry click the there's a like bar on the bottom just to click there we go thank you I've done this [3:00] before okay so in 2019 Layla TV being here came to a PTO meeting and said Can we pretty please do something about that [3:07] cafeteria our cafeteria is in the basement it is windowless it is made entirely out of concrete and [3:15] um is definitely loud and it was kind of a sad place for the kids to be and in 2019 we weren't sure that we could do [3:21] something of that magnitude and our 2020 it was our playground year and in the course of doing that we realized no [3:27] actually we can manage a prog project of that size and with the parent group that [3:32] we have I think we could probably get that done so with the playground done we [3:38] went back and asked some of the parents like hey anybody have ideas for what we can do about these things about [3:43] Acoustics the darkness like the tired flooring and walls we had storage [3:48] problems the music room is back there and was sort of sad looking this is kind of what it looked like before you can [3:53] see a ton of clutter in the back it's pretty dark it was just a sad place for the kids to be the flooring was in bad [4:00] shape the walls were in bad shape and this is the entrance to the music room where the kids go all the time it's [4:08] just full of kids club clutter and custodial clutter and all kinds of junk that just ended up with no other place [4:13] to go and so the cool thing that we have learned about our parent Community is [4:19] that when we ask for something somebody always raises their hand and in this case we had this amazing team of parents [4:25] say hey I've got a skill that would be helpful here so Layla came back and joined the team since it was her idea [4:31] Laura Engen is an interior decorator Carrie madore is an architect who's done work for some other school districts in [4:36] the area Lindsey running here is uh has a background in art and design and as a real estate agent knows all the [4:42] contractors all over the place Jessica and Chris grabeck own Sonos Interiors which provides a lot of the acoustical [4:48] equipment and materials that we have used in this building and in some of the other buildings and then Nicholas well [4:54] who is a branding and art you know expert extraordinaire so all these folks raised their hands [5:01] we put in a ton of new improvements Walls Flooring ceilings art panels that [5:07] are sound dampening dealt with some of the storage issues and now the cafeteria looks like this [5:13] [Applause] [5:20] so it is a joyful colorful fun place for the kids to be it is much quieter you [5:25] don't need an Excedrin and a beer after you've done lunch duty in there so I think everyone is just much happier with [5:31] that space it's a really nice place for our whole community and then you can see it's in the [5:37] flooring products that we put in that is the music room entrance that is all cleaned up our Music Teacher is so happy [5:42] that there's no longer just a jumble of mops and buckets and Kids Club materials outside there [5:49] we have some really cool art there are four panels in there we worked with a local artist [5:54] um to create things and those have lots of interesting um components in them the kids love to look at them and find cool things a lot [6:01] of local color too there's the Edina Mill in there and some fun Minneapolis items [6:07] there's a little bit more on the art that's in there there's seasonal and food based you know to go with the cafeteria theme [6:13] and then I want to send a special shout out that clutter situation again the moms raised their hands and we [6:19] have the moms who love the home edit they came and dealt with every single bin and piece of trash that kids club [6:25] had in there and put it in that beautiful instagramable color-coded bucket good thing [6:31] so that we could keep everything clean so that our Music Teacher you know has a space that she can be proud of too when [6:36] she brings those kids through so that is our project we're very thankful to all the parents very grateful that we have [6:42] so many people who are willing to share not just their finances but their talents with the district [6:51] thanks guys [6:56] that's amazing thank you guys thanks do board members have any questions or comments [7:02] in our kudos to Eric Hamilton who was a very wonderful partner letting us do this and working us through you know the [7:08] process and what would work and helping us make it you know pick things that would make sense that's awesome [7:13] good no well thank you all of you for coming and participating and showing this to us appreciate it yay thank you [7:21] all come here [7:26] we are moving on to hearings from members of the public pursuant to board [7:31] policy to us oh I am sorry I skipped over world's [7:38] best Workforce um so we are going to recess the meeting [7:43] and do our world's best Workforce public hearing um basically what that means is that the administration is presenting [7:50] world's best Workforce public hearing to the public and so if people have any [7:56] questions they're to address them to administration because the board technically is on recess so at this time [8:01] we'll recess the board meeting [8:09] okay I'll invite Administration Dr Randy smozzo director Jody D St Hubert to come [8:15] up and oh and Greg gusweiler to come up [8:20] to share information about world's best Workforce just a little bit of background world's best Workforce comes [8:27] from State Statute and it is focuses on career and college readiness and so Dr [8:34] smozzle whenever you're ready or director decent Hubert whenever you're ready [8:39] I can go I will get looking to advance the slides [8:45] just looking at the remote [Music] [8:55] which one did you push okay thank you okay good evening my name is Jody desane [9:02] Hubert director of teaching and learning and I am joined this evening by Greg gusweiler a data programming analyst and [9:08] coordinator and Dr Randy smozel assistant superintendent we are here at this public hearing to present progress [9:15] on the world's best Workforce and achievement and integration reports because [9:20] our Edina vision is to ensure that each and every student discovers their possibilities and thrives following are [9:27] clearly articulated 2020-2027 strategic plan the world's best Workforce and achievement and [9:33] integration reports are closely connected to each other each report outlines goals and action steps that [9:39] keep the portrait of it each and every Edina graduate at the center of decision making [9:46] thank you the world's best Workforce bill was [9:52] passed in 2013 to ensure that every Minnesota school district in the state is making strides to increase student [9:59] performance it focuses on a comprehensive long-term plan [10:05] it structures intentional alignment with addition additional District plans that are also aimed at supporting student [10:11] achievement and preparing students to be college career and Civic ready as mentioned in the world's best [10:17] Workforce as mentioned the world's best Workforce is closely aligned with the achievement integration plan as well as [10:23] the district strategic plan the district data metrics plan our current Peak pre-k [10:29] through 12 comprehensive literacy plan title programs teacher evaluation programs State American Indian Aid [10:36] education and much more we will begin the public hearing by [10:41] specifically focusing in on the world's best Workforce there are many different people involved in both creating and [10:47] monitoring the Edina Public Schools world best Workforce plan most importantly I would like to draw our [10:53] attention to the world's best Workforce advisory committee this year on October 27th a team of Edina staff members Edina [11:00] students and Edina Community members had our first world's best Workforce meeting of the 2022-23 school year there were 30 [11:08] advisory members present and this team worked through a process to look at our [11:13] purpose our norms and we were also able to begin providing feedback to develop future goals Based on data from our [11:20] Edina metrics report the advisory committee and Community role is a critical component of the world's best [11:25] Workforce so tonight we are going to go through [11:31] several different components of the world's best Workforce our our 2021-2022 goals follow the five key [11:39] areas as outlined in legislation they are all students are ready for school all third graders can read at grade [11:45] level all racial and economic achievement gaps are closed all students are ready for career and college and all [11:52] students graduate from high school the remaining world best Workforce slides are broken down into these five [11:58] categories they will follow a pattern of reporting on the 2021-2022 goals then there will be an [12:06] analysis of the goals direct then there is direct connection to the Edina strategic plan and draft goals for the [12:13] 2022-23 school year with short analysis I will highlight a couple of key points [12:19] from each of the slides going forward [12:24] foreign so the first goal area is from 2021-22 [12:30] all students ready for school focused on three distinct goals and you'll see that we met two of those three goals [12:41] our analysis focus focuses on the comprehensive whole child as the Early Learning starting a narcissist as an [12:48] early learner starting in our system we have been very successful with our screening process over the years and are [12:53] continuing to focus and develop that to expand it to three-year-olds I also want to highlight our early learning [12:59] Educators and their professional development that they engage in around the pyramid battle the pyramid model [13:06] promotes healthy social social and emotional development and this is a base for all learning for our Edina students [13:14] all the way through their career here our Administration has been very supportive of this professional [13:19] development and have also expanded to um to engage in a new literacy curriculum last year and that is [13:26] connected to our TS gold assessment where we're able to see where our students are in the early learning [13:32] process more targeted at their academics you'll see that this aligns with six [13:39] direct has six has direct alignment with six of our strategic priority areas [13:48] because of the robust professional development that our early educators are engaging in we have collectively [13:54] determined the need for additional robust world best Workforce schools for 21 or 4 22 23. the goals specifically [14:02] added as an alignment with academic preparedness and aligns with fast bridge data that [14:08] our students that are in the Early Learning Center will be showing us in the fall of their kindergarten year [14:18] it's exciting to report that our pre our Early Learning Program has engaged heavily in our comprehensive literacy [14:24] plan an area that I'd like to highlight from this slide is the creative curriculum implementation the [14:29] professional development and the implementation process that's being followed with that as well as the number [14:35] of staff that are in the letters cohort for Early Childhood learning and getting deep pedagogical professional [14:41] development around the science of reading [14:47] our 2021-22 goal areas of all third graders reading at grade level is a [14:54] little bit different our MCA goal we have not met and our other goal is [15:00] focused on map data our map data in 2000 [15:05] and 2021 was a winter map data point and then in 2122 was a fall data point so [15:11] because those were two different data points in the year that's why we indicated that we're unable to report on [15:16] that goal and we have some great additions to our assessment plan this year that will help us do do a more [15:23] concrete job of evaluating that into the future [15:29] so our analysis of the action steps that were in place last year for all third graders can read at grade level are very [15:35] specific to our pre-k through 12 comprehensive literacy plan in the K-5 CLP implementation we had I'd like to [15:43] highlight the literacy leadership teams that we had at every Elementary building that worked very hard and intensively on [15:50] 20 hours of research on the science of reading and current best practices around implementation of that in tier [15:56] one instruction we also did some focus on the EPS dyslexia guidebook and [16:02] providing some professional development for our staff on that area [16:08] you can see on this slide that that aligns with four specific areas that are [16:13] directly aligned with their strategic plan [16:19] our proposed goals for the 2020-23 school year continue to be around the [16:25] area of MCA reading and we also added goals very specific to our fast Bridge Universal screening which we've talked [16:31] about and highlighted in our data metrics report the goals are very specific to the area of aggressive [16:36] growth so for students in every grade level we've articulated a goal that ensures that our students who are below [16:43] grade level are growing at an aggressive rate so that they're able to reach grade level as quick as possible [16:52] we continue to work very intently on implementing the pre-k through 12 [16:57] comprehensive literacy plan and some areas that I'd like to highlight here is that we have 145 teachers in K through 2 [17:05] including atsys Title 1 ml special ed teachers in letters training currently [17:11] and nine at administrators that training is well underway and we're working hard to see how that to implement that into [17:18] tier one instruction and make sure it has a direct impact on students um we are also working with new [17:24] curriculum for multilingual Learners at the beginning levels that has begun and we're continuing to move that into [17:30] action and um we have we've had this at the board at many many occasions but [17:35] we're excited about our Universal screening that's happening with fast bridge and the response to that data [17:40] even more specifically where we're able to see where our students are at and then create instructional matches to [17:46] help them all grow sure Okay the third world's best Workforce [17:53] School area is racial and economic achievement gaps are closed the data [17:59] shows that we were very close to meeting the school last year our goal was to um [18:04] to reduce the difference in performance on MCA reading between free and reduced lunch and non-free and reduced lunch [18:10] students by five points and that we did that reduction we had 4.5 percent [18:16] decrease in the Gap but we were not quite there to reach our goals so that indicates that no we did not reach that [18:22] goal and we'll continue to focus on not only economic achievement gaps in our [18:28] upcoming year and our goals but also some racial achievement gaps that we're seeing in our data [18:35] definitely our analysis of this data from last year was that we're done we're definitely still seeing an impact from [18:40] covet on all of our students and that we continue the need to continue to focus on the growth for all students is [18:45] critical throughout this time as students are getting readjusted to being in the classrooms and and different [18:51] experiences since covid we are also wanting to highlight how committed we are to an equitable and inclusive School [18:58] culture and how deeply embedded that is into strategy B of the 2020-27 Strategic [19:04] plan here highlighting the school it's directly aligned with six of our [19:09] strategic plan areas our 2223 draft proposed goals again I [19:18] mentioned this but they expand to also highlighting some areas of racial gaps [19:24] that we have in our academics racially specific to our multilingual [19:29] students the students and the gaps and some of the data that we're seeing and our black students and non-black student [19:34] discrepancies in some areas of our MCA data as well as continuing with the free and reduced lunch goal [19:42] so our proposed strategies targeted action steps are currently happening with learning around the tools [19:48] of cultural proficiency school systems we currently have 87 staff members who [19:53] have completed three or more days of training with Dr Trudy Arriaga and we are continuing to develop a plan and how [20:00] to expand that to all staff members in Edina Public Schools over the next three years it's also critical to highlight again [20:07] our fast Bridge Universal screening and how all students are being identified and instructional matches are being put [20:13] in place and that that targeted work is very critical to helping us close these [20:18] gaps a fourth goal area in 2021-22 all [20:25] students are ready for career and college focuses um as the goal was established it was [20:31] targeted for ACT data to be highlighted there and the goal is our indicator that the goal has been met or not we did meet [20:38] the goal in one of those two areas I do want to point out that's the stem portion is a subset of the act and [20:47] that's an area that's exciting that our students are doing really well in and we look forward to extending that stem to [20:52] steam in a lot of the programming and work that's currently happening [20:58] um so that highlights a lot of the analysis of the data from last year that despite the challenges that our Edina [21:04] students are facing during the pandemic our ACT scores have remained strong we do want to point out that there are [21:09] fewer students taking act tests and there's a lot of analysis around act [21:15] tests that needs to continue to be dug into our stem courses that we currently [21:20] offer are fantastic in providing an excellent experience for our students and we are committed to that addition of [21:27] steam and is that's moving along in several different areas right now [21:34] um this this world's best Workforce goal and the work that it was is currently happening aligns with four of our strategic plan areas very directly and [21:42] then we have proposed goals for 22-23 we want to expand the focus on act solely [21:48] as our goal has been in the past and make sure that we're using the great work in our data metrics plan [21:53] um so we're we're including in our draft of our goals that we look at our Gateway courses and how how we are using that [22:01] data and also um we're excited to dig into the work of adding more internship and work [22:07] experiences for our idea Edina students while they are here in school and we definitely have a lot of action plans in [22:13] place to increase that over the years I see that growing immensely [22:19] um some exciting things to report on some proposed strategies for this school year are that we do have our new [22:25] position where we have Dr Anne-Marie Leland as Community Education and strategic Partnerships director and the [22:32] collaboration that she's brought to our work is is already strengthening all of the things that are happening for our [22:37] students we're also really excited to share and talk about our career and tech ed Department that is now at Edina High [22:45] School they had their first advisory meeting a couple of weeks ago it was a [22:50] successful meeting and lots of Partnerships are being formed and lots of good work in that Career and Technical education area is happening [22:57] also in our elementary steam design team has been meeting and working very closely with Dr Anne-Marie Thomas from [23:04] St Thomas and tomorrow our secondary steam design team is meeting with Dr [23:10] Jessica Brown from Stanford design school I also would be remiss if I didn't highlight how important our Avid [23:17] College ready system is for the school and the strategies that happen around Avid will continue to be a focus [23:24] so our final world's best Workforce school to report on a 21-22 goal all [23:29] students graduate from high school we have goal we have met the goal in [23:34] several areas and not in others and we just want to highlight that the graduation data is tracked very [23:42] carefully by our Edina High School staff and our District staff that at the end of the year when we know our students [23:48] that have graduated on time or who I'm not we definitely make sure that we have a plan in place for tracking them and [23:54] ensure that they graduate by September 15th of the next year all students graduate from high school [24:01] our seven year graduation rate is 97.7 percent if if we look at last year's [24:07] data all but two students who did not graduate with their peers in June of 2022 are currently enrolled in either [24:14] programming at Northern Star online or Edina High School to get get on target for that graduation I know our staff are [24:21] highly committed to supporting all of these students and our High School counseling has a curriculum map that's [24:27] very specific of touch points that they have with the students from ninth grade all the way through 12th in order to [24:32] help them along the way with that goal for the Strategic plan alignment for the [24:39] school I simply put in the vision and Mission because when we read our mission the world's best workflow is this work [24:46] this specific world's best Workforce goal is accumulation of all that is in Edina strategic plan it's supporting all [24:52] students graduate through academics activities and opportunities [24:58] our proposed 2020-23 draft goals or that we increase [25:04] the graduation rate where multilingual Learners and other special education populations [25:12] and with the um [25:18] thank you Randy Dr smozzle appreciate it so with the strategies for 2223 one [25:25] thing that I want to highlight that is is an addition this year is that our [25:30] high school advisory curriculum programming has been in place for a long time and it was Rewritten this summer to [25:36] have a focus on many of these strategies that will help all students graduate and [25:42] very specifically help with high levels of Engagement in that advisory period of time so there's students engaged in a [25:49] deep level with a curriculum that the counselors have worked on and other staff members to ensure that it's culturally proficient for all students [25:56] and I want to highlight that we have our first Edina Edina High School has an [26:02] avid class that's offered with full enrollment in 9 through 12 and we have our first ever Quest Bridge scholar in [26:08] the in the high school at a class of 23. quest Bridge Scholars rank their college [26:14] interest in order if any of the other the other schools match with them the scholars not only admit committed to the [26:19] school but they they also go for free for all four years so it's exciting that we already have a student that we know [26:26] has that opportunity due to our Avid programming [26:31] so additional steps for moving forward with the world's best Workforce will continue to get feedback from our [26:37] Advisory Board and determine what those goals move those goals from draft form to final form for 2022-23 we will [26:45] definitely be working closely with our Edina assessment plan and data metrics plan to continue to make sure that our [26:51] action we are making strides towards our action steps and on target for that and [26:57] we will continue to engage in that development both with um both with our outside advisory committee [27:03] as well as our internal team huge areas are to accelerate the growth [27:08] for students in both literacy and math through strong tier one and core instruction also raise proficiency [27:15] scores at an increased rate for students who are eligible for free and reduced lunch and engaged in continued alignment [27:20] with the achievement and integration plan as well as all other plans that were mentioned earlier on in the report [27:27] and with that I'm going to turn it over to Dr smuzzle to highlight components of [27:32] the 2020-23 achievement and integration plan [27:41] thank you Jody um director the Saint Hubert gave me one job to run the clicker and I was [27:46] struggling to do that so hopefully I will try to do a better job here [27:51] um thank you for giving us some time this evening I will talk a little bit about [27:57] achievement and integration and how that is an extension really of the world's best Workforce legislation you'll see a [28:04] few of these Concepts that overlap with what um Director D St Huber just [28:09] presented but the achievement and integration plan is basically Minnesota's plan to increase racial and [28:17] economic integration to reduce achievement disparities and specifically to increase effective and diverse [28:24] teachers we receive about 1.1 to 1.3 or 1.35 [28:30] million uh the past few years for achievement integration funding that's used for a range of activities across [28:37] the district ranging from cultural Liaisons to the use of cultural Liaisons [28:43] in our schools to the use of intervention teachers in our schools to an opportunity to partner with [28:50] another school district like Hopkins on some summer programming that prepares Early Childhood students for [28:57] kindergarten it's called Ready Set kindergarten and is also a bridge in preparing middle school students for [29:03] high school so it's called Avid Summer Bridge so those are a couple of some of the elements that are funded through [29:08] achievement and integration one of the things that school districts [29:14] have to do is complete a three-year plan we completed our last three-year plan prior to covid in the 2018-19 school [29:23] year and that plan will carry us through the end of this fiscal year and during [29:28] this fiscal year we'll actually be working on a new plan and that plan will last for the next three years so that'll [29:34] carry us all the way through 2026 which seems far away a few years ago but is getting [29:40] so close as time goes by here our task force is going to start here in November [29:46] and we will be bringing an update back to the board in February with a budget and a plan that will be then submitted [29:53] to Minnesota Department of Education in the spring and then that budget will again address the dollars that are [29:59] allocated to the school district for achievement integration funding so we have a few goals that were set [30:06] forth in the plan going back to 2018 and 19. these goals will tweak some as we [30:12] move into the next plan but this is what they were previously so goal number one was the percent of students who identify [30:19] as black Hispanic American Indian Pacific Islander who are enrolled in third grade and EPS who are proficient [30:25] on MCA reading will increase from 54 percent to 70 percent 54 in spring in 2019 to 70 [30:34] in 2023 Minnesota has set an aggressive goal which is great to have this [30:41] proficiency be proficiency be at 85 percent for the groups uh just uh [30:47] previously mentioned we did not hit that Target our Target for the spring was 66 [30:53] percent because we take these Targets in steps and uh our proficiency was 57 [30:59] percent some of the actions that we're using along the way include the tool fast [31:06] bridge for screening students in our beginning days of the elementary school year we did our connect and assess days [31:12] and it was an opportunity to start that screening process and fast Bridge once students are screened then we look at [31:18] the interventions that are specific to the student needs and then we are leveraging those interventions we've [31:24] also provided additional letters training as a Director D St Hubert has mentioned and tools of cultural [31:29] proficiency training and as we'll be describing in a few minutes with our culture and climate report we revamped [31:38] our continuous School Improvement planning process as well the second goal is about the Gap in [31:46] Reading proficiency rates and this is really about showing accelerated growth [31:51] and decreasing that Gap over time if we go back to 2019 the gap between the [31:57] students described the student groups described was 32 points and the goal was to be at 15 points by [32:05] 2023 so that's a that's a having of that Gap so that's a significant decrease [32:11] we did not hit that goal for this last year we were relatively close the goal [32:17] was 19.25 percentage points and again that's a reduction of Gap over time and [32:23] we were at 21.55 the Statewide gap for this last spring was 27.3 percent [32:31] our third goal in achievement integration plan would be to retain [32:36] students that are enrolled in Edina Public Schools that participate in what used to be called [32:41] the Minneapolis Transportation program I believe now it's called the equity options program [32:47] and in this program students who come to Edina Public Schools through open enrollment and live in certain areas [32:52] excuse me of Minneapolis our provided Transportation free as long as they meet [32:57] a free and reduced price meal threshold or an educational benefits threshold and [33:03] what our goal is then to retain retain our students that meet that threshold [33:08] and come to Edina as our Edina students and some of the actions that we employ around that are providing supports [33:15] through Avid supports through college possible and it's really about trying to retain students through quality [33:22] experiences and exposure to college opportunities to hire educational [33:27] opportunities and super proud to say that last spring of the students that [33:33] were participating in our Avid elective 100 of those students earn scholarships [33:39] for full tuition at post-secondary schools [33:45] the second chart here just summarizes how we've been tracking on some of that [33:51] data over the last couple of years and then of course for 2223 that data will be populated this spring and then will [33:58] be reported back to the board next fall with that I will turn it over to Director D Saint Hubert for the last [34:04] slide so as part of our world's best Workforce [34:10] legislation it is our Collective responsibility to ensure Equitable access to excellent and diverse [34:16] Educators these slides highlight both our staff diversity and our student diversity the slide also highlights [34:22] details of one of our greatest strengths in Edina and that is our teachers [34:28] foreign with that we will turn it over to [34:34] questions from the community [34:41] so I have a question in the back [34:54] I'm wondering how the kids that meet proficient standards so they're hitting [35:01] 40th percentile earlier they count as proficient but they have negative growth over time [35:08] how are you identifying them how are you helping them how does that how do they fit into this [35:14] program thank you for the question there's a couple of different components to that [35:21] it all comes Under the Umbrella of what we call a multi-tiered systems of [35:26] support and so there's several layers and details to that system but one of [35:33] the components is that there are teams um different teams looking at student data and having conversations and when [35:40] we say looking at student data that's a comprehensive look at student data that could be fast bridge data it could be a [35:46] class work that the students are seeing it could be teacher observation it could be student input and so in those [35:51] Collective conversations we're able to determine where all students are in their progression and if they're growing [35:58] there are specific reports in fast bridge that show us all students growth and so that's highlighted in fast Bridge [36:06] reports but it's important we don't only look at those that we look at a comprehensive picture of all the [36:11] students and then in those conversations if that's a conversation with Administration team and teachers and all [36:18] the supports that Encompass the students day then there's a plan created so that [36:24] we ensure that all students are growing based on that plan and the observations of those datas and then there's also [36:30] excellent a component another component of multi-tiered systems of support is that called our professional learning [36:36] communities and that's really regular often weekly most likely two to four [36:43] times a month where teams of teachers like third grade teachers are sitting and meeting together about how students [36:49] are doing in their classroom and the the team of third grade teachers for example are collectively responding to what [36:55] they're seeing on a weekly basis in the classroom and the compre the conversation does have to be [37:01] comprehensive about all students in ensuring that all students are are making growth so that system and those [37:08] opportunities for conversations of collaboration on around data help us ensure what you are asking for in terms [37:15] of the growth for all thank you [37:22] does the dinosaurs use the term dyslexia are they addressing it with any students [37:29] with dyslexia so we talk about markers of Dyslexia we [37:35] can't diagnose dyslexia but we certainly can look at markers of Dyslexia and we [37:40] are definitely talking about that we had a professional development session last year around the markers of Dyslexia with [37:47] plans and processes for our teachers to be able to use if they would see [37:52] students in their classrooms that have markers of dyslexia again we can't diagnose it and we refer to it as [37:58] markers of Dyslexia because as our professional development grows and increases we're on letters and other [38:03] things as well then we're more equipped to recognize those markers of Dyslexia across our system right now we have our [38:10] early our K-2 early learning through two teachers involved in that intensive PD [38:15] last year K-5 teachers had an overview of the markers of Dyslexia and the systems that are in place and we we plan [38:22] to expand the intense intense letters training for for all teachers in some [38:28] capacity thank you absolutely [38:34] other questions [38:45] all right well thank you so much for the comprehensive report we appreciate that and we'll turn it back over to chair [38:52] Ellenberg thank you we'll now return from recess [38:57] and move on with our board meeting to our hearing from members of the public um pursuant to board policy 206 we ask [39:04] that you Do Not Duplicate information that has been previously presented [39:10] if you have a complaint or information about individual employees board members or students in the district [39:16] please direct any of these comments to the appropriate site administrator the superintendent or submit them in writing [39:22] to the board the board typically does not respond to or have discussion on any issues presented but questions raised [39:28] during presentations will receive follow-up as directed by the board I'd like to remind all speakers that [39:33] your presentations are limited to three minutes we have a display that will show you when your three minutes are up so [39:39] please finish when that time is up we do have a number of speakers tonight so if [39:45] you could mine the three minutes that would be wonderful first is Mindy aylor [39:53] oh the students are going to go first okay then we have Alexandra um iers [39:59] and is it eyelash demons welcome [40:05] and there's a little Mark there on the phone there we go you're a pro to turn on the [40:13] [Music] [40:21] hi I'm Isla Stevens and I'm Alexandra Ayers [40:26] we're both in seventh fits we're both in seventh grade at Southview Middle School the South View Environmental Group or [40:33] swag is split up into three different groups of your choice that focus on different aspects of the environment group us two are working in is a [40:40] gardening group The reason I joined spec is that I've learned that the environment and some of the animals of Earth could be gone within a century [40:46] I've always loved animals and this made me want to work to save them right now our group is working on um [40:53] with the rest of the school to redo our garden in our Courtyard and we're like [40:59] weeding and planting pollinator plants so that the classes can enjoy the [41:05] courtyard in nice weather the reason I joined spec is because I [41:12] wanted to make a difference in our community and on our planet for our group in the future we are planning on [41:18] having more classmates and teachers able to appreciate a very cleaned up and eye [41:25] pleasing Courtyard it may take a long time to get there but if we work together to raise awareness we may get [41:32] to the point quicker we hope that one day in the future all schools in Edina Public Schools have a Environmental [41:40] Group just like Southview it takes a lot to run a school that is included in keeping everything [41:47] power transporting everyone and other things like that in the future we [41:53] would like this school to be run on renewable energy to help the planet thank you for your time [42:02] [Applause] [42:09] is this Alexander yes okay do you want to introduce yourselves [42:14] my name is Xander taisho and my name is Marco Tom janavec welcome [42:25] my name is Xander and I'm in seventh grade at Southview Middle School my name is Marco and I'm in straight at [42:32] Southview Middle School Southview Middle School called spag [42:38] because I wanted I had learned in my social studies class in fifth grade about that the Mississippi River 100 [42:46] years ago used to have been fully frozen over I wanted to make a change and [42:51] that's why I'm here presenting to you thank you for listening to us and I hope [42:57] you enjoy our thing our solution to two of the sections and [43:02] environmental problems uh food and planting trees is a [43:08] hydroponic gardening system normally you could just buy a hydroponic gardening system online for upwards of 250 dollars [43:16] but as a school we probably can't get that money just for an SLT so instead we [43:23] decided to come up with an ikea-based [43:29] um hydroponic gardening system and that [43:35] definitely drops the price from something that can drop uh grow two [43:41] heads of lettuce for two hundred and fifty dollars instead of something that could grow Maybe [43:48] 10 heads of lettuce per stack and then four stacks for 150 dollars [43:58] um so the seeds we're planting are not any normal seeds because we don't have like a huge amount of space they're [44:03] called high germination seeds germination means like sprouting High germination seeds have a bigger chance [44:09] of sprouting and that will have a bigger chance of producing lettuce [44:17] we wish to offer our lettuce and tomatoes to the School lunchroom uh as [44:24] many have requested and we also offer you to come and see it when it's done in [44:31] a full Minnesota winter and you can still see lettuce and tomatoes growing in an indoor classroom [44:39] we'd like to thank the school board for listening to us in our time [44:45] [Applause] [44:52] we have John Doyle and Claire Damon [45:01] okay okay hi I'm Claire daben I'm an 8th grader at [45:07] Southview middle school and I'm in the South Bay Environmental Group where swag it's a student leadership team that [45:14] revolves around the environment this is my third year on the team in my [45:19] free time I like to ski travel and read I joined spec because I wanted to affect real change and be a better Steward of [45:26] this planet that we share it's Mega I'm working on increasing awareness of the [45:31] of environmental issues in the community we need to do something to protect our planet and our environment [45:39] and because of that we feel like we need to do more as a [45:48] school board you have an obligation to lead us in being good stewards of the environment and as a school system we [45:53] have done plenty to help the environment and we thank you for that but we also [45:59] have a school system that is huge polluters and we have some of the greatest ones to do something about the [46:04] problem and we are here to ask how we can help improve our impact on the environment of this plant that we share and increase [46:11] awareness of the issues that affect it foreign [46:17] hello my name is Jack and I'm an 8th grader at Southfield Middle School near my house there is a beautiful lake [46:22] with a lot of trees around it and I have always liked walking through those woods and admiring the scenery since I was very young [46:28] those woods made me realize that our planet is a fantastic place I wanted to help [46:33] I joined the South View Environmental Group to help protect the green places like the Woods by my house [46:39] right now our part of the Environmental Group is called the environmental enthusiasts [46:45] um and we are campaigning around our school Annie Dinah to raise awareness about the ways that you can help preserve our environment [46:52] we have made posters and are about to record a slideshow to send to many elementary schools so they know how to [46:57] so they know how to take action too again we thank you greatly for your [47:02] ongoing support of our environment because there are so many students staff and classrooms the school system uses a [47:10] lot of energy which leads to pollution this means that there are many great opportunities for the school system to [47:16] reduce its climate impact from small things like replacing old light bulbs with LEDs to more complex [47:22] Endeavors like investing more in renewable energy sources we hope that we can move forward [47:28] together for a better future thank you [47:33] every little bit of Environmental protection and awareness of how our [47:40] actions affect the environment is a big step towards creating a world where it's [47:47] a better place and we believe that with your help we can achieve our goals thank [47:53] you for your time [Applause] [48:02] Matt Pearson foreign [48:10] well hello my name is Matt Pearson I teach orchestra music and theater at South View but I also am one of the [48:17] co-directors of the Southview Environmental Group the young folks that you just heard from there's not a lot [48:23] that I can say that will be more impactful than the message you just [48:29] heard from all of them what I would like to say is that our program is truly a [48:34] co-design the students come up with the projects they set the projects every year and and they set them for the [48:41] things that they are passionate about the other part that we work towards together is creating Partnerships we [48:48] have partnered with elected officials such as Dean Phillips and Heather Edelson we have a meeting with Governor [48:55] walls coming up this year we have partnered with mayor hovland we have a [49:01] great ongoing partnership with Eric Hamilton and Corey Smith we have a great [49:07] Partnership of course with our Southview admin I have to to say that because my principal is sitting behind me [49:16] and now I want to thank you and I want to thank you for for allowing [49:22] our students to now add to our partnership list the the Edina school board so thank you very much [49:31] [Applause] Mindy aylor [49:38] thank you I'm Mindy Aller I work with cool planet and also with the students [49:44] at spag and the students at the high school in Project Earth and I just wanted to bring to your attention [49:49] something that I've observed as I've been working with the students and I know that the school district has been [49:55] doing a lot in terms of Energy Efficiency and all the work as we've been rebuilding the schools but what the [50:01] students are noticing is what's really visible to them and what they're noticing is the breakdown of composting [50:06] and recycling in the cafeterias especially at the middle schools in the high school they're noticing the styrofoam trays in the high school [50:13] cafeteria they're noticing lights that get left on when they drive by their school at night and so it's just that [50:21] disconnect of the students feel like not enough is happening because what's very visible and real and tangible to them is [50:28] not what is happening and so I just wanted to bring that observation to you to consider as you're looking at what is [50:34] the culture within the schools that those things that students touch and feel every day are what's what really [50:40] strikes them especially when they're very concerned about this issue thank you [50:48] [Applause] thank you students and thank you Dorothy [50:53] or sorry thank you we have Dorothy kerzner [51:09] oh sorry um Epass has had two more resignations of professional support staff who [51:17] support our wonderful students and teachers and we hope that you are working with the district negotiating [51:25] committee because we really would like to get this settled thank you thank you [51:34] that concludes our hearings for members of the public we're [51:40] going to move on to a culture and climate board update [51:46] and we have I believe we have Dr Randy smazel principal Lisa masika principal [51:53] Dr Tim Anderson principal Andy Beaton [52:06] good evening chair allenberg superintendent Stanley our board members and Community [52:12] I will start us off and then I'm going to pass it off to Dr Ann Marie Leland [52:18] and then to our school principals and then some of the staff that are here this evening and can I interrupt you [52:23] Randy we won't be offended if those of you that spoke want to leave I as scintillating as our board meetings are [52:30] so feel free to leave anytime [52:35] [Music] [Laughter] cool [52:45] I just wanted them to feel welcome to your winter audience [52:51] I would also like to acknowledge that we have some of our Educators in the space [52:56] this evening that are co-presenting as well Michael Smith and Heather Edom from Cornelia Whitney brockler and is Bob [53:05] there's Bob there's Bob and then David Boone from the high school as well so thank you for being here as well this [53:11] evening uh we are not presenting any recommendations to the board this evening this is for information purposes [53:17] but what we do want to do is take you back to you get to run this [53:22] take you back to uh the spring of 2022 we have presented these results to the [53:29] board but I'm just going to do a quick Refresh on these last month Toya Pryor and myself were [53:37] back at the board meeting talking about our continuous School Improvement planning process or csip [53:43] and what we're going to do this evening is to take a deeper dive in an aspect or [53:48] an element of that csip plan and that was around how we continue to grow in advance culture and climate for our [53:55] staff here in Edina Public Schools so now I will take you back to last spring when we gave our Panorama data we [54:02] as as the board recalls we gave a survey to our staff and our students in the spring the survey went out to staff [54:07] right before spring break that's not always the best time to [54:13] survey staff but it is also important to get that survey information from staff [54:20] we did um see that through that Baseline rating 40 [54:26] percent of Staff gave what we would call favorable responses favorable responses [54:32] means that you select the top two choices when given a liquid scale so for [54:37] example if there was a question and it said strongly agree and agree forty percent of our staff were saying [54:43] strongly agree and agree overall to all of the questions holistically [54:48] our goal is to raise that by 20 percent which is an aggressive goal according to Panorama but to have 60 percent [54:55] favorable responses as we head into the spring so some of the actions that we're going to share this evening outline are [55:02] process and thinking for how we're going to go about getting that change how we're tracking on some of that data as [55:09] we are trying to understand what is our trajectory for hitting that Target throughout the year and we'll describe [55:15] some of those actions at the district level and some of those actions at the building level some of the responses that were shared [55:22] in that survey are listed there in terms of low ratings and moderate ratings and then we had many open-ended responses [55:28] that were shared and it was from these responses that we clicked down some of [55:34] our strategies and actions for this plan both at the building level and at the district level [55:39] in terms of district-wide culture and climate plans again it really went back to redesigning the school Improvement [55:46] plan having more persistent attention and focus doing some additional training [55:52] with our leaders over the summer about navigating change and creating dignified learning environments we did go on a [56:00] deep dive with Panorama around some of the tools and some of the data that we have available for the principles mainly [56:06] our Focus there was on student data and how we could leverage some of the social emotional learning data inside of [56:13] Panorama but it also tracks data on our on our adults and then [56:19] um it's important to know that one of the recommendations that we saw from staff as a theme was to really dig into [56:25] the substitute system and to identify some of the barriers and blockers and challenges with the substitute system so [56:32] as you know we have teachers on call as part of our substitute system we have Premier Subs that are building we also [56:38] have some virtual sub-options at the high school still and I think there is further discussion and agenda around [56:45] substitutes and how we navigate that moving forward that's on your agenda this evening as Director D St Huber [56:52] mentioned earlier in terms of some of the professional learning we have listed there one things I'll highlight is that we now have 19 trainers available in our [56:59] district to help us Advance tools for cultural proficiency and we heard from [57:05] staff that that was also something that they desired for us to continue to grow and Advance across the district [57:11] we shared last month our framework for continuous School Improvement and I'm simply highlighting that one of our [57:18] goals as a district here is to advance School climate and culture and that happens both at the district level and [57:24] it happens at the school level so we all have a part in trying to grow and advance that so recognizing that this [57:30] template was shared with all of our administrators and they're leveraging [57:36] that at their school sites to advance their plans one of the models that we did some [57:42] training around this summer is from a individual who is a leader of teams an [57:48] expert in teams and his name is Patrick lynchione and his model [57:54] really helps us understand that if you want to have high performance [57:59] and you want people to be motivated to continue to derive that high performance [58:05] you also have to have an environment that is high in humanity when you have one or the other you're not getting the [58:12] most out of people in the system either for staff or for kids and so what lynchione talks about is this idea of [58:19] creating dignified learning environments environments where people feel a sense [58:24] of dignity dignity is something you can't deliver to somebody but it's something that becomes realized as a [58:31] result of the environment that they're working in and that they're learning and if they're a student so what we did is [58:36] we unpacked that model and really looked at what are the factors that contribute to Growing humanity and what are those [58:43] factors that contribute to enhancing performance and as you can imagine any Edina Public Schools we do want to [58:49] increase performance so we also have to increase the other side of this bar chart or this graph [58:55] so in terms of performance if we're going to increase performance that means that we're instituting some type of [59:01] change and if you're instituting some type of change then why not dig deep into how do we navigate change [59:08] management so another area of professional development that we employed with our administrators so we [59:15] really Leverage The Bridges model of transitions which really identifies how people navigate and travel through [59:24] transition when you're creating change so there's really three steps there's the endings which really is about what [59:31] people are feeling when they have to let go of a past practice [59:36] or a past policy or a past tradition and all of the losses that people can [59:43] experience as they go through that psychological reorientation the neutral zone represents kind of that space [59:49] between the old and the new and a place where sometimes people are also stuck but a place where people need care and [59:56] concern and support as they're trying to reorient around that proposed change and [1:00:02] then the new beginnings is when staff begin to embrace that change well through this model and through some of [1:00:08] the professional development work that we did it helps give strategies about how you [1:00:14] work with people to move through changes which is critical to the previous chart of enhancing performance [1:00:22] with that I'd like to turn over to Dr Anne Marie Leland to talk about some district-wide culture and climate plans [1:00:28] that we're working in thank you Dr smallzel this is a perfect [1:00:34] segue as we did we sent a wellness [1:00:40] survey to the entire District in the last couple of weeks and it closed last [1:00:46] Wednesday and we had a number of responses 372 people responded to the [1:00:51] survey and the survey was really around exactly what Dr smozzle just presented [1:00:56] on in terms of achieving District strategy of lifting up team member and [1:01:01] mental health by providing a nourishing safe and supportive School community in [1:01:07] terms of getting their feedback we had some short-term or quick implementation [1:01:12] strategies some medium term or it would take a little bit of time to think about how to implement those strategies and [1:01:19] then of course some long-term and more systemic ways of looking at Wellness [1:01:25] strategies across the district in terms of the um way we approached the wellness [1:01:33] team was we brought in a speaker named Vicki coitz she's with the center for [1:01:39] skilled Workforce she co-authored a four-part trauma-informed and resiliency [1:01:46] building organizational framework series that is going to help us really frame up [1:01:54] our strategies and that's where we have the short term medium term long-term [1:01:59] strategies those short term just as an example of what we wanted to offer [1:02:04] people are some just quick I'm sorry I'm going to go to the [1:02:10] survey are some healthy snacks some ideas around [1:02:16] um options of like hornet Pride kinds of items and those were [1:02:22] really popular so 64 percent of survey respondents were interested in the idea of having some sort of healthy [1:02:30] nourishing snack or soup perhaps at their break rooms some [1:02:37] site-based offered opportunities around socializing was another popular one and [1:02:43] then the free Hornet pride of course was a big one and then people were able to also open-endedly give some feedback as [1:02:51] well uh the I should mention before I go to the medium term the wellness [1:02:56] committee we also had a question in that survey that asked people who were [1:03:02] interested to join a wellness committee 30 people said they were interested we are going to meet tomorrow at 4 15 so [1:03:09] we're really happy to have everyone with that the medium-term wellness ideas are [1:03:16] around just that free biometric screening things that can really improve physical health easier access low-cost [1:03:24] opportunities to seek out mental health provider therapy [1:03:30] site-based information in terms of you know a more welcoming warm space calming [1:03:36] spaces those kinds of things one of the medium term Wellness strategies that's [1:03:42] already been implemented by Sonia Saylor is our Human Resources Director is the [1:03:48] employee assistance program the EAP program offered by Sand Creek one of our [1:03:53] really wonderful EAP programs in the state of Minnesota [1:03:58] and she launched that on November 1st so we appreciate that Sonia for all of our [1:04:04] employees one of the other portions of the survey was creating more long-term Wellness [1:04:12] ideas and that is creating that in-depth framework to standardize our system to [1:04:18] becoming trauma-informed and resiliency building so it would create systemic practices and wellness Champions [1:04:24] throughout the district that was received well by the survey respondents [1:04:30] and also some as I said before the site-based wellness spaces that are [1:04:37] calming and evidence-based professional development opportunities on building resiliency was also popular so some of [1:04:45] the just to to wrap up there was some open-ended [1:04:51] feedback as well that we received there was about 84 responses I just coded some [1:04:58] of the responses back 26 of those responses were really positive and had some proactive suggestions around some [1:05:05] things that we could do and the remaining were really about time [1:05:10] workload Financial stress some of the stressors that we know are deeply [1:05:16] embedded in our education system here in Edina and also Nationwide so we we are [1:05:22] wanting to as a wellness team and as a district really dig into that and help [1:05:29] figure out some strategies to address those issues thank you [1:05:35] but that will invite Lisa masekin team up to talk about some of the plans that [1:05:41] are happening at cornelium [1:05:58] Michael's excited he gets a microphone good evening everyone I'm Lisa masika [1:06:04] I'm the principal at Cornelia and I brought two of our teachers here with us today and Michael Smith is a second grade teacher and also our eme rep at [1:06:11] Cornelia and then Heather Edom is our fifth grade teacher and also one of our climate leads helping the lead our staff [1:06:18] and climate so um we're excited to present to you uh our plans around climate and I'm going [1:06:25] to oh I'm gonna start with Michael and Michael's going to just share a little bit about what was our process moving [1:06:31] from that March 2021 you're good you're good so that's the [1:06:37] first one can I just yeah so Michael's going to talk to you a little bit about our process I think he [1:06:43] might be a little nervous but we're all we're you're gonna do you're gonna I gotta here over the [1:06:49] weekend he's gonna do great because he's gonna walk you through the process that we did in the spring and then kind of what our [1:06:55] plans were moving forward so absolutely so thank you for your time I appreciate it [1:07:00] um my name is Michael Smith a second grade teacher at Cornelia um working with Lisa and uh initiated [1:07:06] back uh by Dr schmizzle about the panorak survey um we develop questions uh uh based on [1:07:13] surveys and informal meetings with staff at Cornelia and with some parameters [1:07:18] that Randy set out for us we put together a survey for our staff not only just in our building but around the [1:07:24] district and based on those questions um we identify some themes for our staff [1:07:30] that they wanted to focus on the themes that were identified were you know [1:07:35] having time to collaborate with student support teams it seems like they're we're so busy that we don't have time to [1:07:40] meet with those teachers that are are working so closely with our kids but we only see them in the hallway and passing [1:07:46] so having time to get together with them and and really talk informally and formally about how they're doing and and [1:07:53] uh and what and what we can be doing in common to support those students also um [1:07:58] and goals and norms and expectations across our building so all teachers and staff are kind of working on the same [1:08:04] playing field so everybody kind of knows the rules and and uh and is confident in [1:08:11] what they're doing and they're not making mistakes and and stepping out of people's feet um and also the uh the big thing about [1:08:16] building community and relationships oftentimes we we kind of get siled into our classrooms and we're not in touch [1:08:23] with colleagues and we feel that we're losing touch with who we work with um and so Lisa is built in along with uh [1:08:32] help from the staff for different meetings throughout the throughout the year to get together and talk about [1:08:37] climate issues talk about just how things are going talk about students individually and how things are going in [1:08:45] the building and it's just nice to have that time because things are so busy and so those are going well and I believe [1:08:53] the staff is really motivated to to work around these goals and excited to do [1:08:59] that so thank you [1:09:09] I got it thanks so as Michael said really just focusing [1:09:15] on we really believe that foundation and it's one of the sources of Pride at Cornelia is that climate really the [1:09:23] foundation of it is relationships and to build those relationships among the staff and I'll just kind of briefly kind [1:09:29] of go into some of the things that we are doing more in detail so we already I [1:09:36] felt like in the spring had some really positive climate at Cornelia and we [1:09:41] always are looking for ways to improve that one of the things that we felt was really important was is how do we get a [1:09:47] feel for how things are going because that was spring we have new staff we want to make sure that we're checking in with people and so we've kind of [1:09:53] developed a little what we call a term as our common formative assessment we work with our staff to kind of do a [1:09:59] check-in how are things going here are the goals that we had how do you feel like those things have been implemented what other ideas do you have and what [1:10:06] what is going to tell us we're on track so um Michael and another eme member [1:10:12] Abel see also we meet on a monthly basis just to go and talk freely about things [1:10:18] that they think are issues or things that we think we could improve on and so those are a really open dialogue and to [1:10:25] help to build those relationships between staff and myself and just what we could do to be able to support those [1:10:31] we also sent out a quarterly staff survey before we do those climate meetings that we are kind of in the know [1:10:38] about what might be coming up or what's bubbling up and so we can address those those pieces the other thing that we [1:10:44] felt like during kovid what happened was we had a lot of transactional relationships right they weren't based [1:10:50] on building relationships necessarily in person a lot of people felt like they were working non-stop and they just didn't have time [1:10:57] to build those relationships and some of the things that came out of the survey were a lot of things around having fun and then understanding who the people [1:11:03] were in our building we had hired multiple people over those two years but we just didn't really have time in [1:11:09] person together to meet those people and understand who they were with as people um and get them to know more on a [1:11:14] personal level and then just coming back into a building where you know during our hybrid years we had kind of moved [1:11:22] furniture around we'd use spaces in different ways um you know there were a lot of new things that we did and putting [1:11:28] everything kind of back together we felt it was really important to go back to building our own School Norms talking [1:11:34] about expectations how do we live and work together and what's important to us and so [1:11:39] um we really worked with a couple different teams at our site our social emotional learning team to talk about [1:11:45] how are we going to move throughout the building what are those student expectations what does the hallway look like what is the recess transition look [1:11:52] like to our climate committee talking about kind of what does it look like when you prepare for a sub how are you [1:11:58] not over taxing your colleagues when you might be out what are those emergency sub plans look like how are you [1:12:04] communicating with people when you're maybe out of the building so again increasing the communication making sure [1:12:10] that we're building those relationships talking to each other other and then Michael also touched on just the ability [1:12:16] for us we have students who came back from covid we had people who really felt like they needed some dedicated time to [1:12:23] talk and team together around the students they share to be able to talk with each other to say hey what are you [1:12:29] doing with a student what are you seeing what's working and to have dedicated time to that and then the last thing [1:12:37] that we really thought was really important is we just really wanted to have fun together we wanted to build relationships we wanted to be together [1:12:44] and if anyone knows Heather enum she is the captain of fun so I'm gonna let [1:12:49] Heather talk a little bit about some of the fun things that she's already organized for our building but then also [1:12:55] um maybe some plans moving forward I got plans um hi Heather Edom [1:13:01] um first of all I just want to say though a huge shout out to our administrator because it would not go as [1:13:06] well if we didn't have her she's always very supportive I've come to her with lots of ideas uh some of them have been [1:13:11] like work on her end so like even handing out I gave door hangers to all the staff members every staff member so [1:13:17] if you have a pair in your room or anyone else in your room we'll give you two of the door hangers not in their choices what do you want to drink what [1:13:24] do you want for a snack and then she walked around with the cart we've done this a few times now and looks at your door hanger gives you a treat you know [1:13:30] just that's more work on her end when she doesn't have a lot of time but she's always been very supportive of anything we've wanted to do and she's always been [1:13:38] an open door so I really just would like to put out there that is hugely because of her and then because I'm fun but so [1:13:45] we've done things like um we've done staff trivia where everyone sends me things about themselves that they don't [1:13:50] think anyone else knows I make it into a big trivia thing we've had trivia nights we do staff happy hours every once in a [1:13:56] while we've had pretty good turnouts lately with that we've done Bingo where we've had Bingo boards I've given to [1:14:01] everyone in the building and it was things like you got home and you found an expo marker in your your pocket or you took home homework and you'd never [1:14:08] actually graded it kind of thing like things that would happen throughout the day then we handed out candy to people like full-size candy bars once they [1:14:14] filled about Bingo we've played Family Feud as a staff and we did Old School versus new school so if you've been [1:14:20] teaching in our building less than five years or if you've been teaching in our building longer than five years they [1:14:25] were competing against each other we've done oh right now currently my SLT Team [1:14:31] every week features a new teaching team or staff team so that includes anyone that works in the building they were [1:14:37] given a form to fill out and it was what is your name what is your position at the school what's your favorite candy [1:14:42] what's your favorite animal Michael Smith says his favorite animal is a motorcycle by the way so we should ask him what that means and so every week on [1:14:49] the Monday announcements the kids will we hold up pictures at the teachers or the staff members submitted like this is [1:14:55] Miss so-and-so so her she teaches whatever or she's doing whatever her favorite candy her favorite animal [1:15:00] they've been kind of fun the kids like watching them getting to see the people that they work with um gosh there's more I know that we do [1:15:07] we're planning on having another get-together oh yes in December December I'm very excited about that one and then [1:15:13] our staff holiday parties and our staff end of the year parties are all very well attended and we always have a good time we've played Bingo like we do a [1:15:21] little bit of everything so I just want to say that again the foundation of all of these climate [1:15:27] discussions really does rest and relationships and relations with building it's not always perfect but um [1:15:33] I think that we're very committed to being able to improve in places where we know we could and continue to kind of [1:15:39] build on the things that we already know that we do well so thank you foreign [1:15:46] [Applause] [1:15:59] ERG superintendent Stanley board members esteemed cabinet and guests I'm Tim [1:16:05] Anderson a service principal at South View I'm pleased this evening to be joined by special education facilitator [1:16:11] Whitney Brockwell and media specialist librarian Bob Diehl who are on our [1:16:18] leadership and climate team at Southview all this click here works like this [1:16:25] perfect we were pleased this summer at the leadership Advance sponsored by the [1:16:32] superintendent and assistant superintendent to get introduced to those models that Dr smossel was talking [1:16:39] about with how you manage loss and how you go through the stages of [1:16:44] change and how you maintain dignified and create spaces indeed the conditions [1:16:49] so that folks feel dignity when they show up and as a part of that and [1:16:55] certainly correlated is the work um that Dr Ariaga is doing with the [1:17:01] tools of cultural proficiency so as we've been doing this work belonging has been a theme again [1:17:07] sponsored by the district and certainly of interest for for us at South View how do you create a true sense of belonging [1:17:15] and Arthur Chan is highlighted by Dr Ariaga said this at the tools training that diversity is a fact Equity of [1:17:22] choice inclusion is an action but belonging is an outcome and that's really [1:17:28] resonated with the work that we've been trying to do and one of those pieces of belonging or [1:17:37] one part of that work has been this notion that we found in the literature to invite require and value [1:17:43] strengths and perspectives that are different from our own of course brene Brown and others would talk about that [1:17:49] requires vulnerability and risk-taking but also opens up a space for that [1:17:57] dignity that we've been hearing about so it's been my privilege to work with these two and other team members you [1:18:03] know um as we've heard the Echoes and other people's testimony you know the covid [1:18:10] um intensity hasn't vanished the long tail of covet is present it [1:18:17] taxes us every day and uh you know I know you know we have an incredible staff and Edina you want to talk about [1:18:23] defining excellence unbelievable work people do every day and [1:18:29] um and uh it's hard work challenging work and it's more in many many cases [1:18:36] than folks bargained for when they signed up for this um but they show up every day [1:18:43] for kids so that each and every can realize their [1:18:48] potential and Thrive and um so it's it's meaningful to do this [1:18:54] work to try to preserve create uh nurture and curate those spaces of belonging [1:18:59] I'd like to invite Whitney to share a little bit about the specifics at middle school we don't have the exact same [1:19:05] culture as Elementary but she would be our captain of fun you can tell my you [1:19:12] know the color choice of the Wardrobe this evening symbolic and substantive fun [1:19:18] thank you Dr Anderson um so when thinking about all of that [1:19:23] extra that Dr Anderson mentioned and how we move our building forward in a [1:19:28] healthy climate and culture um we did a lot of planning this summer and as we entered the fall this entailed [1:19:37] using and pulling the panoramic survey data that we had from the spring as well [1:19:43] as administering an additional survey this fall to hear from staff around [1:19:49] um where they were at and to help our planning then to move forward so common [1:19:54] strengths and themes that were established through the data collection both last spring and this fall were just [1:20:02] around the appreciation of Staff being student centered staff felt good about that [1:20:10] there was also a common theme just around the teamwork and collaboration [1:20:15] that's felt across our building at South View and it being felt on a regular basis [1:20:21] things then that we are being an intentional around this year include further increasing the amount of two-way [1:20:28] communication that we engage in as a building which can then be used as a means to increase openness and Trust [1:20:38] are you clicking for me no it was magically it was yes if you could keep [1:20:44] making it happen that'd be great um yeah that's perfect [1:20:49] um in affirmation that then came from our pulse checks was um one data point [1:20:54] that we pulled out the average staff rating when asked would you recommend [1:20:59] Southview as a place of work was a 6.7 out of seven when you averaged everyone [1:21:05] who completed the survey so that felt really good to us and it showed us that we were on the right track as we moved [1:21:13] to the next slide with my role specifically in special education I've been particularly energized around the [1:21:21] district's messaging with Dr Arriaga that relationships precede learning and [1:21:27] so I've been really excited to be a part of the climate and culture work because similar in sentiment I believe that by [1:21:35] caring for our adults we are then directly in impacting scholar success [1:21:40] so to do that we've created as a part of our leadership team a purposeful [1:21:45] Community task force our leadership team meets every week and task force is then [1:21:51] do work together every week as well some of the work of the task force for this [1:21:57] year has looked at gratitude practices at Southview for us some of that work [1:22:02] has been working to emphasize the district I care value of appreciation done through gratitude grams and weekly [1:22:10] Kudos Corners that we send out it's also been done through podcasts which both [1:22:16] the superintendent as well as assistant superintendent have been featured on [1:22:21] South View matters the podcast for Southview allows us to validate the work [1:22:27] perspective and share stories of others we have a goal on the purposeful [1:22:32] Community task force to have all voices of Southview heard and shared through the podcast with us knowing that when [1:22:40] when your voice is heard you are gaining a sense of belonging in the community [1:22:46] so the other pieces that we've been working on through purposeful Community are increasing optional staff activities [1:22:54] that's the that's the fun piece Dr Anderson mentioned um socials staff Gatherings and what we [1:23:02] coin mood boost activities throughout the building as well as then purposeful [1:23:09] time built into the weekly schedule for all staff members for collaboration with [1:23:15] our ml Specialists our sped Specialists and then grade level and content level team members [1:23:22] outside of our purposeful Community task force there are two other pieces we [1:23:28] wanted to highlight in terms of what we've been using to work on purposeful community at Southview and to increase [1:23:36] that two-way communication among staff [Music] [1:23:45] and I don't think anybody who knows me would call me a captain of fun but I [1:23:50] think we're I did get a haircut this weekend too though so in preparation [1:23:56] um but I want to talk to you a little bit about our our the collaboration we have with our Union [1:24:03] and our Administration we meet monthly we invite Mr Bergman to those meetings [1:24:09] um and I've been in public education for 25 years I've been a building rep for 16 [1:24:15] of those in another district and many schools [1:24:20] I've been involved with the union and I've never seen such a strong collaborative relationship [1:24:26] in just partnering on around issues that matter to to staff and being able to [1:24:33] trust that our Administration is going to take action around the things that the teachers are concerned about it's [1:24:40] incredibly collaborative environment the other thing that I want to talk to you about is our the model that we use [1:24:46] for our instructional coaches that provide another layer of support [1:24:51] in in many places instructional coaches that's [1:24:58] their that's their full-time job that's what they do in the model that we have [1:25:03] allows teachers to stay in the classroom part-time and Coach part-time and that keeps them [1:25:09] kind of grounded in that work and helps them to be better coaches and better support for our teachers that are in the [1:25:14] classroom [1:25:22] I think we're done we are done thank you for the opportunity everyone [1:25:27] [Applause] [1:25:42] chair allenberg has disappeared I was about to I was about to greet her so [1:25:48] um superintendent standing members of the board thanks for the opportunity for being here Andy Beaton principal at the high school and I have brought Dave [1:25:54] Boone here who's a eme rep and also a math teacher extraordinaire so we're going to talk a little bit about some [1:26:00] things that we recognize that were happening to us at the high school and ways that we had to lean in and really [1:26:06] address some of these issues I'm going to go back to the bridges model that you saw [1:26:12] I don't know if I can flip back to that one it's not too far back I don't want to go too far back oh I [1:26:17] want to go get an appointment oh that's going to be really far [1:26:23] okay um I think that this model really resonated with me and a lot of [1:26:28] Administrators this summer and you think about um in a typical time change happens and [1:26:33] you always think about teachers there's those that are sort of the Believers and get after it and some people that need to be convinced and they're Skeptics and [1:26:40] before they make a change in those people that sometimes really are difficult but you have to think about what happened to us over the last few [1:26:46] years and you know spring of 2020 um we in emergency situations in about 10 [1:26:53] minutes had to go to distance learning and then through the summer in preparation you had Minnesota Government [1:27:00] that said we're going to go back and we'll be in person but people can choose to be online and that was decided for us [1:27:06] in late August after a schedule was built and so now we had to tell teachers you're going to work with kids face to face and online and that was kind of the [1:27:13] model I think that was happening around the state of Minnesota so then another year passed and we were masked until February last year and you [1:27:21] had a lot of students that came back after those two years of covid that were fairly dysregulated some students especially younger students that came [1:27:27] into our school that had had significant gaps you know from a behavior standpoint [1:27:33] to just School skills to academic skills and so when you think about this model in a typical year and you think about [1:27:39] fight or flight sort of responses that can work and any teacher in any [1:27:46] educator can handle a crisis when it happens every once in a while in their [1:27:51] classroom or handle a situation or a difficult Circumstance the sustained nature I think that what happened to our [1:27:57] staff over time I think put all of our teachers in the neutral zone in many [1:28:03] ways so and I think we saw that last year I know how hard everyone worked [1:28:09] last year teachers administrators um to be able to address some of those [1:28:14] issues but some of those things were um were a challenge for us in some ways out [1:28:20] of our control is the hand that we dealt we were dealt in many ways so um our goal this year is to be able to [1:28:26] have that dignity for our staff um to be able to create the kind of humanity uh that we want the supports [1:28:32] that teachers need but also just we still we have an expectation of Excellence for our students and this [1:28:38] model and this overlay is really for students as well how do we support our students and push them to success and [1:28:43] all of us as Educators how do we continue to push to get the best out of our students but provide the supports that we need and everything about my [1:28:50] core as an administrator is about removing barriers for teachers like Mr Boone to be able to do their best work [1:28:56] and I think there were so many things that happened over the last couple years that made that very difficult for [1:29:02] teachers to do that so one of the things that we did last year after we got the survey data after we heard direct [1:29:09] feedback from staff as we we had something that I called prep talks and these were face-to-face meetings that I [1:29:16] did over two days with teachers we talked about what was working things that were not working and suggestions for improvement and we built something [1:29:23] called work groups out of that last year and some of the things that you see up on the screen were things related to [1:29:30] feedback that we got from staff so we could work as an administrative team and hit the ground running and Hallelujah [1:29:35] for teachers on call thank you for making that happen for us so things like [1:29:41] virtual sub that was at the high school last year you have to imagine that virtual sub was built for a few kid or a [1:29:47] few classrooms where we couldn't find Subs not for all staff absences so you [1:29:53] can imagine at the high school if you had 20 teachers out which is not unusual it can happen uh times 30 kids in a [1:30:00] classroom how many students that we have to have supervised spaces for so those things really yeah I know that I know [1:30:07] the answer I think I know the answer was 600 right yeah so thank you [1:30:12] um I use my calculator but those things you know create an [1:30:18] environment that when you think about um the work we did and how well kids did when we look at our graduation rate and [1:30:24] how kids did in class but also you had that nature of of challenges in terms of [1:30:30] just the volume the sheer volume of kids and then how that impacts teachers being [1:30:35] able to do the kind of instruction that they want to do I'm going to have Mr Boone talk a little bit about one of [1:30:40] those work groups because one of the things we talked about was attendance and how that team really came up with [1:30:45] something that was creative it really supported the administrative team and it's really allowed us to be able to be [1:30:50] timely in our work around attendance wanna dress them then yeah let's go well thank you Mr Beaton um I'm sorry I [1:30:57] didn't get a haircut apparently that was required yeah and in regards to fun uh you know [1:31:04] known as the mushroom because I'm a fun guy all right I'll be [1:31:11] I'll invite you back sorry yeah sometimes when I get a microphone watch out [1:31:17] um but uh and I'll be performing this weekend um yeah so uh coming out of Mr beaton's [1:31:24] prep talks after the climate survey there were kind of three main areas that [1:31:29] were kind of identified attendance uh was one of them our Flex [1:31:35] spaces and then our advisory so I uh there was an all call put out to what [1:31:40] teachers wanted to be part of what committees and I think we had an overwhelming number of teachers that we [1:31:46] actually ended up having to limit the number of teachers that could be on committees otherwise there'd be too many [1:31:51] so there's certainly the appetite among the staff to assist the administration and assist the school in in in some [1:31:59] improvement in culture and climate so I served on the attendance committee and with two of our APS and several of our [1:32:08] staff members so uh really I have to say it was a really [1:32:14] robust committee we really discussed some of the hard issues and we're really open with each other about you know some [1:32:20] of the challenges so came up with a little bit a newer uh kind of attendance follow-up on on [1:32:29] contract violations or putting kids on contract because we were some of the frustrations where we were seeing kids [1:32:35] last uh last year getting double-digit you know into the 20s the 30 absences [1:32:42] and we want our kids in class uh so trying to work and see what can we [1:32:48] do what can we do to help to get this uh expedited to be more efficient so came [1:32:53] up with some new ways that we as staff have taken on some of that responsibility and uh in getting the uh [1:33:01] the attendance contracts to our students and and rightfully so we should be having those con conversations with our [1:33:06] students you know if they're missing our class uh hopefully before that contract comes comes forward to say Hey you know [1:33:12] I'd like to see in class you've been missing class but now it gets a little more formalized when it gets to those [1:33:17] three on excus or nine excused absences uh you know we agreed to present the [1:33:22] contract to the students say you know and have those conversations you know can be you know just really a minute or [1:33:28] two um you know that so it's not a lot of time on our plate uh with a promise that [1:33:34] it would take a lot of time off the administration's plate to get to those and work uh with a student to find a [1:33:40] solution on how we can best get them to our classrooms um and out of the the hallways for that matter too you [1:33:46] because that was I think part of the issue too is you know looking at those Flex spaces and uh you know how kids [1:33:52] were kind of roaming and finding ways in their uh yeah and I was not having the best [1:33:58] behaviors as Mr Beaton had talked about so um you know those uh those committees [1:34:04] seem uh seem to be working there's kind of the word of cautiously optimistic you know because things have started off [1:34:10] really well and you know how will it continue to stay and continue to grow in [1:34:15] that there are some things I can speak for specifically for the attendance committee it's not perfect there's some [1:34:21] things we still need to address we have plans to continue the uh the committee [1:34:27] to discuss some of those issues that you know are still you know still out there so it's a nice [1:34:34] collaborative uh effort between the staff and administration to address some of those needs [1:34:40] um while I'm here too I wanted to also say that that teachers on call thank you um so I had to do the math real quick I [1:34:46] had 600 people in the Commons was you know a real real problem [1:34:52] and since everybody else has been talking about it too that's not up on our list as a staff we've created a fun [1:34:58] Squad that uh you know they I'm not part of that [1:35:04] surprised you are the fun School but uh they uh you know find different [1:35:10] activities uh for staff to do in uh you know monthly place to uh to go after uh [1:35:16] after school there's been some game time um just some other activities that uh I [1:35:22] was like say some of our younger staff is a little more uh got a little more energy than [1:35:28] so but uh um so so yeah we're you know Mr Beans talked about continuing these prep talks [1:35:35] we do have uh monthly meetings as a as a union team with Mr Beaton to bring back [1:35:42] from our our tent we call them 10 minute meetings that are really 30-minute meetings with staff that come and give [1:35:48] us their input that we bring forward and I'm assuming many of those things are the same things that you've been hearing [1:35:53] at your prep talks too so it just kind of opening the door and keeping those conversations moving forward that is [1:36:00] really really being helpful to the culture and climate they're building thanks Dave I I do I want to make sure [1:36:06] that I give enough uh props to the teachers on that attendance committee because I think what happened is that we [1:36:12] went from a system where you had assistant principals that have case loads of almost 700 kids and being able [1:36:18] to address those issues in a timely manner that now that is done on that first intervention is done by the [1:36:24] teacher so as students you know Andy Beaton has missed Mr Boone's class for a few times it's building relationships [1:36:30] and it's connecting with the student to say hey I want you here you know where have you been is there something that's going on and we've those teachers can [1:36:36] find out in terms of the relationship this student is not feeling real competent in math right now or they're [1:36:41] feeling uncomfortable in the class based on where they sit or whatever that might be that's trying to create engagements [1:36:47] and we have seen some results we're seeing that students are responding those conversations that they're having with teachers and and then we can follow [1:36:54] up with those students that are going further violating those contracts it gives our APS a real fighting chance to [1:37:00] be able to do kind of that tier two and tier three intervention so kudos to the the teacher team so that's what we have [1:37:05] thank you [Applause] [1:37:15] with that I just like say in closing uh data pulse checks monitoring planning voices dedicated time we heard about [1:37:22] building relationships solving School problems and challenges together uh building belonging and then partnership [1:37:29] I am honored as always to be able to present with such talented professionals [1:37:34] and with that I will turn it back to uh chair Helmer uh do board members have [1:37:39] any questions or comments [1:37:44] I do can you see my uh you're about ready to click it [1:37:50] oh I already clicked it good oh okay sorry um [1:37:55] I got a haircut too um I just wanted to say thank you so [1:38:01] much for this update I'm gonna steal principal masika's line about a pulse check um so I really appreciate that I know [1:38:07] we've talked a lot about um climate and concern for our staff and teachers over the last two years and [1:38:14] it's part of our you know our board priority so my question is um about resources and I know that you [1:38:21] are tapping teachers within your schools to help with this but like is there more [1:38:27] that you need to identify that you need to ask the board for more support I just want to make sure that we're being as [1:38:32] supportive with those goals so that it can be sustainable and if you have ideas [1:38:37] that you're like wow we really would love to do this but we just don't have the time the resources so that's my question so [1:38:44] smart looking at me like what did you just offer but I would love to hear that though if there's anything else [1:38:51] thank you director green I don't know if anybody wants to answer that certainly we are constantly having discussions as [1:38:58] we meet with uh our administrators monthly on our monthly check-ins and then with the superintendent Stanley and [1:39:04] our quarterly check-ins and we talk about uh climate in terms of key [1:39:10] indicators of progress we talk about academics in terms of key indicators of progress so that is an ongoing dialogue [1:39:15] and we appreciate that question being posed and if I hear no other responses [1:39:23] we are going to continue up time's up just kidding go ahead go ahead uh just [1:39:31] quickly I I appreciate you putting it out there uh you know we are planning to [1:39:36] invite board members um those who are kind of aligned with each of the each of the schools to come [1:39:42] in and have a tour spend some time in the schools on a regular basis and so right now my colleague a wolf say and I [1:39:48] along with Lisa are getting together a sort of a plan of to invite a board [1:39:54] member our board member to come and visit and have a tour spend some time in the school and see what things are like [1:40:00] this is really good work and we're we're committed to this goal because we feel [1:40:06] that you know the working conditions and the climate in our building it directly affects our students learning conditions and so we feel it's really important and [1:40:12] we really appreciate the initiative that the district at Southview we were able to meet with [1:40:20] our PTO team and talk more about our climate and culture goals and how we're working towards that what's been [1:40:27] exciting to see too is just in thinking about belonging and how we ensure that [1:40:34] staff get that sense of belonging we found that staff are really interested in being a part of the plan of how they [1:40:40] feel that belonging so finding different Avenues to make sure that everybody is [1:40:46] heard and seen and gets to be a part of that Community it has kind of given us [1:40:52] some self-sustaining resource to do the work too that's a really interesting perspective [1:40:59] thank you for sharing that thank you [1:41:08] it's on the website I have a question um there's a little bit of nuance [1:41:15] between culture and climate and stress and mental health even though they [1:41:22] have a lot to do with each other and so I was wondering in the efforts to [1:41:29] um work on culture and climate is this effort as well [1:41:37] um I guess I'm wondering how much of this is trying to deal with the issue [1:41:43] the real issue of educator Mental Health or are we more truly talking about [1:41:51] workplace environments and the culture of the workplace and a sense of belonging in the workplace because [1:42:00] um like Dr Leland alluded to there's a lot of things about just the job of [1:42:06] teaching that are very stressful and so I just didn't know if those are parsed [1:42:11] out as two separate issues because I don't want to have expectations that [1:42:17] this and some of those are in track I mean our deep-seated issue in public [1:42:23] school education so I want to make sure that I'm understanding expectations of [1:42:28] what these groups are doing um or [1:42:33] is there like uh Dr Leland is the wellness committee really dealing with educator stress and some of those really [1:42:42] deep-seated issues and that were matching up um because some of the feedback we got when [1:42:49] we were talking about like how can the board work with Educators stress and wellness they were like thank you for like the [1:42:55] thank yous and stuff like that but these issues are way bigger and broader than that [1:43:02] yeah maybe that makes sense yeah totally I maybe I can start and then Dr Leland can jump in so I think about climate [1:43:12] and culture kind of on a Continuum culture is like the long-term thing that you are establishing and climate is the [1:43:18] current condition and stress and mental health of course are all part of this [1:43:23] complex Arena that is education in public schools we know that part of the [1:43:30] work are solving some of those problems and challenges that are sitting in front of us that create the stress I think [1:43:38] we've heard examples of that at the elementary in the middle and the high school level and and that stress [1:43:44] untreated then leads to mental health issues as well so it's really it's really a both and as [1:43:51] we're trying to tackle challenges that are within our control to solve knowing [1:43:57] that not all challenges are in our control to solve in public education but then also [1:44:03] um booing staff through uh climate efforts that help give them more [1:44:10] resiliency to handle some of those challenges whether it is the partnership that they feel being a part of something [1:44:17] bigger whether it is the relationships that are deepened with others so that they can [1:44:23] they can share they can be vulnerable they can work through things together the relationship part of it is another [1:44:30] way of getting at it from my perspective so we're we're dealing with both of those things but in different ways [1:44:36] within this work if that makes sense Dr Liam do you want to share a little bit about that uh just in terms of what you [1:44:44] were asking will the wellness committee be tackling some of those issues and I think that's that our first meeting we [1:44:51] will be talking about the purpose and also what it is we want to do in terms [1:44:57] of their you know there are organizations that can come in and really help develop that trauma-informed [1:45:03] resiliency building framework for organizations that are experiencing deep [1:45:08] systemic trauma and I believe that is the the state of education as you as you [1:45:15] said uh chair so I just um yes sorry it's getting late [1:45:21] that I believe is what we're going to pursue tomorrow night and talk through [1:45:26] our purpose thank you can talk about the research oh just a [1:45:33] little bit I'm sure um so um you know there's there's really deeply [1:45:39] related and connected research about people having friends at work people having relationships at work and culture [1:45:47] and climate and that is why it's so important is each principal and their teams shared with you that they are [1:45:55] really working to build those relationships to build those reconnections as um principal masika [1:46:01] talked about that were lost during the pandemic um very specific question at Southview [1:46:07] that was very intentional about would you recommend someone to work here because we know that when you have deep [1:46:15] satisfying relationships at work you are more satisfied with your work regardless [1:46:20] of how complex the work is and so that is why those relationships are so [1:46:26] important and it may sound um [1:46:31] it may sound small and yet we cannot minimize that because the research shows that that is one of [1:46:38] the greatest aspects that impact work satisfaction [1:46:48] Karen um thank you for your presentation tonight this was really informative to [1:46:55] hear and I know that as director green had talked about the board goals superintendent Stanley's goals when we [1:47:01] receive that Panorama survey we knew that we wanted to see some changes on that so thank you for coming before us [1:47:07] and I had a similar question to what director Greene asked about resources [1:47:12] and kind of what Dr director chair Ellenberg had asked I think as you move [1:47:19] forward and and we heard tonight some definite tangible things that you're working on and I imagine as you work [1:47:25] together that will change every year right because we'll be maybe hopefully moving farther away from covet and maybe [1:47:31] those connections will take place but as we look at budgeting as we look at our [1:47:36] legislative action committee work some of those larger things where teachers might be coming forward and saying we [1:47:43] need more resources around multilingual Learners we you know we need more para support all of those things that might [1:47:49] rice to the top those are things I think that as a board member I would be interested in hearing as those things [1:47:56] come forward too because although some of that is not within our control the [1:48:01] long game of how we allocate things might that might just be important to the conversation so thank you for all of [1:48:08] you who are serving on the fun committee um that's the committee I would want to be [1:48:16] yeah thank you again for all your work on this um I had a couple of questions first one was going to be around what Dr [1:48:23] Stanley was just referencing about this the different efforts that are going in the different buildings is there any [1:48:29] like sharing of best practices amongst all the different schools to say the fun fun group in this group is having a lot [1:48:35] of success doing this and are we sharing that across the different schools um you know I know that norming has [1:48:43] changed so much after covid that I think that there's a lot of work that we can do as an organization to basically say [1:48:48] that to help re-establish what the new Norms are in our schools and so I'm [1:48:53] hoping that we share those across the different buildings or if there's a mechanism at least that wasn't really a [1:48:59] question it was more of a comment and then I had a question about to Dr Leland about the frequency of the wellness [1:49:04] survey is that going to go out on a regular basis like annually or or is it [1:49:10] a one-time survey it would be ideal if it was a pre-post so getting our Baseline now and then [1:49:17] asking the same set of questions I didn't go into the entire survey there were more [1:49:23] questions embedded and it there are some that would be really good to see what [1:49:29] the post results are after some of the strategies we implement this year and just to the other comment I know it was [1:49:35] a comment not a question but we did through the survey collect some of the great things that are happening in our [1:49:42] buildings and there are some really as described tonight some fun things that are happening and so we've collected [1:49:48] those in the survey and then I will send those out to the building leaders to get their input on further further [1:49:55] initiatives they're taking as well and then those can be shared across thank you and then the last question I just [1:50:02] had was um more from a eme perspective is there any efforts from the eme um [1:50:08] Avenue working towards it in the state and the legislature pieces of Staff mental health I know there's a lot of [1:50:14] commentary about student mental health I haven't heard a lot about if there's any [1:50:19] initiatives around staff Mental Health [1:50:24] there are I can't speak to them specifically but I know that uh State [1:50:30] organization is um sources in those areas [1:50:37] thank you Janie yep first I also did get a haircut too but thanks for noticing I [1:50:43] did get a haircut I did it for sure I'm just gonna say um raise your hand if you got a haircut [1:50:49] so um [1:50:56] so one of the things that I can't help but think about and it goes back a [1:51:01] little bit to what Dr Anderson had said is that you know nobody signed up for what happened in the in the past couple [1:51:07] years and I think about how if you walk into a building that has I'm just going [1:51:13] to rough 582 student staff faculty members [1:51:18] 582 people have a shared trauma right there nobody is immune to it [1:51:24] and so I think my question really revolves around how have you brought students into this [1:51:30] conversation right like how have we engaged students if say at the secondary [1:51:36] it's an attendance or a discipline or an engagement question where it's frustrating teachers and it's really [1:51:42] Weighing on morale how are we bringing students into that conversation to say we have this shared empathy because [1:51:49] we've all gone through this Collective trauma right like when I think about if I'm in an argument with my husband and [1:51:55] I'm frustrated about something and he's frustrated about something if we don't share those frustrations with each other [1:52:00] we're never going to come to resolution and so what I didn't hear and maybe somebody could speak to is how have we [1:52:07] brought students into this conversation to kind of help bring out that empathy trait that we really [1:52:13] think is important and how do we help them see that empathy as they move forward [1:52:20] right like take making lemonade out of this lemon how do we create these traits [1:52:25] that they can move forward when other things happen in their lives you know that's the question that I would have is [1:52:31] as have we brought in student voice into this whole process to help them help [1:52:37] the other people in the building right there are way more students in any building than there are staff and if I [1:52:43] know anything about our students when given the challenge they rise to the occasion right like in Dr Anderson [1:52:49] shaking his head in that building when those students are asked to rise to the occasion for their teachers who they [1:52:55] love they will rise to the occasion and so my question really is like how can we [1:53:01] engage them in this process because we really are you know a family together [1:53:08] if anybody wants to take a stab at that Andy well I would say that you know you look at that model around dignity and [1:53:15] it's parallel for both students and for staff at the same time students need expectations and support at the same [1:53:21] time staff need expectations and support principles need expectations and support to do their job well and I've always [1:53:28] said as an educator or a student um you know the work is hard but if uh [1:53:34] you feel like you have support and partnership then it can still feel good right think about the challenges that [1:53:39] students overcome academically or socially and so on and that hard work feels good and I think that sense of efficacy is what you need to build with [1:53:46] everybody in the system um adults and students um at the same time so we have parallel goals at least [1:53:52] at the high school that are around sets of belonging that our teachers are doing at the same time whether that's engaging [1:53:58] with families looking at their classroom-based interventions looking at their assessment practices so they're [1:54:04] doing that as a an individual teacher and teams while we're trying to build capacity for our teachers to be able to [1:54:10] do that so we just have to fill our teachers cups for a little while I think so they can they can dip down until [1:54:16] we've just dipped down far too often with our teachers and I think our students so we have to just build up [1:54:21] people's capacities again I would say at the middle school level two we address that through advisory [1:54:28] right so we have a really intentional advisory task force that works to plan [1:54:34] out how do we how do we have this shared experience with our Learners where we [1:54:39] get a chance to build community be vulnerable with one another and learn and grow as a home unit truly that meets [1:54:46] every day together um and so as a part of that we have really encompassed belonging first by [1:54:53] having all students complete a belonging survey that was done and gets [1:54:59] readdressed throughout the year and that then helps the advisor have the opportunity to see where the scholar is [1:55:06] at and put supports in place to increase that Scholar's sense of belonging and where they're at so I might know right [1:55:13] that that Tim is feeling like he doesn't have any outside connections from school [1:55:19] right well in advisory then I can help set up when I know that two kids are [1:55:24] going to do something else hey I saw you guys Tim earlier might you guys want to [1:55:29] all go together um and we've seen such huge success with that [1:55:34] um especially I I'm in the uh the unified advisory and so we have a whole group of Learners across the Continuum [1:55:42] and it's so exciting to see um kids increase their learner agency [1:55:48] dive into where am I in terms of belonging in this building and then [1:55:53] having peers and adults alike who can help support that growth [1:56:00] I I have one other question that I go ahead Dr Stanley oh sorry Tim please [1:56:07] have that advantage [Music] advise you so every week every child's [1:56:13] voice is in space and we built it around SEO to a degree in this belonging thing [1:56:18] so it's a structural I think support that's there the other thing you know from the district office the [1:56:24] superintendent is running the superintendent advisory panels um you know just my informal [1:56:30] interactions for example with kids who I get to hang out with the superintendent and my voice gets to be on there and [1:56:36] then I get to tell my principal some ideas because usually Dr Anderson's talking to me so now I get to talk to [1:56:41] him a little bit I mean that's that's nice modeling too I think that that Cascades down throughout the system so [1:56:47] you know I think we're at the front edge of what this could be and it's promising I think [1:56:55] um I just had oh go ahead and say the quote back here this is [1:57:05] n't you know how to take care of that it's a Richard Branson quote somebody might be familiar with it just says you [1:57:11] take care of your employees they'll take care of your customers in [1:57:17] apartment with teachers and students you know we're take care of us we'll take care of the kids [1:57:28] um I'm sorry I didn't mean to interrupt anyone um my curiosity question is this [1:57:33] um as these wonderful programs that have been outlined tonight um and as we continue to move forward on [1:57:39] trying to improve what results we saw in the Panorama survey I'm curious as to if and when you have [1:57:45] individuals within a building who are not engaged in the activities that you [1:57:51] just outlined and I'm curious how do you find or how do you identify any [1:57:56] individual who might not be engaged in those things because it doesn't speak to them or doesn't connect to them how do you can reach out or how do you engage [1:58:03] them in whatever way you can so that they're not the outlier um it's easy to somehow us feel like [1:58:10] when we get to the 78 that kind of fits the bubble but the outliers we kind of don't have an easy Pathway to get to but [1:58:17] in order for us to be ultimately successful and including what we just heard as far as taking care of everybody [1:58:22] helps us take care of the customer I'm just curious if anyone has any thoughts about maybe you're not having that but [1:58:28] I'm just assuming just by law of averages you're going to have some people that are outside that scope please [1:58:35] um so we do ours during the contract hour so when we meet together we do these fun events I don't feel like [1:58:42] building relationships with the people you work with is optional um you you need to I have everybody on a [1:58:48] committee everybody is working towards a common goal and so I think it's really important that we include some of those [1:58:54] things I don't uh director green had asked about what kinds of resources might we need and to me it's challenging [1:59:01] because I think the biggest common denominator is time and so what I see in [1:59:07] our building we have weeks where we have no meeting weeks and the you know the idea behind it is so people [1:59:14] can feel like they have the time to get things done there are other things that [1:59:19] we gain from that so I'm no meeting weeks it's probably the most I hear about conversations in the office after [1:59:26] school because people are free to go make copies and do whatever they need to do but the the fact is that they're [1:59:32] sitting there and they're building a relationship right because when you go to The copier when you go to the mailbox you're actually talking to Heather and [1:59:38] saying hey what'd you do this weekend or those kinds of things and so I think trying [1:59:43] um from an administrator an administrator's perspective of how do we get creative on creating those moments [1:59:49] or times for people and we get these outcomes that we were maybe unexpected but also are helping to build those [1:59:56] relationships and again that just breeds into a more positive climate because now I've built a relationship with Heather [2:00:02] because I talked to her while I was getting you know for the minutes in the coffee room um and so I think those are the pieces [2:00:08] where we really have to just be mindful of what are the stressors what is affecting people's mental health [2:00:15] oftentimes it's just we know how we all feel when we have too much to do and we [2:00:20] don't feel like we can get it done and we're not successful it even if you can plug through those you feel kind of [2:00:26] drained and so if we can create those moments for people to build relationships to feel like they can [2:00:32] build some success and feel like they have the time to do the work that we've asked them to do because quite honestly [2:00:37] I don't have teachers at Cornelia that say I I won't do the work it's a when am [2:00:42] I going to find time to do all the work that I'm being asked to do and so I think it's trying to be creative with [2:00:48] the resources that we have and building some of those things into their their typical workday that [2:00:55] building a relationship with the people that you work with every day is a part of your job [2:01:00] um and not asking for more extra outside of and so I just know for Cornelia [2:01:06] that's how we structure it just so that we can make sure that we're including everybody so [2:01:11] I would offer that that's what that Bridge's transition model is really about is really trying to understand how [2:01:18] people are going through a change or not going through a change and then investing in understanding the losses [2:01:25] that people are feeling as you go through endings and uh and then using [2:01:31] some of the strategies in the model to move through the transition zones so that's really the intent of that model [2:01:36] is to give us all tools for how to navigate that because we know that individuals move at different paces and [2:01:43] so we need to work through that I was just going to say that you know [2:01:49] last year we talked to our staff about trauma [2:01:55] and asking are we doing things as a system that create trauma for kids and so [2:02:02] that's reflective for educators but then as a system are we doing things that create trauma for staff you know within [2:02:09] our systems so you know we can get as many therapists as we want and we have to have something in place to deal with [2:02:15] symptoms of that but I think at the other side we have to be doing things that that prevent Trauma from happening [2:02:22] two kids there's some layers of stress that are good there's a good amount of stress that can happen but there's a [2:02:29] there's a Tipping Point that happens so I think those are the things that we have to try to address I mean I think we [2:02:35] can you know our fun Squad is kind of Choose Your Own Adventure you know for people joining happy hours or going to [2:02:41] play long games or things like that which is awesome but there's also people that you know they're taking care of on [2:02:47] an elderly parents or they've got kids with their own issues at home so they want to be able to do their job during [2:02:54] the day and do it effectively so we have to have things for them to feel like I can be a Highly Effective Teacher during [2:03:00] this time even if I'm not exactly coming to that that's kind of what I was getting that's not going to fit everybody [2:03:08] thank you everyone I hate to move us along but it's after nine so very [2:03:14] important conversation great conversation thank you everyone [2:03:20] we're now going to move on to our consent agenda is there anything anyone would like to [2:03:26] remove from the consent agenda and I just want to note that director [2:03:31] Greene is going to be abstaining from voting on The consent to Giant items [2:03:36] do I have a motion to approve the consent agenda so move is there a second second we will now vote to approve the [2:03:43] consent agenda all those in favor say aye aye anyone opposed the consent agenda has been approved we're going to [2:03:50] move on to discussion items first up is Edina Public Schools data metrics plan [2:03:57] we have director of teaching and learning Jody D Saint Hubert Greg gusweiler teaching and learning data [2:04:04] programming analyst and coordinator that's a mouthful Mark Carlson curriculum coordinator and Bethany van [2:04:10] osdel assistant director in teaching and learning welcome [2:04:26] thank you good evening chair Ellenberg Dr Stanley board members colleagues and [2:04:31] community members um I'm excited to be here with my team today talking a little bit more about [2:04:37] our data metrics plan uh the data metrics plan is a comprehensive assessment monitoring plan using a [2:04:44] variety of data points to help us determine and examine where we are as a system in relation to meeting our vision [2:04:51] mission and strategic plan this report is Baseline data and it is organized in [2:04:57] a vertical progression of Early Learning Center Elementary School Middle School [2:05:03] High School social and emotional learning post-secondary Pursuits and [2:05:08] unique learners the data to be gathered in each area was approved by the board in February 2022 [2:05:16] there are some baseline data points not able to be gathered from last spring those are noted with an asterisk in the [2:05:23] report and with the addition of our Universal screening to the Edina assessment plan for 2022-23 all data [2:05:30] will be able to be collected this spring the ultimate goal is that the the data [2:05:37] metrics plan is presented as a coherent set of data points wherever possible highlighting that not one data point can [2:05:45] tell the complete story of how we are doing as a system or how our schools are doing or how students are doing [2:05:52] understanding or proficiency and growth requires a deeper understanding and looking at multiple data points and [2:05:58] having multiple conversations the depth of the work in this report is depicted in the executive summary that [2:06:05] is at the beginning of the report the executive summary highlights key findings it highlights action steps in [2:06:11] relation to the key findings and it highlights the Strategic plan areas that are in alignment to the action [2:06:18] the executive summary ends with a list of critical next steps in response to the Baseline data [2:06:25] so with that we'll open it up for questions and feedback board members questions feedback [2:06:34] I just have one question um can you just share a little bit about [2:06:39] um how the district plans to use this data moving forward for planning I talked to that I know we talked about it [2:06:45] some in the work session yep absolutely excuse me but I think it would be great to hear that again absolutely so um that [2:06:51] was an added component right at the end of the executive summary there's a couple of key areas highlighted in how [2:06:56] we'll plan to use the data one area is specific in our district instructional leadership meetings and so that's a [2:07:02] group of Administrators led by Dr Stanley where we'll be looking at the Baseline data and doing some root cause [2:07:07] analysis and investigating as to what's happening with the data what patterns we're seeing and what goals then we can [2:07:14] set in response so that's one key action Next Step looking at the Baseline data [2:07:20] determining what needs are and how we can move forward in meeting those needs and setting goals specifically in that [2:07:27] team and then then making sure that that goes out to other groups as well the [2:07:32] other important part that I want to point out in the plan is that we've really tried to tie what current plans [2:07:38] are in place with what what we're seeing in the data so we have our comprehensive [2:07:44] literacy plan we have many plans that are in place that connect really closely and then we'll also there are certain [2:07:50] dates within the executive summary we'll be bringing a report back about our multilingual Learners we'll be bringing [2:07:56] a board report back about our talent development Learners as we park coming back about special education all of that [2:08:02] will be happening as we move into the 2023 school year that's excellent thank you so much [2:08:09] all right a quick question if you have a main chair um when you talk about the effects of the pandemic as far as what's in the [2:08:15] results as I read in the executive summary do you have an anticipation of what time [2:08:20] period is necessary for the pandemic results to become less and less impactful to the results [2:08:29] it's a really good question I know I think there are experts nationally [2:08:35] it's late it's late yeah just like I've been seeing her quiet for a long time [2:08:40] you guys should be on CNN if you can answer that I apologize right [2:08:46] right exactly as you say no don't apologize it is an important question and I don't have a direct answer but I [2:08:52] know there are many experts all around the nation looking at that important information and so we will lean into [2:08:58] that research and the information that these experts are learning and definitely help us in our planning and [2:09:05] our goal setting and forgive me what I I didn't really mean to say it that way what I meant was more of like I [2:09:10] recognize the validity of the executive summary acknowledging that component I [2:09:15] think it's important for us as we speak about as we look forward and how we're going to use it as our as director green asked how we have some thought process [2:09:23] to when does it become less of an impactful area and even though we don't know the answer to that today I think we [2:09:29] need to be proactive about talking about what that is rather than reactive to it I think that's where I was trying to go [2:09:35] with my question so forgive me for my blatant approach to that absolutely important okay thanks Jody appreciate it [2:09:42] other board members mine's more of a comment um and I think we've I've shared it [2:09:49] before but I feel as if I would be remiss if I didn't publicly state it again because we're talking about [2:09:54] content now the summative assessment for 10th grade ELA is [2:10:00] of great concern to me and I I look forward to when you I mean there's [2:10:06] there's all kinds of data in here but um it's when I look at something like that I look forward to the further [2:10:12] discussions that this whole plan will allow us to have in setting priorities [2:10:18] um that one just it hits me really hard because those are our current 11th graders next year will be 12th graders [2:10:24] and will not be able to benefit from any work that we do in our comprehensive literacy plan and so there's pieces like [2:10:31] that that cause me to pause and to say that you know I just think they need to be now that we have that data we need to [2:10:37] be really intentional about how we can use it because those are those are real students there so I just want to put [2:10:43] that out there it's not so much a question I know we've been talking about [2:10:50] thank you for this report and it is I I'm glad you asked that question because it is important to know like you know as [2:10:57] a large report how we're going to use this there was just kind of a clarification not for [2:11:02] you but for anybody that's reading this report um and maybe you can help me with this too and I wrote down the page number and [2:11:08] now I think the page numbers have changed so that's of no help but um when [2:11:13] it indicates 10.19 of special ed students met their goal [2:11:19] correct me if I'm wrong that can be a little misleading because to meet the goal means you're completely dismissed [2:11:25] sometimes from Special Ed and so you might be making progress on a goal so it can it can look like wow that's a huge [2:11:32] red flag but it that means you'd be you know and some of our students will never be dismissed [2:11:38] from special ed so they're just making progress towards that goal so that was something that I kind of wanted to say for the greater good [2:11:45] um as reading that data point so yes absolutely I appreciate you putting that in the space and the the large number of [2:11:52] students making progress is something to celebrate and we'll look forward to hearing more about where we're at with [2:11:57] our special education in 2023 right around the corner I think [2:12:02] by director remsing the the numbers did change quite often [2:12:13] I just wanted to thank you guys on camera recorded for the work that went into doing this and I think it's going [2:12:20] to be such a useful tool for a district identifying like just what director Shaw said really drilling into how do we [2:12:28] shift resources identify areas of concern identify areas where we're doing [2:12:33] a great job um being able to track data year over year [2:12:38] which we haven't except in very isolated cases been able to do it's so important to uh [2:12:47] the Integrity of our district and being able to just know how we're doing I'm so [2:12:53] thankful for this and thankful for the work and Leadership of Dr Stanley and Dr [2:12:58] smozzle and everyone that's worked on this so um even though it obviously points out some [2:13:04] things we need to work on the fact that we can even point out things we need to work on is so important so thank you [2:13:11] very much [Applause] [2:13:18] thank you thank you next we're going to be discussing [2:13:25] substitute pay rate with director [2:13:32] of Human Resources Sonia Saylor and Director of Business Services Mark [2:13:37] Woodard welcome [2:13:52] good evening so we're here tonight to talk um about a [2:13:59] discussion item which is wage rates for substitute teachers and substitute [2:14:06] paraprofessionals we I met with the finance committee a [2:14:12] week ago a week ago today on the 7th to talk a little bit about background on [2:14:18] this as well so we continue to be in a situation where we have a staffing shortage of [2:14:25] course as we all know in the state and in this country and school districts are simply having a [2:14:31] very difficult time hiring substitutes substitute teachers and and substitute [2:14:37] paraprofessionals in particular as you know this year we went to a [2:14:45] staffing company called teachers on call which overall has been doing a very good [2:14:50] job for us but because we did not have substitutes [2:14:55] in our district for more than two years prior to this we didn't start the year [2:15:01] with a really large sub pool the today right before actually right [2:15:08] before we started our work session I spoke to teachers on call again to get a res to get an update on how many Subs do [2:15:16] we have now that have signed up and have selected Edina schools last time I [2:15:21] checked with them a few weeks ago it was 138. today it was 161 which is fantastic [2:15:28] but my second question to them was how many of those 161 have subbed in Edina [2:15:34] Public Schools and a number of people have of course signed up recently so they're very new so it [2:15:40] makes sense that they haven't subbed but 51 of those 161 have not subbed in a [2:15:46] dyna Public Schools so they have expressed that they would like to summon a dyna they have selected a diner but [2:15:53] they haven't subbed in a diner and it's um it is likely that it's because we're [2:16:01] just slightly lower than our neighbors in substitute wage rates I came to you [2:16:08] in the summer when we set separates for this year at that time we were very [2:16:14] competitive with our neighbors the since that time [2:16:21] most of the school districts around us have raised their rates some have actually raised their rates twice since [2:16:27] that time because we're in a situation where everybody is fighting for the same substitute pool and so we [2:16:36] uh we we want to improve what is called our [2:16:43] fill rate and our fill rate is the you know the number of absences that we have right now it's just teachers that we use [2:16:50] teachers on call for that actually need a set because some teachers don't need a sub depending on the type of position [2:16:56] and then the number that are filled of course that creates our fill rate because we use teachers on call I'm able [2:17:04] to get some information about what our average fill rates in our area our our average fill rate as of [2:17:12] October 31st was 63 at that time in our surrounding [2:17:21] area slightly over 80. not quite 81 but 80.5 [2:17:26] 4 I think percent something like that in I will tell you in the last couple of [2:17:32] weeks since that time our our fill rate has fallen a little bit but it probably [2:17:38] has fallen everywhere during this time because we're going into November and once you go once you're in November once [2:17:44] you're in December January February it becomes more difficult and always has become more difficult just because we [2:17:51] were into cold and flu season on an average basis too so different school districts have used [2:17:59] some different um kind of creative ways to try to [2:18:05] attract Subs to their districts one is of course simply raising [2:18:11] um their sub rates they're currently we are at seventy dollars for a half day [2:18:17] which is four hours or more 165 dollars for a full day and that also [2:18:23] includes a very small number of retired a dyna Subs that we have Edina teachers [2:18:29] that have signed up to be daily subs in our school district I think we have about eight that do that and then 175 [2:18:37] dollars for a full day if you're a building substitute and what that means is you have signed up to sub within our [2:18:45] school district and actually within a specific building anywhere between three to five days a week [2:18:51] and most most of our buildings now that's five days a week in their surrounding area [2:18:58] um the average now is for that daily sub rate that we're paying 165 for is closer to [2:19:07] um a little over 180 about 182 uh the building sub rate which we're paying 175 [2:19:16] is now almost universally 200 a day and then there are a number of school [2:19:24] districts that have also instituted incentives to work on Mondays and [2:19:29] Fridays so they are paying 2 200 a day for their Mondays and Fridays in Edina [2:19:36] the most difficult day for us to fill is Fridays Mondays I hate to say this out [2:19:43] loud but Mondays so far have have not you know not been as difficult as [2:19:48] Fridays for us which is the way it's always been of course because because we [2:19:54] have people taking personal leave and people are having life's events that are going on and so we just have more people [2:20:00] that take Fridays off so when it when a substitute is not [2:20:07] available there are a number of different things that happen of course the [2:20:13] principles um uh kind of quickly have to decide how [2:20:20] they're going to rearrange the building for that day sometimes it means that you [2:20:26] don't have specials so so elementary students aren't going to specials and they're using Specialists sometimes it [2:20:33] means particularly at the secondary level level that teachers are losing in their prep times because they're being [2:20:39] assigned to cover for another teacher during their prep time [2:20:44] and sometimes it means particularly at the elementary level that you're taking a classroom that's not covered breaking [2:20:52] up the students into smaller more manageable numbers and redistributing them across a number of classrooms [2:21:00] all of those things are of course tough on teachers because all of those things add to their workload take away their [2:21:06] prep time and all of those things are expensive because they all of course cost money in addition through our our [2:21:14] teachers contract teachers if if they're put in that position are entitled to receive what we [2:21:21] call their Pro rata rate which ranges anywhere if we use the [2:21:27] average um anywhere between let's see here [2:21:35] I think it's 400 and uh 85 dollars [2:21:44] a day for elementary let me just double check your [2:21:54] okay [2:22:01] yes and with Benefits 524 dollars a day at the elementary [2:22:07] um 436 dollars a day 500 uh 509 with [2:22:13] benefits at the secondary level [2:22:20] so when it comes to paraprofessionals um we actually we posted a we uh job [2:22:27] posting over a month ago to hire a paraprofessionals in our school district I'm actually really [2:22:33] pleased to say that since last weekend we have we have two applicants which is [2:22:41] great because those are the first two applicants we've received in over a month for that position and we are going [2:22:47] to move quickly on those um although they have applied for other positions within the district so they maybe get [2:22:52] scooped up for something else uh right now the last time that the board acted on paraprofessional substitute rates was [2:23:00] in the fall of 2021 when you set it at 85 percent of their step one rate as [2:23:10] well and so although we are not necessarily bringing a recommendation [2:23:17] today we are um we are recommending that we look at [2:23:23] an increase to the wage rates that we bring to a future board meeting for it [2:23:29] as an action item to try to improve our fill rate [2:23:36] um ease some of that from that at burden from our teachers at this time and then [2:23:42] also allow us to pull together we hope maybe a small team of paraprofessional Subs [2:23:50] that would actually be employees of our school district that we could just place in really the most difficult situations [2:23:58] within the district where where we have the most Paris out in a given day right [2:24:05] now for paraprofessionals what the buildings have been doing if they can't if it if they can get someone [2:24:12] is they've been assigning the teachers on call sub to do that which is great in [2:24:18] a pinch um but it's already difficult enough to to get enough teachers subs [2:24:24] for our teachers and frankly it's more expensive as well to use the teachers on call sub versus [2:24:31] paraprofessional sub that works for our school district [2:24:37] so with that let me just take a quick peek here [2:24:47] okay I think um [2:24:54] if we I think that our [2:24:59] at this point we just open it up for some questions [2:25:08] thank you for this information and kind of the background and the comparison um specifically with the paraprofessional [2:25:15] substitutes I would think that we possibly are also getting into a legal issue right if there's not care for some [2:25:22] of those students yes um director gabler thank you for bringing that up so I invest a [2:25:28] conversation that we've had with director ramazing as well that we want to ensure that we when when [2:25:34] paraprofessionals are called for in IEPs that we have someone available [2:25:40] whenever possible to to assist within the building often what happens is the [2:25:46] substitute may not be the one that works with a one-on-one but they'll be able to then free somebody else up that maybe [2:25:53] works with a small group of students or in another area within the building to then go and work with the one with a [2:25:59] one-on-one student who needs that additional care and it's in their IEP [2:26:07] thank you anyone else I guess I have a question from art [2:26:13] um so I I'm in my limited time on the board [2:26:18] um there have been a number of meetings where we've had relatively ad hoc requests to change compensation and you [2:26:25] know obviously these are different times for all of us dealing with inflation dealing with with labor shortages that [2:26:31] are unprecedented but School District budgetary challenges remain unchanged and and I'm you know [2:26:39] concerned about how we responsibly respond to legitimately urgent situations and important [2:26:45] situations relating to me core mission but also make sure that a year from now [2:26:51] or two years from now you know our fund balances aren't in danger and we're cutting things that are even more [2:26:57] critical because we've been responding to emergencies as they arise rather than [2:27:03] having a very coordinated plan always keeping the big picture in mind [2:27:09] uh thank you for the comment and question uh director Goldstein I'll remind you that in June of 2022 the [2:27:16] board did appropriate a budget of about 1.12 million dollars for the purposes of substitute teachers we believe that this [2:27:23] action would increase the expenditures by about 70 to 100 000 and we are on [2:27:28] Pace to be within that budget give or take a hundred thousand dollars so I think that this action will not [2:27:33] critically impinge on the district's future Financial forecast [2:27:40] I think it might be good the next along with this or soon thereafter in [2:27:49] um that we could see some of that larger picture about our fund balance and some [2:27:56] of these other issues because I think that's been the outstanding question about some of these things as they come [2:28:03] along and it would just be good to have a grounding in what it does that [2:28:08] forecast look like um absolutely and that process will begin [2:28:14] at the next regular board meeting on December 13th perfect so if I can just follow up [2:28:20] um so when the board I wasn't here when the board approved that budget but was there anything ex when that amount was [2:28:27] approved was there an expectation for increases or or why was that money left [2:28:32] aside I can't speak as to the intention regarding increases however the board [2:28:38] typically will appropriate a budget in that amount for the purposes of substitute teachers exclusively [2:28:45] and not to put you on the spot but and maybe just to leave since this was supposed to be discussion but you know I [2:28:51] think it would be helpful to know what kind of a cushion has been in the budgets in the past [2:28:56] and what you know what's happened in the past is sort of uh uh [2:29:02] help us understand what's happening now I may ask clarifying question [2:29:09] um are you saying this evening you're looking for that or are you saying as they move it forward [2:29:14] in December when they come for Action that that's something that [2:29:19] um even though I know director called you wouldn't be here and that the rest of the board would want to have that [2:29:26] information as well for for the future because I I think part when Finance discussed this and and [2:29:33] I think you know Finance was both concerned about the situation but also concerned about the solution [2:29:39] um there was an expressed willingness to get this before the board for discussion sooner rather than later so that [2:29:45] everyone had a chance to think about it and maybe you know determine what more information might be helpful [2:29:51] yeah I absolutely that's reasonable and something that we could look into to see [2:29:58] um what has happened with past budgets absolutely and if I may just add one more comment um the alternative which [2:30:04] would be to pay our currently staffed licensed teacher their hourly rate would be in fact far more expensive than this [2:30:09] action and just for clarity there was I I think [2:30:16] there are tough questions to be asked I wasn't trying to communicate uh that I think this should be decided [2:30:21] one way or the other and I don't think the finance committee felt that way either we just had questions absolutely [2:30:29] Master clarifying question so given the budget that was approved and [2:30:34] now we're taking this potential action we're considering this action is the use of that budget today we [2:30:42] haven't used as much of it because we haven't been able to necessarily fulfill the needs from a substitute [2:30:48] hiring process and that's why we have some available funds related to this is that correct [2:30:54] yes and no the Pro router rate paid to teachers does eat into that so-called [2:31:01] savings and so we haven't been able to fully understand what the difference is as of this time okay thank you [2:31:13] the information you need to bring back to us yes we do okay anything else [2:31:18] great thank you thank you moving on to policy review [2:31:33] thank you chair allenberg we have six policies up for discussion [2:31:40] tonight um three of the policies are in the 100s um and so we have been working with the [2:31:46] administration um on these policies and our committee work and just as a reminder I'm just [2:31:53] gonna take my notes here um the policy committee meets monthly to [2:31:58] review these policies we um many of these policies are reviewed every four years some of the policies that we look [2:32:04] at are renewed annually and all of them are compared to statute [2:32:10] changes the in addition we look at Clarity with the district with District practice and [2:32:16] how these are being implemented we also align them to the our strategic plan and [2:32:22] core values and we also use msba for guidance and review of these policies so for the first 100th policy 106 109 [2:32:31] and 110. I'm going to pass it to Dr smozel I think [2:32:37] it's giving up so um Dutch responsible do you want to come up [2:32:43] and then I'll talk about it with you okay [2:32:49] we'll see 106. School District goals and school Improvement goals [2:33:00] so before you um you have the process that we use to [2:33:06] to set our school district goals as well as our continuous School Improvement goals [2:33:12] there are items within the policy that were struck [2:33:19] specifically because there's no longer legislation or statute that are related to that so for instance in three Roman [2:33:29] numeral three you'll see that rather than it being School District goal setting world's best Workforce [2:33:35] legislation actually came into place since this policy was actually reviewed last time [2:33:42] and so we have moved it to align with language within that legislation which [2:33:48] we talked about earlier um Dr snazzle had mentioned that we've [2:33:53] moved from us a Traditional School Improvement planning process to a [2:33:59] continuous School Improvement goals process where we are meeting Dr smuzzles [2:34:06] meeting monthly with the principals I meet both of us meet quarterly with the principals to really hone in focus on [2:34:13] goals see really dig into their progress toward their key indicators of progress [2:34:19] toward Meeting those goals and so we felt it was important to really update the [2:34:25] um to really update the policy so that it aligned with our actual practices [2:34:31] uh the other information you'll see we've we have moved more in alignment [2:34:38] with language that we use within that policy [2:34:43] great thank you do board members have any questions about policy 106 [2:34:49] . so I have a question and I apologize since I missed last policy meeting because I was not feeling well [2:34:56] um I know we had talked about under section three or maybe it was only my my [2:35:03] feedback that I gave and no one agreed with it and that's fine as well um [2:35:08] the way I read this policy is that it's a broad District level policy and that [2:35:17] um that we're talking about school district annual goal setting so then [2:35:23] when you go to section two as a district how do we set goals [2:35:30] to me that's different than our world's best Workforce goals because we as a [2:35:35] district go through board and superintendent goals and those are aligned with our [2:35:44] should be aligned with our data metrics plan and so I guess I'm confused why since we [2:35:52] have a world's best Workforce policy why this Section 3 would not be broader and [2:36:00] speak to the process that our Improvement goals that [2:36:08] Stacy actually has every year which are our annual goals for our district which [2:36:16] to me would be what we would speak to and hear we did have a conversation about that I [2:36:24] don't know and that's probably what I missed because I was six I apologize that I missed that entire thing that's [2:36:29] okay you wanna okay so we did have a conversation about that [2:36:34] and really our strategic plan actually guides my goals and so we thought it was [2:36:40] very important to leave the Strategic plan in there because that guides my goals ultimately [2:36:46] well that guides your goals which guides my goals um which then um Cascades throughout the [2:36:53] system um rather than say a data metrics plan we [2:36:59] built in the data reports so that it's it's broad I mean we have a data metrics plan now but that it [2:37:05] includes that um reality is through legislation we are required to report on world's best [2:37:12] Workforce and they are working in tandem instead of running parallel to one another now the data metrics plan as [2:37:19] well as the world's best Workforce plan is working in tandem as Director D Saint Hubert and here team talked about this [2:37:26] evening so through the lens of administration it made sense to leave that in there [2:37:37] decide to answer your question it does I don't necessarily agree but [2:37:44] that's fine to me it makes more sense to to call it District goal setting and [2:37:50] make it broader but I'm not going to argue if I'm a minority of one so well [2:37:56] as the rest of the board members if they well just a point of clarification so [2:38:02] the way I'm reading it as it's presented here versus how you're suggesting it chair is that the world's best Workforce [2:38:09] is a key element it's not the singular one it's the key element for things because we're obligated by [2:38:16] um statute to do so and then the continuous School Improvement goals are the second component but almost all the [2:38:21] things related to world's best Workforce encapsulates things that we are that not only we're required [2:38:28] to do but we would want to do and the continuing School Improvement goals is the second element that's identified is [2:38:34] there something that falls outside of those two that would meet your school district goal setting parameters that [2:38:40] you're talking about can I throw another because I [2:38:48] I would read it as the school district goal setting as the title [2:38:53] and as defined by world's best Workforce start the paragraph there like that's I [2:39:00] guess I agree that the title of world's best Workforce to me is somewhat [2:39:06] limiting even though I know that it is required but I see it more as [2:39:13] as defined by the world's best workforce's school district annual Improvement goals aligned to blah blah [2:39:19] blah versus that being and I don't know if that's what you're saying Erica it it [2:39:25] feels narrow having it be that I'm just I actually agree with like our strategic [2:39:31] plan should Define our Improvement goals correct so I'm just getting in my mind confused as to [2:39:41] where world's best Workforce comes into play [2:39:49] and maybe it's saying the assessment results of the goals will be shared in a public hearing through like our world's [2:39:56] best Workforce I feel like we're like sort of conflating is it fair to say that as Genie was just saying that [2:40:03] the main header is the school district goal setting and world's best Workforce and continuous School Improvement are [2:40:10] subheadings to that I'm sorry I can bring some more clarity to that so it used to be with State [2:40:16] legislation that school districts had to set goals under No Child Left Behind [2:40:23] and those goals were required to be posted [2:40:29] School Improvement plan goals were required to be posted along the way world's best Workforce came along and it [2:40:36] took the place of that now ours is much more comprehensive than [2:40:41] just what the world's best Workforce is looking at and so I said again that's why we have those [2:40:47] running in tanimal to one another as opposed to parallel now I will say [2:40:54] um we're not necessarily married to that and if it's really important for that to be changed for policies [2:41:02] um because they are board policies we are certainly willing to change that [2:41:08] part of what the policy is laying out are some of the different components [2:41:13] that make up those goals whether it's strategic plan continuous School Improvement world's best Workforce [2:41:23] we removed the staff development piece because the legislation around that had changed so we eliminated some of that [2:41:29] but as you go down through it continuous School Improvement laid out in five [2:41:35] um of course the district Mission Vision Values [2:41:41] five C refers to data metric plan so the [2:41:47] assessment evaluation tools are outlined in the data District data metric plan [2:41:53] so like where do your your goals fall into this I think that's where I'm [2:42:00] confused I I don't believe that my goals are supposed to fall into this I would agree [2:42:07] with that I would I think this is for this is truly for district and school Improvement planning [2:42:14] and so this isn't necessarily my goals that it's monitoring that would probably [2:42:19] be a different policy that the board could create under 200s but right now this is truly about [2:42:26] um it's truly about student learning and it's about the processes at the district level and school level that helps [2:42:32] support that okay so I just want to get clarification [2:42:39] on is is can I just see like a show of [2:42:44] hands if we leave it as is or if we need want to change three to be more [2:42:50] encompassing language so [2:42:56] do you guys want to leave it has who wants to leave it as it is [2:43:02] one two three four we're gonna leave it as it is then okay [2:43:08] and 106 will come for Action that was a great discussion board members okay moving on to policy [2:43:17] 109 I believe um this these changes to these um this [2:43:25] policy are pretty straightforward it was really giving clarification and I'll let [2:43:30] um Dr Stanley Dr smallz will talk more if anyone has any questions but really it was getting more clarification and [2:43:37] common language on what we consider committees and what we consider task forces we use it interchangeably quite [2:43:44] often within the district so this was just giving Clarity to those teams and what each team each team does and so I [2:43:53] don't know if you want to add anything Dr smozzler Dr Stanley it to this one [2:43:58] okay so um really specifically as um director green said [2:44:05] oftentimes we interchange the idea of a committee and a task force a committee [2:44:10] is standing it's it's designed to be um longitudinals designed to be [2:44:16] established a task force is something that is brought into place that's designed to be short-term that short [2:44:22] term could be you know three months that short term could be six months but at Short Term [2:44:27] and so we felt like that's the language that we are really using within our district it's important then to add that [2:44:34] um language into our policy because again the last time the policy was updated was in [2:44:41] 2011. really then it just moved to definitions that we're actually using [2:44:47] within the system um just to make it clear especially as we [2:44:53] have you know more families enter into our system who aren't familiar with it more you know our our staff enter into [2:45:00] our system uh who aren't familiar with it it was just important to update that language [2:45:08] would you add anything else Dr smozzle no I think that's a great summary it's [2:45:14] just trying to be clear about how we view these items across the district and [2:45:20] I think these changes help bring some clarity to that for our staff members [2:45:26] great thank you do board members have any questions about this policy I got one and it has to do with just the [2:45:33] consistency of the term advisory when referencing committees and task forces I [2:45:38] feel like it's if we could consistently use the word advisory [2:45:45] oh add it in add it in so sometimes we say advisory committee and task force and sometimes we just say committee or [2:45:51] task force I just think it for consistency sake and the general definition of it to keep advisory in all [2:45:58] those places would be helpful that's a great ad does anyone have any issues with that [2:46:07] great any other questions excellent we'll make that change and [2:46:12] that'll come to action in December and then our next policy to talk about [2:46:18] is policy 110 School District decision making process and I'm going to pass [2:46:23] this back over to Dr smozel and Dr Stanley [2:46:30] do you want to go ahead and start with this one or I can start too that's okay I'll fill in if needed I'll work on it [2:46:36] together okay so um there you know are a few changes they're [2:46:43] not significant but some of the language that we've started to use is uh design [2:46:49] teams and so we thought that it was clear oftentimes when we're bringing it [2:46:54] just like tomorrow we have um Dr D Saint Hubert shared that [2:47:01] um we are bringing together a design team for 612 Pathways and so we thought [2:47:07] that it's important again to just really clarify the language that we're using [2:47:12] you know we we've moved from school Improvement planning to continuous School Improvement planning [2:47:18] um it's been several years probably well over a decade that we've adopted the [2:47:25] Teamworks International model we still continue to use those Frameworks for [2:47:30] instance you'll note that oftentimes when members of the cabinet are bringing [2:47:36] a new process that we're examining together they will refer to the guiding [2:47:41] change document what's really great is you're able to see the Genesis of where [2:47:47] this comes from the seminal work of where those guiding change documents come from we felt like it's very [2:47:53] important to leave those in there we as an Administration are certainly using all of the different Frameworks [2:48:01] within our work behind the scenes when we're working with teams of individuals [2:48:06] whether it's task force or committees and then in addition to that we felt [2:48:12] like it was important to leave in the the [2:48:18] I want to get the name of the appendix I can't remember if yeah it is appendix [2:48:25] two yeah the appendix two because that really provides Clarity for anyone in [2:48:31] the community who's interested in sitting on a a committee or task force what their roles are within their what [2:48:38] the um yeah just what their role would be and what the role of that task force of [2:48:43] their committee would be I was just going to share that that appendix 2 creates a lot of clarity [2:48:50] across the system for who has input when in a process and then where the decision [2:48:56] maker lies I think sometimes we have conflict in the system because it's [2:49:01] unclear who's making the decision and so this is an attempt to really clarify that across the system [2:49:08] great thank you for setting that up for the board does board members have any questions on this one [2:49:16] nope great excellent that'll come for Action um next month and then the next two are [2:49:23] policy 201 legal status of the school board and policy [2:49:29] 202 School Board officers policy 201 has [2:49:34] really just statute reference changes for the most part there's not much substantial in that policy does anyone [2:49:42] have any questions about policy 201 legal status of the school board thank you [2:49:50] great we'll move on then and then the next policy [2:49:56] um policy 202 School Board officers it's important to note this policy actually [2:50:01] came and was reviewed by um director Wallen Friedman and um chair [2:50:08] allenberg in 2020 and so it had just been recently reviewed the reason it's [2:50:13] coming back up again in this review cycle at this moment is just to keep us on track so that everything's [2:50:19] back in the same time frame so I don't know if anyone has any questions about this one either [2:50:26] sure go ahead Michael I had one um I it's not so much that it's in the policy because it's missing here but when we've [2:50:33] gone through the process of assignment we've assigned Vice clerks and things [2:50:39] and so on so even those are not actually identified roles within the policy so I wanted to [2:50:45] use this opportunity just as a question to say is that does it need to be a part of the [2:50:50] policy we're going to continue that practice or if it's not in the policy then we would then abandon that practice [2:50:56] I'm just not sure if that's important or not well under three it talks about [2:51:01] organization and it does include Vice chair clerk Treasurer and other officers [2:51:07] I'm sorry yes this okay under assistant treasuring assistant clerk my bad I'm [2:51:12] sorry what I meant was is that was that something that we were going to continue doing because I thought there was questions that had come up previously [2:51:18] when we were talking about assignments for that did those still make sense and [2:51:23] that we then are obligated to then continue to assign under those purposes oh I understand what you're asking [2:51:29] um I I don't know if that would be on the docket for our retreat but if that were [2:51:34] to come up then we would we could always just pull this policy back and revise it yeah I didn't know if we this is our [2:51:40] only opportunity to discuss that or it needed to come later but we can come later if we decide to go down that road so be it yep okay thank you for that [2:51:46] clarification sure any other questions on this one [2:51:52] okay great excellent and then our last policy up for discussion I'm going to bring up [2:51:58] director desync Hubert it is our travel policy as you recall this had come we [2:52:03] had discussed this that have gone back to committee working on a lot of research and information [2:52:09] so I will pass it along to director DC and Hubert okay thank you [2:52:16] um travel changes brought to policy were really in response to covid and the uncertainties that come with travel in [2:52:23] our current reality and so at policy committee we looked at a couple of key areas [2:52:28] the first that I wanted to point out was they're both really the edits that have [2:52:33] been made or in the appendix part of the policy but the first one is um under appendix One One D and we talked about [2:52:42] the relation to the the approval process and so [2:52:47] um and when somebody submits an approval for an international travel there's a [2:52:52] list of things that we want to be included in that and we added to include what the a travel organization that [2:53:00] we're working with what their insurance plan is and so that needs to be part of what's submitted in that first approval [2:53:06] round and then we also added that with that apparent communication plan needs [2:53:11] to be included so that we're being very transparent and open with parents about what the agency that we're working with [2:53:17] is offering for travel I'm sorry for insurance and that that's clear and that [2:53:23] families know what they're getting into with each experience so so that was that [2:53:28] was the first one that I wanted to bring to your attention we also talked through the component of [2:53:36] um in the in the plan that was originally under d a final travel approval schedule so it it seemed to [2:53:42] indicate that something that was already approved needed to come back to the board what we put in there was that it [2:53:49] only needs to come back to the board if there are changes to the plan which could happen right in our current [2:53:54] reality and so just being cognizant of that that cycle that we have in place [2:54:00] for travel and that adjustment and the policy um the final thing that I wanted to point out was just some wording around [2:54:07] the insurance that we had listed there so um the insurance offerings there are [2:54:13] several places that we added wording around what we would ask with the insurance and so that is highlighted [2:54:21] throughout the appendix one there as well the insurance offerings must be [2:54:27] included in the proposal which I just highlighted and then also we put in wording that in A1 that insurance is [2:54:34] offered and strongly encouraged for families um as well as some additions additional [2:54:39] statements and three and um that that highlights the additions to make sure [2:54:45] that families are understanding the insurance are there any questions around that [2:54:52] five two Janie director Shaw do you have a question mine are super nitpicky [2:55:01] um on I where we added the insurance part did it say parents slash Guardians [2:55:07] to be consistent absolutely thank you and then my second one is super duper nitpicky no problem [2:55:15] on um page 237 in the board packet [2:55:20] number one there's an extra e at the end of the sentence [2:55:26] okay sorry no it's okay 2007 and board packet I know [2:55:32] I don't want you guys to miss that okay [2:55:38] do you have it I have it written down and I can look for it different thing printed that's my [2:55:45] value add for the whole rest of the board meeting thank you it's 5 38-12 I'm [2:55:50] not paid okay now Janie can say something much more oh wow very end okay more substantive yeah more substantive [2:55:57] than me um my only question was it's more of a [2:56:04] um what's what's the word I'm looking for it's more of a suggestion for the [2:56:10] um appendix 3 which is the extended travel release of liability I had a wondering [2:56:15] if we could add an acknowledgment for a decline of trip protection or travel [2:56:20] insurance in there just for families to have actually a specific [2:56:27] place to say that I am acknowledging that I've declined that understand what you're saying okay um yep [2:56:32] so that that's just a reformat of the form but just a highlight [2:56:38] I think it's just for the protection of our families for what we've seen for the [2:56:44] past few years I would absolutely hate for families to lose any monetary yeah I [2:56:50] think that would bring Clarity to around the conversation that we had about making sure that our communication is really crystal clear so that would add [2:56:56] another layer so we're not saying they have to have it even though I'm not opposed to that [2:57:01] um but it is just a double check of hey you're aware we're aware you're aware [2:57:07] we're all on the same page that this has been declined it's pretty standard in the industry and so I just think [2:57:14] it wouldn't hurt us yeah I think that's a great suggestion and addition I don't know if any other [2:57:20] board members are opposed to that oh great okay [2:57:25] excellent thank you okay thank you thank you so all these you'll see these all back in December [2:57:31] for Action thank you thank you um I don't know if everyone is aware but [2:57:37] I'm super excited I can utilize policy 203 that does not allow us to go past 10 [2:57:44] o'clock in our board meetings without a vote from the board so [2:57:50] um do I have a motion to extend our board meeting to 10 45 so moved is there [2:57:58] a second second all those in favor of uh [2:58:05] extending our board meeting to 10 45 say aye aye aye anyone opposed [2:58:11] the motion is approved since we have been going a long time do [2:58:17] does anyone need a short recess to use I mean I I won't say the obvious [2:58:25] why don't we take a little break and come back at 1005. [2:58:31] we're on recess [3:06:32] and a conversation that we've been having um in a couple of work sessions with the board [3:06:38] and um we want to go back just for a moment to [3:06:43] some earlier conversation that has happened over the last couple of years in particular with the Morris Leatherman [3:06:49] surveys where one of the things we learned from our community is that there was a desire [3:06:55] to increase the amount of language learning opportunities that families had across the district it was one of three [3:07:02] top program recommendations um for elementary programming [3:07:07] enhancements that was requested through that more Slytherin Community satisfaction survey or parent [3:07:13] satisfaction survey we also know that we've had ongoing wait lists at Normandale Elementary for [3:07:20] language for many many years and both of those items were conversations through [3:07:26] our strategic planning process about how do we address some of the needs of [3:07:32] families and one of those be in the desire for language opportunities and so that through that strategic [3:07:38] planning process looking at some of our programs across the district [3:07:43] we brought a proposal in November of 2021 to for the board to approve a [3:07:49] two-way dual Spanish language program at Countryside Elementary when we did approve that program there [3:07:57] were a lot of questions about well what does that mean what is that going to look like at Countryside we know at [3:08:03] Countryside we also have other programs that are happening we have the continuous progress program we have [3:08:08] site-based special education programming then we have neighborhood School [3:08:13] so one of the things that we set out to do is to really dig into what does that mean for Countryside what does it mean [3:08:19] for the community let's explore that more one of the reasons that we did select Countryside as the site is [3:08:25] because Countryside had space for a district-wide program because of the current amount of open enrollment that [3:08:32] is um that is that Countryside being about 30 percent just because of the nature of the draw [3:08:38] of the community it allows for about 30 percent open enrollment and that gave us an opportunity to offer a district-wide [3:08:45] program replacing that open enrollment backing it out to the other schools opened up [3:08:50] spots for district-wide students to come participate in a Spanish program at [3:08:56] Countryside so what we did uh to explore what does this mean for Countryside and [3:09:02] programming we did A needs assessment we dug into that with student staff and [3:09:08] parents both through survey and opportunity for focus groups to talk about concerns to talk about thoughts to [3:09:16] talk about ideas and strategies moving forward and the [3:09:23] purpose of that then was to take that information and bring that to the countryside leadership team which [3:09:29] consisted of Staff administrators and some parents parent from that had participated in [3:09:37] continuous progress Apparent from the neighborhood programming and having different perspectives there to look at [3:09:43] all this data to theme it and to extract from that the meaning of what our [3:09:48] Countryside Community wanted to do moving forward as I shared at the work session one of [3:09:55] the things that's always challenging is trying to make decisions around recommendations in a group and so you [3:10:01] define a process around consensus as will of the group not necessarily will you get a hundred [3:10:07] percent of people to agree on an idea but when the will of the group is there you're ready to move forward [3:10:14] the recommendation from that group was to build out one Countryside to unify Countryside programming and bring into [3:10:22] place uh the practices from both neighborhood and continuous progress and bring them [3:10:29] together in some way there's great things happening in both of those programs how do we bring those together [3:10:35] and so we are back here to the board to talk about that recommendation administrative recommendation then from [3:10:42] the countryside leadership group the administrative recommendation is to phase out the continuous progress Choice [3:10:48] option at Countryside for new kindergarten students starting in the fall of 2024. [3:10:56] if approved that the next step would be for this admin team along with teachers [3:11:01] to design how to bring that together and how to move that forward and what that would look like and the first step that [3:11:07] we would do is to create a guiding change document just as was described in policy discussion previously [3:11:14] and bring that guiding change document back to the school board that would lay out the parameters for how that program [3:11:19] or the programming would evolve at Countryside moving forward [3:11:25] in your report there's some descriptions of those findings and observations from those focus groups [3:11:33] and a sample a tentative schedule of what that phase change would look like [3:11:38] is attached to the back and I'll emphasize that that's an example not necessarily an exact match for what that [3:11:45] could look like and they'll see Karen is there anything else you want to add before we turn it back to the board for [3:11:51] questions or comments um [3:11:56] no I that was well touched okay thank you okay so we'll turn it back to the board [3:12:01] to see what questions our school board has for us regarding this recommendation board members [3:12:12] oh Miss green thank you director green thanks um thank you so much for um [3:12:18] updating us and I know we talked about this at our um our last meeting as well but can you just um principal Bergman [3:12:25] first of all thank you so much for being here at 10 15 I know your kiddos get to school in like 12 hours or less than [3:12:31] that so I appreciate you being here um can you just talk a little bit about communication and the Cascade down to [3:12:37] families um now with this um if this goes through when this gets approved tonight [3:12:44] um that kind of how we plan to talk about that now what we've talked about already with families what we're talking [3:12:49] about now and then as we move through these phases over the next couple years what that may look like for families [3:12:55] thank you we started started this process back uh in November when the [3:13:01] board had said that that our Spanish dual language program was coming to Countryside so many of our families had [3:13:09] that question of what does this mean we've got a lot going on will this be related to CP or our continuous progress [3:13:17] program will this be more about our neighborhood classrooms what will this look like we had questions from from our [3:13:24] parents we had questions from staff about what does that look like so since [3:13:30] that time we've been kind of addressing these things as we go and really what it came down to is right away in January we [3:13:38] started a process of collecting feedback on what questions do you have how are [3:13:44] you feeling about it we had really the potential to have four different programs at [3:13:50] Countryside we have a growing robust site-based special education program [3:13:57] that has quadrupled in size since a year ago we have our neighborhood classrooms [3:14:04] that have a rich tradition of of providing amazing instruction and just a [3:14:11] great feeling of belonging across our building we also have our continuous progress [3:14:17] program and again that feeling of belonging and and how people feel about [3:14:23] being a part of Countryside and now we're adding two classrooms at each grade level for Spanish dual language [3:14:30] what what does that mean where who are we what are we doing you know so many of [3:14:36] those questions that come up so our our feedback our questions are surveys the [3:14:43] the focus groups that we had done really basically asked people about what [3:14:49] do you love about Countryside what are you worried about what do you want to see us continue what kinds of things do [3:14:55] you want us to to explore as we bring these these facets of Countryside [3:15:01] together and really it came down to belonging it came down to how do we fit [3:15:07] how do we all fit together and we also found out that there were a few cracks [3:15:12] in what we were doing we had we had some kids who were well I'm CP well I'm [3:15:18] neighborhood I'm you know we didn't want to bring in another facet of Countryside [3:15:24] and have it be well I'm Spanish I'm so we decided we wanted we wanted everyone [3:15:30] to be the same we wanted everyone to know that they belonged at Countryside and what does [3:15:37] that mean one of the other things that we heard from particularly our students and our staff is that we wanted to make [3:15:45] sure not only that people belonged and everyone belonged but that we had [3:15:51] expectations for what we had for each other and what does that look like what [3:15:57] do we expect from kids when they're out and about in the building what do we what do our kids expect from the adults [3:16:02] when we talk with kids about what's happening when they're out and about in the building how do we talk with parents about those [3:16:10] expectations that we have for kids so it all kind of came together in how do we [3:16:15] make sure that we're all on the same page and we came down to that idea of it [3:16:22] being about Countryside is one one one place Countryside strong which is our [3:16:28] our character Ed uh program that we're moving forward with this year but really [3:16:35] how do we make sure that we are providing that one pathway [3:16:41] in other words one Countryside but two Pathways not CP neighborhood Spanish [3:16:47] special services but the two Pathways being Spanish and English and every [3:16:54] kiddo gets the same something the same opportunity for belonging the same opportunity for our teachers to work [3:17:01] well together in vertical teams the same opportunities for all of the things that [3:17:07] we have that are are wonderful about Countryside so that's what kind of came out of our [3:17:12] process and what we've been telling parents what we've been telling staff all along is we need your input [3:17:19] we want you to be a part of this and from all I mean just an expansive amount [3:17:24] of information that came that was what uh what came of the process this summer [3:17:32] when our design team met we had parent Representatives we had staff Representatives we basically said if you [3:17:38] want to come and meet with us come be a part of it they needed to hang with us for three full days so we had we had a [3:17:45] group of probably 25 um for there for most of those days we [3:17:51] have shared with our staff that uh that the recommendation be that we want to be [3:17:57] that one Countryside and we're moving forward with some of those strategies already but we haven't shared big and bold what [3:18:05] does that mean for continuous progress and how does that how does that phasing out look as we're facing in our Spanish [3:18:12] dual language program biggest reason for that is we have a lot [3:18:17] going on we have construction we have new programming we have so many things [3:18:22] coming at us we don't want to we wanted to be careful that we weren't putting something out [3:18:28] there before our board had an opportunity to approve of what we're [3:18:33] doing and that you feel strongly enough that you would tell us that we could move forward with those plans [3:18:40] I fully anticipate that the communication begins tomorrow depending on how you share share with us what we [3:18:47] should do I know that was probably a really long explanation for that but [3:18:53] this has been a long process and I there are there are parts of what we're doing [3:18:58] at Countryside right now is that we're pretty fragile and I want to make sure that we don't we don't throw off that [3:19:05] equilibrium by putting something out there in the in the communication universe that we're only going to have [3:19:11] to take back so now is our opportunity to here's where we are here's how we're [3:19:17] going to do it but we also have to be really careful to make sure that we under everyone understands that we're [3:19:22] bringing forth what is best about Countryside not what is best about CP [3:19:28] our continuous progress or what is best about our neighborhood classrooms but what is best a cross-country side and [3:19:35] how can all of our kids have access to that great thank you so much that was thorough but I think super helpful I [3:19:42] know for me as a board member and for our community to hear that I know that [3:19:47] um it's just it it's it's exciting to listen to The Evolution [3:19:52] and the and the collaboration that took place with a lot of stakeholders that takes a lot of intentional work so I [3:19:58] thank you for that and I thank you for everyone who started on the design team so thank you [3:20:05] Karen thank you for this information and the process and and this has come before us [3:20:11] in a couple different settings and I just wanted to reiterate something that's been said before that as you and [3:20:18] your staff work through this as needs arise you um you know please don't hesitate to [3:20:23] make them known so that we can support you and your team in this process thank you [3:20:31] I just I just wanted to add that what I heard you saying Karen is that you're doing what's best for kids and and that [3:20:39] that means a lot um and I don't want us to ever lose sight of that even though decisions are hard and decisions impact families and [3:20:46] and all stakeholders in different ways um but I also recognize that you can [3:20:51] only um I use the sprays horizontally juggle things for so long and when you have [3:20:59] that many different programs I think people forget or maybe don't understand that that horizontal juggling happens in [3:21:05] your school every day when you have different programs that have different needs scheduling you know specials and [3:21:12] and all that it's it's a different Beast um so I appreciate the thoughtfulness [3:21:17] behind kind of stepping back to see what is best for students and what is best for students today versus what was best [3:21:24] for students 15 years ago 20 years ago 25 years ago so thank you for all that's [3:21:29] work and I know it's not easy and I'm I'm grateful to you thank you [3:21:36] I just have a quick question and then a comment one is I just want to make sure [3:21:42] that actually it's not a question that everyone in the community understands that this [3:21:50] transitions is for kindergarten students starting in the fall of 2024. [3:21:55] okay I just want to put that out there um and then I want to [3:22:02] um I guess the only thing I want to say is that I I think I can speak for the board [3:22:07] which is a little dangerous but I want to make sure that teachers students everyone in the [3:22:15] countryside Community does not feel that there is not a value placed on the [3:22:20] continuous progress program and that the individuals that have worked so hard to [3:22:25] maintain that program we recognize that and we value what [3:22:31] they've done and the community that they've built there um what you have laid out and what you have [3:22:37] provided for us tonight and what Genie just said evolving and stepping back and looking [3:22:45] at what are our parents looking for where do we see wait lists what do we [3:22:52] need for students now those are things that cause us to move [3:22:57] but it has nothing to do with not seeing the hard work that you guys do at [3:23:02] Countryside and I just want to state that sometimes um what we feel is implied people need [3:23:10] to hear out loud so I want to say that out loud um I'm very excited about the direction [3:23:16] we're going I'm also very cognizant that it's not easy and I don't think that we [3:23:21] could ask for a better leader than you principal Bergman and so I just want to State as well explicitly how grateful I [3:23:29] am for your leadership and that one of the reasons that this is at [3:23:35] Countryside is because of you so sort of like when my husband gets a raise and [3:23:40] they don't give him any money or help like you're like thank you [3:23:46] um so thank you um and thank you to the rest of the team and thank you to all the people that are [3:23:51] working on this because it's an exciting transition but also a hard one [3:23:57] um and so that's all I wanted to say so yeah uh oh we have to vote okay [3:24:04] um does anyone else have anything okay all those in favor of approving the [3:24:10] countryside programming update say aye aye anyone opposed say nay [3:24:16] okay the countryside programming update is approved thank you thank you [3:24:24] do I have a motion to approve the proposed 2022-2024 collective bargaining agreement between Independent School [3:24:31] District 273 and the Edina administrative Council thank you [3:24:39] that was speedy hello welcome Human Resources Director [3:24:45] Sonia Saylor oh sorry Mark and director of businesses [3:24:50] Services what are you like our the dynamic duo so welcome [3:24:57] so good evening again um director Woodard and I are pleased to announce [3:25:03] um that the Edina administrative Council which is our District's principals and assistance principals have ratified a [3:25:10] tentative agreement for the period beginning July 1 um 2022 and extending through June 30th [3:25:17] 2024 our negotiation teams worked very collaborative collaboratively together [3:25:24] and reached the result that both values the important work as we just witnessed [3:25:31] here a few minutes ago of our principles in course including principal Bergman [3:25:38] and also respects the financial parameters as provided by the school board I'd like to commend our principal [3:25:45] team for their dedication to this very important process the highlights of the [3:25:50] proposed agreement include step advancement in both years of the agreement for eligible principals Market [3:25:57] adjustment to provide more competitive salaries in comparison to other Metropolitan [3:26:03] districts and a one in one half percent increase to the Sarah schedule in the first year [3:26:10] of the agreement and a one percent increase in the second year School District contributions towards [3:26:16] health insurance plans were would be increased by 36.66 per month effective January 1 2023 [3:26:27] and there would be one additional paid holiday which would begin in the first [3:26:33] year and would be observed in observance of Juneteenth the total two year pack or [3:26:41] two year total package for this proposed agreement is six million five hundred fifty seven thousand five hundred and [3:26:47] eighty five dollars which represents an increase of a hundred and eighty three thousand seven hundred and two and using [3:26:54] msba's costing formula that would be a two-year percentage increase of 4.47 percent this [3:27:03] tentative agreement was within the authority um provided to us by the school board [3:27:09] and as a result we seek your approval for this agreement [3:27:16] questions for board members nope all those in favor of approving the um [3:27:25] collective bargaining agreement between ISD 273 and Edina administrative Council say aye [3:27:31] aye anyone opposed the collective of our bargaining agreement is approved thank [3:27:36] you both for your work on this thank you and then one last quick note we just thought we'd let you know that we did [3:27:41] reach a tentative agreement with our bus drivers um just a few days ago and I expected [3:27:48] their vote in December and hope to be back to you then in early January with [3:27:54] that collective bargaining agreement and we'll start with custodians soon great thank you thank you [3:28:01] do I have a motion to approve canvassing returns of votes for school district special elections so moved [3:28:07] [Music] [3:28:13] who's the second Karen's the second okay [3:28:21] who is on the murder oh I'm sorry [3:28:26] are you still there hi Mark good evening so on November 8th the school board held [3:28:33] a special election in conjunction with the state state general election to elect a school board member to a [3:28:39] one-year term tonight's actions to Canvas the results of that election and to declare the winner Regina Neville [3:28:46] tonight's action will also begin the Seven Day contest period meaning that the school board member that was elected [3:28:52] cannot begin serving until at least November 22nd um if there are no further questions the [3:28:58] recommended action is before you questions all those in favor of approving the [3:29:04] canvassing of canvassing returns of votes for school district special elections say aye [3:29:09] aye anyone opposed the canvas is approved do I have a motion to approve the issuance of certificates of election [3:29:15] and district election related duties [3:29:21] all right so this action falls directly from the previous item and authorizes the school board clerk to issue [3:29:27] certificates of election to the successful candidate Regina Neville the action is before you questions [3:29:36] um all those in favor of approving the issuance of certificates of election and district election related do you say aye [3:29:42] aye anyone opposed the issues of certificates of election and district-related duties is approved [3:29:49] thank you Mark do I have a motion to approve policy review 105 and 108. [3:29:55] so moved second second director green thank you chair allenberg [3:30:02] we have two policies up for Action tonight policy 105. um [3:30:08] and policy one oh sorry policy 105 and policy 108. um we did not have much [3:30:14] discussion at our October meeting um so I didn't know if anyone has any additional questions on this [3:30:22] either of these policies they were pretty straightforward changes and more aligned with statute [3:30:29] nope okay thank you I have a couple of [3:30:36] um we need to vote Erica oh my gosh oh okay [3:30:42] I saw a typo no I'm just kidding okay wow it is late okay all those in favor [3:30:47] of approving policy 105 and 108 say I I anyone opposed [3:30:53] great policy one policies 105 and 108 are approved [3:31:01] okay I have a few updates and then so does Dr Stanley so um I just wanted to [3:31:08] review for the community um that as Dr business director Woodard [3:31:16] mentioned that there's a seven day period where the votes can be challenged [3:31:21] for the special election and the first day the new board member Regina Neville [3:31:27] can be seated is November 22nd and so we have potentially a work session [3:31:34] um November 29th our regular board meeting in December is December 12th so [3:31:40] one of those two meetings will be the first meeting that she will be at but because of it's a special election [3:31:48] she will start immediately after she signs the oath of office which [3:31:53] will likely be November 22nd and so this will be unfortunately [3:32:01] David goldstein's last board meeting and because of that we [3:32:06] wanted to make it extremely long to have you here as long as possible so I would like to give a round of [3:32:13] applause to director Goldstein [Applause] [3:32:33] thank you for your willingness to do this you said goodbye to me it is it is [3:32:38] it is and this is the last one I think so um yes [3:32:45] um secondly I just wanted to mention that um we tonight had a National Merit [3:32:51] Scholarship are you going to talk about that okay um event [3:32:57] um and we had 12 Edina semi-finalists and 20 Edina committed students and it [3:33:02] was one of my favorite ceremonies and um just wanted to say congratulations to those students their families the [3:33:09] teachers that were there in our entire District to celebrate these students and [3:33:15] then two things um director gabler pointed out to me that it would be great to thank those [3:33:21] that were donated things to us that are in our consent agenda so we just [3:33:26] accepted over 130 000 of cash donations so thank you to whoever did that and [3:33:32] then I love this we got eight high quality stethoscopes from an anonymous donor that are used in normally Critical [3:33:39] Care units and so we have these amazing stethoscopes to be used in our Health [3:33:44] Services offices so thank you so much to whoever donated those to our health [3:33:49] services department I just wanted to publicly acknowledge those um are there any committee updates [3:33:55] before we okay Dr Stanley [3:34:03] all right thank you very much um related to our commended and National Merit uh [3:34:10] semi-finalists that means that we had students who were [3:34:16] one-fifth of one percent represented um for all the students who took the pset [3:34:24] and the National Merit um test and so that is just something to [3:34:29] be incredibly proud of okay so I have a couple of commendations and they're coming a little bit late [3:34:35] sure um but this one is was written to Caitlin [3:34:41] Bickel Ms Bickel my son who's [3:34:47] the parent my son shared a third week update email from my grandson with me it [3:34:54] is so heartwarming to see the strides he is making this year the length and Detail in your writing made it extremely [3:35:01] clear that you have his best interest at heart I smiled quite a bit as I [3:35:07] recognized my extortionary grandson's behaviors and quirks [3:35:13] I also wanted to tell you I'm in awe of the time and effort you put into this [3:35:19] update it is clear to me you go above and beyond for your students I am sure [3:35:25] my grandson will refer to you as quote unquote that teacher that helped shape [3:35:30] my life as he grows I hope Creek Valley knows what a treasure they have in you [3:35:36] with gratitude Mary Matlock [3:35:41] and the next one is to one of our Educators Heather [3:35:47] Schwartz Heather thank you all uppercase so much for this kind email to wake up [3:35:54] on a Saturday morning to this was sure special we read it to our daughter and she had a [3:36:00] huge smile on her face she loved being in your class she loves being in your class so far this year [3:36:06] I appreciated you taking the time on a Saturday morning to connect with us as parents I imagine you probably connected [3:36:13] with many parents last Saturday morning and I wanted to note how above and [3:36:19] beyond you have gone already this year and this email that you sent us shows [3:36:24] your dedication to getting to know each student for their uniqueness that they [3:36:30] bring to the classroom and the Parent-Teacher connection Saturday mornings are for catching up on [3:36:36] sleep drinking coffee your day off but you chose to connect we see you and [3:36:44] appreciate you thank you for being exactly who our daughter has needed [3:36:49] these past few weeks she's a happy camper every day when she comes home [3:36:54] from school cheers to you Heather Alexis and Rob [3:37:01] and last but not least this was written to the custodians at Valley View Middle [3:37:09] School colleagues I just wanted to give a huge shout out to our amazing custodial team that were [3:37:16] quick to respond to an unexpected Deluge near the cafeteria [3:37:22] just 30 minutes before lunch today as a team they were able to control the damage [3:37:28] clean up the mess and prep the spaces to limit the impact to our students Mike [3:37:33] Dustin Mike and Brian we appreciate all that you do for Valley View Middle [3:37:38] School each and every day but today you saved the day thank you thank you thank [3:37:47] you and so thank you to those amazing staff members [3:37:57] I know I have six minutes left you said 10 45. so [3:38:03] um in addition today was a really big day [3:38:09] um because today we announced the top three selected experiments that and one [3:38:16] of those could possibly land on the International Space Station we had nearly 180 submissions and today three [3:38:26] teams of students one from South View Middle School and two teams from Edina [3:38:31] High School for a total of nine students were notified that they were selected as [3:38:37] finalists this entire project has truly represented [3:38:42] our strategic plan and reflects our strategy priorities of academic [3:38:48] Excellence of developing leadership throughout the district and of Engagement [3:38:54] engagement throughout the system with our teachers and students and administrators certainly and more than [3:39:01] 40 Community scientists and Physicians and community members helped to actually [3:39:09] screen and score the experiments and so to me that is the epitome of what we are [3:39:15] looking for in our system I want to take time to publicly thank the Edina [3:39:21] education fund we would not have been able to do this without the Edina education fund we found out [3:39:29] just at the tail end of the application process that it was going to cost twenty seven thousand dollars and we were able [3:39:35] to Simply pick up the phone and contact Kathy rundleman and she said right away [3:39:41] she would support us I also want to publicly thank my colleague and assistant superintendent [3:39:48] Dr smozel for his project management [Applause] [3:39:57] for those of you who don't know Randy was also a science teacher biology [3:40:03] teacher at the high school level I got to see him geek out so many times with [3:40:08] this whole process and so um just always proud to stand alongside [3:40:14] of Dr smozzle and this is just another one of those times [3:40:20] um let's see finally [3:40:26] um oh one more thing about that our our finalist like our final experiment that [3:40:32] will be sent to the International Space Station that will be announced in December and we are all just sitting on [3:40:38] pins and needles for that and then finally um next week is our one town one [3:40:43] family um prototype phase for design thinking so from the onset [3:40:50] this week this Thursday let me repeat that this [3:40:56] Thursday November 17th is [3:41:01] is our next one town one family designed [3:41:07] thinking um session and we are moving into the Prototype phase since last April [3:41:14] families community members students administrators teachers just all members [3:41:20] of our community have been chomping at the bit to get to this place where we [3:41:25] move into prototypes and this is actually the place where we look at action steps and we determine prototypes [3:41:32] those action steps that we were going to use that will allow us to get at our vision that this entire group [3:41:39] developed nearly seven months ago and that was that every student [3:41:46] every adult every family member every employee any Edina in the city of Edina [3:41:54] would have a sense of welcoming and know that they belong in our system and so we really invite everyone to come out to [3:42:01] that um we have lots going on in our community and our students will be staging at the high school for the [3:42:08] concert so we are actually going to be moving to Valley View Middle School you will be held from 5 to 8 PM please come [3:42:15] out for just a fun night of action engagement [3:42:20] creativity curiosity because we need your voice [3:42:28] I did it that's it thank you thank you Dr Stanley can I just add one [3:42:33] more combination that was not mentioned thank you to Dr Stanley thank you to the [3:42:38] cabinet thank you for Jason for being here so late this evening after a very long day and it's your dedication to the [3:42:46] work and even though we are requiring you to be here given that it's our work that we're trying to do it's not done without you so a heartfelt thank you for [3:42:54] all of you and your team for putting up with us and making this happen yes thank you [3:43:00] um do I have a motion to adjourn the meeting so moved is there a second second [3:43:05] all those in favor of adjourning the meeting say aye aye anyone opposed nope [3:43:11] no we're now adjourned thank you [3:43:28] thank you