[0:28] e [0:58] e [1:28] e [1:58] e [2:28] e [2:58] e [3:28] e [3:58] e [4:28] e [4:58] e [5:28] e [5:58] e [6:28] e [6:58] e [7:28] e [7:58] e [8:28] e [8:58] e [9:28] e [9:58] e [10:28] e [10:58] e [11:28] e e [12:06] good evening tonight is Monday February 3rd and we do have a quorum so I will call this meeting to order the first [12:13] order of a business is agenda approval do I have a motion to approve the agenda for tonight's board meeting so moved is [12:21] there a second second we will vote to approve our agenda all those in favor say I I any opposed [12:30] tonight's agenda is approved Dr Stanley will you please review tonight's agenda for us and the community [12:37] absolutely ight tonight we're going to have excellence in action and we're very [12:43] excited about that um could have hearing um from members of [12:48] the public and then uh you have a consent agenda we have a few discussion items um including looking at some [12:56] budgets uh curriculum our school calendars um for Action we're going to [13:02] oh and there are some policies that um will be discussed and then for Action uh we're looking at some bargaining um [13:10] agreements policy review and um Mutual termination of employment agreement and [13:16] then there will be leadership and committee updates and superintendent updates and we'll be done great thank [13:23] you uh before we move into excellence in action I would like to take a moment to make some some remarks about one of our [13:30] board members uh this was supposed to happen last month but this particular board member was ill and was not at our [13:38] meeting uh so Erica on behalf of the Edina school board and Edina Public Schools I want to take a moment to [13:45] recognize and thank our outgoing board chair Erica allenberg for her remarkable [13:50] Service as Idina School Board chair over the past 5 years Erica your tenure as chair has [13:56] been nothing short of extraordinary your leadership has guided us through some pivotal moments in our district [14:04] hiring welcoming and onboarding the new superintendent navigating the unprecedented chall challenges of public [14:12] education during a global pandemic and spearheading the creation and implementation of our District's [14:18] ambitious strategic plan under your Steady Hand we've witness tremendous growth across the [14:25] district and your commitment to our students staff and Community has been evident every step of the way you have [14:33] served as a pragmatic strategic and thoughtful leader always balancing the needs of our stakeholders while keeping [14:40] the best interests of our students at the Forefront your work has been instrumental in shaping the success of [14:47] our district and your dedication has left a lasting impact while you are stepping back from [14:53] the role of chair and have left some very big shoes to fill we are grateful that your expertise and voice voice will [14:59] continue to serve our board and our district on behalf of everyone here tonight including your husband and the [15:06] mayor thank you for your tireless service your wisdom and your unwavering [15:11] passion for our schools [Applause] [15:31] all right moving on to Excellence in action uh tonight's excellence in action [15:37] will feature like you can come on up will feature Edina High School's [15:42] sheltered creative writing class which brought its self-authored books to Countryside to share with young readers [15:50] this class is the first of its kind at the high school and but [15:59] and El teacher Amanda shutz this project received support from Sarah Swenson the [16:04] high school Med Katie and Amanda has Vicente Zapata [16:11] with them this evening um [16:21] welcome nice all right thank you for having us uh we have some slides [16:27] to share think how did that how does that [16:33] look oh there we go great yeah so we'd like to talk a little bit tonight about [16:39] yes the creative writing class that you mentioned and now we're in second semester so we're also moving into our sheltered speech [16:45] class um and I'd love to should we have you introduce the the speech and or the [16:50] thing and then talk why don't we first we could introduce ourselves first yeah I'm Kate bore I'm an English teacher at [16:58] ad High School in addition to teaching the sheltered speech and creative writing I also teach a nth grade survey [17:03] class English survey um I'm Amanda shes I am a el [17:09] teacher I was previously a peer coach for the district for a while I also co- te uh survey n and physical science [17:19] physical science sure my name is Vicente I from Chile I [17:28] in 11 GR right uh I am this to it thank you thank you all right [17:37] so the reason behind the class so public speaking and creative writing are offered to all students at Adina high [17:44] school but this is the first time that it's been offered to uh students with a [17:49] level one or two English uh English and this is now much more accessible to all [17:57] students at the high school which has been excellent to be able to serve all [18:02] the students that are interested in taking both creative writing and public [18:08] speaking um one of the things we like to talk about is that what we say is far more important than how we say it [18:13] meaning that we don't need to strive for Perfection the first time our first goal is just um to say what we need to say [18:20] and be understood and then to grow from there um yeah so uh with that mind [18:29] creative writing it was excellent to get to see from the very beginning where students were in their writing Journey [18:36] uh both in English and their home language and as approved throughout the semester and then after getting those [18:42] that Foundation started with writing it's was just a natural segue into public speaking as [18:51] well so one of the things that we like to celebrate in our class is the idea [18:58] that being multilingual is an asset that we nurture in our classroom and we [19:03] celebrate all cultures in our class so the little blurb up at the top our class demographics we have over 10 different [19:10] countries represented in our classroom with uh Spanish speakers Ukrainian speakers Russian speakers and Somali [19:17] speaker as well um should we go through and read the quotes from kids I think [19:23] this one especially this is um written today by mikita who's in the photo there [19:29] um and he said our class is special because we speak multiple languages our English levels much improved thanks for [19:34] this class because when you can speak English and your home language in the same class it helps to learn English [19:39] much faster and I feel comfortable in this [19:45] class so we wanted and I we I don't think we'll play the video for time purposes but it is available um okay [19:54] here we go uh so if you look closely you'll see this is really really [19:59] quick but you'll see every single person in the room except for us actually [20:06] speaking and they're speaking in multiple languages so you'll hear Spanish you'll hear English you'll hear [20:11] Ukrainian Russian probably won't SM and they're smiling and what this [20:17] shows is that um we really we really really embrace the idea of speaking and [20:24] writing first in one's home language and then moving into English because it's helps um the process of thinking and uh [20:31] critical thinking in that way and so this is what trans languaging is these are um little bullet points that just so [20:38] you understand what trans languaging is that Kate and I have created in this classroom um it's a research based [20:44] practice that engages multiple language to process the content um we communicate [20:50] using multiple languages Kate and I both speak a level of Spanish we are not uh [20:55] actually Kate Sport's pretty good right yeah but but we we [21:02] graas um and we support students who are bilingual we increase students [21:08] comprehension Empower them and allow students to read um via home languages [21:13] encourage students to collaborate using their home language display home languages um it's just a huge part of [21:18] our classroom Community um these are opportunities they're strategically paired um oftentimes we'll say okay get [21:25] together with someone whose home language is similar to yours and then we might say now get together with someone [21:30] whose home language is not the same as yours and we can strategically use those [21:35] um those strategies um one of the things want to mention about learning language is that um we need to learn language at [21:42] a word level a sentence level and then the discourse level and when we move into more of the standards you'll see [21:48] how that differs from the the standard or the mainstream creative writing [21:54] classes versus our sheltered class and how we examine the state standards [21:59] and how we meet those and with those state standards in mind uh the sheltered creative writing [22:05] sheltered public speaking class I follow and meet all of the same U Minnesota standards that the um general or the you [22:14] call like the general level of public speaking and creative writing so for example in standard creative writing [22:22] this is under the assumption that all students already have like the writing Foundation they have all the necessary [22:30] vocabulary in order to uh produce uh their written work and um so if you [22:37] think of it like the bricks and mortar the vocabulary being the bricks uh however how that's a little bit [22:43] different from sheltered creative writing this is something we can't assume anything so we're going to be [22:48] teaching that vocabulary first in order for students to then proceed to the next part of an activity so um a learning [22:56] Target students will be able to to match aspects of a plot in a children's story in multiple languages and then moving on [23:04] to public speaking standards and which I'll just mention really quick so and with this standard um our students when [23:12] they went to Countryside were able to present their books in English Spanish [23:17] Ukrainian um Russian so it was really exciting because we partnered with our dual language emersion school there um [23:25] and it was a lot of fun um for the little kids to see the big kidss kids and just being um validated in in all of [23:32] the languages so yeah here speech and then with speech uh once again with a [23:37] standard speech class you are going the teachers are going to assume that all of the language is there for then to then [23:45] move on to Polished speech and we're not focusing so much on the vocabulary [23:50] whereas in the sheltered class we need to teach the language first so for [23:56] example one of our learning targets would be to to uh first learn imperative [24:01] uh verbs and then the sequence so if you're let me back up if you're giving like an instructional or a how-to speech [24:08] learning those imperative verbs and then moving on to the sequencing words to be able to put those imperative verbs in [24:14] place whereas in a standard speech class that would already be understood we're [24:20] going to just go right into the speech and then we're going to talk [24:26] about who our students are our amazing students viente is in this um photo up there do you want to share a little bit [24:32] about why um what you like about our class and why it's important to you yeah [24:37] okay this class for me is important because you can speak your native [24:43] language and practice your English also I like this class because it has a lot [24:50] of cultural diversity thank you uh the both teacher [24:56] are really good we didn't P him um do you do you want to say anything in [25:03] Spanish okay [25:32] thank you thank you and we included additional um student quotes um that they shared [25:39] today um some of our um kids said again writing in their home language first [25:45] then moving into English I feel safe in this class because I learn more English and I can say my ideas and thoughts um [25:51] this class is special for me because always we do different activities and we learn of different forms I think in this [25:56] class also practice our home language and English both languages have equal importance and then I like this class [26:03] because I can practice my English with confidence and oh one more one yeah and [26:10] then Juan I said today this class is important for me because learn more English is special for the activities we [26:17] do because is different to all because the teacher teach all people I feeling good in this class with all [26:25] people and these were some pictures from our our day at Countryside [26:32] um maros we just we just felt um we've this is one of our favorite things [26:38] that's happened this year this class so anyway thank you for inviting us to be a part of your meeting I think that's the [26:45] end yeah yeah thanks all right thank [Applause] [26:52] you thank you Miss bour thank you Miss shutz and thank you vente [27:01] all right uh this evening we have no members of the public uh here to address us so we will continue on with our [27:07] consent agenda um is there anything anyone would like [27:12] to remove from the consent agenda okay we will now vote to approve [27:19] the consent agenda do I have a motion to approve the consent agenda so move do I have a second second [27:27] all those in favor of approving the consent agenda say I I anyone opposed the consent agenda has been [27:34] approved uh we are now moving on to our discussion items our first item is our [27:40] achievement and integration should we [27:48] move okay I will talk slow the next our first [27:54] item for discussion is our achievement and integration fiscal year 20 that's [27:59] okay 2026 budget we had you booked back to back [28:05] there thank you for facilitating bringing them here uh and our uh our [28:11] speaker tonight to talk to us about their our achievement and integration budget is Dr Franny beair ourr [28:33] there we go all right so good evening board director gaer Dr sanley and [28:42] presenting the achievement in integration budget so with the achievement and integration budget we [28:48] have threeyear achievement and integration goals so and we are on year two of our achievement and integration [28:54] goals with the achievement integration goals you have a budget that needs to be [29:00] updated yearly uh and so we are presenting the yearly updated budget the [29:06] budget needs to match your achievement and integration goals so when you look at the budget each line item needs to be [29:15] directly related back to a goal and strategy that support the achievement in [29:22] integration plan and within the achievement and integration plan you have parameters that mde sets for you on [29:31] how much must be spent on direct student contact how much can be spent on Prof [29:36] professional development and how much can be spent on admin so um 80% must be [29:43] spent on Direct uh student contact time uh and then the rest can be divided [29:51] between um admin and professional development uh with that there are no [29:57] sign significant changes to the achievement in integration budget uh the updates that were made with M wooder [30:05] Director of Finance were with the new contracts uh for teachers we updated [30:11] salaries for teachers from last year's plan and then there was an adjustment of [30:18] FTE for cultural Liaisons but that that amount of money stayed within that goal [30:26] area so it didn't change to another to support another goal area any [30:34] questions board members any questions director I don't have a question but I just wanted to um I just [30:41] want to say I appreciate the intentional alignment of this um plan to our [30:47] strategic plan and our goals for all students and aligning it to where [30:54] students might need support from an intervention perspective and and I just appreciate the intentionality of the [31:01] work that you're doing um that's all thank you I I and I uh thank the board [31:07] because it is having the data metrics plan which came from uh a vision from [31:13] the board helped to really align the achievement and integration plan with [31:19] the Strategic plan because we can lean right into uh those metrics points that we are [31:25] monitoring as a district all right thank you Dr picare thank you [31:34] uh next up on our agenda is our elementary literacy curriculum adoption [31:40] recommendations and we have assistant director of teaching and learning Bethany van AEL and uh jod D St Hubert a [31:48] director of teaching and learning here welcome hi good evening uh director Gable Dr Stanley and [31:55] board members good evening it's nice to see you thanks for giving me the opportunity to come before you and share [32:01] about this exciting next step in our literacy Journey as you well know we've been working diligently on the [32:07] comprehensive literacy plan since I came on board four years ago and this is just [32:12] an exciting next evolution of where we are in this journey back in 2016 I [32:19] believe was when we last adopted um materials or a curriculum for reading [32:25] and writing instruction and so we A lot's happened since 2016 as we well [32:31] know we've endured a global pandemic distance learning the um new science of [32:37] reading research that has come out all of our letters learning and so what's really exciting about this is not only [32:44] is it time because we have new standards coming out but we are more than ready to get new materials in the hands of our [32:50] teachers um we've been working so hard on the science of reading learning [32:56] through letters through aspire we have over 300 teachers that have been engaged in this now for 3 years many are ready [33:02] to complete their learning this summer and you know I think I'm I'm hoping I'm [33:09] quoting it's my Angela I believe who says when you know better you do better and our teachers know better now not to [33:15] say anything was wrong with our old program but it was copyrighted back in 2016 and now we are ready to advance um [33:23] they have all this knowledge and they are ready to have tools that support [33:28] them as the vehicle to get that instruction more fluid so that they have that at their fingertips so all of that [33:35] said um our team has been working for the past four years um they began an exploration and they looked at our [33:41] current materials and they were they were you know beginning their letters journey and they were starting to see [33:46] what gaps existed and What needs we had and they were comparing that and laying that side by side with our student data [33:53] and looking at our fastbridge data and seeing the needs that we had and you know phic awareness and phonics and [33:58] fluency and they've been doing an amazing job and our data shows that with what they have so I'm so excited to see [34:05] what they can do with updated materials um Benchmark advance and Benchmark adalante are the the programs that they [34:12] landed on after um probably a solid year they started looking at six programs [34:18] they weed it down to three programs there was a lengthy process where the materials went out to all staff in every [34:24] building for a viewing period and they were provided feedback um so it's been a really um solid process with some [34:31] dedicated um tenacious and really really committed teachers it's so fun to work [34:37] with them I just can't say enough so Benchmark you know I I don't want to go too long here but I just want to [34:42] highlight some of the really key things that are so exciting about this program there are um scaffolds in every single [34:50] lesson and so that supports the teachers real time when they might need to um [34:56] support students to and and they have levels of scaffolds um and so that's exciting it's [35:02] something that supports them right on the fly when they need to adjust or differentiate like I said real time um [35:09] the systematic and explicit phonics the foundational skill lessons we currently have a program that um addresses that [35:15] for K2 we now will have that K5 and that is one of the biggest things that our [35:21] teachers especially in grades three four five are appreciating about this program they knew that they know that they've [35:28] needed it and they haven't had it imagine how frustrating that is right and so now they are seeing this and [35:34] getting very excited we have some early implementers um that are just loving it some feedback from fifth grade is is [35:40] amazing from teachers and kids um the rigorous writing right now our teachers [35:45] are wrestling with that a little bit the writing is hard and they are loving it but it's hard and that's great so [35:50] they're seeing the opportunities to really um push our students in writing which we've needed for a while the other [35:57] neat thing and I just brought a few examples is this a knowledge building curriculum so it's really strong when you think about um these are just some [36:04] some third grade units so the units are knowledge building and they have three science units three social studies units [36:10] and three literary units each of them are three weeks long and they're K5 so this is an example I think this is unit [36:17] five but there's a technology unit and so grades K through five obviously all [36:22] at different levels are all engaging in knowledge building around um technology [36:27] um this one happens to be a literary unit around characters um some life science around animal adaptation so in [36:34] one way or another all of the K5 um students at the same time are building knowledge around the same topic and so I [36:41] get excited and I'm I'm sending texts to our digital learning coordinator and Mark around steam of all the [36:46] opportunities that we have with this now um but this is material that they get to actually hold in their hands and they [36:51] get to annotate and write all over it and it's it's just really really cool to see them bring their thinking to life on [36:58] this when we're in classrooms the other neat thing is the bridge to our middle school program same type of activities [37:04] with the annotating in the v explicit vocab that I'm seeing some strong bridging there which will be really [37:10] great for our fifth grade as they move into sixth grade I'm almost done I promise um there are inquiry projects [37:17] with every single unit and so again they can continue to take that knowledge deeper um and I think at the end of the [37:25] day just working with our teacher team they are just is finding that it is um it's new first of all so it's not they [37:31] they say we all feel like new teachers right well that's that's something that we have to sit with and work through but [37:37] they are doing such an amazing job and they're already seeing so many great things from their students their students are engaged their students are [37:44] um performing better than they have been in many situations like I said with the writing they're seeing writing come to [37:50] life that they didn't know that they could be pushing that level of rigor and so um I'll wrap it up here but we're [37:57] just really excited about this opportunity I don't know if you wanted to add anything but um I'll stop there [38:02] and open for questions board members any [38:08] questions director Barry um can you talk briefly on how this program fits into [38:13] our dual language and also the talent development programs in our elementary schools yes I will speak first to dual [38:20] language um I'm going to speak that separately right so the Dual language Spanish Spanish dual language um there [38:25] is a complimentary program that's called Benchmark adalante and that's really I'm going to say seamless it is just a [38:31] complete marriage it's intended for dual language programs the PD is um has been [38:37] um really intentional with helping I shouldn't say just the PD the resources intentionally bridge and are even [38:43] colorcoded and this is the the content you teach in English this is the content you teach in Spanish so it's really [38:48] seamless um they're of course not French emersion um programs we wrestle with that all the time and so we just had a [38:55] meeting Jody um Sandy Connie and Chris and I met um we have two early implementers at Normandale it is not [39:01] seamless and it's doable but we're we're working through what that looks like and so like I think I had in the report um [39:09] there will there might be a longer on-ramp for that we know that they will get the materials we know that they're going to start using them next year we [39:15] are trying right now to figure out how that looks so that we maintain the Integrity of the Normandale Mission and [39:20] that immersion program because we know how special that is um but also implementing this program and so we we [39:27] def do not have the answers yet for exactly how that's going to look but every time we meet we're getting further [39:32] and further um the teachers have been super invaluable with helping us with that so I will continue to bring updates [39:38] if needed around that as that work unfolds um and talent development also similarly they are working through right [39:44] now we have um a couple of teachers that are uh piloting the program alongside their colleagues that are early [39:50] implementers and they are working through so prior to this program we had [39:55] a distinctly separate reading and writing program and so it was um it was easier for talent [40:03] development to hone in and say we're just going to take and teach the reading we can no longer do that because in this [40:08] program as research supports which we're really grateful for the reading and writing is intertwined and so we can't [40:14] just pull students away from a portion of it so we're figuring out how to use the materials with the talent [40:21] development pedagogy so that we know that they're getting the the rigor again not ironed out yet but that's this [40:26] year's installation so that's what this is this year is for um and so what I'm confident in is the ideas on the table [40:33] and the teachers that are trying it out we have a team meeting on February 13th where they're going to present their [40:38] ideas and we're going to use the you um have that discussion with the teachers so again similar to French we're I'm [40:45] super optimistic and I know we're going to get there but we're still just an installation figuring it out yep and Deb [40:51] Richards has been amazing and helping with that too so I just want to give her a shout out [40:57] board member oh uh director man can I just have a followup on um French immersion in in Spanish dual language so [41:04] French immersion is going to have kind of a leadup um would Spanish dual language be ready for that [41:11] implementation next year first day or how does that kind of what does that what does that kind of look like as far [41:17] as time we have second grade implementing it right now and so they are working through that with closely [41:22] with our literacy coach Sandra Harley and uh working through that so receiving along with the teachers that are early [41:30] implementers um I look over to Franny I'm not sure if K1 is going to start [41:35] next year exactly but obviously as we roll in the next grade level they will just roll in right up with that so [41:45] yep director elenberg could you explain for more the [41:50] community we've been talking about the literacy plan for so long um and the resources that we've put towards the [41:55] literacy plan how this this intersects with the literacy plan we've been working on and specifically the [42:02] difference between tier one instruction and how this will be utilized for tier one instruction and [42:09] then where some of those other resources kick in yeah great question this is a [42:15] tier one resource so back to the comprehensive literacy plan mtss is an essential component of our comprehensive [42:22] literacy plan and that's our tiers of support tier one is how we would define what all students receive all students [42:29] receive this is where St grade level standards are embedded into there's differentiation within tier one of [42:35] course so it's not necessarily all exactly the same um but this is where [42:40] students engage typically 90 minutes to 120 Minutes to Elementary is usually the literacy block not necessarily all in [42:47] one cohesive you know chunk of time but that's the time dedicated to just kind of think about that students who might [42:55] be showing up um on our Universal screeners needing some additional support would receive a tier 2 [43:01] intervention and that's again you think about another block of time maybe an additional 30 minutes um 20 to 30 [43:07] minutes and usually in elementary that's during the wind time that what I need time so that's in addition to that 120 [43:13] Minutes 90 to 120 Minutes that I um just explained so this resource is [43:18] specifically going to fill the instructional needs for the tier one um [43:24] block of time so that um all all students receiving no pull outs during that time all students receive that [43:31] grade level instruction so the comprehensive literacy plan laid out additional material snde is an example [43:37] that was part of that plan we rolled that out and that is very specifically for going to be for that intervention [43:44] component that could be tier two it could even be tier three tier three is just more intensified than a tier two [43:51] for students that might need additional support Beyond just that tier two um and [43:56] there are times when some of the materials might like within Benchmark there are intervention supports within [44:02] that so it's not to say exclusively only there might be times when this resource is really beneficial for students in an [44:09] intervention setting but this specifically is that whole group um and [44:15] small group classroom time that all students receive did I get that okay [44:21] thank you okay uh I have one question uh uh so I [44:28] noticed so just for the public we had a chance to see this report in our work session and ask some questions and now [44:34] we're it's here tonight for further discussion and then we will be voting on it March 3rd and I also noticed that [44:41] Benchmark Advance is in the re-review cycle for curriculums um with mde and [44:50] that's due around March 3rd are you getting the read from them that it [44:55] sounds like our staff love it and is really having Success With It are you um [45:00] hearing anything about uh what happens if or have thought about what happens if they don't approve [45:07] this as one of their chosen curriculum does that mean anything to us or does that not necessarily change anything for [45:14] us so I'll answer and then I'll let you add on if anything our team did an incredibly thorough review [45:22] with extensive knowledge right these teachers are incred incredibly well [45:27] trained and they literally turned over every stone and so the process that they [45:33] went through I am so confident that we landed on the right materials um we did [45:38] spend a significant amount of time with the company and with the rep understanding you know why was Benchmark [45:44] not approved the first round to sum it up um the majority of the reason was [45:49] because of the way that they had described their small group texts and they came out with um gosh I want to say [45:56] it was 20 Pages or so going through item by item [46:01] around what the response was from mde and how they are understanding that to [46:08] be aligned to the science of reading kind of I mean refuting it not to say you know I don't know if I'm saying that in the right way and so after we [46:14] reviewed that I brought that to jod we kind of kept coming back and saying is this something we still want to keep on the table we felt really confident that [46:20] we did want to keep it on the table now what mde decides or not I'm we're we are so um in we use the same rubric that [46:27] they're using we we've really done our due diligence it is an unknown and so [46:33] it's not something that I can necessarily predict but I feel really confident that it's going to get a good rating if it doesn't I don't feel like [46:40] that changes any bit of my passion around the program or the team's decision so we can still move forward [46:47] with it it doesn't mean it's off the table right okay that's what I wasn't clear about so just from my own [46:53] understanding of how they put this list of curriculum together so and I know that was a little [46:59] bit it's been kind of a moving Target for a while and and the way that they're doing it now is there's like levels of [47:07] you know and I can't I can't retrieve the language right now but how they're it's either completely not aligned which [47:12] I know it will not fall in that category it could be partial okay um I'm not I don't know if I'm using the right [47:17] language but no that's all I needed to know I just was concerned if they come back and say it's not that that puts a [47:22] halt to everything and it sounds like that's this is a great fit for us yes and regardless of what they say this is [47:28] a great fit for us and it's going to be yeah when approved our next curriculum so thank you for that Clarity [47:34] wholeheartedly confident in that y okay board members any other further questions all right thank you [47:42] both all right thank you we'll see you in a month or so uh next up is our academic calendars [47:49] 2026 27 and 2027 2028 and we have assistant superintend [47:56] attendant Nate Swinson and uh Executive Director of Human Resources Sonia sailor [48:02] here to talk to us about calendars [48:13] welcome good evening Madam chair members of the board and Dr Stanley Sonia and I are here to present [48:20] the work and recommendations of the calendar committee the committee has thoughtfully designed the academic [48:25] calendar to maximize instruction while accommodating key breaks and professional development [48:31] needs you'll notice the calendar prioritizes educational continuity by maintaining full weeks of instruction [48:38] and aligning non-student days with cultural observances when possible [48:43] student breaks are strategically distributed throughout the year including mea Thanksgiving a two-week [48:50] winter break and spring break with careful attention given to balancing semester lengths and maintaining [48:56] consistent weekly learning schedules this structure aims to support both student learning and staff professional [49:03] development while respecting Community preferences and needs we'd like to [49:09] extend our sincere gratitude to our dedicated calendar committee comprised of Staff members and [49:15] parents for their thoughtful work in developing a calendar that serves our entire School community so at this time [49:22] Sonia is going to review some of the highlights from the proposed calendar [49:31] great thank you um chair gabler Dr Stanley members [49:36] of the school board so just going to hit some of the highlights um all of that we also talked about at our work session [49:43] but just to ensure that we um do cover the same highlights that we did at the work session um so we have two academic [49:51] calendars the 2627 and 2728 for your um review you this evening [49:58] both begin the week before Labor Day to accommodate uh the best summer construction schedule we over the course [50:05] of the next years next six years we still anticipate having more than um $8 [50:10] million worth of construction projects and therefore having that [50:15] additional time in the summer is very helpful for um for our school district's buildings and grounds Department um both [50:23] of our the academic calendars can can contain two connect and assess St for [50:29] our E5 programming um before the first day was students it the the connect and [50:38] assess St just like we did this year in 2425 will actually occur the Friday of [50:44] Workshop week and the Monday of the following week with Tuesday available um for teachers to [50:52] review the data from those two dates and then with our E5 schedu schedule starting on Wednesday of the first week [50:59] of school our 612 programs will start on the Monday um both contain three teacher [51:07] data days day the day after semester 1 the day after the last student day of [51:13] the year and then one floater day which um occurs either in August or in June [51:20] depending on the building's preference um both provide a two-day mea [51:25] break a 3-day Thanksgiving break a two we winter break and a onewe spring break [51:31] all that align with the traditions of AD din Public Schools um both closely [51:36] balanced semesters 1 and two with the 2627 calendar [51:43] um having 84 days in semester 1 and the 2728 85 days in semester [51:53] 1 both contain no student days on the November general election day um and in [52:00] 2728 there is a primary election day in March March 7th 20 March 7th 2028 and in [52:08] the best interest of student safety um that date has been used as one of our [52:13] non-student days as we have discussed in most cases [52:19] non-student days are placed at the beginning or the end of a week to provide the best educational continuity [52:25] for students um where we can such as on election days we place a a student uh or excuse me a [52:34] non-student day on midweek days which also helps us where possible to attempt [52:40] to balance our um student Support Services schedules so that they don't all fall on Mondays or [52:47] Fridays uh both calendars contain um one PD day in early fall in [52:56] the first year of the calendar that will be held on September 21st 20 um 2026 [53:03] which also happens to be y kapor um and will assist our students of the Jewish [53:09] faith in um in being able to celebrate that with their families in the second [53:16] year that day will be on October 1st 2027 which is is on a Friday but it [53:24] happens to be the Friday before Russia Shan um this aligns with the guiding change [53:29] document from the school board where we took great care to be sensitive to the [53:34] cultures within our community um and of course within our strategic plan initiative B3 to support Equity [53:42] identifying and eliminating structured barriers to success uh both contain no student days [53:51] on the Tuesday attached to President's Day in February which is also historic [53:56] Al um a PD day in Adina public schools and both have the last student days um [54:04] falling on the Friday of the week that begins with Memorial Day so those are the highlights of the [54:13] two academic calendars before you this evening are there any [54:22] questions I don't see any questions I do want to thank both of you this is a Hot [54:28] Topic when we go out to pto's they are very interested in knowing when spring [54:34] break's going to be when school's going to start so it's always really helpful to hear all the thought that goes into [54:40] this and the team that works on that using that guiding and change document that really there's a Rhyme or Reason [54:46] for why it ends up and it's a lot of work it to to make it um all put put it [54:52] all together so I want to thank both of you and then this will come forward for [54:57] in March all right thank you thank you okay next up I'm going to turn it [55:03] over to Vice chair uh allenburg and she is and is going to take us through some [55:09] policy review uh yes uh we have quite a few policies uh to go through this evening [55:15] and before we um talk about specific policies just for the community I wanted to let everyone know for a review [55:22] process all of our policies are reviewed um to make sure they're updated with Federal and state law um with Minnesota [55:29] school board um association their recommended best practices um legal [55:34] counsel when needed and then also feedback from appropriate stakeholders within our district um so Nate I'm not [55:41] sure if I have them in the exact order that you have them to review so I don't [55:47] know if you I have 524 to start with but if you have a different one you'd like to start with [55:53] then that would be just fine with me okay so start with policy 524 with which [55:58] is our electron electronic Technologies use policy and this was updated um with [56:05] information about um current practice but I'll also turn it over to assistant superintendent um Nate Swinson to give [56:12] some more context around this policy director allenburg members of the [56:17] board thank you um so as we just got done talking about in Workshop um I'm [56:24] bringing to you a recommendation incorporate uh cell phone language into policy 524 without opening the entire [56:32] policy for review as it was recently reviewed last summer and is scheduled to review again this summer and the [56:40] proposed language formalizes our current school year practices outlining separate [56:45] protocols for K8 and 9912 students while maintaining flexibility for future [56:52] modifications in our research most districts plan to integrate cell phone guidelines into existing policies rather [56:59] than create Standalone policies um it should be noted that msba just came out [57:04] with their own uh policy last week for uh cell phones um and I would recommend [57:12] that the board consider um that as an option when 524 is reviewed fully again [57:21] this summer um so with that um the language that is before you is what I'm [57:29] recommending be adopted what questions might you [57:35] have board members are there any questions and just for the community we did talk about this in the work session [57:41] earlier where there um there were some comments about adding um terminology [57:47] around ensuring that it's written in policy that um if there needs for [57:52] students that have um learning differences or IEPs to make sure that that's stated explicitly in policy and [57:59] that is going to be taken back to the policy committee to add to um this particular policy um but um are there [58:06] other questions or comments for Nate or the policy committee about this policy [58:15] 524 okay thank you um moving on um to policy 623 which is super super summer [58:24] school instruction um and this was updated with current um vernacular [58:29] that's being used in the school district right now and a couple of updated protocols oh Nate I thought I had you [58:35] for all of the ones that you're working on oh sorry anarie we're gonna skip you for [58:41] now I was so excited to have it in the right order and I didn't I didn't do it [58:47] sorry so we'll move to 513 perfect okay perfect um student promotion [58:53] acceleration and retention this was updated with current vernacular and protocols that we're using in the [58:59] district right now um uh assistant superintendent spinson yeah the only [59:05] thing that I would add to that is um it was reviewed by principles our talent [59:10] development team teaching and learning and cabinet and the only substantive [59:17] change that was made is that in the early learning or early kindergarten [59:23] admission part we added the director of teaching and learning to the team that [59:29] would consult around those considerations um other than that um the [59:36] language is largely [59:45] unchanged board members do you have questions or comments I do oh sorry director gaer yes [59:54] um I just had one little thing on page six under decisionmaking team uh I [1:00:01] noticed that we still had it listed as gifted talented coordinator but above its Talent Development so it was just a [1:00:07] small little um so that's on page six um and then I had a question about [1:00:15] on page seven when we talked about middle schoolers who might need to [1:00:21] be taking classes at the high school you know sometimes we have accelerated tracks and so we have a whole class of [1:00:27] them so they stay at the middle school and they're taught by a middle school teacher [1:00:32] um Valley View is right I'm assuming it's just a couple students maybe every year that this is happening for and [1:00:38] Valley View of course is right next to the high school when we do have that for like a South viw student do we provide [1:00:45] transportation for those students and should that be mentioned at any point in [1:00:52] there Jody D do you happen to know know that if we provide transportation from [1:00:58] southvw to the high school I'd assume yes but maybe not we don't okay so it's [1:01:04] really parent specific okay that's good to know because that if we're seeing that that's [1:01:10] a [1:01:16] barrier okay okay okay well thank you for that [1:01:22] and maybe yeah thank you Jody so okay those were my [1:01:28] questions thank you um moving on to um [1:01:33] Student Assignment to teachers during um or Student Assignment to teachers which [1:01:39] is policy [1:01:44] 619 yes so this may be one of the shortest policies um that we have um [1:01:52] this was reviewed by principles and the ch that was that is being recommended for [1:01:59] this policy is regarding requests made for specific [1:02:05] teachers um as principes reviewed this document that is um something that they [1:02:11] felt pretty strongly about including that we would not um accommodate [1:02:16] specific teacher requests for a a variety of reasons and so beyond that [1:02:22] language change there are no other substan changes any questions just a [1:02:31] clarification so in current practice given that that one sentence is not in policy today our practice has been not [1:02:38] to accommodate that but now we're explicitly putting it in policy I just want to be clear about that okay thank [1:02:48] you okay thank you and then um I'm going to move on to 617 which is about class [1:02:54] size and Staffing and this I believe um is a combination of assistant [1:03:02] superintendent uh sorry Swenson and um sorry joke yeah executive director [1:03:11] Sonia sailor it's too many people in too many different orders [1:03:18] so yeah [1:03:25] um chair gabler Dr Stanley members of the school board um assistant superintendent Nate [1:03:33] Swinson and I have reviewed policy 617 class siiz guidelines and teacher [1:03:38] Staffing and are here tonight to um make some suggestions for some proposed [1:03:43] modifications to this policy the um proposed modifications we're making are [1:03:51] not very few substantive in nature um largely made to Aid the reader in align [1:03:58] with our current practices within the school district um for example in [1:04:04] section two general statement of policy we are suggesting that the first line be [1:04:11] stricken which is also came as a a conversation by um director allenburg [1:04:18] during our policy committee meeting which specifically talks about the procedures the Staffing procedures being [1:04:25] established by the school board um the procedures are actually established by [1:04:30] superintendent Stanley HR Finance our building leaders um but they our [1:04:36] procedures are based on the class siiz guidelines which are of course [1:04:42] established by the school board um so that was [1:04:48] one uh one change to align with our current practices we're also suggesting [1:04:54] that the non the definition section section three the non-resident upper limit that definition be removed as that [1:05:02] is not contained that language is not contained anywhere within the policy um and then finally we are [1:05:10] proposing that an appendix be added to this policy [1:05:16] specifically to be Aid the reader in our community to find easily find our class [1:05:23] siiz guidelines um as you know every fall assistant [1:05:29] superintendent swensson brings an enrollment and class size report um to [1:05:34] the board however if you don't hit exactly that day looking back into the archives each year it can be hard to [1:05:42] find those class class siiz guidelines um just on a you know the other 11 [1:05:47] months of the year and so we're proposing that we add add those guidelines as an appendix just to Aid [1:05:54] our readers um and really just for transparency um so with that said are [1:06:01] there any questions board members are there questions director gabler yes uh I have [1:06:09] a curiosity question and then I wanted to really thank you and the policy [1:06:14] committee for adding that appendix exactly how you described it that is a question we will get about class sizes [1:06:20] and I'm always like what board meeting was that because it's not easy to find it's not on our way website and so I [1:06:27] really appreciate the team adding that um even for our purposes too so uh [1:06:33] thanks for that and then my question was around the I'm curious around the word [1:06:41] teacher Staffing in the policy so that's been added because as I was reading it [1:06:46] it fits in most places but then I was thinking well it used to say Staffing [1:06:51] which in my mind I'm thinking okay like Paris support how do we decide when to add um Paras support in C certain situations [1:06:59] and what trip me up is under the general statement of policy the second paragraph [1:07:04] class size and teacher Staffing may vary depending on the subject being taught objectives to be learned okay great [1:07:10] approach of the instruction great age or need of the students being taught so like for example in CP or in [1:07:18] kindergarten they also have additional like a instructional [1:07:24] assistant I think they're referred to and so I that's what tripped me up but in general is it can you talk why that [1:07:32] word teacher was added versus just leaving it as Staffing well because um so so the recommendation to add the word [1:07:39] teacher is because everything in this policy really surrounds teacher Staffing but you're absolutely correct chair gaer [1:07:46] that there are we do have Paris pray professional support within our kindergarten classrooms we also have [1:07:53] pair of professional support within our continu progress our CP classrooms specifically because um of the fact that [1:08:01] our we have multi-age students and and higher class sizes as shown in the [1:08:06] appendix as well that um our multi-age classrooms tend to run a little bit [1:08:11] higher than our neighborhood classrooms as well and so when reading through the [1:08:17] policy it just was clear that it was um really all about teacher Staffing so it [1:08:23] seemed like it would just Aid the reader to understand that that's really what is being discussed in this particular [1:08:31] policy okay that makes sense to me and we don't necessarily have when it comes [1:08:37] to I'm assuming most of our Paris support is student specific the vast majority of our Paris [1:08:45] support is student specific and and um through our special or students Support [1:08:50] Services Program okay um yes other than kindergarten and and our CP classrooms [1:08:57] really um there isn't added pair support in most of our classrooms okay that [1:09:03] makes sense so thanks for for explaining that are there other questions or [1:09:09] comments about this policy okay thank you both thank you [1:09:16] assistant superintendent Swinson I don't have you down for any more policies to review but am I incorrect about that uh [1:09:25] remsing and I shared policy 632 well then we're going to move okay if we do [1:09:31] that one to that one policy 632 I don't know oh there we go um and [1:09:38] we're going to welcome director of student support um Jody remsing to review this policy with us so policy 632 is about chemical use [1:09:47] and abuse and just to begin it was reviewed by principles APS Health [1:09:53] Services Emergency Management R um for the most part changes were largely [1:10:00] around language um cleanup and more importantly making sure that the [1:10:05] language aligned with what our current practices are so in a couple of spots you will see language that has been [1:10:13] struck that is language that just didn't align with what our current practices were are excuse [1:10:21] me are there questions about this policy oh I'm sorry go ahead director [1:10:26] remsing I'll see if you have any questions [1:10:34] I okay all right I have you up for one other policy which was um [1:10:41] policy which was the change you made basically for me um which was um 521 the [1:10:48] student disability non-discrimination um under Section 504 and um that was added um because of [1:10:56] the conversation that we had um making sure that parents and community members [1:11:01] could find that there is policy that we have around 504 plans and so that was [1:11:07] changed um nothing in the policy has changed but that title has changed director Gaper yes I had a [1:11:15] question about that um hold on let me find my question sheet um so I was wondering because of that [1:11:24] conversation because it now has kind of two purposes where it's student non-discrimination anybody that has an [1:11:30] IEP or a 504 but then it ends up being I believe our District's only policy that [1:11:37] talks about 504 right yes so it kind of serves two dual purposes right yeah it [1:11:44] just it talks about the non-discrimination um protections that are in place under Section 504 and [1:11:49] you're absolutely right those protections also apply to students on IEPs as well and I would was wondering [1:11:57] um if from a user standpoint if it would be helpful for [1:12:04] any parents because it does talk about um who is protected under the 504 if we [1:12:13] and this would be your decision but um if we would ever want to link this policy to our 504 page um or because it [1:12:20] talks about it's the responsibility to identify and evaluate what their rights are [1:12:26] um and I think yeah coordinator persons who have questions you know this is who [1:12:31] you would reach out for so that was just something as we were thinking about making it more user friendly um because [1:12:37] it is hard to find information about 504s yeah I think that's a great idea to be able to link it to our page for [1:12:44] additional information okay thank you yeah any other questions or comments [1:12:51] about this one okay thank you director reming um I'm to move on to policy 604 [1:12:57] which is grade level configuration and invite of director of teaching and learning jod D St [1:13:10] Hubert thank you director allenburg um policy 504 with grade level [1:13:16] configuration just has a couple of updates to it the first is in section three grade level organization and there [1:13:22] was just a little bit added to both 1 and two um as definitions that align with msba policy and then I just wanted [1:13:29] to note in um section three as well under D um we made the update making [1:13:35] sure that Countryside Elementary School the Dual Spanish Immersion was reflected as a choice program and noted when the [1:13:42] continuous progress program on Countryside would be um phasing out um [1:13:48] otherwise just a a little bit of um editing and cross referencing [1:13:55] things that were added are there any questions and uh director DC Hubert can you speak to why we deleted to the [1:14:03] enrollment section yes I can thank you for pointing that out um so we also [1:14:08] noted in the whole entire enrollment section that this policy that that really aligns more with the enrollment [1:14:13] policy and that this Pol it did not align with this policy so all of that information is captured within [1:14:19] enrollment information and and um we just wanted to make sure that the purpose of this policy stayed true to [1:14:25] the information within it board members do you have questions [1:14:30] about policy 604 okay thank you Director D St Hubert [1:14:37] thank you and last but not least director of Community Education and strategic Partnerships um and Marie [1:14:44] Leland I apologize for not knowing that you were doing this policy we're going [1:14:50] to talk about policy 623 which is summer school instruction [1:14:57] no problem thank you so much um chair gabler uh School Board directors and [1:15:04] superintendent Stanley Dr Stanley uh this 623 is a summation of all of the [1:15:12] various programming that we offer in the summer uh some of it is credit recovery at the high school uh some of it is also [1:15:20] extended school year um which is our special education programming and our [1:15:25] targeted Services programming um for our elementary students so just in overview [1:15:32] uh uh changes were made to really just [1:15:37] shorten and make this more concise uh put it in more practical terms of how we [1:15:42] are working through um the programming that we offer in the summer and some of [1:15:50] the uh instructional pieces and um program program components I should [1:15:59] say uh school board members do you have any questions uh about this policy policy [1:16:08] 623 okay thank you director Leland um thank you board members for reviewing [1:16:13] all of these policies and also especially our Administration um it's quite a few policies that we went through this month so I appreciate [1:16:20] everyone's work on those thank you yes thank you policy committee you've been busy [1:16:26] uh all right we will now move on to our uh action part of our meeting do I have [1:16:32] a motion to approve the proposed 2024 2026 collective bargaining agreement between Independent School District 273 [1:16:39] and the service employees International Union Local 284 representing building grounds and maintenance employees so [1:16:47] moved is there a second second all right we have Executive Director of Human Resources Sonia sailor and Director of [1:16:54] Finance Ander wood with us tonight to present this contract with us to us thank you chair [1:17:01] gayler Dr Stanley members of the school board um director Woodard and I are pleased to announce um that our service [1:17:08] employees International Union Local 284 um buildings grounds and maintenance [1:17:14] employees have ratified a tenative agreement that is before you this evening for a new 2-year collective [1:17:20] bargaining agreement effec of July 1 2024 and extending through June 30th of [1:17:27] 2026 um members of this bargaining unit include our District's custodians there [1:17:33] our custodial Specialists our night leads our grounds Keepers and our building repair [1:17:39] employees um our negotiation teams worked well together worked collaboratively [1:17:45] and um uh ended with a result that both values the important work that they do [1:17:51] in our school district perform each and every day in our school district and the school board's Financial parameters [1:17:57] financial highlights of the proposed agreement include step advancement for elgible employees in both years of the [1:18:05] agreement um a 7% hourly wage increase in the first year and a 2.8% increase in [1:18:11] the second year there's an increase to the school district's monthly contribution towards health insurance [1:18:18] beginning January 1 2025 um the increase will be $735 [1:18:25] for single plans 2460 for single plus one plans and [1:18:30] 2543 for family plans an increase of $17 per month to the monthly de differential [1:18:38] for employees who hold first class boiler licenses and a $27 per month [1:18:44] increase for holders of the chief boiler license and then there was a change to [1:18:49] the years of service requirement for earning and vacation which will enable our cust employees to access leave [1:18:56] earlier in their careers with our school district the two-year total package for this proposed agreement is [1:19:04] 9,431 256 which represents an increase of $698,500 [1:19:25] and as a result we seek your approval for the agreement board members do you have any [1:19:31] questions about this agreement Dr Birman um I just have one [1:19:36] um the average tenure of people in this particular Marketing Group has it been [1:19:42] pretty stable it's not a a group that we see a lot of turnover in or is it something that we have a higher level of [1:19:48] turnover in at this point um the since we have since we've become [1:19:56] more competitive with our wages we've definitely um slowed down drastically in [1:20:01] our turnover with this unit because um the custodial staff you know there's always some turnover within the [1:20:07] custodial staff but it is not significant at this point and our [1:20:12] building repair staff our night lead staff um uh actually we have a lot of [1:20:18] Staff members with with an extended tenure in our school district excellent thank you [1:20:28] all right we will now vote to approve the proposed 2024 2026 collective bargaining agreement between Independent [1:20:34] School District 273 and the service employees International Union Local 284 [1:20:40] representing building grounds and maintenance employees all those in favor say I I any [1:20:46] opposed all right the proposed 2426 collective bargaining agreement uh is [1:20:52] approved and I want to thank you both for your work on this and I also want to thank the uh buildings grounds and [1:20:58] maintenance employees that serve our district so well um we are really fortunate to have such a top-notch crew [1:21:05] so please pass that along to them from the the board thanks all right do I have a motion to [1:21:11] approve policies 514 520 and 526 so moved is there a second second [1:21:19] policy chair Ellenberg is there anything you want to mention about these policies um no these were reviewed by the board [1:21:25] last month um as discussion items and that there have been no changes to them um they policy 514 which is bullying [1:21:32] prohibition 520 student surveys and 526 which is student hazing [1:21:39] prohibition um are there questions about any of the policies um or comments before they're voted [1:21:47] on okay all those in favor of approving policies 514 520 and 52 6 say I I anyone [1:21:57] opposed policies 514 520 and 526 are approved do I have a motion to approve [1:22:04] the mutual termination of employment agreement between Adina public schools and Dr Stacy Stanley so moved is there a [1:22:10] second second Vice chair elenberg Would You Walk us through this agreement and [1:22:15] kind of the background around it sure um for the community and board members um [1:22:22] and anyone that's watching I was just going to walk us through um how we got here and make sure there are no [1:22:28] misconceptions about this agreement um or just clarify exactly what's going on so just as a reminder um on December 5th [1:22:36] um St Paul Public Schools announced that Dr Stanley was going to be a finalist for the role of superintendent [1:22:42] um I probably thought she was going to be chosen just because I know how talented she is but um on December 19th [1:22:51] um St Paul public schools named her as their choice for superintendent pending contract negot negotiations um at that [1:22:57] point um the board sent a communication to the community um regarding this and [1:23:03] then around the middle of January um um Dr Stanley had informed the governance committee um that she was working with [1:23:10] St Paul um with her contracts and that she would be seeking an end date around the middle of April and um when we were [1:23:17] the governance committee was given this information um we took this information to the board at the January 20th work [1:23:24] session the board and Community um and we presented the board and Community with a plan to hire an interim [1:23:29] superintendent um to start around the middle of April um which was um the date [1:23:35] the around the date that Dr Stanley had mentioned I'm being interested in leaving and then would continue through [1:23:40] the end of the 2025 2026 school year um at this January 20th work session we [1:23:47] discussed that the governance committee would be working on a mutual termination agreement with Dr Stanley and that [1:23:52] ideally it would be brought to this work session for the board to vote on um I'd [1:23:58] like to address why it's a mutual termination agreement and then the timing of the mutual termination [1:24:04] agreements um the reason the board and Dr Stanley are entering into a mutual termination agreement is because Dr [1:24:11] Stanley is leaving her contract with the dant public school early and in her current contract it states that she can [1:24:17] leave her contract early through a mutual termination agreement um B Bas in [1:24:23] layman's terms legal ease for leaving a contract early so I want to make sure [1:24:28] that people understand sometimes you hear the word termination it sounds confusing or more than what it is and [1:24:34] it's simply an agreement that we're working together to agree on a date and [1:24:40] that she will be leaving her contract early so I want to make sure everyone understands what we're voting on tonight [1:24:47] um and then the date of April 18th has been mutually agreed upon by Dr Stanley [1:24:53] and the governance committee and we're asking for approval from the full board and this um this date was um the [1:25:01] expressed desire of Dr Stanley to leave in the middle of April and then the date of the 18th gives the board plenty of [1:25:08] time to hire an interim superintendent and also time for there to be overlap between the interim superintendent and [1:25:14] Dr Stanley for transitional purposes um this also gives the interim superintendent some time to get up to [1:25:20] speed on our district before summer planning for the 2025 2026 school year [1:25:27] um I can I empathize with our fellow board members because I know it's hard [1:25:33] to see a contract not be involved in everything that's going on behind the scenes um so I just wanted to first of [1:25:40] all acknowledge that um but reassure you that if there's trepid trepidation about [1:25:46] voting on this or the date that's on there [Music] um from a hiring process perspective [1:25:54] um without this agreement in place and without a transition date locked in place it makes it very difficult to [1:26:01] publicize a job at a job description and attract individuals to send their resume to us without actually having a [1:26:09] termination agreement in place and a tangible date that someone's going to start especially since we're asking [1:26:15] people to send publicly available data um it's a challenging situation and it's [1:26:22] a chicken and egg sort of situation where it's really hard to navigate this [1:26:27] and so this is the be this is the best of a challenging process um that I just want [1:26:35] to make clear for everybody um and then I also wanted to assure people [1:26:42] that the governance team is confident based on the number of inquiries we've received from qualified end talented [1:26:49] individuals that we will not have an issue hiring an interim and a permanent [1:26:54] superintendent um I would like to address Dr Stanley and tell you that this MTA is a Bittersweet agenda item [1:27:02] for me um I have much admiration and thanks to you for the work you've done [1:27:08] for a district um and I just wanted to say that [1:27:13] so with that long background information um the governance team wanted to make [1:27:19] sure that we addressed questions or concerns board members had um before we vote on [1:27:26] this board members director Birman um the one thing that I didn't see in the [1:27:32] agreement was anything that that explicitly calls out an expectation of the transition plan um for before Dr [1:27:40] stanle as as our current superintendent and the interim person that we would then hire that what is the process what [1:27:45] is the timing and what is the obligation in order to be part of that release what is actually going to take place in doing [1:27:52] that it's not that I don't doubt that that will happen it's more of I'm not thinking about Dr Stanley at this time [1:27:58] I'm thinking about for anything we do in the future that getting out of a contract there's a certain obligation to [1:28:04] do certain kind of things in order to make that happen so that EPS gets what it needs in order to move forward so if [1:28:10] that's something that's already been discussed but it's not in the agreement I just need a kind of a thumbs up from [1:28:15] the people that are participating that you've covered that part if that's not been covered then I to to assuage any [1:28:21] concerns that I have is that I want to make sure that when we get an interim person that there's enough time between [1:28:27] that interim person and Dr Sing saw all the institutional knowledge there's a smooth transition um from that [1:28:32] standpoint that's not in this agreement and that bothers me um so I don't I'm [1:28:38] not explicitly asking for something here but I just want to make sure that's a covered base so if anyone could assuage [1:28:44] my concerns around that I would appreciate it do you want me to answer that or um [1:28:51] that absolutely has been talked about and it was talked about with Trevor who's legal counsel that is a [1:28:56] non-standard part of any superintendent contract and a mutual termination [1:29:01] agreement that um he highly recommended that that is not put in there so it's [1:29:09] absolutely been a part of discussions acknowledgement that transition planning is important the sharing of um [1:29:16] information um but it's these Agreements are the key is the making sure that um [1:29:28] we're that the con it's it's about the contract the date and um and as a board [1:29:36] or Team on the back end making sure that we're holding um Dr Stanley and [1:29:41] ourselves accountable for transition planning he's like you run a real risk of getting tied up in semantics [1:29:50] over what does it mean to do Y and Z and things like that and he he just [1:29:56] recommended I wouldn't even try to go there with this type of agreement or [1:30:02] when you are actually negotiating for a superintendent contract that that's not part of that plan now in the future if [1:30:09] we do want to have that I I think we can entertain discussions about that but that was just the advice given us to [1:30:14] from legal council that's fine and again I'm I'm I'm not looking to have like a uh a you know a long dissertation of [1:30:22] what those things were I think it's more of you know the protection for EPS is making sure that the talent that we have [1:30:27] that is leaving that we're making sure that we have the ability to extract the information that's necessary in order to [1:30:34] keep it moving forward now that we're going to have that so I just wanted to be on record to say that's a critical [1:30:40] element and I have all the faith and trust in Dr sty that she's not going to leave us in the Lurch and so and so forth but I just want to make sure you [1:30:46] heard from me that that's critically critical from my standpoint and if you're telling me that the governance commit because you have more information [1:30:52] on the process than I do which is what you've acknowledged earlier that we are comfortable with that we're going to get [1:30:57] an inim person that the that the the transition time from when we hire a new interim person before April 18th there [1:31:05] will be sufficient amount of time and availability that will get that s of transition to be made and if both of you [1:31:12] or all of you are saying yes we're good with that then I'm good I just wanted to make sure I I I got that base cover is [1:31:19] there any reason that I should believe that it won't be done [1:31:25] I would say no I would say no it's um you know under performance of Duties in the MTA um I would feel that that's part [1:31:32] of the um under the performance of Duties clause in that provision so okay does do you see have any issues [1:31:38] with that Dr Stanley no and we've we've been talking [1:31:43] about Transitions and what that would look like we actually talk about that during our agenda setting time and you [1:31:51] know what I will say I really appreciate Michael bringing that up um I love Edina [1:31:57] and I'm going to make certain that Edina is left in the best place that it can [1:32:02] possibly be so that the next leader interim leader and then permanent leader [1:32:08] is in the position to just continue the great work of our strategic plan and to [1:32:14] ascertain that um my cabinet is well positioned as well yeah I mean and again [1:32:19] I was suggesting that that was in doubt I just want to make sure when I look at a legal contract I just hope that's what [1:32:24] I'm used to in terms of my profession and so on so forth looking at that so I appreciate that and then I think I would [1:32:29] just Echo what what um Erica said in terms of I know that you're leaving us [1:32:35] is to is not meant to be hurtful to us or to whatever you want to leave your legacy here at edine which is a [1:32:41] wonderful Legacy in the best hands possible and that you're committed to that so again anyone in the community [1:32:47] who has questions about this and so on and so forth there's no doubt from my mind about what that's going to be um [1:32:53] and we want to make this transition as as perfectly as smooth possible so you can start your new Endeavor in the best [1:32:58] frame of mind uh to go from that standpoint so hopefully with the cabinet what we do from the governance committee on the interim uh Su hire will get there [1:33:06] um it's just sort of it is a little bit Bittersweet that we know that we're going to be here we knew we were talking about this but I just want to make sure [1:33:12] we covered that so thank [1:33:18] you Cheryl um I just wanted to say uh director ber I appreciate you walking [1:33:25] through the timeline because when I was looking at this item on the agenda I was [1:33:30] a little concerned about the order of operations knowing that we're locking into the April 18th date um which I have [1:33:38] confidence will be fine but before we have an interim person in place and not [1:33:43] sitting on the governance committee I don't know what's happening behind the scenes um so that's a little difficult [1:33:49] and I'm not a person who enjoys uncertainty um when it comes to you know major decisions um but I appreciate [1:33:57] knowing that there is a strategic reason that could be advantageous to us in finding an interim superintendent voting [1:34:05] on this in this order because it feels backwards to me but [1:34:10] it makes sense legally apparently yeah thank you for acknowledging that [1:34:16] director Barry and it is it is super challenging and these are one of those times where I absolutely respect open [1:34:23] meeting law and why we have it but it makes it really really hard as a group of seven to have three people know a lot [1:34:30] more detail and it's um especially for things [1:34:36] contractually um that when we end up hiring an interim and a superintendent it will be a very similar uneasy feeling [1:34:43] because there is um limited time that you have and those traditionally come as [1:34:50] just action items and it's such a large decis decision that we're making for and [1:34:55] pivotal decision for the district and being a board member where when you're being asked to vote on something where [1:35:02] you don't have all the background and don't know all the steps um that's why I wanted to acknowledge the unease and [1:35:08] walk through as many steps as possible and explain as much as possible what was [1:35:13] in it so I appreciate that thank you and just to make a point of clarification for anyone who's paying attention that's [1:35:20] built in for the fact that we all can't be talking about it outside of a meeting [1:35:25] that because of open meeting law that we're not aable to have more than three people involved with those processes I [1:35:31] think that's important even though most people have heard us say that before it's important that that's why that's happening and it is [1:35:41] uncomfortable all right any other questions all right I want to thank you for those questions um and uh Vice chair [1:35:48] Ellenberg thank you for walking us through that process and giving the background that was helpful all right we [1:35:54] will now vote to approve the mutual termination of employment agreement between Edina Public Schools and Dr Stacy Stanley all those in favor say I I [1:36:02] any opposed the mutual termination of employment agreement between Ed public schools and Dr Stacy Stanley is [1:36:10] approved all right um do board members have any leadership or committee [1:36:17] updates I think I would just uh tell everyone that I'm going to District 287 South Education Center in Richfield [1:36:23] tomorrow for the get on the bus um this is something that's scheduled periodically throughout the year um I'll [1:36:29] make sure you guys know about the other ones that are coming up as well um what's great about the south education center is that we end up having actually [1:36:35] quite a few um Edina students that are actually going to school at the South education center um and they do a great [1:36:41] program there and so I'm looking forward to seeing the updates tomorrow so thank [1:36:48] you I have oh go ahead Dan um we had we had a Lac breakfast um since the last [1:36:54] meeting that went very well um we had I think our highest attendee count um this [1:37:00] since I've been a part of it and so um we were excited for the engagement of the community as well as the legislators [1:37:06] our next event is going to be in March when we have our day at the capital um assuming everything falls into place by [1:37:12] then um but so we will continue our efforts to try to advance our platform but thank you for everybody in the community that took the time to attend [1:37:19] do we know what day day of the capital day at the capital is yes March 24th I think you're [1:37:31] right March 24th yes March 24th Monday okay I want [1:37:38] to thank the Lac committee it was a great breakfast well attended um engaging conversation so I had two [1:37:46] updates uh as director allenberg spoke about just as an update on the [1:37:52] superintendent search process from a timing standpoint uh the job posting including the leadership profile uh that [1:37:58] the board has worked on based on the feedback that or the governance committee has worked on based on the feedback that the entire board gave us [1:38:06] is set to be posted this Wednesday and uh it that posting will be on our District's website as well as on the [1:38:14] Minnesota School Board Association website uh that uh application will stay [1:38:19] open until Friday February 21st after which time the governance [1:38:25] committee will narrow down the applicant pool to a finalist or finalists based on [1:38:30] the feedback that was given to us at the January 21st work session and then at [1:38:36] the last week in February is when the board can accept expect to interview the [1:38:41] finalist or finalists um and we will have time to prepare for any interviews at our [1:38:47] February 18th work session and then at our March 3rd board meeting we will set [1:38:52] aside time to to discuss and decide on who the board is interested in hiring for our interim superintendent so that's [1:38:58] a month from today uh Daphne Edwards our communication and marketing director and her small But Mighty team have been [1:39:05] working on a page on our website and a link on our homepage that contains more [1:39:10] information about the search if community members are interested um there will also be links to that part of [1:39:17] the website in the buzz which is the district Communications and then um [1:39:23] we will yeah and so please reach out board members reach out to governance committee members if you have questions [1:39:29] and um community members please check out our superintendent search portion so [1:39:35] just wanted to relay that and if you look at the work session document for the 21st of January you will see a [1:39:41] timeline so we're still trucking along with the same timeline nothing has changed from that so my second comment [1:39:47] tonight I just wanted to take a moment on behalf of the board to mention and pay respect to Willard aola the longtime [1:39:55] Edina hockey coach who passed away on January 20th at the age of 92 um Willard was a fiad teacher at [1:40:03] Southview Junior High which is what it was called at the time and was 's varsity hockey coach from 1958 until [1:40:11] 1991 a whopping 33 years uh during his time as coach he made a tremendous [1:40:18] impact on hundreds possibly thousands of young lives from what I understand he [1:40:24] was a very modest man giving credit to the boys on the ice for the team's success uh the co-author of his [1:40:30] biography said Ike's Humanity was what made him special he was the real deal so [1:40:37] on behalf of Edina Public Schools I wanted to thank Ike for all that he gave to our students and our community but I [1:40:43] also wanted to take this opportunity to thank all of our coaches directors and advisers as well as their families [1:40:50] because it's a lot of week nights and a lot of weekends from their family um for [1:40:55] giving to our students in so many ways and really enriching the indicted Public Schools experience [1:41:02] so all right uh Dr Stanley do you have any updates you'd like to [1:41:08] share do have a couple updates um we are starting our uh enhanced Berg um [1:41:16] Community Tas for process tomorrow evening and I just want to thank the community we had over50 [1:41:24] um interest forms that were submitted and um we will um land with nearly 70 [1:41:31] people that will serve on the committee and um M and I have been been planning for that and we are just really excited [1:41:38] to start that so just thank you to the community for you know what we always see in Idina the Deep interest in [1:41:44] supporting us and supporting the schools um also I would like to share uh the [1:41:50] last time um that we were meeting uh merch shared that we had applied for [1:41:58] a an additional Grant and this grant Al uh for electric busing and this grant [1:42:04] allows us to stack funding so we got the initial Grant um for funding and this [1:42:09] allows us to stack the funding to kind of make up the difference um that we [1:42:14] didn't have with the other Grant and I just want to give a shout out to um Dr [1:42:20] Amry Leland for her amazing grant writing um abilities because we were [1:42:25] awarded that Grant so Bravo Dr [1:42:31] Leeland um the board uh actually approved moving forward with the purchase of the buses contingent upon uh [1:42:39] us receiving that Grant and so um excited to tell the community that and [1:42:45] our project Earth students are so excited to know that we are moving [1:42:50] forward so um was really glad to to share that information with them and then finally um we have new art that is [1:42:57] displayed here in the boardroom and it's from Countryside Highlands and Creek [1:43:02] Valley and showcases a variety of work kindergarteners through fifth graders um [1:43:08] artists such as Roy lynchen Stein and Jen ariani and Andy Warhol were used as [1:43:16] inspiration to explore different art techniques many of the projects also highlight students knowledge of the [1:43:22] elements of art and how lines and shape and color are used in creative ways exploring color theory of complimentary [1:43:29] color monsters and mixing values of blue for the winter Moon help students develop an understanding of these art [1:43:36] Concepts uh through fun and meaningful hands-on experience so um please enjoy [1:43:41] the art here in the boardroom thank you all right do I have [1:43:49] a motion to adjourn our meeting so move second we will vote to adjourn the meeting all [1:43:55] those in favor say I I any opposed the motion is passed and the meeting has [1:44:01] adjourned