[2:58] please be aware there is a light switch over there by that back door and try to avoid it please thank you [3:14] [Music] [3:39] so where do you want the missus [4:15] [Music] from the government class is that why [4:22] you're here come up front and fill in the space in front of us you can sit [4:28] down here yeah yeah not at the table but [4:36] if you sit here we'll give you the microphone to speak later and where are [4:42] you all from Edina high school I know that but what a class that's okay can we [4:50] welcome our students to our board meeting tonight okay [5:14] you guys have the best seat in the house now there's one up here right there [5:35] somebody wants it open one there's like [5:40] three empty seats at least if anybody wants them [5:46] there's Singleton's you'll have to make new friends all right all right welcome [6:06] everybody this is the Monday February 26 regular school board meeting we do have [6:13] a quorum and I call the meeting to order we're gonna start John if you could do a quick flyover of the key items so since [6:22] the last board meeting the board has met on Medina grad you dinah graduation [6:27] competencies had discussion about that and that's gonna translate into a discussion later on around grad [6:34] requirements graduation requirements tonight's meeting we're gonna approve [6:39] the minutes of course and then hear hear from audience members we have a consent agenda with some work at the board and [6:48] primarily working with advisory committees and we'll have a quick presentation to update where we're at [6:55] with safety and security in light of all the tragedy that's happened especially in Florida and the conversation that's [7:00] been happening - let let let all of you don't let the public know that what we're doing with safety and security [7:06] which is always a continuous thing that we work on in schools and reports and discussion doctor smiles is kind of a [7:13] presentation on middle school personalized learning and then we're going to present in a first read to [7:18] start an endtime report and then action follows with capital budget requests and some other things with asbestos removal [7:26] see so with that oh alright thank you very much so the first agenda item is approval of [7:34] the minutes can I get a motion to approve the February 1st 18th February 1st 2018 work session February 1 2018 [7:41] regular meeting and February 12 2018 work session in a second are there any [7:50] changes to the minutes hearing none all those in favor of approving the minutes of the February 1 2018 work session for [7:57] everyone regular meeting in the February 12th work session say aye aye any opposed motion carried next we have [8:04] hearings from members of the audience so we do have a number of people that have signed up tonight so what I'm going to [8:10] do is I'm going to read two names at a time so that the second person knows [8:15] when they're supposed to come up we would request that you follow our policies which means do not make any [8:21] comments about individual teachers board members administrators anybody at all if [8:28] you have questions or concerns about an individual direct those to the attention of the superintendent we ask that you [8:34] keep your comments to three minutes and the other thing is with all these speakers and all these people we would ask to have no applause so that we can [8:41] continue to hear everybody as they come up and so the first two people are first [8:47] will be Amanda Kerr and next will be Ray Douglas and Amanda Kerr has signed up twice so I would request that she keep [8:55] her comments to three minutes for the two items no Amanda Kerr well that'll be [9:04] even quicker to keep it together okay Rey Douglas is first and then after [9:10] ray will be faisal dari welcome yes you [9:24] need to use them alone yes this works [9:33] hello good evening my name is Ray [9:38] Douglas I am a 25 year resident with three children two graduates in one in [9:44] high school first I want to thank the school board for stepping up to serve it is greatly appreciated [9:50] research shows that high-performing schools share common characteristics one is that they do a good job of aligning [9:56] curriculum assessment and standards another is a willingness to intervene quickly where issues and problems arise [10:03] it is in this context I want to talk about that math MCA scores in the high [10:09] school I presented to the board 10 years of MCA math data and the charts provided [10:15] there was also up to 20 years of data on various math tests on the Minnesota Department of Education website much of [10:22] data analysis is focused on detecting patterns of trends in the data and over the past 20 years one trying to stood [10:27] out edina without fail ranks at the top in the state if not number one then [10:33] certainly number two or number three that is until recently in this analysis [10:38] when compared to the top high schools in the metro area 2014 was the first year we dropped out of the top three in 2015 [10:46] and we were ranked ninth in 2016 eighth 2017 13 keep in mind that charter [10:54] schools and private schools are not included in the rankings so all this is [11:00] driven by a 17% decline of proficiency and this is not just noise and the data [11:05] to be particular this decline is statistically significant to seven standard deviations another way of [11:12] putting it the odds of this occurred by chance or one in ten billion I work with data for a living and if this came [11:18] across my desk every thing would come to a screeching halt three other observations in looking at [11:25] the Strand scores underlying the test we can see that he Dinah hold its own in data analysis and probability [11:30] however in algebra it struggles and does poorly in geometry number two [11:37] blaming this on changing demographics won't work white students are leading the decline number three proficiency for [11:46] boys across all demographic groups decline data rate 50% greater than girls in summary is this simply a misalignment [11:54] to the curriculum assessment and standards or is it something more has the administration already intervened [12:00] what is the plan to address this we all deserve answers I [12:05] am a parent who's been largely disengaged over the years and no organization runs well with disengaged [12:12] stakeholders in this regard I am partly to blame this has happened on my watch too I asked the school board that you [12:20] don't let this continue on yours I want to thank you for your efforts the community has high expectations for [12:26] you and needs you to be effective thank you thank you after Faisal Derry will be David Frankel [12:50] welcome thank you good to see you again [12:57] my name is Faisal dari I am a parent of Edina Valley few student eighth grader [13:04] and also I'm a parent for high schooler who recently transferred to a charter [13:09] school I would like first and foremost [13:15] to thank the school board and also I'd like to thank the administration and [13:20] teachers lately public service sometimes seems thankless but we appreciate your [13:25] public service and efforts and time and I'm planning to address you [13:30] middle school MCA math test scores both [13:36] Southview and Valley field I've recently performed a trend analysis of ten years [13:44] for the top 57 high performing schools in our state in 2008 South view was one [13:54] of the best top performing schools in this state today the math MCA test [14:01] scores of South view paints completely a different picture just within the last [14:07] five years South field dropped more than 16 percent in MCA math test scores [14:20] and within the top 57 high performing [14:26] schools Southfield land is on 39th spot [14:33] moreover if you look at each subject most of those South few right below the [14:42] 30th percentile in geometry our site [14:47] South few middle school ranks 47th our 57 top performing schools I have [14:56] provided those data to you to the board prior to this meeting for Fallowfield [15:02] they store is completely different valley field is still in the top five [15:09] performance schools in the state so overall proficient math proficient [15:16] test scores remain strong for Fairfield but when you look at the students that [15:24] are exceeding proficiency level or not and develop you in the top 20% so that's [15:30] an early warning sign so my question here I'm a data guy I'm [15:36] not an indication it you know especially in education my question is that is the [15:41] program for Southview completely different than fan if you understanding [15:47] that the demographics of both schools are completely or somewhat similar 25 percent white student I mean 75 percent [15:53] white students 25 percent minority so and if you look at the area where we're [16:00] scoring the lowest fifteen percent drop was in the white student population in [16:07] South views so it's not minority issue anymore so the question is do we know [16:12] what the problem is causing Southfield first is very few has this been [16:17] addressed it has this been locked away our South field is completely scoring below the level and again I thank you so [16:24] much and I appreciate looking forward to dances thank you after David Franco will [16:31] be sumac Kennedy [16:38] welcome thank you hi my name is david frankel I have two students in the Dinah public school [16:44] system I'd like to start the photo reminder there was an election last fall as you're all aware two incumbents were [16:51] removed from the school board and from what I'm hearing from friends and neighbors the school board is being very [16:56] slow about tackling some difficult issues a couple which isn't discussed here and I think the school board needs [17:02] to be a little more proactive the other issue I mainly came to talk about is [17:07] school safety for me it's a little bit of deja vu I moved here about nine years [17:12] ago from Fairfax County Virginia but 11 years ago was the shootings at Virginia [17:18] Tech which very much mirrored would happen last week in parkland Florida except the death count was double I [17:25] wasn't personally involved with that fortunately but the community was rocked as you can imagine affected everything [17:32] including school security 11 years ago I was pushing in a very similar meeting to [17:37] get some of the security enhancements pushed forward that they were been talking about and doing for years a [17:43] decade ago Fairfax County Virginia implemented what we're trying to implement now ten years [17:49] ago when I first moved here nine years ago but then President of the Dinah [17:54] school board when I asked him about school security said our security is fine we've never had an incident I can [18:02] tell you I do a lot of business with the US military and I go to some very secured military bases they had that [18:08] attitude they have a lot of problems and unfortunately our schools need more security I'm not in favor what we need [18:15] to do but it's the reality of it all I like to I looked through the document [18:21] that was published just this morning and I find it pretty short on details like to point you to a document that was [18:28] created by the Minnesota Department of Public Safety its 147 pages I see a [18:34] three-point powerpoint created by the Dinah public school system but disturbed [18:41] me earlier this year in the beginning the school year is Southview open to students before construction was [18:47] pleated when I called the city benign inspections department they said they were under pressure to open the school [18:53] so I saw men working on construction equipment while students were walking [18:58] within them very dangerous situation also during the construction of the the [19:05] high school crawl Sanderson built an illegal holding pond on the hill behind [19:11] the high school I called the 9 Mile Creek Watershed district and the pond was drained and removed it's extremely [19:18] dangerous to have any legal holding pond above playing fields where children were on and somehow nobody at the school [19:24] seemed to know that was happening I also like to remind the school system because [19:30] the city of Edina was unaware of this tool I have told them Minnesota state law allowed Minnesota OSHA requires [19:36] every organization over 25 people which would include this school system needs to have an employee safety committee and [19:44] they have to they have to meet on a regular basis this is put on the books for about 10 years this is nothing new [19:50] what I'm getting at is he dinah just like Bloomington Public Schools Blake Public Schools have a full-time [19:57] safety security person he Dinah public schools has a whose turn to where they [20:03] had of safety it doesn't work that way there's just too much going on Lakeland Florida the game changer that happened I [20:11] only are being discussed here is the fact that shooter pulled a fire alarm that has never been done in the hundreds [20:17] of school shootings in the United States before they literally set up children via shooting range and it has to be a [20:24] discussion if we really need to have fire drills I don't hear that being done [20:30] the other thing on this document that came out today there's nothing about social media so [20:36] physical security if there was a point just document I was done I'll just read one last thing friend of [20:43] mine works as a in public service as a first responder trainer he has a peg [20:50] lying on his email it says if safety isn't first it doesn't matter what [20:55] second thank you thank you [21:01] the Summa Kennedy and then Tara Tilbury [21:20] welcome well thank you I'm sorry for the [21:29] recipe boys I'm getting over a bad virus anyway hello my name is Zuma Kennedy and [21:37] the current political climate is unmistakeably polarizing and has [21:43] successfully set the agenda for a very conservative media sphere but [21:48] unfortunately it's also influencing our children's education I'm here within [21:54] this context to talk about the English curriculum I'm a mother of two Dinah [22:01] high school students in grades 9 and 11 and levena Dinah so I think I'm well positioned to comment on the education [22:08] to receive at EHS in the recent issue of Zephyrus a very eloquently written piece [22:15] on grade 10 three AP English curriculum brings to light the ongoing controversy [22:21] surrounding the curriculum which is being viewed as heavily focused on colonization and cultural diversity by [22:27] some conservatives the primary reason why we send our children to school is to obtain a well-rounded education a good [22:35] school maximizes the learning experiences of our students schools are [22:41] also expected to include arts music and other enrichment within their curriculum [22:46] research has consistently demonstrated that spending time in enrichment [22:51] activities and courses helped develop broader set of skills and interests in [22:57] our students by including books from varied backgrounds of history genre and [23:03] geography the teachers at Dinah High School are helping students arrange [23:09] their thinking about literature on these very different grids by giving them broad exposure to the study of the past [23:16] I'm not here to defend history but I need but we need to acknowledge that [23:22] history can teach us both good and bad and I believe censoring the past from our children is not in their best [23:28] interest I am in favor of the well-rounded curriculum that great pre-ap english course has to offer and i [23:37] don't think this should be changed based on certain nearsighted viewpoints thank you for your time thank you please no [23:45] applause after tara Tilbury will be liz hi Nikki alright again I would ask not [23:56] to have applause so we can keep going through the speakers hi so sign can you [24:04] hear me okay okay my name is tara Tilbury and i'm the mother of three EPs students ninth sixth and fourth grades [24:11] I'm here today because I'd like to provide some brief feedback to the board on my son's experience in pre AP English [24:18] 9 and also share some concerns I have about the transparency of the forum reviewing the pre AP English time [24:24] curriculum first I just want to share with you how pleased and delighted my [24:30] husband and I have been about the quality of teaching that my son has received so far it is pre AP English [24:35] Thai class sorry we like many families with students at EHS happy close [24:42] attention to the news that's been out there and the criticism of our English department ranging from not enough [24:47] writing and grammar to kind of full-on political indoctrination and so of course we've had a heightened focus this [24:53] year on our son's experience and my son's teacher in the curriculum have been outstanding he's engaged he's fired [25:01] up about learning and I don't know if there's any ninth grade students in here but I in an effort to prove my superior [25:07] grammar skills to my son have taken all of the grammar test quizzes and they are legitimately hard so when my experience [25:15] has been so positive and yet I hear all these concerns about classics and rigor [25:20] and literature Marion literary merit and Lexile ranges I get concerned because [25:25] those words aren't the words that I was used to describe the value that I've [25:31] seen and my son's teaching so far this year in 89 I would [25:36] use words like engagement and critical thought and robust analysis and I don't think I'm an outlier when I [25:43] say that as a parent I believe that there's absolute value in reading works that challenge my son by more than [25:48] numbers and standards but also that challenge him as a person and as an [25:53] independent thinker I read things fall apart in college it changed my life it's Lux I arranged is eight ninety [26:01] right it's not a high Lexile range but it's a book that can change your worldview when I heard about the forum a [26:08] couple weeks ago Hank wired with a mr. Beaton how about joining he's very responsive in the meantime the Zephyrus [26:15] article came out that shared more information about the forum and after reading it and reviewing and doing some [26:21] additional research I just became concerned about transparency I have a rising tenth grader who may be directly [26:29] impacted by this curriculum next year and I have a lot of questions you know [26:34] how did it get started who was chosen how did how do parents find out about it I miss emails I've got kids at three [26:40] schools you know how many emails there are did I miss an email is it open to new members will it make recommendations [26:47] how will others have the opportunity to review and comment um you know this is an issue that's been polarizes it's been [26:54] picked up all over the news the you know articles about our 10th grade curriculum have been in Breitbart and so I really [27:00] encourage the board to work with the administration to ensure full transparency membership criterion [27:07] qualifications scope representation of current past and future students [27:12] I appreciate the additional transparency that we received tonight during the QA I think that's very helpful but I think [27:18] whenever we have these unique or potentially complaint generated curriculum reviews we need to make them [27:24] open and available to all interested parents and students thank you thank you [27:32] after Liz hi Nicki would be Janet Chui I [27:39] apologize if I butcher their pronunciations welcome hi I'm Liz hi [27:45] Nicki I am a parent today Dinah I have three kids at a diner schools I have a junior a sophomore and a sixth grader [27:53] and my kids have had I have to say up in English have been some of the classes that they have really liked in school and they are [28:00] smart curious kids that are engaged and they have had to work really hard in their English classes so um I am here [28:07] thank you for listening I am here to support the English teachers at a Dyna High School and I'm here to support the [28:13] current curriculum that is being taught that combines modern diverse literature with the classics to give them an [28:20] education that will really take them into the future rather than miring them in the past [28:25] my kids I would like to say get more B's than a s on their English papers they're always complaining about having to read [28:31] yet another coming-of-age novel um they hate finding quotes to support their [28:36] thesis their theses which they have to do on a regular basis but they are fantastic writers they are far better [28:43] writers than I was when I finished high school and I grew up in a college town and had a good education I'm really [28:49] proud of of what they've learned in what they're doing stories are a medium that let us see briefly through another person's eyes [28:56] they're really an equally unique way for us to to learn empathy and compassion I [29:02] think it's an invaluable tool and I think it's really important that our kids learn to see through other people's eyes reading stories will help our kids [29:12] move into the future and help be part of a productive peaceful society I believe [29:19] that stories actually make kids come together rather than dividing them as so many people are implying so in summary [29:28] the curriculum it Edina has made my kids aware of the past helped them to understand the present and is letting [29:34] them dream of a future that hopefully we could all get along in in addition [29:40] perhaps rather than blaming the lower test scores on the diverse curriculum why isn't anyone talking about [29:46] technology over the same time period everyone is talking about cell phones have gone into every child's hand from [29:53] preschool through high school kids are spent I I have three kids kids are spending huge amounts of time on their [29:58] phones technology is not a bad thing but it's something that we're all learning to live with together I think people [30:03] should look very carefully at that and that perhaps we should be taking cellphones away from kids at school rather than taking books [30:10] away thank you after Janet will be Mike [30:18] seaman welcome thank you for the [30:31] opportunity to speak as I said my name is Janet Chui [30:36] I have three children two of them adults graduated from Edina high school and I [30:44] have an 11th grader and when I hear about going back to the curriculum can [30:54] you hear me hello can you hear me okay [31:04] so I do have an 11th grader at the high school and as I hear the classics going [31:11] back to the classics I am a proponent of all material being studied students need [31:17] to have critical thinking both the good and the bad we need to study them the classics as far as I'm concerned are a [31:24] little antiquated they are probably racist and all that but that doesn't say [31:29] we should cut them out the children should be exposed to that so they can have critical thinking to think for [31:35] themselves I personally I am attached [31:40] through the book Chinua Achebe things fall apart I read that book in Africa [31:46] along with Charles Dickens hard times and I can tell you those are equally [31:51] important none none of those two books will be considered less or to the other [31:57] and Chinua Achebe is one of the respected writers in the globe so trying [32:05] to undermine that book truly is gross [32:10] injustice so I would ask the board and the curriculum developer to critically [32:17] think through about retaining those books because they are valuable our students are going to be future leaders [32:24] they're going to run the corporations they're going to be on a global stage it is important that they get to be exposed [32:30] to all points of views and if they can they'll be much better leading our [32:36] corporations and dealing with diverse population because we are getting diverse that's just the keys thank you [32:45] for your time thank you after Mike seaman we'll be Pam Balabushka ray [33:06] well it's Mike seaman is my name and it's rather encouraging to see the four [33:14] candidates that I listen to in the forums a couple of times last year so [33:21] congratulations on being here and I'm looking forward to the good things that I hope will occur I suppose when you [33:29] talk about a lot of people introduce who their children are I would guess that my children are actually in K through 12 [33:34] and some of them beyond some of the parents that I of whose children I had are in this room tonight and some of the [33:40] children that I had her in this room I'm a retired teacher I was I retired about three years ago I taught at Highlands [33:45] elementary school for 23 years literature is really what I'm here to [33:50] talk about specifically and whatever that may entail with regards to how decisions are made by administrators by [33:58] teachers hopefully by the school board we know that literature is a bridge it's a bridge that helps us to understand [34:04] other people it helps us understand other cultures other ethnicities and that's what I'm hoping will happen is that as we move forward we'll find a [34:11] balance because I believe a balance is essential is necessary that we do not forget that the most underrepresented [34:17] people in our community our families of color there is in my mind in my opinion [34:23] no doubt about that at all so how do we continue to make sure that we have them [34:28] their needs their stories represented I I think statistics would show that last [34:34] year is the first year in America that 50 percent more than 50 percent of the [34:39] births were people of color in America we know that by 2040 over half of our [34:46] population are going to be people of color so what are we going to do to prepare for that what we can do to prepare our children for that as adults [34:52] what are we going to do to prepare for that I just picked up a book a friend hand it to me last Wednesday's called warriors don't cry Melba Beals is the [35:01] person that wrote that she was one of the nine black children who integrated it helped to integrate Central High [35:08] School in Little Rock Arkansas in 1957 the story is absolutely enthralling its horrifying if you haven't read it [35:15] how to recommend that you do read it it will shock you the treatment that those children and their families had to [35:23] experience for one full year as there was this amazing push back against that [35:28] integrative process as I read it it reminded me of many things that quite frankly are happening today [35:34] in our nation in our community and I would hope that as we move forward with [35:41] regards to decision making and whether it's going to be history curriculum social studies curriculum literature [35:47] oolitic curriculum language arts curriculum that will keep in mind the [35:53] needs of those families books that I loved obviously I just said warriors [35:59] don't cry Donoghue see Coates has some amazing books out between the world and me is [36:05] one of those books Michael Eric Dyson tears we cannot stop is a rather [36:12] incredible book waking up white by Debbie Erving there's another one bury my heart at Wounded Knee by deep brown I [36:18] read many many years ago it's incredible and a good time for the truth by Sun young-shin which includes 16 authors [36:25] from Minnesota which we have some in our community so those are books that I hope [36:30] you might consider and and overall the bigger concept of of addressing equity [36:36] in our community thank you thank you next and Pam you get to be our last [36:44] speaker where are you you are but not least [36:53] welcome I'm you have to hold it really [37:01] close I'm Pamela Balabushka ray I'm a frequent flyer at board meetings so they [37:08] see me coming I'm always ready to share but um a lot of the people who already [37:15] spoke shared sentiments that I was going to and so kind of unlike me I'm going to [37:24] reduce the length of my comments I am [37:30] very concerned about what's happened with the 10th grade PAP language arts [37:38] class I have a ninth grader so she will be headed to this class next year or [37:45] apparently a version of it I don't know if people are aware but classes get [37:53] reviewed on a cycle and the cycle has a schedule this class because of the [38:01] pressure that was put on this district has been moved up in the cycle by years [38:09] and I think we need to as a community ask if that's ok if it's ok for our [38:21] district where we're supposed to have transparency and we're supposed to be [38:27] able to expect what's coming around the corner because of pressure from a group [38:33] of people has that kick to the curb I think it's a serious question [38:39] and while the board does not have control over curriculum process [38:48] procedures policies are under your control so I'm gonna ask that that not [38:56] happen again unless you're willing to change how things are done and let [39:03] the community know that that's what you're doing other people did express a lot of the [39:11] other things that were important to me I do want to say I was speaking to a [39:17] friend and we were talking about the classics and she said whose classics and [39:24] I thought that was such a good point narrowing down our children's exposure [39:30] to American classics is too narrow we need to be thinking on a global level [39:37] for literature in order to prepare them [39:42] to be a part of this world and as a [39:47] mother of a black child I sure as heck want to see him represented in the [39:54] literature that he studies in school so thanks everybody who spoke before I'm [40:01] always amazed at the thoughtfulness of our community so thank you thank you so [40:12] that does it conclude the public comment period again I'm going to remind people that we do have a 6:30 Q&A session the [40:19] last two board meetings this one included we've had people attend we've had a discussion based upon questions [40:26] and so I do invite people to participate in the Q&A if they want what that does [40:31] require is that you submit your question one week in advance to the district it will then be reviewed and if your [40:37] question is selected for discussion then you'll be notified there are certain questions that come up that our subject [40:44] of topics that are don't fit well within the six thirty if you're not selected [40:49] for the six thirty then of course can come to the seven o'clock and so again thank you to all the speakers we do [40:54] appreciate the input we're going to move on to conserve all and preview before you go any further I want to add to the [41:01] community's statements last week was school board recognition week in the mid [41:07] state of Minnesota and on behalf of Edina public schools I would like to publicly thank all of our board members [41:12] for devoting their time and their energy to support quality education our in representing our community they face [41:18] complex challenges and their actions have far-reaching implications they face endless meetings they review and study [41:26] countless reports and they make difficult decisions they provide leadership on district funding academic [41:32] programs in achievement school facilities and many other critical issues and share the common goal providing a positive learning [41:38] environment for all of our students so tonight I'd like to acknowledge and we all should acknowledge the diligent [41:44] service of Eric elenberg Matthew Fox I'm your guard be Ellen Jones on Michelson Sarah passed off and Lenny wall and [41:51] Friedman they're in this challenging an important role we are fortunate very fortunate to have these talented and [41:57] dedicated people working on behalf of our district [Applause] [42:30] all right thank you very much we do appreciate that so I am going to move on the next agenda [42:38] item is the consent agenda are there any items to remove from the consent agenda [42:44] there are none can I get a motion to approve the consent agenda [42:50] all in favor of approving the consent agenda say aye aye any opposed [42:56] motion carries next on the agenda is a presentation by Steve Buettner John can [43:22] you please grab a mic I always got my teacher boys going I think it works [43:28] everybody heard you back there the right and they didn't hear me on the computer though the so for 30 years that I've [43:35] been in education crisis management drills and what we do in emergencies and [43:41] an how do we maintain a secure school system has always been in the work of [43:48] our staff and coming from another district just west of here in - Edina it's no different hearing Dinah has [43:55] wonderful systems in place drills in place and as I entered into this [44:00] position I asked where do we improve and there's always places to improve and you're always thinking unfortunately the [44:07] events that happen in Florida give us more things to think about so we are in [44:12] the process of doing that this year in Edina to think about especially with all the new construction we've had how [44:17] do we look at those buildings differently so one of the things we've done is we're going to train our staff [44:24] and what's called National Incident Management System it's put off by FEMA all of us are as leaders are going to be [44:32] trained at what's called integrated command which means we learn how to partner [44:37] with the site that is that is having the the drill of the crisis and then they [44:44] also integrate with police and fire so we are working with an individual who [44:49] worked in Hopkins his name is Paul McCullough he's retired Bloomington police officer who's trained [44:55] in this he and Edina police and fire have been walking through our buildings [45:01] identifying how we do drills how do we manage crisis how do we keep a secure [45:07] school so tonight what we thought Steve and I would do is give you a quick update on where we're at with security [45:14] the things that kind of the nuts and bolts know that these drills will start taking place soon with within the spring [45:21] and hopefully your students will come home and talk about what what those are all are about so so with that we thought [45:28] we'd give you a quick presentation the nuts and bolts of security and safety so and I'm going to turn it over to Steve [45:34] to delete this part thank you Steve by the way is the administrator overseeing this and but we have a team of people [45:42] including our lead team as well as all the principals and other individuals in the system that worked closely with with [45:48] Steve in this work thank you good evening superintendent Schultz [45:54] board chair Lenny wall and Friedman board members tonight as dr. Shultz said [46:00] I'll be providing an update on the security it is a high level update it is not down in the details because one [46:09] those are constantly evolving into those are those are things that we we keep on [46:14] file we work and we we have on file but we don't necessarily share all the time all that information to all of our [46:20] public but before I begin I just like to say that the coordination of security [46:26] enhancements is probably one of the saddest jobs that I have in this district you see I grew up in the 70s [46:33] when we drilled for tornadoes we drilled for fires and occasionally we drill for [46:41] the Duck and Cover in the Cold War and I never thought in my wildest dreams that [46:46] today I'd be standing here talking about me having to defend our students and our [46:53] staff from an active shooter but though that is sad I want to assure you that [47:01] myself and the district every member of the district take this work very seriously [47:07] and our entire district is committed to ensuring that our students and staff are [47:12] safe while in our care so what as dr. Shultz alluded to are we current we've [47:19] been doing always we have security plans in place we have them at the district [47:27] level at the building level in the classroom here's an example of one of them it's reviewed annually it is [47:33] drilled by our teachers and our students and they're used they usually sit right in the classroom door and all the [47:39] teachers and students are aware of these books at the district level we have a [47:45] large crisis plan that we use annually that it's updated and we also drill on [47:51] tabletop exercises on that we practice these plans throughout the year our [47:59] staff wear their badges at all the time and that's might seem trivial but what that does is differentiate someone who [48:06] should be in the building from someone who shouldn't be in the building it allows us to address and assist those [48:11] people if they should be in our building and allows tutor people who shouldn't be in our building and as a community we [48:19] always try to balance a welcoming learning environment with a secure safe [48:25] environment [48:34] but we also need to change in my business we have a process called [48:40] continual service improvement and much like continual service improvement in technology we're applying that given [48:46] that our changes are happening with the types of emergencies we have as well as [48:51] the new facilities we have I'm going to talk about three areas tonight facilities policies and practices the [49:00] first one of course is our facilities which we all know have changed significantly you'll see when you come [49:06] in that we've created secure entry ways in our building secure entry ways in all of our buildings these entry ways [49:12] consist of double set of doors and a third door that leads to the office these doors can provide program locked [49:20] access and restrict staff and guests so that they're funneled into the office [49:26] the ability to access our building is restricted all exterior doors are locked [49:32] during the school session and school during school hours guests are required to enter through the office where [49:38] they're welcomed and assisted we're upgrading our camera system and indeed [49:43] we have over hundreds of cameras already in our district that are accessible from a computer as well as from a smartphone [49:50] to be able to view video footage at high resolution we're upgrading and adding [49:56] additional door store electronics door system manage these doors are managed by the electronic system and can be [50:03] scheduled alert administration when they're propped open and most importantly be locked down in a case of [50:09] an incident we're upgrading our PA and intercom system in conjunction with construction all of our intercom and PA [50:16] systems are being upgraded so that they are that primary force of mode of [50:21] communication in our buildings we're upgrading our burglar alarm system our [50:27] intrusion system we're ensuring effective and two-way communications [50:32] with our walkie-talkies these are a critical form of communication in the district we have what's called our [50:38] channel one which is an emergency all call channel where there's literally hundreds of these 2-way radios across [50:44] the district and when someone talks on channel one every one who has a radio here's that it ducks [50:50] through any channel they're on so that we can have instant communication in case of emergency we're integrating our [50:57] door management system with our telephone systems so that in a case of a lockdown calls are made to the critical [51:03] people this is an addition to the email alerts and the other audible alerts that happen in the buildings in addition to [51:12] that we're looking at our error efforts of policies we're limiting our guests as [51:17] mentioned previously we're limiting guests access to our building during school hours visitors must sign in to [51:25] the office we are still having welcoming buildings but we allow that visitor to [51:30] come in our office where we can greet them assist them have premiere they're [51:35] provided with a badge and let them into our buildings that whole visitor area is also secured vegetable area that can be [51:42] locked down in case of an issue so there's two forms of security before someone can access our building again [51:49] staff are required to wear their badges we're reviewing and updating our crisis manual on policies as in the past plan [51:57] we review that constantly however this year we stepped up the effort specifically in conjunction with the [52:03] Edina police the Edina fire our security resource officer and local and national [52:09] experts were met with every school school building leader and their safety team to review current technology plans [52:17] neighborhood and traffic issues building and ground and utility issues visitor [52:23] access and control and communication from this work we'll be upgrading them plans building out our plans and [52:30] identifying areas of improvement and as dr. Schultz mentioned we will be establishing clear lines of command and [52:37] communication by most likely adopting the ICS model finally facilities and [52:43] policies are only as good is how well our staff and student know what to do in [52:49] case of emergency and so practice will be critical in our security plans and to [52:56] that end we will be enhancing our merchants response practices to address back [53:02] lockdowns severe weather shelter inside and shelter in place to ensure that [53:09] we're leveraging best practices around the nation we will be working with our our district administration and these [53:16] experts to apply best practice for these scenarios will come up with standards to [53:22] work with out throughout the district and so that our community partners our police and our fire are able to be [53:29] side-by-side in a case of emergency we'll be working with them to ensure [53:34] that they have access and we'll be able to address issues instantaneously when they happen well train and conduct tests [53:41] on our building lockdown systems which are already in place and finally we'll be training with all of our staff have [53:48] you seen and heard many times it has been the action of our teachers and educators that have saved lives in [53:56] emergency situations therefore it's critical that we work to ensure staff [54:01] are always aware and trained of these situations and how to respond in case of [54:08] emergency as you can see a Dinah Public Schools has a long practice of ensuring [54:13] the safety of our students and staff though we hope to never have to see these types of emergencies that have [54:19] kurd in other schools through continual improvement we will adapt and change so that if an emergency occurs our families [54:26] and infrastructures our facilities and infrastructure will be in place our policies will guide us and our community [54:33] partners on how to act and our practice will ensure we all know what to do thank [54:38] you thanks Steve and I'll just add to the board discussion that once we get [54:44] some of the buildings walked through with the new construction that and then [54:50] talk a little bit more about turning those this the safety and security in [54:55] the different directions we'll get a work session which you can get more detail as to what what that's about so [55:01] but wanted to give this to you I would also add a got an email today from the [55:07] state and they're actually putting together a task force to as a result of [55:13] Florida to look at how what support the state and other experts can give us with regards to threat [55:18] assessment so that's one thing the other thing is - they're also as actually as [55:25] for our our facilitator or our consultants name to work with the state [55:30] so I think we're moving in the right direction but it's something that we will always work on as a superintendent it's always something I will always do [55:37] as long as I'm superintendent edina so thank you Steve we appreciate the update in the work we [55:46] are going next to reports and discussion in the first report and discussion is personalized learning middle school [56:02] looks like we didn't have enough seats so Randy you can sit on the floor and [56:11] that would be good so Randy you don't want to sit on the floor up front here [56:33] good evening chair Wallen Friedman superintendent Shultz our school board [56:41] members and our community members we are excited to be sharing some of the work [56:46] that has been happening at the middle school we have a number of staff and and students as we get organized here to [56:52] share some examples of some of the personalization that's occurring at our middle schools the purpose of tonight's [57:00] presentation is really just background information there's no decision or action being requested by the board [57:05] there is a more in-depth written report that was submitted to the board packet as well with additional information and [57:12] I just want to start by saying that personalizing the learning experience for all students is really what great [57:19] teachers do it's not a new concept it's existed for a long long time there are [57:24] specific strategies that are being employed which you'll hear a little bit about this evening but it's really about [57:29] capturing excellent teaching and learning environments and trying to replicate and continue to grow those so [57:37] that all of our students are engaged at a maximum level and are learning as much [57:43] as they possibly can in the time that we have them my name is Randy smalls I'm the director of teaching learning we also have Katie Higgins and Missy Zener [57:50] here this evening from Valley View middle school who will be presenting and we have Makayla Liu and Tricia Pettis [57:56] from Southie middle school and do we have Ryan Carl Brian Carlson is back [58:03] here in the back and Ryan is also presenting and then we have Janie Shaw one of our parents over at South view [58:10] and then we may have a few others that are absolutely able to answer a question I see Sean deadly sitting over there so [58:17] it's gonna be fun as we go here so the purpose again of this evening on our [58:22] second slide is update the school board on the progress of implementing key score strategy from our strategic plan [58:29] if we go back to 2012 I believe is the spring of 2012 the personalized or the [58:34] strategic plan from the school district was formalized as you see it now on the website and one of those core strategies [58:40] that was articulated is that in our district we will work toward personalizing the learning [58:45] means for all of our students this presentation this evening is going to be part of a three-part series I will come [58:52] back next month to talk a little bit about some of the work done at the high school and then will conclude in April [58:57] with some examples in some work that we are moving towards at the elementary school I would also like to kind of [59:05] reintroduce our four personalized learning coaches Missy and Katie from Valley View and and Tricia and Kayla [59:11] from South View and part of the role of our personalized learning coaches really to support teachers to help them see [59:19] examples of better ways to engage students better ways to improve learning [59:25] and they do a lot of coaching they also do a lot of leadership around professional diver development and lead [59:31] staff in those learning opportunities and lastly their great advocate for [59:36] communication with parents with families with community members regarding this [59:42] experience that students are having in the schools so just as an overview when somebody says well what is it what is [59:49] personalized lion-like what does that mean and I know that we've spent several [59:54] years dialing in on the definition of this and trying to get more specific on what exactly is it and we have dialed in [1:00:03] to this core these core three elements that represent what we believe [1:00:10] personalization is any dinah moving forward and and it represents proficiency based progress which is [1:00:15] really about the students understanding which standards they've met and which [1:00:21] ones they have yet to meet it's really about understanding how to demonstrate [1:00:28] my learning so that it can be really clear that I have learned what it is that I need to learn it's not about [1:00:34] checking off all the assignments it's not about getting all the points it's about ensuring that students actually [1:00:41] can demonstrate understanding of those specific standards another core [1:00:47] component is learner profiles and learner profiles is about relationships it's about knowing our learners better [1:00:54] than we ever have but it's not also it's not only about knowing their learning it's also about helping learners get to [1:01:01] know themselves because ultimately they're gonna leave us as sad as we are about that they are going to leave us [1:01:07] and they need anything now don't leave yet it's not but they're going to leave [1:01:14] us and they're going to be leaders okay [1:01:21] you don't wanna miss this okay they're they're going to be leaders of their own learning and they already are [1:01:26] from a young age but as they leave the system they really need to have skills [1:01:31] around knowing how to learn unlearn and relearn throughout their life because their jobs are going to look so [1:01:37] different than jobs in the past and so really establishing strong relationships [1:01:43] with our students and knowing them well and them knowing themselves is a key component and then lastly working [1:01:49] together to build learning paths that are meaningful and engagement for student engaging for students and that [1:01:55] includes helping them in finding ways to access information engage with content [1:02:02] and express learning and we'll hear more about that from our coaches in a second so what's the end goal of all this on [1:02:08] their next slide the end goal is that through this proficiency based progress they're going to show mastery of [1:02:14] standards as stepping stones to these larger competencies these competencies that they have when they leave our Edina [1:02:20] public school system a healthy well-rounded person an innovative thinker and creator globally competent [1:02:27] to tackle the the the opportunities in the world motivated to be a lifelong [1:02:33] learner engaged in what is going on in in citizenship in society and an [1:02:40] effective communicator and collaborator those are all major outcomes of Edina public schools and a proficiency based [1:02:46] progress model will lead to those outcomes with that I'm going to turn it over to Missy and Katie and talk a [1:02:52] little bit more about learner profiles and some of the work they're doing at Bellevue thank you I am Missy's enter [1:02:58] learner profiles are one of the three key components that Randy just explained [1:03:04] and learner achievement and growth refers to the learners standardized test scores we have been using those for [1:03:09] years we do analyze those we look over the we did not meet and then we adjust our [1:03:15] curriculum in that direction however with personalized learning in the last few years we've been having the kids do my snapshot and so they look at [1:03:23] the data themselves I understand I have [1:03:28] a senior at high school right okay [1:03:57] thanks Missy I won't take that personal either okay however now we are involving [1:04:03] our students to explore this data to set their own goals around the standards which is new for us there is so much [1:04:10] more to our learners that we already know than just their test scores and the remaining bullet points learner preferences interests and reflections [1:04:16] and we have the kids look at their preferences and that's do you like lighting do you like the soft music and [1:04:22] of course most middle school students feel like they only can work in groups and they need to have their music on and [1:04:27] a Netflix channel on their device at all times that's how they learn the best so it's our job then to guide them through [1:04:33] that and say well actually there is some music you can listen to and it might be [1:04:39] called classical study music and you might be able to use that if you've already have a mastery of that content [1:04:45] however most people really and so we have to kind of work around a middle [1:04:50] school student to teach them probably what they really need to do versus what they think they need to do and also to assess that on the content that they're [1:04:57] in brand new I'm really good at math science in cells not so much I really [1:05:02] got to focus a little bit differently in that area and then their interest they all have interest we just need to honor what those [1:05:08] interests are and then try to steer our learn our teaching around their interests as well to keep them involved [1:05:14] learner reflections is really big and it's not new but it usually happens at the end of a unit instead we're trying [1:05:20] to get our kids at the middle school to check their engagement about every 8 to 12 minutes [1:05:26] they have to be redirected they have to assess themselves not just at the end of the learning but throughout their [1:05:32] learning as they go along so all of these things must be considered collaboratively to design instructional [1:05:38] pathways for all students now I'd like to pass the mic to my colleague Katie Higgins and a sixth-grade Valley View [1:05:45] middle school student Landon and they will share what a typical day might look like it's our turn I am so excited that [1:05:53] Landon is here to really talk a little bit about his sixth-grade experience I think we're gonna learn more from him [1:05:58] than maybe any of the grown-up teacher talking points so Landon my first [1:06:04] question to you is can you tell these fine folks a little bit about how we use data in our class well we use our data [1:06:12] to show us what we need to work on and kind of what's working best best for us [1:06:18] and how we can improve in our learning and can you take a minute to just talk a [1:06:26] little bit about how we reflect on our learning in class well we reflect by filling out survey [1:06:37] unlike what we did today and how much work we got done so we can know how [1:06:43] that's working for us and if it works well and if we can make a different choice next time that'll work better [1:06:49] thank you those reflections are so helpful not just for our students so that they know if they're hitting [1:06:55] learning targets or not but they're also very helpful for me in my reading colleagues as we plan the lessons going [1:07:02] forward on this next slide you can kind of see some different cut oh sorry those slide you just said on thank you [1:07:08] um we use those student reflections along with formative assessments with [1:07:14] our students and to determine what the next steps are for our classes on a daily basis we might notice that [1:07:20] students need to master some help mastering a particular skill so we can address those next class period by [1:07:27] creating some of these different learning paths that you see on the screen one option is a teacher seminar [1:07:32] in that particular picture it's a picture of an 8th grade math lesson they're learning about angles that's [1:07:39] when you need to do old group instruction to a large group of students or we might need to create an option for a group or a group flex or [1:07:47] a coaching session where our teacher would meet with a smaller group of students who are really targeting a particular skill and sometimes it's kind [1:07:54] of fun to work in our group and to interact and access information that way it works sometimes for students and that [1:08:02] last picture on the end is an individual flex those students are working individually to make edits to a paper [1:08:07] where they're improving or they're justifying how the characterization and a novel leads to the overall idea of the [1:08:16] plot so Landon one more question for you in these fine folks can you talk a [1:08:21] little bit about our last reading unit in the book we read seed folks and can [1:08:26] you talk about how you like to learn and why you like learning that way so in our [1:08:32] last novel the seed folks there was different chapters we had to read and [1:08:37] vocabulary so there were different options that we could do for that so we could do a teaching teacher seminar [1:08:43] where we kind of go over everything with the teacher group flex or you can read [1:08:49] and do the vocab and you can also do that by yourself I like doing that in individual flex because I got to work at [1:08:55] my own pace and kind of get things done [1:09:02] the way I like to do it thank you so [1:09:07] much it was fun to hear how you talked about personalized learning and really that you know yourself as a student [1:09:14] thanks for sharing Oh back to I think we [1:09:25] can just go over this next slide so quickly that I don't really even talk about it because Landon did Harry told [1:09:30] you how he accesses the information engages in it and expresses it [1:09:36] hi I'm Tricia one of the coaches from South View and you heard Missy and Katie [1:09:42] talking about different ways that we customize learning paths and personalized learning allows us to [1:09:48] ensure that all learners are building their capacity to learn we use get data that include to make [1:09:56] informed decisions gives me that include formative and summative assessments teacher observations and learner [1:10:02] reflections to offer support when it's needed to extend the learning when they're ready to go deeper go further [1:10:08] and also to create opportunities for the learner themselves to be driving the [1:10:13] learning doing that perhaps through an inquiry project we're really looking at [1:10:18] each of our learners as a resource that there are that they have something to offer the classroom to and not just the [1:10:24] teacher and the one resource in the room but that they're all resources it's an all collaborative environment where [1:10:30] we're all learning from each other and to illustrate what these customized learning paths could look like we we [1:10:37] think it's best to try to explain with some examples so we're gonna start with Shelby and Greta they're seventh graders [1:10:43] at self you and they're gonna share their experience [1:10:49] hi I'm Greta kara kiss I'm Shelby North wrote we are seventh graders at South u we were asked to share about new [1:10:56] opportunities at South few that fit our needs as a learner this year in science we were able to pace faster because we [1:11:02] showed understanding of the required 30 targets so we took the unit test early then we were able to create our own [1:11:09] research question within the topic of the unit and spend time researching this question instead of continuing to [1:11:16] practice the required learning targets because we already knew them this process we grew as learners by [1:11:22] challenging ourselves and inferring different details about our topic and overall expanding our knowledge of [1:11:27] science another thing we discovered through personalized learning is more about how we learn and what our [1:11:33] strengths are for example Shelby is the more logical partner while I'm more creative we balance each other out with [1:11:41] these characteristics and our differences really help exceed the learning expectations thank you for [1:11:47] listening thank you ladies for that great example [1:11:54] we're gonna also show some get some other examples that include highlighting [1:11:59] some of our amazing new spaces at South few spaces is just one of the way we're [1:12:04] leveraging and rethinking instruction but we're certainly doing this in all of our old spaces as well but this for [1:12:10] example would be where a teacher is creating flex groups based on what they [1:12:16] need during the research process so wherever students are at in the research we this teacher created three different [1:12:24] teachers seminar groups where this is one group of ten and a teacher seminar where the other students are working [1:12:30] collaboratively or independently wherever they are and then they would rotate through teacher seminars in three [1:12:37] different groups and then this would be [1:12:44] an example where students could flex out and work at in an independent flex for [1:12:51] example in our 21st century literacy class we were learning about rhetoric [1:12:57] and we are learning about the locals appeal and so after giving direct instruction and locals appeal and the [1:13:02] terminology and examples learners were then asked to engage in the content and learners have felt that they could go at [1:13:09] a faster pace go deeper chose to flex out so they could work at a faster pace using other resources that included [1:13:16] their device while other learners stayed in the classroom to hear more direct instruction and be led led by the [1:13:22] teacher so these spaces allow students to be flexing out when need be and then we [1:13:29] also have opportunities where learners are in collaborative groups learning from each other just like Shelby and [1:13:36] Greta gave the example of once they met the learning target they were had the opportunity to go deeper and learn from [1:13:43] each other collaboratively we also have other students who just need to process by being able to have a discussion share [1:13:51] ideas and they have an opportunity to work in collaborative groups in health class seventh grade health a good [1:13:56] example is they have learning targets each day they can sit say in class and learn with a teacher as a teacher [1:14:02] directs them through the learning targets or they can go to a flex pace and learning [1:14:08] collaborative groups and they also have a choice and how they take notes if they're doing in mind mapping more spacial more visual or a topic detail [1:14:16] more linear and the kids can tell you why they made the choice they made in [1:14:21] their learning they can tell you it helps me to process with the teacher and a teacher seminar or nope it helps me if [1:14:27] I can work collaboratively and be able to discuss and share so after each [1:14:32] learning experience the learners are reflecting on the choices they made and how they learn best so I'm just kind of [1:14:41] testing yeah okay hi I'm Kayla by the way thank you for letting us share I'm just going to paint two other narratives [1:14:48] for you on these Flex spaces you can bump up just two slides just that's more collaboration and this was an instance [1:14:55] in sixth grade language arts where the teacher wanted to be sure that her learners were really being pushed as [1:15:01] writers and and she was meeting them where they're at in this circumstance what learners did prior to this [1:15:08] particular lesson as they reflected on how they felt about their writing they gave themselves a ranking with a written [1:15:14] rationale for why they gave themselves that ranking and the teacher took those reflections along with her own [1:15:20] observation of kids writing and put them into groups and the kids who were more [1:15:27] advanced and needed to work at a faster pace flexed out we co taught with them they flexed out to another space and we [1:15:34] worked with them we instead of just talking about characterization and the novel we talked about how the [1:15:39] characterization in the novel moves the plot of the story forward and we also did a lot of deep reflection on the [1:15:45] writing process and it was really more targeted small group setting time for [1:15:51] those kids to really be pushed from where they're at also an eighth grade language arts our teachers were working [1:15:58] on writing with kids and what they had the learners do is go back and look at all of the feedback they were given [1:16:04] electronic handwritten feedback from their teachers as well as their own [1:16:09] reflections that they'd been tracking along the way they set a writing goal and then they provided on an exit card [1:16:15] for teachers an area of writing that they wanted more help on and so the [1:16:20] teachers went ahead and set up many seminars for kids to rotate through based on their needs some kids would sit [1:16:26] through two seminars someone sit through one some would sit through three and it [1:16:31] was just based on what their needs were I was writer so to give you a little bit [1:16:36] more of that learner voice we're going to have Mara and just share her experience with personalized learning [1:16:44] okay um hi I'm Martin Fullerton I'm in eighth grade at South View and personalized [1:16:51] learning has really been an experience that engages me and has really taught me [1:16:57] a lot about myself and my learning preferences and I know now that I can [1:17:06] use all of the three options which is teacher seminar collaborative and independent but there are some I guess [1:17:12] criteria that I need to work in all those settings and for like [1:17:18] collaboratively if I want to work with a partner I know that that partner has to move at my pace or it's hard for me to [1:17:23] stay engaged and individually it's really easy for me to do that because I [1:17:29] can work at my own pace which is fairly fast and its really makes it really easy [1:17:34] for me to stay engaged in my learning when I can move faster than maybe a teacher seminar would and just one [1:17:41] example is in science I know that I want to be a space scientist I don't know [1:17:46] exactly what area I want to be but I know that I want to be that and so in [1:17:52] science we were in this energy unit and there was an option for an enriched course and so I took that and at the end [1:18:00] we moved through the normal curriculum in a way shorter amount of time than the [1:18:05] usual class would and when I got done with that I get got to do an independent research study projects and it's the [1:18:13] energy unit and most people were choosing to do things like mechanical [1:18:19] engineering kind of stuff I chose to do a research project on the Sun because [1:18:25] that's really something that I'm interested in and astronomy that's kind of my thing and so it maybe made it [1:18:32] really easy for me to stay and aged and I went above and beyond and I was doing work outside of school because [1:18:38] I was interested in it and not just because it was something that I had to do for school so that's really what personalized [1:18:44] learning does for me and I know it's engaging for other kids because even if [1:18:49] you're not a student who's interested in a certain unit you can choose to be engaged by choosing a topic that [1:18:55] interests you so I think personalized learning is a really good option for all students my [1:19:08] name is Ryan Carlson and I'm the assistant principal at South u and man it is hard to follow the students as these four students really tell what [1:19:15] it's like to be at the middle school each day I'm just gonna briefly talk about some flexible time that we have [1:19:21] built into the middle school day we started this last school year at both middle schools we have intentionally [1:19:27] built in flexible time where learners choose in to what they need and one of [1:19:34] the great parts about this is that that teachers are still a part of this process they're working with students to help give guidance on this and we can [1:19:40] even put up some guardrails meaning we can lack students into a session if they need it but our goal is to create [1:19:46] powerful learners that know what they need so as we started this last year at each of the middle schools we have this [1:19:52] flexible time built in students have a wide array of options to choose whether it is getting some extra support [1:19:58] extending their learner or some enrichment opportunities and that proved very popular with our learners and our [1:20:04] staff last year and as we've gone on to this year we're trying to to find more ways to incorporate and build in this [1:20:10] flexible time as it's been really valuable for our learners hi I'm Jani [1:20:18] Shaw I'm a parent it's also on a mouse of the PTO president and I've been lucky enough to work really closely with [1:20:23] Tricia and Kayla and Ryan and the whole staff there to really understand personalized learning so I'm coming to [1:20:29] as the parents side of it all as parents I think we automatically go first to [1:20:35] those connections that we have to education when we start thinking about it and I know the term personalized [1:20:41] learning can sometimes make people a little bit nervous but if we think back to our connections we're thinking back [1:20:46] to things like in rows or if you had that really forward-thinking teacher you had a [1:20:52] u-shaped there's a little different we're talking about teachers I can remember looking at lessons lesson plans [1:20:58] and they had their book set up for the entire year with the exact pace that everybody was going to go on day to day [1:21:05] to day and really at that time the only personalization I can remember was maybe [1:21:10] you get to choose which book you're going to do your report on there wasn't a lot of opportunity for us to really [1:21:17] shine as much as I think kids are now I think that as a parent I've learned that [1:21:26] I need to let go of these connections I think when I let go of these connections [1:21:31] I can see that first of all nothing is lost and that a whole lot is gained for [1:21:36] my child I think our children are then allowed to find their own voice and [1:21:42] their place in this educational journey which at the end of the day really is showing them with their capacity for [1:21:48] learning is and shows them that they have a capacity to learn outside of the school day which is really what we want [1:21:54] at the end wow I'm not sure what to say [1:22:02] to close that up I want to do a special [1:22:07] thank you to our students Landon Greta Shelby Martin thank you so [1:22:13] much for sharing your story in this learning process that's the vision right [1:22:19] there you describe the vision for what it's really all about it goes so much beyond a test score of course test [1:22:26] scores are important for accountability in school districts and systems and we understand that and growth is important [1:22:33] equally important and more important probably though is the students passion [1:22:38] and interests and motivation and engagement and that is very hard to [1:22:43] grasp so it's hard to measure it's hard to quantify we're working on that idea but it's something that we want to make [1:22:50] sure exists in all of our learners as they move through the system because otherwise we've done them wrong they [1:22:56] leave us and they're not as motivated and not as gauged and and school is is drudgery we have [1:23:03] failed them and it is about redesigning and getting better at the system so that [1:23:09] it is better for kids lastly I will say that on our last slide our we've been [1:23:16] hosting numerous visits from other schools who've wanted to come out and check out what is happening at the [1:23:22] middle school and what are you guys doing and we've been receiving some incredible feedback from schools around [1:23:28] the Metro but we also have staff that are being recognized and asked to present nationally now on some of these [1:23:34] topics and some of the ways of discerning of setting up these learning environments that they are doing in our [1:23:41] middle schools across the system we also are part of local and national [1:23:47] collaborations with schools across the country 47 schools in the Midwest seven [1:23:53] schools nationally are we are partnering with them on trying to continue to improve learning motivation and [1:23:59] engagement we now have a personalized learning leadership design team across [1:24:04] the district representing elementary middle school and high school administration and teachers and part of [1:24:11] that work was recently funded through a human Dacian grant we valued at about ten thousand dollars that our district [1:24:17] received to train some of our leaders on tactics and steps and action steps on how to implement this work lastly I'll [1:24:26] say that we're also reapplying for a multi-million dollar federal grant this summer to support growing this work and [1:24:32] we are partnering with several districts nationally to to accomplish that once [1:24:38] again I want to thank very much our teachers our student presenters our our parents who are here this evening and at [1:24:45] this time open it up for questions that are our teachers and our students would like to answer so at this time if the [1:24:53] board has some questions that you'd like to ask this team thank you so much for [1:24:59] the presentation and it's always wonderful to hear from kids and as a mom that's great to hear from parents as [1:25:04] well their perspective I'm just curious maybe students you can ask answer this [1:25:11] your teachers referred to check your engagement as as often as 8 to 12 [1:25:17] minutes what does that mean to you and if they need help teachers jump in so [1:25:32] checking your engagement really means just if you're tuning out in a teacher [1:25:37] seminar which I know is sometimes a problem for me that I can just take deep [1:25:43] breaths reset my mind and engage more in what I'm learning and maybe try and attach it to something else that I am [1:25:51] interested in and so that's really how I check my learning in a class when things [1:25:57] are happening and I should be paying attention to and that is is this one on [1:26:06] two okay that is a really a goal and it's more than just like checking yourself in or out that is the ultimate [1:26:11] goal you want students to do that but as to help teachers get away from allowing eighty four minutes to pass and [1:26:17] realizing that student didn't do anything that hour or that block and saying why weren't you involved how come [1:26:24] you did it so what's the check sheet that a teacher could be using so I just we addressed this learning target or [1:26:30] this objective give yourselves a rating zero to five are you understanding do you need to redirect do I need to do a [1:26:35] seminar are you not engaged because you've picked up something else to do and so doing a spot check thumbs-up [1:26:42] thumbs-down is a quick way to do it but you want to get more than just I'm here I'm not here I'm understanding what [1:26:47] you're trying to teach me right now does that answer yeah thank you and then I loved how you were talking about kids [1:26:54] kind of checking in on themselves at the end of class and trying to figure out what worked what didn't work did I learn [1:27:02] did I engage do you do that through like [1:27:07] a daily worksheet is it something that they're filling out and then I'm curious because obviously you guys are doing [1:27:14] this how do we replicate that across other classrooms I think a really easy [1:27:21] way that we do it in sixth grade reading anyway is with a simple Google Form students talk about what option they [1:27:28] selected for the day maybe you chose a coaching session and an individual flex and you would do some reflecting on that [1:27:37] did you meet the learning target for today and students would say yes or no but then a follow-up question the one [1:27:44] kind of written question that students would answer was how do you know that you met this or how do you know that you [1:27:50] made a good choice for today and that's I think the most powerful information that I gather as a teacher and the next [1:27:57] class period then a lot of times we start with maybe our norms and our [1:28:03] offerings for the day but we share that data that I pull from the last class with our students here are the options [1:28:09] kids chose last class period here's what people had to say 96% of you say you [1:28:16] were highly engaged in class here are some of the excerpts that you're proving [1:28:22] that to me so that's been really a great conversation starter for class and at [1:28:29] self you and Shelby and Greta I could probably speak to this as well yeah but [1:28:35] we have a framework that we're using and we can share this example with you and it's the whole unit paced out so [1:28:41] kids can see the pacing guide that the teacher would have traditionally set this this pace and then kids can pace faster but at the end of each day is a [1:28:48] column for reflection and every single day at the end of the class they can answer not only and teachers will often [1:28:54] prompt based on the learning tiger for the day so they might add like today I said what is implicit bias and then I [1:29:00] said how did you how did you process best today because they had a chance to write and then talk and then talk and [1:29:07] then write so tell me how do you like to process so it's both they have to reflect both on how they learned but [1:29:12] then what it is they learned on a daily basis and so Greta Shelby do guys do that in your science class so in seventh [1:29:19] grade science and eighth grade social studies in seventh grade language arts in health class in 21st century so more [1:29:25] and more teachers are using this framework and it's becoming like MIT [1:29:30] they're they're doing this and multiple classes wonder we can show you examples of that and then I just had one last [1:29:36] question on that so if you're having a day where they didn't necessarily engage or didn't [1:29:42] connect how do you help them or if you're noticing that maybe not every [1:29:48] student is giving you a really good reflection and maybe you need to help guide them in some of their choices [1:29:53] because they are in middle school after all I'm really glad you asked that question because what a better time than in sixth [1:30:00] grade or seventh grade or eighth grade I consider those conversations opportunities here's an opportunity [1:30:06] where I get to help steer your ship a little bit and I'm sure glad that those [1:30:11] conversations when we maybe need to redirect because a certain option that you chose today didn't work as well as [1:30:17] we had hoped that's an opportunity for me and that child that student to say huh let's make a better choice tomorrow [1:30:24] or it looks like hey I think you might benefit from a little bit more teacher coaching and then let's give that [1:30:30] partner Flex a try again so really what you're talking about is we have opportunities to grow those [1:30:37] lifelong learner skills that all of our kids need I don't just need you to learn [1:30:42] all the ins and outs of being a good sixth grade reader I want you to be a great lifelong learner and that involves [1:30:50] all of those pieces that you're talking about and I'll just piggyback off of that for just a second to say that which [1:30:55] I really we want to make sure that our formative and our summative assessments are clearly aligned with the standards [1:31:01] and the Y is clear to the learner and they understand why they're being asked to practice a particular skill or work [1:31:10] on a particular assignment and so for example if if some learners decide they're going to flex out we have clear norms around the expectation and if they [1:31:18] we're going to check on them and every eight minutes or you know we're bouncing between spaces to check on the learning [1:31:24] and if kids come back and they don't have that formative assessment completed [1:31:30] or started or there's a misstep then we say to them you know what there's [1:31:35] there's a gap here we need you to participate in teacher seminar going forward until there's room for you to [1:31:41] flex out again so I would argue that the time that we spend with learners is much [1:31:47] more purposeful and the why is clear to our kids as far as the expectation and if it's [1:31:52] not Matt how do we get there how do we grow thank you so much can I have a [1:31:58] couple questions or you guys question out um I'd be interested well first of [1:32:04] all thank you all for coming and all your hard work I greatly appreciate them thank you guys for coming as well I [1:32:10] guess from a student and teacher perspective how do you balance students [1:32:17] challenging themselves both from an achievement perspective but also from a [1:32:22] skillset perspective but then also doing [1:32:29] things that they obviously are comfortable in and and already feel does [1:32:35] that question make sense so for example some students might prefer or show [1:32:41] competency in a certain way and want to do that but really they actually need to [1:32:47] work on writing and how do you balance those two things and get them to work on [1:32:53] the things that they might not want to work on well again I think that goes [1:32:59] back to the planning of the formative the the practice the daily work that [1:33:05] we're doing in class and the end goal of the summative and how are we building up to that point and the prior to every [1:33:11] unit the learning target should be clear in kids our goal setting and we're having ongoing meetings with kids where [1:33:17] are you at right now and are you headed toward your goal are you how can what [1:33:24] kinds of research student how can we help you oh I've noticed in your last reflection you've chosen to collaborate the last [1:33:30] five times and I think that's your comfort zone why don't you consider you [1:33:35] know trying another pathway and see how that works for you could you move at a faster pace if you're working independently or do you need to step [1:33:43] back and work with the teacher a little bit more so that that's why that reflection piece is central for them to [1:33:50] have and they become more active participants as opposed to just [1:33:56] compliant going through the motions you want I would just say that that we still all [1:34:02] and we have all this the standard it's like all kids are still gonna write a thesis driven essay they're all still [1:34:08] going to practice these formulas or do this science lab but if they've already met if they're already showing mastery [1:34:15] then we're not going to just have them sit back and but we are saying learning [1:34:21] is Yugi out of your comfort zone so that's where the conferencing and the teacher is ever more important not any less visible or available or less [1:34:29] important I would say the teacher is even more important in a personalized domain environment can I just add from a parent to because [1:34:35] I think I heard a little something else from your Erica that you don't maybe [1:34:40] there's a child who needs to when the options of displaying their proficiency are put forward they may not select the [1:34:47] one that is necessarily the one they need the most work at versus like I'm [1:34:52] gonna write a comic strip for everything to show you a proficiency right so I truly believe that as parents if we [1:34:59] understand what's going on in the school and we understand these options I have these conversations with my son all the [1:35:05] time what did you choose what did you know I asked him he's in the science [1:35:11] class and I asked him you know when you finished up with your depths of knowledge which he knows what the phrase [1:35:17] knowledge means which is amazing when you finished up with the depths of knowledge that you needed what what [1:35:22] option did you pick this time and I've pushed him a couple times and I've actually talked to his teachers to say I [1:35:28] had a conversation with his la teacher to say you know what I think he might need to go in a little bit different [1:35:33] direction on one of these if you can just push him and the teachers are really receptive to that so it's also a [1:35:39] little bit as a parent with us changing our mindset and having those same conversations we'd be having with the [1:35:45] kids if they if their day look like ours did you know 20 years ago it's just changing the questions that we ask them [1:35:52] that's great thank you I have a whole page of questions but I'll spare you and only ask one more so I did like three so [1:36:02] it's okay my question is around technology in the utilization of technology and since students go to a [1:36:11] different class I guess my question is and I would is [1:36:17] there any way to track or it or let's say a student in every single class [1:36:23] decides to I don't know the terminology so I apologize go offer flex time and [1:36:29] they're on their computer off on their own all day is there it would that ever [1:36:35] happen and is there any way to figure out I think that's a fear of a lot of [1:36:41] parents is that doing this will increase technology utilization because if a [1:36:47] student is ahead are they going to be like that's great your head go go onto [1:36:53] the computer and read up on that so how do you I guess a combat that perception [1:36:59] and be is there some way to make sure like okay Johnny you can't be on the [1:37:05] computer for six hours today Erica hi Tracy I'm going to speak as a parent [1:37:11] related to this and I would encourage every board member up here who has a question around that to attend one of [1:37:17] the site visits because what you will see in the site visit is personalized learning in action with these teachers [1:37:24] and frankly there was far less technology being used than what I [1:37:29] expected and that was kind of the resounding one of the resounding AHA from a lot of [1:37:35] parents who went to the visit what I found was teachers were engaging with [1:37:41] kids more one-on-one when they get to [1:37:46] accelerate so let's use an example we've been talking a little bit about science and I'm gonna cue into your other [1:37:51] question too my son is very adept at science he's not [1:37:58] the type of kid who necessarily will push himself so how do we get him to push himself his science teacher [1:38:05] communicated with the parent group by sending out an email explaining what they were gonna be doing and so I don't [1:38:11] know just the board know what depth of knowledge is are you familiar with what that is okay so in this class there are [1:38:18] competencies and standards that are part of depths of knowledge everybody in the class needs to go to level one and level [1:38:26] - that will meet the standards that are expected for a seventh grader in science [1:38:32] at that in that unit what happens is if people are feeling confident with the [1:38:38] material they can opt in to take a test early and so they'll take their tests [1:38:43] early if they show mastery they will then get to move forward and go into [1:38:49] depth of knowledge three and four which are same content same topic but deeper [1:38:55] so an example that my son used recently they did a I might mix this up a little [1:39:01] bit but erosion and weathering type of a concept he's really interested in cars [1:39:07] and so what he chose to do was to assess how weather impacted rust on vehicles [1:39:16] and how to combat that with different scientific compounds and so that was his [1:39:23] depth of knowledge project now he did use the computer for the research [1:39:29] component of that and so and that was I don't know if he used the media center [1:39:34] for the books but I know you use the computer for the research part there is a matrix of questions that helps you [1:39:39] frame up your question and I asked him this before I came here tonight I said how did you come up with your question he said that was the hardest part so [1:39:46] actually getting the child to sit and truly think about this information that [1:39:52] I just learned instead of regurgitating it how could I actually apply it and use that information so I was surprised that [1:39:59] he said that was the hardest part so once he got his question he did the research on it and then he demonstrated [1:40:06] his knowledge by presenting to a group of students and the teacher his results [1:40:13] none of that was on the computer he actually I brought it he's going to be embarrassed if I show this but he drew a [1:40:20] picture you know old-fashioned way and put several options on there about [1:40:28] ceramic coatings and baking soda combinations and wax and all of the different options to address his [1:40:35] question and so where I'm going with this is on your previous question [1:40:40] how do you get kids to do that because in this class there were three opportunities to accelerate to date that [1:40:46] I'm aware of he chose not to do that on the first and the second one it was his teacher emailing the group of parents telling us [1:40:53] that this is what we're doing and if you to ask your kid basically she was asking [1:40:59] us to facilitate a conversation with our student and so in doing so I kind of gave my input that I wanted him to try [1:41:07] this path I also let the teacher know I wanted her to help push him to do that which she did and so because I agree [1:41:15] with you sometimes kids will take the path of least resistance and so the student reflection is [1:41:20] important however I think one of the learnings around personalized learning is the teacher is still at the core [1:41:26] students being motivated and engaged is key but the teacher is the guide and so [1:41:32] that's a key piece and then from a technology standpoint I don't know there's probably a district person who [1:41:37] can talk about what you can track on the computers but I will say most of what I saw for technology use was in the form [1:41:44] of writing so documenting word processing and then also in the form of research so those [1:41:51] were the two pieces but if you go to those site visits you will see it's far more interactive than what I've seen in [1:41:57] a typical classroom [1:42:08] thank you I keep this off so I don't say anything accidentally hi thanks for coming I think one good takeaway as this [1:42:14] is an excellent program and we should always bring kids to the school board meetings the second one is a question I [1:42:20] had was how do you guys think about competition so I love your science interests I'm not sure if you were told [1:42:25] you have to compete with the person next to you that you would have picked the son right you might have had to pick something else so how do how do you [1:42:31] think about how the kids move forward to compete with themselves versus others in this kind of a program sorry then we've [1:42:41] been kind of deep but I'm very competitive as a person so I was curious because I think it's wonderful the [1:42:47] program you put together and I think it provides both options but when you present competition I was just curious [1:42:53] how that's presented so what is what is the bar what is the competitive landscape look like for success well one [1:43:02] thing I think in a traditional classroom most learners are trying to comply with [1:43:11] the teacher expectations how long's this have to be how many do I do how many notes do I need and really we're trying [1:43:18] to change the conversation to say how can you show that you met the standard how are you being challenged how are you [1:43:24] building your capacity to learn you're never done how can you continue to grow [1:43:31] to challenge yourself so as far as competition goes I would say the [1:43:36] competition is to see how I see how far you can go see how much you can learn we do have like history day competitions [1:43:42] and there is some elements of competition for things like that but I think really so much of again [1:43:47] traditional education is dependent on am i meeting the teacher expectations [1:43:53] versus am i understanding and my build it building capacity to learn am I challenging myself and one other option [1:44:00] during our flex time is flex stream which is called flex dream value it's it's stream at South you and it's really [1:44:07] a place for kids to go who are current and doing well in all their classes and they can go and explore and pursue their [1:44:12] passions whether it's related to content and school or something outside of school that they're working on and what they have to do in this learning process [1:44:18] is is pitch their proposal to a group of peers and that group of peers gives them feedback so that they can reach their [1:44:25] personal best or be self-reflective on their learning journey some of those [1:44:31] projects are partner based but many of them are independent and individual hey [1:44:37] man I want to say something to that too so we have a range of learners and some [1:44:44] learners view competition as a good thing others view it as an anxiety provoking [1:44:49] experience and so the way it's always been communicated at least from because [1:44:55] I asked my son about this kind of stuff from his perspective is you do what your personal best is for one person it might [1:45:02] be accelerating every time and really pushing for another it is going to be I [1:45:07] need more intervention and so I need to focus more [1:45:15] on doing teacher seminars when I ask him well do the kids care like you go to a [1:45:20] seminar or collaborative group or independent he said no not really [1:45:27] it's more of a you do what works for you so somehow and I'm not a teacher so I don't know how they're doing it but [1:45:33] they're building a culture of make the choice that's best for you and that choice isn't better or worse than others [1:45:39] but I would say I don't view it as a highly competitive situation in the classroom if anything I view it as [1:45:45] you're competing with yourself for your own personal best at least that's the way my student has explained it to me [1:45:56] could I just add just one really quick thing I'm sorry Ellen before so in a [1:46:01] traditional classroom we would call it norm referenced because you are [1:46:08] competing against other students and you know we're all familiar with kind of the [1:46:14] bell curve of distribution of learning and you're earning points and you're [1:46:19] trying to be at the top of that bell curve but in a proficiency based classroom its criterion reference so [1:46:26] you're really competing against the criteria you're not competing against another learner you are trying to [1:46:31] accomplish that standard and so it really open high-performance and access to all [1:46:37] students and has that actually as an expectation for all students the other [1:46:42] element that I'll add is that in many traditional classrooms it is about compliance and that's an [1:46:49] extrinsic motivation factor and that's important but we also know from the research that intrinsic motivation [1:46:55] factors are equally or more important as well so this is about trying to find a better balance of extrinsic and [1:47:03] intrinsic motivation factors sorry Ellen I'd be curious I know that our [1:47:11] curriculum was I don't know how recent we've gotten books and teacher training [1:47:20] in all of this and I'm just wondering if you could speak to whether the teachers have the the support that they need in [1:47:29] order in terms of curriculum and materials in order to to deal with this [1:47:36] type of practice I will answer that by [1:47:43] saying and it's kind of reassuring to staff I think sometimes that really what we are teaching is not necessarily what [1:47:50] is changing right now but how we go about teaching our standards that's [1:47:57] what's changing for staff to have a different lens about how to provide [1:48:04] opportunities for students to access and engage the whatever our curriculum is [1:48:10] whatever our standards are that that's really what is changing here so I would [1:48:17] say as a staff member we have we have access to everything that we need and if [1:48:23] we don't have access to something I think that teachers feel just fine asking for resources but that isn't I [1:48:33] wouldn't say the main conversation that we're having with staff as we help them and collaborate with them and do some [1:48:38] planning it's really rethinking how we go about the teaching instead of changing what we're teaching so [1:48:47] is there anything that we as a board can provide you to make it easier or more [1:48:54] efficient or to expand what you're doing yeah [1:49:01] what's appropriate to ask for I just [1:49:09] think what I've heard and trainings over and over again is how important it is that all stakeholders are invested [1:49:16] together and the communication lines are open and everybody's transparent which is why we started not only doing site [1:49:22] visits for fellow districts but for our parents as well so that's the biggest [1:49:27] piece is to make sure that the the point of reference people have is accurate and [1:49:34] so helping with communication might be you sitting down with us to go over your page of questions we would love to field [1:49:41] those and to engage with you more frequently in our schools it gets to [1:49:49] piggyback on Lenny's question you know when I hear about this in practice and hear examples from kids and in teachers [1:49:56] it sounds wonderful and then you know I know it's got to be difficult though to [1:50:01] spread this across a k-12 system with teachers at all different points in [1:50:06] their own careers so it's the it's looking for that consistency though for [1:50:12] our students you know when I hear these kids and I you know they're gonna be so [1:50:18] ready to tell that teacher next year how they learn and if they're not in a class where that's being offered in the same [1:50:24] way you know it could it could be difficult but at the same time again as my colleagues have said it it's not an [1:50:31] easy thing I think to just change your your pedagogy overnight so how do you [1:50:39] get I mean how would you share this in a way that is is helpful but also not you [1:50:47] know adding another factor to some of our teachers plates where they may feel already overwhelmed [1:50:54] I think we're in a really unique position being at the middle school [1:51:01] level and we talked about this a little bit at our personalized learning design team and Randi spoke about that team a [1:51:08] little bit earlier it encompasses teachers and administration from to [1:51:13] include early childhood elementary middle school and high school and we the [1:51:20] the four of us get have an opportunity to collaborate but being at the middle school we also have an opportunity to [1:51:26] really be that bridge that connection between our middle school students and the high school and our middle school [1:51:32] students and our fifth graders that are coming in so I think one major thing [1:51:38] that the district specifically our staff Development Committee has done a really good job of doing is making sure [1:51:43] teachers are experiencing personalized learning when we have trainings when we [1:51:50] have professional development so staff are seeing this and experiencing this themselves so that when we try to [1:51:56] implement things with students or when we are using this language as students staff is if they've already had an [1:52:02] experience making a personalized choice on how they want to access information [1:52:08] whether it be a staff unmeaning that sean has designed for us and staff get [1:52:14] lots of different choices to access and engage with all of the different details [1:52:19] and typical meetings that we might need at the beginning of the school year so I [1:52:24] think the more staff get to experience it themselves the better able they will [1:52:30] be to facilitate this type of learning for our students okay go ahead thank you [1:52:37] question oh no somebody I there's other [1:52:43] questions so this can't be the last questions but I'm just wondering how you [1:52:49] handle it with with personalized learning how do you handle meeting the needs of advanced learners [1:52:58] that is a good question and I think we've been trying to deal with that for a lot of years right and on next Friday [1:53:04] we're actually having a doctor cash come in and he's going to talk to us about how you can extend enrich and enhance so [1:53:11] it's not just always going off but when you do meet the standards offering students as we messed in that mention in [1:53:18] there in the express piece how do we move them to another level of knowledge not just always bird walking on [1:53:24] something that they're interested in but how is it related to and I know she left now but on energy and if she's interested in that how can she self [1:53:31] direct herself and something she's passionate about and doing that always not just if you signed up for the enriched social studies class or the [1:53:38] enriched language arts class but all students would have that opportunity within that and that's gonna happen when [1:53:43] you start to figure out how you're engaging them and do we know our standards well enough to say yes you've met that standard and then how do we [1:53:50] ensure that we're offering opportunities for the students to do one of the three things with that learning how would you [1:53:58] measure that growth in the advanced learner the growth of the advanced learner I think the same way you can and [1:54:03] even levels one and two so when even you're getting up to three and four and you're asking the application questions in the synthesis you're still looking [1:54:10] for mastery of that content or showing that he knows how to figure out how you can get the rust not to show up on your [1:54:17] car which I need to find that out by the way so I think there's ways to a figure [1:54:22] that out without having to be the I don't know everything obviously I don't I don't think there's a teacher here that does but how do we measure things [1:54:30] that we know the student is showing they're learning and that they know how to access the information that they're [1:54:35] being a critical thinker about where they're getting it from even if they are in the internet doing their first google [1:54:40] search is that the best way do you know how to check your resources as well [1:54:53] showing they're learning there are so many different things you're looking for there's engagement there's the [1:54:59] individual growth there are a lot of these skills and collaboration and then they're also some of the skills that the [1:55:05] state tests try to pick up and I just wonder what role you see the state test playing and giving you feedback and how [1:55:10] this is going either compared to our own schools over time or compared to other schools around us well I also have a data coach [1:55:20] entitled to my name and so that's one of things I think we start there that's where we started at Valley View in the [1:55:25] fall we looked at the students MCA scores we had the students talk with their parents at home and we looked at [1:55:32] their winter map their our fall map scores and we said okay or winter whichever one their last one was what [1:55:38] strands do you need to work on and how are you going to specifically work on those strands so if it was geometry was [1:55:44] your lowest strand but there's more to geometry than just that and it wasn't just the students that were yellows or [1:55:49] reds but even if you were green or blue all of a sudden you need to start applying those algebraic to real life [1:55:55] situations and that's when you go back to the math teacher and say how does that happen you know what there's always the questions at the back of the book [1:56:01] that no one ever gets to and so how do we measure that and then when we have the kids take the winter map did you [1:56:07] show the growth that you expected to in that specific strand and if you did [1:56:12] great how are we going to show improvement along the way and so all that really is constantly built in and [1:56:17] when you're teaching those standards the map and the MCA they're all aligned and so I think if we have the confidence [1:56:23] that we're teaching the standards in the classroom the other two pieces are just our good measures to see that we are I [1:56:34] would say we're very intentional about looking at data and we've been looking at data that way for at least five to [1:56:40] seven years at Valley View since I've had this spot so that's well Donna Roper Chad Schmidt it's been a legacy of [1:56:46] people teaching us how to use the data really well I'm gonna jump in no first [1:56:56] time I'm excited to brought some students along I knew some of them so that was great left now though another [1:57:02] thing that I'm excited about what I'm picking up is that a lot of the thrusts of personalized learning is for the learner to learn about him or herself [1:57:08] and what is the best means of the student taking in the knowledge and what [1:57:14] I'm picking up is a lot of the feedback and a lot of the self learning that they're gonna learn about themselves is [1:57:20] experiential that they're better off and say group flex so they're getting that feedback [1:57:26] and you the teachers are coaching them through this and holding them accountable when there may be sometimes relying on it might be weak for them is [1:57:33] there any intention to examine a more formalized process of self-knowledge and [1:57:41] using some kind of psychological instrument perhaps you know we've got [1:57:47] these tools all the way from the myers-briggs all the way to the [1:57:53] California whatever it is interest inventory and the Minnesota multiphasic phasic so they're varying levels of [1:58:00] sophistication and you know I think it's just very interesting because John had us as a board go through sort of a [1:58:06] personality group a training event I thought was very illuminating and I think things those sort of those sorts [1:58:13] of formal tests can be very revealing is there any movement to do something like [1:58:20] that at some point in the k-12 experience using some very sophisticated instruments I think Donna Roper or Randy [1:58:28] it'd be better to answer that question when students participate in Naviance [1:58:35] Naviance is a is a system it's kind of [1:58:40] like a learner profile system at the secondary level Naviance has in it some [1:58:46] more robust tools like you are describing own it gives students an opportunity to take personality [1:58:55] assessments career cluster inventories and it actually provides a really robust [1:59:02] set of information around what that learner is like as a learner and what [1:59:08] kinds of career and and an interest they have that they'll be able to pursue [1:59:13] moving forward that is a very strong tool at the secondary level that we have [1:59:19] available to use with all of our students I know that this is a conversation with Susan and Donna in our [1:59:24] office about what are the needs in the system what is the data that we need in [1:59:30] the system when do we need it how frequently do we need it and how can we [1:59:35] leverage it and that is an ongoing conversation that we have with our assessment committee that looks at what is the data [1:59:43] that we need across the system what's the achievement data what's the growth data what are the other types of [1:59:48] measures that we can use to fill that data void so there is a committee that takes a look at annually what are the [1:59:56] data needs that we have across our system and I don't know if Donna wants to speak to any of those assessments [2:00:02] that she's saying that's good so what's not there but but there is a committee that does do some analysis about what [2:00:09] are the data holes or data needs that we have across the system and just know that as they go into the secondary level [2:00:15] there are some more robust tools built into the offerings that we have for [2:00:21] students that get at more of what you're describing so they're presently in I [2:00:32] want to say when my current tenth grader was in like seventh grade baby yeah oh [2:00:40] yeah we're they even got their letters and everything it was but I think it was a pilot thank you but through our work [2:00:49] also I think that's a great question we are trying to have a common language and be aligned and make sure that's not just [2:00:56] a one-stop shop that the learners really own most of that understanding and it's [2:01:03] not something that they it's something that they continuously go back to and reflect on so we are still trying to [2:01:10] build it within our collaboration and training with our fellow colleagues as well it's a fabulous presentation thank [2:01:20] you so much I just want to kind of close if you if you do have a chance to get out either the buildings from an [2:01:27] administrators perspective we set out a couple years ago as we started this journey to what are ways that we can [2:01:34] take small and strategic steps with staff and students to really help create [2:01:40] powerful learners and I think one thing I noticed walking to the building every day is just the energy that is there [2:01:46] both with staff and with students I just feel like personalized learning has really energized [2:01:51] middle level education and I see that in both staff and students everyday walking through our our Media Center and seeing [2:01:58] our stream sessions going on the learners are on fire and our staff [2:02:04] that's how how we're seeing this momentum I think we've had some students that and that the student feedback has [2:02:11] been positive and our teachers are learning from colleagues and that has the the momentum just rolling and now [2:02:16] we're really on fire with it and it's really exciting to see it's 9:00 p.m. and I know I think we are having this [2:02:25] robust conversation about teaching and learning in Edina public schools and [2:02:31] it's so exciting and could we just do a round of applause for our presenters here this evening thank you so much for [2:02:41] providing us this time thank you thank you for all the time you gave us [2:03:04] thank you [2:03:21] mm-hmm all right the crowd is coming yes it is all right [2:03:26] next on our agenda is start end times report okay so the challenges is [2:03:32] following that so so I'll do the best I can if I get a staff this part of this [2:03:38] presentation to come forward and come take a seat so just as some background [2:03:43] to this report this has been a start and end time study that the dining table [2:03:49] Clause has been looking at for 18 months originating in task force in study last [2:03:54] year and continue with study this year so this this report and a study like [2:04:01] this is not done single-handedly by the don't be afraid to sit up in the front [2:04:07] chairs Carrie and Shawn you're not in the middle school or elementary now we [2:04:13] want you front and center we you don't do a report like this without the people in front of you as well as everybody on [2:04:19] the board because this is these are big decisions and to make this decision you [2:04:26] need to have to have the people in the room to answer the questions and the [2:04:32] impact that it has so I I know that the board has seen the start end time study [2:04:37] I know the background but for the benefit of the the public I'm gonna go through some slides that I put together [2:04:44] and then we'll at the end go stand ready for any questions but more importantly [2:04:50] stand ready to listen to your discussion as you go forward so we are recommending [2:04:55] a three to schedule with elementary in the first year and the middle school in [2:05:00] the last year that is the it is a flip from what we currently have so and the [2:05:07] the rationale behind that three to schedule with the elementary in the first two middle middle in the last [2:05:13] year's really comes out of a lot of research that is being presented across the whole country as it relates to [2:05:20] teenagers and and the amount of sleep and actually the shift in their awake [2:05:27] cycle and I'm not going to get into all the science with this but [2:05:32] they tend to stay up later then if we they get up really early in the morning they don't get as much sleep that's [2:05:39] really the impetus for this this study and speaking as an experienced father my [2:05:47] youngest daughter see she was really a great sleeper till she hit 13 and then [2:05:54] 1:00 2:00 in the morning is still her clamouring around in her room and I so my own anecdotal experience but research [2:06:02] also shows that and how do you accommodate that students as you heard in the last presentation are engaged in [2:06:08] their in in their classes when they get to school so as I mentioned there's key [2:06:16] changes in sleep patterns the there's biological changes there changes within the brain that happens and and the [2:06:23] National Sleep Foundation has been pushing this forward across all schools [2:06:30] the other part was to look at the connection between elementary school [2:06:35] start time and the total amount of sleep and a change to an earlier school start [2:06:40] time did not in this study by the National Sleep did not decrease the total amount of sleep reported by [2:06:46] elementary school students I know there was a question about that so this research says that they also didn't [2:06:51] notice that there was a sleep sleep debt on the weekend where students are sleeping more on the weekend [2:06:57] it didn't significantly decrease the total amount of sleep obtained by young children and students were able to move [2:07:02] their bedtimes forward to compensate for the earlier wake times there's also [2:07:07] counter research to that they found that earlier start times are associated with lower performance and school districts with fewer kids getting for your reduced [2:07:15] lunch school this is a research that was done in Kentucky with the Kentucky school system actually in the Appalachia [2:07:22] part of Kentucky for schools with more disadvantaged students later start times and not seem to make a difference in [2:07:28] performance so the the schools in the in locally Wayzata Minnetonka helped [2:07:36] Minneapolis have all used this research to shifts shift start times to accommodate the sleep and the health of [2:07:43] students and this is the information that Wayzata put out the association few [2:07:49] school starts having elementary students academic achievements too is small to non-existent it's not statistically [2:07:57] significant indicates there's a small effective school to start times for that [2:08:03] elementary group the analysis of middle school that even suggests there's essentially no association with elementary school start time and middle [2:08:09] school student academic achievement so those two are not connected and as a whole you'll be better served by moving [2:08:15] its middle school students to a later start time so that was their conclusion as a part of a research study that Kari [2:08:21] conducted at in Wayzata with this just to give some background this is a when [2:08:30] we look at school start time it impacts the transportation resource so there's two parts of this the most important [2:08:36] part is how do we impact student health to impact student achieve them giving them the optimal student achievement [2:08:41] when you make changes to that what happens to the transportation system so just to give some background there's [2:08:47] capital costs for a cost of a school bus at about a hundred thousand dollars and operationally driver fuel maintenance is [2:08:56] fifty thousand dollar annual cost of the general fund and I wanted to stress that in this study as part of the looking at [2:09:04] the efficiency of the current system that we did identify that we could reduce three buses out of the system so [2:09:12] we could reduce one hundred fifty thousand dollars as we move into 2018 2019 and that's for the currents the [2:09:18] current transportation schedule so we did in this study did find that [2:09:23] efficiency so I'm gonna stress that we looked also at the start and end times [2:09:29] on how this impacts the dinah look at start and end times as it hit it has an [2:09:34] impact on all the different systems in the diner public schools transportation we looked at an analysis of two tiers so [2:09:41] starting schools and in a Tier one at 8:00 a.m. and in at 235 schools in two [2:09:49] tiers starting at 9:00 a.m. that would require fourteen more buses which is close to 700,000 dollars more to run a [2:09:56] two-tier system we also looked at what beam on transportation zones in that [2:10:02] 2-tier where where buses wouldn't run to see if we could extend that out and still weren't able to meet that goal of [2:10:09] 42 buses which I know is the expectation the board has for for this for this [2:10:15] study we looked at the analysis of the three tier and this is what we are putting forward as a recommendation so [2:10:22] Tier one would be primarily your Elementary School's starting at 750 and ending at 225 we have Normandale [2:10:29] Elementary in the French immersion starting at 8:40 ending at 3:15 high school our Lady of Grace as part of that [2:10:35] Tier three would be your middle school program starting at 9:20 and ending at 405 just to give some background related [2:10:46] to shuttle activity buses in this the shuttle buses will continue to run after [2:10:51] school South due to the high school and Valley View and high school Valley View to South field so we'll have those shuttle buses activity buses will [2:10:58] continue to transport students home from South via Valley View and high school after activities in the end of the day [2:11:04] so those schedules all remain the same before and after school childcare [2:11:11] there's programming for families meaning school aged care will continue at all elementary schools before and after [2:11:16] school middle school clubs will continue to be offered four days per week as they are now for all sixth or eighth grade as [2:11:22] is done currently special education will work with both before and after school programs to accommodate the needs of [2:11:27] special education students athletics and activities we're looking at a theater [2:11:33] what we have theater at the end of the day for middle school how do we explore scheduling maybe differently with that [2:11:39] combining the South unit value view we're looking at those conversations we're exploring options to integrate 7th [2:11:46] and 8th graders into high school track it is a challenge for 7th and 8th grade [2:11:52] Nordic skiers to get to practice but Nordic ski could become certainly a 912 [2:11:58] Nordic Ski program and this is really only impacting 30 students and the impact with dance is that détente high [2:12:04] school will need three gyms instead of two for after-school dance to accommodate the number of students with [2:12:10] having middle school at the end of the day so just to review the recommendation we [2:12:16] looked at all these different variables and moving forward with the total of 42 [2:12:25] buses needed for each tier and and you can see how each of those tiers are broken down by school and there are [2:12:32] times so want to just kind of go through [2:12:38] just a high-level review of the recommendation first of all no transportation schedule meet the needs [2:12:43] of every family after analysis of the research we there is clear evidence in [2:12:50] the research that it is better for adolescence to start school later it's best for their overall health academic developmental needs for [2:12:57] majority of our students the two-tier system starting an 89 requires 14 [2:13:03] additional buses the benefits of doing this or not there's not always a budget [2:13:08] reduction that would take to accommodate that kind of transportation I'm an early elementary school start time will allow [2:13:14] the district to take advantage of earlier wake patterns and prime learning times and efficiencies will enable [2:13:20] elementary schools to start at 7:50 close to the time of eight and then and [2:13:26] then for the nine o'clock and additionally start our middle schools close to the nine o'clock time around 9 [2:13:46] 14 times $50,000 operating operating so that's not the capital that's not the [2:13:52] capital cost so it would be more yes so it would be the purchase of fort yes thank you [2:13:58] thanks Matt thank you thank you I'm just [2:14:05] some other background things in this is that we will for the first-year students other recommendations are gonna make [2:14:11] arrive 15 minutes before school starts to ensure buses can make the second tier so we're always worrying about that gap and getting buses from one location out [2:14:18] to the next stops we're gonna we're going to us all the stop special stop [2:14:25] except we'll be eliminated and we'll have a process for for looking at stops and [2:14:31] stop criteria I think high school traffic issues in the morning and the [2:14:36] evening will be addressed by school administration so we're gonna continue to look at that bus stop efficiency will [2:14:41] will be increased by eliminating some stops and applying new criteria for bus stop as I mentioned and then special transportation agreements over the years [2:14:48] we've had quite a few of them according to David that made me as old as 30 years old we're going to terminate those and [2:14:54] communicate to parents that that's going to happen and then also put those new [2:15:00] stop criteria in place so that's a quick and presentation I know that I probably [2:15:09] missed lots of detail but hopefully in your questions you can ask that detail you have the the experts who run after [2:15:16] school and before school programs in front of you but this is a this is the [2:15:22] recommendation we're bringing forward so I'll turn it over to the board for their discussion first are there any questions [2:15:30] to our esteemed panel [2:15:37] I had asked a question earlier this evening and this one it kind of goes to [2:15:42] you Val in particular our middle school probe as well and and of course I know [2:15:49] that we've done a lot to add programming this year to our middle school after [2:15:54] school to engage our kids more to get them involved at a deeper level and then [2:15:59] we of course have the activity buses to help those kids get home so one of the [2:16:04] things that we've been hearing is concerned that those activities will either go away they'll be end up in the [2:16:11] morning which of course dilutes the reason for why we're doing this can you [2:16:17] speak to how you want to address that I know that we've you know we've heard [2:16:23] these concerns and so I'm wondering how you're thinking that will work currently [2:16:30] we have two tiers after-school we do typically at 2:30 to 3:30 and a 3:30 to [2:16:36] 4:30 in our internal data suggests this year that more students attend the first that the [2:16:43] earlier r1 session out of the two the numbers on the activity bus are we don't [2:16:49] have that exact number we will be running at least an hour after school will be working with the principals at [2:16:55] both middle schools and so it'll be like a 4:30 to 5:30 to coincide with the time [2:17:01] that the activity bus comes so students still have that option working with parents as well and [2:17:08] students because that's what we did as we planned this one would they like more is a Saturday option but we would we'll [2:17:16] know and then same with the morning delivery that's gonna be based on input we receive because they are choice [2:17:22] programs but we will for sure keep and I and I feel pretty working with the staff [2:17:29] this year hearing their feedback I think we were able to develop a program that students wanted to go to and so if [2:17:34] they're interested and continue to that interest will continue delivering it does that answer yes so then the [2:17:42] follow-up to that would be we have had some expressed concern mostly probably [2:17:48] from sixth grade level parents but if they still need to get their kid to school before 9:00 9:05 9:20 will there [2:17:57] be options in the morning for them to bring their kids to school early through some kind of a community ad program I [2:18:04] think again we'll work with building administration but absolutely if there's a need and a desire from our families [2:18:10] will accommodate that we just don't have enough information and based on our [2:18:15] experience from talking to Wayzata that there seem to be concerned and then that [2:18:22] sort of filtered off so with any kind of program change in k-12 we're really kind [2:18:29] of built to figure out what need we need to address and then do it so I know that [2:18:35] as an answer it directly but we really need to be able to talk to staff about how interested they're and doing that if [2:18:41] we actually have parents that move from saying they want to to actually signing [2:18:47] my daughter yeah will we be able to get ahead of that though to give parents an [2:18:52] option or at least inquire if parents are gonna want that option we had a really good meeting today Jeff and I with some [2:18:59] parents and we talked about after - March 17th will immediately start engaging people oh great so you know [2:19:05] that was that was our kind of discussion with them is that we'll just start it right away depending but but knowing [2:19:12] that when we look at that we don't want to again defeat the purpose of the late start by building a lot of things in the [2:19:20] front end of it that would draw people and so it's it's a tap dance I think [2:19:25] that you need to do to address needs but also hold to the fact that we wanted to [2:19:30] late start Jeff I was wondering if you could speak to the after-school care [2:19:39] issue with special education students and then at the same time I don't know if it'd be Val or Jeff I was wondering [2:19:47] if one of you could speak to the specific need of child care versus [2:19:54] activity care for special education students because there seemed to be an express need and concern that that's no [2:20:02] longer an offering so does that question make sense yes I [2:20:08] think we can probably do a duet on this one Val and I are pretty good at tap-dancing together on these types of [2:20:14] issues first of all for special education students and attendance and after-school programming is valas [2:20:20] pointed out early on that was that's something that we've been working on actually over the past couple of years where we have been talking about [2:20:27] after-school programming options in the elementary and after-school programming options at the middle schools as as our [2:20:34] schedules changed at the middle schools this last year with the with a changeover in the way we did program in the after schools we've been teaming [2:20:40] very closely our special education teachers case managers who work with these students on a daily basis we've [2:20:46] been working hard to work on universal design so that we can offer more inclusive opportunities for students in [2:20:53] after-school programming and now as we take a look at these offerings at the elementary school [2:20:58] now with the difference with that with changes start times that we are proposing we're doing the same thing [2:21:03] there we had an excellent meeting kind of a pre meeting today with with one parent in particular who had brought some [2:21:10] information at the school board and did talk about our efforts and making sure that all of our all of our school [2:21:16] programs after school are openly inclusive one of the things that you did bring up Erica that I think is a major [2:21:23] issue for parents is its twofold it is access to good vibrant after-school programming for students that's highly [2:21:30] inclusive for special education students but it also is an issue about care available after-school programming our [2:21:37] high needs students have difficult time accessing good daycare opportunities and [2:21:43] for many of our students there are older students that really still do require direct supervision in those after-school [2:21:49] hours and our parents do run into difficulties in securing that type of that type of care after school and so a [2:21:56] better option for them obviously would be actively engaged in our after-school activities and and again I found great [2:22:04] confirmation from Val's team in the community education program that we're continuing our efforts to improve our [2:22:10] programming to be inclusive for all students to be able to access as is required by Americans with Disabilities [2:22:16] Act and we're going to make sure that we're following that well we can't extend the full service of special education programs into those [2:22:23] after-school hours we can definitely extend an inclusive environment to our students and make sure that their needs [2:22:28] are met on-site anything else about so I [2:22:38] just have a question I wondering about the safety of the walking student [2:22:44] students walking to school and especially the elementary students and I'm just wondering if we've done a [2:22:51] review of even current practices what you know I'm looking at Creek Valley and I'm thinking is there a crossing guard [2:22:57] that crosses currently Gleason Road and and just thinking about those types of [2:23:06] making sure that the administration does an assessment of perhaps the change in [2:23:15] conditions meaning dark maybe needing more crossing guards or whatever and I would just recommend that [2:23:22] we do a that if it hasn't been done already we do have crossing guards and we have [2:23:28] an adult who's in charge of the crossing guards as well not always out there but we could look at that you probably have [2:23:34] better data on how far kids walk to school or I mean most kids take the bus or get dropped off I've got a question [2:23:48] and why is that it's often held up to us as the example [2:23:54] of success and in our packet was this [2:23:59] paragraph about a disadvantaged kids missing school at the end of the day has [2:24:05] been a big issue that Wayzata had never dealt with in the past the ad hears a lot about it from middle school teachers [2:24:12] and staff I don't know Troy if that would be for you can you talk with us in [2:24:17] the workshop but could you read ress that yeah so certainly that would be [2:24:29] with the release time of 4:05 it would impact middle school student athletes [2:24:35] that are in our programming and as I look at that list of them you know the [2:24:42] greatest ones would be as I look at spring is always a tough one so 7th and [2:24:47] 8th graders in our softball program so typically we would do an early release for that program only for Road games but [2:24:55] now with softball games starting at 4:15 we'd also have to do early releases for home games as well so that's 20 games [2:25:01] and then you know probably double in the amount for them that they would be out of school in terms of the numbers we [2:25:09] have right now six girls in our softball program that are in that 7th and 8th [2:25:14] grade level and then the other programs [2:25:20] it's going to be hit and miss with regards to if they're at that higher level or not you know we have cross [2:25:28] country with our largest number of middle school student athletes but we have we have the flexibility to adjust our middle school programming a [2:25:35] little bit with cross country and so it wouldn't be affected as much or any differently than what it is right now so [2:25:42] they'd be released pretty much the same just for that it'd be the same as what it is now which would be just Road competitions early releases with bussy [2:25:49] okay just because how much more time out [2:25:55] of classroom would that entail what you think and I want to have with regards to [2:26:01] cross country specifically yeah I mean so we're adding on about in terms of [2:26:09] that that time it's probably a good hour and 15 minutes so they lose an hour and [2:26:15] a half of school every day with practice no no just this is just this is [2:26:21] competition so we wouldn't take anybody out of school for a practice okay so [2:26:27] practice they're not gonna be released or correct okay and so practices will end later for them [2:26:34] to is that an understanding with this yes okay and how much later so I'm [2:26:42] guessing it's probably a good 45 minutes to an hour later than what they have [2:26:48] been so you know specifically with some of the middle school programming so [2:26:53] middle school across country they had an early release than high school so we could actually start that a little [2:27:00] earlier and and they had the ability to finish practice a little earlier than high school program where now you know [2:27:06] they're gonna start a little later and they're gonna they're gonna end a little later and and I would suspect that we all look to add some efficiencies with [2:27:12] that practice as well so it's not you know a true just shifted back that full [2:27:17] amount so maybe a six o'clock and five thirteen ah you know why haven't had those conversations with coaches [2:27:23] specifically I would guess around that 5:30 5:30 window 5:30 yeah okay thank [2:27:29] you get on the activity bus and be home for dinner about 6:00 okay well the the [2:27:36] activity bus which normally is 4:15 4:30 right now it was rarely taken advantage [2:27:45] of for our programming just because of most of our programming finishes after that [2:27:50] so the opportunity here for us is is if we're able to shift that activity bus [2:27:56] back a little later to accommodate the middle school students with their after-school programming we may be able [2:28:02] to take advantage of that a little bit with athletics okay and then a following [2:28:09] question is there's been some discussion about having some athletic programs in [2:28:14] the morning in that interval of time that otherwise would have been for school I've seeming I'm feeling like I'm [2:28:21] getting some different opinions on this certain that on one hand it defeats the [2:28:26] purpose of starting school later but then it's this vacant hour that it's [2:28:33] it's accessible right is that is it dead on arrival is that simply not going to [2:28:38] happen or is it a possibility yes so at the end of the day and I think the [2:28:44] comment was made earlier that you know we don't want to shift everything to the morning because again it's defeating the [2:28:50] purpose of this shift but also there there are some potential opportunities there with us and one of the challenges [2:28:56] we're gonna have to face is with our specifically like our girls swim and die [2:29:02] program which is a 7 7 12 program and so there may be an opportunity there where [2:29:07] maybe a couple times a week we can take middle school swimmers and they could swim before school and and accommodate a [2:29:16] shift so they're not always going a little later with with their swim practice and as we look at that program [2:29:23] that could be one specific example the challenge that we're facing with swimming is you know the the club is [2:29:30] also wanting to get into the pool at the same time that they do now and so if we [2:29:35] shift back our swim practices by you know 45 minutes that's going to create challenges for our youth in the [2:29:42] community and being able to get access to a swimming pool and not you know holding them to swim until 9 o'clock at [2:29:48] night so you know we certainly would look forward to working with with our [2:29:53] coaches at the high school and and the club and look at ways to take advantage [2:29:58] of the they have expressed that you know if if it's a 30-minute push back they can still still have a quality swim press [2:30:07] kit practice and not go late into the evening mm-hmm I think it's great that [2:30:12] we've got some wiggle room on that because well it would defeat the purpose of why we would shift I think there is [2:30:19] demand in the community in some sectors for that and leave it leaving it open as a possibility I think might answer some [2:30:25] needs so hear that yeah I have a quick question for you and then one for sure [2:30:33] Carrie have there been any thoughts if we do flip given that we'd be the third [2:30:40] Lake Conference school to move that [2:30:45] we're getting sort of to a tipping point well there could be middle schools that [2:30:51] actually need to move their activities to meet the needs of schools that are [2:30:56] now on a different schedule while well [2:31:03] my focus is around the high school programming all of our middle school program is run through community yet and [2:31:09] maybe value can touch base on that or not but I know that that certainly would [2:31:15] be a worthy conversation and I think that looking to take advantage of those options make sense in the addition of [2:31:22] the facilities at the high school one of our goals has been to pull out our programming out of the middle schools [2:31:28] not completely out but certainly to open up some gyms for middle school options so I know that Seth and his team and [2:31:36] community ahead have been looking for those programming opportunities and so this would certainly be something that [2:31:43] could tie in with the other schools with late start times okay okay and then I'm just wondering for Carrie and Shawn [2:31:51] since you're obviously leaders of schools here in Edina why or why not do [2:31:58] you think this is in the best interest of our students from an educational and health and wellness perspective because [2:32:05] for me that's the most important thing is how do we set a framework for our [2:32:12] students to start and in our school day to meet that educational the health and [2:32:18] the wellness needs of our students and so I would like to know from your perspective do you feel that this [2:32:24] recommendation does that why or why not so I appreciate I appreciate you putting [2:32:29] students first because I think that's what this is all about in education and there are gonna be people who prefer it [2:32:34] and don't prefer it the research on the adolescent brain recommends that [2:32:39] schoolers go to school later there isn't much research on elementary start time because it's all basically [2:32:46] around the adolescent or high school but what they say about elementary students is they need at least 10 hours of sleep [2:32:51] a night and so if you can adjust that and they can still get their sleep even though you're starting the day at a different time and it's about putting [2:32:59] students first and for me it's hard to argue against science if the recommendation of research is that kids [2:33:06] in middle school adolescents need a later start time then I would fully [2:33:11] support that and say that that's the best for kids and there's personal preferences and life schedules that go [2:33:16] with that but one thing that I think we've always tried to do in this district is put kids first and I think [2:33:23] this is a putting kids first decision [2:33:33] please turn on your mic hi Holy Name - I [2:33:42] was a I was captain the soccer and tennis teams in high school it was a very very small school and that being [2:33:50] said I had early released three or four days a week throughout the fall and spring and seemed to make it work I have [2:33:57] a lot of confidence that putting the kids first academically is the most important thing here nine and two DeWyze [2:34:02] out of 2,700 students in that middle school how many are actually affected [2:34:07] and by how many days I mean I want to make sure we have things captured in a magnitude perspective in in middle [2:34:14] school you're referencing so the numbers I have are 268 and the large number of [2:34:22] 268th are the cross-country ones what's I alluded to which they wouldn't be [2:34:27] affected with with the change outside of the extra time so some of the other ones [2:34:33] would be affected just because of weed office I'll have to do some early releases for home competitions but again [2:34:39] one of the things that we would really look to do is is try and minimize that as much as possible so that in fact [2:34:45] percent of students and a majority of them would not be affected by it correct okay and also you know I've had [2:34:53] conversations with our golf coaches for example and we're looking to adjust [2:34:59] schedules to accommodate the number of days at they're out of school so for example in the lake conference we had [2:35:05] been doing duels and this year we've we've been proactive to try and convince [2:35:10] the lake conference to adjust in to tries so eliminates the number of days that are our boys and girls golf boys [2:35:16] golfers are out of school by 5 days on the spring which you know that's that's a big number for them when they're [2:35:22] missing two and three hours to get out early so those are some of the things we will continue to look to improve upon [2:35:29] and be efficient with it and just as a note students have been getting out [2:35:34] early from middle school the first 15 years for as long as I've been here for [2:35:40] sports when we had 9th grade there was a number of students so there was always a mass exodus and so getting out early and [2:35:47] missing class has been something that's happened for that amount of time that I've been here [2:35:59] any other questions any thoughts from members about the proposal [2:36:09] I'll speak out so it's my second time [2:36:14] through this process I will commend our administration and everybody that's been [2:36:20] involved that it's been a far superior process than it was a year ago I feel we've addressed more questions I'm very [2:36:27] appreciative that we've allowed the community to have input actually here in our chambers so overall I'm really [2:36:35] pleased with that as for the the current recommendation I [2:36:40] see the good things in it in that you know we're trying to address the sleep [2:36:46] needs of our teenagers and and overall I do want to make sure that the community [2:36:53] understands this that the schedule that we are looking at needing to flip is not [2:37:00] the reason for the for the savings so we keep talking about money savings that [2:37:06] this was addressed through trying to look at two tiers and that not being efficient we can run our current [2:37:13] schedule with five Elementary's at the late start in two middle schools at the early start the same cost as a flipped [2:37:20] schedule so flipping or not flipping is not what causes us to be efficient or inefficient or spend more money or less [2:37:27] money so this really does come down to the research and a decision that our community is trying to make and well in [2:37:34] the end seven people up here have to make the the administration has recommended this and like I said you [2:37:41] know when it comes to the the middle school research I get that I still have [2:37:47] some concerns that are really no different than they were a year ago around you know elementary students I'm [2:37:53] the the research is not very deep on that side and although you know [2:37:59] anecdotally it sounds like lots of kids are up early and it's good for them to be at school I don't think that's true [2:38:06] for every family but again I will also say that I know we will never make every [2:38:12] family happy with whatever decision we make no district well because we are we have to run three [2:38:17] tiers and 750 is not an ideal time nor is nine twenty so eight thirty is that [2:38:22] great spot and if we could be talking eight fifteen s and eight forty fives I think everybody would be a lot happier [2:38:28] but it's it's not the reality so although you know I I think there's [2:38:34] plenty of research to support some of this I still have some concerns because we're not talking like I said eight [2:38:40] fifteen we're talking seven fifty seven thirty five drop drop off there are [2:38:46] elementary kids that will be on a bus at 7:00 in the morning and potentially even earlier if they're in a full district [2:38:52] program so I still have some concerns around that and then again with the nine 24-hour middle school kids I continue to [2:39:01] have some concerns around that and I know we talked a lot about in this research engagement and and tiredness [2:39:06] and the only thing I would push back on there is that although I hear a lot of [2:39:12] elementary teachers tell me that anything from 2:30 to 4:00 o'clock is totally brutal to teach but I kind of [2:39:19] wonder when we're starting at 7:50 if what that same pattern will happen when it's now 1 o'clock in the afternoon 2:00 [2:39:27] 2:30 because we all just get tired you know and I think that goes for the same for middle school kids you know [2:39:33] hopefully it will be better for them but I I do worry that you know we all just [2:39:38] have patterns in the day I'd love a nap after lunch every day but that's you know anyway so I I do still have [2:39:47] concerns and I know I'm probably in the minority on this but I just you know I think about elementary kids you talked [2:39:53] about the 10 hours of sleep well if you're on the bus at 7 in the morning your kid is going to probably have to be [2:39:58] out of bed at a minimum of 6:30 and if your kid does need 10 hours or more of [2:40:04] sleep you know there's certain restrictions now put on your family but you could say the same for middle school kids right [2:40:10] now who need that sleep but their patterns have changed so again I guess [2:40:15] in the end what I'm saying is you know I still struggle with this decision it is [2:40:22] just concerning on so many levels yet I know we're trying to get what's best for the majority of [2:40:28] our kids and that's and that's what we have to do as a community and as a board [2:40:33] is make that make the best decision and it is a decision it you know it's all [2:40:38] the research all the work that we've done efficiency studies in the end it is [2:40:44] a decision and we do have two districts that we can take a look at and how they've handled things and again they're [2:40:50] only a year or a year and a half into their choice to to move so I know we're [2:40:56] at the forefront for high school which is why you know we we don't want to change high school so with that said you [2:41:03] know I will continue to listen to the feedback that we're getting and of course my administrators and the and the [2:41:08] information that they've given us and I guess I'm you know this is this is a [2:41:14] heavy decision it's not a simple easy decision I'm never going to be the one who will say well you know the research [2:41:22] is clear and it's a hundred percent easy decision to make because you know we are dealing with kids and learning and [2:41:28] important things in health so thank you [2:41:38] mics on now so that's the point that's a good start um yeah I'll echo what Sarah [2:41:47] said and in terms of how these are difficult decisions and they affect a lot of kids and so when I go through the [2:41:54] way that I think about things I start with data and I start with what did the science tell us what do we know and how [2:42:00] do we feel about that I did read all the primary research I read 150 to 200 pages over the past year I read the APA [2:42:07] documents I have a neuroscience background so I'm a bit of a tool so I like reading all that stuff so I think [2:42:13] that when you read it it it's pretty conclusive in my opinion the benefits for the middle school I also do think [2:42:19] there's educational benefits with elementary school but far be it my opinion is to look at what the administration is presenting so there is [2:42:26] a whole team of exceptional professionals in front of me that are saying that they've done work for a year and a half now not two months three [2:42:32] months four months but a year and a half they feel strongly about it they're recommending we do it the administration [2:42:37] is recommending we do it we've done a very sound fiscal this is the best option to develop from that perspective so it feels like it's [2:42:44] the best thing for students in my opinion the administration is recommending it I have looked at the numbers as a whole we know we can't [2:42:51] satisfy everyone and they're challenging things were looking to try to solve for but in the end I think we're in a [2:42:57] lagging position here we talk about greatness we talk about test scores talk about excellence at the end of the day [2:43:03] if we want our students to reach their maximum potential for all ages I think this is the best recommendation I think [2:43:09] we're lagging minnetonka and why is that it right now and I think that's a position that we don't want to be in so I I will continue to listen to the [2:43:17] listen in session tomorrow the vote again isn't for a few weeks but I'm pretty firmly in support of what the [2:43:24] administrators recommend administration is recommending here I just wanted to [2:43:32] add that beyond what's most important to me sort of what I alluded to earlier is [2:43:40] what is best for the health and wellness and educational impact for children in [2:43:48] our school district and another thing that is very important to me as data shows for middle school students [2:43:55] especially that this can lower stress and anxiety if they get enough sleep and in the vironment that we're in right now [2:44:01] anything that we can do as a school district to positively impact lowering [2:44:06] stress and anxiety for middle school students I think that we should be leading the charge on that I think that [2:44:13] we could use this as an opportunity as a community to reflect upon what we're [2:44:18] asking of children and what we're asked what we ask as parents of our kids we as [2:44:25] a school board cannot control how many activities our students are signed up for we can't control when kids go to bed [2:44:32] we can control when school starts when school ends for our middle school and [2:44:39] for elementary school and if data shows that it is the in the best interest of [2:44:45] students that middle school starts later in elementary school starts earlier I'm just really hard pressed to [2:44:52] go against that again especially with with the anxiety and stress that our [2:44:58] students are under these days it does not mean everyone will be happy it does not mean that there aren't obstacles it [2:45:06] does not mean that change is hard and I'm very sympathetic to how many impacts [2:45:11] this has on many families and teachers and I know no solution is perfect but I can tell you I mean talk about being a [2:45:18] nerd I mean I've analyzed transportation plans and I've analyzed the bus routes and I've analyzed walking paths and I [2:45:25] truly believe this is in the best interest of the students of our district and I again am recept continue to listen [2:45:34] to feedback I don't I have not heard any obstacle that is insurmountable that we [2:45:40] cannot come together as a district of teachers and administrators and board [2:45:46] and again I as I feel so many times we [2:45:51] are like but but this isn't going to work but this isn't going to work I would like us to look at this as an [2:45:57] opportunity for how we can change things in our district and make things better for all students and that's all I'll [2:46:10] just say that I'm looking forward to the listening session tomorrow and that's [2:46:16] one of the things that reasons why I'm not going to be commenting right now is I think that it's really useful for the [2:46:26] community to come and talk to the board and and I know that they'll expect an [2:46:31] open minds and so I'll be listening just [2:46:36] add that the to me the conversation really has come down to which tier of [2:46:43] school has to go at 7:15 which has to go at 9:20 and they're not ideal times either from but we spent one of my [2:46:51] priorities in December January was spending a lot of time trying to push those two closer together and I have [2:46:57] such a big gap between them and you know if they didn't start this close in the [2:47:02] first place in the district did an admirable job of looking through different creative solutions to get them closer and this is as close as we got [2:47:08] and for all the the pleas from the community to find something more [2:47:14] creative to think outside the box the real big constraints everybody's working with are whether or not you [2:47:22] provide busing if we're gonna provide bus scene within two miles and the state doesn't mandate it but if we're gonna provide that which you know every [2:47:29] neighborhood elementary school needs that and a lot of people within our within two miles of their middle school [2:47:35] as well if you're going to provide that the money comes right out of the budget [2:47:40] we use for classrooms it's not a separate budget it's not a separate tax you can raise it's not a separate [2:47:46] capital cost it's it's directly from the classrooms and it's already very expensive and we would need another two [2:47:51] percent out of the budget just to to fund some of the buses to get us to the [2:47:58] creative solution which is two tiers instead of three so we're providing buses we're paying for buses that means [2:48:03] we've got these three tiers we've got 750 nine twenty and we're left with very [2:48:10] little to choose other than who goes where and all the others the side [2:48:16] question I shouldn't say they are they're small but the question is about why this school there why that school [2:48:21] there we've done a an admirable job in the report of trying to include those questions and answer them in to the [2:48:26] extent that those answers need follow-up you know please do follow-up but it's [2:48:32] it's very difficult to have a creative solution when you want to provide buses and pay for them with your your precious [2:48:38] classroom budget [2:48:45] any comments over I'm I'm kind of like Ellen in that I really want to reserve [2:48:52] my thoughts for after tomorrow it's a tough decision and it's going to affect [2:48:59] a lot of families and the body of research is weighing in the favor of [2:49:06] earlier start times for well later start times for the middle school kids so but [2:49:13] I'm excited to listen to what the community will say tomorrow night so I [2:49:20] do agree with everybody that this is not a particularly easy decision because whatever we decide it's not going to [2:49:26] work for somebody but ultimately we have to sort of take a look and say you know [2:49:32] what works best for most people and as matt said what's the research say you [2:49:37] know remarkably this is my binder from last year and even with this binder we [2:49:43] stirred this year with 20 questions easily and it's nice to be able to look out and see representatives of the [2:49:50] district in multiple areas and so I commend John in getting all the people together and getting the data together [2:49:56] you know we clearly haven't answered every single question but we have answered more questions than we had in [2:50:03] the past and I think that in the event that the district decides to change the [2:50:09] start times I think we're well positioned to do it in a good way with [2:50:14] that said you know I had to intent on listening tomorrow this is my second [2:50:19] rodeo with this particular one and I am in a position at the moment of favoring [2:50:26] flipping the start times you know we hire administrators we hire [2:50:31] superintendent we expect them to be experts in their field and they come to [2:50:37] us with a recommendation and they come to us with answers to question after question after question that we asked [2:50:44] and when they're done answering all those questions and then they say to us our recommendation is that we should [2:50:51] change the start times because it's best for kids and it's best for learning that's a huge thing for me and I don't [2:50:59] have evidence that goes against it other than I understand that it's not going to work for everybody but I am convinced [2:51:07] about the sleep cycles that we currently have a system where we have a start time for middle school it doesn't sync with [2:51:13] middle school sleep times and we have a start time for elementary that doesn't [2:51:18] sync with the optimum learning for elementary and that just doesn't make sense to me but we have another day for [2:51:26] input tomorrow which I'm looking forward to and I'm sure we'll get emails between now and March 19th [2:51:38] thank you all very much [2:51:46] Margaret um just [2:51:57] all right no we did these been through [2:52:03] this before alright we next turn to action items can I get a motion to approve the 2018-19 [2:52:10] capital project requests you get that [2:52:17] Sara who was first and second and Margo I think we saw this last month I take it [2:52:23] there's been no changes to it no new information to present and so I would [2:52:29] just ask for your approval or recommend approval and answer any questions you [2:52:34] have I'll say quickly that this was though discussed again on the Finance [2:52:39] Committee meeting so we have given this additional thought to make sure everything lines up with the last presentation and and your conclusion was [2:52:47] well good it did are there any other questions or [2:52:52] statements all those in favor of approving the 2018-19 capital project go has requests say aye aye any opposed [2:53:01] motion carried next can I get a motion to approve the Valley View middle school 2018-19 [2:53:06] asbestos removal contract okay so we got [2:53:14] so moved from America Margo as part of [2:53:24] our construction projects as we're going into buildings annually we have asbestos [2:53:30] removal as part of that and so with starting with Valley Butte construction these proposals were received we're [2:53:38] happy to report they came well within budget and would recommend I'm sorry I [2:53:44] don't have it in front of me but recommend the vendor that senior environmental operator thank you thank [2:53:50] you it's over there in my other chair and recommend approval and answer any [2:53:55] questions that you have any questions you're comfortable with the quality work [2:54:02] of this vendor safety etc as recommended by the consultant yes [2:54:07] any other question all those in favor of approving the Valley View middle school 2018-19 asbestos removal say aye [2:54:15] any opposed motion carried next we have policy 113 can I get a [2:54:21] motion to approve the new policy 113 so [2:54:30] to clarify what's going with this policy it's the public data request it's brand-new policy the state did pass [2:54:36] legislation asking or requiring districts to have some sort of policy outlining the procedures these are [2:54:43] actually the procedures were already following and we're hoping that we're not just coming into compliance with the [2:54:48] state but also clarifying for a community and for staff what our procedures are how to get a data request [2:54:55] what what you can expect in terms of any cost or any other type of requirements [2:55:02] on our part so it's it is adding to the long the long page count of our policies [2:55:08] but we're hoping that it it makes the district more effective maybe gets information to people in a way that [2:55:14] doesn't require people that are on the clock during the day here to be picking up the phone and answering questions [2:55:19] they said our committee members can can read what's expected and just follow the procedure and any changes from the last [2:55:26] meeting no we just we might have changed [2:55:33] it didn't look like anything significant and this is all based on the process all [2:55:38] based on state statute right so thanks any other questions all those in favor [2:55:45] of approving new policy 1:13 say aye aye any opposed [2:55:50] motion carried we're on to information and staff recognition so staff [2:55:57] recognitions we've got a couple today actually we have a common commendation [2:56:03] of Tim Anderson from South you middle school this is quite apropos this is [2:56:08] relating to questions he answered and tore he gave on personalized learning and so I think that this is basically [2:56:16] invitation that everyone should call Tim Anderson and ask for a personal tour and the other accommodation is for [2:56:25] Peter West who is a fifth grade teacher at Creek Valley Elementary and this was thanks for providing an excellent [2:56:31] learning experience for this person's grandchild and for the classmates of the [2:56:36] grandchild and interesting enough this person wrote in and said that they still remember their name of their elementary [2:56:42] school teacher and the impact that that teacher had on their life so thank you teachers is there anything else yes um I [2:56:54] just like to make a comment since I'm on teaching and learning it's interesting [2:57:02] you know we don't have audio from the last meeting but you know the comments [2:57:08] that I've heard the last meeting regarding pre-ap taught English and in the comments I heard tonight I see an [2:57:15] issue again in our community that's that's getting like is getting a bit [2:57:21] divisive and my my main concern is that we continue to focus on the educational [2:57:28] issues that we continue to focus on things like you know what it rigged [2:57:35] orangutan derd zand those types of issues because I see us going down this [2:57:40] path of focusing more on issues that are just going to continue to divide our community and I think even within the [2:57:48] discussion of books as it were that we remember that you know I don't think [2:57:54] anybody should feel that it's got to be a hundred percent this way or a hundred percent that way that there should be a [2:58:01] balance and there's many things that we can look at but I just hate to see us go [2:58:07] down this road where we're what I'm hearing at meetings is primarily stuff [2:58:13] that that gets a bit divisive so you know and but and it's not to say that [2:58:19] those those issues aren't real I just want to make sure that we do continue to look at the academics and what were you [2:58:25] know trying to deliver for our kids and it's almost 10 o'clock so I'm not probably being as coherent as I should [2:58:31] be but I just I want to make sure I had a conversation with one of my colleagues [2:58:36] today about this and just feeling like once again we're heading down the path of another issue that's a bit negative [2:58:44] so I will I will leave it at that [2:58:50] anything else anybody we're finished with the agenda is there any objection [2:58:57] to a journey hearing none we are adjourned thank you everybody