[2:44] good evening we're GNA get the meeting [2:50] started good evening good evening we're going to get the meeting started sorry we're running [2:55] late because we just came from a National Merit scholar celebration um tonight is Monday November 13th and we [3:02] do a quorum so I'll call this meeting to order our first um agenda item is [3:07] approving agenda for tonight's meeting um do I have a motion to approve the agenda for tonight's meeting so moved do [3:13] I have a second second we will now vote to approve tonight's agenda all those in [3:19] favor say I I I anyone opposed the agenda is approved Dr Stanley will you [3:24] please review tonight's agenda for us absolutely we have quite a full agenda [3:29] tonight first of all we're going to have excellence in action then we will hear from members of the public Ed givo is [3:36] here to provide us with an overview we have several consent agenda items an update on our country's Spanish to a [3:43] language uh programming a steam programming update our data metrics Plan [3:49] update K12 science update we have several policies um that we are going to [3:55] go through and then we have um for Action we're going to can this our uh [4:01] most recent election we have some information about certificates of election [4:08] and then we will make it to leadership and committee and superintendent [4:14] updates thank you very much Dr Stanley um we're going to move on to our excellence and action agenda item and [4:20] tonight we are featuring our very own Southview middle school and their recognition as a school of Distinction [4:28] from the association of middle level education um they were one of how many [4:34] schools Dr Stanley 11 in the mid 11 in the entire United [4:49] States and I would remiss if I didn't mention the only one in the state of Minnesota that was recognized um so I [4:55] would like to welcome Southview principal Trisha Pettis and your guest [5:00] of honor if you would yes I am we um assistant principal Dr Tammy Joe cook [5:06] with us and I feel like any cie teachers should also I'm sure there's some here tonight I would love if they were um [5:12] they would I hope they're feeling part of this as well um yeah they should be [5:19] up they should be up there with here with us um so we are super honored to be here representing the selfie team um [5:27] we're just two of many of the people that even before us I would say this has been a recognition of The Last 5 Years [5:34] of so all of our efforts around creating belonging belonging and agency itself you I'm G to let Tammy Joe talk a little [5:39] bit more about the award if we go to the next slide so just to share a little bit [5:46] about the process and how we got going here amle for those of you who don't know stands for the association of [5:51] middle level education and it is the Premier Association for professional [5:56] middle level Educators uh it not only spr across the country but it also goes International so this is the place to go [6:03] if you want to know anything about middle level So like um board director [6:08] allenberg mentioned we were one of 11 schools that were recognized the only [6:13] Minnesota Middle School ever actually in the history of this award so we are the first leading the [6:19] way super exciting and also to kind of just let [6:25] you know how this works there are 18 characteristics that are essential that amle put out in its book this we believe [6:33] which really is the the foundation of all middle level education 18 essential attributes that talk about what makes a [6:39] successful Middle School what they do is they come into you and your school and they assess you on all of these 18 [6:46] essential elements of middle level education and see which of these do you meet which do you not meet and of course [6:52] in order to become a school of Distinction you have to be um outstanding in all areas so we we feel [6:58] really fortunate to have had a situation where every person they talked to [7:04] throughout our building whether it was a custodian or somebody who worked in the lunchroom or our students or our parents [7:09] or any one of the staff members everyone aligned in our mission our vision which [7:14] of course ties directly to everything a dinina public school stands for it was very apparent and they heard the same [7:20] story from everyone which they said is not something that they typically here so we were incredibly proud of our [7:26] community and um just so proud to represent each Dina there is a link [7:31] there uh you'll notice if you click on that I don't know who's running the PowerPoint but we actually are have our [7:38] own web page for AML that talks about our school and talks about all of the [7:43] Hallmarks that we really put forth in our application and our process that were standouts and so Trisha is going to [7:50] talk a little bit more about those but know that AML is going to tap on us to be able to help other schools achieve [7:57] this Mission around our state and then in our region probably as well so so if we go back to the slideshow we [8:05] got to go out to National Harbor um last week actually and present accept the [8:10] award and then also present and some of the things that if you go to the next [8:15] slide some of the things that we were um made us qualify for this distinction is [8:20] our work around belonging through our advisory programming we got to share uh that's a picture from our presentation [8:27] we LED oh thanks um around our advisory also all [8:35] of our work around developing student agency through our unit guides our learning Pathways and our daily Flex [8:41] time we um our work around standard-based grading through learning progressions our student leadership [8:47] structures our culture and climate through distributed leadership so our culture and climate with all of our [8:52] staff and students and our guiding Coalition instructional coaching powerful plcs and purposeful community [8:59] so we um were able to present and um learn from others at the conference as [9:05] well and our presentations were well received by others and it was exciting [9:10] to be there with all other middle schools and one of the ways that we were able to fund bringing a team out to AML [9:18] if you go to the next slide is uh we host svw site visits and so just last [9:23] week we had 80 Educators come to our school and part of that we offer professional development so they pay to [9:30] come see us and then we get to use that money towards the professional development of our teachers um and so [9:37] that's super awesome to highlight um the work locally and nationally at the [9:43] conference as well so again we're just super proud to be here and sharing the great work of our of our teachers and [9:50] our Learners and everybody a part of the self viiew Community um like Tammy Joe [9:56] said working on our um vision statement of each and every discovering their possibilities and Thrive so thank you so [10:03] much thanks for letting us share our [10:13] story thank you so much uh do board members have any questions or comments I'm gonna make a comment um [10:22] yeah why don't you guys come up it's just a comment of gratitude it is so [10:27] apparent you just seeing the word purp f up there says it all you guys are so purposeful and intentional in really [10:33] living out the mission and vision and I just want you to know that I see it every day and you have created just a [10:39] magical place for students and for staff and it just speaks volume so I'm so proud of you and so happy and honored to [10:45] see you guys get this award so thank you anything [10:52] else I will Echo what uh Janie said having had Learners go through South [10:57] View um I just just said tonight during our work session when you have your curriculum night and your the parents at [11:03] your school get to come through and hear from the teachers and to see what their Learners get to do every day I I can't [11:11] walk out of those buildings without have having parent after parent say I can't believe my kid gets to be a student in [11:16] this school and I think for especially for a middle school which oftentimes we think is such can be kind of a you know [11:23] a a interesting time period of life we like to say magical magic a magical time [11:30] of life I have some middle schoolers at my house and they are magical right now that's true um to have kids so invested [11:37] and excited to come to school and to have parents say I wouldn't want my kid to go anywhere else um I think it's a [11:43] true Testament to the leadership at your building and to the teachers who are so invested in the students that go there [11:49] so thank you for your work on this great thank you than for your [11:55] support okay we're going to move on to uh hearings from members of the public uh pursuant to board policy 206 we ask [12:02] that you try not to duplicate information that has been presented by someone before you if you have a [12:07] complaint about individual employees board members or students in the district please direct any of these comments to the appropriate site [12:14] administrator the superintendent or submit them in writing to the board the board typically does not respond to or [12:20] have discussion on any issues presented but questions raised during presentations will receive followup as [12:25] directed by the board I'd like to remind all speakers that your present ations are limited to 3 minutes um we usually [12:31] have a display that comes up there we go um and the display will let you know [12:36] when your three minutes are up so please pay attention to our clock uh that there we go it's not 30 minutes um we might be [12:44] here a long time um thank you and our first uh member of the public to speak is Sarah [12:56] patoff good evening um um I'm Sarah patoff um I'm a resident of Edina two a [13:04] parent of two grads from Edina and um a former School Board member and actually [13:09] most recently an election judge and the reason I'm here is in regard to the most recent election congratulations to the [13:15] three that will be joining you um there was some confusion around the cost of [13:20] the election and I know that I have a former colleague who came and spoke with you last month about his concern around [13:27] the um upwards of $150,000 cost for running off cycle elections and was uh [13:34] informed that there wouldn't be any cost to the district and so uh he did attend the city council meeting this past week [13:41] and it was confirmed also by the contract that the the school district will pick up the cost of the election [13:48] that just occurred and I understand that it is a one-year contract I know that we used to be under a contract that had [13:55] originated back in the 80s when elections were much EAS easier to run um [14:00] with the new changes in elections with it being a five week election cycle you [14:06] have increased costs which is why the city is now wanting to move away from having the offe elections and trying to [14:12] the get everything on the same cycle because when we do these odd year elections typically for the average city [14:18] in Minnesota it's either city council or school board or nothing for our city it's just uh Schoolboard elections that [14:25] continue to be off cycle and so when we're the only ones running an election as in the district you pick up the tab [14:32] for that election and the reason the costs have gone up so much as I said previously is that the election period [14:38] is so much longer so you have to have somebody willing to take in ballots for five weeks at a time and then you still [14:43] have your full election day in all of the precincts in Idina um I think there's a lot of [14:50] reasons not to continue off cycle elections anywhere from you know we're one we're less than 10% of school [14:57] districts continue to do this this so it puts us in a minority there's lower turnout when there's only one thing on [15:03] the ballot this most recent election granted it was uncont uncontested Schoolboard race but 16% of the vote [15:10] total was for the uh Brar increase in spending for the re remodeling there and [15:16] only 10% 10 11% for the Schoolboard election um but the biggest thing to me [15:23] the one that I think everybody in this room including teachers and staff and our board most importantly is that it's [15:31] $150,000 and granted if you start running it two years from now which you'll have to do that is going to be [15:37] immense time expense to the district whether the city's running it or you're [15:42] running it and the city is the one who currently has the expertise to do that $150,000 is a huge loss to the budget [15:51] and having been on the board and going through budget cuts we always talked about making sure our budget cuts [15:58] started with the lowest hanging fruit and things can you wrap up please I'm sorry and things that are furthest away [16:03] from the classroom and to me this is furthest away from the classroom let's fund our teachers can you wrap up please [16:09] and things that are more important than running an off cycle election thank you our next speaker is Miss Wendy Mar [16:27] coffee hi sorry I had to write everything [16:32] down so my name is windamir coffee thank you for allowing me to speak tonight um [16:37] I'm here tonight to speak to you both as an Adina teacher and the parent of an Adina student and to urge you to come [16:44] together with the Union to settle on a contract that includes fair and competitive wages for a din of [16:50] teachers eight years ago I chose to join the Adina High School Community as a teacher having spent the last 15 years [16:57] teaching at Fair School a weap magnet school when my school closed I had my [17:03] choice of any weap District to transfer to but I chose Adina I chose it because [17:08] of its reputation for professionalism and dedication to students I chose it [17:14] because I knew I would get to work with and learn from some of the best teachers in the state and I do every single [17:21] day 7 years ago I chose to open enroll my child in a d of public schools again [17:27] I could have sent him anywhere but I chose ad I chose it because I knew he would have the most dedicated and caring [17:34] teachers possible I chose it because of its reputation for excellence and I would make that choice again in a [17:40] heartbeat from kindergarten to sixth grade my child just had the most amazing teachers I could hope for I am dedicated [17:48] to A din of public schools both as a parent and a teacher but I'm beginning to question whether din of public [17:54] schools is dedicated to me since 2018 our insurance premiums have increased [18:00] 23.1% yet the district contributions have only increased 6% over the last 6 [18:06] years inflation has increased 25.74% and Yad has only added [18:11] 8.26% to our salary schedule I essentially like make less money now [18:17] than I did a few years ago in no other profession do you make less the more experienced you are at Din Public [18:24] Schools defines itself as a school of excellence that Excellence does doesn't come from fancy buildings or new [18:30] technology that Excellence comes from teachers and other staff who day in and day out devote themselves to their [18:37] students I've seen this firsthand both as a teacher and as a parent Excellence [18:43] shouldn't be funded on the backs of devoted teachers nor should it be bought at rock bottom prices if a Dina truly [18:50] values its teachers and the Excellence they bring to this District that it needs to prove it not by sending emails [18:57] with a thank you video or an occasional shout out in a newsletter but by offering teachers what [19:02] they desperately need a contract that is fair and comparable with neighboring districts thank [19:11] you thank you R in [19:19] Talon I I'm not going to be able to get through all the speakers if I people [19:24] can't hear who's speaking next is uh Roland Talon here [19:41] CH andberg Dr Stanley members of the school board thank you for giving me the [19:47] opportunity to speak my name is R Talon I have been a member of Thea Community for just over [19:54] 20 years first as an intern and then as a class CL teacher at nandale elementary [20:00] French immersion can you hear the beautiful accent and today as a peer coach in this [20:08] position I am fortunate to collaborate with over 80 teachers in six different buildings at the elementary middle [20:15] school and high school level I believe EPS should be Pro of its [20:21] teachers I am able to witness firsthand the excellent job teachers are doing in [20:27] their learning spaces and their professionalism during our coaching sessions to keep this high [20:33] level of performance not only should EPS recruit the best teachers to join our ranks but also ensure that current [20:41] teachers do not leave for neighboring districts how you might ask well Rejoice [20:49] I came with answers but before delivering them let me instill just the [20:55] right amount of suspense as a peer coach engaging in professional discussions is my everyday [21:03] I just had one about belonging a topic I am sure you're familiar with we want our [21:10] students to experience a sense of belonging to that end we want them to [21:16] not only feel tolerated but valued so here it is suspense is over to attract [21:23] the best teachers and keep your current talented Workforce make them feel [21:29] valued how well don't tell new teachers [21:35] we value you but we wanton offer you the same benefits as current teachers keep [21:41] the early retirement incentive intact in the contract don't tell specially teachers [21:49] we value you but we taking away that during the day build time for the process keep this in the contract don't [21:57] tell preschool teachers te we value you and the teaching license you earned but [22:04] we won't pay you as much as other teach make equal pay for equal work a [22:11] reality finally do not tell teachers we value you but we will pay you less than [22:19] neighboring districts pay your teachers as much as nearby districts do because [22:26] in the end the better EPS teachers will be the better the education our students [22:33] will receive respectfully and from the bottom of my heart thank you for [22:38] listening thank you Jason [22:44] doctor Jason [22:52] doctor Jason are you here I'm here [23:05] congratulating good evening Dr Stanley Chair allenburg other board members um [23:10] teachers and community members present I'm Jason doctor I'm the president of Education Minnesota heina brought a few [23:17] of my friends today they're kind of behind me and uh they're very much interested in how the district will [23:24] respond to our latest negotiations offered tomorrow so hopefully they're engaged I'd like to [23:30] bring the two previous speakers back up because they did a lot better job than [23:35] you've heard from me so hopefully this doesn't sound the same um at today's board work session you received the 2023 [23:42] residential survey the data as it pertains to teachers was not surprising the community as a whole and parents in [23:48] particular are consistent in their responses when asked what do you like most about Edina Public Schools the [23:54] number one response is good teachers when asked to rate job performance teachers receive the highest rating I [24:02] have worked as we've heard from a couple members here I've worked over 20 years in this community and I'd be willing to [24:08] bet many of the teachers behind me have also dedicated their careers to this community the community knows us and [24:15] they trust us because Edina has been able to hire and retain the best and the [24:20] brightest for the duration of their careers unfortunately over the last six [24:25] years the board and the administration have created situation where Edina is becoming a revolving [24:31] door one where teachers come to gain experience but then leave for higher salaries better benefits and better [24:38] working conditions elsewhere at the September regular meeting of the school board I'd cite a [24:43] data demonstrating just how far our current salary schedule has fallen behind our comparable districts over the [24:49] last six years wetta mitaka and Eden Prairie have added anywhere between 15.4% and 18.48% to their salary [24:58] schedules over that same period of time Edina has added 8.26% State funding increases over that [25:05] same period were 13.11% heina clearly has chosen to [25:10] invest in areas other than teacher salaries let's take a quick look at the [25:15] career earnings based on the 20 22 23 salary schedules a teacher in wetta Eden [25:22] Prairie minona or Rosemont Apple Valley Egan will in 20 years make 18,000 more [25:29] on average than any a teacher in over 30 years this difference grows [25:34] to $184,000 that is the current Financial penalty for having a teaching career in [25:42] Edina if all Edina can do is match the salary increases of these districts this [25:47] P penalty will continue to grow the revolving door is real we [25:52] already see it with our special education teachers the teachers behind me love their jobs they love their [25:59] students they are also frustrated they are frustrated because they see the [26:05] penalty for a career in Edina and equate that to their own kids college education [26:10] their morgage doctor can you please wrap up your yeah I got about 15 words left okay or missed retirement planning [26:17] opportunities we need you to deconstruct the revolving door thank you thank [26:23] you Mike McCarthy [26:30] is Mike McCarthy here is Mike McCarthy here [26:43] y all right okay good evening uh Dr Stanley Chair allenburg members of the board [26:50] everybody over there in the community at large um my name is Mike McCarthy I'm a conquered teacher and a Cornelia parent [26:56] I am here like others to advocate for a fair and competitive contract for our Educators it's an investment in our [27:01] students and it is the right thing to do about 9 to 10 years back I was contacted directly by the superintendent of a [27:07] competing District they were looking to fill multiple positions at the elementary school level and they [27:13] contacted a number of Edina teachers to gauge our interest and actively recruit us this is long before the active [27:19] teacher shortage we have now at the time salary and benefits were comparable and although my commute would have been [27:24] better it was a parallel move at best so I declined as did some others but not all we lost one of our most innovated [27:31] and talented teachers someone who would still be a tremendous asset to e Dina if they were here today instead with one of [27:36] our competitors now just last month you heard about how the sped staff at our high school is scrambling to keep up [27:41] because they're a case manager down due to a potential new hire backing out because they were offered more [27:47] elsewhere we have a teacher shortage if schools were willing to recruit from other districts 10 years ago when times [27:53] were good I can only assume they're that much more willing now if I or another Edina teacher was contacted by that same [27:59] district now we'd be looking at an instant 10% salary increase and a move that is no longer even close to parallel [28:06] as a district trying to do the best for our students we are at a distinct competitive disadvantage as a parent of [28:11] children in this District the last thing I want to see is us becoming the farm team for wetta motanka and Eden Prairie [28:17] where they poach all of our best Educators and keep others from even considering signing on here just over a [28:23] week ago I attended conquer's parent night out which is one of our PTO biggest fundraisers um I was there to [28:30] thank parents for the support they offer and thank them for how much they do for our schools and I've always known how [28:37] much they've done but I was still Blown Away by just how supportive and how committed this community is to our schools our PTO have made amazing things [28:44] happened for all of our schools but more than anything that night I was impacted by how the parents spoke about our [28:49] schools and their experiences there multiple people talked about how they moved here for schools how they tore [28:54] down built new houses to be with these schools others shared stories about how their kids have been positively impacted [28:59] by amazing Educators and uh others mentioned that they were completely baffled that anyone here would even [29:05] consider a private school when they have the resources we have here not one said [29:13] a thing about our vaed AAA Bond rating people simply raved about their students experiences with conquered any public [29:19] schools as a whole so once again I ask let's work together to give our community what they desire and our [29:25] students what they deserve let let come together on a fair and competitive contract that will allow us to keep and [29:31] attract the best Educators for our students now and well into the future we are nobody's farm team we are Edina [29:38] thank you Mike [29:46] Manzel is is Mike Manzel [29:52] here Kathy Iverson stud first what [30:02] stud um I don't know who's a student and who's not a [30:13] student I I'm sorry I don't I know Zoya you're a student do you want to come up and speak [30:19] Zoya thank [30:25] you are you guys speaking together or separately [30:30] okay did you each fill out separate forms yeah okay um thank you for having us we're [30:37] members of Project Earth the Dina High School environmental club and we come to you to consider approving our [30:43] application for a rebate that would promote a healthier community and work hand inand with the Dino climate action [30:51] plan many of us rode school buses in elementary school and kids of all ages ride the buses every day as their vital [30:57] for transportation to and from school but riding the bus can particularly cause health detriments for children at [31:03] the elementary school age while they are still growing one out of 20 kids have asthma which is triggered by toxic fumes [31:09] generated by diesel school [31:17] buses you can slide the you're going to slide the phone [31:24] okay okay according to the National Institute of Health a kid riding a school bus may be exposed to up to four [31:30] times the level of diesel exhaust of someone in a car ahead of it and it's even worse in the back of the bus during [31:35] the winter where windows are closed Additionally the level of school bus exhaust is up to four times as much as [31:40] cars instead using electric school buses will significantly benefit the health of both students and bus drivers as well as [31:47] the environment it is important for Minnesota to have electric buses because of the harsh impacts in the winter time [31:53] bus bus drivers who have to drive the school buses every day are specifically affected by the fumes which can have [31:58] damaging effects when there are so many buses and when Transportation routes go all across [32:04] the city it makes me feel guilty that not just me and my classmates but my family members my neighbors and my [32:09] community are all affected by the exhaust and pollution from the stops and starts that these dozens of buses make [32:14] multiple times a day throughout our city it feels very counterproductive to have this means of transportation that can [32:20] take so many people at once that can be so useful in bringing back energy to the grid and has so much potential to be [32:25] sustainable and yet isn't living up to such [32:31] potential Adina is defined by excellence and this is yet another step that we can take as a city to guarantee a better [32:37] future for the children um furthermore it would make us yet again a model city um one that challenges citizens both in [32:44] and outside it to be environmentally conscious thank you and with that we'd like to hand it off to Kathy um Mike and [32:52] Hilda Martinez thank you thank you [33:15] my name is Dr Mike menel i a a resident of udina for the last 37 years and a [33:22] retired anesthesiologist I'm co-founder of health professionals for a healthy [33:27] climate um and our work focuses on health as it's impacted by greenhouse [33:33] gases I appreciate having this time to raise awareness about an exciting [33:38] opportunity uh for the school district to transition um to some of the uh [33:44] school buses to electric now is the time to pursue the EPA and state funding to [33:50] get you started as older buses are retired this is the opportunity to uh [33:55] consider Electric the EPA School Bus program is the largest school bus funding program in [34:01] the history of the United States uh totaling five billion [34:07] doll um and uh the U EPA EPA program will [34:14] fund a significant portion uh for Edina which is a non-priority school um for up [34:21] to 25 electric school buses and the infrastructure that's needed uh for [34:26] charging those buses uh electric school buses are a tremendous benefit to our children's [34:33] health diesel buses have high levels of small particulate matter known as particulate matter 2.5 black carbon and [34:41] uh nitrous oxides propane buses have even higher levels of carbon dioxide and [34:47] carbon monoxide exposures to these toxic subst substances are [34:53] associated with Cancers cardiovascular disease and respiratory disease to name [34:59] a few young children's proportionately smaller body size and higher respiratory [35:05] rate results in a higher intake of these pollutants which can exacerbate symptoms [35:11] of asthma and other health effects electric school buses allow us to reduce [35:17] the students exposure to the harmful diesel exhaust that has been shown to impact the student health and their [35:23] achievement randomized Studies have shown that by lowering the school bus diesel admissions students have improved [35:31] aerobic capacity and reduced lung inflammation so think about uh that is [35:38] asthma also by lowering School Bus diesel admissions Studies have shown [35:43] improved student academic test scores and an 8% lower [35:50] absenteeism significantly school bus drivers have experienced electric school buses that have experienced electric [35:57] school buses state that the that the quieter ride means quieter children on the [36:02] bus making it uh less stressful and a more pleasant ride for [36:07] everyone ed schools work hard to provide a safe place for kids to learn and grow [36:14] the health and safety of our students are inextricably linked public schools have a long [36:20] history of prioritizing a health a healthy and safe environment for our [36:25] students can you wrap up please the EPA electric School Bus program is a new tool to deliver on that promise [36:32] thank you thank you Katherine [36:42] Iverson good evening I'm Katherine Iverson I'm a 37y year resident of Edina [36:48] I'm a member of health professionals for a healthy climate the real cost of electric school [36:54] buses is lower than you may think although electric school buses have [36:59] higher upfront costs today than their fossil fuel counterparts an electric bus [37:05] can save a school district anywhere from $4 to $1,000 annually on fuel and maintenance [37:12] costs which can be reinvested in education program teachers and [37:19] staff Cost Containment is an important strategy in budget decisions the [37:24] electric School Bus rebate program can fund an electric bus as a replacement [37:30] for diesel that is set to be retired anyway as the school district retires [37:36] any diesel bus why not get this portion of the funding from the federal um EPA [37:43] program along with your Fe fully funded charging [37:48] infrastructure and for this rebate program applicants will not have to come up with the money upfront the funds will [37:54] be dist dispersed upon purchase order not receipt of the bus here in Idina we [38:00] have indoor bus storage so the district can Implement indoor charging this is a [38:06] perfect setup I spoke with a Three Rivers School district in Michigan and they found that [38:13] their electric School bus's overall heavier weight and the fact that that weight is centered between the [38:21] axles has made the electric school buses less likely to fish tail in snowy [38:26] condition consultation with school districts in Minnesota that have already implemented [38:32] electric school buses from the Volks swaden wagon um settlement money told us [38:37] they are very pleased with the performance of their electric school buses so we are ready and willing to [38:43] assist Edina Public Schools to apply for this rebate just so you know many [38:49] original equipment manufacturers charger companies and Fleet and energy [38:54] management firms track Public Funding information and they support schools [39:00] through the application process and will provide private funding options all at no cost to you the deadline to apply for [39:08] this rebate is January 31st 2024 Edina has the opportunity to join [39:15] the list of school districts Across the Nation who've pledged to bring a better future for their students electric [39:22] school buses are on the road now from coast to coast covering rural suburban Urban routes with thousands more [39:29] expected to hit the road in the coming years this Choice brings hope to our students that the future is sustainable [39:36] and that we are on board thank [39:42] you Hilda Martinez [39:53] Salada um hello my name is Hilda Martinez thank you very much for having me I'm I've been living in ad Dina for [40:00] the last six years I have two children um a grad a girl that graduated in 2022 [40:06] and a boy that is a senior in the idana high school and I'm here with the group of the electric buses um um I forgot to [40:14] tell you I'm also part of the energy and environment Commission of the city of Vina and I've been working in environmental issues for quite a while [40:21] basically in equality and climate change so I'm here to support uh the group that is promoting the electric buses um you [40:29] know in April 2022 a group of community members together with the projects Earth [40:36] we reach out we reach out to you to talk about the EPA clean school buses funding opportunity but we didn't have any [40:42] success so now there's a second chance they have a new opportunity and we want [40:47] to work with you in this in this program to to to to try to transition the school [40:54] buses to an electric Fleet this time EPA is offering another round of rebate [40:59] funding that I think the tin School District should try to explore in the first round they awarded $1 billion doll [41:07] H to more than 400 schools in the country for example Michigan that has a SIM similar we than us H they awarded [41:14] $44 million for 138 electric buses those buses are running Su successfully in the [41:20] rural urban and suburban school district Minnesota was only awarded 1 Point six [41:26] billion million dollars which is it only for school bses so I thinka needs to act [41:33] um I'm not I'm not going to talk about the health and the climate um emission [41:38] improvements that these buses will have because they they have already talked about it but I have I want to say that [41:44] the school will have H Savings in the in the cost of operating these buses um [41:50] Katie already mentioned that it will cost it will save between 40,000 and [41:55] 11,000 US dollars per bus per year in operating expenses at the same time by doing by [42:03] trying to apply this technology Idina school district will be a key partner to [42:09] the city to help them achieve their greenhouse gas emission goals um the the plan established in the [42:17] trans in transportation strategies they they they want to seek and help fleets [42:22] based and operating in the city to try to establish a electric buses they have a goal of 50% electric buses by 2030 and [42:30] 100% by 30 2035 and this applied also to school bosses so although the [42:36] application process may seem overwhelming Epi EPA web page have resources to help you in every step of [42:42] the way the EPA program it's open until January 2024 so I think the time to act [42:48] is now so as a member of the din School District I would like to ask the din School Board to start the process by [42:54] dedicated resources to Res the technical and financial visibility to transition to Electric process and to support this [43:01] transition by applying to this rebate opportunity thank you very [43:09] much thank you to everyone that uh spoke to us tonight we're now going to move on to a report from one of our Community [43:16] Partners Z givo and I'd like to welcome Carolyn Papa John [43:25] welcome so do I have the same three minute [43:32] clock I'll talk really [43:37] fast thank you for having a d a give and go present tonight I appreciate the [43:43] opportunity so I don't should I be moving the slides or someone else moving either they can move it or there's a [43:49] clicker right in front of you where you can advance the slide great as well so our goal our mission in the dining given [43:55] and go was all around equal access equity and inclusion for all the students that go to Vina public schools [44:02] and we know this is important we know based on Research that when students have access to extracurricular [44:08] activities they're more likely to read by third grade more likely to graduate from high school and more likely to [44:13] succeed in and out of the school day we are a partner of Adina public schools and we are so grateful for that [44:19] partnership that partnership is really it comes into bearing a lot when you think about your strategy be around [44:26] equity and your strategy C around whole person support the kinds of things that we support are academic opportunities [44:34] Arts opportunities and athletic opportunities anything that students do outside the school day and in some cases [44:39] during the school day that's um extra like bander Orchestra one of our um closest [44:46] Partnerships within this so first of all I just want to say thank you the district has been an amazing partner I've been in this position for about a [44:52] year and a half just a little less than that but the organization's been around almost 10 years partnering with this [44:57] school and um it's been a wonderful a wonderful partnership so thank you to Dr Stanley and your whole team and everyone [45:04] here for that one of our closest Partners is the ding Community Education yay and um we provide funding so that [45:13] students can participate in all kinds of programs but many students are choosing a dining Community Education because of [45:18] the quality of the programs and the access that they have there and so by combining our funds with the funds that [45:23] A din Community Education puts in we've been able to support um almost 300 [45:29] students going through dining Community end programs in the past year I just want to mention a few things [45:35] about what we do [45:42] so we provide access I mentioned to Athletics arts and academics and really [45:48] it spans almost anything that a student might choose to do with their extra time when they're not um in their school [45:54] classes and part part of the value of what we do is we give the students flexibility to choose what it is they [45:59] want to do we give each student who qualifies up to $1,000 in the school year and up to $500 in the summer and [46:06] they can choose the activity that is most meaningful to them what we're really in this for is we really want [46:12] them to learn new things we want them to discover their passion we want them to be able to connect with their peers we [46:18] want them to have a sense of belonging and the why that we mentioned before is because we know it leads to really great [46:23] outcomes for them in school and out school so that's why we want to keep doing what we're doing what is really [46:29] important I think to draw your attention to that you're I'm sure aware of is that approximately 20% of students in Adana [46:36] Public Schools live in lower inome households where paying for extra [46:41] activities can be quite expensive and quite taxing um which is why our service [46:47] is available and which is why the original um Founders saw that they needed to create something like a D give [46:52] and go the issue is that we supported about 610 students this past FAL year in [46:58] K through 12 but there are approximately 1,700 students who would qualify if they [47:03] chose to ask for the support so in order to keep this going and to support more students we need to help more you know [47:10] to raise more money and in order to do that I'll get to a slide on that in a minute but I just want to mention that [47:16] we really want this to reach everybody who wants this support so if 1700 kids [47:21] want this support and qualifi then we want to support all 1700 students and to do that we really need everybody working [47:26] together so that we can raise the money and we can get the word out so all these students can come [47:32] forward just a little bit about the community impact we helped um 528 students with direct grants last year [47:38] and we helped about 95 students through the instruments for all program when you combine and get rid of the duplicates we [47:44] helped approximately 610 students last year with grants these are grants that they use micro grants that they use so [47:50] they can pay for the activity of their choosing that they're most interested in approximately [47:56] um $97,000 went to a din in community ed last year to pay for programs that students chose of their own accord to [48:03] participate in that could be anything from Summer kids club to robotics camp [48:08] to chess club to um dance class there was another $34,000 that went to a din [48:14] of public schools that's mostly for things like instruments for band instrument rental and AP exam fees in [48:21] total we gave about $253,000 out to the community to the pro program providers last year so that [48:29] these 610 students could participate in activities and over the lifetime of AD dining give and goes giving Which [48:34] started in 2015 we have given away $1.3 million in these micr grants for [48:40] students to our program [48:46] providers you're not going to be able to read these F million testimonials the screen is much smaller than I thought [48:52] but just to say that obviously families are very grateful for for the support um they're grateful for being a part of the [48:57] D of public schools and a school system that has this kind of opportunity available to it and really the quotes [49:04] that we get come from Elementary from middle school from high school we get a lot of parents um Thanking us for the [49:09] support for their elementary students talking a lot about the academic support about the sense of belonging about [49:15] having their kids be a part of a group you know being a part of an activity they couldn't participate and otherwise [49:20] but we also get letters believe it or not from high school students um we just got one recently about a student who was [49:26] able to go to a camp this summer for um that was really transformational for [49:31] them and not wanting to go to college before the camp and realizing that they did want to go to college so these are the kinds of things that become possible [49:37] and I again would say that it wouldn't be possible also without the partnership um with the schools because the schools [49:43] are so valuable and the staff is so valuable and helping to identify students and letting them know about this [49:49] opportunity so last how can you help our students um [49:54] keep doing what your doing um but frankly most of the money that we get for a dining give and go comes from [50:00] individuals and most of that money from individuals comes through two main Mech or three main mechanisms one is our [50:06] annual event and this April is our 10th anniversary and so we're going to be [50:12] celebrating um with a little more Pizzazz than usual and we would love it if you would come on April 12th it's a [50:17] Friday night at Pinstripes and we'd love it if you would help to get the word out so that more and more folks can come [50:23] that's our number one way that we raise money that we can give to students the other way is through gift to the max day [50:28] everybody is asking for funding um thank you to Dr Stanley for participating in a video with us um anything that people [50:35] can do to get the word out about that would be really grateful you can give through now through Thursday to count for gift to the Max and then the last is [50:41] our annual gear swap which again is done in partnership with the schools it's held at the community center not only is [50:47] it a way to raise money but more importantly it's a way to help keep gear in the community and get it to folks who [50:52] don't need it anymore to the folks that do need it so with that I will close any questions [50:59] any comments and thank you to Jenny and to Alex who came to of our board [51:06] members any comments anything thank you very much do board [51:12] members have questions or comments thank you thank you very much [51:17] Dan oh I just say thank you okay just lots of gratitude yeah thank you thank [51:23] you thank you very much could I could I ask one question of course a quick one [51:28] good one thank you and thanks to all community members who are supporting ad give and go because it does make a [51:34] difference um we don't my understanding which may not be correct we don't have a [51:40] large percentage of the adic community currently contributing to give and go is that right okay I think this just a [51:48] challenge there's been so much good done by the small percentage of the community [51:53] already choosing to to contribute something and it doesn't have to be a lot right it can be a little bit and a [51:59] little bit makes a big difference so just an appeal to the community it's great partnership great work being done [52:06] and a terrific outcome and we can all make it even better so thanks uh [52:11] Caroline can I ask a question if you were a family that saw this tonight and thought I could use some help through [52:17] this program what would be the where would a family go to access you just gos [52:24] yeah sorry so you just go to the adag give Ando website which isand go.org and you just [52:30] click on need help okay and then it's a very simple process to do that thank you okay thank you thank you very much um [52:38] we're going to move on to our consent agenda but for folks stinging on the floor you're more than welcome to to [52:43] take a seat or if you're comfy okay I just wanted to I was feeling a little [52:51] guilty I know it's a quick out by the door so okay all right all right just wanted to mention it um [52:57] we're going to move on to our consent agenda is there anything anyone would like to remove from the consent agenda do I have a motion to approve the [53:05] consent agenda so moved is there a second second we will now vote to approve the consent agenda all those in [53:11] favor say I I anyone opposed the consent agenda has been approved uh we're going [53:16] to move on to our discussion items and our first discussion item is the countryside Spanish dual language update [53:23] and I'd like to welcome director of achieve in equity um director Franny I barar I think I be care I'm sorry can [53:32] you pronounce it for me correctly in the microphone because I'm horrible I [53:37] apologize but care you just have to remember that I care a lot care I think [53:42] I okay I apologize so and then Countryside principal Karen [53:50] Bergman and some other esteemed guests that if one of you guys could introduce [53:56] everyone that's Caroline Lyon and Mr Andrew Beaton [54:02] welcome okay thank you all right thank you uh chair allenburg and [54:10] members of the board and Dr sanley we're here to provide um an update on Countryside dual language and I have the [54:19] awesome um leadership what we call we we have given oursel a name I think it came [54:24] from Karen what we call ourselves the countryside dual language leadership team and the Dual language leadership [54:31] team was created when I took on the position of De director of educational [54:37] equity and multilingual Learners so Andy Beaton serves on the team he is on site [54:44] here at um Countryside with the teachers to help provide them day-to-day support [54:50] it's very fun I've seen him pulling a wagon around he'll talk more about the day and and seeing going from the high [54:56] school to seeing him with the littles is very fun and he practices in Spanish a [55:02] lot with them and then Karen Bergman principal and Caroline Lyon who is the [55:08] uh administrative Dean thank you and so we also on as part of our team is we do [55:15] work with Amy Young when I she is from mde She's the multilingual learner [55:20] education specialist and so when I took the job on I immediately contacted Amy [55:26] Young and uh two years ago Amy Young came and presented to the board several [55:32] times about Spanish dual language and since that time the state of Minnesota [55:38] has created a cohort of Spanish um not Spanish but dual language uh for schools [55:45] that are either transitioning to dual language or have a track within the school that is similar to how we have [55:52] chosen to do an an EA we're not the whole school as dual language and in that time since two years ago when we [56:01] started our program the state of Minnesota under Amy Young's leadership [56:08] has provided some pretty specific guidance on what a dual language program [56:15] would have in place to be called a dual language program so Edina was very much [56:21] on sort of the front end of the creation of a dual language program so what is happening within immersion programming [56:29] is that there have been immersion programs within the state before some [56:34] are switching to dual language so they're they all are immersion so it's oneway immersion I should say so sever [56:40] are switching from being one-way immersion to two-way which is uh what we are at [56:48] Countryside is to that two-way and there has in the last two years there has been [56:55] uh creation of many new dual language schools tracks [57:02] within the within a school and so Andy and I have had the chance to go out and [57:08] do research and not only meet with Amy Young but also meet with [57:16] other directors or principls and districts about their dual language [57:22] programming and the decisions that they have made in their dual language programming to help guide what we're [57:29] bringing to you today so there was one of the things that helped this year was [57:34] we created a structure where we have the leadership team that is really developed [57:39] really focused on program development and how we will develop the program from being a kindergarten program last year [57:46] to just kindergarteners to a K5 program and as we continue to grow we have an [57:51] instructional team where we work very closely with teaching and learning [57:56] because we have to be in alignment with what is happening with the rest of the district and then we have the team that [58:03] supports not me this team who supports the day-to-day with the teachers because [58:08] they still they need support as teachers and as Countryside teachers within the building so that is how the leadership [58:15] team works and we will oh on to our next slide what is dual language [58:23] immersion doing a quick review because as we continue to be in dual language [58:28] immersion it is a fairly new New Concept for the state of Minnesota and [58:34] especially when we have one-way immersion in our district so oneway immersion is French they speak French [58:42] until in third grade I was just um talking with principal Holden I believe in third grade they then start to get 45 [58:49] minutes of reading instruction uh differences with dual language immersion [58:55] there is expected to be instruction in both languages and we'll get more into that as we go on in both languages from [59:03] kindergarten through fifth grade so it's not a one-way immersion academic and [59:08] content skills are aligned with the Minnesota state standards that's very important we just had the kindergarten [59:13] we had a room a gym full of families that were interested in exploring dual [59:20] language and one thing that is important for our kindergarten parents and anybody in the district is to assure that we [59:26] what we're learning in the Dual language program is aligned with State Standards just happens to be in Spanish but it's [59:33] the same standards as the rest of the students at Countryside and we really want learning to happen in an authentic [59:41] way and they do do a beautiful job of that in the classrooms so one of the things that is [59:48] new for Spanish dual language if you've had these presentations before is this came from mde in Amy Young's work is [59:57] that in your dual language program you should have core principles and your [1:00:03] core principles need to be around these things these three areas culture [1:00:09] language and academics you need to be able to speak to that to families so we [1:00:15] didn't go very have to go very far for this because e has core principles and [1:00:20] core values so what we did is we took the core principles and core values that [1:00:26] Idina has and we applied them to Spanish dual language there is no need to create [1:00:32] something different so one culture we do have a core principle about valuing [1:00:37] diversity so we said culture to develop positive crosscultural attitudes in a global understanding this aligns with [1:00:44] one of our core principles as a district language this is the key is that you [1:00:50] develop bilingual and B Proficiency in Spanish and English this is [1:00:55] where dual language becomes very different than one-way emersion because it wants the students to be we want [1:01:02] students to be biliterate they can read speak [1:01:09] write read speak right listen in um all of in both languages to a high [1:01:17] degree and then academics it's to develop academic proficiency and Spanish [1:01:23] and English we want them to have academic English and academic Spanish [1:01:30] and then to develop critical thinking skills in school and [1:01:36] Beyond why dual language there have been a lot of studies about dual language and [1:01:43] one is it improves cognitive cognitive development um there have been many studies that have shown that students [1:01:50] who are speaking two languages learning two languages become cognitively more [1:01:55] flexible as they call it which encourages greater cognitive development [1:02:00] and that is a benefit of starting with two two languages at um a younger age it [1:02:07] also raises academic achievement there have been long-term studies about students who have learning two languages [1:02:16] and they tend to achieve higher academically over the course of the [1:02:22] program so over time not right in kindergarten but over the course of the time as a result of that flexible [1:02:30] cognitive thinking that they've developed and then lastly you develop bilingual skills into adulthood um [1:02:37] people hear me say a lot it's like right now I believe one in 10 one out of every [1:02:42] 10 students in the American education system is a multilingual student that is only predicted to increase so might be a [1:02:51] really good benefit to develop bilingual skills and as you continue to move into [1:03:01] adulthood thank you okay good evening I have the next few slides so last year we [1:03:07] were thrilled to welcome our inaugural class of kindergarteners in the 2223 [1:03:12] school year those kindergarteners are now first graders and we welcomed our second class of kindergartners this fall [1:03:19] and it is just a joy to see the progress from that first day a year and a half [1:03:25] ago to where the kids are now it's just amazing the progress that they've made so we are adding a Kindergarten class [1:03:31] each year the kindergarteners roll up the first graders will then become second graders which will become third [1:03:36] graders so this is just an illustration of how we will be building out that program and when we are complete in four [1:03:43] years so and as uh Dr beare I don't know if [1:03:51] you're a doctor sorry you seem very smart to me so [1:03:56] director be sorry excuse me uh spoke a little bit about the uniqueness of this [1:04:01] a dual language program and this is an illustration of a an example of the [1:04:06] language allocation each program can be just a little bit different but in our program our development team has [1:04:12] determined that we would like to be a 2080 in kindergarten in first grade [1:04:18] which means 80% of students stay will be in Spanish and we'll talk a little bit about what fits into that 80% in just a [1:04:25] minute but uh 20% of their day will be instruction in English and again we'll [1:04:30] speak a little bit about the components of that and then moving forward as they progress up through grade five they will [1:04:36] be spending additional time receiving that English instruction as well with the goal of being biliterate as uh [1:04:44] director beair explained earlier the next slide will show you the content allocation this was sort of a [1:04:51] child's day uh the circle is one day in a child life the green would be the [1:04:56] target language and at our program it is Spanish and in that part of the day it's [1:05:01] the content areas primarily So reading writing speaking Math Science Social [1:05:06] Studies and then an intervention time or a win time of what I need time and the [1:05:12] Specialists and some English language instruction then fits into that 20% so [1:05:18] in the 20% again this is for kindergarten and first grade the percentage increases as students [1:05:23] progress to the grade levels but the specialist time for example physical education art music media may occur in [1:05:31] English and also uh They will receive direct instruction in English language [1:05:37] so things like English phonics things like foundational skills in English as well and so that would be what a student [1:05:44] would experience in kindergarten and first grade and then increases uh the English increases as students progress [1:05:51] through the grade levels [1:05:56] all right good evening um I'm I'm going to take a little bit of a pause from the [1:06:01] slides for a minute and tell you that I feel like we have a complete plan that [1:06:07] we're working through now you know when we started this two years ago um just uh [1:06:12] kind of figuring out what was the day today going to look like and what did we need and how many desks and how are we [1:06:18] get those kids in there so many of those uh kind of day-to-day decisions are the things that that we live in in the [1:06:25] day-to-day um as as school folks um and uh one of the questions that would [1:06:32] continue to come is what about the other what about the planning for what's happening moving forward and I feel like [1:06:40] we in in Dr or do director beir we actually have we're we're gonna get you [1:06:47] that yet we are um yep I I feel like uh [1:06:52] we have that Direct direction we have that support we have kind of both parts [1:06:58] of the planning happening in in tandem now instead of it being okay today we're [1:07:04] going to worry about this and then we'll worry a little bit about this and then we'll you know kind of go go back and forth with that so I I appreciate the [1:07:12] fact that uh it feels like we are are in a different phase of our planning and I [1:07:18] think that that feels good and I think it it speaks to those decisions that we [1:07:23] were making in the beginning about what does the day-to-day look like and now we've got the we've got the vision to [1:07:30] say okay and what's it going to look like when these little pumpkins are fifth graders or what's it going to look like this is your next plan what's it [1:07:37] going to look like when they're in middle school and then high school and and so on so anyway just a little [1:07:42] editorial thank you um uh some of the things that we've talked about tonight [1:07:48] is the fact that this is a dual language program Dual language two languages both [1:07:54] English and Spanish our student population within the program matches [1:07:59] that plan as well um when uh when we chose a dual language program we were [1:08:07] saying we have a target language that is Spanish but we also have speakers coming [1:08:14] in who are English speakers primarily in their home language um so the the goal [1:08:21] of dual language programming is that you have have students representing both a [1:08:27] Spanish home language and then other Home languages as well so um as we as [1:08:33] the program develops um over time we will reach that 50% of our students are [1:08:40] coming from Spanish home language um environments and then the other half or [1:08:46] the other 50% of our students are coming from primarily English-speaking homes but other languages other than that [1:08:53] Spanish home language so again the goal is to get to 50% of of each and a lot of [1:09:01] our processes are actually working uh working to make that goal a reality for [1:09:07] us um we uh we plan the lottery process [1:09:13] um for our students coming into the program um around that 50% English 50% [1:09:21] uh Spanish speaking uh home language speakers um and primarily actually 100% [1:09:28] of our students within the program are e School District residents um the lottery [1:09:34] process provides for 24 students uh who are identified as Spanish home language [1:09:41] speakers or they have some sort of Spanish experiences in their past maybe [1:09:47] they attended many years of a Spanish preschool or a home daycare or maybe a [1:09:53] family experience um that they bring with them um and then those other students the [1:09:59] other 24 students in each of our incoming kindergarten classes represent other Home languages um students uh not [1:10:08] initially offered those spots we have 48 spots to begin with we maintain that [1:10:13] weight list very much like uh any of our other uh Choice programs in the district [1:10:18] so um and we do have a wait list uh currently both for our current kindergarten class as well as our first [1:10:25] graders um so uh this next slide talks about where we're at right now and again [1:10:31] we want to be 50% of each um I remember uh back when we started Amy Young from [1:10:38] mde said if you're at 20 or 30% in those first few years you're on track that [1:10:45] program will grow that interest will grow um those numbers will change so um [1:10:51] in looking at our specific numbers right now were fairly typical in what uh what [1:10:56] is represented our current kindergarten class um we have 48 students of course [1:11:02] two classrooms of 48 and 27% of them or 13 of of those students represent those [1:11:10] Spanish home language speakers or those students who came in and and showed us [1:11:15] that they had some proficiency with the with the Spanish language um so uh we're [1:11:22] we're on track we're moving that forward because as you look at our current first grade class uh last year as they were [1:11:28] coming in as kindergarteners we actually were at about 23% um Spanish home language uh speakers [1:11:35] and uh two of those families have moved from the area and and uh we did not have [1:11:41] Spanish uh language speakers to uh replace them with so our um current [1:11:47] percentage uh with that first grade class is right now at 19% of our students are um Spanish home language [1:11:55] speakers or again have that level of proficiency that that we know that they're um can be considered in that [1:12:02] category so I'm going to turn it over to Mr Beaton he uh We've we've been handed [1:12:08] a a gift this year in his day-to-day support of us um us U being able to um [1:12:16] have this support on site has truly been a [1:12:22] gift [1:12:38] so it's I've been practicing so um thank you yeah um so I I wanted to share I think [1:12:45] mostly tonight thanks for the opportunity to uh to share the great work that's going on first some thank [1:12:51] yous I want to share um some thanks with the community ed um Dr Leland uh for the [1:12:56] sharing of their space been super great hosts wonderful hosts and uh Leah Bird's been a wonderful partner in ELC so [1:13:03] that's continuing so I just want to say thank you um special people like um Heather Larson and Jane wean from the [1:13:10] Welcome Center who have been supportive of our students and families um and just raising their hand all the time to help [1:13:15] uh the kids that are here um so some thank yous for them um I want to make make sure I emphasize that um the Dual [1:13:22] language program is very much like an elementary school at at Countryside in the daily schedule that you'll see um [1:13:28] for students that are involved in specialist time in the morning and Countryside teachers come over um for [1:13:34] physical education music and art um they have morning meetings which they call C culo Manana um they have literacy and [1:13:42] math blocks they do centers and rotations in there just like at Countryside um science and social [1:13:47] studies in the afternoon they have writing time we've now created a win time specifically for um uh the Dual [1:13:55] language program which is wonderful that we have a bilingual teacher that can do um some support and intervention in both [1:14:00] English and Spanish and then they go home at the end of the day um there's some pictures up here just about typical [1:14:05] day there was celebrations on de de muos um there was a field trip that they went [1:14:10] to to a corn maze and a apple orchard um they like to look at pictures of my dog [1:14:17] you know um so it's it's uh it's wonderful so some of the same issues and celebrations that you have um that I had [1:14:23] the high school um happen at the elementary level so it's wonderful and some of the challenges you have are just [1:14:28] shorter shorter kids at the elementary level sometimes um but uh some wonderful [1:14:33] things I'll leave it off and I'll send it back to Karen thanks for the support and the opportunity and and Franny's leadership um one of the things they [1:14:40] they call all of the all of us at Spanish imersion is propes you know profa Alex Prof Vero I'm Prof Andy and [1:14:46] and a student thought it was very funny to call me Propet candy so that's and I said that's because I'm so sweet and [1:14:53] everyone loves candy so I'll leave that off so back to you oh before I hand it back to Karen I [1:15:00] wanted to quickly add one of the wonderful things that Karen and Caroline have made her happen this year is the [1:15:06] students do when there are activities at Countryside that are happening they get [1:15:12] on a bus and they go over to Countryside to join their classmates and I the two [1:15:18] teachers from last year are incredibly grateful that we are making that happen [1:15:23] this year because that makes them feel even more like part of the countryside community so they get to they get to [1:15:30] take little field trips to the school that they will eventually be at [1:15:37] full-time hence my slide um the the last slide that we've got just an update on [1:15:43] our construction and uh what's happening with that um we have been looking [1:15:48] forward to that day that uh that our Spanish du language kiddos are are are with us um and in preparation of that of [1:15:56] course we have our our construction that's going on we have four additions going on our building uh two of those [1:16:02] classrooms we know for sure they are kindergarten for Spanish dual language and uh six additional classrooms that [1:16:09] are first through fifth grade and then our specialized space for our site based [1:16:14] special education classroom and then our multi-purpose room of course um every Tuesday 9:00 a.m. we are in our con our [1:16:23] construction meetings um hearing what's going on hearing what's on the schedule and um each and every day U that we're [1:16:31] there we kind of hold our breath um just to make sure that all is right all is on the same schedule and of course [1:16:37] initially we uh we're planning that we would be moving our kiddos over over winter break and um as I have said all [1:16:45] along having them back where they belong or right where they belong and um supply [1:16:51] chain issues of course um have been um have come up for us uh we have um one [1:16:57] piece to the puzzle with construction right now and those are some very very specialized windows that are going into [1:17:05] the uh first through fifth grade classroom area um that is considered a [1:17:10] storm shelter um they are not probably going to be delivered and on time to get [1:17:16] here and and have everything going on so back on the 31st of October we were we [1:17:22] were told that those windows were not coming on time um and um that of course [1:17:27] directly impacts our the area of classrooms where we were going to place our first grade Spanish dual language [1:17:33] classes so uh for right now we are planning that uh spring break will be [1:17:38] our move in time we've communicated that to our stakeholders um uh primarily our [1:17:45] parents and our kids and our staff just letting them know um that even even [1:17:51] though our timeline has has um been been pushed back a little bit we are still [1:17:56] committed to the the wonderfulness that happens each and every day in those four classrooms and um the additional [1:18:03] supports and and um just all of it that goes toward um getting those kids over [1:18:09] with us um and I think the other important thing that that we would um [1:18:15] want to make sure that we continue to reiterate and that is this that um once those windows once that that special [1:18:23] ized area is complete uh we're getting them over there as quickly as we can so [1:18:28] um if it's before spring break we're going to make that happen we just we just need to to get those things here [1:18:36] and have a little bit better idea of what that looks like um so we are we are [1:18:41] hopeful um it's looking amazing a few of you have been through and we've been able to put on a hard hat and walk [1:18:47] through those areas um it it is uh now a process where we're actually talking at [1:18:54] the building about what does this look like for when we're all together uh so [1:18:59] one of our projects with our building leadership team right now is to take a look at that overall building map and [1:19:07] decide how are we going to team together our Spanish dual language teachers have made it very clear that they want to [1:19:14] team with their grade level colleagues as well as the Spanish dual language team and uh so consequently one of our [1:19:22] our next building leadership team meetings is to talk about okay knowing that how how are we going to map this [1:19:29] out where's everybody going to be um and of course the other piece to that puzzle [1:19:34] is uh thinking about how we fade our um continuous progress program and what [1:19:40] does that mean about the as far as the arrangement of the building so the pieces are starting to come together now [1:19:46] we just need our kids with us questions do board members have [1:19:53] questions or comments I do I have question I have a [1:19:59] question go ahead director green oh did it come up on your thing oh no oh I did oh sorry I was trying sorry about that [1:20:08] um I have three questions that was great um my one question um my first question is on the slide you talked about [1:20:15] 80% um 80% of the time is spent speaking [1:20:21] Spanish what impact has that have on our Spanish speaking [1:20:26] students you want to speak to that you want to clarify well on the on one of the [1:20:34] slides maybe I maybe I I didn't understand it was it so 020 so we we [1:20:40] kind of talked about this at the parent night and we said so many of our students coming in in kindergarten and first grade what they have they have [1:20:47] social Spanish and they have social English they do not have academic Spanish and they don't have academic [1:20:53] English and that's why we are coming to school to learn academic Spanish and academic English so yes while the [1:21:00] Spanish students have greater social Spanish speaking [1:21:06] skills than their English peers they're all pretty much on the same plane when [1:21:12] it comes to academic Spanish and they're learning the same with academic Spanish [1:21:17] and they're all pretty much on the same plane with learning academic English [1:21:23] okay I didn't know if that impacted because of the I just was surprised that that was the split knowing that you have [1:21:30] kids that are then getting 80% but it doesn't sound like there's an impact to the academic trajectory there right okay [1:21:37] cool and then my sec I have three questions and then my second question is if we lose kids in dual immersion [1:21:46] like we had the two looks like we had two students who move are we able to fill in as those grades go and bring [1:21:52] kids in and how difficult is that to do uh so we maintain the weight list of [1:21:58] course as of right now our uh kindergarten uh weight list is at three [1:22:03] as at four excuse me uh we have probably about 25 or 30 um on the first grade [1:22:11] weight list um we also know um and have learned from our uh French immersion [1:22:17] friends at Normandale that uh once kids get to a particular point in that first [1:22:23] grade year there's going to come a point where we are going to want them to feel [1:22:29] like they could join that group and do so successfully um so there is a plan [1:22:35] very similar to Normandale where they will actually um have an opportunity to [1:22:41] show us a little bit of proficiency as they come in and as they join those groups um in talking with Chris Holden [1:22:49] at Normandale they uh have a process it's almost not not really an assessment but a a a diagnostic that they use um so [1:22:57] we'll be we used a little bit of that uh last year during our um Lottery process [1:23:03] to determine which kids had some additional Spanish experiences coming in [1:23:08] so there is a process in place we we'll use a very much a similar uh formula to [1:23:15] what norand Dale's been doing okay that's great I just didn't know if the trajectory would be then that the class [1:23:21] could potentially be lower than the incoming class but it doesn't it's possible it's possible um the other [1:23:27] thing that we know is that we have families that are moving into the district or are um asking to join us [1:23:35] through open enrollment and uh once our resident families are on that wait list [1:23:41] uh then we can start adding other families who are coming to us from outside the district boundaries um and [1:23:47] it's possible too that we will continue to have those families uh joining us coming from other programs other um you [1:23:55] know areas uh nearby um so I I don't foresee us not having that kind of [1:24:01] supply of of people who would want to continue to be a part of our program okay awesome thank you and then my last [1:24:07] question and then I will stop um I know that you have worked really hard at um one Countryside and so it was just great [1:24:14] to hear that connection um I just wanted to check in on the community of parents and and the families because I know that [1:24:20] that's been a concern you guys have had a lot of disruption over the last couple years so I just wanted to check in and [1:24:26] see how how are all the families doing and combining I know there's been a lot of intentional efforts I I think I think [1:24:32] we're doing well we there you're right intentional efforts are made each and every day our our kids uh see the [1:24:40] Morning News at Countryside in uh both English and Spanish um Caroline's [1:24:45] generally my Spanish speaker in the on the Morning News when when I'm there or or she and uh or Maria dumy are uh [1:24:52] working on our news um that's something that that all kids see and it connects [1:24:58] us um being able to continue to bring our kids together um and to talk about [1:25:04] them um or talk with them in a way of um that we're all part of this um one of [1:25:11] the very best days that we had was um the last week or last Friday of [1:25:16] September we did our first um all school assembly that we've been able to do [1:25:21] since covid um and our Spanish dual language kiddos came over Dr Stanley a few of our board [1:25:27] members were there that day um we were s yeah the Hornet was there as well yes um [1:25:34] taking as many of those opportunities as possible to have our kids come together [1:25:39] and to be a part of each of the activities makes the kids know that they are one Countryside um I know our PTO is [1:25:48] is making uh great efforts to make sure that we have um someone uh representing [1:25:55] our Spanish dual language uh students on the on the executive board for PTO um I [1:26:01] know that uh some of our our Spanish dual language uh parents were they had [1:26:07] kind of their own little Facebook group um but yet they're all still part of the countryside PTO Facebook group as well [1:26:15] so um we're continuing to encourage that and um everyone just wants to be involved you know every time we're able [1:26:21] to bring kids over and and to bring parents in um we have our uh celebration [1:26:27] of cultures tomorrow night so please join us 4:30 to 6 as many of our our kids that uh can be there will will be [1:26:34] there as well okay thank you guys so much it's just great work thank you other director bman I just had a really [1:26:40] quick question about um for next year so as we continue to grow and we're g to move into second grade I'm just curious [1:26:47] about the recruitment process um because every year you've had to recruit for each grade level as we've been going up [1:26:52] how is that going and do you see any challenges with that just given all the climate that we're in and so on so forth [1:26:57] I just want to make sure that you're getting supported the way you need to and you're you're speaking about recruitment of Staff correct that's [1:27:02] correct y uh Andy and I were just talking about that today uh we need to [1:27:08] get uh postings out there for our second grade uh teachers um one of the things [1:27:13] that we have struggled with is to have enough um pair professionals who can [1:27:20] support our students whether it be our our special um Services kiddos or whether it's just a classroom perah or [1:27:27] not just a classroom perah or a classroom perah um those are the [1:27:32] positions that we've struggled with uh but we actually just had another Spanish [1:27:37] speaking uh perah join us um starting today so um I I think uh word of mouth [1:27:45] is is helping uh to get that word out and um those early postings as well um [1:27:51] just to kind of get get ahead of that yeah um if I could say one more [1:27:58] thing uh we have some staff in the district we have some staff at Countryside who are Spanish speaking um [1:28:05] who I think might we might be able to give a little nudge to maybe when when we are in some of those older grades uh [1:28:12] where their experience um with uh with the language and with uh their teaching [1:28:18] experience might be um so we're we've got a few people that we're going to be tapping on the shoulder for [1:28:24] consideration as well yes anything else from board [1:28:30] members well I think I can speak on behalf of the board to say how grateful we are for all of you and your work and [1:28:37] it's such an outstanding program you're building so thank you very much we appreciate your support thank [1:28:43] you um we're going to move on to our steam update and I'd like to welcome up assistant superintendent uh Dr Randy [1:28:50] smle oh and you got your um promotion to doctor um yes [1:28:57] so Dr Randy smle and our director of teaching and learning uh Director jod D [1:29:02] St Hubert and some other guests that I will [1:29:08] let Dr smil introduce thank you we always get surprise guests so I don't [1:29:17] [Laughter] I'm [1:29:24] good evening Cher Ellenberg superintendent Stanley our school board members and Community uh super excited [1:29:30] here to uh provide an update about the board about our steam workor I'd like to [1:29:36] introduce a few folks that we have so down on the far right Mr Mark Carlson who's one of our curriculum uh [1:29:42] coordinators inside of our teaching and learning Department Dr Cara rickenberg our Highlands Elementary principal [1:29:49] Alison canap we got snaps back there Alison kapf are one of our fifth grade teachers [1:29:55] at conquer Lorie Holland our media specialist at conquer malio Keef one of our fifth grade teachers at Cornelia and [1:30:02] uh jod D St Huber from teaching learning so I prepared a few slides to highlight [1:30:10] some of the information that's in the report but we will make the assumption that you've looked at the report and I'll go over the slides fairly quickly [1:30:17] because I do want to have opportunity and time for in particular some of our Educators in the classroom to talk a [1:30:24] little bit about their experime their experience implementing one of these steam units which we developed as a team [1:30:31] or they developed and our team is working on developing those so we have about 25 different staff members that [1:30:38] are part of the elementary steam uh design team and I just want to say a huge thank you to that team for the work [1:30:45] that they've been doing uh because what they've really focused on is helping to [1:30:50] really tease out and Define the framework that we want to put in place around Elementary steam a framework that [1:30:58] makes Elementary steam Anda unique that makes it Marquee that makes it robust [1:31:04] that makes it rigorous and that's what I want to walk through tonight is how that framework is really going to be a [1:31:11] Difference Maker for this school district we heard through the Morse Leatherman survey at the work session [1:31:17] about the uh commentary of the strong support from our families around Steam for the school district we also heard at [1:31:24] a previous work session from the uh career and teched advisory committee about the importance of these types of [1:31:31] careers and the opportunities in the high demand areas and the high needs and so as Dr Stanley often talks about [1:31:38] literacy and numeracy as being currencies of power the skill sets developed through the through Steam will [1:31:45] also be currencies of power for our students they will uh give them the opportunities to open doors and uh these [1:31:52] are going to continue to be highly valued skills that our kids are going to develop through this [1:32:00] programming thank you so uh very quickly we included just [1:32:05] an overview of our Mission Vision some strategic initiatives uh specifically we'll jump into the steam Design [1:32:12] Elements and then a little bit about implementation work so for each and [1:32:17] every student to discover their possibilities and Thrive that is a about kids getting to know themselves that is [1:32:25] about removing barriers in the system creating opportunities for kids to Excel [1:32:32] and so we want them to learn about what exists out there in terms of opportunities not only in skill building [1:32:39] but opportunities in careers we know when we look at Edina [1:32:44] strategic initiative a we see content rigor critical thinking student [1:32:49] engagement and continuous Improvement as key elements to that and we believe that can be enhanced greatly through this [1:32:56] steamwork and in strategy B eliminating structural barriers to success as I just [1:33:01] mentioned around the vision and strategy C uh create environments that are conducive to learning and then strategy [1:33:09] e really leveraging Partnerships so as we walk through that framework we're going to make the case that the steam [1:33:15] model that our team has worked on and has developed is a way that we are [1:33:21] embedding these strategic initiatives throughout the school district so let's talk a little bit [1:33:27] about the key design elements or the critical design elements of what goes into steam [1:33:34] what goes into the units that are being developed at the different grade levels so I'll start with a little bit of an [1:33:40] overview of those key elements and then we'll drill down into a little bit more detail but to make it a little bit more [1:33:46] sticky we've cooked it down into four words and those words came from goals that the team wrote about what they want [1:33:54] the student experience to be about what the what they want the students to experience as they're going up through [1:34:00] these classes uh in grade levels in K5 so a component of inquiry of integration [1:34:07] authenticity and partnership so let's drill into those elements we have [1:34:13] working definitions in the report and just highlighted here uh briefly on the slide deck about each of these four [1:34:20] elements of the design and so inquiry is really about asking questions it's [1:34:26] really about making discoveries it's about testing those questions it's really about raising the level of rigor [1:34:34] and engagement students often have lots of questions and sometimes those questions [1:34:41] we don't have time to allow them to explore them and other times we're [1:34:46] explicitly designing the environment so that they can explore them and when kids [1:34:51] can explore questions that they have it is highly engaging that is a highly engaging lesson in inquiry is a lowcost [1:34:59] high leverage strategy for our classrooms we know that um when we [1:35:04] really focus on integration it does a number of things it helps students make connections across disciplines that can [1:35:12] otherwise seem disconnected it is more a more real world way to learn um that represents [1:35:19] how learning actually happens outside of school walls where learning and discipline is disciplines are actually [1:35:26] intermingled with each other but it also makes teaching of all [1:35:31] the vast standards that the elementary teachers have on their plate to teach it makes it more doable because it's [1:35:37] creating efficiency um with the teaching of all those standards many of you know that uh [1:35:44] literacy and numeracy are the focus areas and as a result sometimes science [1:35:50] and social study iies don't get as much time as we would hope that they get so the more we can integrate those things [1:35:57] to better the more likelihood is that it is that we're putting our teachers in a position where they are able to deliver [1:36:04] on what we're asking them to do so the integration formula is that it starts [1:36:10] with mystery science as our base for these units that we're building uh mystery science then is used [1:36:16] to connect to other content areas like language arts and math and the Arts [1:36:22] uh our formula would include two Cornerstone units at each of the grade levels we we are starting in grades [1:36:27] three four and five and then we will work backwards to K1 and two so across [1:36:32] the system 12 different uh indepth steam [1:36:38] Cornerstone uh units as students move through Elementary and we have many [1:36:43] grade level integration teams that are working and we'll hear from one in a in a moment that includes a classroom [1:36:49] teacher a media specialist and another specialist [1:36:54] typically another element of the uh design is the authentic learning [1:37:00] opportunity and when we say authentic learning what we are really focusing on are real world issues real world [1:37:07] problems and incorporating them into those units um when you have authentic [1:37:13] uh learning opportunities it naturally increases engagement that students have because they know that what they're [1:37:19] working on is real and it's meaningful and it's powerful we included some examples of what we mean [1:37:27] by authenticity but these aren't necessarily examples that at this time are systemic across the school district [1:37:35] we are defining which of these authenticity uh authentic examples will be powerful to include into units but [1:37:41] we're just trying to provide a few examples of those I may have Cara of course you know about student space [1:37:47] flight uh experiment program and that we launched our first experiment into space [1:37:53] last Thursday evening and we now have a student Edina student research I mean it [1:38:00] is crazy it is off of Earth and it's on the space station like that you have to [1:38:06] admit that is pretty crazy it's docked it docked Saturday morning and the [1:38:11] astronauts tomorrow are going to start running the protocol that the students [1:38:16] wrote and carry out their experiment um we have the next year's [1:38:23] round of projects down to three finalists and tomorrow we will also be sending those three finalists on for [1:38:31] National Review and National judging and uh we have an elementary finalist team [1:38:36] we have a middle school finalist team and a high school finalist team so it is just absolutely [1:38:42] fantastic um but that's real that's real stuff because in in the lifetimes of our [1:38:48] students they will travel to to space they will have opportunities to explore [1:38:54] space and they will know people who are living in space and humans are going to need to know a lot to be able to do that [1:39:01] and who better to figure that out than our Edina students Cara could you talk a [1:39:07] little bit about the trout project and why that's authentic how it involves [1:39:13] inquiry and how professionals have been a part of that Journey yes definitely I [1:39:19] um was very fortunate in my previous District to work with drout in the classroom and as soon as Co passed um we [1:39:29] were able to set it up at Highlands and if you've been to Highlands in the last couple of years you've seen a 75 gallon [1:39:35] tank right outside of the main office um and it is a partnership that involves [1:39:41] multiple different agencies multiple different professions so right now our fourth and fifth grade teachers are [1:39:47] working and getting geared up with the Minnesota Department of natural resources because we have to have a [1:39:53] special permit in order to have trout eggs at school um so December 6th the [1:39:59] trout eggs are arriving our students our elementary age students are learning about the carbon cycle and the nitrogen [1:40:05] cycle typically standards saved for high school and so they're able to describe them in elementary terms but also [1:40:12] understanding the impact that they have on on Keystone species of Brook and [1:40:18] rainbow trout our students are working alongside actually just last week um [1:40:24] with 9M Watershed Educators and um hennipen County watershed Engineers to [1:40:32] understand macro invertebrates and biom monitoring of our streams and in fact we walked the students down to Highlands [1:40:38] Park just down the road and the Watershed Specialists were shocked of the macro and vertebrates that they [1:40:45] found like their excitement as an adult and as a professional the kids came flying into to my office explaining that [1:40:52] they had found this species and they couldn't believe it I'm like how do you even know and so talking then about [1:40:58] their water quality and being able to understand the wetlands and the impact and so one thing has led to another to [1:41:05] another and it has spread um I had two staff set up the tank last week and they [1:41:12] have a sign on it that the trout are coming December 6th and the day after [1:41:17] there was a whole pile up of children outside of the tank jumping for joy that [1:41:22] the trout were coming and so you know it's it's more than just math in a silo [1:41:28] it's more than just writing in The Silo it is a full complete inquiry based [1:41:34] authentic experience for our students and they are learning right alongside Professionals in a myriad of categories [1:41:41] and so they'll continue to learn with them along the throughout the school year and then in April when we go to [1:41:48] release the chout down in Farmington they'll understand see they'll do a whole landscape assessment of the area [1:41:55] to make sure that it is the correct spot and so it's it's very complete and and a [1:42:00] very steamy unit so one of the reasons I wanted car [1:42:07] to talk about that is to to just be able to articulate some of the things that [1:42:12] we're exploring some of the things that we're exploring for systemic application [1:42:18] so the one of the discussions will continue is is this something that we [1:42:23] can really vet out and grow into a unit that all of our schools can participate in right now it is a pilot in a school [1:42:31] but this is what we're trying to build is something that is consistent and systemic across all of the schools and [1:42:37] that's what the Cornerstone units are really about uh in terms of I don't know if you've ever heard of Citizen science [1:42:43] but citizen science is an opportunity for our kids to participate in research [1:42:49] projects that are happening across the the globe and so our kids can be involved with collecting data around the [1:42:55] butterfly census or water mentoring monitoring or weather monitoring or water quality assessment across the [1:43:02] globe and so it's another opportunity to bring realness into the classroom and so [1:43:08] there's a lot of resources that we are exploring that can help make that authentic connection which is again one [1:43:15] of the key Design Elements and then I'll speak to the last one which is really about partnership we know that we have [1:43:21] teacher teams that are Partners we know we have kids working in groups that are partners and our teacher teams are [1:43:27] working across schools and across the district but the partnership we really want to augment in here is the [1:43:34] partnership with professionals when we can bring scientists and engineers and [1:43:39] artists and technicians and authors into the classroom now you are continuing to [1:43:45] raise the level of expertise you are you are creating a place where you have real [1:43:50] realtime professional Learning and Development with the teacher and it's an opportunity for students to not only um [1:43:58] get career exposure but even at a young age to even start to build their [1:44:03] Professional Network by understanding uh these connections of different people who work in these professional fields [1:44:10] and we believe that is a critical element that again takes this above and [1:44:15] beyond what we've seen in other school districts so um we've been working on [1:44:21] this for a while and I'll probably keep working on this until this goes there we go okay so um our focus is grades three [1:44:30] and five right now and we feel like over the next couple of years we can keep [1:44:36] vetting out and building systemic common units across the district and then [1:44:41] really provide robust deep professional development for our teachers so they have an opportunity to not only learn [1:44:47] about those units but more importantly really have deep robust understanding of inquiry skill sets of skill sets that [1:44:55] help them um figure out how to integrate and integrate lessons and content from [1:45:00] other subject areas along with other teachers and so we know that there's going to need to be professional [1:45:07] development along the pathway and then again uh a few years out really then focusing on the K2 so this is a long [1:45:14] Runway this isn't a short Runway that we're presenting to you uh so building steam capacity what does that look like [1:45:22] probably five days of some pretty intense train we've looked at what some other districts have done around some of [1:45:28] these efforts inquiry questioning integration the Cornerstone units and again a focus on 35 and then K2 um we've [1:45:36] also explored a partnership with our Ed fund we're in early stages of that but [1:45:41] really looking at that as a way to support some of the professional development costs uh for teachers uh [1:45:48] with that I'd like to turn it over to Alice and Lori and Molly to talk a little bit [1:45:54] about one of the units that they developed and feel free to speak about you know how inquiry plays out in the [1:46:01] unit how some of these different design parameters play out the integration the authenticity the partnership so with [1:46:08] that here you go all right glad to be able to speak about this toight um it's been uh an ongoing [1:46:15] part of the journey to see it start from the beginning to where we are now um and it's been really exciting to connect [1:46:21] with people within my building and outside my building um to implement this so on the slide there a couple pictures [1:46:28] that show one is um a actually it's a link to the slide deck where this all [1:46:33] kind of came to be um where we kind of started putting all the pieces together it f started with the mystery science [1:46:39] unit that focused on spaceship earth and the patterns that uh exist in the solar [1:46:45] system and the Earth's orbit Etc um and through that and talking with Lori our [1:46:50] wonderful media specialist um we realized there was a number of literature connections um both in [1:46:56] picture book form and chapter book form um and then we s Rel in some of the other connections that wor with social [1:47:01] studies we realized we can cover some of our standards for social studies um that have been explicitly developed in the [1:47:08] state of Minnesota around our Native American Heritage um and so we have [1:47:13] dovetailed that in and so there the integration is coming in through literature through social studies [1:47:18] through science um and then we also partnered with our art teacher who's developed a couple of art projects that [1:47:25] focus on solar system that focus on she partnered with us on the space station project um so lots of integration [1:47:32] happening um and then the inquiry part with the space station project um for the second time we were able to do that [1:47:39] and that just worked beautifully with the whole Space idea and theme and the [1:47:46] lesson in gravity took on a whole new meaning that Mr science does we we used that as a springboard to talking about [1:47:52] microgravity um so that was a wonderful opportunity to incorporate the Partnerships and the inquiry learning um [1:47:59] and the authenticity piece so I let Lori and Molly Juma in um you want to go to [1:48:05] the next slide thanks uh as the media specialist I can talk a little bit about [1:48:11] um the integration of subject matter um in the media center each week I plan [1:48:18] uh a lesson in connection with what's happening in the classroom um we um most [1:48:26] recently have taken a look at um not only the traditional Greek and Roman um [1:48:32] myths around the constellations um but we were able to do a some really cool [1:48:37] lessons on the um ojba and Dakota constellation myths and um the pictures [1:48:43] that the Dakota ojba saw in the Stars which was a real cool connection to literature uh and then now we've more [1:48:50] recently um are using our robots to uh write programs that simulate the [1:48:57] movement of the sun around the earth and the moon around um I mean the Earth around the [1:49:04] Sun and the Moon around the earth um with the students planning out uh stops [1:49:09] along a 360 degree circle planning out um where the robot needs to stop um [1:49:16] along the way to um demonstrate or explain the eight different phases of [1:49:21] the moon for example and so they're creating an animation that shows the U [1:49:27] phases of the moon and names each of the phases of the moon as the robot moves around the circle um and so that's been [1:49:34] a really fun connection uh it just makes what we would ordinarily be doing with a robot it's a little more meaningful and [1:49:39] Powerful when we're able to do it in connection What's happen with what's happening in the classroom and then our [1:49:45] art teacher wasn't able to be here um today but yeah she on the slide you can see she's done [1:49:50] uh a really fabulous watercolor project where the students used uh a technique to um depict each of the planets in the [1:49:58] solar system um as one of her um projects and then she'll be doing [1:50:04] another one too in connection with the designing um the patch for the um space [1:50:10] program we heard all about the Dome effect in art I didn't know that was even a thing in art and now I know about the Dome effect in art so and then I've [1:50:18] also as the media specialist just had a a lot of fun just um researching and [1:50:24] selecting literature um picture books uh chapter books for um literature study uh [1:50:30] that are being used in the classroom um as well that's been really really fun too to be able to use my or share my [1:50:36] expertise in that area um with the teachers in the classroom and Molly and I connected at Workshop week and we [1:50:42] talked about this being an what we were doing and now we've been able to kind of reach across town and we've [1:50:49] been and so she's jumped on board from afar to kind of put some of these pieces in [1:50:54] place space station other pieces so the art teacher is not here but then I got to be pulled up here so no I I feel very [1:51:02] honored I um was just here and I am working with them and so um I just [1:51:07] wanted to say a few things but it is truly an honor to work alongside amazing people amazing Educators um so as I'm [1:51:15] sitting here listening to this and thinking what could I possibly add um I'm just thinking about how kids are [1:51:21] changing they're different Co has changed a lot of things and to speak to the inquiry part um kids want to fill in [1:51:28] blanks they want the worksheet where they can find the answer and fill in the blank and these things that we're [1:51:34] hearing about tonight with steam it is not that at all and they are engaged and we have their in attention and um the [1:51:42] SSP was intimidating last year you know it was not sprung on us we were offered you want to do this and a lot of us [1:51:48] jumped in and um it was a lot to to present and make accessible to fifth graders and then some of us decided yeah [1:51:56] we want to do it again and had the opportunity you know what do you need how can we make it better and I just [1:52:01] think that these things so SSP I'm all on board with Charlton the classroom I want to make it happen citizen science [1:52:08] I've never heard about it I I'm interested um I just think we need more of these opportunities where we're able [1:52:14] to um focus on this inquiry and grab kids attention because there are a lot [1:52:19] of things trying to get their attention and I think that we have a lot of great opportunities that we can leverage um I [1:52:25] love the cross curricular because we have all this expertise we have all these people that want to work together [1:52:31] so however we can efficiently do that um I just think we have a lot of things [1:52:37] that we can tap into and I'm just really grateful to work alongside these Educators Dr smle Dr rickenberg Mr [1:52:44] Carlson you're down there you're amazing so thank you for letting me come up and thank you art teacher hope you're doing [1:52:50] well wherever you are thank you for a moment at the mic thank you and uh Mark [1:52:56] I'm gonna pitch it to you to talk a little bit about the rubric idea and using that as [1:53:03] a mechanism to provide feedback to our Educators who are designing these units if you could speak to that a little [1:53:10] bit thank you Dr sasel um so one of the things that we've as as we've been [1:53:15] developing these units and really trying to to hone in on what that what we want them to look like and as we as we talk [1:53:21] about these four words what we've done is we've tried to develop a rubric really to be able to look at these and [1:53:27] really evaluate are they really truly getting at what we're looking for in the [1:53:32] classroom so that's kind of The Next Step next phase of of this process is [1:53:38] taking a look at what has been created how can we kind of really if it's missing something add that something to [1:53:45] it if if it's going too far in some areas how can we rein it back in such that we can get a a project together or [1:53:51] two projects at each grade level together that really get at exactly what [1:53:57] we want and then get those implemented in the classroom and then iterate around [1:54:02] those so if if they need changes we we can evaluate that make those changes make them better on a year-by-year basis [1:54:10] but really we want to make sure that we have a consistent um [1:54:16] replicable um system across all six of our elementaries and that's kind of what [1:54:22] is is part of the hard part of this whole process thank you Mark with that we'll [1:54:29] turn it back to uh chair Ellenberg to see what questions our board has great thank you uh board members what [1:54:35] questions comments do you have I have one director green yes um [1:54:41] thank you guys so much for coming and presenting this I know you guys had presented an update a little while I [1:54:47] don't know when that was but it was a while back um but I just this presentation was so good at seeing the [1:54:52] vision and being able to see it played out in the classroom and where students are going to go with it and I love the [1:54:58] example of not filling in the blank and really pushing students to do that um and really seeing that play out um in [1:55:06] this in the way that you guys presented the um just the how this all looks out [1:55:13] there um so I really appreciate that because I know that was I had asked that last time so I just wanted to follow up [1:55:18] and say you completely delivered on that so and then my other question is is that planet a student's artwork like from our [1:55:27] student okay that's pretty it's pretty amazing I keep looking at it like that must be a [1:55:33] sample you walk down the hall it's amaz has them all in in the main hallway I would buy that I know it's beautiful [1:55:39] isn't it it's it's really beautiful so anyway thank you guys I have no questions dror thank you for this [1:55:46] presentation I agree um it is exciting to see the excitement about trout and [1:55:53] about you know the space unit um I just want to say I know that that's a lot of [1:55:59] work to create these units a lot of work and it's as a teacher I can imagine it's [1:56:04] exciting because it's something new and if you're on you know if you're excited about the topic it can be really fun um [1:56:11] when I looked at the implementation um timeline I just want [1:56:18] to um be cognizant about what we're asking our teachers to do right now especially our elementary teachers so I [1:56:25] know that's top of mind for administrators too um as a board member I want to say thank you for that time you're putting in and also just um to be [1:56:33] aware of the timeline of the reading and the science and all the exciting things that we're doing so um but thank you for [1:56:41] the work that you're doing and thank you I know the zoo field trip last week was a huge [1:56:47] hit that has we have other DS across the district do that too The Zo project as [1:56:54] well and that's what it's exciting to know that our kids are going to have a unified experience with this and it's [1:57:00] not just at one of the schools that when they go off to our middle schools and our high schools that there's that consistency so thank [1:57:06] you yeah and we we know that uh part of our discussion has been around how do we [1:57:12] approach this from a systemic nature so that truly our kids are getting these [1:57:17] opportunities regardless of school regard of teacher um and so that's been part of the of the discussion part of [1:57:24] the design and then another part of it is which I think you're speaking to is [1:57:29] how do we get our teachers really excited about this I mean that is really a critical element to this [1:57:36] because we're trying to make what we're already asking them to do easier to do [1:57:43] better to do than it is today and so that challenge is really about how can we design these different so that our [1:57:50] staff are excited about it and that's that again that's a big part of the discussion that's what I'd like to add [1:57:56] that perspective from my years previous to Edina um I was the program [1:58:01] coordinator for an Environmental Education stem and was able to create a strategic plan focused for prek through [1:58:08] 12th grade in a school district and I left there 13 years ago and it is [1:58:14] growing Leaps and Bounds and um you know I have called colleagues that will call [1:58:20] me and friends and colleagues that will call me and say hey remember when we did this this is what we're doing now and so [1:58:27] it creates a different fire of enthusiasm and engagement not only for our children but also for our [1:58:33] staff then I was able to create a steam focused Elementary School in a different [1:58:38] District very different than my first one very different than this one and what I learned in that experience is [1:58:45] that when you provide opportunities of integration inquiry authenticity it [1:58:51] creates a limitless and labeless opportunity for all of our kids and all [1:58:56] of our children regardless of their capabilities are able to have success [1:59:03] and that is the that's the bottom line and um you know how we have been framing [1:59:10] this and looking at this um having a marquee steam focused Pro program there [1:59:15] is no other District around the state that has it such as this and that's what I just really wanted to [1:59:21] emphasize because I know a lot of people that do steam stuff and stem stuff and [1:59:27] what we have started to talk about and do and talking to the teachers is very impactful and so I really appreciate [1:59:34] that you brought that up because that's what you know elementary teachers it's a unique opportunity when new standards [1:59:40] come out it's different in the middle and high school all of our Elementary staff teach all of the standards and so [1:59:47] we're always impacted um but the uniqueness and the really super cool opportunity is the [1:59:54] integration piece of [1:59:59] it and as we're working on these units we're we're looking through the standards and we're matching the [2:00:06] standards to what we're what we're doing so that we can um suggest to our [2:00:11] colleagues uh you know you can do this now instead of what you had been doing [2:00:17] so it's not an an it's it's an in place of um because we are very cognizant uh [2:00:25] of the concerns our colleagues have for um adding to the plate um and so we are [2:00:31] working very hard to try to um create something that our colleagues can take [2:00:36] and use um with without feeling like it's it's another [2:00:44] thing any other questions great well thank you very much for the update this is exciting thank [2:00:52] [Applause] you we're now now going to move on to our data metrics plan um we have [2:01:00] director of teaching and learning uh jod D St Hubert and Greg gusweiler are teaching and learning data programming [2:01:06] analyst and [2:01:15] coordinator okay good evening CH Ellenberg director [2:01:20] directors Dr Stanley almost said director Stanley colleagues and community members [2:01:27] um we are excited to be here in front of you today to get a chance to highlight [2:01:33] the data metric plan um as you have all experienced it's a very comprehensive um [2:01:39] report that's in front of you and it's broken down um in the board book um [2:01:45] agenda items as a early learning component an ele Elementary component a [2:01:50] middle school component and then a high school component we broke each of those down so that it was more digestible to [2:01:56] read in each of those categories and yet you'll see themes throughout the whole entire report and because there is so much [2:02:04] detail in each of those individual components our goal here with our [2:02:09] presentation that we have in the slides is really to help us all understand how [2:02:14] the data metrics plan will be used within our system um and really not the [2:02:20] detail of the data points but the entire system is designed to ensure we have a cycle of continuous Improvement for din [2:02:27] public schools and in continuing grow um continued growth plan in a comprehensive [2:02:33] assessment plan um when we presented the data [2:02:39] metrics goals which seemed like forever ago in September we talked about the [2:02:45] data metrics plan and the data metrics goals being part of a visual of a funnel [2:02:50] and so the slide presentations are going to take us through each layer of the funnel and again just really try to show [2:02:57] and emphasize how the data metrics plan is used within our system for continuous growth for our students and continuous [2:03:04] support really for the amazing incredible Educators that we have in our system who we've heard about so much [2:03:10] this evening um this slide specifically shows how the comprehensive assessment plan [2:03:17] and all the different components of the funnel are connected to our strategic plan is really can be looked at not only [2:03:23] as a funnel but um road maps of systems that Dr Stanley has helped us put in [2:03:28] place in our system in order to Journey Down the Strategic [2:03:33] plan um so the data metrics plan is a highlevel component or the top of the [2:03:39] funnel as we've referred to before it really captures multiple data points um [2:03:45] that are broken down by demographics at every single level that aligns with a strategic plan and [2:03:51] then the action steps that are also behind the highle key components of our [2:03:56] strategic plan the intentional use of the multiple data points allows all stakeholders to examine um where we're [2:04:04] going and as I mentioned continuous Improvement this slide will be a pattern throughout that matches the funnel so if [2:04:11] I go back and you see the top of the funnel is the district data metrics plan this goes to the two parts at the top [2:04:18] that are really highlighted in white show us the key points of development connected to the district data metrics [2:04:24] plan and then the two points that are highlighted in green that have the arrows are really the points of how [2:04:30] we'll be continuing to update you as a board and our community on how the work is happening in each category um so the [2:04:37] district data metrics plan we mentioned when we talked about the goals was really um formulated and collaboration [2:04:43] with the board and our district instructional leadership team um and as I mentioned a couple of times already [2:04:49] it's broken down into a lot of strategic data points to have a demographic breakdown and to help us dig deep into [2:04:56] what targeted action steps we can put in place um we will um we shared this as [2:05:03] well in September but there'll be a Cadence to sharing the district data metrics plan and the district data [2:05:09] metric goals so it'll be in every year um every other year cycle um that we'll reporting out to the [2:05:17] board then as we go to the next component of the funnel um this gets tone to the layers of how we're looking [2:05:23] at the data metrics plan again showing you how it's being put into use um the C [2:05:29] dip is the continuous District or Department Improvement plan and so every [2:05:35] um Cabinet member um is working with their departments in order to create [2:05:40] continuous Improvement plans and using um superintendent goals that were created in collaboration with all of you [2:05:47] and the district data met metc plan to determine what those goals will be and the action steps to Achi them achieve [2:05:53] them with their departments that is this slide which I will skip through because I just [2:05:59] highlighted it and then another component uh the district strategic plan and the development of the SE dip comes [2:06:07] um in some of the areas that are specific to each department in the Strategic plan so for example teaching [2:06:13] and learning directly correlates with strategy a and we have a lot of actions that we're digging into on a regular [2:06:20] basis the data metrics plan in order to bring the next steps forward um we'll be [2:06:26] continually updating the board on these things in a variety of different ways so a couple ways you've already seen this [2:06:32] year is in last month in October um director beare and I presented on the world's best Workforce and the AI [2:06:39] achieve or the achievement integration plan and you saw that those a lot of what you saw in there was directly [2:06:45] connected to the September goals that you saw in the data met metric schools um also lots of other reports will come [2:06:52] throughout the year um for example tonight we'll have a science update after this report um we will continue to [2:06:58] hear about Ela and where we are in that process with implementation so that highlights action steps and the specific [2:07:05] components that we break down in the data metrics plan that will come to the board for highlights outside of that you [2:07:10] know the year cycle where we're presenting at a high higher level in the [2:07:15] fall then the next layer of the funnel in the the only place I get stuck within the funnel is like sometimes the funnel [2:07:22] comes down right and there's like you can't go back up but within this funnel it there is a cycle right of like um [2:07:29] each part of the funnel feeding both the top and the bottom Parts below it or even you know it's all connected I guess [2:07:36] is is my point there so but once we funnel down from the Department goals that we have in connection to the data [2:07:42] metric plan we're looking at building goals and Dr smaza has presented on [2:07:47] where we're at with our continuous School Improvement plans um at our last [2:07:52] board meeting and so there's a lot of connections in what we've heard already this fall to the data metrics plan each [2:07:58] building is looking at the data metrics plan um and they're looking carefully at the data points in the data metrics plan [2:08:05] and directly how they connect to their individual schools and so they might be finding um although this report is not [2:08:11] broken down to individual schools our individual buildings are able to break the reports down or the data down to [2:08:18] their building level because of the great work that um Greg does for us and develop very specific plans within in [2:08:24] their schools and that's highlighted here on the slide um one point of not [2:08:31] one point of noting here in the action steps right is that those um School [2:08:36] Improvement plans Dr smle mentioned last month that he regularly um he's once a [2:08:42] month reviewing those with our principles and Dr Stanley is meeting um three times a year it's part of those [2:08:48] convers ation so there's the constant engagement and how's it going we also at [2:08:53] our instructional leadership meetings um have the opportunity for our principles to share with each other what are they [2:08:59] doing and action steps around the data metrics plan and what's the data because Greg has made that so accessible for us [2:09:05] that's showing Improvement that we're always able to monitor um and then we go to this part [2:09:11] of the funnel and it just keeps again it keeps going down and even though it keeps going down in a funnel and you can't pull back up we can in our our [2:09:18] special EO funnel um so then this goes down to plc's and grade level conversations through Collaborative [2:09:24] Learning Cycles so plc's are looking at what their building data is right and it just keeps funneling down and it funnels [2:09:31] down um where the plc's are meeting on a weekly to bi-weekly basis in their buildings um teachers are working with [2:09:38] both principls and administrative Deans and their grade level teams in order to look at what their goals are and our [2:09:43] progress monitoring the data that they've set as well directly in the classroom and finally funneling down to [2:09:50] the E there at the bottom of the funnel kind of jumping around sorry Greg um but [2:09:55] the E you obviously stands for our wonderfully Dina but as we go to plc's that gets to each and every single [2:10:02] classroom looking at the data of their students and each and every class classroom looking at each and every [2:10:07] student and how we can continue to make sure that we're reaching our vision and our mission and our data metrics plan is [2:10:13] that um comprehensive assessment system that really again funnels down from all [2:10:19] pieces to get to that um I cannot acknowledge enough the incredible work [2:10:25] that Greg has done for our system in order to make this possible and so he's [2:10:30] going to highlight a couple of key things like in within the structure of how it looks and then he'll turn it back [2:10:36] to me for just a couple more points before we turn it over for questions and feedback I'm going to do this actually [2:10:42] and then hold this all right all right thank you uh I just kind of wanted to uh [2:10:47] go over just a couple of uh foundational changes to the report uh to hopefully make uh it a little bit uh more [2:10:55] ingestible make the readability a little bit better uh so that uh uh we can [2:11:00] really take the uh the data metrics report and really use it at uh each and [2:11:06] every grade band level so uh the first of the uh um changes that I made to the [2:11:13] other report was I added some interactive elements in the form of the table cont ents at the top of each uh [2:11:20] section so if you have somewhat of a uh interest in a particular area you can [2:11:25] very quickly find and jump to those areas and then I also added uh table of contents uh links or interactive links [2:11:32] to the table of contents as well as the appendix uh so that you can kind of Jump Around uh really quickly to uh find the [2:11:39] different elements um that are within the report uh then also to enhance [2:11:45] readability and ingest ability uh you know uh when we looked at the the entire [2:11:51] report of E12 uh at first glance when Jody and I were first looking at it it was over [2:11:58] 137 pages I think it was like 137 and a quarter and we weren't even done yet so [2:12:04] uh by uh really kind of taking a look at um some of the formatting and and [2:12:10] creating things uh you know We Shrunk it down to really be very similar to what the in length the report was from last [2:12:17] year um but there was so much because if you remember if you recall last year we didn't have you know there was a lot of [2:12:23] the two or three analyses that we didn't have uh there were some other data elements that we uh didn't have due to [2:12:29] you know a variety of different reasons but when we included those it became a really dense report some some would say [2:12:36] kind of like you know a fruit cake or something it was really really a lot uh and so the idea of breaking it down into [2:12:44] different grade band uh uh came about out and uh it it actually is going to be [2:12:50] a a great uh tool because we can take and give the Early Learning Center their [2:12:56] version and say hey what do you think you know here's here's what we found we can give uh to our elementary teams the [2:13:04] K5 version 68 and so forth right so uh those are that is a a big win to really [2:13:10] take this report and start to use it as a uh uh as a um as a good Tool uh some [2:13:18] of the structural changes that happened uh is that uh last year's report there [2:13:23] was the unique learner section was all uh put together uh E12 at the bottom of [2:13:30] the report um as well as the percent in attendance or the attendance elements [2:13:35] were included in kind of the last section so I kind of took plucked those pieces out and put them in uh with their [2:13:40] respective grade band area so uh that all those different elements by Grand Bader are kind of isolated into one area [2:13:51] area thank you again Greg the work that you've done I can't you know I say it a lot but we can't um we would not be [2:13:57] where we are in order to implement that funnel in the system if it wasn't for your hard work on getting all that data organized for us I can't even begin to [2:14:04] understand the queries but I try when you're talk it's like the Spanish language when he's talking queries to me [2:14:11] but um so before we open up to questions um on the purpose as a guiding tool to [2:14:18] support the implementation of the Strategic plan I do want to highlight just two data points um from each level [2:14:26] one data point of Celebration and then one data point of growth and highlighting these data points is just a [2:14:32] mini example of what every group and each layer of the funnel is doing as [2:14:39] they dig into the data um teams are learning from the data and the [2:14:44] continuous cycle of growth that comes from the the assessment system is really [2:14:50] intended to be a healthy partnership for each and every to design what we can and [2:14:57] continue to lean into the Excellence of udina it's designed to use and the system that Dr Stanley has structured [2:15:04] ensures that we do use it and again that we use it in Healthy Partnerships with each other so um Greg was mentioning at [2:15:12] the end of the presentation and then in the board book each um report is broken down by different bands I'm going to [2:15:19] start again I'm just going to do this really quickly um but I do want to first [2:15:24] before I jump into the um the highlights the positives and then some areas for strength each section also has a higher [2:15:31] level even data point that you can look at we've called it key findings and then action steps and so there you see how [2:15:38] we're digging into the data and then I will just point out a couple things that I've heard um and observed as we've [2:15:45] teamed and as we've teamed together in Partnership been digging into the data so in early learning there's a huge [2:15:50] celebration on page seven um 94.0 6% of our students in our early Lear Learning [2:15:57] Center are showing um proficiency and the TS gold literacy assessments that [2:16:02] they take and then an area for growth or an area that we've dug into in Partnership already this school year is [2:16:08] that those same students that are in our Early Learning Center when they're transferring to the fall fast bridge [2:16:15] data um they're they're on P J it demonstrates that the level of proficiency is [2:16:21] 73.2% a good level of proficiency but one for us to lean into of why there's [2:16:26] that difference with the TS gold and the fastbridge we've asked they're clearly [2:16:31] different assessments but now we can look at Early Learning and say they are doing amazing and what can be the next [2:16:38] level up of support and instruction that we can provide um in K through 5 the [2:16:44] data um one highlight that is just really exciting to share is on page 27 [2:16:50] we have 80 80% this is in theal area right 8080 80 8% of our students in [2:16:57] grades three through five are reporting that they have an adult that they can count on um and all of our demographic [2:17:05] groups within that report out of that data point are above [2:17:10] 80% um our seal not only in the elementary but in all levels of the secondary are really consistent um that [2:17:17] are demographic groups are really similar to each other and a high point of Celebration um area for growth there in [2:17:24] the K through five data is the demographic Gap in all academic areas is large for our students of color for [2:17:31] example on page 24 and 25 students in third through math proficiency on two [2:17:36] three of the determined math assessments shows that the highest demographic breakdown at 90% for our Asian students [2:17:44] and 50% for our black students so that's quite a gap um we know that that Gap exists across the state and now that we [2:17:51] have um such concrete data we're able to Target our action steps and decrease that Gap at a quick rate for our [2:17:58] students actually I'm I'm going to even say eliminate that Gap um at a very quick rate for our students 6 through [2:18:04] eight just want to highlight um that on page 18 an area of Celebration is 6 [2:18:10] through eight um there's a math aggressive growth from the fall 22 to the spring of 23 in the fast bridge data [2:18:17] that aggressive growth was 45.7% and remember that National Norm of [2:18:23] aggressive growth from those two data points is 25% so we nearly doubled that [2:18:28] in our math fastbridge data for our middle school students and then we note on page 21 our science proficiency for [2:18:34] the MCAS is lower and we have really some exciting work we're digging into this year um as we continue our [2:18:41] implementation cycle so then just some uh highlight of Celebration from The High School uh is that our I I think [2:18:49] this is one that all of us probably notice quickly is our um biology and our Ela MCA scores are remarkable they're [2:18:56] really outstanding um huge place to celebrate and I also want to point out specifically on page 14 that our ninth [2:19:04] grade fastbridge growth again looking at growth from Fall to Spring and these are [2:19:10] ninth graders in ela this was even higher than the math that I just shared was [2:19:16] 54.5 9% um I think we really can attribute that to our comprehensive [2:19:21] literacy plan the new intentional plans that have been being put in place in the secondary and can't imagine because we [2:19:28] just continue to put new action steps in place at the secondary how that's going to continue to go for our students but [2:19:34] that's an an incredible area of Celebration um and then um one area of [2:19:41] growth that we can point out at the high school is that although we have 6.64% of our 9 through 12 12 students [2:19:48] participating in extra and co-curricular activities there the demographic um Gap [2:19:53] in that participation is is large we have um Asian students at 73% and then [2:19:59] our black students at 24% so um just another data point to lean into and [2:20:05] recognize that we have areas for improvement so that we really are ensuring that each and every student can [2:20:11] discover their possibilities and Thrive um so again I just share those data points both the strength because it's [2:20:18] really important to celebrate data strengths we can learn from the strengths C our system and replicate those in other places and then areas for [2:20:25] growth it's important again that we we lean into those in partnership in collaboration and that through that [2:20:31] system funnel um that we have in place we're able to support each other and lean into areas um of growth with our [2:20:38] assessment system that again just helps make sure that we're reaching our vision and our mission through our strategic [2:20:45] plan and um with that I will turn over for questions and feedback thank you [2:20:51] very much thank you to both of you and the rest of our team that's worked on this I know it's been a a lot of work um [2:20:59] I super appreciate the um PowerPoint you put together to show how it's going to be utilized through the system I think [2:21:06] that was very helpful and I appreciate um your additional notations about [2:21:13] um how you've put your Magic Touch to it to make it more user friendly so thank [2:21:19] you for that um one additional added piece of context I wanted to add is the reality is this document has been about [2:21:26] five years in the making it started as a glimmer in the eye of some people [2:21:31] working on a strategic plan in 2018 and to see it now as a actual piece of it's [2:21:40] like a piece of art it's like amazing um but the one thing I did want to mention [2:21:45] in case people have not been following along for five years and I hope there aren't that many people that have been [2:21:51] that granular but um that this is the very first iteration of this report that [2:21:58] is populated with data and that this data is Benchmark Baseline data that [2:22:04] we're looking at and so you pointed out Jody that um n i mean knowledge is power [2:22:12] so there's certain things that we're going to probably see in here that aren't exactly what we want to see [2:22:17] there's certain things I'm sure that were pleasantly surprised by um but I just want the community to understand [2:22:23] that this is a jumping off point for us to have access to the data that we need [2:22:28] to make decisions and that is why it's so powerful and so um as a board I don't [2:22:37] I mean the point tonight here is not to go detailed through every single data [2:22:43] point because we can't and don't have time but I also want board members to [2:22:48] think about um and hopefully we can come back and have a conversation about like how can we utilize all this information [2:22:55] as a governing board because it's powerful information and we see how it's [2:23:02] going um from the top of the Edina funnel to the bottom of the Edina funnel and um it's very important that we also [2:23:09] figure out how can we best utilize this data um and I just really appreciate [2:23:16] again the work that you done um I appreciate the data points that you um pulled out and I just wanted to make [2:23:22] sure the community understood that the data what the data was that we were looking at tonight [2:23:27] so with that um oh I'm sorry Dr Stanley Dr Stanley um [2:23:34] I just wanted to just Echo um similar things to what you said and to say that [2:23:40] the reports are one thing they're outstanding you know I'm just so proud of the team um in their continuous work [2:23:46] on on that um the work that goes behind really deeply inculcating this into our [2:23:53] system and to the level that it is right now two years ago we did not have this two years ago we were talking about this [2:24:00] and now um we have principes that are building like she said their continuous [2:24:06] School Improvement plans um cabinet members are building their continuous Department Improvement plans we are [2:24:12] looking at and analyzing this data all the time we have a comprehensive data [2:24:17] set now that is being collected across the district and um while this is our [2:24:22] Baseline data um now we are positioned to continue to roll up our [2:24:30] sleeves I mean you heard some of those data celebrations they are outstanding and we are positioned to [2:24:35] continue to roll up our slaves and just get to work um I like what um Director D [2:24:40] St Hubert said we are going to eliminate achievement disparities and we are now [2:24:47] uniquely positioned to do that these are the resources these are the tools um [2:24:53] that we needed so you know there are so many hands that went into this and I just really want to thank folks that are [2:24:58] at the table and um all of the other folks to get us to this pivotal point in [2:25:04] our journey in our work thank you Dr Stanley um director Neville thank you [2:25:11] and I just I can keep this brief because director alen B and Dr Stanley have said [2:25:19] everything that I wanted to say I just think this is so extraordinary and I'm so grateful for [2:25:26] where we are as a district we've talked about data driven decision making for [2:25:31] Years everybody talks about data driven decision making this is the biggest step [2:25:39] forward I've ever seen in what we've done and we've done a lot of really good stuff so it's not like this has not been [2:25:46] happening at all that is not true but what it's taken to get to the report [2:25:51] that you've prepared tonight is an extraordinary accomplishment it's clear [2:25:57] it's aligned it it does show us the celebrations and it shows us where we [2:26:04] need to go but with evidence and I know we know what to do to address it it's [2:26:11] not just a question mark we know what to do but it's going to make us so much more efficient [2:26:17] and just some of the things that I I mean there's so many things to point out but the growth for each and every that [2:26:23] we can truly measure and celebrate you if we have a kiddo who is um you know [2:26:30] maybe they're in the first quartile and they're making a year and a half of progress and we can measure those [2:26:36] strands and maybe they're still not quite at 50% but what that individual [2:26:42] did for Learning and the Educators who supported that student that's extraordinary we can measure that and [2:26:49] celebrate it so and just thank you director Shaw yes I'm going to Echo [2:26:57] my thanks on this um I think when I came in four years ago this was just starting [2:27:03] to become a reality and so I am really grateful um I'm grateful that we can see the progress of our students I think [2:27:10] it's really clear when we're talking about our younger students um and when I [2:27:16] was going through this and going through the the report we had just a couple months ago or weeks ago I can't remember [2:27:22] the last time we had it um I just want to share that I do in the spirit of us [2:27:29] all being a part of this continuous Improvement and building this together um want to say that I am still somewhat [2:27:36] concerned um that the measurements that we have especially at our Secondary High School tend to be very much lag driven [2:27:45] right these are Lag measures and compared to what we have in this report for our younger students we are lacking [2:27:51] in lead measures and I am concerned still that that puts us at a disadvantage and gives us less [2:27:57] opportunity to react to students in real time because when they're with us it's such a short time freshman year to [2:28:04] sophomore year it's a really short time it for the board to make decisions I [2:28:09] just I don't need an answer on it but I would just really encourage you once again to look for more lead measures [2:28:15] that can be reported out at the secondary because I think all it does is give us more opportunity to address [2:28:21] students needs in real time um I think it is amazing work and I am so thrilled [2:28:27] by it I just want to make sure that the decisions we're making for each and every student no matter what grade [2:28:33] they're at are on a Level Playing Field and I'm concerned that right now the lack of lead measures at the secondary [2:28:39] level don't put us on that level playing field so I just I feel like I I my job is to voice that to you that's what I [2:28:45] see so so um it doesn't mean that I'm any less grateful for all the hard work that you've put into it so thank you no [2:28:51] absolutely we appreciate the input and it's important that we continue to reiterate how it has to continue to grow [2:28:58] and that all of that input will only help our students so thank you and if if I could just uh say one thing that um [2:29:07] the enhancements to some of our systemic pieces you know the integration between [2:29:12] uh schooo and campus which is a huge uh huge part of the secondary experience uh [2:29:19] as those system elements evolve and we're able to track uh more granular [2:29:25] data elements that gives us more ability to look at those lead measures and [2:29:30] really key in on those uh uh summative assessments to see uh how students are [2:29:36] doing and uh the the tooling that uh that is that's already out there and [2:29:42] then tools that I also create uh I think uh will really help to to move the [2:29:47] needle on that that's really that's great news and I just like I said I encourage that to somehow become a part [2:29:53] of what the board knows so that the board can help make decisions in a little you know like I said they're [2:29:59] they're not there for as long as we've got them K through five or K through 8 so thank [2:30:05] you do other board members have questions or comments I said a quick one I oh I'm [2:30:10] sorry Dan no the only thing I just you know and it just came to me kind of tonight when we were talking with the Leatherman survey about taking risks and [2:30:17] whatnot and marrying that with some of these pieces here like if I guess to [2:30:22] keep an open mind about how to you know potentially um look at new and Innovative things that are there would [2:30:28] be just something that I would encourage with everything so absolutely thank you [2:30:33] maybe on that note just thinking about that is also as this is rolling out because this is our first sort of [2:30:38] iteration what this is going to be how well are we programmed to get the feedback right for the people who are [2:30:43] then going to use this information to then figure out what we're going to going to do both at the classroom level at the building level and then up at the [2:30:50] administrative level I think that's where some risks also could be if we're not solely focused on a predefined use [2:30:58] or how that's working make sure we're open to the feedback that then comes from that I think that would also be a [2:31:03] very helpful Avenue I'm sure we're going to do that but I think that's a good reinforcement of what Dan was just [2:31:08] saying thank you thank you both so much it's amazing [2:31:13] work speaking of amazing work and standing in the back for many hours um [2:31:20] we have our K to2 science update Mark Carlson curriculum [2:31:25] coordinator welcome thank you uh this will be about [2:31:31] 90 minutes I hope that's that a problem yeah I was gonna say 90 seconds [2:31:37] would be awesome sorry about that uh Dr Stanley Chair alen Berg and members of [2:31:43] the board thank you for giving me the opportunity to provide you you with a update on the K12 science implementation [2:31:51] of the new standards uh Gavin mlan was supposed to be with me this evening and [2:31:56] he was uh as a presenter and unfortunately he got called away but I do want to just take a moment publicly [2:32:02] to thank Gavin for all the work that he's done as the high school uh science department lead he's been involved in [2:32:09] this process from the beginning uh continues to be a an incredible partner [2:32:14] with teaching and learning as we've gone through this process so I just wanted to make sure that he knew that I wanted him to be here to to hear some of your [2:32:22] recognition for his work too so I just want to thank him for that work I just [2:32:27] before I open it up for questions I just want to highlight a couple things number one I would like to just say that um you [2:32:32] know the proactive implementation of this Dr smle uh Isa punchard were [2:32:37] involved right from the beginning and got started on this process before pretty much any other District in the [2:32:43] state was really leading that I was at a science leaders work shop and there's a lot of districts that are just not in as [2:32:49] good a position as we are right now as it relates to being able to fully Implement these standards by the 2425 [2:32:56] school year which we are on Pace to do um number two uh from an elementary [2:33:01] standpoint uh we feel very strongly that the uh uh the approval of Mystery Science has provided uh userfriendly [2:33:09] standards aligned resource uh it's allowed us to train our teachers on pedagogical approaches and really to [2:33:16] focus on what we really want them to do and that's to kind of change that approach more towards inquiry some of [2:33:21] the stuff we heard about earlier in our our steam uh discussion at the middle level um we [2:33:28] have uh implemented the standards we we really started implementing during that challenging 1920 school year in which we [2:33:35] uh we purchased amplify for their curricular U resource they've done quite [2:33:40] a bit of enhancements to that um we've worked through some uh developing of proficiency scales which really helped [2:33:47] us align our consistency around how we're measuring students across the middle level at the high school level [2:33:54] we've we've now implemented the earth science course uh to align with the new standards uh from the state uh chemistry [2:34:01] physics and Earth Science are all implementing the new standards this year biology is starting to implement the new [2:34:07] standards but they also have to be concerned about that we're still on MCA 3 so that and biology is the course that [2:34:15] we test that on so they're kind of more on a two-year implementation such that they're ready to go for that MCA 4 which [2:34:22] would be coming out in the spring of 25 so with that um I just want to thank you [2:34:28] for the time and open it up to any questions that you might have board members questions or [2:34:34] comments I've got a comment I just want a huge thank you I I think director green and I have um been hearing this [2:34:42] since the day we got on the board and I have to tell you I'm so excited that we are four years later making it happen [2:34:48] you guys did an amazing job you and Gavin able to push through all of this even during um Co and stuff so I just [2:34:55] want to say thank you Mark because it's been great to watch this happen you're welcome there's just been a really as as [2:35:00] as you saw in kind of the report there's been a lot of people involved in this process a lot of Educators that have [2:35:07] really worked very hard to get get it to where it is today director green yeah I just wanted [2:35:13] to add one additional comment I Echo it um director Dr Shaw said but um what [2:35:18] also I think has been really fantastic to watch is over the last couple years [2:35:24] some of the implementation to get us to this point was happening in real time so as a parent of a kid who's in compact [2:35:31] science I can tell you the difference that that has made in the spark you're talking that um that work has put in her [2:35:39] and her desire to learn and to and to focus on science is is none other than I [2:35:45] mean it's just fantastic and Changers it really is and so to see this where we [2:35:51] are now but knowing that that we were we were talk about impacting students in [2:35:56] real time you absolutely are doing that um I I can show you a result of what that looks like who is you know ready [2:36:04] to dive into high school um head first so I just really appreciate the work personally but also um as a districtwide [2:36:12] kids are benefiting from this work so thank you awesome thank you I just wanted to uh thank your team and [2:36:19] just point out both to your team and the community the intentional work around we [2:36:24] talk about each and every student the onramps and off ramps for acceleration the options our students have it's a [2:36:32] really unique thing that we have here in Idina where students don't end up once you start a track in sixth grade you're [2:36:40] set on that track forever it's really amazing what you guys have done and it's [2:36:45] it's I mean if you compare our science program to other districts it's [2:36:51] fantastic and um it's not just about offering accelerated programs or but [2:36:59] it's about finding the right fit for your student and your child that right learning model and you guys have done an [2:37:07] outstanding job with that and I really appreciate that intentionality so thank you thank [2:37:14] you anything else thank you very much all right thank you um we're going to move on to our [2:37:21] policy review with director Neville and our policy team or committee thank you [2:37:26] chair allenburg um it's policy I love this part of the board [2:37:32] meeting uh but I want to thank our policy team and poly BS for all of their [2:37:37] efforts to review our policy every month and bring forward the review for [2:37:44] discussion and then later in the evening for Action if I could invite um D Cabinet member jod D St Hubert to come [2:37:51] back to the table I know you just [2:37:56] left uh but first up this evening to take a look at policy 425 which is Staff [2:38:02] Development and mentoring um this is a policy that mirrors our msba model policy and the [2:38:10] purpose is to make sure that the district does provide professional development on an annual basis for both [2:38:16] our staff and Paras at the district and at the site level so um jod if you could [2:38:22] please walk us through the proposed edits to this policy um so the policy was read with an [2:38:30] eye for clarity and adjustments were um specifically made and primarily made to the titles of the staff development [2:38:36] committees so a a majority of the edits throughout the entire policy are to the [2:38:43] titles District staff development committee and site staff development teams um those are stated at the outset [2:38:50] I think first in um section three and then throughout their District committees and site teams to abbreviate [2:38:57] that and then there was some additional changes um to align with the Strategic plan wording and other policy wording um [2:39:05] on for um on page three and four um specifically under e on [2:39:12] 4253 page three um eex about just the modeling of behavior expectations that [2:39:18] ensure a positive learning environment and that was intentionally aligned um with policy 506 if I remembering [2:39:26] correctly and then um also the other section that Dr Neville referred to was [2:39:32] Section 8 um which is on page seven and that's the entire edition of the par [2:39:37] professional PD um which is new legislation this year that we added to [2:39:42] the policy are there any questions thank you any [2:39:48] questions fantastic thank you I think that is the only one that you reviewed for this set [2:39:56] you do have one more do I have read oh you do 621 why don't we move to 6:21 [2:40:03] while you're here yeah you've got enough steps it's after 9:30 you're good steps are good 6 621 is the literacy and read [2:40:11] act this is a new policy so again thank you jod for doing the heavy lifting to [2:40:17] draft new policy on the new legislation so in consultation with our [2:40:22] district lawyer Trevor Holmes um this policy uh the policy committee reviewed this new policy um and it models the [2:40:29] policy really closely um from the new read act law um and taking the msba [2:40:36] policy as a guide the changes that were made were really small and done to ensure additional Clarity to our system [2:40:43] um so on the second page we added specifically we added literacy coach to [2:40:49] ensure the understanding that there's a difference between a literacy coach and a literacy lead um literacy lead is [2:40:54] articulated in the read act um but we did want to clarify that layer within the Adina system and then it is also [2:41:03] um and then I also just wanted to note that there was a um R how long we are oh [2:41:10] oh I had notes just to celebrate how far along we are in the react and that the policy and viewing the policy as a team [2:41:17] really reiterated that um Clarity of that we are in a really good place and excited to launch the next steps other [2:41:24] questions on that policy I would maybe just add one comment that it is Our intention to bring this policy back to [2:41:31] the board again next year for additional review because it is new language and um [2:41:36] even though we are pretty far along we will be bringing this back again but any questions on this one do [2:41:44] you see the frequency of reviewing this particular new policy is this going to be on a Cadence of every couple of years [2:41:50] or every year or when legislation provide some requirement do you have any [2:41:57] sense um Trevor Holmes did indicate that he does also see foresee some changes in [2:42:03] legislation right and so I would anticipate as we monitor the changes in legislation that it might be a a more [2:42:10] regular thing for a short period of time and then that will get into a Cadence of implementation where it will get into a [2:42:16] regular cycle any other questions okay thank you Jody I'm just [2:42:24] going to scroll back up um Sonia sailor thank you you you are ready to go this [2:42:30] is policy 429 which is shared teaching contracts and [2:42:37] um I don't even have a lot of summary for this I while I'm waiting for you to get settled I think that it it is [2:42:43] somewhat self-explanatory but if you could walk us through some of the [2:42:50] adjustments thank you director Neville I will do so um Dr Stanley Chair allenburg [2:42:56] so um tonight I am presenting a small modification that we are recommending to [2:43:02] board policy 429 shared teacher excuse me teaching contracts which is utilized [2:43:09] when two teachers share a 1.0 teaching position um current currently the policy [2:43:16] sets a maximum of three years in a shared contract and uh what the [2:43:23] administration is recommending is a small modification that would allow that [2:43:28] maximum of three years to be extended with the recommendation of the building [2:43:34] principal um or supervisor and with the approval of District [2:43:41] administration um it's really used you know like so many shared uh [2:43:48] positions inside and outside of Education um it's h sparingly right now [2:43:54] we actually only have two two different um Partners in our district we had three [2:44:01] three Partners last year we have two partners this year um both both sets are [2:44:06] at the elementary level but it works out well for some people um for different [2:44:12] reasons often during those years we work life balance is a little difficult when we have children at home as well and um [2:44:20] we would just like to add this modification so when everybody agrees [2:44:25] things are going well um we can allow those teachers to continue in that [2:44:32] situation do you have any questions no questions I have one really [2:44:38] quick I'm just curious as to given that the low numbers that you have now do you [2:44:44] find that that could grow in the future given the situation with the available [2:44:50] talent and so and so forth that's available in the mix for education or do you think this is just going to kind of [2:44:55] stay at a very low number I um good question director bman I my guess is [2:45:01] that it will actually still stay at a low level because of the fact that um [2:45:07] this is one of those policies that being relatively new to the district I read [2:45:12] through it last year and said oh there's a three-year maximum in here and we actually have some teachers that have [2:45:18] been doing this for more than 3 years and so we should go to the board and ask that we uh have a modification so that [2:45:26] we're following board policy and so I think there has been a bit of a practice to allow the extension and we still only [2:45:34] had three Partners um this past year and two partners this year so any other [2:45:43] questions thank you thank you okay next um I would invite Dr smel to join us [2:45:50] we'll be looking at policy 507 on corporal [2:45:56] punishment thank you good evening again a relatively short policy we did review [2:46:02] this policy for changes uh administrations offering modifications to be in line with model policy and [2:46:09] statute uh so some of the changes include some additional definitions uh [2:46:15] definition around uh corporal punishment definition around prone restraint and the purpose of those is to be clear [2:46:21] about what these are inside or organization what we mean by that and then uh prohibitions was [2:46:28] section four we added this to be clear about what is prohibited related to those particular definitions um in terms [2:46:36] of responding to uh students across the district and then um a couple of [2:46:42] language changes under Section five exceptions and then some updated legal [2:46:48] references for this policy thank you any questions for 507 I [2:46:54] just have one quick one um I recognize why we were doing this do you find that once this is implemented in running that [2:47:01] will there need to be any retraining or additional training in order to meet the new additions that and of revisions [2:47:08] that have been made to this policy it's a good question we will be reviewing it with the principal so that will be a [2:47:14] question that we'll seek some information from from them okay thank you okay thank you and um we'll move on [2:47:22] to 532 and um I don't Jody is not here so if you can yeah we'll just continue I [2:47:29] can cover 532 since Jody and I worked on this together so again 532 uh use of Crisis teams and peace [2:47:37] officers to remove students with individualized education program IPS from school grounds um so reviewed the [2:47:45] policy are offering a few changes to better represent current statute add some clarity so just adding um [2:47:52] eliminating the acronym in the title adding individualized education program was one of the recommended changes we're [2:47:59] making and then um through policy committee discussion we talked about [2:48:04] even though it makes reference to an individualized education plan there wasn't actually a definition of that in [2:48:10] policy so adding that as a definition inside of policy and then [2:48:16] um a couple of other minor changes if you go to page four we added um section [2:48:23] three which would basically describes what potentially has to be reported to [2:48:30] uh Minnesota Department of Education in terms of restrictive procedures uh reporting and then again some minor [2:48:38] language updates on the rest of the policy a couple of additional legal references any questions [2:48:47] excellent oh yes oh no I just oh I was just getting ready for our next I think [2:48:53] we're great that's good thank you thank you thank you thank you policy committee and everyone that contributed we're [2:48:59] going to move on to our action items do I have a motion to approve the canvasing returns of votes for school district the [2:49:06] school district general election so moved is there a second second uh do board members have questions or comments [2:49:13] about uh the canvasing of school School Board return School the votes for the school board general election we will [2:49:20] now vote to approve the canvasing returns of votes for the school district general election all those in favor say [2:49:25] I I the motion is passed I do I have a motion to approve the issuance of [2:49:31] certificates of election and district election related duties so moved is there a second second any board members [2:49:38] questions or comments we will now vote to approve the issuance of certificates of election and [2:49:44] district election related duties all those in favor say I I anyone opposed the motion carries do I have a motion to [2:49:51] approve policies 624 708 and 713 so moved second do board members have [2:49:59] questions about these policies okay all those in favor of [2:50:04] approving policies 624 708 and 713 say I I anyone opposed policies 624 708 and [2:50:13] 713 are approved are there any board leadership and committee [2:50:19] updates I just had one quick committee update um uh both uh director arum and I [2:50:24] attended the seek um meeting and um similar to some of the data that we [2:50:30] found in the Morris Leatherman survey um one of the topics that was brought up was concern about um hiring of employees [2:50:38] specifically par professionals which um I know that we're seeing across not just [2:50:44] this this District but Statewide so I just wanted to update the rest of the board about one of the topics that was [2:50:49] brought up in our special education committee and I appreciate um our our [2:50:54] team that presented back to our parents that were very understanding about understanding what was going on in the [2:51:01] state and some of the challenges that um really that it's a it's a labor shortage [2:51:07] issue not a lack of effort on the part of our school district so I just wanted to give a little update from seek um [2:51:14] I'll turn it over to Dr Stanley for um superintendent updates all right um we [2:51:20] have some incredibly successful students um we have not met since the girls took [2:51:26] state tournament in soccer so we have to give them Round of [2:51:32] Applause um again uh Dr smle had talked about the fact that we have actually an [2:51:40] um experiment on the International Space Station I turned to director green and I [2:51:45] said that was in our classroom and now it's on the International Space Station which is incredibly um I mean it's just [2:51:53] outstanding and the fact that we have students from all three grade bands that [2:51:58] have a final um experiment in the new SSP um the other thing I will say is [2:52:05] that our boys football team has made it to semi-finals and they are going to the [2:52:11] bank so we have to give them a round of applause for that um there's just so many things to be [2:52:19] proud of um in din public schools and I just wanted to highlight a few of them thank [2:52:24] you thank you very much Dr Stanley um with that um do I have a motion to adjourn the meeting so moved is there a [2:52:31] second second all those in favor of adjourning the meeting say I I anyone opposed uh the meeting is adjourned [2:52:38] thank you I think get I [2:52:43] know