foreign good evening Welcome to the October 20th 2014 a meeting of the Dyna School Board we do have a quorum this evening I'd like to call a meeting to order first thing on the agenda is the approval of minutes we had a special meeting on September 22nd a regular meeting on that same day as well as a special meeting October 6th hit a motion to approve those minutes moved in second any additions or corrections to those minutes as written sing on all those in favor of approving the minutes as written please signify by saying aye aye opposed motion carries next up we have a recognition tonight Rick so I'm going to ask our students to come up in the audience uh we've got a special recognition from a variety of students so come on up gang join me up front breaking away from their busy evenings and this is just a sampling of the students who are being recognized by Northwest University out of Evanston Illinois for their Midwest academic Talent search and these are students who score in the top standards the grade level tests and 20 students got involved in this national-wide Nationwide qualifying ceremony and only two percent actually made the qualifications among these are these Edina students so we're going to start out with a quick name grade and school that you attend and then we're going to ask you a couple questions and get you back on your way okay so I'm Haley I go to South View and I'm in seventh grade Haley and your last name uttendorfer Haley attendorfer great I'm James killlay I'm in seventh grade and I go to South View as well great um I'm on in metal I go to Valley View Middle School and I'm in ninth grade great I'm Jack DeSimone I'm in ninth grade and I also go to Valley View Middle School I'm Oliver here and I'm a sophomore at Edina High School so Oliver why did you this was a voluntary activity you didn't have to get involved in this summer taking some more tests and doing some more work what got you interested in doing it uh well because I was interested in uh just getting to know the act before I take it for sure in as a junior or a senior great surprise with the results you know hitting that those High numbers what was your expectations going in um well I was I was kind of just hoping that I'd do okay and I didn't want to do great and I didn't I didn't want to get like two but um I was I was actually really surprised when I got the rating score great and how about the test was it about what you thought it would be was it harder than you thought yeah it was like about what I thought and like I did a lot of practice tests because my parents made me so do you have any regrets about that uh not really because it actually helped out a lot on the test okay and how about interest going forward as you you know because this is also kind of a career planner look did it help you define some things you might be interested oh yeah like maybe into like a math field because I scored well on the math section so yeah how about for you interest that you're might want to know more about things that you learn from the test that might be of value as you continue planning it selfie well I know I didn't do too well on the science portion so I think if I keep taking the test I can keep improving my scores so that by the time I'm ready to go to college I'll have you know a pretty good score and a pretty good idea of what I want to do okay and what was your experience like was your their brand new experience what kind of feeling did you have taking the test well this is my first reading teacher recommended it to me so I was a little unsure about what it was going to be but the reading section in like the writing section were easier than I thought it would be but the science I didn't really know but you get through it yeah so how about things that are really fun for you at school this year that you're probably going to continue to build on as you look to the Future really liking social studies so I think I might like continue in that well our young scholars soon to be Future Stars we congratulate you for taking this extra effort we hope it was worthwhile and again on behalf of the school district we commend you for your outstanding work in the field of academics congratulations I'm sorry buddy next up we have three members of the audience who've asked to speak this evening uh first up is Mick O'Brien again to remind folks you are welcome to come speak at our meetings but please limit uh your comments to uh three minutes per person Michael Brian welcome Yep this first time I've done this I face you folks my name is Mick O'Brien I'm president of the Edina Basketball Association and um I'm here to speak in regards to or uh our support I want to let you know our support of the proposed Activity Center at the Edina High School um no surprise I don't think to anybody on the board that that the Basketball Association is in support of more gyms in the uh in the community and I want you to make sure to understand that we will use them uh we currently are a 30-member volunteer board and we provide uh organized basketball opportunity for uh grades kindergarten through 12 for students in in Edina and typically every year we have about 1300 kids throughout K-12 that that plan our gyms um our season runs from October to March which is about the as we know from last year some of the worst weather that we'll see come December January February so we think it's really key that we've got room for these kids to participate and do something have some physical activity we use every inch of the gym so we can find and every year we've got coaches asking for more practice time and there's no way we can fulfill their needs so we're always looking for for more time and part of the reason we're looking for it is that we're that we have trouble finding it is we're constantly competing with other activities so it's not just basketball that's using these gyms there's numerous other activities that are filling up the gyms for us um we just think a bit that that Athletics in general are a big part of the educational process I don't think you can separate the the athletic the Athletics from the educational process and I think personally I've been coaching and being involved with the Basketball Association and football for a little bit and baseball and I look at what these kids have learned over the years that I've coached from the competition and from the teamwork and from working under pressure you know learning to make decisions Under Pressure the time management that they have to figure out when they have practice that night and they got to get their studies done um we just think that I believe that Athletics as a whole is just so important to the educational process and so whatever we can do to improve the facilities and provide a better athletic experience to go along with the educational experience I think is is crucial to the overall process so just want to make sure you were aware of our position as the EBA thank you thank you thanks Mick Patty Jordan next welcome hi I'm Patty dronen I'm the mom of a ninth grader and an 11th grader between me and my kids we have participated in pretty much every kind of sport here in Edina I also work with the baseball association and the edine athletic booster cup and recently worked seven weeks in the athletic office while they hired somebody new for a position there um as the administrator for the basketball association one of my jobs is to schedule practices for our kids we have 1300 kids in the program and that breaks down to about 140 teams that we're scheduling for practices twice a week and let me tell you every coach of every one of those teams would gladly schedule a third practice if they could so needless to say this isn't a this is no small feat uh scheduling these teams we are the in-season sport but scheduling school events and some community events are done first which we are happy with but those events include things like Book Fairs carnivals concerts dances rainout space for school teams in the marching band elections adult basketball you take on holidays like Thanksgiving and Christmas and Monday federal holidays and there may be weeks where you can only schedule one practice if we're lucky so we just want to say what our support is for as an association for more space here in Edina we will use it I guarantee it so thank you thanks Patty next up Carrie Middleton welcome Carrie thank you I'm Carrie Middleton I'm the parent of a 8th grader and a sixth grader both at Valley View I'm also a member of the EBA board I'm a former president of of the board but I'm really here as a parent more so than a member of the board my experiences with with traveling Sports I've seen a lot of school facilities around town and what I've seen is a lot of state-of-the-art multi-purpose facilities and what I think we need is a multi-purpose facility not just a basketball facility other organizations that would use the activity center that we are contemplating or include volleyball at the very least volleyball cheerleading dance gymnastics wrestling badminton House League soccer softball in addition to basketball so I'm not here speaking just for a basketball facility it is a multi-purpose facility other districts around our community have recognized the educational benefit and the need for this type of facility including what I view as our competitors for the kind of students and the kind of families that we hope will continue to be part of a diner for generations to come and those include places like wyzetta Eden Prairie Hopkins Jefferson Shakopee Prior Lake Waconia Chaska and Chanhassen all of those places have state of the art multi-purpose activity centers in their high schools Edina shouldn't take a back seat to anyone when it comes to facilities the quality of our facilities our school facilities is reflection of our community and the EBA host travel tournaments two travel tournaments a year and people from around the state and around the Metro come to our gyms and our schools for these tournaments every year and what we hear repeatedly is surprise at how poor our gems are and how few we have of them and it makes me uncomfortable to know that the only impression or at least the first impression of a lot of people around the Metro of Edina is that our facilities are aging and they're not what they used to be and I don't think we should take a back seat to anyone when it comes to facilities facilities matter I personally am a fiscal conservative but public education is vitally important and an activity center is part of that overall educational process so that's why I'm in favor of it thank you thanks Gary thank you all next up we have our financial audit presentation we are for many years and uh welcome Bill and margobach who the uh floor to give us an overview of the 2013-14 financial aid welcome good evening yeah um quick quickly before I have Bill do the report it just this is the completion of the 1314 year it is a process we go through all year long with the audit in mind but more importantly throughout the summer and want to specifically thank bill and his team they spend a lot of time at our in our office and also the business office team especially this year with a transition in the controller position the business office stepped up to the plate and they helped get things together Jim Gilligan worked really diligently before he left to make sure things were in place and Scott Brown our new controller who's in the back of the room here even within just a few days was asking questions and providing feedback for the effort for the audit and so it really truly was a team effort thank you to you as a board and for individual staff and sites it takes all of us doing this together in order to have a successful audit and um and pleased to report that we are in an approved position and are within one percent of budget both on Revenue expenditures and with that I will give it to bill so I don't steal any more of the report so thank you Margo good evening superintendent members of the board thank you for the opportunity to address you tonight regarding the district's audit for the year ended June 30 2014. the first thing I have to do is remind you as the body charged with governance of the district what our role is when it comes to the audit we are not part of your internal controls we come in as an independent body we take a look at your financial statements we provide the opinion that goes at the front of those statements as to whether they fairly present your financial position and the results for the year under audit in addition to that because the district earns over half a million dollars in federal grants you have are subject to a separate single audit of those Federal Awards expenditures as part of both that financial statement audit and that Federal single audit we test controls and compliance and also you are subject to a separate audit of compliance with state laws and regulations you elect to not keep your extracurricular Student Activities under board control so rather than being included in the district financial statements and your general fund you received a separate report on those extracurricular Student Activity receipts and disbursements and with that there's also we look at the controls and compliance over those accounts as well as far as the results of the audit I'm I'm happy to say as Margo indicated things went very well as far as the process was concerned everything was ready for us as usual that was done on time we had no no issues as far as the process as far as the results we once again were able to issue a clean or unmodified opinion on the district's financial statements it's the highest opinion that we can give we also issued a clean opinion on the schedule of federal Awards it is fairly stated in relation to those basic financial statements from internal control and compliance standpoint we had no control or compliance findings or recommendations as far as the financial statement oughta was concerned no findings with related related to the single audit of federal Awards expenditures and we did have one issue that came up in your Minnesota Leo compliance audit this is kind of an ongoing issue for the district you're required to pay any claims made to the district within 35 days of receiving the goods or services or the invoice for goods or services whichever is later two of the 40 claims that we pulled for testing were not paid within that 35-day limit and this is something where those invoices typically come into your business office get sent out to the various buildings to get approved by the people that receive the goods or services come back and with the timing of board meetings so on and so forth they don't always get paid within that 35 days this is something you're required to do but also kind of the other side of that is the internal control we do want to make sure that you can see you get those approvals before you do make payments so it's it's kind of a a balancing act there but there are two of them that didn't get paid within that 30-day time limit or I'm sorry 35 day time limit um Student Activities we issued a clean opinion on your cash receipts and disbursements with the qualification that we only audit the recorded receipts since you don't have these under board control they aren't running through your business office they're out at the school buildings being controlled by students they don't have the same controls obviously that their seats coming through your business office I'm so sure that we're getting all the receipts that are out there we do mention that as far as a control exception also there were no compliance findings this year in your Student Activity reports um one of the other thing to follow up on in the previous year's audit we noted that you had opened a new account where you were making electronic payments of claims and we kind of took a broader look at the various methods of electronic claim payments that the district was using and this is kind of an area where State Statute hasn't really kept up with technology despite the fact that you have a number of different areas credit cards electronic claims payments where you're not using paper anymore you're required to have a signed claim declaration that any claim you're paying is just and correct and no part of it has been paid before so a lot of our districts are kind of struggling with how to obtain those signed declarations in cases where you're using electronic payments in particular the accounts you opened last year was kind of a new thing where you're using a one-time code that was given to the vendor the payment was put out there for them and they came online with the bank to claim it you have taken a look at the various electronic payment method you're using implemented some changes for instance on that particular account now and they come on to enter their code and claim their payment that declaration that that claim is just Incorrect and has not been paid before comes up on that screen and they are in effect signing that electronically so you've come up with ways to kind of get that taken care of from an electronic standpoint instead of having that that signed piece of paper I'm turning to some of the financial information from the audit this is a graph that we have in our management report that provides a little bit of a benchmark for where your unreserved fund balances from year to year compared to other districts Statewide it's kind of a different calculation it's based on the state calculation for statutory operating debt so it only includes unrestricted expenditures it doesn't include your other general fund expenditures in your operating capital and and health and safety and some of those restricted buckets so this percents a little higher than when we calculate it we use your total fund expenditures but this is uh one one ratio where we have some Statewide Benchmark data to compare you so at the end of 2014 based on this calculation you had about 18.3 percent of your general fund expenditures in your ending fund balance compared to the previous year you were at about 17.4 percent so your your ratio went up about 1 percent uh 2013 Statewide that same ratio was at about 22 percent and you can see from the graph here the blue bar being your District you've been consistently somewhat lower than the Statewide average and that's nothing good or bad it's just kind of a management decision the kind of safety net of financial fund balance there that you've decided to keep from your budget process and you know we're seeing a nice steady growth there from year to year to year no big swing so from an audit standpoint that's the kind of trend that we like to see this graph shows one of the main reasons why districts Statewide in your District in particular was maintaining more fund balance in recent years again those yellow bars show your unrestricted fund balance over the last 10 years and the blue shows your cash and Investments at the end of those same fiscal years and again you see the the nice steady climb and the fun balance and by comparison the blue bars had quite a bit more variance and this is really due to the state's legislature some of the things that they did with school district financing to balance the state budget you can see in 2009 that relationship between cash and unrestricted fund balance had had been fairly steady and all of a sudden over the next three years there that relationship changed dramatically where your cash was going down that's where the state was using the tax shift and also changing the metering of State AIDS basically paying you a smaller percentage of the state aid you're entitled to before June 30th and increasing the amount they hold back and pay you after your uh to increase the state's cash flow during those same periods so from an accrual standpoint you're earning the same amount of Aid you were earning the same amount of total revenue but they were essentially borrowing cash flow from the district and that kind of peaked back in 2012 or at one point uh they were withholding 40 percent of the state aid due to the districts and paying that out after your end and your tax shift was up to almost 50 percent of your annual tax levy of excluding Debt Service levies over the last two years your cash position has really improved as with the state's financial position they have been able to pay it back some of that cash flow borrowing in 2013 they changed that state aid metering up brought it close to the 90-10 ratio that it's supposed to be at by law they were paying you about 86 percent of your state AIDS at the end of the previous fiscal year in 2014 they did restore that to the full 90 percent and also toward the end of the year they paid that tax shift back other than there's a a small piece of your referendum that's frozen in in statute but everything else they paid back which to your District meant about 12 and a half million dollars of cash that they'd essentially borrowed to you got paid back at the end of 2014. so you can see how that kind of restored that relationship again between cash and fund balance in fact prior to the state paying some of that cash back all the way through March of 2013 you were having to do short-term tax anticipation borrowing I was at about 15 million dollars to be able to make your meet your daily cash flow needs because of that tax shift and state aid metering that that the state was playing with there um this table shows the change in your general fund fund balances um and the different pieces of that fund balance and in total your fund balance at the end of the year is about 15.6 million uh the unassigned was about 8.6 million which represented roughly nine and a half percent of your total general fund expenditures uh those bottom three categories committed assigned and unassigned are all part of what make up unrestricted fund balance which was about that 14 and a half million dollars I mentioned before that represented about 16 percent of your total general fund expenditures then the other two category is non-spendables essentially represents the amount you have in prepaid expenditures where you've essentially spent those dollars for something and can't spend them again it still represents an asset and then restricted fund balance are the amounts that are in those State legislated restricted buckets within the general fund the relative size of the non-spendable and the restricted from 2013 to 2014. was there a change in the way we accounted for things or what what was that the nonsense the non-spendable change was non-spendables really for prepaid expenses and we had one health insurance payment in 2013 where we had to correct it and now we've got it set up so that we should not have that kind of swing in the future one of the things that primary primarily drives your revenues that you're in in the general fund is a number of students that the district serves this graph shows your change in average daily membership the blue bars and pupil units the yellow bars and these are the pupil units that drive your general education Aid formula and some others for 2014 you served an average daily membership of about eight thousand four hundred and thirty five that was up a little less than one percent about eight tenths of a percent from the year before the pupil units that that generated were 9774 again about seven tenths of a percent higher than the year before one thing that is is fairly unique about your district is you really benefit from open enrollment you open enroll about 1242 kids in in 2014 or pupil units from students coming into Edina from other districts whereas you only cost about 90 of your public school kids in Edina that are open enrolled to other districts so you had a net gain there of about 1150 students and that's been pretty typical for your District can we just clarify Margo since we spoke about that a little bit at facilities and finance it may be confusing to some people that bill is just counting people going to other public school districts but the General open enrollment is more or less the same number of people who are going to other schools including parochial schools and sure the data that we're able to pull and compare from the state is only the public schools but we know from a residential standpoint the number of students were open rolling about the same amount as the number of our resident students going to other schools to include other Public Schools like Charters but also private schools which we don't have that data for so that's about a net equal and but this is reflective only of public schools thank you uh this graph shows your general fund revenue and kind of broad Strokes for the 2014 year compared to budget and also compared to the prior year the general fund took in about 91.8 million dollars in 2014. you're about one percent higher than budget most of that variance came in two areas through State AIDS were about 890 000 over budget primarily in special education Aid and a few other state aides your other revenues which is gifts bequests interest rents kind of miscellaneous local revenues we're about three hundred and fifty thousand dollars over budget and that's that's an area where a lot of that is unpredictable revenues where you budget fairly conservatively um revenues in total were about 1.9 million dollars less than the prior year the big change that you see from year to year between property taxes and state sources there between the green and yellow bars represents that tax shift change which was 12 point million dollars uh switching from property taxes to State AIDS that's Revenue neutral didn't change the total revenue you got it just changed how it came in to the general fund but you did make another change within the general fund that impacted your total revenue 2013 was the first year of your Capital project Levy that you're using for technology the first year you had accounted for that and the general fund you had about 3.8 million dollars of revenues and expenditures that went through the general fund in 2014 uh you changed where you're accounting for that money is now going through your building construction fund um due to some of the quirks in the the you fires chart of accounts you have a little more flexibility if you account for it in the building construction fund than they do than you do in the general fund so that's where the district is going to be doing it for the remainder of that um of that Levy but if you take that 3.8 million dollars out the rest of your revenues actually went up about 1.9 million from 2013 to 2014. most of that was an additional state aid about 1.7 million most of that was general education Aid he earned about 1.2 million more in general education Aid in 2014 than the previous year part of that is due to an increase in the number of students that just served and also you had a 78 dollar per pupil unit increase in the general education formula for 2014. also special education revenue is about half a million dollars higher than the previous year on the expenditure side uh you spent just under 91 million dollars in total in the general fund uh you were about eight tenths of a percent under budget roughly six hundred ninety three thousand dollars in total across the fund uh salaries were actually a little higher than budget about 475 000 in total most of that was due to uh a larger number of severance payouts than you had had projected in your budget other areas where you were under budget were mainly supply is about 613 000 under budget and capital about five hundred thousand under budget and that was due to a number of things including Grant allocation spending for supplies capital projects savings on the capital side and both of those are are things that impact your site carryovers so if the sites weren't spending all of their allocations that remains in your in your fund balance for future use expenditures were 1.9 million dollars under the prior year in total again the other side of of the change you made in that Capital technology level Levy if you take that 3.8 million out uh your remaining expenditures went up by about 1.9 million dollars in the largest part of that was salaries and benefits which were about 750 000 higher mainly just due to your typical contextual increases inflation in the benefits and things of that nature then briefly your other operating funds are shown here the fund balances for the last five years for your food service special Revenue fund and your community service special Revenue fund the Food Service fund end of the year of the fund balance of six hundred and sixteen thousand dollars that represents about 19 of your annual expenditures into this fund which are roughly 3.2 million dollars uh fund balance went up about 88 000 from the year before you'd actually budgeted to spend fund balance down slightly so I ended up about a hundred eleven thousand dollars higher in ending fund balance than had been projected in your budget actually both revenues and expenditures were below budget you lost about five days of school last year due to weather related school closings so your food service revenues are about ninety seven thousand under budget and the expenses were about two hundred and eight thousand dollars under budget mainly in the food and supplies and the community service fund ended the year with a fund balance of about 1.2 million that represents roughly 15 percent of your annual expenditures in that fund which were about 7.8 million dollars for 2014. fund balance in this fund went up about 27 000 uh very close to budget you uh were about six thousand dollars under the projected ending budget uh or projected ending fund balance per year budget so again very very close to what you had budgeted there um so that was everything I had intended to go over from a financial standpoint are there questions anything you wanted me to go into further questions about clarification any additional things you'll learn or suggestions you have for the district going forward um I I thought that uh overall as we have experienced out here in the past that things are very well run now we audited some different grants this year in the single audit that we haven't done in a number of years your title one programs which was new this year that's usually a place where we'll find compliance issues grants that haven't been audited maybe 10 years and I'm happy to say everything was was very clean and you know done real well we did have a couple of housekeeping things from an accounting standpoint that we recommended in our management letter as far as some of the transactions that we noted were being have netted where expenditures were being recorded against related revenue account or vice versa and we recommended that you take a look at that from the standpoint of accounting standards they should be generally reported gross unless it's something that truly overstates uh right so other than that don't know I thought it went very well additional questions thank you Bill thank you Margo and your team thank you thank you thank you you're off to enrollment projections annually annually the Administration does the projections on our enrollment and how that ties into facility planning obviously we're in the middle of major facility planning Margot and Mary Manderfield are key administrators who do the protection work and accumulate all the data and it's the October meeting where we ask them to give us a report in and we welcome them tonight evening thank you for the opportunity for us to present about enrollment projections the average daily membership class size and Facilities as you look the change in enrollment from fall of 2013 to fall of 2014 we saw a slight increase at our elementary a small increase at our middle and a little larger increase at the high school at elementary we did move to all the kindergarten in the difference between last year and this year was one student so last year we had 574 students in all day kindergarten this year we had um or last year we had 573 this year 574. otherwise there were some changes in some grades uh first grade was a little bit higher third grade was a little smaller Middle School sixth grade had 14 more students than last year I think the big difference in the high school in 10th Grade we had 20 more 10th graders this year than we had last year we had 22 last Juniors and then we had 42 more in in 12th grade and that really is a a sign of the class of 2015 has been our largest class coming through the system so since early Elementary School 2015 has been our largest class and they have now become seniors there are 692 seniors in that class the next piece and and this might also address uh the question uh board member Goldstein had is our non-resident students non-resident students or any students who do not live in the Edina School District boundaries they could be living in the city of Edina but not in the Edina School District boundaries as you can see we increased our open enrolled students by 93 from last year so that 1332 students represents 15.7 of our open enrolled students last year just under 15 percent of our students were open enrolled we have 30 districts students attending from 30 different districts Minneapolis Hopkins Richfield St Louis Park Bloomington and Eden Prairie account for 89 of our students attending Edina through open enrollment we have approximately 1420 students that are Edina residents that are attending elsewhere of those 1230 are attending non-public schools an additional 190 are attending other public or Charter Schools the 190 that are attending other public or charter schools are a decrease from last year by about 50 students when you look at our five-year enrollment projection both with resident growth and non-resident growth you can see that we have uh we're anticipating very little growth over the next five years it's very very very small numbers uh and then Elementary projection by building I think this is uh can be very difficult to project out Choice programs can affect uh these numbers depending on the neighborhood the students are coming from and just for members of the audience of our six elementary schools Normandale French immersion is a total Choice program so it does not matter where you live in the city of Edina you can apply to and attend that program there is not any set attendance boundaries both Countryside Elementary and Highlands have a continuous progress program and those are again district-wide programs so you can apply from any attendance boundary in Edina to attend those programs I'd like to point out that this year Creek Valley is 22 students below the projection we expected Cornelia is 46 students above projection now last year Cornelia was 26 students below projection I would also like to just mention at Cornelia they have kindergarten classes that are at 24 and 25 well in the past we've had kindergarten classes at 24. uh this year with all day we have some buildings that have smaller we did give additional care Staffing to accommodate the uh the size of kindergarten classes but just kind of as a point of clarification there we were projected to have 71 residents in kindergarten at Cornelia the night we did Kindergarten Roundup we had 60 students register we place them open enrolled students and between June and August between June 1st and August 25th we had 13 additional residence enroll in kindergarten looking back the last six years we've had anywhere from 79 to 90 in a kindergarten cohort at Cornelius so there wasn't anything that would have led us to believe we'd have a that kind of bubble and the rest of the building so Cornelia is below projection or below the build District average in uh first grade or in third grade and fifth grade slightly below and second and at the district average and first and fourth so it's really the uh kindergarten number there that seems to be a little bit higher and is and is affecting their numbers but as you look out over a five-year um uh five-year period their numbers look to be uh quite large do we have room in Cornelia and Highlands for that growth going out over those years um may depend on some of our facility discussions and the other part of my answer will be a caution but as Mary stated earlier on the individual School projections for a couple reasons one when we do the overall enrollment projections we use five five six years worth of history in a variety of projection models when we go by individual Elementary School it's really just looking at the previous year in the relationship and moving it Forward by building and for when we have an immersion school and two continuous progress schools I have to go in and manipulate some of that to force those schools to work and then and when you have major changes in a building like Cornelio or this year they had higher than projection but as Mary stated the previous year they were lower than projections so it's going a little bit like this the accuracy in the third and fourth and fifth year out is just it's difficult to do by building so I think it's something we need to monitor because I I think that's certainly a concern and a question you know a question that we need to watch on an annual basis and also incorporate into our facilities discussions but what I'm trying to say is it's very speculative out to the fifth year and then finally we have the um secondary projections by building and as you can see this slide indicates uh there'll be a slight increase right right now we're anticipating a slight increase at every secondary building so Mary reported on the enrollment and then we take the enrollment basically which is a physical count of the number of students that we have and convert that to what's called average daily membership which is if we have a student move in in the middle of the year we get a 0.5 or half credit for them and and it's taking into account all that migration in and out of the numbers students that we have and converting it to an average daily membership projection which is what we are funded on when we start planning for the budget process actually for this year we started last December December and January we use the projection average daily membership projections from January to drive our budget allocations our staffing our supplies and that kind of thing at that time with the information we have based on the enrollment we know at that time then we convert it to average daily membership so what this chart does is compare what the preliminary 1415 budget was based on and now what we know today based on October 1st enrollment and then converts it into pupil units which is how we are paid and now the pupil units have gotten easier they're all 1.0 except for grades 7 through 12 is not now weighted at 1.2 it just there used to be a variety of combinations of weighting factors the state used so results are we are down from projections from what we used in planning the budget in terms of pupil units that it's about 59 that results in about roughly 450 thousand dollars in reduced Revenue so I'm happy to report that we had a good audit report in the previous agenda item because now this is just a little bit lower so that that's certainly going to help us as we move forward into the final budget for 14 15. this is one factor in the budget what we will do now in the final budget update process which we are in the process right now is a monitor November first enrollment and also look at updated Staffing Revenue projections all those kinds of things to bring the final budget to you in December that will incorporate this information Rick did you have something no that's good uh this year we're using a merged enrollment projection it really comes there's about 17 different uh calculations in the way you can project uh the enrollment in this software the merged projection combines about five of those options it seemed to reflect um most accurately where we're going to be at in looking at I also use the resident calculation and compared it to our most recent demographic study to see which Which models could get us as close as possible to that and then and project it forward for average daily membership then for the secondary schools did a capacity calculation with some varying options here looking at the projected number of students now this is students I've converted back from average daily membership to students and um because we are talking about facilities we did not do the same thing for elementary bacteria question Lenny the difference the functional capacity is at 85 percent for all the schools that's just kind of a baseline then if we took the maximum of seven out of eight periods for the middle school which they're currently on a six out of eight period and then also maximum capacity of literally a hundred percent which is almost impossible to schedule schools into a hundred percent you can see um with the current uh students and the projections out five years where we're at and basically um you know we are we are tight we're right there so any major fluctuations um you know will will change those if you look at any one of these schools in the bottom third of the chart and look at the difference for the functional capacity is the one I would look at um this information is being looked at also as part of the data that was presented in the facility advisory task force and certainly any results coming out of our task force work and potential Bond referendum work will impact uh the building's capacity and the future of of what these charts will look like question a quick question because I know you do you go through then Valley View and the high school as well in these slides am I correct in assuming that when you did this you are assuming the ninth graders are still in Valley View and in South View and you haven't projected forward based on the resolution saying we're in some way or shape or form moving the ninth graders to the high school the ninth graders are still in the middle school because this is based on October 1 right now and that is where they are but we are projecting out first but when you're projecting out those five years you're projecting out with those the ninth graders staying in the in the Middle School yes at this time and then finally our summary statements uh Elementary School enrollment is projected to increase by 100 students during the next five years again we have some control over that with uh open enrollment secondary enrollment is projected to increase by 77 students during the next five years that projected increase might impact open enrollment space K-12 total enrollment is projected to increase by 200 of students or 1.6 percent during the five-year period and finally the administration recognizes the project projection model district-wide programming studies and building capacity may need to be revised to be responsive to changing Community demographics and educational Trends the model must be flexible with ongoing monitoring uh Mary and the assumptions are you keeping open enrollment students constant so the projections that have uh been labored here that has the open enroll numbers have remained consistent okay okay and what's a resident tuition student on the average daily membership projection slide those are our resident students that attend elsewhere typically not always but the majority would be special ed student where we receive the student the state aid for them because we are paying where they are tending for them to attend okay you know I would I just the one other piece I would add is that we did not have so when you go back to that average weighted daily membership you'd see a decrease in the middle school we went through the entire wait list in um grades seven eight and nine so we didn't have anybody on the waiting list I think one of the challenges always can be is when you offer the spot and if students uh do offer that right in at February 15th and then you don't know ninth grade for us can be a big transition year we have families that sometimes choose to leave going into 10th grade or actually I'm sorry going from eighth grade into ninth grade so but this year we offered everybody uh spots in ninth grade some were a little bit later and that could have also impacted the number of students we have as far as uh total average weighted daily membership and that would have that have made a difference at Cornelia this year if we had chosen a different time to offer those so I would go back to um I think the the interesting piece with Cornelia is the the resident projection was 71 kindergartners uh the night of uh orange or the night of Roundup uh January 30th approximately we had 60 show up well that was barely enough that would be enough for three classrooms so offered some offered spots and families chose to accept those spots and then now once they do we're really not in a position to say oops we've got too many kids here now Cornelia can we place you at another school unless they'd be willing so when the 12 residents moved in uh it just increased their numbers so that again you know when I look at past data there was just nothing that would have indicated those numbers would have been that high in in kindergarten and Cornelia based on the last six years so when we offer an open enrollment spot we tell them the school at that time is that and is that in our policy that we do that is something I'm just trying to I know that the families in kindergarten right now are very upset about what's going on at Cornelia that's very tight and so how do we fix this so it doesn't happen so we don't have these accidental bubble years in the future yeah so once we offer them a spot in a particular building and we really do need to offer them a spot we can't say to a family well we're gonna wait until August to see where we might have room so we offer them a spot and then they become our student and so just as if we had those residents moving into that attendance area we can't really do anything to change that and and they are a 24 and 225s and quite honestly all over fully kindergartens prior to this year they were at 24. we had 24 students in every full day class that's how we staffed them it was the half day that had been smaller it just happens that this year Cornelia has kindergarten classes that are at the 24 where other buildings aren't quite that high can you explain again why we can't tell them why do we have to tell them what school they go to that's what I'm trying to understand we can say we have room for you somewhere in our district why do we have to tell them a specific school I'm just trying to understand well at some point you have to do you have to allow them to register so as you're creating class lists you have to allow them to to register and and families aren't going to families won't accept a spot if you said well it could be Highlands it could be Countryside it could be Creek they're creating class lists and so you know that is and it's not I mean that's pretty much the way it's done it's same thing at Valley View and South View you know we offer them a spot at Valley View maybe we find that there's a little more room itself to you but at that point the family's committed to Valley View not a good answer but that is uh that's the way we've operated I think I would I'm trying to balance both the families who have residents here now are in what it was a 26 class at some point is a lot for kindergarten and just putting another adult para doesn't make the this size of the classroom larger those walls don't move and so it's crowded and so I'm I'm trying to balance both sides we want people to we want to welcome everyone here but we want with the classroom they come to to be welcoming and 26 in a classroom with two adults in all those desks isn't really welcoming so I I'm just wondering if that's a decision we should consider again as to how that offer is made and when it's made we can talk about this uh as we plan for the upcoming 15-16 school year yeah and there's I mean there's a lot of very we will take a look at it but the variables of choice is the other thing you know that we don't know where Choice programs and what people are going to choose and take and so then if there is an opening then they they opt for that choice program too so the variables get where we do run into classes on occasion out of all the students we place and we try to avoid it and Mary does a great job of managing it so um we'll continue to monitor but again we're going to have you know we have probably maybe three grade levels Mary at different schools where we are trying to manage numbers that yeah out of out of all the grade levels with three Choice programs that's where we're at right now I think uh Lisa to your point so in the past so when we accept students we can't ask nor would we if they are on an IEP so if we would happen to get a student who needed to be placed in one of our center-based programs that felt like that was at capacity we would have to place we we have to place that child there so in the past we've done some things where we've offered a spot at a certain building and because of the students needs the placement was at another building and so we and I've talked to uh people at the Minnesota Department education about this the response to me is you have to treat them like they were a resident that moved in but uh again we will take this into consideration as we look at the 1516 open enrollment process one more question looking at these projections for elementary um both Cornelia and Highlands are seeing some meaningful growth I understand Cornelia with all the development going on in that area but with Highlands what's what is going on there how are we expanding classrooms or any idea what's happening there is nothing in the calculation to expand classrooms it it's the uniqueness of isolating the Elementary's only and then going by individual school and then making sure that the immersion school stays almost flat and and how it then plays with the other school and then the continuous progress in the other two schools and Highlands is one of those schools so um and it's how it projects forward that uh surprised me a little bit too because I don't think we've seen that in the past in the highlands area and again it's only looking at the last year for those elementaries and I think Normandale has to Normandy a French version has to stay flat when we lose students in second third fourth grade the only way fifth grade we can place them is through open enrollment so they're they're open enrollment numbers essentially are coming in we've got a we've in the past few years had a long waiting list of residents trying to get in so any open enrollment students typically now are being placed at the at the the later end and sometimes we we don't have families who are French speakers who we can enroll in fourth and in fifth grade so those numbers will stay absolutely flat if not flat even even decrease quite a bit they're staffed at 27-1 with the exception of kindergarten Four classrooms per grade additional questions thank you both thank you thank you on to our next-gen facilities plan Susan Bratt uh led the facility advisory task force which completed its work in the end of September from there we moved through a kind of a phase one we're now taking a look at our next steps in the planning process I asked student to start us off there's a variety of other administrators here tonight that will probably be adding insights and input as well as board members as we look at the next phase of our facility planning efforts so we welcome Susan tonight we are just trying to move forward now since the report from the facilities advisory task force that was given to you on October 6th they've completed their charge and now we are looking at ways to continue to align kind of our as you've heard some of our aging facilities but our facilities in general with some of our next Generation strategies and our vision for what we want our Learners to leave our district with the right key so just a little bit of a recap a little bit so some of the research that has gone into the planning thus far uh recall going back to actually I could go back prior to this as the previous bond referendums that we've had in 2003 we had a large referendum that upgraded several of our facilities to include lots of Fine Arts performance spaces and some pools at South View as well as some Athletics or just classroom spaces in general but now we're coming up on another 10 years of that in 2010 there was an athletic fields study that was conducted and some general some recommendations were made identifying significant Field improvements that were needed as well as possibility of doing an athletic Dome or something and now as you know within the last year the city has developed a dome outside of Braemar and um looking at that accommodates some of those needs so that's not necessarily a high priority for the district anymore but we still have some athletic fields needs that certainly came out through some of our discussions over the last several weeks we did have a facilities advisory committee which is a little bit different than the task force that you know that was conducted a couple years ago several members of that committee were part of the task force this most recent time the that group did start to look at some of the facilities needs that was suspended because quite a bit of that was sort of based on where the programming of our secondary study in our birth of grade 5 study went nonetheless they did work very hard to develop some standards for some of our facilities especially in terms of internal standards and worked hard on our deferred maintenance planning since that time the district as you know has gathered a lot of additional data with the demographic study which was conducted last year we did a community survey in May and June which identified some Community approvals and tolerance for different facility improvements we've done a significant facilities assessment and cooperation with our district architect and Engineers going through each building that we have meeting with staff and administration in each building talking about what kind of wish list you have what challenges do you have and then some preliminary financial data that we collected then as you know again on the on the sixth we reported out the facility's task force and then us and then you also approved kind of a framework for us to move forward so tonight I'm going to move into what we're calling phase two so some preliminary Bond referendum proposal as we said that at the six we were working on a timeline to try to come back with you with a formal recommendation I'll talk to you a little bit about how we've tweaked that how we've tweaked the timeline and then also some referendum financing up updates that we've had so the proposal that we're bringing forward to you at this time and again it's not a formal recommendation in a in the form of a uh a voter question or anything we just want to keep the discussion going because we know that there's a lot of details that need to be worked out after the facilities task force discussion on a report on the sixth we had a very uh good discussion with Administration and board on next steps so we're we've sort of categorized our proposal into three main categories so the first is really that that primary focus to enhance Next Generation learning spaces creating flexible spaces we have very traditional classrooms as you know our as we've talked a lot about with our Architects the double loaded Corridor kind of thing where you've just got cells and bells model but looking to try to provide some variety of different spaces we know that sometimes you need that traditional classroom space sometimes you need more small group individual space you need large group space so trying to create more flexible spaces at all of our schools and all of our levels to include Early Childhood Elementary Middle School and High School just a little bit of detail on that at the Early Childhood level we are recommending to allocate some resources we know that a lot of that is going to be driven by the programming decisions that are being made and studied while they're being studied and then we'll make some recommendations next spring based on our birth to grade 5 study but we do know that we're at a little bit of a capacity with our current Early Childhood programming so just trying to see what sorts of needs we're going to have there knowing that both the state and the national discussions that we're having around early childhood and we're digging up a little bit more data on that but we are saying that we should probably be looking at some sort of allocation for that and somewhere in that two to four million dollar Ranger so at the elementary level the facilities advisory task force certainly recommended some recommendations for those flexible spaces for individual small and large group also wanting to make sure that we had some adaptable Furniture in those spaces that aligned with that and also looking at some other improvements one of the key discussions I think that we had with you and I think we heard through the task force as well was that perhaps we needed to look at some additional improvements at the elementary level and so we are looking at doing that to include some more edible spaces between our elementary schools some of them especially when you look at the large group space could be considered a gymnasium but for other large group learning spaces we are perhaps not as equal between all of our schools and we want to be looking at creating a little bit more Equity there so probably around and these are Ballpark figures because we don't know for sure somewhere around that 25 million dollar range to 27 or something like that which is an increase from the original proposal from the task force but that was based on the parameters that we gave them so it's not faulting them it's just within the parameters that we gave them but responding to the conversations that we heard from you and then at the middle school level continuing with the recommendations of the facilities advisory task force which we're looking at um basically remodeling some of the spaces that we already have articulated for currently for ninth grade and so when we do make that move for the ninth grade over to the high school how do we fill those spaces as you heard our middle schools are pretty tight and so being able to create some more flexibility at all at the elementary middle school and high school level we also are looking at ways to re-envision the media center so that it's not just a place to House books we know that there's going to be a need for that but perhaps with other digital learning and collaboration type of learning spaces that we need we could reconfigure how that space looks we're not saying abandoning books but we're just repurposing some of that space a little bit so at the middle school really looking at how do we repurpose some of those currently ninth grade houses and trying to create a more comprehensive Middle School experience we've had a lot of discussions with middle school and I know that's part of their ongoing study this year is how do you create a true Middle School experience maybe some interdisciplinary teaming that can happen sixth through eighth grade then at the high school we are looking again the middle school was around that 25 million dollar Mark as well the high school that would be looking at a little bit more around the 35 million dollar partly because we know that we're going to need to add some additional spaces to accommodate ninth grade we don't want them to necessarily be just more traditional classrooms we want them to be flexible um so when we look at the number of students coming over we need spaces to accommodate approximately 30 30 learning spaces it's hard to Envision what they might look like when you talk about teaching but we are looking at ways to improve those in terms of flexibility so again that's our primary focus obviously the big chunk of our of our recommendation would be to look at enhancing Next Generation learning spaces and really trying to update our classroom and learning and instructional spaces from that traditional model of the 1950s to something that's maybe a little bit more 20 20. uh we are we heard some conversation this morning from some representatives of our community about an activity center the activity center discussion that we had at the facilities advisory task force was a spirited discussion as you know but we are we do recognize that there's some additional curricular needs that we need to have with the additional students coming over with ninth grade but then also we are limited in some of our curricular spaces as well when it comes to physical education and health and knowing that there is a a curriculum review I believe going on this year for physical education just so what does that mean what's kind of the next generation of physical education is it just the traditional model are we looking at different kinds of Fitness and Wellness Improvement and then also Health curriculum as well we know that there's some co-curricular needs we obviously know that there's some athletic space needs as we've heard a lot tonight but we know that there's also some other co-curricular needs we have uh very well recognized robotics team that goes nationally and they're kind of using a variety of different spaces creatively but I think that they would appreciate some more open large spaces and then we have some other sorts of Fitness expansions that we could be doing and then there's a lot of before and after school large spaces that or activity space that could be used with that activity center and one of the key elements of that Activity Center is that it would free up after school space at the middle schools currently our gyms at the middle schools are predominantly occupied by our athletic teams after school which limits any sort of activities and after school activities that might happen for those middle school students that aren't part of those athletic athletic teams so it would free up some of the spaces that are currently at the middle school and I do want to know that this is sort of a scaled back version from what was originally presented that was based on recommendations we heard from you as well as some members of the facilities advisory task force so this would be looking at our estimates are based on a they call it a three plus one I think if I remember that correctly um essentially three quarts plus an additional court but that could be kind of a more of a modified large group space as well than not necessarily just four basketball courts as we heard tonight a lot of different activities using that and the last section of our proposal would be to invest in District infrastructure obviously we've had a lot of discussions in this community over the last several years about Safety and Security enhancements we know that our buildings were built for a different time and a different approach for Safety and Security so we would be looking at our first priority it's going to be a phased in approach but the first priority would be focusing on how do we make sure that everybody essentially enters through an office there's a one one point of access right now you come into some of our buildings and while there might be one door that's open it's kind of a wide open space when you walk into there and so we want to create a more controlled access point and then the other Safety and Security enhancements would be coming to in terms of some loan Zone lockdown kinds of opportunities with Technologies some what we might call a panic button they call it duress options in in the industry so we'd be looking at improvements for those for sure we also know that we have some athletic field and space improvements as was identified in the 2010 study and as you as you see now with a lot of our athletic fields they are well used perhaps even overused and know that we need to make some improvements with some of those and we'd be looking at some approved access to parking at that West Campus with the middle school and the high school there and developing an alternative transportation services facility we do know that that is an ongoing discussion with the city of Edina and their desire for our space but we also are looking at it not just as that I think more importantly we're looking at it that we have a need for different Transportation space we have some space crunches for some of our buses not all of them are even able to park over there and some security improvements that we would like to make in terms of securing those buses so so that would be our overall recommendation not a lot of significant improvements from what was presented to you from the task force just modifications and updates based on the discussions that we heard I think we'd like to talk to a little bit about financing for some of that as you if you added all that up it's still around that 125 million dollar range total package um we do know that the original survey that was conducted did find some community support for building referendum in that 120 100 to 125 million dollar range so we tried to still stay within that the initial Finance assessment to include a preliminary tax impact for the purposes of surveying people because you needed to have some number to go on um has been updated a little bit based on actions that we've we now know what our final Levy is other changes that might have happened to our financing and what potential tax impact could be so we continue to have conversations with our financial advisors I don't know if margobach has additional thoughts on financing that she'd like to add at this point we're continuing to work with the financial advisors to discuss the tax impact in terms of Levy options what are the current market rates what are current interest rates all those kinds of things and we'll we'll have Joel Sutter come back to either finance committee or a board work session to review because as you know we've had him at meetings before that that is a meeting or a good chunk of an agenda in and of itself so we do want to recognize the impact that any sort of improvements would have on our property owners but we also want to make sure that we're keeping our investment in those properties high as well and I think the biggest change from what you've probably seen earlier is that we are recommending as Administration a a more prolonged timeline originally we were talking about potentially looking to go out to voters in March which meant which would have meant bringing you a formal proposal today have some discussion perhaps then you would need to act on that formal proposal in November and it as we started looking at financing options as we looked at some of these recommendations that we've been talking about do require some ongoing discussions with other partners whether it's the city or Watershed District or you know potentially private fundraisers we feel that there's some more discussions that need to continue and so we wanted to extend out this timeline a little bit and yet it's not that far away so we need to keep moving on with our discussions So today we're providing you with some preliminary recommendations not heavily detailed because we want to keep the conversation going in November's meeting we'd look to have some continued board discussion with you as well as in December somewhere in that November December time frame we'd be looking to perhaps get some Community input on some of those proposals as well and then that your first meeting in January we'd be looking at an action on that referendum proposal if not earlier but we probably put it out to January just recognizing that the holidays sometimes delay some decisions and let you focus on that but that would still allow us time than to perhaps go out in early May one of those first couple weeks of may we don't have an absolute deadline date on those but plumber on May 5th or 12th or so to look at a special election that would be the bond referendum so that was it so that is our preliminary recommendation at this point just wanted to make sure that we're acknowledging the discussions that we've had with you to this to include the the task force work that they worked very hard to put together in the discussions that we've been having with you and I I think later in the meeting we have a discussion time for that or now or I'll look to you for I'm gonna open that up for now questions Lenny a couple of questions as we go through the discussion phase of this it'd be handy to see a little bit more detail of what we expect to accomplish in each school I know that we've got a little bit of samples but just kind of as a percentage say of the classrooms that are touched in the middle school and in the elementary school in that same light you talked about increasing dollars at the elementary school to create more Equitable space I was hoping that we could take a look again at dollars in terms of what programming needs there might be so for example if the dollars in the elementary school are touching 15 percent of the classrooms should we be looking to see to touch 25 or 30 percent again based upon programming needs that same light you know we've got the birth to grade 5 study we want to make you know kind of circle back make sure we're incorporating any of the birth to grade five uh study ideas recommendations so there's sort of some questions on the Elementary Middle School High School on the activity center I think that what we need to do is some sort of a space study that says here's our utilization of the gyms and if we add one more what is our utilization if we add two more what is our utilization I know that one of the things we listed there was that you know we had to accommodate 9th grade PE but for example if this facility is done in three years what will PE look like in the high school what's our what's our prediction as to what our PE program will look like I wouldn't want to build space for PE to find out that we have changed the way that we give credit and we don't need that space because I'm trying to balance the activity center versus educational programming that isn't Activity Center driven and I do acknowledge that the activity center does have an educational component so those are my kind of 30 000 foot thoughts absolutely and that's the kind of feedback that we are looking for right now you know we wanted to make sure that we had this in a public forum to sort of have that discussion those are certainly some data points that we can work to come back with you on I think that that you definitely touched on some points that perhaps I didn't hit as hard here but that we do need to really we have a lot of programming discussions going on right now around the birth of grade five and secondary studying we feel that that extra timeline will allow us to incorporate some of those as well but we'll certainly take in some the items that you've requested and work to bring those back to you Susan uh looking at the activity center from a slightly different perspective I'm also interested in you know how much do we save by cutting it back from the original proposal and if we do cut it back at this point what opportunities are there in the future because one of the ways I look at it we keep hearing discussion about we have no land left we have limited opportunities for adding on or Remodeling and I view this as an opportunity to have facilities for the Next Generation maybe two generations of students and I really don't want to be Pennywise and pound foolish I mean I I have to say I'm actually very enthusiastic about the original five Court running track Activity Center and you know I know there was pushback both ways at the last meeting but I wouldn't you know at this point there's been no discussion there's been no vote and I wouldn't want you guys prematurely overly cutting back on that either certainly we can take that back I think one of the discussions that we've had offline was to say what you know let's bring you more than one proposal so that you can kind of weigh those against each other so certainly they can do that yeah I also want to be careful with how we Throw around that number because the reality is we may put classrooms in the basement of that facility and so all of a sudden we're distorting or trying to separate out what's an activity center versus what's a classroom versus you know what's going to be used for another purpose so I think we have to be a little careful with how we think and and talk about that space it's it's not some appendage to the building when it really it is but it may be used for classrooms all day long I would just add to some of Randy and Lenny's comments in terms of programming study um our impetus for our entire facilities discussion is next Generation study but with that uh what could be helpful if this can be created is a programming study with the translation guide you know here's what programming looks like in the space that it is needed to provide the programming of our current system but with Next Generation this is the kind of programming need that we anticipate for the future and just one example that I can think of that we've presented is touching on robotics but engineering project lead the way has been part of the district now for several years what kind of programming needs are necessary for that particular model if it continues to be a part of our program is it viable does it need a different kind of space that looks more like a robotics classroom that now involves more students who may not be specifically enrolled in that activity but would benefit from shop space 3D printers experimental space and that may be true of our world language programs that may be true of several other components that we're looking at for Next Generation uh you guys expanded the uh Elementary scope is which is something we talked about do you have any specifics there or is it sort of concept at this point as I think we talked about adding more of the flexible spaces as opposed to the percentage-wise I don't have those numbers I can't tell you but I know that it was as opposed to you know rather than this we wanted 2X or something in terms of the number of flexible space kinds of opportunities that we had and then we also talked about the what would it take to perhaps at a couple of the schools I believe it's Highlands and Cornelia which ironically we're just talking about with enrollment looking at how could we build large group spaces whether it's a whole other gym what size of a gym which is that it could accommodate physical education but could it also be something else with some other large group spaces at those two so that was what the additional discussions that we've had since October 6th have been about is that I don't know if anybody else has something correct that'd be correct and we're still getting details on that so I think again we're talking a lot of round numbers here and it's that's why we wanted to have time to dial it in better I think we'll be in a better position from a programming standpoint as well um so I think that's going to continue to uh help us Define it but I mean we're also starting to see a trend form where again it says different types of space that what we're not going to be locked into is here's the program in 2018 or 19 because we really need to look at programming 2025 so how do we make sure that we we meet the immediate needs as well as a future need and flexibility and we're seeing that in the business world and we're seeing it at post-secondary level and let's look at new new construction occurring um throughout the United States and school facilities too so I think we're trying to incorporate that into our current buildings which are much more locked to that classroom and hallway look and less flexibility for space but we'll be able to put more definition into this over the next month or so and I would I know we're looking at this already but in terms of we talk about Equity among the schools looking at the population sizes of each school so if you have a school that has 20 percent more students than any other school you have to make sure that it's not everybody gets the same gym if one has 20 more students we want to make sure that the gym or the cafeteria can can help pose house that so when I look at Ecuador I look at Equitable based on need the one additional point maybe now is not the appropriate time but what we're looking at here is the 17th of November and the 15th of December those are regular board meetings and uh I'm wondering do we need a a workshop session possibly in addition to that so we don't have to answer that question now but I just want to so so one uh one of the agenda items at the end it's just taking a look at our schedules for November December where we close out including a possible board Leadership Retreat we would talk about a day-long event which would be incorporated at that point excellent but we're also looking again at reach out to the community reaching out to staff so that they're aware of this as well so we do have a variety of events planned over the next two months um and I think with two again some of our discussions will complement very nicely what the city is doing with their vision and work so uh we'll keep both of them running forward thank you thank you Susan next up we have our leadership update Rick I'll just take us a quick step in 2014 as we began the year we had some major initiatives that we really wanted to move forward on and some specific actions and just wanted to update the board and the community on our work one was really to try to continue to work on the team building this was really focusing on our work on professional learning communities how everything was to be done in much more of a collaborative Spirit we've done some great progress with that we've also used a school climate survey both on a staff and student side Eric staff and parent side to continue to find ways we can support our staff in their work going forward we've also formed a Next Generation advisory team which is another way of helping our staff continue to Champion together the Strategic plan we've completed position statements both on our race and culture as well as personalized learning the third one was moving forward with our power standards common assessment and Grading for Learning and our department of teaching and learning continues to make strong progress along with our teaching staff focusing on that assessment and really making sure we're again as we move forward and we'll start seeing that and some of our course offerings going forward they're tied to our standards secondary action plan the board did approve those in in June and we're moving forward on all those including all 20 of the pilot projects the birth through grade five recommendations were accepted in July the implementation team has begun their work and we'll be reporting back to the board in January of the updates occurring there we've done some resource alignment with our strategic plan especially as our budget was done last spring we're also looking at time as another big resource that we're trying to align our time to our strategic plan we've been working on staff wellness and workflow we have initiative being supported by the Edina Ed fund Mark Wallace is championing a lot of that work but we're also taking a look again with that next Generation advisory team of how we can support some staff Wellness initiatives um we've expanded our community volunteer program and we're excited that we have two new players joining us in that Arena who will help Champion that website forward and making that a better One-Stop shop and more timely both on the school side as well as on the community side we've completed the first phase of the building project as well as implemented the evaluation plan and finally started to work on some Community safety and wellness initiative at being championed by Our Community Education study as well as doing some partnership with the Chamber of Commerce in the city of Edina so these are all 14 initiatives that tie directly back to our strategic plan we are now starting to shape for 2015 and these again help us give us a better Direction with our strategic work so I wanted to update everybody on that um we talked about uh coming back to the board with a gap plan so we really do feel like this is the time for us to be very active in our Equity work again from a strategic standpoint our our desire is to um narrow gaps between the highest and lowest performing students making sure it's not racially or economically predictable and when having discussions on this we've had a major initiative offer all on this and yet we've as a district been challenged to close that Gap what we recognize as a district is that or considering the achievement access and opportunity gaps close when there's no more than five percent difference in student performance on achievement measures and during participation of educational programs so we're working hard not only on this year but especially as it relates to participation and access we're making sure that as we start planning for the 15 16 year we're taking steps around this I'll ask Chad Schmidt to step in a little bit that Chad's been doing a lot of the research on some of the data work at Chad and Randy smazel as well as Mary Manderfield have been out to all the sites just going through the data with site leadership teams talk a little bit about some of the work that's being done and asked chat if you can kind of step into this next slide thank you Rick one of the ways we look at exploring gaps is really through some of the achievement measures that that we have so all of our students take all of our students grades one through nine take the map math and reading test so that's one area of assessment results that we can look at we also look at MCA and that's grades three through eight plus once in high school and then uh exploring plan tests have been in grades eight in grades 10 in the last couple of years this year grade 11 students will also be taking the act so it's just it's a variety of achievement measures that allow us to take a look and say how are different student Group performing we also think it's important around the access and opportunity gaps that we look at some of our educational programs and some of those listed on the screen there you see gifted and talented special education English learner things such as discipline and suspension what are rates uh discipline and suspension rates by student group do we see differences there participation in student leadership activities Athletics Fine Arts Etc so looking at it from not just an achievement perspective but also an access and opportunity perspective the five central Gap areas this comes from the work of um Eric Mahmoud and Jeffrey Hassan and the African-American Leadership Council or Forum I think it is and they identified five central Gap areas and so we use these Gap areas when we created the all for all plan as ways to kind of hang our recommendations together so areas to address belief Gap leadership Gap preparation Gap teaching and learning Gap and the time Gap and we have recommendations in all of these areas we presented this all for all plan to the board in April of 2013 and then gave an update earlier this summer we made a commitment as a leadership team to take a priority thank you Chad around the thought that where we really need to focus our efforts is becoming more systemic in some of our work especially in the use of common informative assessment this is that checking of uh when we set expectations of teachers on a regular basis classroom teachers School sites teams of teachers step in and say you know how successful were was the student in their learning especially as it Alliance of the standards and then working with their Partners their collaborative teams to give feedback and then make necessary changes in the instructions to those students will be experiencing success we also need to have the students aware of how they're performing so that they can own and be engaged in that learning as well so this has been our priority discussions and some of the work that we've been working on at a leadership level this again is information that we shared in the at the September meeting where it does identify the Gap especially as it relates to our students or black students as well as our free and reduced students this is off the MCA reading Trends similar in the math area these are some of the discussions again that we break it down by school and by grade level to help teachers see how this and how site leadership teams can respond are areas of action right now as we go forward is one is as a leadership team this is our number one priority so as we are meeting at every meeting and in our two hour monthly meeting or taking uh training and taking assessment working collegially to try to resolve and make this a priority we're going out to our sites really working with our teams making sure that all for all action plan that the board reviewed in August of this summer are implemented again really helping grow the formative assessment to guide the instructional changes ongoing discussions on a weekly basis at the site levels and then making sure that if we do need some more resources both internal and external that we can find ways to either reauthorize some of the resources we're using or come back and say to the board that there are some specific things that we could see benefiting to help in this Gap effort Randy smozel director of teaching learning's been very involved with helping shift some of the work that's occurring in the area of teaching and learning in Randy I don't know if you have some comments or thoughts of how your team is attacking this as well uh so as Rick mentioned um one of the strategies around building common formative assessments ensures that we have a Dynamic feedback loop that provides feedback to the teachers as well as to the students how are we doing on the learning targets are we achieving the learning targets and if not what do we do about those so some of our short-term work is is supporting building supporting staff and helping to build formative assessments but more importantly to interpret the data from formative assessments and use that data to change instruction that's also a major design element in our teacher evaluation framework is the expectation that teachers will use formative assessments to impact their instruction that's good quality instructional practice so it's embedded in the teacher evaluation framework and then as Rick was mentioned earlier at a macro scale being clear on what the standards are in terms of learning and those articulated to students and then having common summative Assessments in place to measure where whether or not that guaranteed viable curriculum is happening as a system so power standards common summative assessments and then the more Dynamic formative assessment is really the meat and potatoes of the teaching learning work before I go into questions on the Gap work that we're doing I think we've talked about it before is just looking at growth as well the average is kind of muck things up a little bit and so I know that there are students in all our groups that have shown growth they may or may not have hit our power standards yet but if they're showing growth over time I think that's something we need to find out what's working with those children students and for those that aren't you know it might be different strategies for those kids and if we average them out you lose that so we've I know you're doing that and and one of the and I know a Chad will jump in here too but one of the elements we do look at is is map data which is great at at showing growth and so we know that if a student is for example a grade level below we're looking at 150 percent growth over two years to get back to grade level so a certainly proficiency all students hitting that bar and meeting that minimum level proficiency is important and absolutely growth is another critical factor and so I think Ted can yeah that's right so as we've been out visiting with schools in the last couple of weeks one of the things we've been looking at is the assessment results are just an opening to a conversation about student needs and and how students are performing long term and ultimately part of that conversation is what kind of growth are they making over time and if they're below grade level now but making growth towards getting to grade level then that's what we want to see and if they're not then what are we doing that we need to change that might help them move in a different direction I'm going to shift this to our staff development report this is an action item later in the evening I'll ask Randy smozel who oversees this work at an administrative level to jump in and share a few comments about the report so I think about a month ago we talked about the world's best Workforce report and legislation and the original intent would be that the staff development report would be phased out and would be incorporated into world's best Workforce but there's still some lingering of this report that needs to occur for this this last school year um some of the major elements in that report and this is basically this is a template provided by mde and we've had some interesting things happen with this template in the past week we've worked with two programmers at mde and we're not the only District who has been working on this to help the report show up in a consistent way and basically in the report we have to enter in the student achievement goal The District staff development goal and the building Staff Development Goal and we're looking for alignment between what the buildings are doing and what the district has organized as a district-wide Staff Development Goal building sites enter in their findings the impact on instruction and student learning and then articulate whether or not this is a direction that they plan to continue for next year um next slide so this slide indicates the goals that were in place for 1314 at a district-wide level so staff understanding the big ideas of professional learning communities it's a focus on learning versus teaching which is really a cultural shift in how we do our work it's growing the collaborative culture so setting team structures up so that staff can collaborate with each other and then really maintaining a focus on results and whether and the level to which students are learning so those are the three big ideas of plc's Staff knowing and understanding these four key questions of professional learning communities what do we want students to know and be able to do how are we going to know that they have learned it and what are we going to do if they haven't learned it or they're learning it faster than other students so part of the intervention response um staff continuing to learn together about social and racial Justice and how that plays a role in the student experience inside of schools and engaging courageous conversations around race and racism and whiteness in terms of our curriculum and our pedagogy so ongoing training around that and then lastly taking time and participating and examining a student performance and student work we've had teachers that pull out student work performance assessments essays written work and they they score that work independently first and then they look at that work across all of the teachers on the team and see how consistently they're scoring from teacher to teacher so it's a way of developing iterative reliability between the teachers so that's just one example but one of the focuses being around how we examine student performance and student learning so those in general are where our big four staff development goals district-wide last year and then I think there's one more slide Rick so these were some key findings that were entered from sites into the report broadly teachers were organized in professional learning communities and they met on a weekly or bi-weekly basis most met on a weekly basis and we're trying to continue to provide structure and time to support that there's an increased use of formative assessment across the system and we want to continue to grow that because that that is a very powerful feedback loop as we described earlier for students and for staff an increased number of students participating in student leadership opportunities was reported by our middle schools more focused placed on strategies for all especially with a lens toward our El students more personalized interventions for students have been developed and that will continue to grow we'll continue to grow that over 95 percent of our staff have now participated in Beyond diversity training and increase in confidence among staff which is common in the literature when staff are working in professional learning communities and that continues to grow and they have time to collaborate with each other confidence amongst the staff continues to grow and go up so that was being reported by several sites also want to touch questions of on Randy on staff development otherwise I'm going to shift our tension back to the Strategic work one of the areas that our final area of major study is the Community Education Services Improvement plan that they are moving forward with and ask of Albert to step up and just give us a quick fly over this is a work in progress I know the district a Community Education advisory Council has also been working in this Arena just quickly working with Dennis cheesebrow the prophesive the plan is really to better align our services along with the next gener work so we can really leverage resources from all the different areas to the best ability um it's a three-year Department Improvement plan the structure aligns our programs and services to make it a high quality efficient and effective manner for both the department and the district three phases will begin in November with us a large team of about 20 including um some of my fellow cabinet members or lead team members as well as Community as well as some of our staff we'll do a large similarly to most of the program studies do kind of a large environmental scan see what's Best Practices what's going on around the state the uh internationally and nationally in probably January or February do more of a staff focused Retreat we'll we'll be using sort of a nine quadrant um way that we'll work with Dennis on trying to figure out what exactly where our programs and services are strong what are programs and practices are what we need more of what we need less of and then we'll come back to another small larger team or another more specific strategy team to kind of make recommendations and then we'll come to you in May with what we have discovered during our year-long journey um Teamworks has put together kind of a three-phase just philosophy on where Community Education programs sort of sit in districts they they move from a silo type all the way to a fully integrated um we would Define ourselves currently as a strong B we're aligned we work strategically well together and integrate services and resources and probably moving just slightly from a b to the beginning of a c which really when we look around the state of Minnesota and even our metro area area it's really groundbreaking work because really again it's really about making sure that every staff in our system is utilized fully and we leverage each resource so um I don't know Lisa you heard the presentation I don't know if you you know but essentially it's just a it's a process that we believe is going to move us forward we're just finishing our three-year strategic plan from when I started and so the timing is great mm-hmm perfect thank you thanks Val um remind board again of our strategic advancement some of the major initiatives we're doing and I think I will just hit on those leadership updates we've been doing some partnering work with Hopkins and the City of edina's we've got some intentional initiatives going on with both of those partners of the district we've done some new hiring in Community Education our 2015-16 calendar task force has met starting to frame up possible proposals will be coming back to the board in November and December and then we've got studies going underway with both gift and talented we'll soon be moving on that as well as a guidance and counseling study so those all line back to our major strategic work lots of things happening all of them are being timed out so that we can make sure we align with the work that we can accomplish and yet are still when it gets down to it our Focus really has to make sure that we're still high on our priority of all for all any questions so the list of things that's going on is quite amazing the keeps going on and on and on page after page so I sort of hate to say this because it might add to your list but I wonder whether it makes any sense for the board as a whole and I hate to volunteer my peers here to sit through uh the Beyond diversity or courageous conversations programs that we have our staff going through we can so um we've got some things that we're going to talk about as it relates to race and cultural training opportunities schrocky Holly is going to be back in the community in in I believe February so we might be looking at joint training with Hopkins I think the training year to talk about letting it be great we've also got some inventory we've got some staff going on taking some inventory training that will also might be another tool so we've got three or four different opportunities that as we move into 2015 that will want to put some focus on to help the board grow in their work as well and and you know if it's not designated for the board but it's given to staff and it's something that a board member could choose to attend that you could let us know maybe that's an easier way yeah disruptive we've had some board members take advantage of that so we'll be a little more direct and provide that in our weekly Communications thank you additional questions thank you Rick under our consent agenda and a motion to bring that uh to the floor it's been moved and seconded uh uh to bring up our consent agenda Dr dressing could you please walk us through I certainly can we've got our Personnel recommendations we have expenditures payable for October 2014. we have added a legal counsel and additional legal counsel just as we prepare for the bond possible Bond and construction we've added a council that specializes in that field that we've used it in the past and just need to add that as another a possibility a nursing care contract again is something that we will use as necessary this is just formalizing again something that annually occurs um rate to pay for student help we need to make that adjustment after we've had the change at the legislative level with minimum wage we've got some student teaching agreements we do have a friendly Amendment if the board with the Augsburg is it Augsburg excuse me Augustana has the wrong date in there it has it from 2007 nine should be 2014-15 obviously so 2014-16 I should say 2014-16 is the correction for Augustana and then also University of North Dakota um we've got another growing us or helping us grow with a subcontract agreement again the standard recommendation for action and then some commendations and the generous gifts from our community with that that would conclude the consent agenda items thank you Rick uh any questions comments or items maybe you'd like remove from the consent agenda I've got a background for Margot um we're seeing more of these contracts is that a shift or is it is it state law or why are we seeing some of these small what I would call a small contract like with the uh nursing care or uh with Educational Services are these I remember seeing these in the past they have not been and we just felt it's one that's a contracted issue we just felt put in the consent agenda for formal approval okay so it's been a great thing administratively we've taken on ourselves in the in our discussions we just felt it's wise when it's an agreement between us and another organization it really should take board approval but we could certainly look at policy around that as well yeah I don't have a I don't have a preference either way I just was curious if it was it was internal uh choice or a shift in state law or something that's driving that it's not as Odyssey now has um contracts 50 000 and above okay at any point in time if we feel the board should be aware we certainly can bring something forward yeah and I don't have a strong feeling either way just curious for the shift the the other thought I had was does it make sense sometimes to say we estimate the budget for this over the school year to be you know five grand or 50 Grand or not trying to get commitment but more understand what's the impact you know when it's an hourly rate you don't have a sense of if we're spending ten thousand or a hundred thousand yeah okay uh any additional questions or comments all those in favor of approving the consent agenda with the slight modification of the date please signify by saying aye opposed motion carries next up we're on to our budget adjustments we already had a presentation this evening paid a motion to bring that up to the floor so moved second we've been seconded to adapt the 1314 budget adjustments uh any additional background Margot comments or questions for anybody uh just as uh was reported in the audit report this is uh as a result of the coding change for the technology Levy and that is the only change normally we wouldn't adjust the prior year budget but in order to have the budget reflect the audit we have to make this change and we did review it at finance and Facilities committee thank you Margo there's no questions or comments all those in favor of approving the budget adjustments to reflect the audit for 1314 please signify I say aye opposed motion carries next up we have acceptance of the financial statements for fiscal year ended June 30th 2014 kind of motion been moved and seconded to accept the financial statements for year ended June 30th 2014 any discussion questions comments we heard a presentation this evening all those in favor of approving that as presented please signify say aye closed motion carries next up we have employee health insurance renewal okay and a motion please second it's been moved and uh seconded Margo background please we've been in employee health insurance last year we were required to bid again this year due to the health insurance transparency and accountability act that passed last spring and that was a very competitive process and I'm happy to report that we have a recommend a zero percent increase with the current carrier Blue Cross Blue Shield and that will be for one year and then we will go out for bid again next year so that we are also in alignment with teachers group who are on peep on the state insurance plan excellent this did go through Insurance committee and Sarah is our board rep which is that any questions or comments all those in favor of approving the employee health insurance renewal please say aye opposed motion carries next up we have long-term life and disability renewal no motion please moved in second it also no change here a little any background Margo oh it was just time to go out for bid again for life in LTE and I'm happy to report to zero percent change no change in benefit uh it is a changing carrier to Madison National life which is also a good company so a good company we did have a number of them bid our most recent two companies that the district had has had did not submit a bit but again zero percent uh same coverage excellent discussion questions all those in favor of approving uh employee life and long-term disability insurance rates please say hi opposed motion carries uh next step is our annual report on professional learning getting a motion to bring that one to the floor second it's been moved and seconded uh for the annual report on professional learning uh for 14 15 I think right professional learning for last year thanks for that clarification uh any discussion you had some problems with the online form so those last like 15 pages that just seemed it was the same page over and over and over again am I assuming that that was part of that issue that that's one of our issues so um Kathy we worked with two programmers at mde to try to resolve several issues that we're having so one is the redundancy of the pages when it prints so in that first district section Pages 8 through 14 are out and it stops at page seven but it continued to print that we're also missing some information about student learning and impact on teacher practice on page four and so um we may have to just simply re-enter that information I'm just kind of overall a major Focus for professional learning last year was around PLC training around racial Equity training in terms of PLC work it was about Clarity on what we want students to learn what Mastery is going to look like and then how we intervene when learning happens at a rate slower or faster than what we expect um there is detailed student achievement data and and detailed school goals also on our world's best Workforce website which is connected under the academics tab on our Edina Public Schools webpage if folks in the community are interested in seeing additional information about our student achievement and then another piece that wasn't mentioned in the report but is required for state report is that about two percent of our general Ed revenue is spent on staff development as a school district and so the more detailed um um statistical analysis that we're used to seeing in this report where the school sets that goal and then says whether we met it or not that's all migrating to the world's best Workforce report and so would find that other parts on the web and not on this report that's correct okay additional discussion it also did this page 336 I was noticing those numbers look funny but I see you you provided a replacement for that can we have that just inserted by an amendment amendment to insert that been moved and seconded to replace page 336 with the printed out page we have with us to correct some missing or errors I guess on that any discussion all those in favor of approving and inserting 339 a little dyslexia going on late at night here 339 that is correct 6 of 14. uh all those in favor of inserting please signify by saying aye opposed motion carries that has been amended any additional discussion about the annual report on professional learning so that this will the new system become more consistent because some of these they're essentially the same goal but they're worded differently and they have different outcomes and it it's hard to keep track of whether it met the goal or not in this form so our our shift will be to the world's best Workforce reporting format and so we're completing this format for this year but we hope that as we continue toward that in the future that we believe that reporting format and structure provides additional Clarity around the goals around the student achievement and then the actions at the sites and that's also the also the desire of Department of Education that they want to move away from this and go to the world's best Workforce approach and we're just in that transition and they don't have the support necessary to help districts who are being timely in the response and that's where we're challenged a little bit thanks Randy additional discussion questions comments all those in favor of approving the uh any report on professional learning for 1314 as amended please signify saying aye opposed motion carries next up we have a motion to approve our amended student policies 501 503 504 505 and 507 in a motion to bring that to the floor please moved and seconded we've seen these all before any uh major or minor changes maybe like to point out that have been made go ahead go on this one there uh in policy 504 and 505 in the um ending where it shows statutes and case law that support the policy those two have been updated with some new case law that we uh pulled in from the msba the School Board website and that would be the extent of the new thing since you last saw it excellent any additional discussions on 5042 we also addressed um body markings such as tattoos to be included in the student dress and appearance policy so it's just it's been a practice of the district around and we haven't had a big problem with it but this is kind of the trend right now is to call call out body marking so if there's an appropriate body markings that we'd have to have the student cover it just like we would for a t-shirt or anything else thanks for pointing that out Rick uh any other questions or comments all those in favor of approving the 500 series policies as presented policing that by saying aye aye opposed motion carries we're on to our discussion uh Next Generation facilities plan uh this is this an is there anything in addition to what we've previously seen not really it just breaks it down that we're into phase one phase two and it kind of spells that out it's pretty was very well covered by Susan in her report um and it is going to be a point of ongoing discussion but we felt like we needed to advance it formally so that's what we brought into a discussion of the board so that we move to that next phase because the task force work was done and we kind of wanted to continue that process and wanted the board to be supportive of it and um you know one of the big things is that we are looking at a later spring possible vote if we would determine it but would not for sure be a March 2015 point and the goal then would be to have this as a motion for the next meeting that's correct formal motion okay any questions or comments yeah again we're going to continue to seek additional input from the community of staff and then also board discussion before we'd uh any get to a point where we would then move forward to a resolution as it relates to a possible referendum which I think is officially declared phase three well I would just you know comment um since the task force Representatives came to the workshop rather than to this meeting I think it's worth noting what a great job they did both at the six meetings and in their presentation to us um appreciated people coming today to speak about it and our discussion about this has been is I think it needs to be very matter-of-fact and sober but I think it's also important to communicate you know at least I for one feel a great deal of excitement about this I think it's a tremendous opportunity for the district and the community and uh you know I think we need to talk through it it'll get in a careful appropriate way but it's time to start communicating some of this excitement that uh that I felt at the task force meetings I think there's some really great things to accomplish and uh I'm very glad we're moving forward with it thank you and I I do think one of the things we learned on the task was they appreciated how it's tied to the vision and that we really do need to help our community I think there's direct talk of seeing even help us understand personalized learning because we are making this shift so we have to keep this all tied together this is really a learning initiative around bricks and mortar but it's really a learning initiative so I appreciate that David any comments or thoughts on the phase two document seeing then we'll move on additional 500 series policies very routine committee meets Wednesday no no we do the 512 just there's relatively small notes through most of these 512 is adding language in section one to align with the district Mission you specifically calling that out and then just a small adjustment in section two paragraph B regarding alignment with the expression of District views rather than District policies 517 minor language clarification throughout um 519 the place where we had the lengthiest discussion was in section three paragraph C just clarification of language from statute there's statute language that was a little bit difficult to discern so we made some amendments there just for clarification no particular notes from our last policy meeting on 5 20. 526 if anyone has comments you know with this or any of them we're glad to take them back to the policy committee 526 will have some further outside review is what we recommended with Troy Stein just to get some input from actual practice and then take a look at the appendix and 527 just minor language and cleanup questions comments sing none we have some information items leadership update committee reports um just a couple item one is the district is just starting to explore expanding we've historically been uh had a chemical health coordinator and it's been a successful role for us and that's an important role for us we've done some funding uh shifts and challenges because of that but we're only really now uh talked at the teaching and learning committee about the possibility of having a mental health excuse me a mental health and wellness initiative around more complete full-service of supporting students socially emotionally and so we'll be exploring that as a district over the next months and coming back to the board with an approach that we're considering for discussion and then action at the board level I don't know more of a full service approach to how we can support our young people and their families as they continue to grow learn and prepare for their future so we're kind of excited about this but it's much more of a full service rather than just focusing on chemical health working with possible outside providers we have had some various response situations as it relates to safety over the past month and I appreciated the strong work of our Administration and staff the response of students and families around each of these incidents in the strong work out of our Communications Department to keep everybody in the loop as we've dealt with these that crisis team and control team that really do all the coordination work have been meeting over the past month and we have our large group meeting tomorrow morning where we just again start doing tabletop discussions of the what-ifs and how we can be responsive to the various things that can occur including Ebola which is something that again we're working with Department of Education State Department of Health and our Bloomington Public Health just on making sure we're prepared for all situations as a school district going forward and then the board we've talked previously about a possible full day retreat with board and Leadership around some of the topics that we're dealing with right now just making sure we have plenty of time to process possibly looking at an end of November early December date and we'll probably get some ideas out but if you have specific ideas of something around that we'd like to make it a better part of a day that's what we talked about if that's still the right feel to it then we'll start looking at a team of board members and administrators to work with a consultant to bring it together we wanted to make it real I think we've got plenty going on so that we can do the learning while we're also um moving forward some of our strategic work and governance and management work any other additional items committee reports comments questions seeing none can I get a motion to adjourn so moved and seconded to adjourn any objection to adjourning at this time hearing none we are adjourned thank you all