[5:28] all this meeting to order um due to time constraints we've changed the agenda of [5:34] our work session and moved the enrollment report that was on our regular meeting to our work session so [5:40] that will no longer be on our regular meeting tonight um I would also like to propose [5:46] that we move our data metrics plan to November um so I would like to make a [5:51] motion that we approve tonight's agenda um without both the enrollment Port [5:57] report and the data metrics plan um um do I have a a motion to approve the agenda as said so moved is there a [6:04] second second um does anyone have any comments or questions about the um [6:09] proposed changes tonight's to tonight's agenda uh we will now vote to approve [6:16] tonight's agenda all those in favor say I I I anyone opposed tonight's agenda is [6:21] approved um Dr Stanley will you please review tonight's agenda for us absolutely so we are going to start [6:28] with our excellence and act number 200 celebration I thought that I saw Troy come in here somewhere oh there he is [6:35] all right that is great and then um we go into a meeting recess because we have [6:40] our um mandatory world's best Workforce public hearing we'll come back into [6:46] recess we'll hear from members of the public um ad education fund is here to [6:52] provide a report we have several consent agenda items that you'll go through uh and then we're going to hear [6:59] about our prek-12 comprehensive literacy plan um an update on continuous School [7:04] Improvement plans we have some policies that um you're going to review we have my goals the Strategic [7:12] plan changes my goals board goals that are going to be approved and then we actually have quite a few policies for [7:19] review leadership and committee updates and my updates thank you Dr Stanley um [7:25] first on our or second on our agenda is our excellence and action tonight and tonight we are celebrating 's 200 [7:33] state [7:44] championships and we have assistant principal and activity directors Troy Stein and the Idina sorry the Edina [7:51] dance team varsity coach Christen is it bwan B bwan okay um and then also Edina [7:57] High School senior Ben Sanderson so so welcome fan favorite uh board chair [8:03] allenburg uh Dr Stanley and uh the school board thank you for taking a couple minutes tonight at a busy evening [8:09] to um uh celebrate with us uh and get an update on our 200 uh state championship [8:14] not only the celebration um a few data points around uh the history of that and [8:19] then um I have some distinguished guests with me that are going to share a little bit of their perspective of what it [8:25] meant uh for them but also um the focus of of uh our programming really is uh [8:32] about um providing opportunities and life-changing events for our student [8:38] athletes as we continue on to the next slide um first off the um we had a [8:45] committee of uh coaches teachers uh alumni and um some students that really [8:52] were engaged in celebrating the 200 States Championship uh we're we're fortunate to um be in this position but [8:59] also it's creates challenges because uh like a lot of schools they will put forth a celebration after winning uh one [9:06] specific State title and and we we win them a lot uh and um so we have to pick [9:12] and choose when we can uh we can pull these together um I think when you look at uh an event that can um celebrate the [9:21] rich tradition of a school district uh expand on the Excellence of a specific [9:26] program and then embrace our community uh there are a few uh opportunities for this to happen and we were certainly [9:31] fortunate to uh to be able to do that if we continue to the next slide you see a [9:37] group picture uh certainly uh the event was the first home football game um [9:42] against minona we had uh some food trucks and we had some opportunities for alumni and former state champions uh to [9:49] gather and then uh before the kickoff we had a group picture uh with the 200 Banner [9:55] unveiled next slide please as and this is uh small uh but I [10:01] wanted to just uh uh share a little bit around uh the analytics of uh uh the [10:07] history of the 200 state titles when you look at the 50s and 60s and the you know the start of Edina Public Schools uh we [10:14] had a number of um when you look back at um historical achievements with our boys basketball team winning three in a row [10:21] and and a tremendous winning streak of 69 straight uh wins uh everybody's heard [10:26] of our our Hall of Fame coach Willard AA his first state championship uh and then when you jump to the uh 70s and 80s and [10:35] you have the onset of Title 9 and our our tremendous involvement of starting [10:40] girls programming and a significant boost in in opportunities for for females here at Edina uh but we've [10:46] embraced that and and really provided opportunities and and look for them to Excel and you see that uh historically [10:53] with the number of state championships in girls tennis uh girls swim and dive is is just remarkable as we jump into [11:00] the uh 90s and 2000s you see the inclusiveness of adaptive Athletics uh winning some of our first championships [11:07] and you have the remarkable achievement uh from coach Paulson uh winning 10 of 10 uh in that decade and then you look [11:15] at the last um the last 13 years from 2010 to the present arguably the most [11:20] successful stretch of of uh significant uh championships uh remarkable [11:26] achievements and and I think the highlight is having earning eight state titles in one school year [11:33] 1819 um and then over that threeyear span after that we had 20 uh which is [11:38] the most in a in a threeyear span if you continue on to the next slide for me a [11:43] couple dig you knows certainly um uh the first 100 state titles were won in a 44e [11:51] span and then uh the next 100 were in a 24e span and uh certainly you know the [11:58] the addition of of female sports and and uh I think uh the growth in programming [12:04] right we we continue to add programming which leads to Opportunities uh another one is the most [12:09] state championships in any sport is girls tennis with 37 uh boys also have [12:15] 25 between them at 62 and again the most state championships in one year is eight and [12:22] that three year span I talked about uh from 2018 to 20 with 20 of them uh and [12:27] that's including a spring shutdown where we didn't even have any um uh spring Sports continue on to the next slide [12:35] please but I think the the point of of coming here tonight is is to honor and [12:41] recognize that achievement but also to emphasize um what our programming is [12:47] about and what we are focusing our achievements on and um you know that is [12:52] really about providing an outstanding opportunity we want seniors to walk away feeling like they were a part of [12:57] something special and that they have um put forth a lot of hard work uh for an [13:03] opportunity to develop bonds and relationships with teammates um and along the way we we have some tremendous [13:10] coaches that lead our programs and Kristen's going to touch on that say is Kristen's one of them here that's going [13:15] to talk about our Dance Program uh we have knowledgeable coaches that know the [13:21] sport they are coaching they have extreme passion for what they are doing they love going to practice they love [13:27] working with our students and they care about our kids and they show it so with that I'm going to slide this down to [13:33] Kristen B1 our head dance coach great you can go to the next slide [13:40] so I'm talking from a coaching perspective and first off being a part of idenna schools in general is why I [13:47] even came I wanted to work in the schools um with my daytime job in community ed is it's just a sense of [13:54] Pride and I really have felt that through now my 13th season um coaching [13:59] dance so you know I just wanted to point out really what made a difference for [14:04] our program when I first walked in in 2011 it was more of a social club there [14:10] was no real goal oriented practices going on the team wasn't connected there wasn't really a true culture there so [14:16] having to take that and build it over several years to get to where we are and you know right now we're sitting at you [14:24] know we've tripled in size of a program um we have gone to state nine straight [14:29] years um and we've meddled twice we almost added to that 2018 2019 year we [14:37] actually tied for a state championship and lost the tiebreaker so um but we're still really proud of what we did that [14:43] year and what we accomplished we're one of the only programs who are double fining what that means is that we go to [14:50] state finals and build Jazz and kick and that's rare to do as a program and we've become one of the most elite now in that [14:56] and really from a coaching perspective we've really made mental health especially the last few years a big focus in part of our culture um with [15:04] that contributing factors to where we were and to where we are now really depend on the leadership change we've [15:10] had um the buyin and that mindset of growth and challenging and persevering [15:17] and the attitude and effort having a culture that makes you want to be a part of it and having fun um and enjoying the [15:23] journey along the way not just the outcome if you want to go to the next slide [15:29] one thing that dance is unique is you know our athletes aren't necessarily going off um and competing in an NCAA [15:36] sport um different Colleges and Schools and outside of college there's different [15:42] ways to take dance and in college um there's still Collegiate danc and you're still like I am a double National um [15:49] Championship member from the University of Minnesota dance team and that was my way of pursuing dance um and it's just [15:55] so exciting to see that it's a you know common misconception that we we don't have opportunities Beyond in our sport [16:00] or they're similar Sports to us as like such as cheer or um any other sports [16:05] that don't have that NCAA behind it um but now I'm proud to say that I have had [16:11] many Alum go off to compete in college um I have one that's now coaching [16:16] herself in college which makes me so proud and at the end of the day we want [16:22] to help build athletes that are strong um who are able to take on hard things [16:28] who can um face challenges and obstacles but also with that new found confidence [16:33] and Thrive so that's our goal with our our development of our athletes and really wanting to send them off on a [16:38] journey that um they're ready for once they leave our program so thanks for listening passing off to [16:47] Ben hi um my name is Ben Sanderson I'm a senior um at e and I was on the 200th uh [16:54] State title winning golf team uh some activities I'm involved in than Addie Dina our golf uh hockey band uh M peer [17:03] tutoring science club and uh Community Service uh being a hornet has always been a huge part of my identity uh [17:10] growing up I always remember going to um Edina football and hockey games and always um competing on uh Hornet hockey [17:17] teams and other teams as well uh growing up I think Edina is unique um because uh [17:24] everyone uh tries to push each other both a athletically and AC mically um [17:29] and in my experience everyone takes a lot of pride in what they're doing um some of my favorite memories have been [17:35] competing on a team for Edina just because um Edina is such a respected community and it's really cool to um add [17:42] on to the accomplishments Edina already has um winning the 200 State title was [17:48] um a really cool experience for me my dad won uh tennis State title in Hugh in [17:53] high school so it's really cool to be among the ranks of him and everyone before me who is um put in all the [17:59] effort um that they did to win a state tournament and um I think it's a reflection of the hard work and [18:05] dedication of Edina as a community that we've won uh 200 state titles um it was super cool to see this [18:12] support from the community um before during and after the state tournament especially at the celebration a couple [18:19] weeks ago just to see everyone that has um put in so much effort to win a State title and has taken so much pride in the [18:26] Dina um and and the winning the 200 State title is obviously a memory I'll [18:32] never forget just because it was so cool um to be the final uh final step of such [18:37] a huge accomplishment and my team and I felt extremely lucky lucky to be a part of [18:51] it uh and in closing I just want to uh uh signify the uh 200 logo that uh our [18:58] 200 celebration committee landed on um and we have a couple U of those [19:04] opportunities to get that logo on a t-shirt or a keychain in our activities office or hornet uh Hub school store at [19:11] the high school but also just want to finish and thank a tremendous partnership with um the Adine athletic [19:17] booster club who are just uh you know not only financially supporters just a tremendous amount of volunteers that are [19:24] provided to our programs over the years um certainly our partnership Twin Cities Orthopedic um as Kristen talks about the [19:31] wellness uh component and mental health they are they're a big part of our programming both physically with having [19:38] a full-time trainer in our school um all day long and then our Wellness um initiative uh that they are uh [19:44] supporting as well uh certainly the the um adults and red behind us the teachers [19:51] that uh support our students and our athletes in the classroom and I know that they came out here tonight to celebrate uh with us this evening uh [19:58] appreciate their support and um uh lastly I want to thank uh all of you the [20:03] school board and our district office staff who uh um put forth U um the honor [20:09] and pride of providing these opportunities for our students so thank you very much for your time this [20:15] [Applause] [20:22] evening uh before you go there might board members might have a question or comment [20:27] sorry happy to answer any I know I don't have a question but I just wanted to um this [20:34] was a fantastic presentation um but I just wanted to thank you um director Stein I know that you just rolled off [20:39] the Minnesota State High School league board and that was extra above and beyond work and so I appreciate your [20:44] work there at the state level and being a voice for our students so I just wanted to acknowledge you and your work on that thank you very [20:55] much I wanted to e go director green that this would not happen without you [21:00] and your leadership so thank you for your leadership for our school district [21:05] and I'm sure it's not always easy being in charge of activities in athletics in [21:11] Idina so um really appreciate it you and your family um do a lot for our [21:16] community so thank you very much thank [21:23] you real quick I just wanted to Echo I've worked with you plenty Troy and I just wanted to say thank you for all your leadership it's obviously the 58 [21:30] titles that have come under your uh tenure of you know as a direct reflection of the coaches that you've been hiring and the people and the the [21:37] quality programming and everything that you've kind of pushed through with when it came through the um the bonding and [21:42] the building of out of the activity centers and everything else like that that was a an amazing accomplishment for this community so thank you thank you [21:49] appreciate it and I could Echo that um but I was [21:56] also going to say you know as you were talking about this I was thinking about some of the things that we talk about as a board which is the whole student and [22:02] we talk about mental health and you touched on a lot of those things and that Athletics whether it's an athletic [22:07] team whether it's robotics whether it's music whatever it is that ability for students to be involved um makes a big [22:15] difference in shaping who they are and the people in this room have a big role in that as well and so um coming from a [22:22] small town where we I don't think we ever celebrated a state championship I've had this conversation with my own [22:28] that 200 is really something when you stop and think about that I mean that is [22:34] is really impressive so hats off to all the people that had a role to play with that and try for your leadership thank [22:45] you I think before we let you go I think what everyone really wants to know is Ben do you ever sleep because that is an [22:51] impressive list of activities so you don't have to answer that but thank you [22:56] both for coming for your leadership for being an outstanding representative of the Hornet um athletes and student [23:03] athletes so thank [23:12] you okay we're going to move on to our world's be best work for world's best [23:18] Workforce hearing um we are actually going to recess our meeting because this is a public hearing um I'm going to [23:26] invite up our director of achievement achievement equity and multilingual learner programming director frany B and [23:32] our director of teaching and learning um jod D St Hubert um they're going to come up um we are officially going to go into [23:40] recess right now um the public can answer questions we're going to come back from Recess when you're finished [23:45] and the public has answered questions they want and then the board will have an opportunity to answer questions um [23:51] thank [23:56] you okay okay good evening Dr Stanley Chair allenburg board directors uh [24:02] colleagues and community [24:26] members [26:17] we are a racially identified District compared to our neighboring District so [26:22] racially isolated the enrollment of a protected class of districtwide is more than % compared to the number of a [26:30] protected class of students in an adjoining District so the adjoining District that we work with is Hopkins so [26:37] for both of us to qualify for achievement and integration we have to work together that also means that it's [26:44] you won't see in the goals here but we do work together with Hopkins to provide [26:49] some programming we use some of the funds to provide programming in which we bring students from both districts [26:55] together um and we typically tend to do do that at the high school level for [27:00] students the other way that we qualify for achievement and integration funds [27:05] because we do get additional funding when we qualify for achievement and integration and follow through with [27:12] writing our goals to match the world West best Workforce goals was that you have a racially identified school and [27:19] that is the enrollment of a protected class of students in the school in a school within your district is more than [27:25] 20% compared to the number protected class students within the same grade level served and so the mde Minnesota [27:34] Department of Education identified Cornelia as our racially isolated school so we qualify to apply for the [27:42] achievement in integration fund under those two criteria next [27:49] slide okay so one thing that we want to um reiterate and point out as a theme is [27:54] the integration of the work that we spent time together with with with world's best Workforce and achievement and integration and you'll also see that [28:01] we added um data metrics plan right there in the vend diagram of three key [28:06] components that are strategically working together at all times in order to align with our 2020 to 23 strategic [28:14] plan in the priority strategies really all of these things coming together are key and helping us monitor if we are on [28:21] track and when and if we're reaching our vision and our mission that alignment has been integral in our work um [28:28] together this year world's best Workforce has five I mentioned um when I went over the definition definition in [28:35] the Statue has five key areas goal areas and I'll highlight those really specifically as we go into that next [28:41] step of goal areas and then I'll turn it over okay so achievement and integration [28:48] has to write our goals to fall within those five three goal areas our goals [28:53] though must um address these three key areas that we must address achievement [28:59] disparities so reducing academic achievement disparities um teaching Equity increasing student access to more [29:06] diverse teaching staff and integration to increase racial and economic [29:11] integration achievement in integration is a threeyear plan so when you write [29:16] your achievement integration plan it's for three years your goals and we are at the start of a new three-year plan so we [29:26] um when we're sharing in our goals as we go many of the achievement integration goals are at we're call oursel at [29:32] Baseline data year so we're giving oursel this year to collect Baseline data we have until April to turn in what [29:39] our Baseline data is into finalize what our goals are to then report back to the state in two and a half years if we met [29:47] our goals or did not meet our goals so we want to provide the most Uh current and accurate data to the state that we [29:55] can and I'm going to have us advance to the even one more slide please I think I [30:01] forgot we're good okay so um one thing that I want to [30:07] highlight and celebrate is that over the past two years we have been able to rejuvenate our world's best Workforce [30:12] committee um clearly we had a lot during coid and it was hard to you know really engage with that committee um through [30:19] our virtual years of coid so last year um we really had a a in-depth team meet [30:25] um three nope four times a year um it consists of staff students community [30:31] members parents and board members and um I'm really excited uh the student voice [30:37] in the room and the staff voice in the room has been really powerful so last year we took a lot of time really looking at what our past goals were um [30:45] grounding and where that aligns with our strategic plan getting some presentations that were highlights about [30:50] the Strategic plan and we've had one meeting so far this year they always go very fast and you wish you had more time [30:56] but we did have work groups engaged in the five key areas of the world's best Workforce um and give some feedback for [31:03] the goals so this is also I want to point out for world's best Workforce these schools are aligned with the data [31:10] metric schools that we just presented in September to the board and was in the board packet for anyone to refer to um [31:18] they are two-year goals and so you will see that in our planning and world best Workforce committee and getting the [31:23] input um directly connected and related to the data metric schools um so each of [31:30] these goals comes from the data metric schoals I do just I'm going to go over them quickly and give you the Baseline [31:36] and then this is for the specific area of ready for school goals our Early Learning Center the four goals um [31:42] highlight social emotional learning literacy um numeracy and then um for the [31:49] students in the Early Learning Center those are the first three goals and then the final one really looks at the students that were in the Early Learning [31:55] Center and then when to Edina kindergarten and what their fastbridge Universal screening data shows so the [32:02] first being Early Learning Center prek will score 97% on theal objectives our [32:08] baseline from last spring is 95% um the next one ELC prek will score [32:13] 99% on the identified literacy objectives um our Baseline there is really high it's 99% so we're really [32:20] wanting to maintain and dig into that in terms of what next steps we can take with those students that are developmentally appropriate and also [32:27] continuing their preparation for kindergarten um the ELC prek uh will score 98% on the numery objectives and [32:34] that Baseline is also high at 97% and then our um kind our early [32:39] learning kiddos that are then transferring Adina kindergartens um we are looking for 80% of those students to [32:45] have meet Benchmark proficiency on fastbridge and our Baseline there is [32:51] 73% okay so next slide um the second goal that I'll [32:57] highlight within world's best Workforce or um what we're attaining for is all third graders read at grade level and so [33:04] there are goals listed for each of those categories that again are in direct alignment with the data metric Schools [33:10] they're the data metric schools under literacy Elementary and OB and obviously [33:15] but um just to point out we're focusing on what the kindergarten and K1 measure is the first grade the second grade and [33:21] then the third grade aggressive growth measures um I will just note that the first three that are proficiency based [33:27] are all 5% jumps from about that or more from the Baseline that we have from last [33:32] spring and then the aggressive growth data we're looking to um almost double that from what our Baseline is this year [33:39] and that's a really aggressive not to be redundant with the word but aggressive uh goal because National Norm for [33:46] aggressive growth is 25% so we're really striving um for a high goal [33:51] there okay our next slide please is uh that this next school area [33:58] will align world best Workforce and achievement integration very closely so I'll point out two world best Workforce [34:04] schools and then I'll turn it over to director beair for the achievement um AI goals so this is achievement gaps and [34:10] closing achievement gaps and the two that I'm going to point out are um the ones that are not noted AI um but [34:16] they're specific to our multilingual Learners these goals are in the data metric schools report and they are [34:23] focused on our ml Learners meeting their growth targets um so these are aggressive goals in in making sure that [34:30] we're helping our ml students reach their goal targets and continue to access a high rigor of [34:37] education and we have three of our four AI goals um two goal two is very is [34:46] exactly from the data metrics plan so we were able to Align data metrics plan to world best Workforce to a Ani so we were [34:53] able to draw that line through so that is a about closing the achievement gap [34:59] between students in grades K through N9 who will be at Benchmark on Fast Bridge reading um and so the goal is to get to [35:08] 80% um again we uh did not have Baseline in because we are going to identify the [35:15] new data from this school year as what our Baseline data is at the beginning of this fall then goal three is the again [35:23] this is another one that is from the a metrics plan written exactly like it is [35:29] there again that through line it is closing achievement gaps in that we want [35:34] um the percentage of African-American black Hispanic Latino native Hawaiian and other Pacific Islanders Native [35:40] American and American Indian read all that for you this time students to access advanced courses this will mirror [35:48] the D High School demographics at the end of the 2026 school year so it's to [35:53] mirror or uh be similar to and then the achievement and integration goal four is [36:01] to diversify our Workforce and increase the number of teachers and administrators of color and E Dino Public Schools reminding you that this [36:08] goal is very specifically written because they do one of the achievement [36:13] and integration goals that we need to write is that students have access to [36:18] teachers who um mirror them so we have an increasingly um culturally proficient [36:26] teacher is another part of that goal so that is the data this Baseline data was [36:35] taken from the spring of 2023 so the 7.8% is not this school year [36:44] this is from last school year if we were to update this one um this data would [36:50] look a little bit different for this upcoming school year next slide this is [36:58] um world uh World TR Workforce and AI students ready for career and college so [37:05] this is our Ani goal number one and this is matches the data metrics plan exactly [37:14] you've seen these words before and this is where we are looking at um graduation [37:21] H help to increase graduation for all of our students and we know that to increase graduation for all our students [37:27] the dated metrics team identified these key courses for students that if they [37:34] are um passing these courses with a b or better uh they are on track for [37:41] graduating on time and being prepared for a career in college readiness so it's successful completion of Algebra 1 [37:47] with a be better successful completion of biology with a be or better or successful completion of an Ela course [37:54] USA literature composition with a b or better and then as um the goal number [38:03] three also lands under this world best Workforce goal which was is this is the [38:10] one about students of color accessing the um assessing sorry I think I'm [38:18] saying the wrong saying it different every time sorry about that that they would uh match the demographics of a [38:23] high school next slide thank you okay and the final world's [38:29] best Workforce goal is that all students graduate so we have our our goal there that um graduation rates for all of you [38:35] students will be at 98% so that is um highlighting the goals [38:42] for world best Workforce and the alignment for AI um the achievement and integration and then if we go on to the [38:48] next slide um the next two slides specifically pull out world's best Workforce strategies and programming [38:54] which intentionally are the actions steps that will help us reach these goals um they're the highlevel ones [39:00] there's lots and lots of work going on in a day-to-day basis in our classrooms and in our buildings um so I'm just [39:06] going to read the the main bullet for each of them and we have a lot of updates for them throughout the year and [39:12] happy to answer more in-depth questions once we go to questions so one being implementing the comprehensive literacy [39:18] plan we will get an update on that tonight there'll be much more depth around that um we've talked about culturally proficient school systems and [39:24] that's a huge um program and system implementation that will help us reach our goals um in collaboration with [39:32] director beair we'll be beginning a multilingual learn and program review um and then also noted there is the [39:38] continued social emotional learning review um we're digging into that going slow making sure we're getting as much [39:45] voice in that um process as possible it's a really important goal and so we'll be um providing an update on that [39:51] later this school year as well next slide highlights oh you're there thank you and [39:57] enhancing fabulous enhancing family Partnerships um continuing our the [40:02] development and we're again in early stages of our steam programming at the elementary expanding our career in Tech [40:08] education at the high school in the secondary and then the last I have there is noting the um secondary [40:13] intentionality between Avid programming um which director beair has been um leaning into also this year I will ask [40:20] for next slide please and turn it back okay so like world best Workforce course [40:26] for the four AI goals we must identify strategies and so with the strategies [40:32] that are identified fori we are monitoring the progress of [40:37] these strategies so we collect data on these strategies we correct data points on all of these strategies to see if we [40:44] are on track towards meeting our goals so we have six strategies and under like [40:50] um director um D St Hubert I'm just going to talk about the title and give a brief overview but under there's a title [40:58] and there's several um they call them key key areas to monitor so one is AVID [41:05] programming and then we want to monitor the students that are participating in Avid programming making sure that [41:11] students in AVID program are participating in advanced classes because that is a part of what Avid [41:17] programming should do it should mirror the high school or be uh exceed what [41:24] Avid would actually tell you the students in the AVID program should exceed the number of students uh in the [41:30] high school who are attending advanced classes um strategy number two is bridging cultural and socioeconomic [41:37] barriers so this is our family Partnerships one so this is where we're really leaning into the work of our [41:43] cultural Liaisons we are very specifically um uh focusing and hosting [41:49] for events targeted for our SM and Hispanic families um we're having a [41:55] really fast fabulous Hispanic celebration night tomorrow night just want to share that little little [42:02] commercial but um we want to increase the number of families indicating that [42:08] they feel so families of color indicating that they feel um welcome and safe in their child school and um [42:16] increase the um number of parents care of color serving um on building and [42:22] District advisory committees um so these ones are I have inherited the AI plan uh [42:32] Dr smle started it last year and finished it but I would say probably the bridging cultural and socioeconomic [42:38] barriers I have heard very clearly from groups and individuals that this this [42:44] strategy right here is a is a very key one to all of the stakeholders who were [42:50] giving um feedback on the goals and strategies that they wanted to see in the AI plan so uh next slide strategy [42:59] number three is building capacity for Equitable and culturally proficient schools I hope you're starting to see [43:05] some overlap here because Jody talked about one of her strategies as cpss one [43:10] of the strategies for AI as cpss so as much as we've can we've tried to align [43:16] the strategies to the Strategic plan to the data metrics plan and so that [43:21] everything has a through Line running through it that we don't have disperate [43:26] plans out there that we have everything everyone can see that we're all working towards the same goal and then number [43:33] four is mtss professional development that is something that the district is [43:38] involved in and so we want to the state of Minnesota is taking um all districts [43:46] through the Minnesota multi-tiered systems of support and it's about closing achievement gaps for students we [43:53] had a global score in um the 20s to 30s [43:58] which is absolutely okay because we had not gone through the training before and [44:03] our goal is to increase our Global score and to maintain an increased Global [44:09] score next slide and then slide number five is strategy number five is sense of [44:18] belonging um we do have a staff affinity group that meets uh it did meet for its [44:24] first time last week um and they do meet four times a year so it's improving [44:31] sense of belonging for not only as we say we want to improve sense of belonging for our students our families [44:39] and for our staff so this one is um looking at improving a sense of [44:44] belonging for staff because we know that when you impove improve sense of [44:50] belonging for staff uh you increase staff wanting to stay in your district [44:56] and staff talk and spread the word and then suddenly more staff of color and [45:02] individuals that are representing diverse perspectives want to come join your District when you Foster that real [45:10] strong sense of belonging and community and then strategy number six is educational Pathways we want to uh have [45:19] the number of Staff of color and education pathway working towards a teaching or Administration license so [45:25] noce I say all staff of color because we do um we are uh [45:32] exploring uh ways that we can support our staff who do not have a teaching [45:38] license to how can we support them exploring teaching as a career and then [45:44] the we have an education pathway class that is being developed in classes at the high school so we want to increase [45:50] the number of students that are involved in those classes [45:56] next slide and we have uh resources the [46:02] achievement and integration plan summary There's a summary where it walks you through the data that's being collected [46:08] on all of those strategies is linked there and and the data metrics plan um [46:14] which will be presenting in November and the data metric schools which were presented in September but um I think [46:21] we've emphasized throughout that we're really trying to align all those pieces and work them together in order to our vision and Mission so at that time or [46:28] this time I should say we're ready for questions and this is for questions from [46:35] the public not for board members yeah hi hi thanks for your [46:42] presentation I didn't know if I was gonna have the opportunity to ask a question so exciting so I so my question is I can't [46:51] remember which which which um of thei goals we s on but I think it was number three you reference um a grade of b as [47:00] being considered proficient and something that we are I'll speak for myself but I know there are other people [47:06] at the high school I don't understand the relationship in between the letter grade of B and the concept of [47:12] proficiency and the reason I don't and and and and what what what makes me nervous as a teacher at the high school [47:19] is that oh [Laughter] [47:24] wow what what makes me nervous as a teacher at the high school is are we going to I [47:30] don't think the microphone's on I don't think it's on I think you have to press maybe the [47:38] [Music] bottom sorry I really didn't cause [47:43] problems no you're not causing problems we have we another mic is coming [47:52] out yeah [47:58] oh okay thanks Mr hi [48:03] everybody Community amarie um so no my what what [48:10] what what I am nervous about and I feel like other people at the high school are nervous about is what does it say to a [48:16] kid who's trying really hard who gets a c and could be considered proficient by [48:21] existing benchmarks who's then told I'm sorry you're not proficient because you're not getting a b so that's number [48:27] one number two is what does that do to teacher workload when we have all these students who normally be considered [48:34] proficient but now are not and so I guess my question is how is the letter [48:39] grade of B determined to be that Benchmark of proficiency and kind of what how are you judging proficiency is [48:46] related to letter grades thank [48:53] you so really good question and thank you for um asking that so this is based on um [49:01] research from universities that say that no matter what program you're in whether [49:07] you're going to be an accountant you're going to be a nurse or you're going to [49:12] be um a physician that 80% retaining 80% [49:18] of the information demonstrates that you are proficient you hold enough of that [49:24] information to move forward in our particular case these are Gateway courses so we know that really [49:31] successfully mastering the material of algebra one really successfully [49:37] mastering the material of the other courses those are Gateway courses toward ensuring that our students are going to [49:44] be prepared for postsecondary anything whether it's going on to college or [49:49] whether it's going on to work whatever it is they are going to be prepared for that and so we are taking that same [49:56] standard that universities use and applying it in the high school um and [50:01] actually Middle School context as well thank you and I would like to add a [50:07] shout out to all of the high school teachers who are doing an absolutely amazing job because what you don't see [50:13] here is the Baseline data your Baseline data is 78% of students are meeting that [50:22] already so you're doing absolutely amazing in incredible things at the high [50:32] school any there questions I got a pretty big voice um I saw some scuttlebut at the table but as a [50:38] mathematician I can't let this go by I'm sure you saw it that the uh increasing the diversity of the teaching staff from [50:44] 7.8% to 20% your slides show that this increasing the administration from 20% [50:49] to 3% oh thank you we hadre [50:56] yeah we we missed a zero there thank you for pointing that out it would be to 30% [51:02] Thank you don't let that go as a mathematician and you should not let that go as a [51:12] mathematician so to follow on his question was never answered how are the teachers going to be affected by this [51:18] program what are they going have to do to keep their kids at a level um I do know that um principal pet [51:26] pitzel had this engaged in some of this conversation last week I think um if not [51:31] last week the week prior at a at a lead team meeting and so um I don't know that [51:37] we have the answers to that it's an important question and I know we're ready to engage in that with your principal and you as secondary staff so [51:44] it was exciting to see that he um was experiencing the data metrics for the [51:49] first time bringing it back to the staff I was in the building during conferences and was able to connect with him so um [51:56] it's an important piece of the question so thanks for re re re bringing it up and excited to move forward with [52:07] it and research tells us with Minnesota um [52:14] multi-tiered systems of support that our we should be able to with our general [52:23] curriculum meet the needs of 80 to 85% of our students with just with no [52:29] interventions in place so that is also where that number comes from it's not a [52:35] number that we just made up it was leaning into the multi-tiered systems of [52:41] support research the triangle that many of us have seen where it says this we should be able to meet 80 to 85% of [52:48] needs within the classroom there and I I cannot reiterate enough you need to give [52:54] yourself credit you're you're you're doing that already it might look like a scary number but you're already doing it [53:03] at the high school we're asking that we maintain it that we keep what we're [53:08] already doing are there any other questions from [53:14] the public okay I'm going to return us from [53:20] recess and then open it up to board members if they have questions about um [53:25] the AI report or world's best Workforce [53:34] report no all right well that was easy all right thank you both very much for [53:40] presenting [53:46] this we're going to move on to our hearings for members of the public uh [53:51] pursuant to board policy 206 we ask that you do not Not Duplicate information that has been previously presented if [53:58] you have a complaint about an individual employee a board member or students in the district please direct any of these [54:05] comments to the appropriate site administrator the superintendent or submit them in writing to the board the [54:10] board typically does not respond to or have discussion on items presented but questions raised during presentations [54:17] will receive followup as directed by the board and I'd like to remind all speakers that your presentations are [54:22] limited to 3 minutes and we will hopefully have a timer up on our there [54:28] we go um that will let you know when your three minutes are up and I will also cue you verbally when the 3 minutes [54:34] are up um so please be mindful of that um normally as I said we do not comment [54:42] on um what people are speaking about tonight um but I do want to make a public statement tonight um the board [54:49] and District realize that many people are here to speak to us tonight and we've received many emails with concerns [54:55] about due process minutes for special education teachers in our district we fully support any individual who wants [55:02] to address the board tonight and we also want to provide Clarity around the message that has been sent out that has [55:09] unfortunately be been spread to the community that's lacking context the district is currently engaged in [55:15] negotiations with our teachers union Edina education or Edina Minnesota [55:20] Education Minnesota Edina everyone here values our special education teachers [55:26] the incredible work they do the value of time for due process and the students that they care for what negotiations are [55:33] supposed to be about is problem solving collaboratively the problem we are working to solve as every other district [55:40] is as well across the state of Minnesota is that there's a finite amount of funding for multiple complex problems [55:47] our negotiations are an are important and discussions problem solving and [55:52] collaborative Solutions should be a standard part of this process while we cannot provide all the facts on the [55:58] current state of our negotiation discussions we want to make one note um [56:04] about what is going on our special education teachers receive 200 minutes per week for due process work in [56:10] addition to what is provided for all other non-sp special education teachers comparisons to other metropolitan school [56:17] districts show that this is a unique benefit our district alone provides the [56:22] approximate cost of this time is 1 .5 million annually and this directly [56:27] impacts our ability to increase our educator salaries commiserate with other competing districts thank you I'm now [56:35] going to move on to our request to address the board um first up is Owen [56:52] Michaelson didn't watch you'd have to wait till the I appreciate push [56:58] butt there we go okay all right it's great to see you all I think I've told [57:06] some of you that my mother babysat Bob Dylan she knew him as Robbie [57:11] Zimmerman Dylan's words really speak to me about the Schoolboard first for those [57:17] of you in our studio audience and for those of you viewing online I used to be a somebody I used to be a member of the [57:22] C school board and you May wonder how does that make you feel well like a [57:28] complete unknown Like a Rolling Stone so tonight the complete unknown [57:33] the nobody comes to speak with the somebody's and I can kind of tell what you're thinking right now Owen you've [57:39] got a lot of nerve to say you are my friend when you keep talking about off-cycle [57:45] elections well the times are changing the city used to like to run these elections but it doesn't anymore the old [57:52] order is rapidly fading but hey Mr Tambourine I've got some news for you on [57:58] the jingle jangle morning of Wednesday November 8th EPS UD Public Schools will have a lot less jingle jangle because [58:05] the day before we will have binged $150,000 on an uncontested [58:10] election but that's not what really gets to me about off cycle elections what really gets me Tangled Up In Blue are [58:17] the polling places they're desolate they're lonely there nobody's there turnout at [58:23] off cycle is often just 20% with an uncontested election we're going to be lucky to get [58:29] 10 I fill in my ovals at South City Gym when I go vote there I'm going to feel [58:35] so lonesome it's going to feel like Chernobyl but I've got a solution and I [58:41] want I want to hear what you all think about this I think it's going to make the polling places less lonely and more [58:46] inclusive okay so you ready I would not feel so all alone if everybody just got [58:54] to vote okay I thought there's going to be some laughter with that [59:01] one okay yeah okay I'm gonna wrap up with my [59:06] concluding remark and that is that you got to serve somebody we all have to serve somebody it may be the devil it [59:13] may be the Lord but you got to serve somebody it may be the taxpayers it may [59:19] be the parents it may be the teachers it may be the students it may be the Union [59:25] but you got to serve somebody it may be the voters next time [59:31] let's serve the voters with an on cycle election or I may be back to torment you [59:37] with more Dylan thank you Owen and just provide clarification um from a data perspective [59:45] because the city's also running an election there's no cost of the district so there is an $150,000 cost I spoke [59:50] with Sharon Allison today about that and she said it's still open in this so thank you um moving on to Megan [1:00:11] Roth hello my name is Megan Roth and I'm a mother to a child with special needs site based program at Countryside [1:00:17] Elementary I know you addressed the due processing earlier but I did prepare a speech so I'd like to say it you [1:00:23] absolutely okay I sit here before you as an alley for special needs students as well as their [1:00:28] Stellar teachers or as my mother so lovingly refers to them as angels on Earth I have recently been made aware of [1:00:34] the potential for due process changes during the contract negotiations between the district and our teachers it is my [1:00:40] understanding that the current teachers are allotted 200 minutes of due process time per week and revised due process [1:00:46] time would be nine working days According to some rough math and assuming that there's 36 weeks of school [1:00:53] the new nine working day plan is a 40% decre decrease in due process time this [1:00:59] has raised many questions among parents and me due process time is time for [1:01:04] special education teachers to take on their case management role the teachers are already stretched so thin with the [1:01:10] pera and special needs substitute teacher shortage who will be the substitute teacher for my child during [1:01:16] these nine days of due process time we all know that our children and our teachers are already getting less [1:01:21] support with substitute pairs especially since a lot lot of them do not have special needs training I trust my son's [1:01:27] teacher with my son's life as if I do as I do every Monday through Friday I don't [1:01:32] want two weeks of a substitute teacher when that's not necessary if less time is provided this [1:01:38] will cause even more burnout I don't want to lose our wonderful staff because of the added stress of this change the [1:01:45] lack of par support the demands associated with due process and the uncertainty of due process special dis [1:01:51] roles are a recipe for creating more and more burnout for their special education teachers it's not a question for how [1:01:57] long they will stay but more of what uh when will they leave I encourage you to visit a special needs classroom so you [1:02:04] can fully understand what you're asking of the special needs staff in general the special needs classrooms thrive on [1:02:10] consistency in regular schedules including substitute introducing substitute teachers on a regular basis [1:02:16] will disrupt these these schedules and will have an adverse impact on their learning and their ability to stay [1:02:22] regulated we move to Edina due to its reputation of high quality special ed [1:02:27] programs As you move forward with negotiations please consider the impact of the teachers with reducing the due [1:02:33] process time and the impact on the students of introducing substitute teachers on a regular basis thank you M [1:02:40] Ross thank you there's [1:02:47] Al there's a bunch of chairs up here for people standing in back if you guys want [1:02:52] to sit okay um Jack Lee all right I want to clarify first of [1:02:59] all this is red so I Old Navy was a little short this evening on red so you know Karen I've [1:03:06] got a lot of green but not that much red good evening Dr Stan members of the board thank you for your service my name [1:03:12] is Jack Lee uh I'm the father of uh Timothy Robert Brandon Lee some of you know him from Highlands and now he's a [1:03:19] student at South View Middle School in the unified uh program and I'm speaking about due [1:03:25] process obviously um and we love the students and I would tell you the staff [1:03:32] are what make this program staff are incredible um the unified program is [1:03:38] amazing as as you said with all du respect alberg this is different on [1:03:43] other districts I'm going to tell you that's a good thing it's an amazing thing I have friends in other districts [1:03:49] who say what do you have it's an incredible thing it's meeting the needs of those students it's not extra it's [1:03:55] meeting the needs of those students and it's because of those staff the staff are amazing as as uh Roth just said they [1:04:04] are stretched to the they're stretched like crazy and we'll push them Beyond so [1:04:10] that's my concern is is the staff we absolutely understand that you have spending pressure I grew up in udina we [1:04:17] lived all over the country and and moved back here 20 years ago for the school we have two daughters uh who graduated from [1:04:23] Edina and Timothy is going through the school district now and we moved here for reasons like like this it's an [1:04:28] incredible program as I think you said Karen the whole student it's about the [1:04:33] whole student and for special needs kids that doesn't happen in a lot of districts you don't get the whole [1:04:39] student in Dina you do and it's the UniFi program that's really special so [1:04:45] again we understand the spending pressures one of my favorite quotes is from my Angelou hope and fear cannot [1:04:52] occupy the same place in invite one to stay we would ask that you invite hope [1:04:57] to stay and that you stay with due process thank you thank you Mr Lee uh Mora [1:05:06] Caldwell Mora Caldwell yeah [1:05:15] Morell I'm just gonna be looking at my phone for a little while just kidding I'm reading it from here um all [1:05:26] um my name is Mora Caldwell and I have three children in the district right now my oldest Benjamin is a second grader at [1:05:32] Highland he receives special education services and not that anyone asks but he is an amazing and beautiful boy who had [1:05:38] menitis as a baby this caused brain damage and changed the trajectory of his life and mine Benjamin Works harder than [1:05:46] anyone I know just to do basic things like speaking and drinking from an open cup he loves School uh more than just [1:05:52] about anything in his life so I am here today to advocate for the amazing special ed teachers who work in this [1:05:57] District uh to keep their due process time as it is for anyone I think we all [1:06:03] are but I wrote this in case there were other people here uh not super familiar with special ed and this term um due [1:06:09] process is all of the required paperwork and logistical indirect work that our special ed teachers do they're currently [1:06:14] lotted the 200 minutes per week which is just over 3 hours to get these things done for every student on their case [1:06:19] load it is woven into their days and able to be used as their schedules and students allow the proposed change of [1:06:25] taking those minutes away and replacing them with nine days a year of non-student contact seems shortsighted for a few reasons this work is a [1:06:32] continuous effort and saving it for one day a month would not be best practice our teachers know best how to use this time and incorporate it into their [1:06:38] schedules each day second Point uh teachers are out is a burden to our [1:06:44] students and to them the prep work to get ready for a sub is so much especially when they're trying to set up [1:06:49] individual students on their case load for success in their absence my mom was a teacher and and I watched her work [1:06:54] through many illnesses and laryngitis every year because it was easier than getting a sub um our kids like all kids thrive on [1:07:02] consistency in relationships and like Megan said uh removing their caseworker for a full day every month when there is [1:07:08] an alternative solution is not best practice for anyone also saying their absence will be covered by a sub is one [1:07:14] thing but finding a sub that's ready for a special education classroom uh is another and I can speak from experience [1:07:20] and say that when some special ed teachers are out for a day especially those in resource positions it's very possible their vacancies will go [1:07:26] unfilled those students will not be served this proposed change would [1:07:31] eliminate approximately 2,000 minutes each year of due process time that our teachers are using and already stretched [1:07:37] in using those um this is time that they would no longer have making their jobs harder and increasing the risk of using [1:07:43] amazing Educators who might not have the capacity for one more straw on their overburdened educator back so thank you [1:07:50] for listening and continuing to take these issues into consideration as you negoti apprciate thank you m [1:07:56] pa Katie Katie [1:08:09] forio hello Katie for Brazil thank you and I'm here to talk again about the same issue um as a parent of a child [1:08:16] receiving special education services at South through middle school I know that my son and a lot of his peers are right [1:08:23] private school each day with some barriers that they have to overcome to be ready to learn through constant [1:08:29] collaboration with his spe Special Education team and their unique skills [1:08:35] knowled knowledge and relationship with my son we've created a successful plan [1:08:41] but this plan requires frequent attention fine-tuning and communication [1:08:46] sometimes even on a daily basis like even this morning I had a phone call that I received where we had to make an [1:08:52] adjustment to his day based on an unexpected Behavior it's hard to to [1:08:57] imagine a substitute being able to step in into this really complex and everchanging highly individualized [1:09:05] environmenta the learning process given the unique ways that our students require their instruction I've also seen [1:09:13] that these disruptions impact Behavior even with my own son more times than not [1:09:18] when he when he has exhibited a new and challenging Behavior it is because there was a sub presence [1:09:25] this is not a criticism though of the substitutes themselves but rather an acknowledgement that the routine and [1:09:31] familiarity is key to unlocking the learning potential of our children the Ripple effects of these [1:09:38] disruptions should not be minimized it may be hard to quantify what is not learned and what potential is not [1:09:44] achieved du to due to these increased disruptions but I do know that the effects will be felt by the student the [1:09:51] parents and the teachers long after that sub is gone therefore I recommend that [1:09:56] the special education due process time be kept at 200 minutes per week as a currently is rather than moving to the [1:10:03] nine days thank you thank you Miss [1:10:09] faio Ellen [1:10:16] Mt hi I'm Ellen Mt and I'm a special a teacher at the high school I'm an EHS graduate and I've been teaching in the [1:10:22] district for over 25 years I'm here to talk about the due process minutes um as [1:10:28] an EHS teacher my due process time is currently assigned as one class hour within a seven period Day schedule I [1:10:34] also have a second hour designated as prep these two class hours of non- student Duty time is similar to my [1:10:41] general Ed colleagues however parts of my due process work can only be completed during student hours classroom [1:10:48] observations academic testing and student transition interviews having the flexibility AB ility to access students [1:10:54] during one of these two hours is crucial to both me and the students I serve to compensate for this loss you're [1:11:01] proposing I access nine workload relief days throughout the year so like one a month if we do the math I currently get [1:11:06] 800 minutes a month one eight hour school day is not an even trade so how [1:11:12] would these absences look for me so due to the districtwide sub shortages these days can only be taken in the middle of [1:11:17] the week Tuesday Wednesday or Thursday at the high school each of these days has a different schedule which means I [1:11:24] see different students at varying lengths of time or maybe not at all these days cannot be taken before or [1:11:29] after a break in the district calendar so for example this week I can only request to use Tuesday each month there [1:11:36] are between N9 and 11 days that one can access for managing workload and this is true for anyone in the district there [1:11:43] are currently 23 specialed teachers at the high school Who deliver various services to our diverse students so this [1:11:49] means on average two to three of us are doing paperwork instead of teaching in addition to those who are just absent [1:11:55] many of us require a sub which come at a cost and are at a short supply many of [1:12:00] our students don't do wealth change so who is gone what is planned who is subbing has to be considered this new [1:12:07] proposal feels inefficient and would be a scheduling nightmare for to my department not to mention chaotic for our students I have taken workload [1:12:14] relief days and once in a while these days are cancelled due to lack of available Subs therefore accessing this [1:12:20] proposed solution is unreliable and supporting my efforts of being compliant on behalf of the district accessing [1:12:27] these nine days also means I'm not delivering services to my students nor am I co- teing being away from my [1:12:33] students this much feels unprofessional to me and does not include the days that I'm out sick taking personal leave or [1:12:39] doing other professional leave duties for the district so this is what I think about when I process this proposal it's [1:12:44] inefficient and chaotic it feels unreliable it feels unprofessional this would be a huge change for our district [1:12:51] and I'm having a really hard time accepting it as best practice for anyone so I would love to continue this conversation with anyone that it seems [1:12:58] appropriate to so it can really understand what this proposal means for the specialed staff across the district [1:13:03] because honestly three minutes is not enough time to say what I want to say and there is so much to say thank [1:13:15] you Balter [1:13:22] Carlson hello thank you for taking the time to [1:13:28] listen to all of us today I'm a teacher at the high school um and I work with some of the highest need students in our [1:13:34] district uh as far as medical needs are concerned um so the first thing that breaks my heart when I think about this [1:13:41] proposal is the amount of time I would have to step away and the inconsistency that's going to come to my students um [1:13:47] each of my students have an IEP that's roughly 20 to 30 pages long that needs [1:13:52] to be reviewed at minimum once annually this is a big process yeah a day is nice [1:13:59] to take to look at it but I also need time like has been mentioned previously to observe my students I need time to [1:14:06] contact all of the different case or all of the different service providers some of whom some of my students have up to [1:14:12] 10 of those as well there is a lot of organization that needs to go into how I [1:14:17] spend my time um scheduling meetings and keeping myself on top of the due process [1:14:24] work that my students have I want to think about the mission [1:14:31] of Idina Public Schools while we're making this decision about how we spend our due process time our [1:14:38] mission is to create a dynamic Learning Community delivering educational excellence and preparing all students to [1:14:45] realize their full potential I think about all students as a special ed teacher I have to think [1:14:53] think about how each of our students needs something different every single teacher in here has a different set of [1:14:59] skills that they need to use on a daily basis they have a different set of contacts they need for their due process [1:15:06] work to make sure that the students rights are met by their due process [1:15:12] paperwork my question is how does this proposal help serve the full potential [1:15:19] of our most unique students I understand that there are decisions that have to be made and I'm [1:15:26] comfortable with making sacrifices but when I'm making a sacrifice that I feel [1:15:31] violates the mission of the school that I believe in and I work for and the students who I support I want to make [1:15:37] sure that we are all making that decision and thinking about it heavily thank [1:15:43] you thank you Jason [1:15:49] doctor Jason doctor [1:16:05] good evening Dr Stanley Chair allenburg other board members and the community watching from home or present in the [1:16:11] room I am Jason doctor and I'm the president of Education Minnesota Edina I I was expecting to go first so [1:16:18] some of my speech doesn't quite align but there you go uh at the September regular meeting of the school board I [1:16:24] cited data demonstrating how far our current salary schedule has fallen behind our comparable districts I ended [1:16:30] by stating that it should be no surprise that Edina teachers feel undervalued because the data suggests that they are [1:16:37] undervalued I know the district's negotiations team feels this urgency around the salary [1:16:44] schedule however the deficiencies in our salary schedule are not the only reasons that our Panorama data continues to show [1:16:50] concerning climate and belonging scores take for example the experience of our Preschool [1:16:56] teachers in 2017 udina Public Schools made commitments to preschool teachers [1:17:01] and EM when they agreed to move all teachers in the Early Learning Center onto the contract and onto the teacher [1:17:08] salary schedule we had finally achieved equal pay for equal work through a [1:17:14] series of actions and decisions the district failed to uphold these commitments ultimately moving Preschool [1:17:20] teachers off our contract and onto a salaries schedule that pays them 16 to [1:17:25] 40% less this breach of trust has had a continuing negative impact on [1:17:32] morale let me be clear this board and this leadership team were not responsible for those [1:17:38] decisions with the change in statute it is clear that preschool teachers are members of our bargaining unit there is [1:17:45] an opportunity for this board and this leadership team to write the wrong and repair the [1:17:52] damage another underlying reason for our Panorama data is workload teachers need [1:17:57] the tools and time to do the job they have been hired to do this is difficult to do schools for decades have been [1:18:04] starved for resources but even during these years of starvation there are examples of partnership in [1:18:11] 2015 the district and EM were able to partner and deliver supports for our special education teachers one of which [1:18:19] was 200 minutes of built-in weekly due process time now the district has [1:18:24] proposed rolling back that time or replacing it with workload relief days the experts are behind me and [1:18:30] you've already heard from a couple and that and they can speak to this proposal because they [1:18:36] know they know what they need to do this job and to best meet the needs of their [1:18:41] students I will just say that you can't improve climate if you don't offer a fair and competitive salary abide by [1:18:48] your commitments honor the work teachers do equally and provide them with the tools and the time to do the job thank [1:19:00] you uh Jessica Jessica Cherney Jessica Cher is it Cherney chne [1:19:07] sorry about [1:19:15] that thank you for the opportunity to speak today regarding the proposal to shift weekly due process minutes to the [1:19:21] nine workload relief day days I'm Jess tney and I work in a setting Three site-based classroom at Creek Valley [1:19:28] Elementary School our program provides Educational Services to students with highly complex learning needs who spend [1:19:34] the majority of their school day in our classrooms to receive the support they require to make educational progress in [1:19:42] my 14 years of teaching I have learned that consistency routine structure and [1:19:47] staff expertise lend themselves to the most optimal learning environment for our students in this time of Staff [1:19:54] shortages we work hard on a daily basis to continue the highest level of educational programming one component of [1:20:01] this is built-in due process time to plan evaluate and compose highlevel [1:20:06] individualized education plans that meet the needs of our complex students we do this on a timeline that is dictated by [1:20:13] the federal government and the Minnesota Department of Education students and families are essential participants in [1:20:19] this process and we work regularly with families to revise and Conference over the students needs and goals it is no [1:20:26] secret that staff shortages have made working in education challenging the teacher's complete absence from the [1:20:32] classroom for an additional 9 days during the year does not best serve students when faced with the question of [1:20:38] whether I will be out of the classroom to complete my mandated paperwork or at school to provide a safe and cohesive [1:20:45] learning environment I will always choose the students their safety and their learning this is an unfair [1:20:51] position as then my necessitated paperwork must be completed outside of my contract day additionally because of [1:20:59] the complexity of my students I spend many hours preparing a single day sub plans this is not an efficient use of a [1:21:06] teacher's time or our District's resources lastly our students due [1:21:11] process requirements and entitlements cannot and should not be on a timeline of a day when I can find adequate sub [1:21:17] coverage it needs to be a protected element of our daily duties please consider protecting this necessary and [1:21:24] regularly weekly scheduled time on behalf of our students and families thank you thank [1:21:32] you Rachel Rachel nabal Rachel [1:21:39] nabal I'm sorry can Cana Rachel [1:21:49] Cana all right good evening superintendent Stanley Chair allenburg and members of the board my name is [1:21:56] Rachel can and I'm a site based special education teacher at Southview Middle School this is my 16th year as a special [1:22:02] education teacher and my third year in N Public Schools I'm so proud to teach at Southview it is a truly special place to [1:22:09] work watching our school Community every day fills me with hope fills me with hope and I am proud of the work that has [1:22:15] won US the title of of an AI School of Distinction and a national Banner unified Champion School as a site-based [1:22:23] teacher we know things come up and understand that sometimes means needing to be flexible with our prep but having [1:22:29] that due process prep time really saves us we've heard from the legislators that this is something other districts are [1:22:34] looking to implement as a school of excellence we' love to lead the way in excellence for special education [1:22:40] teachers as I spoke to my colleagues here are other points of concern special [1:22:45] ed teachers currently have due process minutes and still have to use workload relief days throughout the year to accomplish paperwork as a based special [1:22:53] education teacher like you heard others say my Scholars have many needs and a large team of people who support their [1:22:58] learning we collaborate and create modified and adapted Learning Materials every [1:23:03] day the removal of due process minutes means I will have to use my prep not to prepare instructional materials and to [1:23:10] teach but to make my sub plans for my absence which takes quite a while the removal of due process minutes means a [1:23:16] significant uptic and workload relief days each each teacher taking one per month one more that's just kind of [1:23:23] specific to our site-based teachers it takes a lot of preparation and planning for us to be gone from our programs our [1:23:30] Scholars need consistency and many become disregulated when there is a change in staff as a site-based teacher [1:23:35] our Scholars have individualized and unique learning plans taking one day per month for a workload relief day would be [1:23:41] hard on our programs often requiring other team members or a pair of professionals to step in and support in [1:23:47] our absence to ensure the safety of all Scholars all SC our Scholars need consistent consistency and routine which [1:23:53] means having us in the classroom thank you thank [1:23:58] you Donna grial Donna [1:24:07] grisal thank you for letting me share with you um a lot of my colleagues already shared about the impact of the [1:24:14] due process time if it's um not maintained at the current level of 200 minutes a week um in the resource room [1:24:21] in the elementary um settings we look a little bit different um we do have our prep time every day um I can't say I get [1:24:29] prep time every day because I don't close my door if a student comes in to need it to take a test my door is open [1:24:35] if a student is having a meltdown my door is open um if a par professional needs to bend my ear to ask a question [1:24:42] my door is open if classroom teachers need to come and it's my prep time I'm not going to push him away so prep time [1:24:48] is great and wonderful and I do need it to prep for all of my kids in the in the elementary we typically range from 15 to [1:24:55] 17 18 kids on our case loads every one of those students has individual needs [1:25:01] every one of those students has an individual lesson plan my lesson plans change daily when kids come into my room [1:25:07] I have a a map of where I think we're going to go but by the end of the day that map may change and my lesson plans [1:25:13] have to be changed each day to meet the individual needs of what where those students are um you are aware um of the [1:25:21] due process um minutes and what that means uh following the state guidelines when a [1:25:28] student um I give you an example when a student um is looking at or we're looking at an [1:25:34] evaluation for a student we have 30 school days to do that those 30 school days involve testing they involve [1:25:41] interviews they involve um reaching out to all of the service providers that might be on that plan trying to get all [1:25:48] of that done in one day and get everybody lined up I don't work with full-time people we have a part-time OT [1:25:53] we have um a school psychologist that's there four days a week um trying to [1:25:59] negotiate to get everybody on the same day so I can take my paperwork day to complete an evaluation or complete an [1:26:06] IEP just isn't going to work um I'm I'm doing things on the fly a lot um today I [1:26:12] sent an email to a teacher and said I'd like to start testing the student tomorrow and uh the teacher said well if [1:26:19] you take her during that time she's going to have to miss math class and I said well I can cancel students to take [1:26:25] that student and test but then my other students get cancelled if I'm able to maintain that due process time every day [1:26:33] I can kind of fluctuate when I can pull that student for testing if I'm allotted one day I'm going to try to have to I'm [1:26:39] going to have to figure out how I'm going to pull that student get all the other paperwork done coordinate with all [1:26:45] the other people it's it's just not going to work one one paperwork day a month [1:26:51] um I'd like to say that um I am very efficient and I can get my work done [1:26:56] during a school day but there's rarely a night that I don't go home without my laptop and I'm working on paperwork um [1:27:04] it's just something that is ongoing and I think special teacher teachers navigate it well but there's too many [1:27:11] moving parts to say that we can have it all just on one day and get it all done and meet guidelines thank you thank [1:27:21] you [Applause] [1:27:32] zland hello okay I'm sorry I didn't know how it sound thank you for uh letting me [1:27:37] speak um I would like to urge the district and the board members during [1:27:42] negotiations to end the car out for the Early Education teachers in our district [1:27:48] um to pay them the same rate and let them be recognized for what they are are teachers our prek teachers must have a [1:27:55] degree be licensed just like all our other teachers at every other level and my request is simple equal pay for equal [1:28:03] work as a kindergarten teacher I know how incredibly important our preschool and early childhood teachers are how [1:28:10] much their role impacts our students learning as they grow um we saw earlier on the presentation [1:28:18] um uh that it starts with the um I'm sorry the the early childhood [1:28:26] education that's the to get our kids ready for school right um these teachers [1:28:32] deserve to be paid the same as the other Educators in our district thank you thank [1:28:39] you Katie [1:28:49] Russell hi my name is Katie Russell I'm an Idina grad and a teacher at the high [1:28:55] school the district's motto is for each and every student to discover their possibilities and Thrive all of us in [1:29:01] this room have um committed to Dr Stanley to memorize that and we we we carry the weight of that motto on our [1:29:08] shoulders with each and every student and each and every lesson that we prepare we're told regularly that we're [1:29:13] valuable as staff but I don't feel valued when as a veteran teacher I'm at the very bottom of the pay scale but my [1:29:19] take-home pay is less than last year because my step increase doesn't cover the amount of insurance benefits that I [1:29:25] have to pay doesn't make me feel valued when year after year my contract expires and negotiations are not settled it [1:29:32] doesn't make me feel valued as a special education teacher when I'm told my due process time is being threatened to be [1:29:37] converted to nine workload relief days as we've talked about tonight being gone being gone from school Takes Me Away [1:29:43] from the students I'm hired to serve preparing a sub plan is one of the hardest things that a teacher does and [1:29:49] this proposal will make my job harder it doesn't make me feel valued when I hear that the preschool teachers on my [1:29:55] contract who do equally rigorous work do not get equal pay yine is known as the [1:30:01] best Nationwide um we're the best at many things we even love being hated for [1:30:06] being the best don't we we're called cake eaters but we thrive on those kinds of monikers we have the most state [1:30:13] championships we've talked about that tonight uh the teachers in front of you work so hard for students so we deserve [1:30:19] the best pay and the best benefits package everyone already assumes that we already get the best pay because we're [1:30:27] Edina whenever I meet new people and and they find out that I work at Edina they assume that I'm making top dollar they [1:30:33] assume that I'm being paid the most in the state they are always surprised when I tell them we are not the state [1:30:39] champions in salary and benefits in fact the average Edina teacher could make $6,000 more if they [1:30:45] went to a comparable District in fact right now the high school is short a case manager and each and every case [1:30:52] manager has taken on additional workload to fill that vacancy that new hire left [1:30:57] and is making more money in another District I know that as a school board you brag about hiring the best staff in [1:31:03] the state I agree we are the best staff in the state please find a way to make us number one in the state for salary [1:31:10] and benefits I would like to propose a new motto that each and every Edina teacher [1:31:16] receive the best paying benefits and Thrive thank you [1:31:25] El Elizabeth James Elizabeth [1:31:37] James good evening everyone superintendent Stanley Chair Alan Berg [1:31:43] and school board members and directors hi everyone my name is Beth James I'm an [1:31:48] early childhood special education teacher here in the district I am also a Community member and proud [1:31:54] parent to two Adina public school students where my oldest son received significant special education [1:32:02] supports I am here this evening to speak to you as a special education teacher about the importance of retaining the [1:32:08] 200 weekly due process minutes which have existed as an agreement within our teaching contract since [1:32:14] 2015 the district's proposal to remove this agreement and replace it with nine workload relief days impacts the fluid [1:32:21] and ongoing nature of our due process work and would compromise student services due process includes the [1:32:29] completion of evaluations and re-evaluations determining eligibility and needs for special education services [1:32:36] due processes creating individualized education programs IEPs and [1:32:41] ifsps individualized family service plans and maintain maintaining ongoing [1:32:47] progress monitoring and reports due process is amending ie PS to reflect [1:32:52] changing student needs or changing guidance from the district state and federal levels due process is proactive [1:33:00] and responsive and is ongoing day-to-day work shifting from weekly due process [1:33:07] time would impede our ability to work responsively which would either result in incomplete work or the more likely [1:33:14] scenario of teachers and providers working outside our contractual day on a [1:33:20] regular basis the district's proposal also significantly reduces due process [1:33:25] time as a whole as I wrap up I think it's important to address the impact of the district's proposal on students [1:33:32] quite simply this change would diminish student service minutes there are not [1:33:38] always substitutes available to cover when a teacher is out and as you probably know and as was mentioned there [1:33:44] is a shortage of special education teachers let alone substitutes even when substitutes are available it is not the [1:33:51] same as having the teachers who are familiar with the students particularly for Learners with identified special [1:33:57] education needs moreover there are never substitutes for related service providers those Services would simply be [1:34:05] lost as the I asked the district to maintain the 200 due process minutes a [1:34:10] week as a part of our teacher contract this is for the benefit of our special education providers so we can [1:34:16] meaningfully complete our work but most of all this is for the benefit of our [1:34:23] students so they may receive the service minutes outlined in their IEPs thank [1:34:29] you thank [1:34:34] you that concludes that concludes our um Community comments for the evening uh [1:34:41] we're now going to move on to a report from the Dina education fund thank you [1:34:46] for um sitting through the comments and the um world's best Workforce report [1:35:11] feel like it was something we said but [1:35:17] welcome once again we have uh Kathy rendleman and Nikki Williams from the Edina education fund here to talk to the [1:35:24] board but mostly the community about what you bring to um our district yes uh [1:35:29] good evening Dr Stanley Chair allenburg um all school board members and cabinet [1:35:35] members um I'm Nikki Williams um I've been on the Adina Ed fund board for about five years I'm the chair um and [1:35:42] just want to thank you for having um Kathy and I here tonight and the opportunity to tell you about some of [1:35:49] the um the wonderful things that we're able to to help partner on with the district um yes so we'll start with the [1:35:57] first slide um we'll go to the next slide please thank you so our vision is [1:36:02] to ensure educational excellence in Idina public schools for all students and staff um a lot of these vision and [1:36:10] Mission is going to sound pretty similar to our strategic plan um or the district strategic plan and that is not by [1:36:17] accident um our mission as an independent Mission aligned partner of the udina public schools the udina [1:36:24] education fund secures incremental funding for districtwide programs and services that strengthen academic [1:36:30] learning and support the whole person on their educational Journey who do we serve we serve all [1:36:38] Idina Public Schools students and staff all right give it over to [1:36:48] Kathy so why the CH education fund um [1:36:53] well as we just talked about we have to fund these wonderful 10 sites of ours [1:37:00] and if you look at our Revenue um as a percent of expenses which is typically how the Ed fund looks at things um we [1:37:08] run out of money usually when we look at budgets um typically the state as we've [1:37:13] seen over this is a picture of last year's budget looking at this current year 23 24 um State came in with about [1:37:21] 60% of what it costs to um raise a student if you think about that for the [1:37:27] year um local property taxes including our levies and our bonds came in with an [1:37:32] additional 36% thank goodness that we passed those levies and bonds because imagine what we [1:37:38] would be if we did not and then our federal comes in it's actually about 1 and a half% and what's left over there [1:37:45] is what we refer to as that funding Gap piece that's that per that's that percentage or that amount last year you [1:37:51] looked at about $4 million how do you make that work in the budget how do you make those adjustments to make that work [1:37:58] at the Ed fund we laugh and chuckle every once in a while and that call that job security but it's not um that's how [1:38:05] we look at that and that funding Gap is on our next slide with how do we make adjustments to [1:38:12] that Gap realistically and appropriately as a district first of all we look at the [1:38:20] state typically and say or the federal government how can you fund public education better um how can we make sure [1:38:27] that our students have a place to go in a public school that is fully funded by our government um and we've made some [1:38:35] decent progress um we've had some real improvements in the last few years that I think we all can agree upon but [1:38:41] there's always room for improvement um one of the ways that we always tell parents they can get inv involved with [1:38:46] is with our legislative action committee um and work with that group um and then we have the lovely work that [1:38:54] you all do um to making a balanced budget and you go back and you see where you can adjust things and you bring it [1:38:59] back down to a realistic level that's where we get our AAA Bond rating um and we make things work because that's what [1:39:06] we do when when that's all said and done then the Ed fund board sits down and [1:39:12] says where did we make where did the school board make adjustments where did the team make adjustments that maybe we [1:39:19] can step in and help a little bit a for instance would be a great for [1:39:24] instance would be when the school board wanted to do literacy [1:39:31] training and there wasn't the money to start it right away but what if the ad fund kicked in a little bit could we [1:39:38] start it now instead of later could we maybe start at a year ahead of time or maybe kick in some money to get more [1:39:45] teachers up to speed faster than we could have without our help that's what [1:39:50] we try to to do next slide since 1995 that we've been around [1:39:58] the Ed fund has just broken the $8 million Mark for what we've contributed to the UN Public [1:40:10] Schools that's pretty exciting um that's funding in all of our areas um be it [1:40:16] literacy steam or mental health and wellness that's funding to individual [1:40:21] activities or groups for our students to be able to make sure that they are a whole person well-rounded student when [1:40:28] they graduate um and everything in between we're pretty proud of that [1:40:36] number what you're going to see if we move to the next slide in the um later [1:40:41] on in your consent agenda um is what we've did this past year in 2022 [1:40:48] 2023 um in front of you this evening we you'll see this as part of your packet what did we contribute we're just under [1:40:54] a half a million dollars um we've laid out kind of the large spots that that [1:41:00] went to in the district um literacy $118,000 mental health 72 almost [1:41:08] $73,000 um $30,000 in Steam we also had large areas to DED rotary Global [1:41:14] Scholars almost $50,000 um another $65,000 in senior [1:41:20] scholarships to our graduating seniors so just some ideas of places that we [1:41:26] give amazing amounts of funding that came in one thing of note last year though we've been working with the city [1:41:33] of Edina and the federal government on the arpa grant that the Ed fund received [1:41:38] none of those funds actually were received last year so the [1:41:43] $472,000 that you're looking at is not inclusive of any arpa funding um that [1:41:49] entire Grant will be coming in this fiscal year not last fiscal year so that is strictly you're looking at individual [1:41:56] donations when you look at this number next [1:42:01] slide how do we typically bring in money we look at at the Ed fund we like to group things into three main areas we [1:42:07] look at literacy Steam and mental health and wellness and I challenge you to [1:42:13] throw somewhere at me in the schools or at any of our board members that we [1:42:18] couldn't talk you into placing into either literacy steam or mental health [1:42:23] and wellness and that's on purpose um pretty much anything we do during our [1:42:29] school day or anything a student does during their school day should fit into one of those three categories um whether [1:42:35] it's a ball they want to sit on or a three-legged stool or um we're going to [1:42:41] call that mental health or whether it's um financial literacy well that's [1:42:48] literacy it's just different kind of literacy everything fits into one of those categories and that's how we do [1:42:53] our fundraising when we look at Literacy for this [1:42:58] year we have a goal in each of these programs so I wanted to make sure that everyone was clear on what we were [1:43:04] fundraising for this year our 2023 2020 2024 goal for literacy is [1:43:11] $110,000 that is basically for some letters and Inspire materials and [1:43:17] support training for our secondary that might go up but might go down but that's what we're going to start for for this year we've also [1:43:24] worked in a little bit of funding in there to maybe look at some District preschool screening kits we've got a [1:43:30] bunch of kids that come in for preschool screening what if we sent them home with something what if we said hey another [1:43:37] hornet in the hive go home with a little fun bag that says that or let's make [1:43:44] sure that you come back and you get excited to be Hornet um also as I previously mentioned [1:43:51] in addition to this 110 you're going to see the $300,000 come in this year from the arpa grant that we received with our [1:43:58] work with the city of Edina so hopefully you'll see $410,000 [1:44:03] coming this year for Literacy for steam we're looking to [1:44:08] bring in $62,000 this year $227,000 is earmarked for the student space flight [1:44:14] experiment program of which we're entering year two that's pretty exciting [1:44:20] I have the privilege to work with um the AO engineering class over at the high school which they're working really hard [1:44:27] on their projects and I actually got to see last year's winning team put their [1:44:32] experiment in a tube today um and send that off to the um over to NASA for that [1:44:39] to be loaded into the rocket pretty exciting and then we've set aside about [1:44:44] $35,000 this year for other steam initiatives anything from Project Lead the Way to different Arts programs [1:44:52] mental health and wellness we've set aside $105,000 this year $20,000 of that is for staff [1:45:01] wellness support we haven't quite outlined what that's going to look like yet working with anarie and her team [1:45:08] trying to figure out how can we put in place something that's going to create [1:45:13] good positive change for our staff and we're not talking about necessarily bringing in soup again but maybe some [1:45:20] change what can make a real difference and what types of programming can we bring in that we'll see some improvement [1:45:27] and wellness in our staff and then the other $85,000 that's typically the number we've been spending [1:45:33] on benevolence funding that's for our underinsured and uninsured students for them to access the mental health [1:45:39] supports that we already have in place in our building it covers 12 sessions for a [1:45:45] student with one of our Mental Health Providers comes out this year to be about 184 [1:45:51] $1,848 per student for them to get 12 sessions with one of our Mental Health Providers during that time our staff [1:45:58] works with that family or that student to make sure that they can if they need to have some sort of support after those [1:46:05] 12 sessions so that they have some amount of continuity care when those 12 sessions are [1:46:12] up what else do we do in case it's not enough the Ed fund offers some Services [1:46:19] we have fiscal sponsorships and PTO Partnerships our fiscal sponsorships range from anything from Edina [1:46:26] bands to working with other Arts programs um we work with Edan unified as [1:46:33] a fiscal sponsorship this year we signed an agreement with Edina Early Learning Center meeting with them tomorrow we'll [1:46:39] be working with them and hosting them on our website so that they can fund raise and not have to deal with their own [1:46:45] website issues to do that we also work with Edina senior [1:46:50] Scholarships in the Adana Alumni Association typically give out between [1:46:55] 55 and 60 scholarships of the Year this year we're looking at 58 it's my guess [1:47:01] of where it's going to come in at we'll see if I'm right we also this is about the time of [1:47:07] year I start G phone calls from graduating classes of Vina wondering if they're going to have a reunion get in [1:47:13] touch with their reunion chairs and make sure that they've got a tour of the high school next summer that they have [1:47:18] somewhere to host their website on our web page we take their ticket processing for them and we hold their funding in [1:47:25] terms of all their donations and make sure that they can pay their bills on [1:47:31] time so what I always like to tell people is that really our community is [1:47:37] thei education fund Nikki and I and our board just run the show we sit in a [1:47:44] boardroom and we help make sure that the bills get paid and we can follow what it [1:47:49] is that all of you as a community want to have done with these funds but it is [1:47:54] the ID education fund that is truly the ID community and one of the things that [1:48:00] truly drives this community is by having sustaining donors it means such a great [1:48:07] deal to have our community support our work but to have them do that on a [1:48:12] regular basis is something that we can plan for it's something that helps us build a budget and it helps us sustain [1:48:19] everything that we do year round for our students we would ask our community to consider being sustaining donors and [1:48:26] give $5 a month or $10 a month to the Ed fund to make sure that we can continue [1:48:31] this work that we can provide literacy training to our te teachers that we can [1:48:36] give that student the mental health support that they need or we can offer that club the support that they want at [1:48:42] the high school so that they can have those great ideas in the meetings that they want to [1:48:48] have and that we can continue the great work in our mission that greatly supports the work of the United public [1:48:54] school mission and thank you for having us here tonight other questions for nck [1:49:01] I do board members have questions or comments director Neville I [1:49:07] do mean thank you and I just this is to the [1:49:13] community as much as it is to Kathy and Nikki and thank you for your amazing work thank you sue Sue Carlson is also [1:49:21] here this evening has been with the Ed fund I believe longer than anyone else currently serving and that is quite a [1:49:28] legacy thank you uh I am so proud of the Adina education fund it's something that [1:49:34] we as a community can be proud of just like 200 state championships just like [1:49:41] our US News and World Report ranking our Niche ranking we were one of the first [1:49:47] education funds I don't know that we were the first in Minnesota but we were one of the first and it was truly [1:49:55] Innovative uh and there's more opportunity for what we can do so my question and I don't know I don't want [1:50:01] to put you on the spot for this but I know you're you're really good with numbers on this do you know about what [1:50:06] percentage of our current Adina families contribute to the Ed fund that's a [1:50:11] really good question I was going to bring this up and I forgot so it's like you were planted but you're [1:50:18] not right now we've got a about 6 and a half% of the current families in need Public Schools donate to the Ed fund and [1:50:25] if you want to be a little competitive because we were saying on how we've got 200 state championships and we're a [1:50:30] wonderful School District which I agree with all of that we are one of the smaller education funds in the state of [1:50:38] Minnesota and that's a challenge and I really do challenge everyone in our [1:50:45] community who is able to do so to please contribute I think I think we have a [1:50:51] well and they get another figure many of our Educators contribute and that's impressive we [1:50:58] should match that or do better from our community because this fund truly [1:51:04] reaches each and every student it makes a difference the [1:51:09] funding Gap is real we've addressed it in more than one way tonight Dr Stanley [1:51:14] addressed that well and chair allenburg addressed that so one of the single biggest way that we can make a [1:51:21] difference as a community and show this Pride for Adina but for all of our kids [1:51:26] is to support the Ed fund I could go on but it is thank you thank you for doing [1:51:32] everything you do director gaer I was going to say the [1:51:38] same thing that director Neville said so I will keep my comments short thank you for being here thank you for the work [1:51:43] that you do there's so many people in this room that have been part of the Ed fund throughout the years um I think [1:51:50] think like director Neville said there's a lot of people that are impacted by the [1:51:55] work of the Ed fund but don't always know that it's the Ed funds dollars at work like the Frasier therapist I hear [1:52:01] that all the time from families that say that made a huge difference in our family's life and so I too urge people [1:52:09] to consider contributing to the work that the Ed fund does because I think more than people realize their children [1:52:17] and their their Community is impacted by the phenomenal work that you're doing and the Gap that people talk about all [1:52:23] the time this is something we can do there's so much that we can't do to close that Gap because our hands are [1:52:29] tied in terms of of um how we can fill that and the Ed fund is one of those [1:52:34] ways that we can do it so um I also was going to say that if if there's people listening that are interested in [1:52:40] becoming board members what would be the best way for them to go about learning about that I would say reach out to me [1:52:48] um if you go on our website which I believe they can see the slides can they not see the slides when we [1:52:54] presenting um if you go on our website you can find my email and just Reach Out directly to [1:53:04] me I was just going to say real quick I'm also going to say thank you for all the hard work um and something you said [1:53:10] Karen reminded me of years ago um I said I think it would be amazing for parents [1:53:15] to see if we took a snapshot inside one of our schools and we just magically erased things that the Ed fund had um [1:53:24] been a part of giving us that what our classrooms and our schools look like without that versus what it looks like [1:53:30] with what the Ed fund has done it would be um very shocking for people to see how much the Ed fund impacts our schools [1:53:37] in ways that we just take for granted so thank you for all your hard work and for this presentation director arum I just [1:53:45] wanted to say thank you again for all the work you've been doing and then um also kind of you know raising money and um changing [1:53:53] the vision of the Ed fund over the last few years and kind of focusing things like that um has been really impressive [1:54:00] and the amount of money that you're bringing in now is you know compared to where when I was on the board and [1:54:06] whatnot knowing where we're at I'm I'm super impressed with all the work you've done in um and keeping it relevant for [1:54:11] the schools I mean it's obviously relevant all the time but it it was it was a struggle right and so to keep that [1:54:17] focus and keeping it in front of people in a way that um resonates with them is really um cool so thank [1:54:25] you thank you for coming here tonight and I just want to note that the reason you're here presenting tonight is [1:54:30] because of how important you are to our district and to everything that you do [1:54:35] for our students and our staff and you're one of I think two official [1:54:41] partners that we have from a fundraising perspective and as has all of the other [1:54:46] board members have said truly impact all of our students in small ways in large [1:54:53] um in many different ways and I would as everyone else has but I will again [1:54:58] encourage people to um consider donating if they are able to because um it will [1:55:04] impact your student um and it impacts our district I always like to say we are [1:55:10] an outstanding district and this is our ability to take it up a notch to offer [1:55:15] things like the space flight flight program to offer them mental health support to be one of leaders in literacy [1:55:21] it's because of you guys um and I just can't stress the importance enough of having a partner like you um so I really [1:55:28] appreciate it thank you thank you so much thank [1:55:38] you we are now going to move on to our consent agenda is there anything anyone [1:55:43] would like to remove from the consent agenda do I have a motion to approve the [1:55:49] consent agenda so moved is there a second second we will now vote to approve the consent agenda all those in [1:55:56] favor say I I I anyone opposed the consent agenda has been approved um [1:56:02] we're now going to move on to our discussion items um because we move two discussion items off of our agenda as [1:56:09] was stated at the beginning of the meeting our first discussion item is the prek to2 comprehensive literacy Plan [1:56:18] update [1:56:42] and I would like to welcome director of teaching and learning jod D St Hubert and I would like to ask you to introduce [1:56:49] everyone else have the T that absolutely um good evening chair allenberg Dr Stanley members of the board um [1:56:55] colleagues and community members we are excited to have a team here tonight to give an update on our early learning [1:57:01] through2 comprehensive literacy plan um our work is Broad and it's moving and [1:57:08] it's having a great impact on students we have six priority goal areas and um [1:57:13] we passed our early learning through five comprehensive literacy plan in the spring of 2021 and last spring past the [1:57:20] 6 through 12 um so it's been excited to see how the work is moving forward I'm going to um turn it over to assistant [1:57:28] director Bethany van ozell she's excited and wanting to introduce this fabulous team here as they've collaborated um [1:57:35] deeply together on the work and the presentation for tonight I turn it over and sit back thank you Jody well thank [1:57:42] you very much for um inviting us to share on behalf of our um amazing [1:57:49] leaders coaches staff members that are implementing this comprehensive literacy plan um we trust that you've read [1:57:55] through the board report and can see how the work that began K5 now expands to [1:58:00] middle and high school we're committed to ensuring um that our students receive [1:58:07] evidence-based instruction regardless of their age implementing the most current [1:58:12] research around structured literacy at all ages stages and levels to illustrate this I've brought this amazing team um [1:58:19] with whom I get to work and I just before I introduce them want to say that the work we're going to share and that [1:58:24] they're going to speak about um we intentionally planned this but we didn't know that the Ed fund was going to present before us and so I couldn't [1:58:32] start this kick this off without saying again how um grateful we are that so [1:58:37] much of their work has allowed us to do this work so I just want to say thank you to them as well so I have Carrie [1:58:45] Duncan she's a literacy coach here um in uh Elementary so she is coaching at [1:58:51] conquered Highlands in Creek Valley and she's in her fourth year now of coaching and then Sandra Harley is gonna also [1:58:56] speak um tonight and she is a literacy coach at Countryside Cornelia and Normandale she's also in her fourth year [1:59:03] and then Sarah Burgess here is from the high school and she's an Ela teacher and a literacy uh intervention specialist [1:59:09] and so we've really intentionally planned some stories to share that highlight this work um in the trenches [1:59:14] what it really looks like on a day day-to-day basis and so you're going to hear these stories um that really [1:59:20] highlight the CLP in terms of the the um professional development that's being offered the data that we're using and [1:59:26] the resources also that are coming into play and again just being mindful of that thread of regardless of the age [1:59:32] stage or level we're committed to making sure that our students receive the best and so with that I'm going to oh one [1:59:37] really quick thing we're really trying to be concise and um quick in our presentation and so we have shared all [1:59:44] of the slides with you you have those the public has access to them but we're going to be skipping some and so you're [1:59:49] going to hear us say next slide next slide next slide a bit more because we also didn't know that the clicker wouldn't be working and so just know [1:59:56] that that um we're intentionally trying to streamline our presentation for that oh oh well then we won't have to [2:00:02] say that all the time perfect thank you all right I'm now gonna pass to Carrie Duncan and she can begin sharing I think [2:00:09] I have the most slides to go ahead so I'm glad the clicker is [2:00:15] working okay so I'm going to touch base on our PLC work this year um Sandy and I [2:00:20] have been working really hard to make sure that we are giving all schools the [2:00:25] same type of information so we're trying to be consistent across all elementary schools and so I just want to highlight [2:00:33] that a little bit and so in September what we did is [2:00:39] we took our fastbridge data and we looked at our screening to intervention report and we identified our needs and [2:00:45] not only this year did we identify our needs we did diagnostic to even dive deeper into the very specific needs that [2:00:53] these students have and then how are we going to respond and so that's the work we did in September and we've also set [2:01:00] up our progress monitoring so intervention started um around the 26th [2:01:06] of September so we are ready um putting those in place and targeting our instruction and a really detailed [2:01:14] level that happened as well as I think this is this is new work this year where [2:01:20] we have I can statements that align with our reading commitments and Sandy and I [2:01:25] know that that can be a bit overwhelming when they look at all of their iin statements so we divided them up into [2:01:31] months and so this month September we we're working and focusing on the sound [2:01:37] wall and Sandy will speak to that shortly we also um are working with a [2:01:43] Spire in grades four and five and they also have I can statements and so the I [2:01:48] can statements the letters and as firor is really deepening our tier one instruction so we have tier one and tier [2:01:54] two going on um in our general education classrooms and um the teachers are doing [2:02:01] amazing work and we're just so proud of what they're doing this year and how they are um I guess really responding to [2:02:10] embedding all of the letters in his Firework and targeting instruction so I'm going to keep [2:02:17] forwarding there we go great thank you yeah sure they can hear [2:02:26] me so hello and good evening um I'm going to share a little bit around the sound walls and so um just happy to [2:02:35] share tonight and we are having a lot of really powerful and impactful [2:02:40] conversations in our um plc's kindergarten first and second [2:02:45] particularly around how to use the sound wall and so uh these conversations they [2:02:51] are supporting teachers as they're making that transition from the um typical word wall to the sound wall okay [2:02:59] so that's 26 letters versus um the 44 phones so it is a uh significant shift [2:03:05] in practice okay and so um I'm just going [2:03:12] to go back and so what is the soundwell the soundwell is um it's an instructional tool and it's uses support [2:03:19] students in the development of a sound system and so um by explicitly teaching [2:03:25] the 44 phones making sure that we're making those connections from the phones to the graphemes um that relationships [2:03:32] allow students to then blend segment ultimately being able to lift those words off the page and uh start [2:03:40] decoding um I think last um I'm just going to [2:03:45] kind of go through some of these slides you'll see like where's sound walls are a living and and like Bethany said I [2:03:51] know that you've previewed these already why the sound wall there's some uh research and then how the sound wall is [2:03:57] being used um teachers are at different places instructionally so it's been um talked like I said it's it's um really [2:04:05] kind of dominating our PLC conversations right now oops and let me go back one [2:04:10] and then last I just want to emphasize that um this is letters living in Edina classrooms uh this is a Spire living in [2:04:17] Edina classroom and we are um committed to making sure we are building a strong [2:04:24] uh sound system for our students so thank [2:04:31] you I'm going to take a minute and just speak to middle school we um Sandra just [2:04:37] mentioned around uh the professional learning that's so important and critical with letters and we now have that with Aspire um and so Aspire is the [2:04:45] um intermediate and secondary version It's it's just the extension it's from the same research um as letters it's [2:04:52] from the same company Lexia and so we're just now implementing that at the middle schools and so we have about um I [2:04:59] believe eight teachers that are going to begin this um this semester and then all [2:05:04] teachers will begin for sure by February and so with that timeline they're going [2:05:09] to be engaging in the modules and I trust that you had a chance to read through these but just again that through line of structured literacy [2:05:15] professional learning for our teachers prek 9 has just been critical for us to have again at any any age or stage or [2:05:22] level we have these um ensuring that they're receiving this professional learning and it's not just living we [2:05:28] always talk about like the professional learning that's being offered is amazing and wonderful and our teachers are growing we know that they're loving it [2:05:33] it's amazing but we want to make sure it lands on kids and so providing collaboration time for teachers is [2:05:38] really important for us to be intentional about giving them time to plan how to use this and I look at data [2:05:44] to assess if it's working and so this was just an example again in your um board packet you were able to see this [2:05:51] of some of the courses and we wanted to share that how important it is that you take a a look at that to see the rigor [2:05:57] and the connection to all of the structured literacy that's occurring in letters this is just one set of the [2:06:03] course modules there's two others 28 total um this is an example of each [2:06:08] course that our Middle School teachers now actually it'll be grades four through eight that'll be Enga engaging [2:06:14] in this they a bridge to application with every module and so they walk away this is just in one example of a simple [2:06:21] tool that they can take and use and apply in their classrooms right away the feedback you can see from teachers has been really really wonderful when it [2:06:28] comes to them asking if they can continue to do more that's always really good evidence that something's [2:06:33] valuable and I will pass to Sarah to speak about how this looks at the high school exciting hi thanks for having us [2:06:42] tonight so I was asked to talk about um fast bridge and literacy intervention at the high school um we are in our our [2:06:48] second year of administering the fastbridge reading to nth graders and we're in our first year of administering [2:06:54] it to 10th graders um and you can see from the slide that we are pretty close to that [2:07:00] 80% um proficiency which is really exciting um but what's been so helpful [2:07:06] in looking at the fastbridge data is that we can see in the screening to intervention tool that the common need [2:07:11] in that tier one instruction is an emphasis on vocabulary so when we get to [2:07:17] the level of a CT meeting um what we're starting to have deeper conversations about in terms of that um core [2:07:24] instruction is how do we Implement best practice vocabulary strategies for all [2:07:30] students um but then of course we also want to provide interventions for our [2:07:35] striving readers um this year we have four sections of a college Reading [2:07:41] Readiness course um what's new to the course this year is that it is not just reading skills it is also a bridge to [2:07:48] the English 9 class those students were identified last spring um from eighth [2:07:53] grade data but after our screening through the fall window we were actually able to reach out to more families um [2:08:01] and I got an additional five students in the classroom out of 10 families um that we reached out to just in the last two [2:08:08] weeks and we did that with the intention of not upending student schedules I mean it's October um so we tried to Target [2:08:15] students who we knew could slide um into the course course um what does a day [2:08:20] look like um in our College reading writin class um I try to spend 50% of my [2:08:26] time on reading skills and 50% of the time bridging to English n um so in [2:08:31] terms of reading skills it's anything from looking at current events articles always um practicing fluency because [2:08:39] that's another intervention that has come out of fastbridge so on a daily basis students are reading out loud to [2:08:45] each other we do phonics practice through word games um that's pretty fun and then of course [2:08:51] we are bridging to English 9 so that vocabulary piece is so important the vocabulary that is being identified in [2:08:57] the nth grade English class we can review and go over further um in the crr [2:09:03] program and then what's next is that we have all of this data now coming out of the 10th grade and um what we'll be [2:09:10] doing is meeting um with the 10th grade CT and trying to help them pull their [2:09:16] students who are at or look at the data for the students who are some risk and high risk and how we can best support [2:09:22] them um that one idea that we have is looking at Flex time and trying to pull [2:09:27] students maybe for a six week period where we're practicing some of those same skills from the actual course [2:09:32] during that Flex block I think that's it that's great thank you sure before we [2:09:38] pause for questions I just have to say these three are amazing and I am so lucky I get to work alongside of them [2:09:44] they live our mission and vision every day and night night because I get emails from them at night and in the morning [2:09:52] and I just can't tell you enough how inspiring it is to work with Educators like this and it really does go across [2:09:57] the system the teachers are doing amazing things but these three leaders are pretty outstanding so what questions [2:10:03] do you have Dr Shaw yes um thank you for the [2:10:09] presentation um I do I was really excited we got to see a lot of this work in person over at Cornelia and so Sandy [2:10:16] thank you for um showing us that with our legislators was it last week or the week before it was amazing to see it in [2:10:23] practice so thank you um I do have some questions about the high school um I'm [2:10:28] hoping you can kind of help me can you remind me will the ninth graders and I guess 10th graders also be tested again [2:10:35] in the spring is that so they're tested more than once we're going to screen them in the winter we already have dates [2:10:41] set okay for the winter window sorry the winter window and the spring window okay [2:10:47] um and how do you students know where they're at how is that information shared with students and families um [2:10:54] that's a great question I think that's something a process that we probably need to work on at the high school students were told when they were being [2:11:00] screened for fastbridge um that typic you know this is what the window is I think the window just closed it was [2:11:07] right early October and that a week after that their reports would be uploaded to the portal so right now they [2:11:12] at least know they can access the data there um in terms of like how do you look at it and the same way that I might [2:11:19] view my own kids data right at the elementary school I think that's a process we could we could talk about [2:11:24] further so is that Bethy I guess is there a plan to put communication in place for families to understand the [2:11:31] results of that data we've been working really hard on that plan actually and so what we landed we've been working with [2:11:37] principles um first I just want to say to Sarah's Point too it it's really important that the Educators have a chance to understand the data and and [2:11:43] really before we move into that next step of involving in the students in a certain certain way to know how to do [2:11:49] that and so given that it was brand new last year um I think we're we're positioned now to start those [2:11:55] conversations but in elementary we started with um looking through the reports and trying to figure out exactly [2:12:01] what we should do and we landed on posting the scores online with some communication from Greg and then layered [2:12:07] with the communication from the principles because we know that we tended to read that communication more often um and so then with also on the [2:12:14] portal when parents log in there are some um resource for them to be able to [2:12:19] understand here's there are nice graphs there but then also like how to help at home right so that's where we are at [2:12:25] this point so we'll constantly be collecting feedback and improving that but that's where we are right now okay so that said with that 149 students and [2:12:33] of 9th graders this fall that did not meet Benchmark how are we what's being [2:12:40] done to address those needs and how are families and parents being brought on to that so they understand what's happening [2:12:45] they understand their student maybe having a different experience in their La class and other students how are we [2:12:51] communicating that and helping those 149 students yeah that's a great question I think I think I'll I'll let Sarah speak [2:12:58] to it a little bit too but I think on our end you know that's when we look at the communication of fastbridge we know [2:13:03] that it's new and we know that's ever evolving and so that's something that we definitely need to look at and think more about we know that the teachers are [2:13:09] embracing it and they're finding value in that now we just need to figure out how to bridge that um I don't know if you want to speak more towards how it's [2:13:16] being shared sure I mean I also would say one important piece of that communication is also within those [2:13:22] ninth grade teams so even if we don't have the entire process laid out for what you're suggestion with the parents [2:13:28] what I do know is that we have taken all of the students all those 149 identified [2:13:33] in you know graphs who's at some risk who's at high risk talking about those students with their ninth grade teams [2:13:40] that's the English teacher the government teacher the earth science physical earth science teacher um so [2:13:45] that those that core team has an idea of there are needs um that we should all [2:13:51] look out for right because I can't I don't have the room right in those four classes to help everybody but there's a [2:13:57] heightened awareness then at the teaming level that these students need more support and I know those conversations [2:14:04] are happening um at like parent teacher conferences you know when parents came in last week you know and they're having [2:14:10] those conversations with the English teachers um to the point also of when we were identifying more students again it [2:14:17] wasn't perfect process and we're currently working on protocols like what does it mean to exit the class what does [2:14:23] it mean to add more students to the class um what benchmarks do we need to meet are they just fast Bridge are they [2:14:29] fluency protocol benchmarks are they what your grade is in the nth grade English class we're working on that um [2:14:36] but it was really rewarding to reach out to families um of students that I knew [2:14:41] could slide into the class and have those conversations and out of the 10 you know five came in but the other five [2:14:47] we also had really good discussions um about their student and their learning profile and what it meant to be a [2:14:54] striving reader in the nth grade okay and I have one more question I promise it's my last one and remind me Bethany [2:15:00] do you feel like or does the team at the high school feel like now that we are gathering that data it's kind of upon us [2:15:07] I would think to action on it do you feel as if there are resources so if I'm a teacher and I just got my list and I [2:15:14] have 10 students in my class who are not proficient I am given the resources that I need to address that so that I have [2:15:21] more than just that piece of data but I actually have ways to action it for the better of the student versus collecting [2:15:27] data without an action behind it that's a really good question and one teachers always have right so yes we do right now [2:15:33] we have fast Bridge interventions and we have Aspire resources that bridge to application that's what we have now do we need more yes and so what we're [2:15:40] looking at is we're in curriculum review for tier one and then we're also looking at that list that MD will put out for [2:15:45] elementary but we know for alignment we want to make sure sure we want to see what kind of comes out on that in January and so we're looking at a [2:15:51] curriculum review for not just tier one resources but also tier 2 resources we know there there's a need so yes we have [2:15:57] things and we always can do better okay and I promised that was my last one but I one more I'm just going to say I would [2:16:02] urge you um to really think intentionally about bringing parents [2:16:07] along in this journey maybe sooner than without having everything perfect um because I [2:16:14] think as a parent who didn't get brought on early enough um it makes a big difference right if I if I knew what I [2:16:21] didn't know at that point things could be changed um so I would encourage you to bring families into these [2:16:27] conversations even if we don't have it down pat perfect I think it's important that we bring families into the [2:16:32] conversation sooner rather than later it's a great point Thank you very much and one of our six goals so that's great [2:16:37] thank you Dr gaer no you're good thank you for this report it's really exciting [2:16:42] to see um I have my questions are probably more secondary [2:16:48] um when when it it maybe was a little bit like director Shaw was talking about too like when we have now that we're [2:16:55] getting better at identifying these students and I'm thinking especially secondary when they're having that team [2:17:00] approach um has there been discussion and I wouldn't expect it to be happening this early in the process but discussion [2:17:08] about really watching these students as they you know if you're identified in [2:17:14] sixth grade and we know that you're a struggling reader um [2:17:19] looking at that database of students that we have in sixth grade and kind of digging in a little bit and saying what [2:17:24] are we looking at here is this a student that would benefit from some Avid services do we have some potential um [2:17:31] maybe some undiagnosed dyslexia you know some of that stuff that instruction might fix but some of it might be [2:17:38] there's other things where we can pull in other resources to say we have a pocket of kids who really could benefit [2:17:45] from you know if they're struggling in Reading sometimes that shows up in other classes as well and so I loved how you [2:17:50] said we're talking as a nth grade team and everybody's aware and then the resource piece of so then how do we make [2:17:58] sure that each and every one of those kids that you have or that we've identified as not proficient we [2:18:05] can look for Trends within that group and say how can we pour into those kids [2:18:10] what they might need which maybe it's instruction but maybe it's something [2:18:15] else um so that was more of a comment my question um Sarah have you um is there [2:18:23] as you kind of bridge them to nth grade as you're working in the literacy and the skills um can you talk to a little [2:18:30] bit about how you're weaving in like writing with that process yes um but I would say the focus [2:18:37] has really been more on the reading so when I think when the board change [2:18:43] occurred for the class last winter um the course as I had taught it for two [2:18:49] years prior was very much an isolated reading skills course and so this year what's different is that bridge to [2:18:55] English n I'm still heavily focusing on the reading piece that isn't to say we haven't looked at writing um for sure uh [2:19:03] when they were writing um cerss their you know claim evidence reasoning in nth grade um I was bringing in models from [2:19:10] pieces that we read together so we could identify those you know here's the component of what a good CER looks like [2:19:16] here's how you write a claim so you pick evidence all those fundamentals um but we weren't necessarily taking it to the [2:19:22] writing piece because of the nature of the title of the course no that makes sense and I hope that your position in [2:19:29] this this class evolves as we bring on this comprehensive literacy plan prek [2:19:35] through 12 so by the time two years from now you're seeing kids that maybe got some of that intervention earlier so you [2:19:42] have maybe have less students or different different needs of students so thank you reading data we are already [2:19:48] seeing that with fewer needs at sixth grade than at seventh and eth so we're already seeing the it's not a it's a [2:19:54] trickle up the trickle up effect I guess so that's exciting and I just wanted to comment on the writing piece too with [2:19:59] our tier one curriculum review working Sarah sits on that team also and so thinking about um the opportunities that [2:20:05] are in tier one and then how does that live out in tier two will be really important for that alignment right and I [2:20:10] yeah and then one last comment the the longitudinal piece of these kids like do we see them exit and exit permanently or [2:20:17] are they kind of in and out and in and out it would be kind of interesting to watch so yeah and the longer that we are [2:20:23] able to collect this data the more we can do that and we certainly will that's really important information it's good [2:20:30] sure any other board members great thank you so much for your update appreciate all the hard work [2:20:36] thank you so much thank you thank you [2:20:43] hopefully um next up we have our continuous School Improvement plan process with assistant superintendent Dr [2:20:49] Randy smle and our Concord Elementary Principal Paul [2:20:55] Domer I noticed you smartly entered um right before your discussion instead of [2:21:01] staying the entire evening catch up [2:21:09] on I just want to say last year I was substitute principaling at conquer and [2:21:15] one of the students said why do you look like Mr [2:21:22] Domer clearly it's uh our close shopping experiences [2:21:28] here I did have a student at lunch today ask me um when I've been bald before [2:21:34] this so well good evening superintendent [2:21:39] Stanley uh chair elenberg Schoolboard members community members and staff uh [2:21:44] we are excited to just quickly review tonight with you our process around continuous School Improvement planning [2:21:51] uh We've made some changes to the process that we'll uh review with you um [2:21:57] I want to show just very quickly that um the work we do in continuous School Improvement planning aligns with the [2:22:03] mission the vision strategic initiatives we'll give you an overview of the process uh review a sample goal and [2:22:10] action plan and how we plan on monitoring those site plans I've asked M principal dommer to uh join us here this [2:22:17] evening to talk a little bit about the work that they're doing con at conquer just so you get a feel of how these plans play out at the school [2:22:26] level so our uh mission and vision it's all about alignment and if we're truly [2:22:32] going to meet that Vision which we will uh these continuous School Improvement [2:22:37] plans are our pathway they are a route to help make that happen at the school level there are several slides listed [2:22:45] here uh describing the different um strategic initiatives from strategies a [2:22:51] b c d and e that apply to the continuous [2:22:56] School Improvement planning process or rather how the continuous School Improvement planning process helps us [2:23:02] meet those initiatives so that they transcend through the school system but I will jump ahead since you've had these [2:23:10] to the definition of a school Improvement planning process just so we're all starting with this on the same [2:23:16] page and that is that it is a detailed method for improving academic social emotional and culture and climate [2:23:22] outcomes in a school setting and that word continuous is something we added um [2:23:28] upon Dr Stanley's arrival to really be focused on being responsive and adaptive [2:23:34] to what's working and not working and these are plans that are developed and drafted but certainly can and do change [2:23:41] as the year continues on the plans also represent a way for us [2:23:48] to achieve those District district data metrics goals because our continuous [2:23:54] School Improvement plans and our C dips our continuous Department Improvement plans are then the subset of unpacking [2:24:01] those goals and writing action plans that are going to help meet those District data metric goals so site and [2:24:07] Department goals aligned to those and then professional Learning Community goals or teacher teams goals aligned to [2:24:15] those site goals and then student learning goals are those set by individual teachers in our alternative [2:24:22] compensation model our alt comp model so that diagram is intended to give you a [2:24:28] picture of the flow of the alignment work that we're doing in the [2:24:33] district inside of a site plan we have four components we have smart goals uh smart are specific measurable attainable [2:24:41] results oriented and time bound action plans that's what we actually do the key [2:24:46] indicators of progress those things tell us are we on the trajectory to hit those [2:24:51] goals and how do we know that and then the metrics of performance how we plan to measure our success as it relates to [2:24:59] those goals so uh how do we create that plan at the site level while our teams [2:25:05] take a look at of course the previous work from the uh year before uh they [2:25:11] also then take a look at data metrics and goals at both the district and the site level [2:25:17] uh they do analysis of root cause for persistent barriers to outcome to [2:25:23] outcomes and part of that work is really generating hypotheses about what are the barriers and how could we break through [2:25:30] those barriers and uh we often learn that the longer and deeper that list [2:25:35] gets the more closely we get to what those true barriers are so we do some [2:25:41] work around that they draft their school Improvement plan they solicit feedback around that plan and they continue to [2:25:47] adapt and refine the plan now I have a quiz question for you and the quiz question is which is more culturally [2:25:54] more culturally competent approach a The Continuous School Improvement plan is [2:25:59] created primarily by the building leader or B The Continuous School Improvement plan is collaboratively created with [2:26:06] staff students and families and adopted by every staff [2:26:12] member I I could but it is 920 director gaer so I'm not going [2:26:19] to I I loved your answer of B and B is the correct answer it's the answer that [2:26:25] the principles and our leadership team in fact designed as what they believed [2:26:30] would be a more culturally competent approach to continueous school Improvement the question is if you're [2:26:37] going to have all of that involvement how do you manage all that data and all that information and really make it [2:26:43] meaningful And Timely so that it can truly imp impa the plan that you are [2:26:48] putting together for your school well one of our answers was to really Leverage The Tool thought [2:26:54] exchange uh thought exchange as you know has been used in the district for a while it allows for surveys and allows [2:27:00] for open-ended questions so all of our sites produced a thought exchange survey [2:27:06] for their staff their students and for their um parents and Guardians and as [2:27:14] part of that thought exchange there's an open-ended question so we're just going to review a little bit of the data that [2:27:19] was provided to Mr Domer from his staff at conquered from some of his students [2:27:25] at conquer um from some of his parents and Guardians at conquered that helps [2:27:30] inform to what degree do we feel like this concerete plan is is on track for [2:27:37] aligning to the vision and meeting the goals of what people feel will lead to Student Success so the first set of [2:27:43] responses a little bit hard to read on your screen you have it more clearly um in the slide deck and in the handout but [2:27:51] um these are staff responses and so one of the first questions that was used and not all of the same questions were used [2:27:56] across all the schools they had some uh autonomy in the types of questions they wanted to ask but some of these were [2:28:03] frequently Asked like this question I believe the Improvement plan is connected to the district Vision [2:28:09] interesting to find out what our staff think about that are we on the same [2:28:14] track as the district vision their perception in this case 91% of the conquered staff said agree or strongly [2:28:22] agree that our plans are align to the vision and again it's important to [2:28:27] collect that information about the plans for the next question we asked or [2:28:34] Mr Domer asked I feel that the school's goals align with what I believe is [2:28:39] important for Student Success so again just Gathering that data about their [2:28:44] personal beliefs to really assess that level of Buy in 88% of the staff saying [2:28:50] this this aligns with my core beliefs about what we should be doing in this [2:28:56] school another question the action plans of our CIP seem doable to roll them out [2:29:02] one at a time so it's important to also assess did I click that there we go uh [2:29:09] it's important important to also uh assess to what degree do Staff feel [2:29:16] preped preped to be able to deliver on those plans so again 77% said agree [2:29:22] strongly agree but here's the opportunity to dig in a little bit because you notice there are some in [2:29:27] disagree and there are some in unsure and that's that opportunity to learn [2:29:33] from the staff who don't feel as prepared to deliver on that action plan and do some of that preparation work do [2:29:39] some of that support and Mr domber we can tag team at any point in time so you just jump in when you want to jump in [2:29:45] here and I'll I can speak to that too I I uh my new phrase for professional learning Dr Sam [2:29:53] is this is chunk and Che so we often overfeed our teachers with new learning new initiatives and when you have too [2:29:59] many goals which I know you all know you really have none because you don't have the capacity and the time to do that so [2:30:07] we're really careful with communicating that we're going to pick one little thing at a time and we're going to do it [2:30:12] well and then once that's like in place then we'll go to the next one and it's [2:30:17] okay because we have a long list of brainstormed action plans for the year we likely won't get through all of them [2:30:23] but if we do them well they're going to stick and that's what we're finding with our data is that when we do that and do [2:30:29] it well it sticks thank you I'm going to go to the [2:30:34] next response which is about do I feel welcome in our school so it's really an assessment aimed at culture and climate [2:30:42] for the staff in particular that was one of their three types of goals numeracy literacy and culture and climate I [2:30:47] forgot to say that at the beginning 93% agree or strongly agree I feel welcome [2:30:53] in this school very high rating uh and then we move on to collecting some data [2:30:58] from student responses so a couple of hundred students grades three4 [2:31:03] five yeah uh four and five grades four and five thank you um giving their [2:31:08] feedback about does this uh does the work of the adults transcend to my [2:31:15] experience as a student in this school that's important for us to understand [2:31:20] because we want to know that it is having the impact that is desired from the plan my overall learning experience [2:31:27] at the school has been positive 86% are saying agree strongly agree but again [2:31:32] there are some that aren't sure about that so opportunity for improvement still lies in [2:31:37] there uh the next one uh the school provides me with the support that I need [2:31:43] in a reading so as a developing reader did I feel like I'm getting that support you know as an individual student again [2:31:50] 88% of the students saying agree strongly agree uh a couple of students not [2:31:56] feeling as supported in that one of the things that's really important in um [2:32:01] success in mathematics is the mindset that a student brings to mathematics and we know from the literature that uh [2:32:08] growing and advancing mindset around mathematics correlates with mathematics success so this question takes a look at [2:32:15] how conf ident are you in your math skills which will provide insights to our teachers about where their [2:32:21] confidence levels are um across the fourth and fifth grade [2:32:26] class then let's move on to a couple of parent and guardian responses uh my [2:32:32] children's overall learning experiences at the school has been positive so does that plan from the adults in the school [2:32:38] transcend to the parents and their experience we want to know what their experience has been like 91% strongly [2:32:45] agree and agree uh the school supports my child's social emotional needs [2:32:51] 81% oops 81% strongly agree and agree and then um now we're on to the next fun [2:32:59] part which is oops let me go back I'm clicking too fast the open-ended question and in this case the thought [2:33:05] exchange question was what are your best ideas for improving our school so Mr do I don't know if you want [2:33:12] to speak to this a little bit but I'll turn over yeah this is interesting on all the open-ended questions whether it [2:33:18] was students or parents or staff um there's an AI component which is super helpful because there's probably 60 [2:33:26] Pages worth of comments that you can't always you know go through in real detail but it showed that there's really [2:33:32] a high amount of variability in the ideas um you know which I think is good [2:33:38] right you get that um a lot of the ideas don't necessarily match kids want more recess and you know better lunch and [2:33:45] those things that you know probably is not going to relate directly to some of this stuff but but it's good to know [2:33:50] what they're thinking about um but in general [2:33:57] um parents want to make sure that students are getting the help that they need and students are asking can we [2:34:04] please revisit difficult math concepts it's really interesting because on the on the math phase or on the math slide [2:34:11] there where it ask their confidence in it is a little bit lower in math than it was for reading Although our math MCA [2:34:19] scores were at 82% which is really high um so that's really interesting but it is an advanced curriculum I would say [2:34:26] it's you know by the time they get out of fifth grade they're a year ahead of State Standards um but it's good to know [2:34:33] because it is a it is a rigorous program um a lot of students want to [2:34:39] read more independently which I think is really positive right that's that's a great thing and then social emotional [2:34:46] connections more uh connecting with others they brought up things like a buddy bench um you know being able to [2:34:54] have more connections with each other parents really brought that up too they would love to see buddy classrooms back [2:35:00] we did a lot of that before Co and then things just you kind of forget what you had sometimes and so older grades [2:35:06] meeting with other grades so these are things we've talked about with our leadership team and then we added them [2:35:12] into our CIT plan after we went through everything and then in our last leadership meeting [2:35:18] we are now going through when we're kind of prioritizing all of our action steps what are we going to tackle first what's [2:35:23] our biggest lever in literacy and then we're going to start digging in math uh [2:35:29] probably mid year and then Mark D young uh the great Mark D young assistant principal um he is working with a [2:35:36] committee on the social emotional uh aspects of this and we're doing a lot of great stuff that I know other schools [2:35:42] are are ahead of us on with um character strong and then using a lot of the [2:35:48] lessons for uh Panorama around our two goal areas which are students um identifying [2:35:56] difficult emotions and um you know being able to process those and manage [2:36:03] those thank you Paul um just show you a couple more slides then we'll turn it back for questions um so what's [2:36:09] interesting about this slide is just a capture of who participated so the bottom one says [2:36:16] conquered Elementary staff this was the thought exchange given to staff the numbers on the right say 50 adults [2:36:22] participated so 50 teachers participated they generated 41 best ideas or thoughts [2:36:30] and then they rated those different thoughts so the 50 people rated the 41 [2:36:35] thoughts for a total of 899 ratings so that's the interactive component of it [2:36:41] just reviewing and thinking about what if other people thought about in terms of how to improve our school school and [2:36:46] then if you jump on the one up on top 375 parents Guardians and students [2:36:52] jumped into this conversation generating 327 of their best ideas and almost 9,000 [2:37:00] interactions in those ideas so there's incredible power in opening up the [2:37:05] conversation across the community Through tools like this and as Mr Domer [2:37:11] mentioned one of the levers that the tool has is to do some uh summation of [2:37:18] the themes and the frequency counts using some uh powerful technology but we know that we also have [2:37:26] other schools participating in using the same tool and so I'm going to show you some amazing stats so if we total up all [2:37:33] the other schools to date this year we [2:37:40] have there we go about 1,800 people that have particip [2:37:45] participated in school Improvement conversations via thought exchange and those 1,800 people generated [2:37:53] 1500 plus of their best thoughts or ideas about how to improve our community [2:37:59] schools and each of those thoughts was rated about 25 times which created over [2:38:06] 39,000 interactions with our staff our students and our community what a powerful way to enrich [2:38:14] the conversation about how to make our schools better tomorrow than they were [2:38:19] today it is all about getting the system working at a higher level which is about [2:38:26] people and it's all about alignment and getting all of our people power any pulling in the same [2:38:32] direction tools like this help us identify where we have strengths where [2:38:37] we have commonality and where we have things to work on and so we are super [2:38:43] excited to share a little glimpse of some some of that work that's happening in our schools with a little bit of Mr [2:38:49] Domer stories and some of these slides and with that we will turn it back to our school [2:38:56] board uh with questions thank you both very much um [2:39:01] board members are there questions oh great it's amazing W [2:39:10] yeah I have two questions so don't get too uh jumpy getting out of your chair [2:39:16] um I love the engagement with the staff the community um and students it's just [2:39:23] amazing um question I have is if we have parents students that have [2:39:31] language barriers technology barriers are we reaching out to them to get their [2:39:37] feedback into our school Improvement plans yeah that's a great question so [2:39:43] the first part of that that that I'll share is that um it has a language [2:39:49] translator built into it so people are immediately able to select the language of their choice and then everything is [2:39:56] translated they complete it and then it's translated back so in terms of a language barrier there's some there's [2:40:01] some power in that I would say um part of the work we're trying to do in the [2:40:08] building of a of a cpss Continuum of making our plans more culturally [2:40:15] proficient means that we're on a journey we are um [2:40:21] I would say we've landed in the category of culturally competent I think the next [2:40:26] step is to get to culturally proficient in terms of How We Gather feedback which means specific data that can be [2:40:32] disaggregated that now tells us which specific stakeholders have we heard from [2:40:37] and which haven't we heard from and that can certainly be our next step we took a good jump this year but we have more [2:40:45] work to do that's that's great that's was one thing I was thinking is who have are we [2:40:50] hearing from who are we not hearing from and it's an excellent segue to my next question which is I love the how the [2:40:57] data is Flowing from high level down to um teacher level to Student Learning [2:41:03] goals um I was wondering how our world's [2:41:08] best Workforce goals and achievement and integration goals a lot of those are also in our data metrics plan but there [2:41:14] are some that aren't um are those also integrated in school Improvement plans [2:41:21] and if not are there plans to make sure that we aren't um excluding any of our [2:41:28] districtwide achievement and integration goals yeah that graphic I could probably broaden the language on that that [2:41:34] graphic represents District level goal setting in terms of process but it would be maybe good to be a little more [2:41:41] inclusive of some of that language okay thank you very much that's that's all thank you both thank you for thank you [2:41:47] for coming tonight principal Domer yes we are now going to move on to our [2:41:54] policy review and I'll turn it over to director Nevel thank you chair elenburg um we have four policies up for [2:42:03] discussion this evening on the first one that we're going to talk about is policy [2:42:08] 624 so Dr smel if I could invite you to return um with just going to roll right [2:42:16] forward these are online learning options and Dr smel if you could please [2:42:22] give us just an overview of the updates in this policy sure thank you um uh for [2:42:29] this policy we made a few updates uh we added a little bit of language some additional description to the purpose to [2:42:36] deepen the the description of that uh we wanted to make sure that online that [2:42:42] people are clear that online learning courses and opportunity are still facilitated by classroom teacher so we [2:42:48] know that that's clear in the policy um we did say [2:42:54] that that students can add an online learning course at no cost as long as [2:43:00] that fits in with their current schedule of earning the 14 credits if that goes over and above that then there is a cost [2:43:06] for associated with that we also indicated in the update that the district will provide a multi- lingual [2:43:13] learner support and support for students receiving specialized Education Services we believe that appendix one is [2:43:21] no longer relevant that was used early on in the program but it's something that we could um eliminate at this time [2:43:29] and then we had some language cleanup for consistency purposes in the policy [2:43:34] thank you um we did discuss all of these in our policy committee do any board members have questions that they'd like [2:43:41] to ask yes Janie I just have a point of of clarification so this policy is for [2:43:48] online learning programs outside of Edina that's how I was reading [2:43:54] this is is this supposed to also Encompass Edina virtual [2:44:02] pathway uh this is for online learning options outside of edim okay so this [2:44:08] would be like our Northern Star or Tonka online or something like that okay I just wanted to wanted to be clear that [2:44:15] which what we were talking about cuz all of a sudden I got confused any other [2:44:21] questions all right thank you um NE and thank you Dr smle so if I could invite [2:44:28] director Woodard to join us we'll talk about policies 708 and [2:44:34] 713 um 708 is our expense reimbursement policy 713 is about student [2:44:44] transportation welcome mert good evening uh director Neville [2:44:50] members of the school board so policy 708 regarding employee expense reimbursements this policy was reviewed [2:44:55] and updated last August August of 2022 um there are no substantive changes that [2:45:00] have been discussed the only change is to remove the appendix that refers to uh the paper form of submitting for [2:45:06] expenditures we're moving to an electronic system and so we thought we would update that at this time thank you [2:45:12] any questions about reimbursement fantastic thank you and 713 student [2:45:18] transportation yeah the 2023 legislative session brought forward new legislation requiring school districts to um educate [2:45:25] kindergarten through third grade students on active Transportation safety so um pedestrian training bicycle safety [2:45:31] things of that nature and so we updated our policy to reflect those changes as well as remove some erroneous references [2:45:37] to other safety protocols um throughout the appendices any questions on [2:45:44] Transportation all right thank you so much thank you director Neville and the [2:45:49] policy committee um before we move on to our action items board policy 203 requires us to end our board meetings by [2:45:57] 10:00 I think that might be a tall order and I don't want us to rush through our action items in order to meet that time [2:46:03] frame um so I would like to make a motion to extend our board meeting to 10:30 p.m. um is there a [2:46:11] motion second wait I need a first [2:46:16] so moved so moved there second all those in favor of extending our board meeting [2:46:22] until 10:30 say I I I um the motion has passed and we will extend our board [2:46:28] meeting hopefully not till 10:30 but it gives us till 10:30 thank you sorry [2:46:34] everybody over on the right um moving on to our action items do I have a motion [2:46:39] to approve the administrative recommendation for strategic plan revisions so moved [2:46:46] second outstanding I believe this is you Dr Stanley it is so recommendations and [2:46:54] an overview of suggestions and recommendations were brought to the uh first to a work session and then for [2:47:00] discussion at the last regular board meeting and um before you have the recommendations for the um minor changes [2:47:08] toward the Strategic plan does anyone have any comments on [2:47:13] this um and one uh just one point of clarification and that there are notes [2:47:19] in here but for anyone that doesn't actually read all the detailed notes in our board book um this does call for an [2:47:27] extension of our um strategic plan um for 10 to make it a 10-year plan instead [2:47:33] of a seven-year plan um and um there was a lot of stakeholder input into making [2:47:39] this change including many Community stakeholders the board itself um parent [2:47:44] parents teachers um so this um a lot of this had to do with the timing of the [2:47:50] rolling out of our strategic plan which was I believe the same month that Co hit [2:47:55] um but it's also a very very robust strategic plan and I believe principal Domer um spoke about the fact that um we [2:48:02] want to make sure we're doing stuff well not quickly um and so we are still on track with um all of um the important [2:48:10] items in our strategic plan and I appreciate um Dr Stanley and your team making this recommendation to ensure [2:48:15] that we are able to um get everything um done well for our community so thank you [2:48:23] oh now we have to vote um do we will now vote to approve the administrative recommendations for the Strategic plan [2:48:30] revisions all those in favor say I I anyone opposed uh the motion carries and [2:48:35] the um strategic plan revisions are approved do I have a motion to approve the 2023 2024 superintendent [2:48:42] goals so moved is there a second second Dr [2:48:50] Stanley again um pleased to have the opportunity to bring these for discussion originally in August received [2:48:56] some feedback um provided some clarity on goals specifically related to um [2:49:02] staff culture and climate and their mental health and wellness um updated those goals and uh I presented those [2:49:10] last month and now I'm bringing them before you for final approval questions or comments from board members all those [2:49:18] in favor of approving the 2023 2024 superintendent [2:49:24] goal say I hi anyone opposed the motion passes and the 2023 2024 superintendent [2:49:30] goals are approved do I have a motion to approve the 2023 2024 board goals so [2:49:35] moved is there a second second um these were done in conjunction um with the superintendent goals um and they um took [2:49:44] into consideration many different data points um but they are um very detailed [2:49:49] if people in the community would like to take a look at them and they align with um all the strategies and our strategic [2:49:54] plan in order to support um the work that the district is doing and to support um the uh governance work that [2:50:02] we're doing from a board perspective do any board members have any comments that they would like to make I do yes um I am [2:50:09] just this is great we've seen this this looks phenomenal um and I don't know how [2:50:14] important this is but some we only have one area where we've we have in progress but we actually have more items on this [2:50:22] that are in progress so I didn't want anyone looking at this to say like we haven't made more progress than [2:50:28] we have because there's thank you y thank you and we can um we could even [2:50:34] post an updated one potentially at the next board meeting and stuff like that so yeah well and in year last year we [2:50:41] posted um a midyear report out so maybe we could push it and do it the mid year [2:50:47] report anything else I just wanted to take a moment to thank chair allenburg and vice chair green for all their work [2:50:54] on this um plan and this document so thank you I appreciate it thank you you're welcome um all those in favor of [2:51:01] approving the 2023 2024 board goals say I I the goals are approved we are now [2:51:08] going to move on to um the policies do I have a motion to approve policies to 2 211 408 418 419 424 506 [2:51:21] 509 510 524 628 and 634 so moved is [2:51:28] there a second second I'll turn it over to director Neville thank you um we have [2:51:35] I just want to make a general note regarding this policy these policies and all policies that we disc um discuss at [2:51:43] the board meeting it is close to 10:00 the sleep is on in my computer and I can tell um in some of these policies we're [2:51:51] updating appendices as well as the body of the policy and when that is the case many of these appendices are also [2:51:58] connected with other policies so those updates will follow with the other policies to which they're connected um [2:52:06] other than that there are no changes to these policies since we discussed them at the last board meeting we do have [2:52:13] some additional information on policy 509 that was provided by Dr smel um if [2:52:18] it's all right if I well Dr smel would you like to share the results regarding the question on transfers or I can just [2:52:25] share the summary okay uh there was a question regarding the frequency with [2:52:31] which students May transfer from a choice program into a neighborhood school and how much impact that may or [2:52:38] may not have and so here are the results that Dr smel has um researched there [2:52:45] were three students who transferred out of Normandale to their home school last year and four the previous year there [2:52:53] weren't any transfers out of Highlands last year and four out of Highlands in [2:53:00] 2122 and there were three transfers in from private private schools last year [2:53:06] and 20 the previous year districtwide and that we were coming out [2:53:12] of coid so that's just a different a different type of year so not a concern in any of these cases on class [2:53:19] size great I appreciate that information yeah and are there any other questions [2:53:25] before we approve any of these policies okay um we will now vote to [2:53:32] approve policies 211 408 418 419 424 506 [2:53:37] 509 510 524 628 634 all those in favor say I I anyone opposed um all of those [2:53:46] policies are approved we are now going to move on to board leadership and committee [2:53:52] updates um before I turn it over to Dr Stanley does anyone on the board have a committee [2:53:59] update uh Dr Stanley well I just have a couple of updates and really they are uh [2:54:06] commendations shoutouts so a couple of years ago um or [2:54:11] maybe it was just last year we formed the it is almost [2:54:18] 10:00 Career Technical education advisory committee and actually um Dr [2:54:24] amarie Leland is the one who's really been working closely with that of course jod and Randy have been involved in that [2:54:30] as well and Shannon saver one of our uh teachers at the high school is just [2:54:35] doing such an outstanding job in representing Edina Public Schools on so many levels in this area and I am just [2:54:43] really pleased to announ Anns uh that she was chosen as the 2023 [2:54:49] Techni educator of the year [2:54:55] so this announcement uh went to the Career and Technical education advisory [2:55:01] committee members it says greetings Ed Public Schools Career and Technical education advisory committee members we [2:55:06] are so thrilled to announce that our very own s Shannon sver work-based [2:55:12] learning coordinator in CT e Department co-lead Eddie Dina high school has won [2:55:17] the 2023 Techni educator of the Year award an award like this does not happen [2:55:23] without passion dedication and hours and hours of work in class and out of class [2:55:30] we want to thank Shannon for her leadership and commitment to students and all things steam congratulations [2:55:38] Shannon it is pretty incredible we are we are so proud of her and then I have [2:55:44] one more award that I am just super excited about um and this is for Eric [2:55:54] Hamilton so uh the Min this is from Mt Woodard uh the Minnesota educational [2:55:59] facilities management professionals also known as masmus got to add one of those in there [2:56:06] is a Professional Organization committed to promoting excellence in the operation and care of educational facilities it is [2:56:13] a group of more than n 900 individuals in the areas of facilities grounds health and safety operations for the [2:56:20] Minnesota k12 and higher education organization is a member oriented [2:56:25] problemsolving professional group Committed to Facilities Management each year the organization Awards their [2:56:32] highest honor the educational facilities management professional of the- year [2:56:38] award to a member who exhibits professionalism leadership and service in their career care in life and [2:56:46] director Eric Hamilton was awarded that this [2:56:54] year we are so proud of him we know and there is not a Corner Nook or cranny of [2:57:01] this District that Eric's leadership has has not impacted in really bringing our [2:57:07] facilities um up to that standard we're we're defining excellence and just incredibly proud of him and really [2:57:13] excited about that that's amazing thank you for sharing those with us Dr Stanley though [2:57:19] I'm not surprised so sh Ellenberg may I say something really quick shout out I [2:57:25] would like to also say thank you to Dr Stanley and her team for the community [2:57:31] safety conversation that we were able to be a part of um hats off to there were [2:57:38] all of the principles were there all of your cabinet was there uh Daphne Edwards [2:57:44] Jody remsing you um Natasha Mont Staley did a phenomenal job um talking about [2:57:52] topics that are top of mind for families and parents and um I think all of you [2:57:58] over there and you Dr Stanley for your leadership um it was well attended and [2:58:04] if people are interested in watching it they can always catch a recording of it but I thank you for your leadership in [2:58:09] that and um job well done thanks so much for that pleas [2:58:15] did they did an amazing job and there's still time to participate in a thought exchange so if you watch the actual um [2:58:24] the actual Community conversations you can come back give some feedback we are watching that data in the thought [2:58:30] exchange and uh plan to use that information as we continue to develop our plan thank you thank you both okay do I [2:58:39] have a motion to adjourn the meeting so moved second oh those in favor of adjourning [2:58:45] say I I I the motion passes and the meeting is [2:59:12] adjourned