I call order the board meeting for Independent School District 531 on May 4th at 6 PM. Can we start with attendance? >> Yep. Jeremy >> here. >> Lisa here. Nadia here. >> David >> here. >> Kelly here. >> Felicia >> here. >> Vision. Byron Public Schools, a community of learners committed to making the world a better place. Mission is learn, share, innovate, and inspire. Our priorities is personalized learning in the pursuit of academic excellence, inspire students and staff to develop their character, share their talents and apply their learning and maintain excellence in resource management. Uh any questions on the agenda otherwise I would enter >> motion to approve the agenda as presented. Mr. Chairman, >> second >> motion and a second. All in favor? I >> I >> all opposed. Motion passes. Jen is approved. Brings us to technology presentation. Jen, >> did you do you want the link? >> Yeah. >> Very good. >> Yeah, you have I think you have it in there. There we go. >> Want to hand me the >> Sure. >> Let me drive. I'm gonna fly through this. >> All right. So, um just wanted to talk about year one building the foundation for AI literacy. As you remember last May, um we came the AI task force created their our first AI guidelines. And this is kind of like what happened after the AI guidelines were um adopted. Um but first of all our guidelines were set to build clarity and transparency mostly for our students but it also helped with staff too. Um make sure you know one of the things it calls out is attributing and verifying outputs of AI. Um thinking about student data privacy uh teacher guidance as the anchor and then AI support and not a um a shortcut for learning. We also included some connections to our um profile of graduate which you know there's lots of opportunities to definitely enhance that um but as well as shortcut it depending on the instructional design. So the cool thing about our guidelines is it was never an all or nothing um you know it had from AI free meaning we're not utilizing any AI with students to AI empower empowered which is more um you know full integration of AI and uh this can be utilized within a course but then also activities or assignments within a course. So you know this this is probably what really helped um the AI task force really worked with our staff to be like be very transparent of how you want students to use or not use AI. Um so two years in here's what we're seeing. This is year two of our of our survey. So use is growing on both sides of the desk with teachers and with students. Um one of the exciting things is where AI literacy is taught intentionally. Students signals appear stronger and I'll talk a little bit about some stories on that. And then teacher confidence um guiding students is growing where it's intentional. So in some of these areas where teachers are supporting students and help you know integrating AI with students their confidence grows. Um so you use is growing on both sides of the desk. So last year um you know students reported 45% were weekly or daily use. Now they're up to 51%. And then teachers last year TW or 42% never reported never using AI. and now that's down to 23%. And so there's been some intentional things done in our buildings um as well as the district to help teachers kind of understand that foundational um literacy. Um this is just a starting point. It's not the conclusion. It's just kind of where our story is is telling us right now. This is one thing that you know directly um attributes to our guidelines. 67% say they understand the expectations in their classrooms. So that's really good, right? So instead of the red, the yellow, the green, it's the stoplight. Like they understand when they can use it, when they can't. And here's some comments on the on the side. I consider it cheating unless the adult says that it's okay. Teachers will tell you, but they don't. But if they don't say anything, don't use it. So they're kind of building like, do I use it or don't I? which again is our um part of our guideline expectations. So we we're all about really about clarity for year one. This is the exciting thing. So instructional conditions matter. Um our ninth graders are in year two of a pilot. So last year in Mark Stangler's career class, they were had a heavy dose of AI literacy. And now we have in our social studies classes um Mr. Ber and Ryan Todd um see all ninth graders. And so you can see, you know, how students use or site AI. Ninth graders are at 72%. And it's not necessarily all about, you know, citing, you know, APA, um, MLA citations. It's they're utilizing AI in their classrooms and citing their their information. So that's that's kind of exciting. Like again, it's very intentional. And when you see it's intentional, you see that the numbers change. Um how they use it for AI search and research, grammar and writing support, summarize and and reading support. This is just how they responded. Um so here's an example from Mr. Berg. Uh introducing proper usage and citation of AI in the classroom has established solid guard rails on certain assignments. Teaching students the need to adjust the AIO output to make sure it's their it's their own is important. So, we had an activity where students were creating their um you know, their scripts and stuff for an AI assignment and they realized, you know, this doesn't sound like me. If you've ever used AI, you know, it's very mechanical. It doesn't have your voice. And so, you know, students recognized that the AI output didn't sound like them and then they shifted it around and and he was pretty excited to see the products that they developed. Um, and again, it's kind of that that realizing, you know, their voice. Um here's Mr. Todd. Uh the students have been able to create images to make connections with materials in a new and amazing ways through proper use of AI. So he has this kind of fight card poster where you know two candidates are battling it out um for presidency and and what he observed was students spent less time on image creation and more time on depth of content which is the exciting piece. you know, yes, we can create images, but you'll see, for instance, um these are older versions where literally somebody had to crop the head of, you know, Andrew Jackson and put it on some M, you know, big fighter or whatever. And they spent a lot of time doing that, doing these kinds of things where now you can utilize um tools like chatbt, notebook, LM, and create some pretty good graphics for them to use. Um and then Mr. Todd also he is the um post high school planning teacher. So he sees all 11th graders and um this is his voices. I have felt that teaching each student the importance of AI literacy proper use and how it can be used in the real world has allowed better conversations in my classroom. Um, so they talked about prompting, accuracy and bias, deep fakes, privacy, um, human versus AI content, academic integrity, and I really appreciate like the genuine conversations around how to use AI. These are the conversations our students need. And um, you know, definitely he said also the idea of character comes out um, how they can openly discuss it. So, so and 11th grade is moving too. So, citation knowledge from last year to this year um 44% so it nearly tripled in one year and verification habits that's basically analyzing your outputs also doubled um in one year. So again intentional instructional um practice will you know help utilize the better um outputs for um technology. This is a la last Friday I got a a late email from um Mr. Todd and Aaron B Mr. Berg and they're toying around with some instructional tasks and redesigning tasks. And here's an example. They had um previously had an assignment where students had to list the pros and cons of should the US annex the Philippines. And if you look at what you can output, it's pretty good. like it's very polished, but do you know does the students know it's good? >> Is it good? How do you know? So, what is that verification process look like? Um, so before it was kind of they've designed, you know, simple task completion limit. It had limited evidence and now they're asking stronger questions, analyzing evidence and context, explaining reasoning and assumptions and defending your thinking with evidence, which you know, you can create beautiful products now, um, polished final products, and I'm talking amazing products, but do you know what's good? And so, like, what is the evidence of our students thinking? because if they're just going in and saying, you know, um create a pros and cons for should we annex, like there's no thinking at all. >> And so what I love about what our educators are toying with is like how do we re how do we shift this so that we it can amplify their thinking um and measure it. So verification, you know, if we we've seen that the um you know that the use is going up. Verification is the gap. It's basically saying like what is the output of our students work and actually districtwide it fell from 43 to 38%. Um it still signals in 9th grade and 11th grade that it's at the highest but that is some work that we need to continue to work on making sure that when students use AI like they're verifying the outputs whether it's you know bias um wrong information all of that kind of thing. So um another exciting movement is how education educators are going from completely AI free to more of an AI assisted um when we talk about that like districtwide we had 21% of our teachers move there but if you go into the high school it's 53%. Which makes sense because the older the students more likelihood they're going to be using AI. So you know we have to think about different ways of assessing um where teachers are using AI intentionally confidence is guiding students and is beginning to grow and while we'll look on the right side 13% feel very confident um you know that's district-wide at you know what we're noticing if it's at least somewhat confident you know high schools at 53%. we're not completely confident. We're just piloting. We're you know, so it's it's growing those that confidence as um you know, we're guiding students. And so those that is some more work that we you know want to continue. Here's an example of what we offered. The AI task force worked with our buildings on, you know, a array of different um items to help support teachers. Um there was um I actually got called by um the intermediate school. they were working on their DOP goals and how to create more critical thinking assessments and resources and why not use AI. So that was some things that we did. Um we've been having monthly leadership conversations either practicing with you know different prompts or having conversations about thinking and and learning in the age of AI. And then the last thing was um Marie um Kennedy and I um have just completed a K or preK12 um accommodations and modifications with AI with teachers which gives them a foundational literacy of how to use it, how AI works, but then also being able to quickly create things that their um students need to support learning. And so that's pretty exciting. and and we got some great feedback from our primary um teachers last week which was super fun and one of them said how my favorite comment was something about how AI or no how you still make us feel relevant or something like that. I'm like oh my gosh we need teachers more more now than ever um in this age. So yes our teachers are awesome. Um, here's some just examples of professional development needs. Second, secondaries, more clear guidance and student use. Elementary isaries like timesaving strategies. And so, you know, our PD response can't be a one-sizefits-all. And I'll even be honest, I'm I'm really thinking even within our secondary or in our buildings, we might have to think about how we can differentiate personalized learning based on, you know, our our people that are starting to really implement with um students and and whatnot. um met with the AI task force um two weeks ago and you know it's just rapidly changing like what you like it's just changing so fast and it's they're feeling a little overwhelmed and I get it you know because AI is doubling every three months where technology doubles like every two years so if you think a year's time is like 12 years time in computing differences so um now we're in from generative AI. Now we're in um agentic AI where you know you don't just copy paste responses like you can literally have um an agent log into a Google classroom read your assignments submit your assignments you know watch videos participate in a discussion board all on its own. So it is rapidly changing and I think you know we have to be cognizant of making sure our students um understand this because it is going to change the workforce too. That is for sure. Um so when AI can complete many traditional assignments the question shifts from do we how do we prevent misuse to what counts as authentic evidence of student understanding? And for sure secondary is feeling this the most. um 52% have a shift in some assessments. Um so I can certainly see where AI is part of the future, but I also wonder if using AI really helps students critically think. Um that was some feedback in our survey and it's going to come down to instructional design and how we utilize tasks, you know. Um and uh Oops. Oops. This one. No, we didn't. So, here's a few more stories um from the work. I'm not going to read all of these. What our students are saying um seventh grader, it helps me understand the topic, then it's it helps helps me understand the topic. Then it's clear that I should use it. But if it's just giving me the answers and not helping me understand it, then I shouldn't use it, which is pretty darn good for a seventh grader. >> And then I like the 12th grader at the bottom. I think AI destroys human creativity. It's important to understand the way we can use AI as a tool not as a way to replace human thinking which is also very profound. Um so you know I think again the guidelines are coming through and you know how they're thinking about utilizing it. Um what our teachers are saying I really like to be able to use AI to help low-level reading students. I've shown this to Paris and it's helped them too. And then we have a a calculus teacher um that has his students use AI not to get the answer which you could easily do but to utilize it to help them better problem solve the process of learning which is super exciting. Um so where they get stuck and they can problem solve and and try to work it so that they understand that process. And this comment was really profound. Um, I have also had to completely strip students of technology from assignments to make sure they cannot use it to cheat. And I think this is, you know, AI doesn't replace teacher judgment. It raises the stakes for it. Um, for them knowing when to use AI, when to limit it, when to remove it entirely is not resistance. It's it's the professional practice. But on the other side of the coin, our students must also learn that same judgment when AI adds value, when it creates risk, and when it shouldn't be used at all. So, some signals outside of Byron. Uh, so our guidelines were posted last year. Um, MSBA, Minnesota school boards, um, just published their model AI um, policy. It was, I don't know, like 20 pages or something like that. is like the biggest policy that they've ever you know published and but in that it kind of had like a a continuum for what does it look like for AI literacy from K5 to 912 K5 we don't want them in chat bots we're very clear about that um but you know they're very cognizant kids are talking to Alexa they know when things seem AI generated or not so um just thinking about like how how does this continuum work to you thinking about the broader workforce and and and that kind of thing. Um the U the US Department of Labor also published their AI literacy framework. Here's the key um items there and you know the signals are saying basically um you know we need to create a baseline for every learner. Um every learner needs a baseline in AI literacy, judgment and responsible use before they leave formal education. There's a lot of conversations, you know, in K12 and higher ed. Um, but like I said, as things are rapidly changing, how do we make sure our students are competitive, I guess, in um the workforce and and that kind of thing. So, that is telling us one year built clarity um where AI is taught intentionally, the signals appear stronger. Secondary and elementary require their own development uh lens. um we need to differentiate that for professional development. Teacher use is growing, confidence is growing where use is intentional especially with students and secondary is basically feeling the pressure um the design challenge of how to ensure AI present classrooms you know still provide uh authentic evidence of thinking. So here's some questions just to ponder. Um, our data shows that become um what becomes possible when a full grade level receives systemic AI literacy instruction. How do we move that from a bright spot to a through line? Um, our profile of graduate describes a student Byron wants to send into the world. How does AI fit along that portrait? And then how do we ensure AI expands what students can do without replacing thinking, judgment, and human learning that we most want to develop. And by the way, AI literacy isn't a one-time class like like this, as I've been sharing, it's changing. So, it's like an evolution. It's Yeah. So, so um with that, I didn't know if we want to open up to conversation, if you want to ask me any questions. >> It's a lot. >> Yeah. >> How are some of the other schools using AI? Um, well, I know of a few that have published their guidelines and there is some really cool STEM kinds of projects, you know, because we haven't even get gotten into like coding vibe coding. Um, you know, we're pretty much at the the beginning of our story, but there are some amazing things of students creating and designing things for, you know, their communities. Um, I will say, you know, right now I feel pretty good. When I look regionally, I don't know how many districts are doing anything except for I don't know, have you heard about Redwing? >> Redwing. So, one of their alums is from Nvidia and gave them $3 million to embed, you know, AI literacy in their um, instruction. So, they will be moving and shaking. I mean, $3 million is a great incentive. Um but they, you know, they're definitely, you know, I don't know where they are with their guidelines yet. I don't know if they've implemented um what where they are. They're at the beginning stages. Um so I really feel, like I said, right now where we are, I think it's a good good starting point, but it definitely isn't our end game. >> So long-winded answer to your question. >> That's a good question. I have one more question for um how can um AI help some of the special ed students? >> So special ed students, it's really um wonderful and Maria and I have had a lot of conversations like they can selfaccommodate. you know, if if you have a a text, per se, and it's at a let's say I I'm a ninth grade reading level and this text is, you know, a 12th grade reading level, you can have it accommodate for you, import it and adjust the reading um the reading ability in that text. Um, so that's one example. I mean, the imagery and and that kind of thing, creating an analogies, um, it definitely, you know, changing language. You know, if we have students that aren't English speaking, it can auto translate for them. Um there's Yeah, there's it's it's really I mean that it's just opens the door to opportunities, I guess. >> Does MSBA have policies coming down the pipeline? Do we know? Like, >> yeah, there's a model one that's out there um that just released. Okay. >> And when I cross compare like it's pretty like there I mean it's not like we're behind too too much. I mean they have a lot in there. Um I think it's just the thought of that through line you know to make sure that our that we're not leaving AI literacy to chance. I guess >> I have one more question. I'm so sorry. Um so how much does it cost to keep up with the the fast pace of the ever the evolution of AI? Um so within Byron um we have Google Workspace as you all know and with our licensing we have um a a um higher uh model of Gemini which is Google's chat GPT right and so that allows educators to use kind of a pro version which is really nice um it's not the pro pro version, but it's still something, you know, um because it is expensive to, you know, get some of these subscriptions. Um, so that's good. And the other thing I like about the Google Workspace is it's under our umbrella, so they will not use that data to train other models. It's furba, you know, um, uh, protected. I haven't shared with ST like I want staff to just pause a little bit before putting information but it is protected which is much better than going to some of these other chat bots too. So, it's it probably isn't as advanced in my opinion as chatbt claude. Um, but it's it's really good for, you know, where we were just a year ago and how bad it was. And some of these other tools like notebook is amazing for teachers and to accommodate, you know, resources. One of the things that I noticed about chat GPT, I just recently, I've always heard about it, but as a college student myself, I didn't want to use it. Recently I wanted to see what its capabilities were and in in comparison with Gemini I found that chat GPT is biased in its yes >> in the way it replies. So it was it was interesting because I found myself arguing with chat GBT. >> So I prefer Gemini. >> Yeah they have done a little bit train better training you know under Gemini for that reason. um you know especially in inside the K12 umbrella like you know Chachi BT is everything so you also get the bias stuff where there are some you know more guard rails within Gemini so >> adding more and more AI into everything does it does it hurt our infrastructure in any way is it gonna make us technology sooner. >> Well, you know, and that's kind of the infrastructure planning, right? Like it's going to take more data. It's going to take more bandwidth. So, you know, some of the planning for um you know, the referendum planning is just going to help help with this as well. Some of the security side, you know, they now have AI generated, you know, cameras and all sorts of things. I just I think about at home I have a a Furbo and it like you know it can alert you when the dog's barking and stuff. I mean that's AI generated. So but we got to be careful about some of that stuff because there can also be bias built into that. Um so yes we still need our infrastructure to be able to handle that because it does take more capacity and more bandwidth for that too. I was just say I feel like you're striking a really good balance of keeping up with innovative cutting edge technology that we, you know, we all need to know how to use, but also um keeping it safe. And I love that you talk about privacy and security and discernment. I think that's well done. Well, that's our teachers, you know, and that's that's the conversations we need to continue to have. So >> question uh you mentioned that teachers are able to use Gemini >> our students >> students can use Gemini >> but because but for the most part they're using their GPS or whatever they have >> no we've we've you know I mean students they might have choices but we're trying to get our teachers if they are going to use any chatbot in you know education to use the Google one >> um just because it is protected more but if students have catch PT on their phones you know that's kind of a challenge I guess so >> so we are directing them that way >> right so with um kind of loading the system Gemini using Gemini our teachers maybe students as well will that hit our comput >> say that again >> will that impact the cost for our comput >> um well you know like the more AI you use you know you're going to need more bandwidth So we'll be looking at new devices for teachers. We're looking at new access points that can go to the next level of you know so it it does you know and that's kind of the preparation for that >> right so I work with a lot of data type stuff that uses >> where we actually have to pay for >> for that ability to process information. >> Yeah. And that can add up to substantial costs. >> Well, one of the things that you know I would say possibly a goal for next year >> because you know it can analyze you can use any chatbot to analyze a a relatively small sample of data. >> It's when you get into you know the bigger samples is where you're probably seeing that. Um, but I also think there might be opportunities for us to think differently about operationally. You know, what things could potentially be outsourced to AI versus not, you know, >> so that's something, but we haven't, you know, that might be a good goal for for next year. >> Um, thank you. And then I think you mentioned that that this is the beginning of what we can do, right? And we need to think about how our students can just and women's father's literacy and attribution and have have um changes to whatever's help with the just adjusting and learning the material but also how can we expand to that next level students creating stuff using the coding tools like incorporating some of that into giving them the momentum that >> yeah I see where you're Because when I think about it's so hard to predict the workforce, I'll be honest. >> But if we could give the tools, the right tools and understanding like I almost see this entrepreneurial mindset where students can create businesses solving problems, but you know, again, that's kind of a continuum. Um, we have a teacher. It's kind of exciting. Um, Jordan Lee, who is a seventh grade teachers on our task force, he got accepted into the Mayo. Um, I can't remember what it's called, but he's going to be working with with doctors and researchers and AI in the science field. So, it's kind of opening that like what does it look like in an applied experience of what AI looks like. So, that's super exciting. Um, and it's hard because you know, um, that's probably the next phase is like here's, you know, the traditional prompting, but like vibe coding and and coding is and the content that you can create is just it it it's mind-blowing. It really is. And so how do we keep that evolution which which is hard you know because everybody's at a different pace and it's like how do you people that are ready to go get them you know to that next level and then you know kind of just moving the district forward. So >> any other questions? >> Nothing else. All right. Thank you. >> All right. appreciate all you're doing. >> All right, moving on to the administrative reports. Were there any questions on any of the administrative reports? >> Thank you. >> No questions. um that jumped out to me that I think um people will be happy to see if we approve these is that in the um middle school sports it doesn't look like we'll be cutting next year um in middle for the middle school grades which would be a change. >> Yeah, and I can um thanks for pointing that one out, Alicia. I think um as we have been working through budget planning for next year um and we were talking about what were some of the the pain points that I think we when I say we I'm talking about myself that I heard most about um for the past couple of months administrators including myself and the rest of the leadership team we've just been putting things on a list you know it's like hey if if we could bring things back what would what would it look like? And um and so we've been going through that list just kind of little by little and some cases there were changes made where as a leadership team we said you know what this was this is good that this went away. This was inefficient and it didn't make sense and you know the structure that we have now is really tight and it's it's doing what we want it to. Um, but this uh the middle school cutting um at the activities um I wasn't obviously part of the decision for that and I'm I'm not going to go back and say that it was a bad decision at the time or whatever, but I think um as a leadership team, we felt like we're in a position now where we want to make sure that we give especially those middle school kids as they're trying to figure out where they belong and >> and uh find new people to meet. heaven forbid they get outside of their comfort zones, right? Um that this provides another avenue where kids can get involved. So, I will just point out one of the tail ends that we um that we're still working to figure out is, you know, based on the few sports that there were cuts made at the middle school level. You know, how do we staff those appropriately so that the kids not only can participate but then that we we can be safe at the same time. So, um, but at this point in the planning, we do feel good about saying, you know, we won't cut kids that are in those sports. So, thank you for pointing that out. >> That's great. >> Thank you. >> Yeah. >> Anything else on the administrative reports? >> All right, we'll move on to discussion items. Superintendent report. >> Okay. Well, first off, thanks everybody or at least four of you for showing up tonight. But uh later um so this this report now is is just a little bit dated but um a couple of things that I would really want to highlight is um later on we're going to talk about this achievement integration plan. Um I have continued to meet with the cooperative group which is Byron and every district around Rochester including representatives from Rochester and um in years past or in a ANI plans in the past there was an active goal that Byron schools and all the other schools but I'm just going to talk about Byron um that Byron schools sends kids to Rochester's CEK program and for a day and time when you weren't worried about the number of kids walking through your doors. That was probably a good plan. Um but as I've worked with the cooperative, one of the um Rochester of course is very eager for that plan to continue. Um but I voiced I voiced at least the concern of the smaller districts where um we we would have major concerns about actively trying to send our kids to other places. um not trying to create an us versus them but just avoicing this is one issue with this goal that has been in place for the past eight or nine years on this plan. Um the cooperative is going to take the next year and again we'll talk a little bit more about this but um it's going to take the next year to design a a cooperative plan about how to do integration which is one of the expectations of the grant. Um and I think we have a lot of innovative ideas. One of them is maybe that there's a grace number of seats that pass between us. So, for example, you know, if Byron sends six kids to CEK and the grace number of seats was 10, that we aren't we aren't docked those six seats. But it's just like we we grant these seats and life goes on and we don't necessarily account for the change of enrollment between districts and we're good. because Rochester might have a really great building like CEK that offers some innovative programs and enough staffing to where those are going year over year or semester over semester, but and I know this because I worked in Rochester, the part that Rochester doesn't have are innovative concurrent enrollment programs. So like when I'm saying concurrent enrollment classes, these are high school courses that are taught in high schools but count for college credit. This is not AP. That's a different thing than concurrent enrollment. But um Rochester public schools traditionally has very few, shockingly few of these concurrent enrollment classes, but all of the districts around Rochester have tons of different offerings. Um and believe it or not, Byron Public Schools offers twice as many concurrent enrollment classes as Rochester Public Schools does, just to kind of show you the disparity that's there. >> And um and Dr. Kell and his his leadership team have been trying to find ways to enhance this because they don't want to they want to stop the bleeding to RCTC and other PSO as much as possible and the concurrent enrollment is one way to stick to to keep kids in the door and so um this is a place where we have a comparative advantage on the concurrent enrollment whereas Rochester's comparative advantage on some CTE things so I think there's some some really unique opportunities to collaborate and cooperate there So, um, beyond that, uh, a couple of these things are very dated, but the, um, emergency mapping work, um, during spring break, um, we, well, I should say last summer, we received a grant as part of being in Homestead County that Homestead County Emergency Management Services was able to map places that are most likely to be susceptible to like an armed intruder. And um not necessarily because we're it happens a lot, but I think because it's very public when it happens at a school. Um all the schools in all of the counties that get this grant end up rising to the top of the list. And so they contract with a company that comes in and they are mapping every square inch of all of the facilities. And I had the distinct pleasure of walking around with the associate for an entire day. I had the wrong shoes on that day. I thought it was just I kind of hand them a key and say call me if you need me. But no, that was not how it went. Um but I can say that um well last week um two weeks ago, sorry. Officer Dirks and I attended a tabletop session with this company and they um they had maps of a couple of the schools and we we did a tabletop with at Pine Island High School Middle School and they just had this huge table and one of these maps which is just a gorgeous map super clear and walked us through um a really unique scenario that I had never encountered before and it brought out a lot of places that the scenario area planning and the drilling that we miss as school folks. And so, um, I made a copy of it and I'm going to try it out with the leadership team tomorrow. So, we'll see how it goes. But, um, so that emergency mapping, um, we end up having these really beautiful maps for every single one of our buildings. Um, and I'm going to work with the leadership team to make sure that, um, the buildings have their maps, but then we also have copies of the maps here so that we can we can use those as needed. So, That's my report. >> Any questions or any questions for >> Were those was the mapping um created by human intelligence or >> Good question. It's um I I can't speak to their process, but I do know that it starts like with a satellite view and then they they superimpose um the like all where all the rooms are at. And so they number all the rooms. They have where the fire extinguishers are, the roof access, where the cameras are, where the cameras are facing, where they aren't facing. >> I mean, it's just >> it's um if I if I had my laptop hooked up, I might be able to pull one up, but I don't think I actually I do. >> Give me one second here. I can pull it up just so you can see what the map looks like because it's kind of unique. And the purpose of the map would be for our teachers to have like a very good view of what to do and how to do it. >> The So these maps are shared not only with the district, but they're shared with all of the emergency responders in the area. So then when uh um when they come to help us, they just >> um Oops. This is high school >> and that that map cannot be accessed uh by >> no anybody that I mean it's just emergency services. So this is what the map ends up looking like and I can't I'll find my anyway and you can zoom in. Let's see if I can get this quickly. Sorry. So, this is ultra high resolution. This one didn't This one was the draft, so it doesn't have all the cameras on it, but you can just see like um and this is the intermediate school here. Mhm. >> So the idea is that um and then they have this grid map is the same grid map that they use. So if you if you went and took a bigger map of this area like the same these grids would line up with the grids of the other maps that they're using all at the same time. So it's like they they all are kind of like uh connected or if that's not the right word, but you get what I'm saying. Same scale. >> Thank you. >> Same scale and then the grid is the same as well >> across. So >> anyway, emergency mapping. >> Really exciting. >> It was It was kind of exciting. >> All right. Any other questions for Nate? All right. We will move on to finance update. >> Okay. So, these numbers are through the end of March. Um, kind of hard to believe because we're already in May, so here we are. Um, revenues are tracking appropriately for where we're at in the year. Um, nothing really much to say there. Um, we get down into our expenditures by program. So, March, of course, is 75% of our fiscal year. Um, but that's not quite the whole story because our salaries are, you know, we have July and August that get coded back to this year. So, we've got two of those that will go in afterwards. Um, so ideally what we want is to be right around the 65ish% total expenditures and we're at 62.74. So, everything is tracking really fantastically at this point. We're tracking right on pace to be actually below budget. >> Great. >> On a lot of our expenditures. Um if you want to look at it and see like the salaries and wages there, you compare that with the uh benefits with a 04% difference. That means that our our fringe benefits and everything are lining up appropriately with our salaries, which is a good thing. Um, of course I did run this through AI >> because I look at it I'm like, "Hey, this looks really good, >> right?" And it's not like we can call up another finance director, say, "Hey, look at my financials and tell me what you think." They don't know what's going on in the district, >> right? But you can tell AI to look at look at this through the lens of a Minnesota school finance official >> knowing that we have the payroll approvals at the end of the year >> and it'll tell you how things are are looking and it's just we're looking really really good and very strong financial situation. So >> I like getting that uh extra little bit of reassurance that I'm not just looking at going, "Hey, we're doing good, >> right?" >> You know, I like that. unbiased opinion. I did run it through G through Gemini and Chad GT. >> Great. >> Great. Thank you. >> Thanks. >> Any questions for Sean? >> Awesome. I go through all your your ones. Look at the graphs if you want. Does anyone need to I will when I'm going to sleep tonight. >> We went through them last. >> I like making the graphs for you guys because sometimes it's just easier to look at the graph and you can just take a quick snapshot of it and see what's see what's there instead of >> trying to sort through the the numbers. Perfect. >> Thank you, Sean. >> Yep. Um on to review of the 2627 draft of the handbooks. Are there any questions on any of my handbooks? >> No, sorry, I should have waited to bring that up. >> Once again, um just note that you know the handbooks um when you when you adopt those as as handbooks in a in a very real sense, those those become very similar to the policies that are in all of our policy series. So, um, the reason that that the administration comes to you to to approve those is because they they have kind of that same effect. So, the rules and standards and expectations and plans that are in there have the same effect as as the policies. >> I did find one very nitpicky um language suggestion in the primary school on page 41. At the top it says all disciplinary measures will be under the guise of the building administration. >> That's the wrong word. >> Guidance. Yeah, I thought so. I thought so. >> Yeah. >> Okay. >> Thanks. >> Anything else on the handbooks? Any further discussion? All right. We will move on to the board retreat date now. >> Yeah. One quick question. And then do you think it's at the would it be at the May board meeting the second May board meeting that we would approve these handbooks or is that in June? >> Oh okay. >> Perfect. Thank you. Anyway, in the event you end up reading through them and you find other weird things, you know, but these these are coming back again in a couple weeks. So, okay. Sorry. Yeah. Board retreat date. So, I'd love to I'd love to get us committed to a date. I know we were if as I recall we were talking a little bit in June maybe as was the last um the last I thought we were we were discussing um to set uh to set some time. Is that right? Or did that April 6 say that July 27th was the date that was working from 5:30 to 7:30. Okay. >> To switch back June 1st. Yeah, >> that's right. >> Yeah. >> July 27th and the backup of June 1st, >> which is okay. >> Sorry. >> No, you're okay. It's not your fault. >> Amanda, you're okay. And those are both nights of meetings in >> Well, the Well, the June Sorry, the Oh, no. That would be right. I'm sorry. I thought there were five Mondays in July. Never mind. I >> Well, I was going to say that I think originally I thought June 1 would be best for me where everybody else was in in July and I kind of have to like lean towards that now to just because I'll be brand new in my job and I don't want to um take off time right away. >> So, you're saying June 1st? >> Would I would No, I would July 27th would probably give me more time to get under my belt. That's what I have in my notes. >> Okay. Okay. I said Carrie would not may not be available for June 1st. >> Oh, and then July 27th was the one that all everybody said they were kind of Yeah, that's great. Okay, perfect. Um, anyway, uh, a couple of the things that, and this is more just pencil stuff or brainstorm things. Um, I know at one point in time you all had been going through a very exciting journey through the board handbook. Um, so I think uh it would be a good time that we could make a plan for maybe starting to go through it there and seeing I don't know how I I know Ann bookmarked where you guys where everybody left off but we could see how much is left and maybe we could tackle the rest of it there or we could make a plan to have it tackled and squared away so that you guys you all can take action on it um before um before January where we would have uh potentially new board members coming out online. >> Um >> I think sorry. >> I think it'd be great to try to have it done by fall so if candidates have a chance through it. >> Oh, that's a good point. Yeah. >> And I don't I I don't know how much was left. Do you have just a sense? Don't look anything up, but it's like did we get halfway through it or >> three? And then there were some things we had to circle back on and there was >> okay. It was slow rolling >> but we could pick the pace up I feel like especially on the months where our agendas are smaller. >> Yeah. Okay. >> Perfect. So anyway, I wanted to make a plan for updating the the board um book. I wanted to take um take stock of any lingering feedback that you might have for me um and on the evaluation that maybe you didn't want to share an open board, but that we could talk through and and work on setting some goals for myself. Um and then if there was any um I have a couple of ideas of some lingering training. Um, again just hitting hitting the importance and uh, kudos to you all for you've really done a great job of existing in the guidance stuff and um, and I know that I can only imagine how difficult that could be at sometimes. So, thanks for that. But there's always some more work and talking and teamwork that we can we can build around that. So, those are kind of the three things on that are at top of my head. Um, were there things from you all that when you think of board retreat, boy, it'd be nice if we spent some time >> doing this thing or or that thing. >> Give us good. >> Okay. >> All right. Well, we obviously have some time to set it. So, if if you end up feeling sheepish about sharing that here, that's fine. Just send me a note. Um, or if you um wake up in the middle of the night started by a really great idea, send it to me an email because I won't get notified by it until I get to the office the next day. Um, but but I want to make sure that if there is something that you think, hey, we really could use some work on this. I want to make sure that your voice is heard and so that this is as meaningful for you as possible. So, okay. July 27th. Thank you. >> Perfect. Any other questions or comments about board retreat day? >> No. All right, we will move on to review of the school board calendar for 26 27. >> Okay, so it's time to start thinking about the next school year and remember that we we start our years on July 1 and end on June 30. So anyway, this is kind of laid out. I don't know, Ann, if you wanted to add any cool details to this at all or >> No, the only meeting that we kind of have to wait to set is the canvasing date for the um election because I don't we can't have that meeting until we get the results from the election and then um we'll have to just kind of plan it. So, it'll be a little bit closer to that time frame. There's a window of time we have to do it within and I have that on my calendar. >> Great. So, we'll get it done when we need to, but then we'll have to just determine what time works best. And we would just need a quorum of the board. Um, and it can be a six o'clock meeting or it can be, we've done it in the past one year. We did it at 7:30 in the morning. Board members just because it's a quick meeting. So, it doesn't have to be an all day affair. Usually, it's >> open meeting the closing. >> Yeah. And how many how many spots are open >> per Jeremy, me and Carrie for four years already? >> Over four. >> And that would be the only topic for the election, right? For us. >> Yeah. For this for the that special camping meeting. That would be the only be canvasing and then I just >> unless naughty you'd like to >> you I figured you all would be election >> and then I just kept the meeting schedule um kind of how we typically done it with the first and third Monday or sometimes Tuesday depending on holiday and then in July I did the >> um just the third the one meeting and then the retreat. >> Yeah. But this is also a time if you guys want to do something totally different with it. If you want to go two and fours or one and four or I'm not saying you should not saying you should either >> whatever >> the only request if I may is like adding something adding the schedules of the old committees somewhere is more fashion where it's easy to >> Oh the the community. Yeah. >> Yeah. >> Well that wouldn't be on here though. probably on the school board page. I mean, each of the committees have a page on the website, >> but I wonder if I'm here and I mean, maybe I'm getting inspired to really, but I wonder if there's almost like another tab here. You know, that was like this is the full board and then maybe there's another tab, one for each of like it looks just like this, but for the finance and the facility and the policy and the community or whatever. I don't know. could be an idea >> just for like ease of accessing because >> Thank you. Yeah, right now they're here. >> I just Google Byron Schoolboard facility to find it. >> I did this this day today early today and I couldn't find the actual schedule. >> Got it. Okay. >> I found the the page of the facility but I couldn't get to the schedule and I like had like five or 10 different clicks. >> Got it. >> So that's It takes so much time to put them together. It means that it's not >> so then it's not easily findable. >> Yeah. >> I don't know how many people in public actually look for those cuz I've been in a lot of them in four years and I've yet to have one person >> probably just for our information. Um, any other questions on the schoolboard calendar for 2627? >> Nothing. >> No. >> All right, we will move on to the strategic plan playbook. >> Okay, so um this is to give you a sense of the tools that I'm using now to collect data and to process it. Um, but then and you'll see as you start, and this is maybe a thing for when you're going to bed at night, so it really puts you to bed, but as you get farther down, you'll see that not all of these tabs have a bunch of content in them yet. >> Um, but that you just you're just kind of seeing like what the plan ends up looking like. And so the the the tab I've used the most frequently um has been this empathy interview toolkit. And these are just protocols that as I've been meeting with middle school students, high school students, staff members, and then like tomorrow I'm meeting with the leadership team. These are the protocols, the types of questions I'm asking. And then I just I make a copy of that page and I dump it into my data folder. And then I'm just as people are talking, I'm just taking notes on what they're saying and dumping it in there. So, um, this is more just as a as a way to provide you an update of how the work of of gathering information continues to move forward. Um, you notice that there's a protocol on here for you if I remember right. Maybe I just have you as a I just included you as a leadership team. Anyway, but that um so if you wanted to get kind of a sneak peek as to what your listening session will look like, I think we have that that on the docket for the June um work session. Um those will be the types of questions I'll be asking you just to get your perspective and and feedback. So, um, but this is also to give you a sense of of trying to plan out into the future to see how these things look, how once we grab the data, how we analyze it and plot it on a map to to take it out into the future. So, um, there's a lot of stuff in here right now. Um, so we don't necessarily have to walk through all of it, but more just to give you a sense of the work is happening. So, >> great. in your interview so far, how is how has it looked like profile graduate has been implemented in through everything? >> Yeah. Um most of my time has been spent with uh high school students so far. Um that's they've been the they've been the majority of the respondents. Um they go in a few different ways. um they definitely feel like the profile for graduate skills are much more important than the content area things that they're learning like they are seeing that that stuff is significantly more applicable. um they do feel that um that the consistency with which you know the where a teacher is explicitly saying hey we're doing this thing to help your critical thinking that that that explicit connection is super inconsistent or non-existent at all. >> Okay. But I do think like and it's kind of interesting to know when I'm talking to ninth graders >> versus when I'm talking to the seniors like the seniors they don't I and I think it's just the cortex has changed. Right. >> Right. >> It's like they don't need somebody to explicitly say this is us practicing collaboration. >> Right. Right. >> Whereas the ninth graders are like I wish they'd talk about this more. I don't know what >> anyways. So um uh they also the students have also remarked about that there is a difference of consistency between teachers. So like some teachers >> this is a big thing and even some departments this is a big thing whereas others um it's just kind of it happens and they've said it feels like the teachers are forced to do it at times. Um, which was okay. >> Great. >> Um, >> there's a there's a there's kind of an interesting rub between the high school and the middle school where the middle school they spend a lot of time working on this B portfolio >> and then it's like a message in a bottle. that B portfolio gets tossed out to C and then they start working on this life plan and there's not a lot of and the kids notice that and I can feel like the middle school staff hate the fact that this this thing just kind of gets sent out to see and um they're middle school staff are very poignant very pointed on their feedback about that in particular. So, so there there really are some interesting trends that that come out. A lot of lots of notes. Um, in my staff protocol, I also had an opportunity where staff didn't feel comfortable sharing in front of everybody. They could write on post-it notes. I haven't gone through those post-it notes at all, so I don't exactly know what kind of secrets might be lying in there, but so >> Oh, um, the last thing I'd add, sorry, is um on Friday's uh Byron bulletin, I'm sending out a survey for um families to complete about the profile of graduate. >> So that'll be kind of the family side. >> Um, so sorry. Um, in the past we have struggled getting surveys like people have felt like they didn't know about the survey. >> Yeah. >> Um, so I don't know that we should even necessarily share the link, but I think it would be prudent if we can get on the community social media pages and just say be sure to check school families be sure to check your message from me this week. Um, yeah. And I don't know if you have any other good ideas about how we can help you get responses. Yeah. And I I do know um Jen was planning on dropping it on the on the banner pages of the So >> great, >> but it's the nice part about it is when we analyze all the data, we're going to use artificial intelligence to help us. And so we can give these things their proper weight. So we can say, hey, this data set is coming from this community survey. >> Here was the here was the constraints behind it. Here was the context around it. so that it can it can help us kind of navigate and give it a proper >> analysis. Great. >> Perfect. Any other comments, questions? >> Nothing. All right. Move on to the first reading of policies 807, 529, 620, 903, and 424. >> Okay. So, um, these policies, uh, haven't really, um, these are just we read through them and put them on the agenda. This one, um, with health and safety hasn't changed, but it's talking about, um, this, for example, is a list of trainings that staff receive. Um, just so that we're well aware of risks and dangers of safety. Um and then we also let's see this next one is 529. So um this one uh is just when you have students that have some very distressing uh behavior. And think about it like if you were like a math teacher at the high school, you might not know that Shawn was super violent in his English or his social studies class. And this provides an opportunity or a requirement that we advise staff when um when there's something kind of wild taking place um so they can be on alert. Um I think it's just generally good practice, but um but the policies Um the credit for learning um allows us to award credits for different for different uh this is where our authority to provide credits that aren't earned in Byron public schools. It allows us to transfer those into into what we're doing. Um, frankly, this is a big part of what um when students are enrolling specifically at the high school level, big part of the job the counselors and their their team do when when folks are enrolling from from somewhere else. Let's see. Um, visitors to school policy. So, um, this lays out the rules and expectations for if we're going to have when visitors do come, what what you are expecting us to have implemented at all schools. And this is um where you set the expectation that those of us who need licenses for our jobs have the appropriate license for the job. Um I did have some questions on let's see on the purpose. So the very beginning of it um let me just look at it real quick here. All teachers are employed by the district. Okay. School board that employs a teacher who does not hold a valid teaching license. So do we do we employ people who don't have a valid teaching license? >> No. At least not to teach. >> Okay. So is that I don't know. It just seemed like it was contradictory because if we don't, then why are we talking about it? Um, see itself at risk. The policy does not negate a teacher's duty and responsibility to maintain a current and valid teaching license. >> I don't know. I couldn't wrap my head around. >> That's okay. This this sentence that you're referencing is just is just the advisement that any district that chooses to hire a teacher that doesn't have a proper license from the state of Minnesota does so at its own risk. >> Okay. Okay. So, it has to be in there to cover us basically. Stateard. >> Yeah. It that that like many of the policies that we have are um these things are vetted and created by MSBA. Um, I can appreciate, you know, that, well, yeah, we aren't going to hire a teacher probably that doesn't hold a license. Um, so I can I can see where it's like, well, this seems extra, but >> I'm sure the the lawyer that put the sentence in there was probably charging by word. >> All right. But yeah, no, we um nowadays it's um there are so many controls about when we hire teachers and then when we turn around and report the classes that they're teaching, there are so many controls that if you had a teacher that didn't have a valid license, like all the alarm bells start going off. >> Okay, so >> it's almost like we have to read those policies in pairs. So probably there's a policy that says that teacher check their credentials and we make sure that And if it's not, then we remove that teacher candidate from consideration. >> Yeah. And and your direction on that front then we turn around and then when we are creating our posting and hiring procedures, we create all these checkpoints and barriers to filter out candidates so that by the time we are interviewing people, the only people we're interviewing are the ones that meet the expectations. >> Okay. questions. Any other questions or comments on the policies? >> All right, we'll move on to board presence at graduation. >> All right, so uh graduation is less than a month away, believe it or not. Um and some of us are more excited about that than others. Uh so go us who have graduates. Um anyway, the district students in different ways and so I've been able to connect with uh with Malia um and I for one uh fully endorse and support their method of having a graduation ceremony that is um very respectful, very ceremonial, and also very efficient. Um, and so to that end, it sounds like the tradition has been um, or there I shouldn't say tradition, there's only room for one of you up on the stage to shake hands. >> So, um, in talking around sometimes it's been the the school board chairperson, sometimes it's been the clerk. >> Um, anywh who, I'm I throw this out there as you all can decide. I I don't necessarily have to decide for you. Let me put this right. I'm not going to decide for you, but um but there there absolutely should be one of you that's up on the stage with myself and Malia and I believe there's a one faculty person up there, too. >> Um and the job is real simple. You just shake a hand. >> So, >> do you want to do it? >> I would like to do it. Yeah, I really would because I know a lot of the seniors, >> right? Yeah, I think you should do it. agree with that. >> Anybody opposed? >> Okay, >> Lisa. >> Oh, that's pretty good. Okay, good. Um, >> perfect. That was easy. >> Perfect. >> Um, then we'll go on to the next one. discuss the school year 2728 calendar. >> So, we already have a school year calendar in place for next school year. So, this is the year after that. >> Okay. Now, because I like to be this way in my perk world, I have two school calendars out there at a time. >> Okay. >> Okay. might be a little insane, but the the beauty behind that is it allows families to, you know, if they're planning like once in a-lifetime vacations or whatever, they can now look across two school years and be like, "Well, maybe it lines up better this year or that year or whatever." And so, >> um, anyway, um, rumor has it, I'm looking at you Mayo people, that Mayo people have to kind of put in their PTO super in advance as well. And so I also want to be sensitive to that because if we could get a 2728 calendar out there then that potentially helps our you know our families to be able to not only plan their vacations but be able to take time off and make that work. So anyway that's the spirit with which I'm approaching you about the 2728 calendar. One issue is with it though is that the um the legislature during its last full session approved schools to start on September 1st or after for two years only and next year is the second year of that. >> Okay. So next spring is the next full session of the legislature. It's anybody's guess what happens in November. So, I don't there's not any way to prognosticate what's going to happen. >> If the legislature takes no action, we won't be able to start school until September 7th. >> Okay. If the legislature gives us another, hey, do this for another two years, which I just like make the decision of life or whatever, >> right? Um they're likely they're likely if they follow suit it would be start on September 1st which is like a a Wednesday if I remember right which is kind of odd. Um or there had also been rumors of lobbying to just remove the barrier entirely and schools can start whenever they feel like. >> That's idea >> which is like please make that happen. >> Yes. So the problem on the calendar side though is that in order for us to publish a calendar, >> you know, so one thing I'd be willing to do is we could still publish like I would have you take action on a calendar and publish it, but there would be an enormous disclaimer on the top that says, you know, this is this this calendar is tentative and dependent on actions from and we'll put it on St. Paul and blame them for >> and put put our electeds email addresses there, too. I'm serious. >> Yeah. >> Um now we um Ann has very wisely built a calendar that if we do start on September 1st, we end up having like um there's a pretty traditional winter break. There's ultra traditional spring break and then we're done like the Friday uh the last day of school is the Friday before Memorial Day. >> Oh, nice. >> Good job. >> Yeah. Yeah. >> So anyway, if we start September 7th, basically we have that whole thing except just the it just moves back a week. >> So it's not like it's it gets that much more complex. >> Okay. >> But before we spent any more time on the calendar, I wanted to see if you wanted us to go ahead and try and work to make it so that you would take action on a calendar that would have some asterisks on it and then we could publish it and push it out. or if you would just prefer instead to wait until the end of next year um for the legislature. But again, depending on the makeup of the legislature, it might it's it'd likely be a extended session that would go into June or July. >> I think a large portion of the community would appreciate that. Even if it has the asterisk, they would like to see, okay, this is I can kind of jockey around, but I think it would be a good move. >> I agree. All right. Thank you. >> Any other questions? Any other comments? >> Thanks for bringing it up. >> Perfect. On to action items. So action on the release of tier one, tier 2 probationary staff for 2627 school year. Um this action is a um is a procedural necessity that due to the nature of um tier one and tier 2 and some of the probationary teachers um you you have to terminate their employment so that then they can qualify for the next next license type or their license expires. And so because of the license issue we were just talking about, um, we aren't going to hold a place for them at the table until they get a >> license again. So, >> and are they already aware of this? >> Yes. >> Okay. >> Do we need a motion to adopt the resolution? >> Do we need to read the resolution first? >> You can. It's not required. It's not required. I don't think we need >> I don't think we need to either. >> I have a motion to pass the um resolution as presented. The release of tier one, tier two and probationary staff. >> Second motion in a second. As it's a resolution, it's a roll call vote. Correct. >> Perfect. >> Um so then >> hi Lisa. >> Hi. >> Jeremy. I >> I David. >> Hi, >> Alicia. >> Hi. >> Motion carries. Uh on to action on positions 2627. Um so these are a number of new positions um that we um that I'm asking you to approve. In some cases, we've already extended offers. So in some of this year you're you're kind of ratifying actions that have already been taken place. Um but I um I do really want to highlight that um changes to these programs are taken under great great scrutiny. Um so like in the case of the the FTE positions up at the high school, these are um really due to the increasing enrollment that we've seen at the high school and we're going to continue to see increasing enrollment at the high school for the next um three years. Um and then the general ed pair of professional support for fourth and fifth grade um the the class size per teacher there um is high enough where it's not it's admittedly not a great number but it's not so high that it ends up requiring us to hire two new teachers for both fourth and fifth grade. And so, um, as a leadership team, we we felt like, um, adding general education pairs to both fifth, fourth, and fifth grade will provide some extra hands to help do the work. We recognize that it doesn't drop the class sizes, but um but it seemed it seemed unwise to hire teachers both given the amount of enrollment in fourth and or fifth and sec fourth and fifth grade. >> But then if you look at the enrollment that comes >> third, second, first and beyond like the difference between fourth and third is one of those big steps where it's like 20 kids less or something. So, >> um the primary support position, um assistant principal hack has talked a lot about um needing another set of hands just to help our littlest bears navigate the world. Um there's interventions, there's supervision, there's staff that are out sick. Um and so this um this position adds help to um to our youngest bear cubs and helps us make sure that they're but then also that the staff have the coverage that they need. Um, our eel uh services continue to increase. We have more um students requiring English language learner support services and so um we have uh we have enough kids that it requires like another five. Um I will openly admit that EL teachers are actually harder to find than sped teachers in today's world. And so, um, I don't know if we'll find one, but we have the we have the net out there, and no fishies have been nibbling yet. >> We'll see. And then the last one is um, one of my first acts as superintendent, even though it was technically before I was here, but um, one of the first decisions was to change around a little bit of leadership and administrative positions. Um, and The intent about having the assistant principal position at the primary school was to be ultra sensitive to the budget situation. And so the the shells that I had moved around ended up being budget neutral. Um but in living the in living the world um the assistant principal position at the primary school does the same job as a full principal at any other school. and um it is not right to to artificially kind of put a ceiling on the compensation of of somebody who's doing the full work. So moving that um so we won't have an assistant principal position for the time being at public schools and then that position will change instead to a a principal position. So, >> so the primary school will have the principal well the current that we have assistant principal that position will move into principal and then do will we have another position to help the principal? >> Yes. And that'll be the primary support position. >> Okay. >> Yeah. And this is a um this is a licensed teacher position. So they're they're able to provide instruction intervention support in all sorts of different ways. So each school in our district will have a building principal then. >> Correct. >> Okay. >> And are you interviewing yet? >> That is Wednesday. >> Wednesday. >> And how do these positions fit into the budget? >> Let's see. The um the math is a 100% ad to the budget. Um the egg position we um that ends up qualifying for the CTE levy. So we end up getting rever reimbursed 33%. 25% >> right around 30. >> Okay. 30%. >> Thank you. And then um the sped position qualifies for the sped reimbursement which feels like every other day I hear a different number. 60. >> Yeah. It's uh 50% and then a 44% of crust subsidy. So it comes out to about 70ish 72%. Um >> the other thing about the sped one is like the with sped unlike everywhere else like our kind of our case loads are sort of determined by the needs of the kids. >> And so we were going to have to do that position no matter what just because of the number of of students needing services out there. Um the the general ed support ends up being um ends up being an ad. The primary support position is budget neutral. Um the EO services ends up being um an ad and then the principal position ends up being an ad between the difference of whatever the compensation for the assistant principal is to principal. >> Okay. >> And These numbers celebrate in the new budget, right? >> Well, I haven't got the new budget put together quite yet. >> But we can so we can work them in. >> Yes. >> Any other questions on positions 26 27? >> Motion to approve the new positions for 2627 as requested. >> Second. Motion and a second. All in favor say I. >> I. >> I. >> Motion carries. Uh on to reviewing the open enrollment numbers. Okay. Um so on this one, um we we have we've had grades 6 through 12. Um we've been waiting folks. Um, and right now, um, specifically grades one through five, and if I'm being really precise, grades one, four, and five are already at pretty high numbers. >> Um, at the time being, um, and I just more want to explain the strategy I would advise, and obviously you all can take that for whatever it ends up being worth to you. Um, I would advise keeping grades K through five still open for open enrollment and not immediately placing people on weight list. Um, what we'll do functionally in the office is as open enrollment applications come in, we will we'll hold on to them. We won't immediately assign them or or accept them. And the reason I wouldn't mind holding on to them is that in the event we have some residents that end up moving into Byron this summer. Um, depending on the grade level that they come into, we could use open enrollment to some open enrollment kids. we could let them in >> to help soften the blow if we if we end up needing to hire an additional staff member for that grade level. >> So, for instance, and I don't know anybody who's moving in or whatever, but just as a hypothetical, if we had two first graders move in, those two first graders on their own, I mean, we're now at the place where we maybe should look at doing something different in first grade. Well, if we had another couple first graders sitting on an OE weight list, >> well, then all of a sudden it becomes it becomes significantly more pal palatable for the district to say, "Well, let's add a new section here, >> right?" >> Um, so that's it's it's less about it's more about trying to anticipate residents moving in in the summer than it is. >> Is there something else that I missed? >> No, I mean, I've been putting kids on the wait list because we're at that. >> Yeah, >> we remain a desirable district to move to. >> That's great. That's great. >> It's a good problem to have. >> Great. Do you need a um do we need to vote on this or is this something you can >> keep? If we're keeping it open, then we don't need to make any vote because >> it's status quo. But I'm just >> more just to explain what what is going through my twisted mind on this. Um >> well, it's helpful cuz then if people have questions, right, explain. Yeah. >> Yeah. And again, the people that are going to be at least right now that are going to be most concerned are folks in first, fourth, and fifth grade because those those grade sizes are are larger. >> I think that's a good plan. And just so we're talking first, fourth, and fifth this year that will go to second, fifth, and sixth, correct? Or are we talking school years? >> Yeah. >> Just want to make sure I was hand shaking. No, you're saying >> Oh, sorry. What were you talking about? >> The grade levels right now that are full or for next school year. >> Oh, yes. Sorry. Next year's first, next year's fourth, next year's. I'm sorry. >> I I miser Thank you for clarifying. Sorry. >> Thanks for watching. I was watching two mixed reactions here. So, >> if I'll just go with her. >> All right. Any other questions on the open enrollment numbers? >> I'm I'm looking at the open the the enrollment totals tabs. Um, so we if I'm reading this correctly, right now we have uh 22 32 kids, right? that are currently registered in in campus. That's what that number means. Um and then when I'm comparing that to previous >> sorry 2238 the red number is who >> okay 2238 thank you so when comparing to the previous years right so this this current year we have 2310 >> yeah but then you also have to take into consideration so with the >> potential enrollment so um the EC students we won't have that count for those kiddos until um midsummer, usually sometimes August. And so those numbers will go in um in the count as well. And then um on row 18 of that spreadsheet where you see um students on the data sheet are not in like in or out yet. Those are students um that are not open enrolled students. So they're not students that haven't registered for open enrollment yet. to students who are have indicated that they're moving to the district or they're potentially moving out of the district >> and so um that's where you get the change of the number is the 2232. >> Okay. So, but the 2238 is not really comparable to the previous years just yet because not everybody's >> Yeah, because if you look at the 2526 year and you look at um B19 there where you have the um ECSE number of 42. So that number goes into our our overall all total, but we won't have that number until our um preschool classes start to get registration completed and closer to the school year. >> And and we're looking at 162 seniors leaving and 113 coming in. >> Yeah, we've definitely dropped the >> still some more kids added. I'm just kind of trying to reconcile this, but I understand. So like the 22 38 would probably will go up because of the little kids, right? And will be somewhere closer to at least two to 2,300. Yeah. And then it's just kind of a it's really dependent. Somes we have non-stop traffic through there. People stopping in and registering their kids. They just move. And then some summers we >> have people that we had no clue they were moving. Okay. >> Like Ann just talked to a potential new employee who's interested in a job in the district. They're moving to Byron. Two kids. >> So it's like >> you just never know. It's like a guessing game, >> right? >> But but right now we're kind of on the track to have we're on track to have very similar enrollment numbers to previous couple of years. >> Probably less. >> I would say less. We should anticipate less and then be pleasantly surp if it's less then then accept the kids that are right now the way it is. Okay. Got it. >> And then for clarification so if a Byron family they're going to school here and they move out of the district or they move to Rochester say they have to open enroll. They're not guaranteed to be here. >> Is that all right? Okay. Good question. >> Uh, any other questions on the enrollment numbers? >> Just so you guys know, I'm watching that number very very carefully. >> Good. Thanks. >> Um, what is going to help us as far as revenue for next year is that all of our big bigger class sizes are at 7 through 12 >> where when the state does a calculation, all of those kiddos are 1.2. Okay. So that helps offset at least some of the decline plus the uh change in the formula. So that the adjustment inflation the inflation adjustment they give us is helping kind of keep us at least >> closer. Yeah. A little bit more if we didn't have those two things. >> So middle school this 1.2 um seniors >> the 7th through 12th. All right. Move on to reviewing the FY27 by ANI budget workbook. >> So, um, both this budget workbook and the ANI plan, which is E, they kind of like go together. Um, and for your purposes, the the plan is probably going to be a little bit more helpful, but that budget workbook is just a breakdown of um the cover page is kind of the overall summary. Um, so in total, we'll receive a little over $150,000 for the ANI grant. Um, and then in these different tabs, you see the places that that money is going towards. Um so like um one of our teachers part of their salary and benefits goes there. Um part of the um primary support person is another um part of that person's salary will come out of ANI and then we also are purchasing um the last payment of that wonders curriculum is coming out of here too. So anyway that's just so this chart just shows you all the different places that the money is petting. um the plan and I've never liked the way that they lay out the the plan document. It doesn't to me at least it doesn't make any sense but must make sense to somebody. Anyway, there are three there are three um overarching goals. Um, and so goal number one, and I'm I'm purposely, and you'll see this, I'm purposely aligning the goals as best I can with things that we're doing either in the comprehensive achievement and civic readiness stuff or an ADS goal. It's it's I'm trying to line these things up so that we don't have a million go. We don't have death by goals. >> Yeah. So anyway, goal number one is one of our um our caker goals um which is that um students specifically those who are free and reduced lunch or minority that they'll complete their senior life plans and present those to the peer um to their peers, families and or staff members. Um let's see. Goal number two. Again, sorry about the way that this one I didn't make this one. Goal number two is um this one is one that is more of a standalone thing, but part of what I've been trying to do um and this will come full circle next year is really cement a lot of our HR processes >> um and that our hiring committees um are going to feature staff members that have completed a bias in hiring training um just so that as we're As folks are uh considering people to hire for employment that we have gone through different ways in which we identify our own biases and find ways to to compartmentalize those to the extent possible but then also to work in a productive way so that we aren't unnecessarily biasing candidates. And um and then goal number three is the integration goal that I already talked about which is for the next school year um Byron will be working with Rochester public schools and the other adjacent districts to create an integration goal. So the goal is to create an integration goal which sounds kind of weird but like I said before I think I think we've laid a really great foundation to do something that's both meaningful for students but then also that makes sense for the districts. So anyway, so these these three goals then are in place for the next three fiscal years and then we're just working on these goals and then three and then when I do the comprehensive achievement considered readiness and the MCA I'll also report on the ANI at the same time and then that's these are the these are the new goals for the next three years. Any questions on the A9 plan? >> And before and I want to make sure you know you know yourself because you do take action on this and then this is the last your action is the last thing I need to be able to send it off to get our money. >> I don't have questions. >> Okay. There's no questions and I would entertain a motion. >> Motion to approve the ANI 27 to 29 plan as presented. >> Second. >> Motion and a second. All in favor say I. >> I. >> Did everyone say I? >> Okay. I didn't hear one person. So I just wanted to make sure >> you're all starting to harmonize carries. Uh the A9 plan approved. Um on to the Byron city council update. >> Let's see here. City council was actually a really a neat meeting. I I pulled into the parking lot and it was full. I was like, I don't know what's never a good sign, but actually in this case it was um eight or nine people got awarded by the southeastern Minnesota. >> I left my notes at home. I apologize. But um it was for an incident that happened with a man who was suffering a cardiac um episode out at Oxbow February. And so like they awarded the the very first person on the scene, he called 911. They walked him through how to do CPR and waited, you know, until ambulance came and it was just a welloiled machine. And then they gave out awards for EMTs, first responders, um fire and fire, uh the citizen who was out at Oxbow. It was really cool. Yeah, it's cool. And they stood up with their plaques and, you know, took pictures and and that's in the um the city newsletter. >> And uh let's see, the pool. I can't remember if I did a pool update last time. The pool won't be open until the beginning of July. >> And so it's just kind of a band-aid solution for or soish years. And uh let's see, there will be a stage um they're making uh city council is uh waiting on a grant, a $50,000 grant to see if we get it to build a stage for um the summer concert series. And then it'll also be I mean it's not just going to be used for summer concerts but it'll be out at BCRC um used for summer concerts for buy good neighbor days. And so um the city administrator Al Rotor had everybody come out. I was on vacation but had everybody who's affected like each each um you know the diversity council was out there and uh good neighbor days and all the people that >> are going to be using this stage. So, um, compiled a lot of opinions and >> so, so it's going to be useful for lots of lots of different things. >> So, will it be permanent? >> Yeah. >> Yep. I think it'll have a pergola over the top >> and Yeah. So, I think it'll be good. >> So, all the summer concerts are moving out to BCRC starting in June. >> Okay. >> June 17th, put on your calendar. There's going to be tethered hot air balloon rides, weather permitting. So, um, that's always fun. We have a huge line of kids who want to do that and some adults, too. And, um, the band is Atari, which I'm super excited about. It's 80s band, obviously. It's Atari. So, >> um, and they're a really good band. And then food trucks. >> Cool. That's it. >> Awesome. >> Thanks. >> Thank you. Uh, on to the Zed update. >> Sure. And this is back from April. Um, Zen hosted the guardianship or the supported design making session um for parents with of youth with disabilities as they approach adulthood. Um, Zed hosted the Comet Crunch volleyball tournament and I don't know if anybody's ever been out to that, but that's a really huge ordeal. Um, we were there all weekend. >> Oh, yeah. >> Yep. Uh they also did a joint Cassin Vanderville and Dodge Center Lions Club meeting and that was way back in in March. More current dates though um things that are coming ahead uh Zed activity dates which is the um all the youth from the um sped um groups I think up to eight uh fifth grade um meet out at this year it's going to be in Steuartville. Byron hosted probably about four years ago. This year it's in Steuartville, but it's this Thursday at 10 a.m. >> It's really fun. Y'all should go. Um ALC graduation is on the 27th. Um the time is not listed on my sheet here. So, um and then they have the future sun awards on May 28th. Last day school for that is June 3rd. Um Z summer academy is being held at the Byron Middle School on June 8th through June 12th. And then um the ESY is going to be at Blooming Prairie and Triton um plus from June 9th through the 26th. So uh and then AL ALC summer schools June 8th through 26 as well. A little bit different timings with that. So >> are students that go to the ALC designated by district? Like do we have like Byron students graduating and do we go to >> I don't know if there's anybody. >> Okay. >> I I would have to look. >> Okay. >> Yeah, they do go by they do have um they do go by different districts. I think that our co-op districts, right? The six six schools. So >> Okay. >> Yeah. And the most impressive thing about Zed is that a lot of a lot of people that get out into Zed usually people kind of Think of like when you're in level four, you're kind of there forever. It's kind of like for four is the door to like the eternity. But the wonderful thing about these folks is that they literally work themselves out of a job. And we get a lot of our students coming back to the member districts, which is very impressive, even just one or two, but I think in the last five years, they've had more than a dozen kids return to their member school. So they're Yeah. Great teachers out there. Great program. >> Awesome. Thank you. >> All right. On to the consent agenda. Is there any questions on the consent agenda? >> Motion to approve the consent agenda. >> Second. >> Motion a second. All in favor say I. >> I. >> All right. Motion carries. Uh on to donations. >> All right. So that will read them out. My United Methodist Church, $200 for the Bearpack program. Feeasants Forever, uh, $500 to the high school trap team. And then the following are for the Byron Food Pantry. Sarah Ellswick 88. Kathy Taylor $7. Carrie Champion 3250. Dustin Walker $15. Cody Hosite $40. Lois Pierce $7.40. Jenna Brennan $15. Sarah Farmer $5. Daniel Bro, $10. April change $10. Jacqueline Clint $3. Christy Zitler $5. Julianne Gupta $10. Kelly Cheney $6. Catherine Carlin $5. Angelie Prasad $2. Holly Art $40. Lydia Bardwell Speltz $7.50. Donna Hartstead $150. The Knights of Columbus Council 14460 is $500. Quick trip. $2,000 in gift cards. All of that to the Byron Food Pantry. And then Harvey Berg $1,000 to the Bearpack program and Harvey Berg $1,000 to the Byron Food Pantry. >> Amazing. >> Harvey was a teacher and a long time board member. >> Yeah. Did you >> just or something? >> But it worked. What? Whatever it was, it worked. >> Yeah. Right. Money is money. >> Any questions on the donations at all? >> I make a motion to approve the donations. >> Motion in a second. resolution. Let's call vote. >> Okay. Jeremy, >> hi. >> Lisa, >> hi. >> Nadia, >> hi. >> David, >> hi. >> Alicia, >> hi. >> Kelly, >> I motion carries. Uh, on to information, miscellaneous items. Budget committee meeting on May 18th at 4:30. Uh, and the school board meeting will be on the 18th at 6 PM. Any other questions on anything? Anything else? Anyone wants to add? >> No. >> All right. Brings us on >> uh brings us to our last item. >> Motion to adjurnn. >> Second >> motion and a second. All in favor say I. I