All right, I call to order the board meeting for independent school district 531 on May 4th at 6:00 p.m. Can we start with attendance? >> Mr. Chairman. >> Here. >> Lisa. >> Here. >> Nadia. >> Here. >> David. >> Here. >> Kelly. >> Here. >> Carrie. >> 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 [clears throat] resource management. Uh, any questions on the agenda? >> [snorts] >> Otherwise, I would entertain >> Motion to approve the agenda as presented, Mr. Chairman. >> Second. >> Motion and a second. All in favor? >> Aye. >> All opposed? One abstention. Agenda is approved. Brings us to technology presentation. Jen. >> Did you get the agenda? Do you want the link? >> Yeah. >> Very good. >> Yeah, you have it. I think you have it in there. There we go. Can I hand me that thing? >> Sure. >> Let me drive. >> No. >> I want to fly through this. So All right. So, just wanted to talk about year one building the foundation for AI literacy. As you remember last May, 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 adopted. But first of all, our guidelines were set to build clarity and transparency. Mostly for our students, but it also helped with staff too. 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 a graduate, which, you know, there's a lots of opportunities to definitely enhance that, um, but as well as shortcut it depending on the 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 empowered, 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 2 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 [snorts] 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 our 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 as well as the district to help teachers kind of understand that foundational 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 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 and 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 part of our guideline expectations. So, we were 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 Stingler's career class, they were had a heavy dose of AI literacy and now we have in our social studies classes, um, Mr. Berg and Ryan Todd, um, see all ninth graders and so you can see, you know, how students use or cite AI, ninth graders are at 72% and it's not necessarily all about, you know, citing, you know, APA, 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, summarizing and reading support. This is just how they responded. Um So, here's an example for Mr. Berg, uh introducing proper usage and citation of AI in the classroom has established solid guardrails on certain assignments, teaching students the need to adjust the AI output to make sure it's their that it's their own is important. So, he 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 [snorts] 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 were older versions where literally somebody had to crop the head of, you know, Andrew Jackson and put it on some, you know, um 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 ChatGPT, 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 this is his voice, "As 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, 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 you know, definitely he said also the idea of character comes out, how they can openly discuss it. So, >> [clears throat] >> So, in 11th grade is moving, too. So, citation knowledge from last year to this year, 44%. So, it nearly tripled in 1 year. And verification habits, that's basically analyzing your outputs, also doubled in 1 year. So, again, intentional instructional practice will, you know, help utilize the better outputs for technology. This is a Last Friday, I got a a late email from Mr. Todd and Aaron Berg, Mr. Berg. And they are toying around with some instructional tasks, redesigning tasks. And here's an example. They had 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 does that verification process look like? Um so, before it was kind of they designed, you know, simple task completion. Limit It had limited evidence and now they're asking stronger questions, analyzing evidence in 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 it'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 reach How do we shift this so that we it can amplify their thinking, um, and measure it? So, verification, you know, if we have 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 district-wide it fell from 43 to 38%. Um, it still signals in ninth 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, district-wide, we had 21% of our teachers moved 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 have 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 and you know, what we're noticing if you it's at least somewhat confident, you know, high school's 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 you know, we're guiding students. And so those that is some more work that we you know, we'll want to continue. Here's an example of what we offered. The AI task force worked with our buildings on you know, a bright array of different items to help support teachers. There was I actually got called by 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. 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 Marie Kennedy and I have just completed a K pre-K-12 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 students need to support learning. And so that's pretty exciting and and we got some great feedback from our primary 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 than more now than ever um in this age." So, yes, our teachers are awesome. Um here's some just examples of professional development needs. Secondary Secondary's more clear guidance in student use. Elementary's like time-saving strategies. And so, you know, our PD's response can't be one-size-fits-all. And I'll even be honest, 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 um whatnot. Um Met with the AI task force uh 2 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 3 months. Where technology doubles in like every 2 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. 52% have a shift in some assessments. So I can certainly see where AI is part of the future, but I also wonder if using AI really helps students critically think. 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, did I miss one? No. No, I didn't. So here's a few more stories from the work. I'm not going to read all of these. What our students are saying, 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. So, you know, I think again the guidelines are coming through and you know how they're thinking about utilizing it. 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 parents and it's helped them too. And then we have a calculus teacher 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. So where they get stuck and they can problem solve and and try to work it so that they understand the process. And this comment was really profound. 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. Um 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 uh policy. It was, I don't know, like 20 pages or something like that. It's 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 chatbots. 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 I was just thinking about like how how does this continuum work? So, you know, thinking about the broader workforce and and and that kind of thing. Um the the US Department of Labor also published their AI literacy framework. Here's the key um items there. And, you know, the signals are the same. 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 K-12 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 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 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 and the design challenge of how to ensure AI present classrooms, you know, still provide 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. >> [laughter] >> Like Like this as I've been sharing, it's changing. So, it's like an evolution. It's So, um with that, I didn't know if you want to open up to conversation, if you want to ask me any questions. It's a lot. >> Yeah. [laughter] >> 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, cuz we haven't even get it gotten into like coding, vibe coding. You know, we're pretty much at the the beginning of our story, but there are some amazing things our students creating and designing things for, you know, their communities. 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 if you heard about Red Wing. >> No. >> Red Wing, so one of their alums is from Nvidia and gave them $3 million to embed, you know, AI literacy in their 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 what where they are. They're at the beginning stages. 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. >> It's a good question. I have one more question. For us, how can AI help some of the special ed students? >> So, special ed students, it's really wonderful. Like, and Maria and I have had a lot of conversations. Like, they can self-accommodate. You know, if if you have a text, per se, and it's at a Let's say I'm a ninth grade reading level and this text is, you know, at 12th grade reading level, you can have it accommodate for you. Import it and adjust the reading the reading ability in that text. So, that's one example. I mean, the imagery and and that kind of thing, creating analogies. Um it definitely, you know, changing language, you know, if we have students that aren't English speaking that can auto translate for them. Um there's Yeah, there's it's it's really I mean, that to it's just opens the door to opportunities, I guess. >> Does MSBA have policies coming down the >> I think do we know? [clears throat] Like >> Yeah, there's a model one that's out there on that just released. >> Okay. >> And I cross compare like it's pretty like they're 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. >> Mhm. >> 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 ChatGPT, 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 for the you know, um uh protected. I haven't shared with staff like I didn't 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 chatbots, too. So, it's it probably isn't as advanced, in my opinion, as ChatGPT, 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 ChatGPT, 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 ChatGPT is biased in its >> Yes. >> in the way it replies. So, it was it was interesting cuz I found myself arguing with ChatGPT. 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 K-12 umbrella like, you know, ChatGPT is everything. So, you also get the biased stuff where there are some, you know, more guardrails within Gemini. So. >> Adding more and more AI in everything, does it does it hurt our infrastructure in any way? Is it going to make us new 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. >> Okay. Well, then >> I just I feel like you're striking a really good balance of keeping up with innovative cutting-edge technology that we, you know, are we all need to know how to use, but also keeping it safe. And I love that you talk about privacy and security and discernment and let's say, well done. >> Well, that's our teachers, you know. And that's And that's the conversations we need to continue to have. So, >> Great question. Uh you mentioned that teachers are able to use Gemini. Are students >> Students can use Gemini. >> But but for the most part, they're using their ChatGPT or whatever they call it. >> No, we've we've, you know, >> [gasps] >> 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 ChatGPT 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 our school using the system, Gemini, using Gemini, are teachers able to use it well? Will that hit our compute? >> Say that again? >> Will that impact the cost for our compute? >> 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 the tech stuff that uses where we actually have to pay for for the ability to process information. >> Yeah. >> Um 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 cuz, 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. >> Right. >> 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 our students can not just understand and learn about this literacy and our tuition and how have ChatGPT or whatever other LMS help with the just adjusting and and learning the material, but also how can we expand that that level students creating stuff using the coding tools, which but incorporating some of that into giving them the momentum that >> Yeah. Yeah, I see where you're going cuz 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 teacher, is 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, that's probably the next phase is like here's, you know, the traditional prompting, but like vibe coding and encoding is and the content that you can create is just it it it's my void. 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. >> Thank you. >> Any other questions? >> Nothing else? All right, thank you. >> All right, thank you again. Appreciate all you're doing. >> Let's move this over here. >> Sure, thanks. >> All right, moving on to the administrative reports. Were there any questions on any of the administrative report? Thank you. >> No, 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. In middle school for the middle school grades, which would be a change. >> Yeah, and I can thanks for pointing that one out Alicia. I think as [clears throat] we have been working through budget planning for next year 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 it what would it look like? And and so we've been going through that list just kind of little by little. In some cases there were changes made where as a leadership team we said, you know what? This was this was good that this one 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 the middle school cutting at the activities 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 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 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 keep safe at the same time. So, but at this point in the planning we do feel good about saying, you know, we won't cut kids that are in middle school sports. So, there. Thank you for pointing that out. >> That's great. >> 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. >> [laughter] >> But later So, this this report now is is just a little bit dated, but a couple of things that I would really want to highlight is later on we're going to talk about this achievement integration plan. I have continued to meet with the cooperative group which is Byron and every district around Rochester including representatives from Rochester. And in years past or in A&I 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. That Byron schools sends kids to Rochester's C-Tech 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. But as I've worked with the cooperative, one of the Rochester course is very eager for that plan to continue. But I've voiced I've voiced at least the concern of the smaller districts where we we would have major concerns about actively trying to send our kids to other places. Not trying to create an us versus them, but just a voicing this is one issue with this goal that has been in place for the past 8 or 9 years on this plan. The cooperative is going to take the next year again we'll talk a little bit more about this, but it's going to take the next year to design 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 C-Tech and the grace number of seats was 10, that we aren't we aren't adopting all six seats. That 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 C-Tech 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 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. Mchale and his his leadership team have been trying to find ways to enhance [clears throat] this because they don't want to they want to stop the bleeding to RCTC and other PSEO as much as possible. And the concurrent enrollment is one way to stick to to keep kids in the door. And so this is a place where we have a competitive advantage on the concurrent enrollment, whereas Rochester's competitive advantage on some CTE things. So, I think there's some some really unique opportunities to collaborate and cooperate there. So, um >> [clears throat] >> beyond that, uh Like, 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 Olmsted County that among Olmsted 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 cuz I thought it was just I could have handed them a key and said, "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 2 weeks ago, sorry, Officer Dirks and I attended a tabletop session with this company. And they um they had maps of a couple of 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 scen- a really unique way to run the scenario that I had never encountered before. And it brought out a lot of places that the scenario 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 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 we need it, so. >> Great. >> Yeah. That's very important. >> Any any questions or any questions for Dane? Where those was the mapping um created by human intelligence >> Good question. It's um a 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 it 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. Bear with me a second here. I can pull it up just so you can see what the map looks like cuz it's kind of unique. >> I think 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 a um when they come to help us, we they just >> Mhm. >> Um oops, this is the 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 don't know if I might Anyway, and you can zoom in. See if I can get this quickly. Anyway. 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 And this is the intermediate school here. >> Mhm. >> So, the idea is that 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 that the other maps that they're using all at the same time. So, it's like they they all are kind of like connected or that's not the right word, but you get what I'm saying. >> In the same scale. >> Thank you. Same scale and then the grid is the same as well. >> Mhm. >> Correct. So. Anyway, emergency mapping. Really exciting. It was it was kind of exciting. >> All right. Any questions for Nate? All right. We'll move on to finance update. >> Okay. So, these numbers are through the end of March. Um kind of hard to believe we're already in May, here we are. Um revenue is tracking appropriately for where we're at in the year. Um not 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 of those that will go in afterwards. So, ideally what we want is to be right around the 65-ish percent 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 um actually below budget >> Great. >> on a lot of our expenditures. Um You know, I look at it and see like the salaries and wages there, you compare that with the benefits with a 0.04% difference, that means that our our fringe benefits and everything are lining up appropriately with our salaries, which is a good thing. >> Good. >> Um of course, I did run this through AI. >> Mhm. >> Just good. >> Because [clears throat] I look at it and I'm like, "Hey, this looks really good." >> Mhm. >> Right? And it's not like we can call up another finance person and say, "Hey, look at my financials and >> Right. >> tell me what you think." Cuz 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 >> Mhm. >> knowing that we have the payroll accruals at the end of the year >> Mhm. >> and it'll tell you how things are looking in the system. We're looking really, really good in very strong financial situation, so. >> Very excellent. >> I I like getting that extra little bit of reassurance that I'm not just looking at it and going, "Hey, we're doing good." >> Right. >> You know, I like that uh that unbiased opinion. >> Mhm. >> I did run it through G through Gemini and ChatGPT. >> Great. >> Both of them agreed. [laughter] So. >> Great. Thank you. Thanks. >> Any questions for Sean? >> Awesome. I'm going to go through all of your your ones. Look at the graphs if you want. >> Mhm. >> They want you to look at them. >> I will then I'm going to sleep tonight. Yep, I like making a graph for you guys cuz sometimes it's easy for you 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 numbers. Thank you, Shawn. Um onto review of the 26-27 draft and the handbooks. Are there any questions on any of the handbooks? No, sorry. I should have waited to bring that up. Once again, just note that what you know, the handbooks 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, 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 language a 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 wrong. >> Guidance? Yeah, I thought so. I thought so. Yeah. Okay. Thank you. >> Anything else on the handbooks? Any further discussion? All right. We will move on to the board retreat date. >> 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 does that get in June? >> Oh, it would be in May. >> Okay. Perfect. Thank you. All right. Anyway, in the event you end up reading through them and you find other weird things, you know, but these are these are coming back again in a couple of 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 to set some time. Was that right, or did I have that wrong? >> Yeah, April 6th say that July 27th was the date that was working from 5:30 to 7:30. >> Okay. >> To switch that out, the date was June 1st. >> That's right. July 27th and the backup of June 1st. Which was okay. No, you're okay. It's not your fault. No, you're okay. No. >> And those are both nights of meetings and things, so. Which I originally >> Well, the Ju- well, the June sorry, the what's Oh, no, that would be right. I'm sorry. I thought there were five Mondays in July. Never mind. Never mind. >> I still go with >> Well, I was going to say that I think originally I thought June 1st would be best for me where everybody else was in in July, and I kind of have to like lean towards that now to to just because I'll be brand new in my job, and I don't want to take off time right away. >> Ju- So, are you saying June 1st? >> Would I would no. I would >> July is the 27th. >> give me more time to get under my belt. >> Yeah, that's what I have in my notes. >> Okay. >> Okay. It said Carrie would not may not be available for June 1st. Oh, okay. And then July 27th was the one that all everybody said they were kind of You good? Let's do it. >> All right. Perfect. Um anyway, uh a couple of 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 Anne bookmarked where you got 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 um coming on online. Um And it >> Sorry, can you hear >> Please go ahead. >> I think it'd be great to try to have it done by fall so if candidates have a chance to >> 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 quarters of the way yet? >> Maybe halfway. >> Yeah, I'd say that's fair. >> Yeah, we didn't get very far. >> Yeah, we got through the first half and then there were some things we had to circle back on >> Okay, it was slow rolling. >> That was good. >> Yeah, but we could pick up the pace up I feel like especially on the months where our agendas are smaller. >> Yeah. 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 wing room 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 and teamwork that we can we can build around that. So, those are kind of the three things on that are on top of my head. Were there things for me all that when you think of board retreat, wouldn't it be nice if we spent some time doing this thing or or that thing? >> I think you lost us there. >> 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, uh, wake up in the middle of the night startled by a really great idea, send it to me an email cuz I won't get notified 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, it's July 27th, thank you. >> Perfect. Any other questions or comments about the board retreat day? No? All right. We will move on to review of the school board calendar for 2026-2027. >> 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 Anne, if you wanted to add any cool details to this at all or >> No, the only meeting that we have to have to set is the canvassing 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 we'll have to just kind of plan it. So, it'll be a little bit closer to that time. 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 6:00 meeting or it can be we've done it in the past one year we did it at 7:30 in the morning for board members just because it's a quick meeting so it doesn't have to be an all day affair usually. Open the meeting for the canvass of the votes. >> [clears throat] >> Yeah. >> And how many how many spots are open? >> For three. >> Three. Three. >> Four spots. >> Jeremy, me, and Gary. >> Except it's four four years already. >> Oh, well. >> Over four years. >> Oh, yeah. >> And that'll be the only topic for the election, right, for us? >> Yeah, for this for the that special canvassing meeting that would be the only thing that'd be canvassing and then I just >> Unless there are any you'd like to You might I would figure you all would be election now. >> And then I just kept the meeting schedule kind of how we've 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 and 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 with two and fours or one and four or I'm not saying you shouldn't. I'm not saying you shouldn't either. Whatever. >> The only request, if I may, is like adding something, adding the schedules of the old committees somewhere in a more professional way. You need to have >> Oh, like the the community Yeah. >> Yeah. >> Yeah. >> Well, that wouldn't be on here, though. I don't know if I would have to put it on the school board page. I mean, each of the committees have a page on the website. >> But I wonder if on 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 So, this is the full board and then maybe there's another tab, one for each of and so like it looks just like this, but for the finance and the facility and the policy and the community and the I don't know. It could be an idea. >> Just for like ease of accessing because >> Yeah. >> Mhm. >> Thank you. >> Yeah, right now they're here. >> I just Google Byron School Board Facility Committee [clears throat] to find [laughter] it. >> I did this Did you see that? >> I did this today, too. >> Earlier today. >> And I couldn't find the actual schedule. >> Got it. Okay. >> the the page of so this is but I couldn't get to the schedule and I like had like five or three different clicks. >> Got it. >> And that's if it takes so much time to get there, it means that it's not >> So, then it's not easily findable. Yeah. That's >> 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 say >> Uh any other questions on the school board calendar for 2026-2027. 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 the 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 further 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 gathering information continues to move forward. Um you'll 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 if you wanted to get kind of a sneak peek as to what your listening session will look like, I think we have 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 feedback. So, um but this is also to give you a sense of uh trying to plan out into the future to see how these things look, how once we get 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. You know, so >> Great. In your interviews so far, how is how is it looked like Profile of a 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 of a 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. But, I do think like and it's kind of interesting to note 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 when they Anyway. 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 it the teachers are forced to do it at times. Um, which is okay. Um Uh, 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 sea, 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 sea. They're middle school staff are very pointed 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 their name 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 laying in there, but Oh, um, the last thing I'd add, sorry, is um, on Fridays uh, Byron Bulletin I'm sending out a survey for um, families to complete about the program of graduate. So, that'll be kind of the family side. Um, so, sorry. >> Um, in the past we have struggled getting surveys where people have felt like they didn't know about the survey. >> Yeah. >> Um so, I don't I don't should even necessarily share the link, but I it would be prudent if we can get on the community social media pages and just say be sure to check the school families, be sure to check your message from me this week. Um yeah, and I don't know if you guys have any other good ideas about what could help you get responses. >> Yeah, 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 I 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 and 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 >> Okay. >> it can help us kind of navigate and give it a proper analysis. Yeah. >> Great. >> Perfect. Any other comments, questions? Nothing? All right. Move on to the first reading of policies 807, 529, 629, 903, and 424. >> Okay. So um these policies uh I haven't really uh 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 the um this for example is the list of trainings that staff receive. Um just so that we're well aware of risks and dangers safety. Um and then we also uh 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 math teacher at the high school, you might not know that Sean 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 or something that's taking place. Um so that they can be on alert. Um I think it's just generally good practice, but um but the policy is in the law. Um the credit for learning um allows us to award credits for different for different This is where our authority to provide credits that aren't earned in our in 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, a big part of the job that 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 the 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 just have some questions on let's see, on the purpose, on the very beginning of it. Um let me just look at it real quick here. Okay, teachers are employed by the district. >> Um okay. >> School board cannot employ 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. Or >> Okay. So, is that I don't know. It just seemed like it was contradictory cuz if we don't, then why are we talking about it? Um let's see. This does not help 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. >> 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. Safeguard. >> 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. You know, 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's 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 we are required to check their credentials and we make that they're correct. And if it's >> It's not that we didn't do that. >> Teacher candidate 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. >> Mhm. Okay. >> Questions? Any other questions or comments on the policies that we >> No. >> 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 to do that. Um anyway, the district does things in different ways and so I've been able to connect with uh with Melina. Um and I for one uh fully endorse and support their [snorts] 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 shouldn't say tradition. There's only room for one of you up on the stage to shake hands. So, um and talking around, sometimes it's been the the school board chairperson, sometimes it's been the clerk. Um anyhoo, 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 way, I'm not going to decide for you, but um but there's 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. 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 same >> Great. Yeah, I think you should do it. >> Anybody opposed? >> Okay. Lisa, would you like to join us on the stage? >> [laughter] >> Oh, that's pretty good. Okay, [laughter] good. Perfect. That was easy. Perfect. And then we'll go on to the next one, discuss the school year 2027-2028 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 perfect world, I have two school calendars out there at a time. All right, 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 2027-2028 calendar out there, then that potentially helps our, you know, our families 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 2027-2028 calendar. One issue is with it though is that uh um the legislature during its last full session approved schools to start on September 1st or after for 2 years only. And next year is the second year of that. All right? 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 2 years which I just like make the decision. >> Right. Make the final play or whatever. >> 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'd also been rumors of lobbying to just remove the barrier entirely and schools can start whenever they feel like it. >> That's what we should do. >> 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 >> Right. >> 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'd 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 it. >> And put our elected's email addresses there, too. >> [laughter] >> I'm serious. >> Yeah. >> Um now, we um Anne 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 a the spring break, and then we're done like the Friday The last day of school is the Friday before Memorial Day. >> Oh, nice. Good job, [laughter] Gabe. >> Yeah. So, anyway, if we start September 7th, basically we have that whole thing except just the It's just moved 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 wonder 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, push it out, or if you would just prefer instead to wait until the end of next year 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 asterisks. >> That's great. >> They would like to see, okay, this is I can kind of jockey around and my I think it'd be a good move. >> Mhm. I agree. Mhm. Okay. Yeah. >> Kevin. 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 1, Tier 2, and probationary staff for 2026-2027 school year. >> Um this action is a is a procedural necessity that due to the nature of um Tier 1 and Tier 2 and some of the probationary teachers, um you you have to uh 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? >> We need to read the resolution first. >> You can. It's not required, but you can. >> All right. >> It's not required. I don't think we need to say it. >> I don't think we need to, either. >> I motion to pass the, um, resolution as presented. The release of tier one, tier two, and pro- probationary staff. >> Second. >> Motion and a second. As it's resolution, it's a roll call vote, correct? >> It is. Perfect. >> Um, so then, Nadia? >> Aye. >> Lisa? >> Aye. >> Jeremy? >> Aye. >> Katie? >> Aye. >> Kelly? >> Aye. >> David? >> Aye. >> Michelle? >> Aye. >> Okay, motion carries. Uh, on to action on positions 26, 27. >> 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 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 enrollments 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, 3 years. Um, and then, the general ed paraprofessional support for fourth and fifth grade. The the class size per teacher there 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 of fourth and fifth grade. And so, as a leadership team, we we felt like adding general education pairs to both fifth and 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 sixth 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, Assistant Principal Hack has talked a lot about needing another set of hands just to help our littlest bears navigate the world. There's interventions, there's supervision, there's staff that are out sick. And so, this this position adds help to our youngest bear cubs and helps them to make sure that they're safe, but then also that the staff have the coverage that they need. Our ELP services continue to increase. We have more students requiring English language learner support services. And so, we have we have enough kids that it requires like another 0.5. 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, but we'll see. And then the last one is 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 leaving the in leaving the world, um the assistant principal position at the primary school does the same job as a full-fledged 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 Prior Public Schools. And then that position will change instead to a a principal position. So. >> So the primary school will have a principal Well, the primary we have assistant principal, that position will move into a principal. And then do we 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, and all sorts of different ways. >> So each school in our district will have a building principal. And correct. >> 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% add to the budget. Um the egg position we that ends up qualifying for the CTE levy, so we end up getting 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% cross subsidy. So it comes out to about 70-ish 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 ends up being an add. The primary support position is budget neutral. Um the EL services ends up being um an add. And then the principal position ends up being a an add between the difference of whatever the compensation for the assistant principal is to principal. >> Okay. >> And John, these numbers are already in the new budget, right? >> Well, I haven't got the new budget together quite yet. I think we'll be yeah. >> Yeah, they're already >> But we can so we can work them in. >> Yes. >> Yeah. >> Any other questions about for 26-27. >> Motion to approve the new positions for 26-27 as requested. >> So moved. >> Motion and a second. All in favor say aye. >> Aye. >> 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're we've been waiting wait listing folks. Um and right now, um specifically grades 1 through 5, and if I'm being really precise, grades 1, 4, and 5 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 is worth to you. Um I would advise keeping grades K through 5 still open for open enrollment and not immediately placing people on wait 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 in the 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. But, if we had another couple first graders sitting on an OE wait list, well, then all of a sudden it becomes it becomes significantly more 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 anything else. All right. Is there something else that I'm missing or anything? >> No. I mean, I plan on putting kids on the wait list for right now just because we're at that. >> Yeah. >> Mhm. >> We remain a desirable district to move to. >> That's great. >> That's great. >> It's a good problem to have. >> Yeah. >> Okay. >> Do you need a uh Do we need a vote on this or It's something you can just >> If we're keeping it open, then we >> don't need to make it official because >> It's status quo, but I'm just more just to explain what what is going through my twisted mind on this. >> Well, it's helpful cuz then if people have questions, you can 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. >> Just so um we're talking first, fourth, and fifth this year, doesn't go to second, fifth, and sixth, correct? Or are we talking correct >> Correct. School year. >> Yeah. >> Just want to make sure I was >> And shaking no, you're saying >> Oh, sorry. What are you talking about? >> You're the grade levels right now that are full or for next school year? >> Oh, yeah. Sorry. Next year's first, next year's fourth, next year's fifth. I'm sorry. I I misheard you. Thank you for clarifying. Sorry, Anne. Thanks for >> I was just watching. >> Yeah, sorry. If [laughter] in doubt, just go with her. >> All right. Any other questions on the open enrollment numbers? >> I'm looking at the open day day enrollment totals tabs. So, we if I'm reading this correctly, right now we have 22 32 kids, right? >> Yeah, but they're currently registered in Infinite Campus. That's what that number means. >> And then when I'm comparing that to previous years, right? >> I'm sorry, 2238. The red number is who's registered. >> Okay, 2238. Thank you. Then when comparing to the previous years, right? So, this this current year we have 2310. And that previous >> Yeah, but then you also have to take into consideration. So, with the potential enrollment, so the have that count for those kiddos until um mid-summer. Usually sometimes August. And so, those numbers will go in in the count as well. And then on row 18 of that spreadsheet where you see students on the data sheet are not in like in or out yet. Those are students that are not open enrolled students. So, they're not students that haven't registered for open enrollment yet. They're just students who are have indicated that they're moving to the district or they're potentially moving out of the district. >> Mhm. >> And so, that's where you get the change of the numbers to 2232. >> Okay. So, but the 2238 is not really comparable to the previous years just yet because not everybody is >> Yeah, cuz 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 total. But, we won't have that number until our um preschool classes start to get registration completed and so on and so forth closer to the school year. >> And And we're looking at 162 seniors leaving and 113 coming in. >> We've definitely dropped in the year. I've already sold some more kids out of them. >> I'm just kind of trying to reconcile this, but I understand. So, like the 22-38 would probably well will go because of the little kids rather than would be somewhat closer to at least to the 2300. >> Yeah, and then it's just kind of a it is it's really dependent. Some summers we have nonstop traffic through there. People stopping in and registering if they just moved to the area, and then some summers we have people moving that we had no clue they were moving. >> Okay. Okay. >> It's like Anne just talked to a potential new employee who's interested in job with the district. They're moving to Byron, two kids. >> Are you? >> So, it's like Yeah. >> So, you just never know. It's like a guessing game. >> But right now we're kind of on the track to have we're on track to have very similar enrollment numbers to the previous couple of years. >> Probably less. >> I would say less. >> We should anticipate less and then be pleasantly surprised. >> So, because if if it's less, then then we need to subtract the kids that are right now enrolled. 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 >> Just Sorry. >> Okay. >> Uh any other questions on the enrollment numbers? >> Just so you guys know, I'm watching that number very, very carefully. >> Good. Thanks. >> What is going to help us as far as revenue for next year is that all of our bigger bigger class sizes are in 7th through 12th where when the state does the calculation, all of those kiddos are 1.2. >> Okay. Yeah. >> That helps offset at least some of the decline plus the change in the formula so that the adjustment inflation the inflation adjustment they give us is helping kind of keep us at least a little bit closer, yeah, a little bit more even if we didn't have those two things. >> So middle school is 1.2. How about seniors? >> Yep, so 7th through 12th. >> So all of those are 1.2. Okay. >> All right. Move on to reviewing the FY 27 Byron and Anita 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 A&I. And then we also are purchasing um the last payment of that Wonders curriculum was coming out of here, too. So, anyway, that's just So, this chart just shows you all the different places that the the money is a petty. 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 it 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 center readiness stuff, or in access goal. It's It's I'm trying to line these things up so that we don't have a million goal We don't have death by goals. >> Yeah. >> So, anyway, goal number one is one of our um our CAJER goals, um which is that um students, specifically those who are on free free reduced lunch or minority, that they'll complete their senior life plans and present those to the peer um to their peers, families, and our 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 and hiring training just so that as we're as folks are 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 then goal number three is the integration goal that I already talked about which is for the next school year 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. All right 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 so. >> All right any questions on the ANI plan? >> And before and I want to make sure you know you know yourself cuz 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 MDE. And get our money. >> I don't have questions for >> Okay. There's no questions and I would entertain any motion. >> Motion to approve the A&I 2027 to 2029 plan as presented. >> Second. >> Motion and second. All in favor say I. >> I. >> Did everyone say I? >> Mhm. >> Okay. I didn't hear one person, so >> Motion carries. >> Uh the A&I plan is approved. >> Um on to the Byron City Council update. >> Uh let's see here. City Council was actually a really a neat meeting. I I pulled in the parking lot and it was full and I was like, "I don't know." >> [laughter] >> Not a very 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 >> [cough and clears throat] >> in 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 the ambulance came and it was just a well-oiled machine and then they gave out awards for EMTs, first responders, um Byron Fire, uh the citizen who was out at Oxbow. It was really cool. Yeah, it was 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 five or so-ish 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 base BCRC, um, used for summer concerts, for Byron Good Neighbor Days, and so, um, the city administrator, Al Roder, had everybody come out. I was on vacation, but had everybody who was 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 the stage, so, um, compiled a lot of opinions and so, every So, it's going to be useful for lots of lots of different things. >> So, will it be permanent? >> Mhm. >> Yeah, of course. >> Yeah, and 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. >> So, June 17th, put it on your calendar, there's going to be tethered hot air balloon rides, weather permitting. 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. Um, and they're a really good band. And then, food trucks. >> Cool. >> And then, I think that's it. >> Awesome. >> Thanks. >> Thank you. Uh, on to the Z updates. >> Sure. And this is back from April. Um, Z had hosted the guardianship or the supported decision making session, um, for parents with uh, youth with disabilities as they approach adulthood. Um, Z had hosted the Comet Crunch Volleyball Tournament. I don't know if anybody's ever been out to that, but that's a really huge ordeal. Um, through their weekend. >> Oh, yeah. >> Yep. Uh, they also did a joint Kasson-Mantorville and Dodge Center Lions Club meeting, and that was way back in in March. More current dates though, um things that are coming ahead. Z activity dates, which is the um all the youth from the sped groups, I think up to eight or fifth grade, meet out at This year it's going to be at Stewartville. Byron hosted probably about 4 years ago. This year it's in Stewartville, but it's this Thursday at 10:00 a.m. It's really fun. You all should go. Um ALC graduation is on the 27th. Um the time was not listed on my sheet here, so um and then they have the future scholar awards on May 28th. Last day of school for Z 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 Z from June 9th through the 26th. So uh and then ALC summer school is June 8th through 26th 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 the >> I don't know if there's anybody >> Okay. >> I don't I would have to look at the ALC graduation. >> Okay. Yeah, they do go by They do have um They do go by different districts. I think our co-op districts, right? The six The six schools. So okay, yeah. And the most impressive thing about Z is that a lot of a lot of people that get out into Z usually people kind of think of like when you're in level four you're kind of there forever. It's kind of like four four's the [snorts] 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 5 years, they've had more than a dozen kids return to their member schools. 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. >> [clears throat] >> Motion and a second. All in favor, say I. >> I. >> All right. Motion carries. Uh on to donations. >> All right. So, Matt will read them out. Byron United Methodist Church, $200 for the Bear Pack program. Pheasants Forever, $500 to the high school track team. And then the following are for the Byron Food Pantry. Sarah Elswick, 88 cents. Kathy Taylor, $7. Carrie Champion, $32.50. Dustin Walker, $15. Cody Hoshaw, $40. Lois Pierce, $7.40. Jenna Brennan, $15. Sarah Farmer, $5. Daniel Brosseit, $10. April Change, $10. Jacqueline Klent, $3. Christie Zeitler, $5. Julianne Gupta, $10. Kelly Cheney, $6. Catherine Carlin, $5. Andrew E. Prasad, $2. Holly Earnst, $40. Lydia Bardwell Speltz, $7.50. Donna Harstad, $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 Bear Pack program. And Harvey Berg, $1,000 to the Byron Food Pantry. >> Okay. >> Amazing. >> Harvey was a a teacher teacher and a time to remember. >> Yeah, did you raise that? >> I did not. >> He's He's got thrown >> I did not. >> You were around up >> gone last time >> Maybe Harold did it. >> Maybe 80 cents. >> Yeah, probably 50 dollars or something. >> Yeah. Yeah. >> But it worked 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 and a second. Resolution let's call vote. >> Okay, Jeremy. >> Hi. >> Melissa. >> Hi. >> Nadia. >> Hi. >> David. >> Hi. >> Alicia. >> Hi. >> Kelly. >> Hi. >> Gary. >> Hi. >> Thank you. >> 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 6:00 p.m. Any other questions on anything? Anything else anyone wants to add? Nothing? >> No. >> All right, brings Uh brings us to our last item. >> Motion to adjourn. >> I second. >> Motion and a second. All in favor say I. >> I. >> Motion carries. >> That was definitely one voice. >> Uh motion carries. Meeting is adjourned.