Yeah. >> Good evening everyone and welcome to the uh regular portion of our meeting tonight. We'll have a study session short starting shortly. Um if you would all rise as you are able and join me in the pledge of allegiance. I pledge allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> All right. Uh, all members present except Director France who's trying to get in remote last I heard. So, we'll begin without her. Uh, first on the agenda is the approval of the agenda. Is there a motion to approve? >> So >> by Charles, second by Amy. >> All in favor signify by saying I. >> I. >> Opposed. That carries 6. Under new business, the first item is um the pre-certify for the 2025 pay 26 levy. Director Ryder. >> Thank you and good evening. It is that time of year for us to be um looking at the levy certification. For those who may not know much about how this works or what this is about, uh the levy limitation and certification process allows for us to submit data during the summer months to the state uh Minnesota Department of Education and um provide them information as to what it is that we have outstanding, whether it's debt or whether it's leases or if it's um items that we can levy for with our taxpayers. And we need to be able to give them some estimates. things like remployment, things of that nature. All of those are done through a process that they have online and that has been done with that information submitted. Then the state turns around a levy certification document which is typically around 39 to 40 pages of all formulas. And um what we focus on is the summary page which is included in the board packet. And the one that is in the board packet has not changed since the 12th. So the 22nd one dated out there on the website by MDE is very similar. Um the the option at this point in time is for the school board to take action regarding whether to approve the preliminary certified levy at maximum which affords us the opportunity to then take advantage of any possible late last minute changes that they might have in formulas or adjustments that the state may have on their end. Um, and that way we can make sure that we're going to be able to levy come December the full amount should you choose to do so at that time. At this point, um, it is the recommendation that the maximum be done as to do otherwise would limit us with only that dollar amount per line item. And at this point in time, it's um there's just a lot of changes happening at the state. They're catching up on things, but some things are still kind of shifting a little for some districts. We have not seen a change in the last three um days that they have run the the reports. However, you know, things can shift a little. So, that is what is before you. And um the timeline for this then would be for you to see this again in December. Uh they usually have elections in November for those that have them. And um that's an opportunity for referendums or other things like that to take place that may impact the levy. We have nothing like that on the agenda at this time, but it is a process statewide and that is when you would then certify finally the levy. This levy is for the pay 26 which is when our taxpayers would make payment during that calendar year and it does provide the revenue for us for our budget cycle for the 2026 2027 school year. >> All right. I'll entertain a motion to accept the proposed property tax level as recommended. So >> by Amy, second by Jessica. Is there any questions or comments? >> Hearing none. Director France has joined us. Can you hear us, Mary? >> Yes, I can. Can you hear me? >> Yes. Uh, so this does require a roll call. So we'll start with uh Director Olstead. >> I >> and Director Johnson. >> Hi. >> Director Atinson. >> Hi. >> Director Bullion. >> Hi. >> Director Mason. >> I. >> And Director France. >> I. >> And I. That carries 70. And then next is a RFP for brokerage services. Director Ryder. >> Yes. Uh thank you. As the board has approved site consolidations, we are then now needing to determine a broker to assist us with the sale and marketing of our district service center. What you have included in your packet is the request for proposal draft that we have created with timelines that are in October for us to be receiving first publish the RFP and then receive proposals from various different brokers having interviews should we choose to do so and bring this then to board for action. >> Okay. I'll entertain a motion to accept the RFP as presented >> by Director Atinson by second by Director Johnson. Questions or discussion? I have one question. >> Thank you. Um, not that I foresee this happening. Um, but what happens if no one sub bits? >> We would begin the process again first trying to figure out exactly why that may be the case by reaching out to some and and finding out what it is that they were concerned about. >> And if that happens, we've built in kind of a time. Again, don't anticipate this, but right >> built in a timeline just in case. We want to do this as quickly as possible, but should that happen, we'd want to also do our due diligence and affording the proper timing. >> Yep. >> Thank you, >> Dr. Mason. >> I was wondering how is it sent out? Is it sent to a list of selected vendors or just published publicly publicly for anyone to >> Right. So, we publish that in the paper as well online. And um then in addition, we would also be sending that out by email to those that we know of. >> Okay. So, anyone who might be listening and wants to be a part of that certainly can feel free to uh let us know that they want to be on that list, but we'll do our best to capture those all around. >> Okay. Anyone else? All right. We have a motion and a second on the table. Again, this does require roll call. So, we'll start with Director Olstead. >> I. >> Director Johnson, >> I. >> Director Atinson, >> I. >> Director Bullan, >> I. >> Director Mason, >> I. >> Hand director France. >> I. And I that carries 70. And finally, we have a um reassignment of some staff. Director Kther. Yes. Thank you. Good evening. So, this one is fairly simple. It's just looking to reassign two resource pairs to a 2.0 FT centerbase. So, the memo is included in the packet and it's to respond to the increased student needs. Uh the elementary life skills program require additional centerbased PAR educator support. This adjustment will be costneutral as existing open resource pair educator hours are being redirected to meet these needs. And we're seeking board approval for this reassignment to meet the growing needs of the program and ensure that the district continues to provide effective support for students. >> All right, I'll entertain a motion to accept the staff reassignment as presented. >> So made by Director Mason, second by Director Olstead. >> Any questions or discussion? Hearing none. Again, roll call required. Director Olstead. >> I. >> Director Johnson. >> I. Dr. Atkinson, >> hi. >> Dr. Bullian, >> hi. >> Dr. Mason, >> hi. >> And Director France, >> hi. >> And I that carries 70. >> And that concludes our business portion of tonight's meeting, and we will now transition to study session. The first item on the agenda for that is the public forum. This is a 15-minute period of time set aside for the board to receive citizen input. Um, each speaker is asked to stay within the 3minut time limit. And we have one speaker tonight and John Conland. >> Point of order. Chair. >> I'm sorry. >> We need to adjourn. >> We didn't officially make a motion to adjurnn. >> We usually do that, Martha. Okay. If you can stand right there, Mr. Com. >> Sorry about that. >> I will make sure that we adjourn the uh the business portion of the meeting. I will now entertain a motion to thank you Lisa. No problem. >> To uh adjourn the business portion of the meeting >> by director Olstead >> second >> by director Atinson. All in favor signify by saying I. >> I. I'm sorry that it requires a roll call vote. >> Director Stead. >> And director Johnson >> I. >> Director Atkinson >> I. >> Director William >> I. >> Director Mason >> I. >> And director France >> I. >> And that does carry 70. Mr. Conlin, you may now enter the uh to the dis. >> Is this where I speak? >> That's it. Awesome. All right. Good evening, chair, superintendent, board members, and neighbors. Uh my name is John Conlin. I'm a parent of three students in our district. Two of which are in the middle school and one is in the elementary. Uh I'm also a finance professional who genuinely looks forward to sitting down at night with my kids uh and working on math. Uh over the past few years, I've noticed that as a district, uh we're not giving students enough focused time on on core math skills. The first two weeks of school have been great overall, but my concern for the amount of time spent on core math skills and lack of time spent building on these foundational skills has me concerned. This year in middle school with the newer CPM curriculum, a typical homework set looks something like this. It includes six questions, four of which I would regard as true math problems which are bookended by reflection prompts. I'd like to share with you some examples of the questions that I'm seeing in the math curriculum. Uh question one, think about what you have learned today regarding growth and fixed mindsets. What is one thing you have learned about mindsets? How will you work on having a growth mindset this year? Uh, the other one that I'd like to reference, learning new material can be stressful and it can be exciting. What is one thing that causes you stress when learning something new? What is one thing you enjoy about learning something new? These type of questions, in my opinion, tend to alienate my students uh and create disdain towards the subject that they're working on. Um, from my experience as a CFO and finance professional, to me the real growth mindset happens when students wrestle with problems, make mistakes, try again, and in reality, that's where they build confidence. Um, it is my understanding in speaking with fellow parents that some parents are starting to opt out of the middle school CPM math curriculum and accelerated pathways have been removed at the middle school level. At the same time, uh, parents in my neighborhood, um, who have students in algebra 2 recently received a note about their students performing extremely poor on the first test of the year. To me, these are flashing warning signals uh, for our school. It suggests we're not preparing students in middle school as they move into high school and college level math courses. And is this a product of the CPM? Is it the lack of time learning the foundational skills in elementary or middle school? Um, I trust that we can get there uh as a school to figure that out. I believe we can fix this and do it in a way that supports the teachers and honors the strategic plan. It's first pillar, which is academic excellence. Uh, our teachers work extremely hard. Let's equip them with structure and curriculum that lifts all learners so more kids leave the kitchen table feeling proud of what they just conquered. Thanks for your time and service to our students. >> Thank you, Mr. Conman. All right, moving down to the purpose and agenda of the study session. Dr. Thomas. >> Thank you, Chair White, board of directors. Um, this evening in our study session, we will have a few proclamations that we'll review on behalf of our staff. Um, we've got an enroll standing enrollment update that we try to give to you all as we start up the the school year. Um we're going to share a preliminary view of our audit and kind of where we're seeing things trending. Um and then a real brief discussion about uh conversations around budget priorities. Uh we will do another uh review of some of our student data and resources and uh more specifically like our academic approaches to how we're responding to the data. And then um also have conversation around our elementary attendance boundary discussion which is an update from one of our committees that we just um had a conversation and presentation with and then closing out this evening um with a draft uh goals that I've set aligned to the MSBA um superintendent evaluation model. And that will cover our evening. >> All right. Thank you. All right. Right. First on the agenda, we have a handful of proclamations and we will start with uh human resources appreciation week and director Bullion if you wouldn't mind reading the proclamation. >> Human resources appreciation week September 22nd through 26, 2025. Prior Lake Savage Area Schools recognizes September 22nd through 26, 2025 as human resources appreciation week. Our human resources staff play an essential role in the success of our students by recruiting and retaining a high quality staff. This week we share our thanks and gratitude for these crucial staff. Whereas National Human Resource Professional Day is celebrated on September 26th, 2020 2025. Whereas Prior Lake Savage Area Schools has 6.5 human resources staff. Whereas human resources staff support our more than 1,300 Prior Lake Savage area school staff throughout handling benefits, contracts, employee wellness, policies, professional growth, and additional services. Whereas human resources staff work to support the selection and retention of a highquality workforce so we can fulfill the mission of our district and the success of our students. Therefore, let it be resolved the board of education hereby extends its appreciation to all Prior Lake Savage Area Schools human resources staff for their work supporting all employees and ultimately the educational needs of our students and proclaims September 22nd through 26, 2025 to be human resources appreciation week in Prior Lake Savage area schools. Golden. Thank you, board chair white, board directors, and superintendent Thomas. I would like to start by extending my deepest gratitude to our human resources team for the vital role they play in supporting our schools. Uh when I was starting my role here, I was told that they were small but mighty and that they are. Uh from recruiting and retaining exceptional staff to fostering a positive workplace culture to ensuring our employees feel valued and supported, our HR department is at the heart of helping our district grow and succeed. I'd like to recognize the individuals who make this small department so mighty. Assistant Director Michael Kenudson, senior human resources specialist Rachel Hawkford, human resources specialist Morgan Zaskcowski, benefits coordinator Terry Schobower, human resource assistant Julia Sherikova, and administrative assistant Allison Burke. Thank you all for your dedication, professionalism, and commitment to serving our staff, students, and community. Thank you. >> Thank you. Next is National Physical Therapist Month. Director Mason, would you mind reading the proclamation? Uh, National Physical Therapist Month, October 2025. Prior League Savage Area Schools recognizes October 2025 as National Physical Therapist Month. This month, we celebrate the physical therapy profession, spotlight the many benefits of physical therapy, and how physical therapists help people make changes to improve their quality of life. Physical therapists are integral members of the school-based teams that ensure a free and appropriate education for students with disabilities and prepare them for further education, employment, and independent living. School-based physical therapists support children who have a disability or functional limitation that prevents them from engaging fully in the education system. Therefore, let it be resolved the board of education hereby extends its appreciation to our Prior Lake Savage Area Schools physical therapists for its work supporting all students and proclaims October 2025 to be National Physical Therapist Month. Prior Lake Savage Area Schools, thank you. Um, thank you for recognizing physical therapy month. Um, we have one awesome physical therapist, Dr. Todd Leckler and he supports 70 kids um across the district from birth to grade 12 in accessing their education. So we're so grateful for him and he makes it fun for staff and for kids and um we're just really glad he's here with us at PSLs. Thank you. >> Thank you. >> Next is Operational Staff Appreciation Week. Director Johnson, would you mind reading that proclamation? >> Oh, I can take that one. No problem. Um, no problem. Um, operational services staff appreciation week in Prior Lake Savage Area Schools recognizes September 29th through October 3rd as operational services staff appreciation week. PLSAS custodial inside and outside maintenance staff provide essential support to more than 8,600 Prior Lake Savage area students, more than 1300 employees, and to the community members who visit and use District 719 facilities. Whereas Prior Lake Savage Area Schools has 72 operational services staff. Whereas operational services staff are responsible for the care and maintenance of the district's 1.68 million square feet and 13 buildings and one lease space and for over 323 acres of land. Whereas operational service staff provide exceptional custodial grounds, maintenance, repair, and delivery services for the district's buildings and grounds. Whereas operational services staff take pride in providing students, staff, and community members with highquality, efficient, sustainable, and safe physical environments that positively impact our students learning and experience. Whereas operational service staff support the district's wise stewardship core values by practicing and implementing energy saving and sustainable initiatives. Whereas operational services staff provide clean, safe and secure facilities and grounds, operate in a resource efficient and sustainable manner and provide a high level of customer service and satisfaction. Therefore, let it be resolved the prior the board of education hereby extends its appreciation to all Pry Lake Savage area schools operation services staff for supporting the education of our students and staff and proclaims September 29th to October 3rd as operational services staff appreciation week in Prior Lake Savage Area Schools. Thank you, Dan. >> Good evening, everyone. It is my honor to represent uh this amazing group. Um I'll start by reinforcing or mentioning again some of the numbers mentioned by Director Atinson. We have 72 people and they deal with 1.68 million square feet every day. They clean those spaces every day and they do it five days a week. We have 323 acres worth of grounds that they are working on constantly keeping maintained. That is a pretty hefty lift by that group and I'm constantly impressed by what they get done every day of the year and I really like I mentioned I am exceptionally proud of the chance to lead this group and and I hope to continue our efforts on into the future as long as we possibly can. So thank you. >> Thank you. >> Thank you. >> Next is National Coaches Appreciation Day. Director Johnson. Prior Lake Savage Area Schools recognizes October 6, 2025 as National Coaches Day. We honor the men and women who inspire us to work harder to do our best. Across the country, in every community, a coach organizes teams, plans practices, and trainings, motivates players to strive to be the best they can be. At the same time, coaches pinpoint areas for improvement and supply guidance. Every sport and competition requires a leader. More importantly, a leader who knows the game and how to drive athletes to work together as a team. Many coaches maintain a schedule for training, conditioning, and preparing athletes. Not only do they create these schedules for competition, but also for their best health. Injuries sideline athletes and upset team dynamics. Although a coach's final goal is winning, they do so through a wealth of knowledge. Coaches work to build teams that bond well. They develop work ethics and set standards for their athletes that many carry with them throughout their lifetime. For many athletes, coaches teach them to focus and how to reach a goal, which sometimes is not about winning. Sometimes the achievement is an improvement. playing by the rules or learning to respect others, themselves, or the game. Coaches represent leadership, mentors, and inspiration. Often, a coach's words will echo throughout an athletes mind for years to come. During difficult times, the words motivate them to move forward. Rarely do these coaches even know the impact they've ever had on an athlete until many decades pass. Therefore, let it be resolved the board of education hereby extends its appreciation to all Prior Lake Savage Area Schools coaches for their work supporting all students and proclaims October 6, 2025 to be National Coaches Day in Prior Lake Savage Area Schools. >> Director Marshall, >> you want to read the arts athletics? >> Sure, I can we can do it back to back. Sure. Director Olstead, would you mind meeting reading the arts athletics and activity staff appreciation week resolution? Happy to. Prior Lake Savage Area Schools recognizes October 6th through 10th, 2025 as arts, athletics, and activities staff appreciation week. Arts, athletics, and activities staff provide extracurricular support to our more than 8600 Prior Lake Savage Area Schools students. This week, we celebrate our thanks and gratitude for these essential staff. Whereas arts, athletics, and activities staff provide support, learning, and development to students outside of the traditional classroom. Whereas arts, athletics, and activities staff instill lifelong positive traits in students such as confidence, teamwork, communication, and more that can all be translated to various aspects of students lives. Therefore, let it be resolved the board of education hereby extends its appreciation to all Prior Lake Savage area schools arts, athletics, and activities staff for supporting the extracurricular activities and education of our students and declares October 6th through 10th to be arts, athletics, and activities staff appreciation week in Prior Lake Savage Area Schools. >> All right. Well, thank you very much for taking the time and energy today to recognize all of our coaches, adviserss, and staff members. I work with an outstanding group of people. The amount of time, dedication, commitment, passion, and energy that our coaches and advisers put into their co-curricular co-curricular activities is truly amazing. It has been shown that a coach or adviser has as much, if not even more of an impact on the growth and development of students than sometimes even their own parents. In education based athletics and activities, our coaches and advisers are constantly asked to look at their purpose, their why for what they do. Winning is always one of our goals, but it's not why we coach and lead these activities. Rather, the work is about cultivating and developing outstanding human beings through an understanding of teamwork, accountability, knowing it's okay to fail, and displaying compassion, respect, and love for those around you. It's about building relationships that are authentic, honest, and lasting. Our coaches and adviserss do not do this work for the pay. uh we all know that as I shared with you last spring, our coaches and adviserss are at the bottom of the South Suburban Conference when it comes to average uh stipens, but rather they do it for the passion they have for the sport or activity and the love that they have for those students on whom they make such a large impact and difference. We are extremely lucky and honored to be able to have such outstanding individuals leading our students in these various roles and I want to say thank you to all of them for the difference that they have made in so many lives. Additionally, we could not run all of our events and competitions without the outstanding support and commitment that we receive from our event workers. Many individuals from throughout the district have given up countless nights and weekends to help support and manage our events. They are often the unsung heroes in making sure all of our events run smoothly, and I want to thank all of them for their continued support and dedication. This includes the amazing grounds crew and custodial staff, those that uh Director Powers just mentioned for the support and the work that they provide for all of our events. It also includes our high school administrators who understand the importance of co-curricular activities in the lives of our students and support the participation and inclusion of our students in these activities. And it also of course includes our very own Martha Walls who puts in countless hours selling and scanning tickets for so many of our events. Lastly, I need to recognize and thank the amazing individuals who work in the activities office. Beth Fuller, Heather Pearson, and Lauren Alrech are truly unbelievable in what they do. Their ability to multitask, create relationships with students and staff members, keep the office organized and running efficiently, and keeping me in line while continuing to teach me new things every day is remarkable. I could not ask for a better staff, and they are one of the main reasons why I get up each morning and look forward to coming into work. All four of them are more than just co-workers. We make up our own team based on our friendship and bond that we have with each other as true colleagues and friends. So, thank you to the activities office staff for your amazing work, commitment, dedication, and love that you show to the entire PLSAS community. Thank you. >> Thank you, Mr. Marshall. And thank you everyone. Uh moving on to oversight of operations. At this time, uh Director Ryder will be giving us um a budget update. And uh these are going to be reports only. No action is requested. Uh it will include an enrollment update, the preliminary audit review and discussion around board budget priorities. Lisa, >> thank you and good evening. Um this presentation about enrollment is a little bit of a shift from what we've been talking about in the last few weeks. We've been focusing previously on what are our kindergarten enrollments um in looking like at the time and um how does that compare to where we were anticipating to be. Right. We are now taking this information that we have for our first um Mars update for our beginning of our fall data to be reported and we are putting it into a >> Sorry, I don't know why it's doing that. I'm so sorry. No worries. So we we are going to put into a model that we utilize for purposes of projecting forward our enrollment. We start with our end of year 25. So the fiscal year audit that is in in process and um coming to a completion has some more final numbers and we've seen those in our conversations about enrollment. um placing that into our model then kind of allows for the projection forward to be impacted should it need to be by those figures. Right? So we are not seeing much of a change moving forward from what had been the case previously. And included in the packet is what we consider our projection at this moment using that model with a three-year weighted average. This is the same methodology applied in the past year in our town hall meeting for example last May. And um the idea is to you you want to kind of stay with that if it makes sense, right? And there's not been a whole lot of ups or downs necessarily. It's more of a a gradual um moving forward. And so with that, we feel that this is the the method that we should consider using moving forward with this model. Um it does place our numbers So, as you look at the one that uh the line item that says 2425, those are going to be reflecting our numbers based off from the audited figures that we have um going into our financial statements and what we based our calculation of revenues for for the fiscal year 25 with that. Then it applies this methodology and projects forward the enrollment for the next few years. At the very bottom, I have placed what is our today's headcount. Okay. And this is as of 912. And so you can kind of see and compare those numbers between where we're at right now compared to where our um projection is for the 2526 year. You will note that as you get into the higher grades, the numbers look higher. That is not uncommon. At this point in time, we are before the 15-day drop period, which is a state statute that requires that you do not drop students from the rosters until we know that they have not attended for 15 days straight. So, we are learning of students that may um have chosen to attend elsewhere and they are have otherwise been in our roles. Um so, those are things that are going to be changing in the next week or two as we um pass that time frame. and um the the documentation that's necessary within our system takes place. I would anticipate bringing back to you next um an updated figure for that, but wanted to kind of lay the groundwork as to what we're working with and um the anticipated progression of how we're going to estimate our enrollment moving forward. >> Questions about enrollment? >> Okay, move on. All right. Then next in the packet under the preliminary audit um preliminary audit review, we are um going to be hearing from auditors next month, but in the meantime, we wanted to bring forward some information for the board to to consider. We are at a point in time where your total revenues and your total revenue total expenditures have pretty much been set and have been reviewed. Um first of all, we calculate it, right? Then the auditors take a look at it and do their testing of that data. Um they may find some things to tweak and then they goes through a second review beyond the principle on the audit firm. That second review has not yet taken place. So we were at that first level of review right now. And so um prior to a final audit being um finalized, you would it would go through the quality review. That is that second review. What you see before you is revenues that when you compare our fiscal year to date 2025 revenue calculated compared to the budget we are um 1% higher and you can see that that is not quite um it's about one and a half million and as you take a look at the expenditure summary that is listed and I am on the left hand side of the document um you will find that it's broken down by salaries and benefits which we consider personnel and then everything below that purchase services, supplies, materials, capital expenditures, and other those tend to be the other line items that aren't necessarily as connected to people. Um, so in total, the budget was um is 123.6 million and that is that is at revised and then the year-to- date actuals for the fiscal year 25 came in at 125.9 mill. This is 2% over the budget. In summary then you have at the bottom the budget had anticipated a $957,68 spendown of fund balance. That number is higher by 786,456. This impacts our fund balance in whole and particularly in our unassigned fund balance as as much as we have followed the board policy of spending down restricted funds where possible before doing the unassigned we are still slightly below that 8% at 7.49% currently. The second side on the right hand side of the document is intended to kind of break it down a little further for you so that you can see what exactly makes that up. So the top part of it is the total revenues. Just showing you a little bit more detail um as far as breaking it down by taxes versus interest income, local and county revenues, state and federal sources. Um you can see that we have actually been a little under what we were budgeting when it came to property taxes and investment earnings. The investment earnings probably more percentage- wise than uh we had hoped. The other local and county revenues as well as state sources and federal resources or sources, those were higher than had been budgeted. In whole though, the total again is that 1% increase over budget. on expenditures. It's broken down now a little bit differently. Previously, we had looked on the lefth hand side at it being by how are we spending the money exactly like what is it going towards? Now, we're looking at it as to which department or program area is this being spent in. And so, we have taken um and broken down a few more things here. So, we have administration and you see district support services, elementary and secondary, vocational, special ed, community ed, instructional support. When we get down to the pupil support, we've broken this down further. So, we have carved out the transportation. So, you could see that separately. And in addition on the fiscal and other fixed programs, we have that listed out. You will note that of the areas that we are concerned about, they are highlighted on the document. and it's those areas that we um see the greatest amount percentage- wise with regard to over expenditure of the um prepared budget. And so those are things that we'd want to kind of focus on and try and identify, you know, the wise behind and dig into that a little further. We are at the beginning phase of that. >> Questions? >> Question. Yes. Um, I I see that you you highlighted them, but why not highlight all of them that are um over and dig into everything that isn't neutral? >> It is not that we won't >> understand it. Yeah. >> Yep. >> It's just that we wanted to basically you could highlight >> too much sometimes and not have that space. Yep. Um, and then more so, um, I think we've talked a lot about special education, um, and how that really doesn't work out in our favor. Um, how we don't always get reimbursed for that right away. It's it's not always a one for one. Um, so the next one down would be the district support services. Is that is that talking like this building itself or the people that are in this building? How does that come around? >> Um because I just see that that's the next one >> um at 3% versus the special education because I understand we there's not really much more that we can >> can or should cut in in that area. >> So the district support services could certainly be highlighted and I will do that for the future if you if you would like. No just just just a question please don't I agree with you right too much highlight it right understand completely why you highlighted those completely agree with you just just asking a question >> um so administration refers to like your superintendent and your principles okay when you talk district support services now you're talking about the MARS department the business department the HR department curriculum >> okay >> um I'm sorry let me back up the curriculum is actually served um down under the instructional support services. >> Okay. >> So, um it'd be more of just those ancillary areas that support the functioning of the district as a whole. >> Okay. All right. Thank you. I appreciate it. >> Other questions? >> You said you were just at the beginning phases of identifying the overages. Would we expect to hear that the next meeting with um as we head towards the audited results? >> Yeah, I think we'll hear the audited results and then we are digging into this. I think the challenge will be um the the the real question right now is focusing you want to know the past and the why, right? But what we really need to be focusing on is what will we do moving forward >> and how are we going to address that? So I think that's really kind of what we want to try and identify things that might be part of that solution. >> Can I add one more thing? Oh, Mary's got >> Mary. Director France. Hi, thank you very much. Um, so Director Frederickson had told us um that special education and transportation are going to be the leading reasons uh why, but there were changes made to transportation um because of the surprise costs. Uh I'm wondering if if if you've already kind of looked into that and have adjusted that for the 2026 um area. or time zone, whatever. >> So, I'd have to check on that as I didn't develop the 26 budget myself. Um, but I will look into kind of what was thought through there. I can say that at the start of this year since my arrival, um, we have had some conversations with transportation, particularly around our invoicing and how that works and if there's a better way possibly for us to share information. Um but I also know that they have been very very busy this past month. So >> yeah, a couple things I can add for context for everyone. We did um in last year when we were creating the budget for this year, we did include um most if not all of the costs that we were expecting for transportation. So that should be built into the current budget. So we should be good on that side. Um but like director Ryder was talking about the bus company we had a failure of a product that we use which created a tremendous amount of work for the uh transportation company. So as we work through all of that now that we hope it's all done it's software so I mean software things can bounce around but we hope that now that that's completed um we can work on making sure that we're building things correctly or that we're doing it in the most effective way. That's the best thing that we can look at. >> Chair White, if I may add just a little bit to um kind of tying back to Director Johnson's questions. Um so some of the areas that we're looking in two in particular that we've been foreshadowing are very volatile. >> Um some within our scope of control, but there are a lot of factors that you know we try to build in a buffer and those buffers seem to just get surpassed you know in these two big areas. Um, I will also just share that the the transportation piece in general is is not the challenge. It's actually the transportation around our specialed routing. Um, and so it's very specific that we're trying to analyze as to, you know, how that significant of a swing can happen within the contract. Um, and again, as our team has alluded to, we'll be engaging in conversations about that to better understand. Um we are in the final year of this current contract and so you know we're also intending to look to the market um to say hey is there is this the best contract that we have um or you know or are there other opportunities for us to find different uh ways to optimize that transportation cost and have some better controls um you know with the current andor any other provider. So, those are some of the things that we're engaging in, you know, yet this fall, you know, uh, with regards to the contract. >> I have, if I may, I just have one more. Oh, sorry. >> Oh, Lisa. >> Okay. Okay. >> Go ahead. >> All right. >> I just wanted to make mention of the fact that on the left hand side where it talks about purchase services, that is 111% of the budget. And so we do have that anal analyzed at this time with just what makes that up and I wanted to share those top five items if I might. Um so 46 or almost 47% of that is transportation costs. So you'll see that the the purchase services you see on the left are spread across all the other program areas you see on the right. Okay. So 47% is is transportation. Next in line is our PSO at 9%. Okay. After that, our insurance, which is our property casual liability insurance, that's at almost five and a that's five and a half percent. Okay. And after that, we um we have two categories that combined are related to special education. Federal tuition billing being one of them, which is at 4.9%. And if you add in the rest of the state special ed, that's at 2.77 when you're talking purchase services. So you kind of see how we're already down to that 2% mark with just the top five, right? So that's kind of where that's looking at this point in time. So as we wanted to kind of get a sense and help you understand kind of what makes up that some of those things we can we can work with, right? But what do you do about insurance costs, right? What do you do with in u with um utilities and things of that nature, too, right? So those are things that we're going to have to take a look at and um consider as we move forward. I'm sorry to have interrupted. That's great context. Thank you. >> Um yeah, I just have a couple questions. Um my first question is uh for the RFP for the um for the bus contract, does that come back before the board or I I do my understanding from our last conversations that it does go online and all those things. And so what's the time >> similar to what we just did um uh this evening with you all with regards to the commercial brokerage here. um within the next month or so, we'll do the same process there and then go out to the market and uh and then bring a list of providers back and then entertain um negotiations moving forward. >> Okay, I appreciate that. And then also um with the fund balance at 7.49% below the um the board policy of 8%. I understand, you know, from previous conversations that es and flows, but is there a corrective action plan that you'll be bringing forth to the board um on sort of like how do we get that back up to or maybe it is already or just would love your feedback on that. >> Sure. So, the budget cycle for a school district oftent times you want that audited financial statement information so that that it becomes your new beginning balance and with that you already have an approved adopted budget. So first thing you want to know is what does that do to the impact on what you had already thought to be the case for that fund balance there right on top of then that then you would want to address any revisions that have to be made to your current budget and you'd once again reflect that fund balance anticipation there based upon those new facts. Um so you're looking at essentially analysis of our audit, how that impacts our budget for revision purposes and that's our first opportunity to make that um correction where possible. And then in addition then um if it is personnel you're speaking about that's very difficult to do midyear and so that would then have to be something you'd consider when building your 2627 budget. >> And I guess I just have just one thing. It seems like this boils down to those those two highlighted areas when you're talking about the grand scheme of things. There's some ups and downs, but it comes down to special ed and and transportation. Transportation, we're trying to get our arms around and we have some control that we can exercise perhaps in the future. But for as long as I can remember, as long as I've been in the board going back to the '9s, had this document been presented every year, that special ed thing would have been highlighted. It's virtually every year. And I'm just wondering if this is an opportunity for for um for the board. I I I don't like be in the position of being reactionary. I'm not blaming. I I'd like to be have the board be part of a proposed solution. I mean, I look at this and I think, man, if that thing just was 2%, we'd be right on. If we could get that five down to two, that that overage. And I'm wondering is it it is something as simple as doing your due diligence, coming up with a forecast, and then just adding 8% every year just to cover yourself or and in the past we've used different things, but the board's kind of been involved in that so that if next year we we come together on some kind of a agreed upon plan, it it comes back and nothing's changed, we kind of have some skin in the game. we we we don't necessarily have in our position to react to it. We have a position to to refocus. Let's try something else. And I'm just wondering um you know if this is an opportunity for for us to maybe use that approach moving forward because again this is year after year after year. I'm not asking for that thing to be zero but again in this particular case if it was cut in half we would have been really really close on the budget. And um that's the frustrating part for me. Not that it's anybody's fault. just it seems like man we do all this work and the ups and downs and if we could just nail that forecast which I know is very difficult we'd be right where we want to be. >> I think that there's two sides of the budget we need to be considering too as we move forward. There's always the expenditure side which is what we see focused and highlighted and then there's also the revenue side. So when considering our 2627 budget, it is something we need to take a look at as our expenditures in many cases as you take a look at the current economy, there are many pressures and increases across the board. Um, so we can manage and address that to a degree. And I hope that we can do enough to make a really big indent, but we should also be considering what possible other revenue sources might there be and how do we address this on an ongoing long-term basis because this, you know, you can't just focus on the one year. We also need to be looking out further beyond that. >> I appreciate that, Charles. One more. >> Yes. Just one comment. I just I really appreciate appreciate the document that you read. >> Thank you. >> And I would just add one more thing. I'm sorry. Um your comment about the long-term forecast. Um, will you be updating and giving providing a 3 to 5year forecast like we've seen in the past based on like the new enrollment models and all the things? Um, because I think that's really helpful as well to get a get our arms around that. You already see a part on the enrollment piece with that goes then the projections for the revenues, right? And then additionally, um, there would be the expenditures. Now, there are always certain factors that are in process as we go through this that you're going to need to kind of make some estimates on. And so, that would be kind of where it's really about building those expenditure estimates like what kind of percentage are you using for um the cost of insurance increases or the costs for um salaries and such. Uh so those are the assumptions that need to be built so that we can then see what that impact is and on a long-term basis what that has. I will caution you um long-term budgets projected out do not always look the best, right? So it is something that we have to kind of know that in school districts that's often the case because you will find yourself making corrections on an annual basis to offset things so that it is not as dire as it may appear at first. Um so it's it's what we need to do though is gauge exactly what kind of and how much of those adjustments do we have to be looking at from an annual basis. >> Jess, did you have something? >> I did. Thank you. Um, and we're we're going to be talking about this later tonight as well with the um, you know, boundary changes and things like that. Um, with the closing, I mean, it's it's not really closing a school only because it's, you know, we're I mean, yes, as a neighborhood school, do you foresee kind of a dent in in this transportation, you know, fund going down with those boundary changes? It's sorry, two-parter. That's a b knowing we absolutely have to get the RFP for the the transportation, you know, services going, does it make sense to wait until after we determine what the boundaries will look like or is that not or would that not be much of a factor? And if that question maybe I can ask that later on in the evening, too. It's fine. Director Holstead, if I'll I'll tackle the second part of that question first. That's part of our um pace of looking at this RFP is to better understand what will our RFP entail because we want to be able to understand our boundaries, how many routes because if that if that changes, a proposal that we get too early might look different based upon, you know, some of that. So, we wanted to kind of get a sense of where that would land. So that's why we're still timing I think for the fall but it'll be more that later fall mid to later fall so that we have a more accurate depiction of who we are as a district so that they can competitively anal uh analyze and say this is what we believe we could bring in based upon the students based upon the amount of schools etc. >> Yeah. Okay. Thank you. >> And for part A if I might. >> Yes. Um part A with regard to our consultation with the transportation department and what that looks like for our boundaries and such. So, um Dan and I have set meeting a meeting with them to go over the um options and scenarios that we have. Uh we have our finance and operations um committee tomorrow morning and then our meeting will be subsequent to that um later I think this week or next week I can't recall off the top of my head. And um so the idea is to make sure that we kind of walk through those scenarios and understand fully kind of what that impact might be from their lens >> um to make sure that they um have that opportunity to share that >> with us. >> Thank you. >> Jessica, do you have something? >> I mean kind of going off a couple of other questions, but just trying to understand like the timing of which when we would make any sort of uh 25 26 budget adjustments um to reflect, you know, any of the findings. I just again kind of went back and as I was seeing these actuals looking at the budget for this year and like even transportation you know we have a budget of like 7.1 and you know our actuals this year were 8.8 So, you know, are we setting ourselves up to fail for next year? At what point do we make those adjustments or additional cuts in other places if we have to? >> Yeah. So, there is a budget timeline for the 2627 and I'm just going to pull it up here quick. The anticipation is that we would be bringing forward the um audit discussion and that is in October. You have your truth and taxation hearing as well in November. And um looks like in December is is the timeline for us to be reviewing our 2526 budget and seeing what adjustments we can make at that point in time. >> Okay. I mean, is that too late? Do we have opportunity to do things in advance? I don't know. I'm just asking the question if that's um something we need to look at. say more about what you mean. >> Well, I mean, if there are findings that we need to make immediate adjustments on, do we need to look at doing that? >> I would say that right now, given where we're at, um, some of the conversations that we've had as a senior leadership team is figuring out what like typically we might have slowing conversations down in in like February. Um we've had some of our initial conversations as a senior leadership team to identify looking at our budgets and then identifying where we might be able to make some adjustments um that we would be bringing forward um or you know particularly with like purchase services etc. So some of those are the things that we can leverage control for right now. Um so we are looking at that as a team and you know taking some more prudent measures to see where we can forecast where we might have to make some adjustments um from an expenditure side as well as you know any future conversations of revenue sides. >> Okay. Director Buen, >> um can you give some context on um in your experience and this is for whoever wants to answer it as far as our senior leadership um between Dr. Thomas and Director Ryder. Can you give me some context on when um for if ever adjustments are are made to a school year when the budget's already set? I mean, given that 80% of our budget is staff members, uh, that doesn't leave a lot of room for adjustments. And so, I'm just wondering, you know, kind of to piggyback off of your question as like, you know, how do we be looking at things immediately? Um, just maybe some more context on what that could even look like. >> Does that make sense? Did I Did I make that? Okay. >> Yep. Um, so from my experience, the one thing that makes a huge difference is overall awareness. Making sure people are aware of where we're at with things and what that means to every department, every school site, and making sure people understand kind of the why behind the future conversations, right? And so I think when you when you talk about budget adjustments, that awareness does lie in the back of the mind, right? even when you're doing day-to-day stuff. So, I think that's an important factor for us and it needs to be something that people know what that impact might mean to their budgets. So, there are lot of small percentages as I look and analyze things here. Um, small can add up to large in some cases, but when you are talking about significant adjustment, you are talking about personnel in most most cases with school district budgets. And so that's very difficult to do mid-stream. Um, can you potentially not fill certain positions that may have been budgeted but are not necessarily um, yet filled? That's a possibility um, in some cases. It's just a question of whether or not then you're fulfilling what is the absolute that needs to happen as well. And so I think it's just a matter of every department, every site's going to have to really consider exactly what can they do to assist as we um try and um shave off what we can throughout the year, right? And um not spend what we don't need to spend. >> I appreciate that context. And then um to maybe uh expand just a little bit farther, I'm I'm curious if there's any um if you can give a a give us a a glimpse of what um positions or what percentages of pres positions have not yet been filled like what would that even look like if if that is a scenario? And I don't expect that answer right now. But I'm I'm wondering if that's something that, you know, would be helpful to look at. I mean, we're we're only a few weeks into the school year and um everyone's probably getting their their bearings, but I I would be curious to know um how many positions are not are not filled that we budgeted for. >> Yeah, Director Bullion, that is something that um our team is looking at. Um, you know, the the good news is that, you know, compared to other years and even some of other districts, we've done pretty well with regards to filling our positions this year. Um, but that is something that we could look into and bring back for conver future conversation with the board. We but I don't have that, you know, this evening. >> Uh, Director Frans. Um, so I'd like to piggyback a little bit on um the uh comments and questions from Chair White and uh Director Mason. Uh because and this is part of the conundrum I think we're in. Um and Dr. Thomas, correct me if I'm wrong, but I believe in our budget update in December of last year, we were notified that transportation was going to be over and special education was going to be over. Um uh and the special education the transportation was also with the current contract and and fuel prices special education transportation was more than we anticipated but in general the special education was due to two factors. One because the way we're reimbursed is a year and a rears and then also because we had more students that qualified for it that we hadn't anticipated. But there was also something else in there. Um, and that was that once we notified, you know, we we didn't have a lot of wiggle room there because of the way that it is a restricted area. So overestimating from it given the cross subsidy means that we would have to take money preemptively out of other services that were already at a limit. Um so and if you do that then you're not spending on actual you know uh you know regular instruction and other areas and and like director Bullion mentioned we have very little variable costs in here. Um so I I'm just kind of wondering what are our limitations for being able to put that buffer into special education? Um, is that even possible? >> Well, you know, yes, you're you're right on on what you just shared. And the one piece also from the reimbursement uh standpoint is that some of the reimbursement was lowered. So, so that also impacted um budgets after budgets were already set from the last legislative session. So to your point, yes, we are a little bit at the mercy of some of the factors that aren't out that are not within our control. Um, and to your point, it is a bit of a teeter totter or, you know, robbing the left to pay the right or vice versa. Um, something is going to give. Um, and to the point that was made earlier with our budget being, you know, 80 83% people, when we lose people, we lose programming. and and so it's a it's a blessing and a curse to try to solve for this. But we will strive, you know, as we always have been trying to find ways to optimize our resources, which is one of our priority areas. Um, and within the confines of our given revenues and and some expenditures that we don't have a choice, you know, we don't choose to turn on the lights or run water or, you know, transport kids, etc. So, it it's a bit of a puzzle there. I I'm not going to I'm not going to be naive here. Um it is one that as a team we're leaning in to try to find ways that we can you know pull back or dial in various resources as much as we possibly can. Um but ultimately I do think this is you know going to be a potential conversation that we we may have to have also with the board and that is the revenue side of things and what does that entail. Um so so again just I think it's the both and conversations that's that's kind of staring us all down right now. Um I think it'll be really helpful to see that cash flow report come October because then we'll get a really good idea of you know where we're trending for the year as far as um July, August, September because at the end of the day we do have a policy 701 that basically states that our expenditures cannot exceed our revenues. And while I understand that it es and it flows, right, it's something that we've been challenged with as a board with working within the guidelines of that budget. So, I think having that cash flow report um will be helpful us to kind of keep an eye on that and um see see where we're at as the year goes along. So, thank you. >> I can appreciate the desire for the cash flow report. I will caution the fact that it does not account for acrruels at the end of the year. And so that's where you'll find even if you look at the cash um the cash flow report as of say May and take a look at what that looks like at the end of June. There's going to be significant difference because of those acrals. So that it does give you a good indication of what you're spending for sure. But just keep that in mind that the acrruals are not reflected and that can swing things both the acral for your um revenue calculation as well as then the payables that come in at the end because typically you find vendors are lagged a bit and so we're you know in June we're paying not just May bills but also then June bills have to get paid right and that all gets put back into the previous year as acrruals which wouldn't have been reflected in the cash flow. So, I appreciate what you're um asking for. >> Thank you. >> Okay. Then under budget priorities. >> Yeah. Ju just uh as a reminder to the board as we go into the budget development cycle. Um we have been talking about the uh setting of some board priorities like what are some non-negotiables um or things that the board would like to protect as we develop you know future budget um cycles. It's a conversation that we're going to engage in tomorrow morning um a little bit with our um finance and ops uh advisory council, but just putting that on the as a placeholder for the coming to the board, you know, probably in the next month um after we have some discussion um in committee and then we'll be bringing some of that discussion back to the board for you all to have, you know, some determinations as to, you know, what are the things that you want to protect as we build out a budget. And >> as of right now, I'm tend to bring that to the October study session. I I don't believe policy 701 says our expenditures cannot exceed revenue. I believe it says we have to do the best job we can um because we don't have a choice sometimes. >> Okay. All right. So, prepare for the 22nd um as we start to think about things that we're going to uh um keep off the table if at all possible. All right, moving down to student data. Um, Director Anderson and team. Good evening. Pardon my delay as I get used to how to find the materials on the Yeah. Can you help me, Martha? What we can do is here and split her move her over anywhere. That is not my That's not my uh slideshow. No. >> Well, we just want to protect you just met. >> Thank you. Well, once again, good evening. Thank you for your patience. Good evening, uh, Chair White, Superintendent Thomas, board directors. Uh tonight I'm pleased to be with you uh once again uh for another check-in related to student uh data and curricular updates. Tonight uh we'll continue our focus on high school math and elementary literacy and uh a check-in on our curriculum review cycle. Um, I will offer that I feel confident in my early uh review and time here that our review process for uh both high school math and elementary literacy are aligned with uh board policy 606 which has to do with the review and selection of learning resources in our district. And uh in particular that policy recognizes the expertise of our professional staff to be a primary involved stakeholder set in formulating recommendations of instructional materials to the board of education. And tonight we're here to share an update to the board with the aid of some special guests who are members of that professional staff. um they'll share some of the steps that we've taken to get to where we are now per our curriculum review cycle. And I know that uh for both high school math and elementary literacy, we're uh uh in the process as outlined here uh and particularly focused on analyzing and developing uh curriculum. So, with regard to high school math, this team process, I'm pleased tonight to introduce to you two reps from our professional staff, Mr. Dan Byer and Miss Janine Mesnik, math leaders at the high school, uh, who've been, uh, heavily involved in this math selection process. And without further ado, I'd love to invite them to the this welcome. Thank you for having us. Um, I guess we would invite you to ask questions as they come up. So, feel free to just give us a holler here when you've got a question on this. Um, and we can go back a slide. We we actually started in um 2022 as a whole K12 group looking through uh what our process would be, where we were at, gathering information um from stakeholders, students, teachers, and then um figuring out our next steps. And due to funding, we are just kind of that third tier in this process. So, we're coming in at the end as a high school staff. Um so um probably one of the biggest things that we have for questions is you know what is new math or why is this new math and um I think that uh it's probably best to understand it as this instead of just our large list of standards that they had before. Um, our state is being very purposeful about making sure that students that they've detailed that students um are understanding how to use math, not just do math. Um, that there's a bigger focus on understanding the why, which we appreciate and prefer. So um there's a lot more emphasis on reasoning and thinking mathematically um instead of just um I guess on their tests that you would see like MCA tests you know here is a formula now I'm going to use it that type of scenario. So it's um looking deeper into situations, thinking mathematically and in our process um we looked at several materials uh as we usually would do. Um we attended presentations on all of those. uh narrowed our research or resources down and in spring 220 or 2025 um we're field testing this um this year actually >> we are field testing this year so I think that should be >> oh no that that's correct where it's talking about we decided >> in 2025 yeah this past spring we did and now we are field testing this year >> um so our resources that we've looked at and attended um presentations on I believe there's seven there. Um and instead of going through each you know reason why we eliminated um probably just one of the biggest reasons why we chose the SAVIS um resources is because we felt they had the best balance between um that normal academic and algebraic rigor and then having real life um application with that as well. and you'll see um if you would like to see I guess we we have a a lesson here. Um it's just a geometry one that we could all look at and so you can see how it's possibly different from what you would think uh normal math classes might be or or at least what the emphasis >> see how it would be similar to how you might expect to a math course to look like. >> Yep. So it ju it really probably shows you the blend of emphasis of we want that algebraic rigor and also that real life understanding. >> And so the big thing with the with the whole savage piece with it try to model and discuss try and get get that little kickstarter that little brainstorm. Okay, where are we going towards at the beginning when we have our lessons that involve problem solvings, getting into that algebraic component of it? Why are we doing this piece? Try to get that understanding. Some topics are obviously harder to make that connection to than others as we work through it, but also give students that opportunity to work with one another, ask us questions, giving them that guided time to be able to work on stuff, confer with their students, confer with us as teachers as we're going along after we go through our lessons in the course. The example that we have here is from a geometry course. uh chose the geometry one because we at the end we could show difference between the honors piece the and the general course and the how they treat things in terms of the standards with it here this stuff here is taken part of a presentation slide that's given in the geometry course the stuff that you see here the problems that you see here are taken directly from the savis curriculum but that that first piece with this lesson dealing with midpoint and then tying into um distance, tie it into scenario, tie it into the layout of a room, putting it in that coordinate plane. Tanya wants to center a picture along the back wall. How do you find the point at the center between A and B? We start kids off with that basic piece where if we're working in that horizontal, pretty easy for most students to be able to figure out where that midpoint is going to be. But when you transition that then to the next piece where she wants to place a lamp halfway between chairs at points C and D. Well, now when you've got that diagonal, how are we looking at figuring out where that middle is going to be in that scenario? Giving students the time to process and think on their own, come up with their own ideas. Some students are going to be able to make that connections with how they found it in between that middle for A and B from C and D trying to use that same concept for both the vertical and horizontal changes with it. tying it into a more generic case leading into that opportunity where so now if we're given coordinates instead of working in a scenario where they're working with those grid lines they can still work with the grid lines here to be able to still take that same opportunity if we've got coordinates here at -32 and 4 -2. How are we able to come up with that midpoint? And by the time you get to this point a lot of students are trying are kind of making that connection on where we get in that middle. How are we looking at that relationship between the x coordinates and the y-coordinates to be able to get that? Which then we can then tie into that formula that you're used to seeing and with from your experiences with it because we're not always going to be able to have that grid. We're not always going to be able to plot it out and work with it. and how can we make those connections to uh the formula that we have to be able to figure out that midpoint along there taking it up a step from that not only can we apply the same process in terms of midpoint how can we do it in terms of other ratios and here we're looking at the coordinates as a ratio of 3:2 and how we can take the same concept of looking at that horizontal change and that vertical change. If we partition it off into if you have that ratio of 3 to two sections of five, five equal parts, well, I want three of those equal parts and then two of those equal parts to be able to figure out where on that line would that point be that divides it up into that ratio of 3:2. being able to take that same concept of the midpoint which has that built-in formula but coming up with a more uh a higher level application for that. And then here not even given the grid piece how we're taking that comp that uh concept applying it into a more generic approach for that as well. but then tying it into distance as well. And starting off, if we got points out there that are at -54, Q's at 7, five. If we were to put those points on there, negative 1, 2, 3, 4. So I get all the way over there. Can't count. Two, three, four, five. >> Up four. One, two, three, four, seven, five. One, two, three, four, five, six, seven. one, two, three, four, five. If we've got those two points, if we had that segment in between, how are we then going to be able to figure out what the length that is? Most kids are familiar with the Pythagorean theorem before getting them into that formula that would apply when you have coordinates. Okay, let's tie it back into something that they're familiar with. Okay, let's make that right triangle that we have and how can we take that right triangle to then figure out the length of that hypotenuse which essentially the distance formula is distance formula is just pagan theorem. So as we we able to figure out that length from the that horizontal length from P to Q we got that length of 12 that vertical length that length of 9. Applying the Pythagorean theorem 9^2 + 12^ squ gives us that length of that hypotenuse squar kids are able to make that connection between the two. From there some kids are going to fall in that the entire time as we work with that. They they like to be able to tie it into the Pythagorean theorem. And did you click the right thing there so we can continue moving? >> I think I didn't. >> Okay. Oh, and then all that stuff still. >> No, I got it. I got it. >> Thank you. >> We're all good. >> But then tying that concept into the distance formula where some kids don't always want to draw the right triangle to be able to come up with that. Um, tying that in, also putting in a little proof for those kids at a higher level that are looking for, okay, why do we have that formula? Why is it set up? How do we make those connections for that? In here, we included different types of problems in terms of what the honors teacher gives and what the uh general geometry teacher gives. These problems here are straight out of the Savage curriculum. You look at the different types how they're looking at they're able to use that uh graphical representation. They're able to use the distance the formulas with it here with the honors one tying in the different pieces. They don't necessarily go in the same order as the book, but they pick out those key pieces from that. And then with the uh general one, they spend a couple of days on this because of the multi- topics on there. Sometimes focusing on the midpoint, sometimes f focusing on the or sorry, first starting with the distance, sorry, the midpoint, then going to the distance formula with that uh to be able to break that down into two different concepts. The problems that you see here, the application problems that you see here are straight from the Savage uh text as well. >> Do you have any questions? >> So, this so this is what it would look like in a day and >> we we really do like the resource because it's our our text prior to this is probably a 2012 copyright >> which would be more along the lines of um this is the distance formula. let's use it 12 times. That idea, you know, and it's just it's this is much um more engaging for students and and much more of what we bring we want to have our teachers bring to the classroom. I would just say um and my son was in one of these classes last year and um I know the teacher supplemented with this um so do you have any feedback based on um you know the supplementing and with SAVS last year >> like what you saw or I mean >> Yep. So at the high school level it's a little more difficult um the farther the farther along in the curriculum you are. So was your depending on where your son was at. So if it's algebra 2, then there was much more just supplementing, right? They were they were trying, they were testing, piloting, using resources, whatever you want to call it. Um, and being the third year, like the third text in that series, um, there's a lot of information and, um, just kind of the way that you're working through the way a student would be engaged with this information. It's it assumes like that text is assuming those students have worked through those other two years. And so teachers were really heavily looking at okay what did algebra 1 look like? What was geometry looking like so that we can kind of marry those two in algebra 2 and then they're doing more this year in algebra 2. I think the easiest spot to start was algebra 1 because they assume as writers of this text that that's the first in their series so to speak. And so it was a great entry point and I think uh algebra one you also taught that had the most success with looking at all their resources and um working with students and I don't know if you can >> I think with any new curriculum that you get there's always assumptions that that curriculum takes that they've had previously and no matter what we decide to go with there's always going to be some supplementing that goes along with it. We we saw when we were working with the the algebra one that we needed a little bit more in terms of uh properties of exponents. They they do a lot with the uh a lot of stuff with working with polomials but they didn't necessarily cover the as in-depth as we had preferred with it in terms of okay doing properties of exponents when we're multiplying what do we do with our exponents we divide what do we do with our exponents so we supplemented that piece in to account for that I think you would get that with any curriculum that you would work with >> does that kind of make sense or check with what you're asking >> uh no absolutely Absolutely. I I think some of the feedback I heard is that um the the SAVIS curriculum was was very was rigorous, right? And some of the um how do you say students coming out of middle school may not have gotten what they needed >> to prepare them for this type of rigor. And so I'm also curious, my second question is um with the the change of using CPM in the middle school knowing that that curriculum is very different than um sort of like the core foundations of math um how does it align with SAVIS like from an alignment standpoint like are they going I guess you can't answer what they're learning in middle school but how I guess are what are you seeing early on from some of the kids coming out of middle school that maybe are freshman this year or sophomore this year who had CPM and now they're piloting SAVIS like >> well I think we all could probably answer to what they're learning in middle school actually because it's really state standardsbased >> right >> right so um I I think um possibly the hesitation is if if you if a person would think the packaging doesn't feel like what they're expecting um however the math really is probably present. Um we find that when our students are coming into the high school um we not only have students from our two middle schools but from many other places and our students are I guess I'm biased but we we we feel that students that are coming from our middle school are are wellprepared for what we are working with at our high school level. Um, >> let let me let me give you one experience that I had because I'm I'm working with freshmen this year with within it >> and with with some of the word problems, some of the problem solving piece with it. One piece that I'm seeing an improvement with has been their reasoning, the way that they they they may not set things up in an algebraic fashion, but they're able to tell me their what they're thinking. They're able to tell me, okay, how did you come up with this answer? Well, I did this piece. Well, I had here I took this amount away. Whatever I had left, I divided by what I had left over. I I didn't necessarily see that from other students previously. I I' I've been impressed with what I have seen thus far with that logical reasoning piece that the number of students that I've had have been doing. I' I've seen that that that's one piece that I've enjoyed seeing from students this year so far. >> But are they able to um like master the content, I guess, basically. And the reason I reason I because we've I've heard some rumblings from um you know we're only two weeks in but some initial testing not good students testing 40% 50%. I get it's the first week of school so I mean I guess we'll just have to keep an eye on that to to see how it plays out. Um yeah then my other question is is with this curriculum is there any science behind it that you can share as far as like why you picked it? Um where is it successful? Is it implemented in other districts where they've act they've seen proficiency scores rise? Like why did you why is your confidence behind this particular curriculum as being something that you'd like our district to invest in? >> So as we worked through our process um our staff had and I don't think we have it on here. It's just elimination for other ones but we went through pros and cons for each for each um text series that we looked at. Um, and we did feel that Savis had the best blend of everything that we were looking for. First of all, I do know that I think Gwen, and I'm sure she doesn't have it here, but has a list of um, and actually I've seen it, too. There is a long list of um, places in Minnesota that use uh, the SAVIS curriculum, the algebra geometry algebra 2 series that we use. Uh, they have other I believe it's a Pearson company. So I mean they have a lot of other things but specifically that one is used frequently in other places. Um and the science behind that I mean it is it is mapped to our Minnesota state standards which is something that is an absolute must for us. So um with that embedded that is like our number one need concern and and then from there we were able to say here are the other reasons why we prefer it. So, um I am certain that if we asked probably the SAVIS site would have more information than that, but um we would go so far as to see the mapping of their curriculum with our Minnesota state standards. >> Charles, um thank you both for being here. Uh really appreciate it. Um so, Lisa brought up a few things. So, the first algebra 2 test, right, that there was an email that was sent out, you know, not a lot of people did really well. Can Do either of you teach algebra 2? Can you kind of elaborate on that? Um, it was just a it was a big concern that I got >> Okay. >> kind of bombarded >> on that. >> Okay. >> Today, >> neither one of us teach algebra 2. Um, I guess we can ask about that, but typically when emails like that go out, what they're teachers are probably hoping for is that students are going to use later time, our embedded time. And a lot of times there's probably a connection to students who may not be finished with their homework 100% all the time before they're taking a test. So, it's probably an invitation to, hey, please come on in. Let's make sure that we're getting our homework finished first >> so that when you're taking your test and retaking, I'm assuming there's an offer for a retake with that. >> Yep. Because it it makes a big difference if we can figure out where things went wrong, support that productive struggle, and then help them get to where they need to be so that they can start our next um studies. >> It just references the new curriculum, and that's why I brought it up. So, I didn't know if either of you you guys taught algebra 2. So, that's what I figured I would I would ask. And and these >> I would say just like routinely if if emails go home to parents that are that it's usually, you know, like this is probably one of the first times that students are, hey, it's kind of an all call. Let's come on in. >> Let's get help. And more than likely, I'm assuming there's typically a connection between if you didn't do all your homework, it's hard to perform well on the test. So, I'm assuming there's an invitation to complete homework. I don't I haven't seen it because we are not privy to what I don't have any kids in algebra 2 right now. So, I'm sorry about that. >> No, no, no. Perfectly fine. Took the opportunity because you guys are there for sure. Um, next I really liked the way you said um use math not just do math. Um now is everything that um what SAVIS is going towards is that also aligning towards the ACT and the >> SAT. >> Um and do we have and and um do we have any data to back that up? I understand you guys might not have that. Dr. Anderson might be able to provide that to us um with with other schools that have have this implemented longer um because that's obviously some of our students aren't going to take the MCAs, right? But they're going to take the ACT and the SAT. We don't want to implement a curriculum that's going to set them up for failure in the future. >> Our our math teachers have an overwhelming passion. I'm sure they do >> for making sure that our students perform well in the ACT because now they all have the option to do that in school. Yes. Right. Um and >> I feel that we do an outstanding job making sure that we map towards making sure that our ACT is something that's reachable for all of our students first of all. And then specifically in this text, and you can correct me if I'm wrong, but they actually have, you know, like a portion I think is actually on here. I did see it in the in the honor >> SAT test prep, >> which I will say, I'm not going to lie, most most textbook companies do. However, this specific um resource has just a lot of buildup to build the reasoning, then come back in with that algebra, build the reasoning again, and then come back in with that algebra. And in this case, it was even geometry applicable. So when a student is then working towards something like ACT based, they are just that much stronger in what they're doing because of the way that it's introduced. So >> okay, >> and just to jump in on that, other districts that we know have implemented and we can check how long they've been implementing um uh and and perhaps some math results. Edina, Southwash, West St. Paul, Shakipi, Madameai, Inber Grove, Orino are some of those that are on that list and certainly we can pay attention to how that implementation is going. >> Yeah. And even any correlation on the on the those scores would be phenomenal. Um I think I have two more. Um, I know you gave us a list of of basically what you had, why you didn't like them, and I really appreciate the list. And then why you and Savas, right? And then we discussed last week like this is basically this quarters. If I'm using the wrong terminology on that, I apologize. >> Seme. >> Semester. Okay. Um, but if this doesn't work, do you have a backup plan or do you have something else that you're willing to try? Um, if this doesn't go the way that you guys are talking about right now because I think you guys enjoy this. It sounds good. Um, but it's not. I just want to make sure that we're preparing just in case if there's something else that you've seen out there that we have as a backup. If I'm not being clear, please just let >> No. Um I think you're being clear. Do you want to go back to that list? >> Um if we're talking about as a as a quote unquote backup, I think that and maybe um like statistically I I think you can't just give it a semester and say, "Well, that's not good enough." with the depth and breadth of opportunities that the curriculum provides. >> Um I professionally our our department does not feel that the other ones probably do not stand up enough to the saves one. So then we would want to find out >> where, why, and what might we need to slightly supplement to make sure that we are making the change we need to make as opposed to saying, "Well, this sure didn't work. Let me try another one." And then what happens if we have that same feeling and then all of a sudden you've went through three years of semesters at a time of, "Yeah, our kids didn't like that one." So I would prefer and I I believe our department is fully um capable and used to looking through curriculum understanding that probably there isn't that magic bullet and that you need to find probably some supplementation along the way just because of where where things are at maybe um timing um even all the way down to you know we we had three snow days and so now we're going to do this differently. So, um I I think that there are ways to study where students are at. Um still use this as a resource and then I would prefer to um make sure that K12 like that is actually something that would be a curriculum discussion that we just say, "Oh, nope. I guess we were wrong. We need to turn around and change." There's got to be a statistical analysis that says we need to give something more than just a semester. Okay. Am I probably correct? Yeah. >> So, it would make more sense to to live and grow and breathe with the students because that's typically what we're used to. >> Um, for instance, as we've been dealing with the 2012 copyright, we've had to do a lot of living, breathing, and growing with them. And it becomes almost unmanageable with the amount of real life you need to bring to something where it's the difference would be what they would have is here's the distance formula, you know, do it 15 times. It's just not something that we would want our students doing in this day and age. >> Absolutely. I really appreciate it. >> Yeah. >> Yeah. No, it's great. Thank you. >> And director Johnson, I'll just, you know, add also in my years of adopting various curricula and, you know, in different uh disciplines, etc. As we've talked about, there there's not a perfect curriculum, so to speak. So, there's not been a curriculum that has been adopted that hasn't been supplemented or heavily amended. Um, so if we're not bringing in additional resources, maybe there are certain units that we're saying, you know what, this unit just misses the mark. So, we're going to actually rewrite this as a math team and just amend the current resources as well. So, um, this or anything else, that's always going to be part for the course. Uh, last thing. Um, where are you guys at or where's the team's at as far as group testing and group work when it comes to math? Because I have two um students in high school math. >> You have two kids that are in high school? >> I do. Um, >> do I have them? I'm just kidding. >> They'll let you know. >> Awesome. Um and that's something that they experienced um previously and um it wasn't just wondering if if that's an going to be an ongoing thing or if it's something that you're trying or how does that look individual work versus group work especially when it comes to testing. >> We'll both we can both answer that because it's it's a >> I really appreciate it. It it it it varies by course. I think you you you can see some courses that have builtin some call them collaborative problem sets where they're >> typically at the honors level actually >> honors level but I know there there are some that that just to get to get kids talking with one another being able to problem solve be able to work with it >> and those I in my understanding from what I'm familiar with those are not assessments those are those are going under the formative component of it not in terms of a test I I could be wrong with that because I I don't I don't work in the other the teams that deal with that component of it. From my understanding, each there are tests that are that each is based off the students own work for that. But we do have teachers that I I can think of bunch of groups that set it set apart days that okay, here's a couple of challenge problems. Here's here's a few pieces. Can you apply the stuff that we've done into a different scenario, not the same thing that you've worked with? Are you able to work with one another to be able to problem solve, come up with the solutions based off of that? >> Um, and and our teachers chew thing choose things in teams, right? So maybe a team is working through certain things, but in the end, I I think what we really need is our students to be flexible and nimble in how they are moving throughout the math that they're learning. So there's predominantly regular testing, right, which is what we do at the high school. However, we absolutely need our students to be able to talk to each other and maybe there is a group test. Um, it is not frequent, I would say, by by many of our teams. However, I could not stand here and say there never is one because I bet there's one somewhere around there. Um, also there is lots of like if you're talking assessing, lots of formative assessing students are in groups because then they're able to brainstorm, work through problems. Um, and and it's just it's helpful. That's what you want your kids to be able to do, right? To be able to analyze together, talk through things, come up with ideas as a team, work through that. And then we also need that balance of preparing them for their next steps. So like they need to be able to take tests alone on an ACT, right? So, as they're growing, there's certain things that they need to be able to do. So, I feel like um our math team models both environments well and there's a time and place probably for everything all all of both of those scenarios. Um however we probably if it's coming to like a an assessment that's you know a summit of assessment I would say for the most part by and large it's those are individual and um I don't know if that's probably just an age appropriate idea for where we're at which is why it is. >> Does that answer your question? Yeah. >> And it's yeah it's but both both probably happen. It's just probably more heavier formative. Um, and still probably maybe a few sumatives in there. We can't I mean, but >> we can't speak for each, >> but it is something I think that should be >> I'm not sure if you want to say more about the difference between formative and summative. >> Yes. >> Um, you know, assessment for learning versus of. >> Yep. Um so if you're in my classroom for instance um we would do something in groups so that I I can have formative data they can have formative data so that we can say you know on this uh problem set we're going to see where we're at where our thinking is at students can brainstorm together problem solve uh explain reasoning to each other um and during those they don't have like a group piece of work every student is still doing their own and in the end it's more of learning the how the I this is what I did. That's what you did. Oh, we came up with the same answer. Is that still okay? I guess it is. And so it's it's more of being able to talk about it and using math as opposed to just doing math salad, we'll call it, right? Um which you know that reasoning gets built in. And then there are other times where students absolutely have to do their own test and they're working on it. So, and most of mine are like that, but it's just the formative um is more of like a a daily work type idea. Um and then and that is like an assessment for learning. So, students know where they're at, teachers know where they're at, and then we can make adjustments on what else we need to help with. Uh what else we may need to work on. Same for students. They know where they're at. What else do they need to study? And then, uh a summit of assessment would be, you know, we're at the end of a chapter, we're at the end of a unit. now this is your grade like you you've learned it and this is where you're sitting. Um a lot of times in my classes for where my students are at I feel like their next step is really college. So they're going to turn that into one more formative because if you didn't get it we need to get it now. So then we're going to go back and relearn. So I kind of reforce that. But like if you're in Dan's AP kelk um that's a different thing because there is a final test for that for AP. So >> yeah. So with all the the formative that building block stuff leading up to it, we we have those summitive assessments where students are assessing students off of okay, do you know all the derivative rules? Are you able to take the applications of the derivative to apply it to this situation? Dealing with rates of change and whatnot. Um during a regular class of mine in there, kids are working together all the time passing ideas back and forth. How did you get here? What did you do here with it? that that the formative is that development piece. The summitative being your typical tests, quizzes, whatever they're that built that that that assessment for that. >> Uh before you start, if we're about 43 minutes into the hour I allotted for the this discussion on both topics. So if Lisa, you can ask one more and then we'll move on to elementary uh literacy. Um >> so AP same they have the same curriculum status for AP or no they have >> a lot of times and this would be for most most curriculums that that they will build their curriculum for algebra 1, algebra 2, algebra 1, geometry and algebra 2. Beyond that courses beyond there we we typically go out to other different okay what resource do we want for AP cal? resource do we want for uh AP statistics? What resource do we want for the pre-ol algebra course that we have? Most of them they they have that building block for that first one, but then we don't have the but then we piece together pieces off of that. Have we looked at people are always looking at stuff with that? I can tell you the like for me personally with the AP cal I I like that what we currently have. If you were to compare it to the current updated uh version of it, it's the same thing, different color textbook problems are exactly the same in in terms of it, but but that varies for >> this doesn't impact the AP. >> Okay. And then I sorry, I have one other quick one. Um I we I was able to observe um both the bridges and the CPM. I'd love to come observe um a classroom. don't want it to be disruptive at all, but I don't know if you guys are open to um board members coming in and observing um during this first semester during this pilot specifically. So we can yeah we can chat through um I will say the AP it's those are college texts and like for example the AP pre-calc has the same parent company Pearson as SAVIS but those college textbooks wouldn't have the same type of writers as high school. So >> yeah but also the college the the AP ones have to be >> college board approved as well in order to use them. So which ours are >> I guess I would say this just so I mean they're really truly in what we do there's kind of a time and place for a little of everything of what we're doing. So feel free to reach out with questions because sometimes maybe what you're hearing it's it's like really this in the grand scheme of things and and it's probably good to have a you know a perspective on it I guess. So >> appreciate you guys coming. Thank you very much. >> Thank you. >> Thank you so much. >> Jess, you have just let Jess have one question then we're going to move on to >> two questions. Um sorry. So the the math pathways I was trying to recall. So I was just trying to understand if we're looking at this for algebra 1, geometry, algebra 2. I think our current current pathway ends, you know, math 6, pre-alggebra, algebra 1 going into high school nine, you're in geometry. So then are they just starting this curriculum in geometry? Is that is that correct? Or how will this and I that kind of relates to the CPM and how it aligns question? But how does that pathway look? They're in either algebra 1 or geometry. >> We we refer to it as algebra lines and quadratics. >> Thank you. >> Yeah. >> With that or the geometry? >> Y. >> Okay. So they may not even take the algebra one but just go into geometry. some nth graders, >> right? And in eighth grade with our math, Minnesota math standards, they have algebra in eighth grade. So, um, and I believe they're using either the Savvis text or a CPM text right now for accomplishing those math standards with those students. >> Okay, that was kind of where it was going with my question, like how which if they're using CPM or status. Okay. At times it's easy to get hung up in the texts, but to be honest, we are guided by the Minnesota state standards, right? So, they are they're fluid throughout in their planning. >> I was just trying to understand the pathway. I was thinking of that graph, which I don't have in front of me. Thank you. >> Um, yeah. Um and then um sorry my second question and it relates to really both of these like what what has the feedback been from like the teaching and learning committee and maybe this is a question here versus here but um has there been feedback and qu what types of questions have they raised >> from from the reading um aspect um we we've or I'm sorry from the math aspect we've been bringing our teaching and learning committee through a standards understanding so that was our big kind of pre-teing last spring um this fall next week or whatever my data is off no or planning this week for our upcoming TNL and then they'll get um a more hands-on with the actual resources and materials and then coming back with some of that feedback. >> Okay. So, they haven't looked at these resources yet. >> Okay. >> All right. Thanks, guys. >> Thank you both. >> Thanks. Thank you so much. Next, please welcome curriculum specialist Gwen Molden, who will help uh uh lead us through the elementary literacy uh curriculum process status. >> 10 minutes or less. Is that kind of what we're looking at? >> Just do your best. >> I want to thank you for allowing Katie Hansen and I to come tonight to talk through our elementary literacy team process. Um Katie is going to have her part coming up next. I'm going to start out. She's a first grade teacher at Redtel Ridge and is a member of the elementary literacy team as well as field testing two of our resources this fall. So, she plays a very valuable part in that process. Um along with Katie, we have a quite robust team of 32 people who are on that elementary literacy committee. Um we have members ranging from early childhood staff um and we have members from K5 um at every grade level as well as special education. We have some English language learner staff um speech and language pathologists um intervention teachers, peer coaches, media specialists. So we have um a wide range of experience and expertise on that committee which has really been helpful. The slide that I have up right now is really kind of our timeline from when we started as a committee and it takes us to present um with the yellow and then the blue is really kind of moving forward. So the yellow I will go through each one of those a little bit more in depth um so that you have a um more in-depth explanation of each step of the process. Um so the first part as we've talked about before when the Minnesota Department of Education um instituted the read act there were two parts that really affected teachers primarily and that was the training. So in the beginning when I was here a few years ago it was there are three training options for teachers. we went ahead and chose core which was the online language and literacy academy as our training and then there was the curricular resources kind of part. So it was really important that we started with that core training because the really the purpose of doing that with all of our staff was so that teachers had an understanding of what the science of reading and that term has been out there and really what that means is it's 50 plus years of research that has been done on how we learn to read. So it's scientific research that really they just compiled into something more digestible that shows how as a person do we really learn to read. Then the structured literacy is the part of how like so what the science of reading is and then how do you do that in a classroom is the structured literacy. So the training for all of our teachers that they've been doing over the last two years is really centered on that science and those evidence-based practices so that we can learn what is all this research saying about how we learn how to read and then how do we put that into practice in our classrooms. So we were very intentional to really get teachers a base of that understanding before we started meeting as a committee so that when we started this process they had that foundational knowledge about what that science of reading is and what those effective practices look like. So, when we first started as a committee in our first meeting, I don't know if you've been to the MDE website, I did link it in here, but they have a whole page on curricular resources and have really grounded their work in the same thing that I just talked about with the training, what the science of reading is, and what resources are out there from publishers that align kind of how they're structured to that structured literacy and that science of reading. So, we spent that first meeting really looking through and trying to figure out all of the information that was put out there from the Minnesota Department of Education. So, what they basically did was tiered their resources. So, they looked at a vast amount of resources that curriculum companies had and they put it on tiers. So that first tier was considered highly aligned to evidence-based structured literacy. So according to their rubrics and their evaluation tools, the curriculum that's linked here in the different companies are the most highly aligned to what we're learning with the science of reading and how students learn how to read. So you can see there's a few of them linked on there. There are reports, there are rubrics, there are different things. So, we really spent time reading all of those and learning more. As you travel down that page, then there's a partially aligned. So, it's just like it would sound. These resources are not fully aligned with these practices that we've been learning about through research, but they are partially aligned and they maybe have some gaps. And again, there's reports and rubrics about all of these different resources. And as you continue to go down then there's minimally aligned so further from the alignment not aligned and then they had a side category called non-ranked which I will come back to. So those resources really is where we spent our first meeting trying to just learn ourselves and um become more familiar. At that meeting is when we decided you know what let's really focus our time and our learning as as a committee in the beginning on the highly aligned so that we know the resource that we look at is aligned to what we're learning that research says for how kids learn to read and what is best for them. So the note sheet that's also attached is basically just one thing we use to try to organize all these different resources and so we could kind of see them at a glance. So this basically the confusion I think is in the different types of resources. So this is basically the same information from that website I was just showing you organized in a different way. So one of the resources that they've talked about is a comprehensive curricula. So that is that e education resource. That basically means that it's a curriculum company that has taken and put their phonics, their phmic awareness, so those early reading skills in a product that also has the later skills like the comprehension, vocabulary, the background knowledge building. So they have a product that's comprehensive. It has everything in it all together. So you can see the state designated one of them as highly aligned on that list. Also they designated four foundational curricula. So foundational means your phonics your early literacy. So it's your phmic awareness and phonics or word study component that can't stand alone in curriculum because we also need that other side that has the comprehension the background knowledge and the vocabulary. So if you would choose one of those foundational curricula from the state you would have to add in the bottom one which is called knowledge building. So a foundational curricula plus the knowledge building gives you a comprehensive package all together. So that side category that I talked about the non-ranked is basically where foundations which is our current foundational skills K3 program was put on a side category. It is aligned to the science of reading. It is aligned to structured literacy but they found through their evaluation they felt there was a weakness in the phmic awareness and the fluency components. So if districts choose foundations or have foundations, they would know they would have to strengthen those two areas of the curricula. So they put it in a side category because it is aligned with science of reading, but it is weak in a couple of the areas. So after we looked at and studied each of these, we decided we really needed to have presentations from the companies to come in and show us a little bit more. So, for each of these on here, we had people come in and present. Um, the nice part about that is you really get to see the print resources for the teachers, for the students. You also get digital access, so you can see their platforms digitally as well. Um, so we spent the next few months having presentations, um, being able to ask questions. We always had time at the end of those presentations to meet as a committee to talk about what were some positives that we really liked, what are maybe some concerns that we were feeling. Um, and really took a lot of time to learn those different resources. So after that came our June meeting. We had had all of our different presentations and we spent that meeting really taking time to go back and look at all the resources because that had been several months that we had been learning about them. We went back to what we learned in our training with our OLA and made sure that we were looking at effective instructional principles that we were learning and we really started tearing apart each of those resources to figure out what do we think meets our needs the best with our students and where we are. You can see some of the reasons that we came up for eliminating different curricula and things that really were positive for us with different ones. And we ended up on that meeting deciding we really would like to look at a little bit further with a field test because you really don't know the curriculum until you're trying it. It might look good in theory, but until you really put it into action, the ones that are lift listed in yellow. So, I'm going to go back to this. We looked at that comprehensive curricula with EL education, and Katie can speak to this more, too. And overwhelmingly, our committee did not feel like that was aligned for what we needed. There were a lot of things that we were concerned about with that curriculum. So, when that was eliminated, that was the only comprehensive one. So then we knew we would look at arts and letters which is that knowledge building curricula and we just needed to figure out then what foundational curricula we would pair with it. So you can see back on this slide we chose two different ones that we wanted to try. The functional phonics and the UFly foundations which are both K2 phonics-based curriculums that are structured very similarly. There are just a few differences. So our kindergarten, first and second grade teachers are field testing the knowledge building curricula with either you fly for the phonics or functional phonics for that comprehensive package. Functional phonics also has a a program called functional morphology that you see on the second line which is the only one of the products that had a word study for third, fourth, and fifth grade teachers. and our teachers were really impressed with that and really wanted to try it out. So, our third, fourth, and fifth grade teachers are also trying functional morphology, which is an upper level word study on really Greek and Latin roots and how words are made, which also is really helpful um when you come across an unknown word, figuring out what that means when you're reading for comprehension. So they're trying the knowledge building with that functional morphology. So we really have four different products that we are field testing um right now. And moving forward, we had that communication that was sent out to families. We are going to be presenting to teaching and learning advisory. The resources are out here currently. We're also working to get them out in all the buildings so that leading up to conferences and beyond, parents have an opportunity to look at those resources. Um, and we'll be looking for feedback as well from parents. And moving forward, we will continue just like we did with our math implementation at elementary. We will be collecting feedback from families about halfway through, talking to students, talking to teachers, pulling any data that we can to see if it's showing us anything. and hopefully coming to a decision probably sometime in February would be ideal. So, I'm gonna turn over to Katie. Um she's the one that's actually using two of these resources um right now with her students and has also been a longtime committee member on the literacy team. >> Thank you, Gwen. Awesome. Um as Gwen said, I'm Katie Hansen and I've had the privilege of teaching in Prior Lake for 18 years now. Um, I have been on the EL ELA team for many years as well. Um, and today I'm here to just kind of share my experience from when I started on the team to kind of where we're at right now. Um, and I am here to share the work we've done to evaluate and improve our ELA for our elementary kids. So, over the last six years, I have actually field tested five different phonics programs. So this has given me the unique opportunity to observe a r wide range of components and teaching methods across various curricula. Uh most recently our team began the process of reviewing our phonics program that aligned with our new standards with the MDE. We began last spring by identifying key qualifications um that our programs need to meet. We carefully cross-referenced each program and the components and standards needed for our students. After completing the initial research, we invited representatives um from each program to come help us understand their materials and help us understand if they meet what our needs as our district. Um we took detailed notes and then we compared each program against the essential elements of a high quality curriculum materials. From there, we narrowed it down to the two most promising programs currently available. I'm currently field testing the functional phonics um with other members of our committee and we also have some of my um teammates who are um in in other schools that are doing the UFly. Our ultimate goal is to identify kind of the best possible curriculum to support our students and our teachers through you know through this literacy development. Personally, I have enjoyed the opportunity to field test these new materials. It has been incredibly valuable to compare these programs side by side with kind of what we're currently using, which is foundations. Um, this comparison ensures that we'll be making a well-informed decision that's truly in the best interest of the students. And I just had to share my favorite part of my day currently, right now, we're on day 12, is when uh after we're done with phonics and in our literacy lesson, my kids are doing their independent reading and they'll uh shout out, "Mrs. Hansen, I just found a heart word." Or, "Mrs. Hansen, I just found a CVC word. Come over here and see. And so their excitement just to kind of share and apply their learning, you know, has been really fun to see. Um, today, tomorrow, we're doing our final day, our day five at our check-in. We have formative assessments on day five where we kind of check in and see the progress of how we're doing. And I'm really excited to see, you know, how we've done in the first 12 days of school. Um, today one of my students came up to me and after phonics and said, "Boy, Mrs. Hansen, we sure do a lot of phonics here in first grade. And that moment truly affected, you know, reflected the impact that we are doing. My hope is that our team's efforts will provide meaningful insights into which program best supports our readers and ultimately helps them grow into confident, capable learners. So, >> thank you. >> Yes. >> Questions or comments? Jess. >> Hi. Thank you for being here and thank you, Miss Hansen. What is a CVC word acronym? >> Consonant word. It's basically your threeletter word with a short vow in the center. >> Thank you. First graders have it rough. Man, >> it's a lot to do. Um question. I just want to make sure that I'm following along. So, we've got the four different field tests. That's a lot to field test at one time. or am I wrong on that? That seems like a lot to go through. >> It is. Um the commonality is K5 that arts and letters is that knowledge building. So we have that consistently throughout K5 teachers. Really the only difference is the phonics. We have two different phonics. So I will say though they are doing herculean tasks by being willing to do the knowledge building with the foundational skills. It's a lot to field test and it's a lot new. So yes, in that sense it is a lot. So our K2 teachers are each trying two and our 35 teachers are also working with two right now. So if I'm understanding I I'm apologize I have to flip through a couple of different pages. Um oh good grief. Um, okay. So, we're doing the arts and letters, which is the knowledge building, >> and that's being paired with the other three, correct? Because the other three are the foundational. >> So, no matter what, it seems like and and this is fine. I'm just trying to understand. So, no matter what, I mean, we're looking at arts and letters >> probably. I think that's a safe assumption, right? It's just a matter of what we're going to pair with that. >> Yes. And I think it's the same as the math conversation, right? We want to see that resource in action to see are there any things that we're going to have to fill in to make sure that it's filling and meeting the needs of our standards and everything with it. But it is the only one on the list from the state that's that highly aligned knowledge building. >> I think that's it. Thank you. >> Anyone else? Lisa, >> um, two questions. So I know our district um invested a lot in already in a foundations, right? >> Was there an option to use that and supplement to meet the standards given the fact that our teachers are trained in it and all that? Was that looked at as far as >> Yeah. And it is an option. We on this page when I talked about our different presentations. So, in response to the state putting them on that non-ranked kind of side category, they did publish an update to their curriculum and that's what we had them come and present that update to us because we're excited thinking, okay, it's going to have everything fixed and we were less than impressed with their fixes. So, they did add some phmic awareness. We felt it was still weak and they did add some fluency but it just seemed as though they rushed in what they did instead of spending time to really make it quality. Would you agree? >> Yeah, and I think we had a lot of discussion about that as a team after they presented and we've seen the other u options that were out there and we were uh less than happy with the improvements that they made as compared to the rigor with some of the other ones that we're piloting right now. And you're referring to the foundations curriculum, correct? Like that team of professionals. >> Yes. That came and presented to us. >> Okay. Yes. >> Okay. Thank you. My second question, how does this impact middle school and are we doing any pilots in middle school? >> So, we actually had one of the sixth grade teachers who attended some of our meetings with us and came to a few of the presentations. So, that will again be next phase. They said that they were very excited to see what we choose. Some of these like the arts and letters is a K8 curriculum that could be possible um to extend into middle school. So I think they will start their read training. They say it's coming out in October and we register in January, but we all know how that goes. So I think once we get going with some training I think it's important for them to also have kind of that foundational knowledge going in so that we make a really good choice on resource for them as well. >> Thank you >> Charles. Uh also thank you both right Miss Hansen definitely thank you. Um one question um what isn't great about it? Um well I'm only on day 12 so >> and understanding >> only on day 12 with 24 first graders who are still kind of kindergarteners. >> Um I would say for me right now it's just um >> we haven't seen the rigor like this before. And so getting their stamina >> to where it needs to be is kind of the biggest hoop that I'm working on right now with them is being able to, you know, provide that quality lesson with in a reasonable amount of time for them to focus and, you know, take in all the skills. I think that's just kind of, you know, will come as we're, you know, as our first graders continue to improve on their, you know, learning stamina and their skills. >> Okay. I really appreciate your answer >> truthfully. Thank you. >> Anyone else? Okay. >> Thanks, guys. >> Thank you. >> All right. I think we'll take five if everybody doesn't mind before we move on to the next item. Quick little break. Come back at 8:15.