like to call to order the Shockby School District Schoolboard business meeting uh for October 6, 2025. Tiffany, can you please do the role? >> Zivic >> here. >> Valdez >> here. >> Peterson >> here. Smith >> here. >> Aldridge >> finally here. >> Johnson >> here. >> Broy >> here. Brian >> here >> and >> please 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. >> Good evening everybody. Welcome. Uh first on our agenda is always our uh favorite part of the meeting is our saber pride. And uh tonight we have a couple items. Um first is item 3.1, our 2026 National Merit Commended Student. And you can see we have uh have them up on the the screen. There's Obby. Uh Abby's been selected as the Shaki High School's 2026 commended student. roughly 34,000 commended students nationwide and uh placed in the top 50,000 of students who applied for National Merit Scholarships. So wanted to recognize Abby and congratulate him. Next on Saber Pride is item 3.2, 2 National Principles Month and our assistant superintendent Jim Mcclosich will present. >> Yes. Thank you, Chair Smith. Um I have the honor of of not only supervising but working with all 10 of our building leaders. Um we have two of our principles and one of our assistant principles here tonight and I just I I can't say enough positive things about them. I mean they truly are the heartbeat of our schools. um you know, they have that unique job of balancing and and supporting our students, our teachers, um with our parents and also being a positive face in our community. And again, um you know, this is a tireless job. They're often the first people in the building and often the last to leave. I was just over at the high school and I saw Mr. Peliki's car still parked there at 5:00. Um you know, and then and then from there, we ask them to lead with vision and you look at where we're heading with literacy. You look at where we're heading with assessment for learning. and each one of our leaders um is constantly working with their staff uh to move these initiatives forward and and to make our schools better. So, we have a wonderful group of leaders. They are truly student centered and student focused and I can't say enough positive things about them and I'm excited to hear from a a few of them tonight. So, I I thank our principles this National Principal Month. >> Thank you, Chair Smith. that I know uh Valdez and maybe Mr. Johnson have photos of those that are in the audience here that you could show. [Music] >> Thank you. Next on our agenda is item four. The consideration of the agenda is presented. >> I'll make a motion to approve. >> Second. Motion by Aldrich and a second by Broki. Any discussion? Seeing none, all those in favor? I opposed. Motion carries. Next on our agenda is item five, public comment. This is the time where members of the public can participate in the meeting without being part of the meeting agenda. member of the public may address the board on an agenda topic or on another topic. We allocate a total of 15 minutes for public comment at this meeting. Each individual speaker may speak for up to 2.5 minutes. The sign up for public comment has been conducted online and in person prior to this evening's meeting. No one has signed up for public comment prior to this evening's meeting. We will move on to the next item on the agenda. Next on our agenda is item six, the consent agenda. You can see we have personnel items, meeting minutes, bills and authorizations, and wire support. >> I will make a motion to approve. Second motion by Aldrich and a second by Johnson. Any discussion? Seeing none, all those in favor? I >> oppos. Motion carries. Next is item seven, donations approval. This is a resolution and you see the donations on the screen there. >> Make a motion to approve donations as presented. Have a motion by Peterson and second by Del. Any discussion? See none. Tiffany, can you do the role, please? >> Civic, >> yes. >> Valdez, >> yes. >> Peterson, >> yes. >> Smith, >> yes. >> Aldridge, >> yes. >> Johnson, >> yes. >> Yes. >> Resolution passes. >> Next on our agenda is the information portion of our meeting. Um, item 8.1, the careers and construction uh month student learning spotlight. And here to present is Brett Calpold. I'm hopefully I said your name right. Shockby High School teacher and Rowan Carlson our Shocki High School student. >> Yes, >> Mr. Chair. Thank you. Members of the board, Dr. Edmond, thank you for your time. Um, I've got a student with me, one of our rock stars. Uh, this is Rowan Carlson. Uh, he's a senior and unfortunately not in my construction classes anymore. Um, but you know, we we we take the next generation, so to speak. So, even here, um, as far as careers in construction, just a quick overview. Um, we throw around the number of million open jobs in construction a little bit. I think we're actually a little bit under that at the moment. The last I saw was in the high hundreds of thousands, but we're a little shy of a million. Um, in the United States, there are many, many, many applications in construction trades that have nobody applying to them in any way, shape, or form. Um, many positions don't require a college degree or any kind of a license uh license to speak of. Electricians are currently kind of oversaturated, which I know a lot of students are sort of disheartened to hear. Um, however, plumbers and masons are in very, very high demand. Um, masons require absolutely no licensing to begin. That's an apprentice right out of high school. Framing and roofing are also trades that you can walk into right out of high school and make a decent living at. The housing market has a, as I'm sure you're all aware, a huge demand in homes. Uh there's been a lot of focus lately as far as building highdensity housing and the houses that are being built and are moving in the market are unfortunately kind of either high density or they are on kind of the McMansion scale of things. Finding starter homes right now and and people willing to build them are are uh are a little scarce. Um some of the some of the major reason for that I think is still lingering mortgage rates, this sort of thing. But there is still growth being had in the construction industry. The big question for us at uh Shakipi is how do we ensure that students have opportunities in the construction careers? How do we provide handout experiences that give them a glimpse into the future of these jobs? Um I tell students all the time, if you come into these classes, if you come into my classroom and you discover you hate this, that's something worth knowing now, too. Um, and what should students know versus union versus non-union paths? How do we continue to tap into all of the partnerships that we have with businesses and shock and farther a field to continue to support these students in their in their uh potential careers? Um, while I have your attention, I'm going to uh jump ahead to I think an agenda item that you have on your uh list next month. I believe we currently have an intro to construction class uh instru introduction to uh construction and and manufacturing which we are proposing to split into two separate classes. So the pink will become the red the intro to construction and introduction to manufacturing and then they will continue as they always have traditionally. This gives students just a little bit more time in each field, give them a little bit more preparation for them, and it also gives students a little bit of a chance to see that to see what these fields look like a little bit more authentically while they're a little bit younger. So, we're talking mostly ninth graders, 10th graders, and and what have you. So, we are hopefully going to do that starting next year. Um, and just as a little glimpse as to some of the things that we've been doing this year, um, I unfortunately because we took pictures early this year, I don't have much completed to show you. However, uh, the early storage the early, uh, buildings that we're doing with our construction classes is we're building a storage corral that will hold our dumpster just so that it is a little bit more sightly back in the behind our construction lab and behind the tech head wing. And we're also building a garage for our custodian forklift. So, those are two of the projects that we're currently waking working on. Students are uh breaking through 4 in of asphalt by hand, which is always fun to watch them do. Blisters are had by all. Um 4 in of asphalt were able to get through with diamond blade saws and eventually sledgehammers when the blades aren't deep enough. We should be finishing with this project somewhere around quarter 1. Somewhere around the end of quarter 1. happened to get get her out to the back of the high school. You'll see that we've got posts and set in concrete and the rafters are up now. So, moving right along. Um, a couple of quotes from some previous students that we've had. Um, it's a different class than normal. I like it. It teaches you how to work. I really hope it does. Um, students in my construction class punch a clock. They get a real understanding of what's going on. I try as much as humanly possible to get them to understand that, you know, the world is run by the people who show up on time and deadlines really, really matter. Um, and another one, it's better than paperwork. You can take pride in hands-on work. It's it's something that kids inherently understand, that idea of legacy. You know, you're leaving something behind for the people that come come after you. And I think it's just phenomenal that I don't have to teach that idea. Um, I will get out of your way and be quiet. I want to let Rowan talk. I'm going to give you this, sir. >> And just hit the forward arrow there. >> Um, so construction background, grew up, um, my dad was a drywall for almost 20 years. Um, kind of learned how to work and do stuff from a young age. Uh, I was always put on helping build decks and stuff. So that was kind of my uh my uh grow or you know like my background. Um and going into high school I wasn't really sure what I wanted to do. Um and knew like a lot of kids kind of follow what their parents do for careers. So um basically I mean I was just like let me uh take take the construction pathway. And uh so here I am. So, I've learned a lot that you're not going to learn in your regular classes. Um, you know, you're you're not going to learn how to frame and put not going to put you up on 12T roofs, you know, 24T roofs and stuff. They're going to be filling out paperwork. So, um, last year we had a challenge with a construction uh project. It involved uh raising a uh shed 6 in and uh so we kind of took over that um saw all the nails off of it and then built a interior, raised the roof up um and that was super fun. So we I learned a lot that you know you're not going to learn in a regular class and these classes are super important for that. I learned a lot of problem solving skills that you know not wouldn't have learned anywhere else. So, >> what was that worth? Thousand pounds. >> Yeah, it was kind of sketchy sitting under. So, little fun though, you know. Yeah. >> Um, what are you interested in designing in the future? Um, my parents are looking at a new house right now and they want to get some land and they're like kind of the whole thing is like, you know, when we buy land, we're going to set a plot of land and let you build your house and that's kind of what I want to do. So, I want to design all of it. I'm a big CAD guy, so I like designing all my stuff and I bought my own 3D printer and I designed all my stuff and, you know, prints out stuff. So, I sell files online. I love doing love designing stuff and it's kind of kind of my thing. So, um I just I like the whole designing process. I think that, you know, these these skills are something that is super important for students like us, you know, that not other uh other districts aren't offering, you know, in in Minnesota, it's super important. So, I had any advice for a middle school student? Um, just just know that it's going to be hands-on. You're you're not going to be sitting and filling out paperwork. This the paperwork that you are given is important for what you're going to go and do and learn. So, just kind of focus in on the paperwork that you are given and you know it's it's going to be important for what you go and do learn. So, um I just think that be be ready to to work with your hands and not not work with pencil. So, >> uh just a couple of our partnerships that we that we have for our construction pathway. Obviously, um the Shakape Chamber, uh Scott County CDA, um we are adding a new academy champion this week. I think uh Greystone Construction is jumping in to take the uh void left by uh the unfortunate loss of Bear. Um, and then a list of the uh other partners that we work with on a on a semi-regular basis or an increasingly regular basis basis. And I want to make sure that I uh specifically mention both Northland Forest Products and Lowe's who have been massively generous to us. And I think that's what we have. If you have any questions, happy to answer. >> Quick one for you, Mr. Cel. Curious how many students like ballpark-wise does Chuck have to participate in some of these trades classes? >> Construction class. I have five sections of this year. This is the first year it's larger than it's ever been. This is the first year I've actually had to hand one of the construction classes off to a to a different instructor. Um there's there's anxiety with that, but he's a great guy. He's qualified. I am I'm kind of a control freak. So that that's going to take a little bit of effort. So there's five of the and that's the second level class, the construction class. The intro class has been I think nine sections of 25 or so. So 125 to 150 becomes something on the order of about oh I would say 100 and then for my advanced class that'll drop down to about 40 to 50 students in that year. We have two sections of that this year. I believe this is the first year we've run two sections of that. So the pathway as a whole is growing like crazy. >> Just to expand on the specific question by splitting into those pathways that presumption outcome before the board and subjective approach we really design and construction. Do you see that you know increasing the number of students that can be served in that space by having those two additional tracks or putting it as two two tracks? It's possible though that it could increase. We're sort of expecting something of either a 5050 or a 6040 split. We're not exactly sure which way it'll go, whether that we'll get heavier construction or heavier manufacturing. Um I've got my bias, but um the assumption is is a we're going to put less pressure on the wood shop with the massive amount of bench tool machines and all that. That'll be a good thing to have that room not used every single hour of the day. Um the other advantage of doing this is the the purely dedicated introduction class for construction will be like a week of safety, a week of drywall, week of framing, week of plumbing, week of electrical, just to give kids a taste of all of these different trades. So it'll be something akin of like the very beginnings of trade career exploration. And it'll also serve as something of look, when you have your own house someday and your kids punch a hole in the drywall, now you know how to fix it. >> Practical application. >> Not that any of us have ever had that happen. >> Yeah. >> Does that answer your question? >> Absolutely. >> Okay. >> All right. >> Thank you very much. Well, thanks for uh next on our agenda is item 8.2, the 9th grade day one report. And here to present is Stephanie Welock, our ninth grade academy principal, and Jeff Blicki, our Shak High School principal. >> Hi, thank you so much for having us back to talk about the nth grade first day. Um I can go a little bit long so if somebody I start talking too much somebody just tell me to keep moving forward. >> I'll be your time keeper. >> Thank you please. Um so going back to the why this is my fourth year as the ninth grade academy lead and um really thinking about that transition. I saw a lot of anxiety with kids coming in, a lot of anxiousness about the first day of school and that transition into high school. So, we did started last year doing some research looking at what can we do differently and this is really the plan that we came up with. Um, we kept all of our original um back to school things and we moved our orientation state school is what we did this year. Got two pictures up here. The one on the left is is the gauntlet of teachers as our nth grade students were coming into the building this year. We had them lining the sidewalks on the way and all the way into the cafeteria so that they could feel welcome. Um, clapping, lots of smiles, lots of energy. And then the picture on the right is four of our 85 86 link leaders that led our nth graders through the orientation and the morning. Um, so gathered a lot of information, came in front of you in May once you gave us permission to do this pilot. We launched into what does it look like to communicate this to teachers, to families, and and students to make sure everybody was on board and knew what we were doing. Um, our project plan and really work over the summer to make sure we have everything in place. Um, right after September 2nd went right into let's get information from the students, let's get information from families and teachers about how it went and how it feels now here in school. And that's what I'm here to present to you is what we know right now. Um, I think we have more information we can gather over the course of the year and we'll continue to think about how we gather that information. First day structure looks very much like what I brought you in the spring. Um we did that orientation in the morning again with the link leaders. So 10th through 12th graders came in and worked in small groups. We did group the kids um into lunch sections so they would automatically know somebody in their lunch right away. And then at midday we had um we combined lunches so they'd have a chance to kind of run through the lunch time with a smaller number of students get more comfortable. We also had an activities fair during that time and our data from the activities fair at least at the moment is looking like we're getting an a little bit of an increase in a lot of the clubs in terms of signups because we got them right away. Um I think it was 31% of the the club leaders responded said yes we're seeing so overall just a little bit of an uptick. um if they weren't at lunch, they were meeting with our nth grade counselors, our new dean, Zach Lo, and me to talk about what does nth grade look like? What's the community we're trying to build? Let's start this off on a positive note. We do a lot of hard things together. Here's your resources, here's your people in addition to your teachers. So, really making sure that they saw all of the faces in the building that would be kind of their support for them. And then in the afternoon, we moved into their schedule. So, we got quick 15 minute classes with a five minute passing time. Um, we've learned that that maybe wasn't enough time, but I'll talk about that in a little bit. And then we had a big celebration at the end of the day in the gym. Lots of energy, a little bit of games, a little bit of competition, the roller coaster of course. Um, just a lot of fun to really build that positive energy. And then again, we kind of clapped the students out of the gym, took them to the buses, made sure everybody knew where they were going. that first day bus situation is a little bit nuddy for a ninth grader and so it was nice to just have the ninth graders and really be able to find that spot where your bus is, look for your bus driver, people that you know. So it was a nice transition. Um we are looking at all of the data points. We've stayed in communication with all of our stakeholders. We'll continue to gather information about how that felt for each group. Um this this pilot really is giving us a chance to think about how else we can serve our include students as well. My biggest win I think here is that 96% of our activities were there on the first day of school. You can see the data here from the past three years somewhere in the kind of 50 to 58% of our students were coming to that orientation prior to this year. This year we had almost everybody enter that first day of school. So really a good chance to get them grounded as a group and really feel that ninth grade energy that it can be. Um, one of our other big wins here is that ninth graders have their MacBooks ready to go for that first day of school. I think we only had four students that had to pick them up on um, Wednesday morning, which means they started that first full day of school ready to go with all of their materials. In previous years, there were between 60 to 70 that didn't have their computers, which it takes a long time to get them up and running. So, really felt like it was a big time saver for that piece. Also noticed that their um connects were downloaded the first week of school compared to last year. Kind of cool as well. Um I did provide some information here. If you click in, there's information more specifically about student feedback as well as staff feedback. Um, in general, we heard from the ninth graders that they felt like they belonged at school. They knew where to go. They knew where the resources were and they really felt positive about that first day of school experience. And staff felt the same way as well. Um, for this question, do you think the students felt welcomed, valued, and connected? Everyone agreed that that first day set them off on that positive note. We're hearing a lot of anecdotal evidence that really felt feels good that the ninth graders know what they're doing school and we survey oops this is some quotes and I highlighted a few general comments but confidence and engaged um lots of things about anxiety coming with those that first day feedback um in general I think we always want to get all kinds of feedback We have a little bit of a gap here with students that we would really like to hear from their families. That's pretty typical. They're very engaged families that answered this survey. So, we're feeling like we need to dig in a little bit more. How else can we get the voices of the families who don't generally engage in school about what their what they would like for the creators first experience. Um, but we did get some very positive feedback. Um, there were a few people who were still looking for that more traditional approach, but in general, people felt like it really brought down anxiety and created that social emotional environment that was positive for graders. And here's a overall very positive from families. Would you recommend that structure? 85% said yes. We did get a few ideas. Um, these are just a couple of the ones that were We learned a lot about asynchronous learning. Um we do want to probably extend those class periods a little bit longer to build that relationship piece a little bit more deeply, but we learned a lot and um we're excited to bring this to you to kind of tell you where we are now and we'll continue to gather information to show you here is the class of 2029. At the end of our celebration at the end of the day, we have them all gathered together so you get a picture. And I'll pause here to see if you have any questions. >> Well, you know, before we do that, I I just, you know, just kudos to to Miss Belock and and, you know, and to Zach for just the whole team for for putting this day together as a community member. You I'm not a parent anymore in the district, but I'm I'm I'm an uncle now. And and and uh you know, I've got a niece and a nephew in ninth grade. So, just in the circles of of just within family and then just all the people that I know in the community. It was either you know met with boy that was great do that again just the anxiety level that Stephanie talked about that was a recurring theme and then the people that I do know that right we all have kids that have graduated always started with oh I wish we would have right I heard that numerous times and so really the data that was presented just really enforces more of the anecdotal just you know conversation at a volleyball game or just something like that just was reinforced you know that that positive um sentiment. So, you know, lot of lot of great work and and uh like Steph said, a lot of things that we can learn from and just to enhance the experience moving forward. So, with that, we'll open it up to any questions. Sure, if I may. Uh and I'm going to tee this up so that our student schoolboard members also get a chance to respond like that, oh, I wish I would have kind of conversation. Um I I mean I remember when uh you know my youngest was you know a freshman in a break she's going to get lost in the building right um so all of that you know the anxiety I see that for those students that led those length groups the 11 12th graders did you solicit their feedback as well or some of the messaging that they were hearing is part of the overall picture >> I do have that I don't have as much I haven't had as much of a chance to dig into that I think that um response rate was a little bit lower so people circle back to yes you can get that >> almost like that I'll call it peerto-peer learning experience but like when you have upper classmen come measuring and you know helping that the new generation class come through I think there's good things that come from that that's what I was asking to get the the feedback from those who participated as those link leaders um and then from a student schoolwork perspective if you can flash back to when you were in nth grade would you have liked to have had this experience experience or what what are your thoughts? >> Um, when I was in ninth grade at my league, I actually really started to admire them the first couple hours I was really cool because we stayed in touch. Um, I probably would love this day as well. Um, and I agree with Mr. I think if not this year and starting from next year would be it would be a good idea to tap into and see what because if say oh this student did not back to me after but then they could say something like oh this year I did have a couple questions back to me talk to their difference >> yeah but also from my experience in freshman year as a really timid kid. Like I would not be up here right now in my freshman year. So for to start, I didn't go to that freshman orientation in between I guess open house and this the first day of school. So I think if I actually I was too scared, but um if I had this I would definitely my parents would me go. But um I think it would really acclimate me to the high school as well because the first day, not to put myself on blast, but I didn't eat lunch either cuz I didn't know how to work the like the lunch line. So I was just there trying to find my friends. So yeah, I would I think I'd really benefit from this. And also to the freshman who are kind of feeling a bit timid, feeling a bit shy, and just scared for the future. I mean, this is a perfect way to set them up for high school, but um also another thing for the 10th through 12th grade 12 10th through 12th graders for that asynchronous day. Um I know you already highlighted how it could be a bit more structured and a bit more purposeful and impactful. And I was just wondering if you had any ideas for that because I know just from my friends that they didn't really do much that day and the teachers kind of realize that hey like after you did it after you did it for like the work that they assigned. So >> we did have a couple of teachers that really did get that engagement piece and I think that's where I would want to start is like what did you do differently from other teachers who maybe put an assignment on Canvas and didn't engage as much. So I do that's one thing I really need to dig into like if you got great great response rates what did you do? So I do definitely think we need to start there worked well because I had I had one quote on there from a teacher who was like wow I got so much engagement and I was able to set up my class that first day because I knew so much about my students already thinking I need to figure out what that was that you did so we can share that for sure going forward. Yeah, totally. Thanks for that. >> I did have a follow question. So, are all the upper class teachers also involved in freshman year? Are they actively helping students at all? Are they sitting in class? They I forgot to mention that. So, I had throughout the day we had scheduled um teachers in the hallways. So, we made sure somebody was available and visible at all times. If students were having hard times, we had a calm room set up so that if somebody needed to come down and take a break, we could we had staff around to walk them there. Um during every period. Every class period we had, everybody was out in the hallway welcoming students. Do you know where you need to go? You know, answering all those questions. So staff were highly engaged, especially for that afternoon section. And we did have people at lunch, too, Ryan. So they would have been there to say lunch, you want to come with me and I'll take you through the line and show you how to do that. So I made sure I have some really warm, welcoming um various teachers at lunch and wouldn't be afraid to kind of scoop up some kids. And we even had and some questions on the tables just in case somebody wanted to use them. Not that any would probably use them, but um some teachers might have wanted to. So we looked at engaging the teachers and I think to me that was a big one because then I think the teachers saw the process and they realized how much were getting out of it because they could see that they were asking question. [Music] Well, I can share. Um, so the 11th grade moms in my social circle were, I will say, were skeptical. Um, I don't think they were, uh, doing their best at putting themselves in the shoes of an incoming nth grader. Uh, they were more like, uh, was this not really day of school for my kid? So, um, I did my best to defend the things, you know, like, well, you didn't hear what was presented. Uh but anyway, um yeah, so I guess if there's like maybe some more just a little bit of feedback if there maybe some more for those families to understand like what this is about and what's the benefit of them having a um asynchronous day for the first day. >> Well, and and you know you you look at as as a principal, you know, there's there's a part of you that would want right it's the first day of school. You want I want everybody to feel like I want to be a school, right? We want to be there. So we all we all acknowledge that when we get that, right? So we're definitely looking at something that we have shared a lot of information of just right we get that as as school people right that nth grade year all those important things that we've talked about. So yeah, so you're doing this as how how how do we get better at when we're talking about our 10th, 11th, and 12th graders of of making that a robust uh you know, engaging, meaningful day, knowing that you already have the card stacked against you a little bit because we do want kids to be there and of course on that next day that they're going to be there. But that that's an area for us to and and we knew we knew that going into it that that was going to be an area of of growth as we are working really hard to get the ninth graders up and running. And I think we've got a really good template. Now, how do we take that further? Right. Yeah. >> Thank you very much. >> All right. Yeah. Thank you. Next, our agenda is item 8.3, maximizing learning and efficient use of time in elementary schools. And here to present is Nica Summer, our assistant director of learning teaching equity, and Stephanie Baker, our Eagle Creek elementary principal. >> Hi everybody. Thank you for having us here tonight. We are excited to be back with you and kind of give you some updates to the work that we started last spring. Um, if you remember, this was kind of our our outcome, our goal when we started all of this was to really align our five schools to create one system, focusing on that guaranteed and viable curriculum and creating structures within the day to better support student learning. Um, with that idea of maximizing our learning time for students, some of the key shifts that we're here to give you updates on tonight are our foundational skills, our wind time, our STEM specialist, and then our programming shifts for gifted and enrichment services. Right? So, this um we wanted to show you a master schedule. Don't get dizzy. Um, so this is last year's schedule and we really wanted to put this in here just to outline that when as you can see in between the different grade level schedules was seen as more of like an afterthought or I don't even know that all the schools called it when it was the time that we put in dedicated for students who had special education services to be pulled out at that time. Um, and so it is staggered in our schedule last year, but the contrast to that would be this year's schedule where every single grade level has a what I need win time in its schedule. And what that allows is every service, student support service provider, including special education, um, English language teachers and interventionists also are available at that time to, for lack of a better word, flood that grade level to pull groups and give every student what they need. And we're going to go into detail a little bit more about when I need time. But I just wanted to show you when every single one of us created our schedule starting in the spring of last year, we put that dedicated wind time in and we ensured that it was staggered so none of them overlapped. And then this is just um I know I had showed you the 10day schedule. This is the the four-day schedule at Evo Creek. And it just shows that for example Susie Springer has STEM on day one. She has art on day two. She has fed on day three and she has music on day four. And this is the first time that I can walk around and say to a student, "What specials do you have today?" And they say, "What day is it?" I say, "It's day three." And they say, "Music," which was really impossible last year with the 10-day rotation. So, um, as you can see, Eagle Creek has 28 sections. So, for three of um three mornings, we have a traveling specialist that comes home over comes comes over from Red Oak to teach a second grade class, a fourth grade class, and a kindergarten class. And it's going out really well. In fed, they just teen teach. So, they open up the gym and they teach together. And the other three classes have their own space. And so, that's been going out really well. It's been really great to have those teachers over there. uh foundational literacy skills. So we rolled out our comprehensive literacy framework I believe in the 22 23 school year. Um and I think it's it's brought us to this point now where we are really um thinking about the time, the talents, the treasures of our teachers and our resources and um think maximizing that tier one instruction for all students. So last spring you approved our resources of UFly and 95 phonics and we have been really excited to see teachers implementing these resources um and hearing feedback. Yes, it's been it's been hard because anytime you're changing uh curriculum and instruction, it's taxing on teachers, but the results that they're already seeing, the conversations we're hearing kids have about syllables and where they put their their syllable uh marks and their little hand gestures has just been really exciting. So um when we think about maximizing learning time, this foundational skills block, these 30 minutes that we have now put on all the master schedules are really really critical for our students. Some of the ways that we're supporting the shifts is through PLC coaching. So we have three uh learning, teaching, and equity coaches that support PLC's across the district. There's four uh PLC meetings in quarter 1 and our goal is really to understand what do we mean to implement this resource with fidelity and integrity. Um how do we align our pacing and the lesson components and then working with teachers on their the self-reflection of the delivery student engagement and student data. After quarter one, we'll shift those supports to one-on-one classroom coaching, which I am really excited about because this is where I think um teachers can self-reflect and set their own personal goals for this implementation. Um and we will support them in that process. Again, that whole goal of maximizing those 30 minutes very intentionally for that high quality tier one instruction. And if you look back, sorry, if you go back to the master schedule, that also is a place where we've ident identified a foundational skills time. So every single grade level has a foundational skills block. And same thing, we can have interventionists there supporting that, um, English language teachers supporting that and special education. So that's been really fun to see as this as the students are learning those those routines um with foundational skills too because before it was just all in the language arts block and so it wasn't necessarily dedicated this time. So, I'm excited in the next couple years as the kids move through. We had a couple grade levels that piloted it last year and even those grade levels, the teachers are like, "Wow, these kids are are already doing they're teaching me the hand signals." They they're excited to be repeating and going through because it's a very um structured process that they go through. >> All right. So wind time um one thing that was really exciting also about win time is systemwide all elementaryaries agreed on doing our data dive right when fast bridge um our benchmark fast bridge tests were done every every grade level did a data dive and looked at the results and decided that we are going to start what I need time on September 22nd and that was um it was a big ask because it was it was a very quick turnaround however However, at the same time, sometimes we didn't know when some of those student support support service providers started or there wasn't necessarily a expectation that they all started at a certain time. And so, um, this just made it so that every single student at win time was getting what they needed by a student support service provider or a general education teacher on the 22nd. Um this gave us if you look at it 510 more instructional minutes focused on the interventions or instructional matches for the students and that 510 is calculated to a a slagging start date in the past where uh because we didn't have those blocks of time and we didn't have those schedules. I'll I'll use uh English language development teachers as an example. they had to navigate, you know, with all the different classroom teachers to figure out when they could work with kids, what that what that time would be. And so there was um sometimes services not starting till around MEA. So we were pretty excited about this uh starting on 9 9:22 and that goal again is just really focused alignment, high quality tier one. Tier two would be enrichment and intervention and then tier three is intensified intervention supports for students. This is a screenshot from FastBridge when the teachers look at their data and identify it's very there's it's laid out for them. Um I think this is the third year that we've done it. So, they're really getting good at looking at the data of their whole grade level, looking at the data of their classroom, identifying different um instructional matches or different interventions that specific students need. And when we did this data dive um then we met with the PLC's um and we we we divvied up the students. And so in the past, I'd have my class of 25 students and I knew that this many students would go with special education providers and then maybe my interventionists would take a couple students here and then I'd have the rest of them and I'd have to decide how I was going to differentiate for the remaining students in my class. This year as a team, collective efficacy, we all looked at our students and we had at least 10, I want to say 10 to 11 certified staff that were available at each grade level to say, "Okay, um I'm a special education teacher. Here's the students that I'm going to pull during for their reading minutes at this time. Here's my two interventionists. We're going to take the students that have the um that don't have an IEP but have a a really high reading need. Here's some ELD teachers. I'm going to take students that I know, but I'm also going to take a couple more. And then the classroom teachers, the general teachers would be like, okay, we have at the grades three, four or four and five. Three, four, five, our gifted teacher was able to take a bunch of students. And then you're left with the general teachers. Okay, I'm going to take this group that is necessarily not going with the gifted teacher, but above grade level, and I'm going to do book clubs. I'm going to take this group, and I'm going to focus on fluency. I'm going to take this group, and we're going to do comprehension. And so, it it really is it it was exciting. The kids are like, "Where am I going? I'm going to a different teacher." Um, and it was it was it's a change. And so, we're excited to keep moving forward and getting feedback, but I'm really excited about it because I do believe that each student's getting what they need. Um, and then STEM. I think, um, our STEM teachers worked really, really hard this summer to design their curriculum. And I think the the one thing I want to highlight is they have taken an integrated approach. So, they are working really hard to um, maximize those skills that kids are building in math, for example, with those vertical white spaces. They're bringing that into STEM and they're having kids showcase work and thinking. They're doing the noticing and the wondering um with their students in their lessons. So, it's been exciting to see how they are taking what happens in those classes and connecting to this specialist area in particular. I wanted to just give you kind of an overview of what they're doing. So they took uh a year at a glance and they're creating kind of themes by quarter. So the first quarter is really about launching into learning. Um and they are really doing that through fun and engaging tools. So they started with Legos. I think the first day we we had some pictures we showed of kids building their own personal creations and collaborating and talking about that with each other. So they're very much building their routines and their community through these fun and engaging tools. Quarter two we are going to be focused on engineering by design. And this uh this structure quarter two and then quarter four you'll see um we really took feedback from our secondary our 612 PLTW teachers and our academy themmy's uh teachers on what if if we could do something in elementary that would set kids up for success 612th what would that be and we heard over and over iterative design process iterative design process. So quarter two is going to be a unit and they are going to go through that iterative design process through a specific lens. Quarter three will be all about mission code possible. So they will be doing a >> yes that's what they will be doing code and they will work that was in there. Oops. They will work on digital uh >> sorry >> digital citizenship. Hey, there you go. It's so fun. We have theme songs by quarter. So um and then uh quarter four they will come back to those design challenges. It won't be in a unit like quarter two, but it will be that iterative design process through uh fun and engaging ways. So um I know I've been in a couple STEM classrooms. I've been really impressed with not only the the teachers but the students and the students are taking to this with excitement I would say. Um if you walk in there they will tell you everything they are doing. They are so excited to share. So I don't know if you have any >> Oh yeah. I was thinking about when Ran was um talking just just today I was in a second grade class. They were building I wish I could just show you the pictures. They were building um a a ramp of for a little ball to go down and and ring a bell. And they were they were really intricate these little second graders and they were working together and they were super excited and just uh yeah you should come over I welcome you to come over and visit. And then our gifted education services. So we did do some things over the summer here as well. We did change our name. So we are uh shifted away from high potential to gifted and enrichment services. um we we really felt uh that it was critical that we view ourselves as part of that multi-ared system of supports. So that we are providing some tier 2 um kind of optin enrichment for all and then some tier three supports with those gifted ed teachers. We have identified a systematic process for services um and we have the same services at every site. So in the past really the the services depended upon that master schedule. So sometimes there was an open block and we didn't have any way to fill it. So we put gifted services in kindergarten. Um and now we have very intentional blocks of time on that master schedule at every site. So we have consistent win enrichment for literacy 345 at every building. And we have uh targeted math enrichment for grades three, four, and five at every site. And we have accelerated math in grades four, five at every site. We also have a little time each day where our gifted education teachers have um tier three time. So if we have some some students K2 with some unique learning needs, they have an opportunity to observe or support that teacher or even that student in a one-on-one type intervention um not daily but consistently providing that extra support for students. So again, really working to maximize our time uh with our students in these changes that we have put into place this fall. I have a couple of thoughts actually um sl questions. I don't know if you remember but last year Michelle and I our biggest concerns with the STEM switch was we didn't really know what STEM what the category of STEM subject is it a lot of coding classes for kindergarten is is it going outside and being being a major I really appreciate the breakdown quarter by quarter. Um my question is is this the same for all kindergarten grade for everyone and quarter would be >> yes not the same lessons but the same quarter themes >> um and in terms of gifted services. So when you say they're all temple families, does that mean save a family in second grade data site when they're here to test for kids and citizen? >> No. So we use our our data here that we collect through our fastbridge assessments, through our grade level assessments, uh through our KOAT testing that we do to identify students. We have some cut scores specifically in the quantitative area for Kobat testing for accelerated math. I'll just go there because we compact. So that fourth and fifth grade math is accelerated a year and a half in one year and then they do fifth and sixth grade math in fifth grade. The enrichment we're doing kind of a unit byunit preassessment. So the gifted uh team develops some preassessments. they work with those classroom teachers and the PLC is they give that assessment then they shuffle up the groups uh depending on who needs that little boost and they will change those unit by unit. So in grades three, four and five they preess with the whole grade level. They make their groups uh and then they switch it each unit. >> So how many students are in so >> that's a great question have a count right now. I can get that for you. I mean my concern is like I like if if it is based on fast food testing I think that's good because parents had to like opt into the service like maybe accessible to students to challenge themselves teachers and learn a couple of comments I guess um the feedback I've been hearing from teachers specifically have been really really positive for this. Um, chaos is gone, I think is what one person told me. So, so that was good to hear. Um, but I guess I have one question for you. Um, is there something so far in the first month of school that you didn't anticipate or didn't think about with the implementation of this new master schedule across all of our elementary schools? And is there something that's risen to the top where you're like, "Oh, wish would have thought of that." Or maybe it's too early to tell. >> Um there well band >> band has been a little bit of a I wouldn't say it it's been it's a new model, right? So, we do have one excellent band teacher and she's at five different buildings. And so, that's a new way to look at how we're going to have provide band services to our fifth graders. Um, so she comes to our school and um one day a week and pull students out for band all day. So, that's just something that we're hoping to provide get feedback from the fifth grade teachers. Um, as far as wind time, I mean, it did it was a quick turnaround and but I really think it's beneficial to kids. I at my core and I was I had to clarify teachers like you don't have to like be the next day teaching reading intervention right away. Like get to know them. Do a developmental designs game, you know, like let's orient them to your room. So, I don't know. I still think that that turnaround even though it was quick was still a good thing. >> Yeah, I think um we we've taken some time in PLC's on Monday to reflect on what do we wish we would have known and some of the things that we were very intentional about scheduling the accelerated math. were very intentional about scheduling the staggered win times and then we kind of plugged in some things right theme or um foundational skills and so I know that today we were talking about being more intentional with which foundational skills we schedule so that if we needed more service providers in first grade we had more service providers intentionally versus just like oh it's nice we have this this overlap here. Um, so I think that's something that we'll definitely want to keep in mind for next year when we fill those schedules. Um, I think it's been a big shift for special education services as well. Um, to to change the model, you know, where we have more teachers available versus just working with case management. That's been a shift. So, we want to really think through that when we're we're working on schedules next year. Um, communication is always something that we can get better at. You know, just being really clear about timelines and uh what what's happening when. >> Yeah. I mean, little tweaks on like sometimes we put on the schedule that they're going to start win time at 12:05 and be done with lunch at 12:05. Well, unless you transport them there and you have little ones, it takes five minutes to walk through and wash your hands and stop at the restrooms and so things like that. when we create the schedule next next year. So how many you said principal the PLC on Monday the principal sorry >> elementary principles have done some reflecting on that we yeah >> I just wanted to expand on the band thing um how are we going to measure the success of what we're doing with the band right now with traveling band instructor going to all the elementary schools um and if that isn't working to the thought it was going to work. What options do we have? And I know that's probably down the road, >> but um I just want to be mindful of of the music program because that obviously is an important feature into our middle and high school. Um so I want to make sure that doesn't get overlooked and that it's working as best as it can. >> Yeah. I will say a positive is she can take as many students and so we have 67 students that are doing band at at Eagle Creek. I'm not sure about some of the other grade levels and kids have already changed instruments. So even that is an improvement because last year it was here's here's the set number of students and we don't like if you have 67 that's 30 30 over 30 students in each class um with the when it was in the specialist group and then it was harder to change instruments. Um and it was also harder to drop like if it wasn't working for you because we already had set our special schedules. So that's a positive. Um, and she's very very like like at least with me too, like a lot of communication back and forth on what's working, what she needs. Um, and so that's a positive. And when I say when I said that, it came to mind because it was kind of a this is a big shift having it all in one day. But, um, I don't necessarily think it's the only way to to do it. thinking about other districts and the way that they've done things. And so >> good news, we have more tuba players than we had in the past. So we had a request for more tubas. So >> well with anything, right? >> You test it out and you modify and test and pivot and move forward and make sure that it's working for everybody. like this. I know music is important to a lot of people and want to make sure we continue that in our district because we need >> we need the young kids in our music program to fill our our high school program. >> And I I appreciate you asking that. I think we can ask, you know, our our band teachers and we can ask our students and we can ask our parents for feedback on this to see and teachers, right, to see what what the impact of the change has been. I also am excited because she being one person has decided to do these combined concerts at I believe West. >> Yeah. which is I just think so much excite so much more exciting for students to be on a stage versus in the gymnasium where it's hard to see and so it's an actual performance and I think that will be really exciting for students to >> so there was a concern floating on some teachers and staff at school that I was who I was talking to about media time >> what media time to go to the library um and I don't know the valid validity of this Is it built into the schedule for kids to go to the library and check out books >> or is that something that an English teacher or the reading teacher do time? It would be their responsibility to teachers did sign up for their media time. Um but they did that last year too because it was just once every 10 days. So they they signed up their classes that that process stayed pretty much the same. >> Some of the class some of the media classes had it during media Sure. Right. Now, um I would argue now it's more consistent. Like every Wednesday we go at at 8:30. Um and and they Yeah, I've seen lots of kids still go and check out books and Yeah. >> Is that pulled out of the specialist rotation then? >> Yes. >> Yeah, it is. Oh, yeah. Yeah. Not during the specialist. And I I think an exciting thing this month um our Katie Bone is our districtwide fitness specialist and she is offering optin book clubs over lunch with kids so they can opt in any any student. I think we're starting grades three, four, and five for that just to get get it going and see what the turnout looks like. Um she's still doing all the promotions. she's coordinating those media affairs and making sure those spaces are engaging and supportive of student learning. Um so yeah that just looks a couple. Yeah. Um you know we we discussed that there's no perfect schedule in this in this room extensively this year and just some of the early feedback from the first month of this essentially right is and I don't know Stephanie if you have any any blocks at five and six classrooms in them that essentially, if I understand this right, we're taking those two extra or one extra classrooms, dividing those students out into those four sections. So, some of these specialists are having 30, 32 or 33 students, kindergarten, first grade trying to do STEM. You know, that that's been an early challenge that could lead to teacher burnout and other challenges as the as the year goes on. Have you seen any of that or is that been any feedback? at my site if you go well go back to the schedule. Um it worked out perfectly with Red Oak because I had 27 sections and she was um had 21 to have that one teacher. So her FIAD teacher, her music teacher, her art teacher and STEM teacher come over in the mornings to make round them out to be a 1.0. And then I had a 28th class. And so then I took first grade because I had low class sizes and I decided to compact them, which is what you were talking about. And it doesn't put them at really large class sizes. So that's where that red line is. Kathy Johnson's class. She just took her class and four of them were in each class or five of them went to each class. Foster, Paran, Post, and POS. um if it if I would have t and I'm not saying that any of other principles did this because I know that they had some shifting class sizes at the towards the end of um the summer but a different grade level for example would have had resulted in larger class sizes. So, I think one of the things that we should be looking at or thinking about next year is how can we combine to have traveling specialists because this traveling schedule is not nearly as chaotic as it was when we had a 10day schedule. Um, and it I'm lucky because there it's a.5 mile away for these three teachers, but she knows that um Molly Gallagher, my STEM teacher, knows she's coming every day one to Evil Creek just for the morning. Um, and so I think if we think about that next spring about how Jackson and Sweeney could combine and have some more traveling specialists, I still don't think it was it'd be as much as it was with the 10day schedule. That would be a possible solution in the future. >> Yeah. And you know, the good news is those larger blocks are going to continue right from here after year. So you can adjust and find that. Another question I had on win time. Um, specifically for like kids that are already getting interventions or maybe even some of the higher achievement classes, are they getting additional are they pulling them out of interventions to do this win time or is that they're still getting interventions and they're still getting me time? How does that look for those? >> They're getting their intervention during win time. >> During time. So we're the only the main difference and shift in this is that we're kind of instead of segmenting them really from classroom and interventionist to adding like three layers of >> because your tier one tier two students >> yes >> that's the big shift >> I think I'm understanding your question um yes I think when you look at that multi-tered system of supports you increase that intensity for like a tier three intervention in a couple ways. One is reducing the number of kids that are with that teacher during that time so they can get more immediate attention and feedback. Um or you increase the the the time that they're seen. So if we think about a teacher who might right now have 30 kids that are on track, um they may be on uh two times a week their book club meets with the teacher. in a intervention threeon one they're going to see that person every day. So it's it's they're getting their intervention during when and we're increasing that intensity with lowering that group size and making sure that it's daily that >> I just had a clarifying question for the gifted and enrichment services. Is that provided during the win time? Yes. Part part of it for literacy for reading. >> So just literacy for one time. >> Yes. >> Okay. >> Because I'm just trying to understand all the new curriculum because when I was in elementary the I guess high potential was whenever I had math I would go during math. Whenever I had English I go during English. And it's just >> I'm just trying to get used to all of this. >> You're right. So they they provide uh grades three, four and five, they'll do literacy enrichment during when and those same teachers will do math enrichment during targeted math time on that master schedule and they'll do accelerated math during the core. So if I go back here, um so if you look at for example, I'm just going to say fifth grade, they will do their enrichment for literacy here. They will do their accelerated math like that tier three here and they'll do enrichment math here for for students in fifth grade. Then they're doing enrichment here, here, here. So they're doing um both reading and and math >> throughout the day. Yeah. >> Is that >> Yeah. >> How frequently are the wing times like assessed and changed for the students? >> Great. This year we decided every quarter. um in a in an MTSS model, the suggestion with interventions is about six to eight weeks. And um I think some of our teachers I do have some grade levels that have more experience with switching kids and I think on an ongoing basis during their PLC's, they might especially this first quarter say, you know, it looks like Timmy could maybe we did some fluency interventions. I've been progress monitoring. to me flew up like can you do you want to put them here? I have teachers that have said they go do that but the official like let's look at our data let's look at our progress monitoring and do some more switches is at the quarter. >> That's fantastic. So the classroom teacher has ability to >> Y >> and which is why we sent out um all of that communication to families that there might be other teach like your your child might come home and talk about Mrs. bigger and during win time and probably will and she's so fabulous and uh and this is why and this is why so [Music] thank you very much. >> Thank you. >> Next our agenda is item 8.4 four school age care presentation and here present is Lisa Ron our director of community education. Welcome Lisa. >> Thank you. >> Thank you Chair Smith and uh board for letting me come back and have this discussion with you again about our school age uh child care um study. So, as usual, we're looking at our compelling vision as we um look at um at this study and and where we want to go with this for this um next school year. So, as a reminder, um Shaki Community Ed is exploring um the idea of bringing school age care inhouse. Currently, the YMCA provides this service and while the program's been successful over the years, um we believe it's in the best interest of our families and students and the school district to transition it to be under Shaki public schools. Um again, I would like to emphasize that we have appreciated our partnership with the YMCA and um really um want to make sure to honor that as we talk about this um moving forward. And then this is also a reminder of some of the um previous presentation um where we talked about that there are basically only three of the um 54 metro districts that use YMCA for their school age care and um that all of our neighboring school districts that you see listed there do run school age care underneath the community education and school district umbrella. And then last u month I talked about these five um benefits of bringing school age care inhouse. And um that's just a little bit of a reminder for you to um look at with um what those benefits are like aligning program with district values and our and academic goals to provide enrichment opportunities and academic support for students. strengthen partnerships with family, schools, and community education. Staff will be Shaki public school staff, which will align with district expectations of employees and provide job opportunities and to strengthen our programs through the reinvestment. So, a some of the questions that came up at the last board meeting were talks about what the program components were. So, I thought I would just um talk about that here that um we have the intention to continue the same program components that the YMCA would offer um with before and after school care keeping the same hours that they currently um have of 6:30 a.m. to 6:00 p.m. And then um you know offering the activities uh during that before and after care like homework and other student learning support enrichment and then play-based activities. We would also continue on with the non-school day and early release days. um having care during those times with the same hours. um having the full day care available when there is not school and then having um the you know on the early release days it would be the half day care um once school is let out early and then um on those non-school days providing field trips and themed activities and then summer program would also um continue same type of model with the hours remaining the same at 6:30 to 6 with the weekly themes and and project based learning. And then um that would be a lot more of the outdoor play, the enrichment and um continued um academic support and then offering the field trips and um other on-site experiences, which what I mean by that is having programs come on-site and and do an on-site type field trip. And then um being able to offer the before and after care for targeted services, summer school, um, ESY, um, and kinder camp. So, just looking here is what a typical day might look like in before and after care. And, um, I kind of broke it down by time, and I won't go through all of that, and I realize it's small to look at on the screen. Um but that gives you an idea of you know um arrival time, check-in, um what kind of things would kids be doing during that time and then you know eventually in the morning going to breakfast and then transitioning into classrooms and then the afterare um which is when school ends until 6:00 p.m. Same type of thing. check in um have a snack and then the children divide up into their activities um with um obviously pickup being at various different times and then even harder to read as a typical day in the summer. Um but I wanted to get that in there so that you had an idea. Um, I know a question came up about would they still be able to do field trips and um the fun things that they've been able to do at the YMCA and the answer is yes. Um, every intention to have the weekly themes um which makes it um fun for the kids and then you plan your field trips and your activities around those weekly themes. And then those hours remain the same for the working families. Um 6:30 to 6. And um you know lots lots of planning and activities for for the summer program. Um and then we would have flexible enrollment options which are daily and weekly or monthly. um before and after care during the school year would be located at each of the sites like it is now in the summer. Currently the YMCA there they they shift to two schools. We would intend to do the same unless our numbers were high enough where we needed to add a school. So um that has been talked about in the past with the YNCA if their numbers were up higher but they have an additional school. So we would kind of model it after what our enrollment numbers would be. Um and then making sure that we have that universal opportunity for all kids to participate. Um if there were financial barriers or things like that, we would be able to accommodate that. And then this is just uh you know the list of um responsibilities that you know we would work together with our other departments in looking at moving forward with something like this. Um each of those departments um has a role in um the success of moving this as an in-house program. And then our timeline again um just coming back to you today to see if you had any further questions. I know I had asked that um in the wrap and I didn't receive any. So I I don't know if you've come up with any since then, but I'm happy to um you know answer those questions today. um hoping that um you know we'll continue um through the month of November and then bring it to the board hopefully for um an improve approval to move forward at the November 17th um board meeting and then get busy working on on what that will look like. >> Just two quick ones. One that just recently came up that was a good thought but school lunches during the summer program. There's always been at the YMCA, bring your own cold lunch. And would you think there'd be an opportunity or does it make sense to >> Typically? Typically in these programs, we do have students bring their own lunches. um if we were housed in the at the same location as targeted services for instance, there could be opportunity to have that um lunch program, but it would be something that I would have to work with food service to see if we had enough students, would it be a possibility to offer those lunches on site? >> Good question. >> The last thing was more on enrollment. It's probably too early to figure this out, but is it going to be sort of an outlet cart where you can pick number of days for the summer to sign up for after school or is it you got to sign up for the whole summer and you're paying for the whole summer? >> We would anticipate that you would be able to pick what days of need that you would have for care. >> Awesome. >> I got a roll. >> We will work on that. And and thank you for first comment because I I know I asked about that call it on demand enrollment process. I had a unique situation where I was on a short-term project but needed those services and it was a bit of a challenge to to do that through my program but I also appreciate the challenge in terms of staffing and building out you know what that day looks like. Um so it's you know it's hard when it was in flow. So appreciate the effort there. Uh the followup question because I did see the word enrichment in there given we just saw a great presentation on wind time and what that looks like. So are we working then in uh conjunction with those that win time and that enrichment that they're getting you know throughout the school day to sure there's alignment with those enrichment programs or is that a different definition? >> It'll be a different definition. However, what we would be doing is looking at um you know, school age care would plan their own curriculum with um bringing in NICA to see how could we use our curriculum that we're using or or how what would you like us to have in addition to what you're offering in school day? I think there's a lot of opportunity there. Yeah, >> I just see an upside to be consistent and reinforce what they just what they're going to see if they're, you know, uh before school and then reinforce after school. And then can school board members come and build rockets too? >> Absolutely. And you can work too if you want. No, that's a great question and I think that is our intent is to, you know, because there is a lot of um excitement around the STEM activities and and and a lot of the things that are going on during the school day that we'd be able to continue that for those kids that take school age care. >> Thank you so much. >> Two quick questions. Um what would be the ideal maximum of students at each school? You said you might have two to three. Well, in the summer I can tell you um I think they ran approximately let's see 25 123 at Jackson and 118 these are average numbers for the summer program. So you know in order to get a third school open you'd have to have over a hundred more students involved. What what is it top grade level that >> right now the YMC offers it through fifth grade? >> Would we offer it through sixth or seventh? >> I have heard that that is a need of our families that they would like it to continue as their so they I don't believe that they do through sixth grade but they used to and we would we would hope to be able to offer it through sixth grade at least in the summer. Um I don't know that there's that need for afterchool care um at the you know at the middle school level. There's there's opportunity in the future I think to look at what could a before and after school program look at the middle like at the middle school level. I think right now we're going to focus at the elementary level and then you know like you said opportunities coming up middle school. I just have one quick question in regards to I like the flexibility piece on what days you use the service, but I would think there would have to be some sort of a commitment. Otherwise, you're going to have a administrator. They're trying to figure out if you have three schools 350 400 kids in this program and they could be coming a whole bunch of different ways, right? I mean, how do you track that? So, usually what you do is the parent will sign up a month in advance so that you pick your days a month in advance so that you've got the schedule so you know how to staff it. Um, and that would be typical for summer as well. >> Then, uh, is on the staffing piece. So it sounds like there there's opportunity to for current employees of the district to also do this and and I think Paris were suggestion sounds like a a good fit and there's possibility if like a part-time person who did this picked up enough hours could become a full-time employee of the district just looking just wearing a lot of hats. Um is guess you're just confirming license. I have a question. >> I think in relation to that too, there's been um I think a question that has come up like >> um obviously our intent is is not for people to lose jobs in this situation and they're going to the YMC staff that um would be welcome to apply. Um you know, if this does move forward and and certainly they could stay with the YMCA as well. So, um, but I know, um, I've heard that, well, would would they be able to, um, you know, possibly get a job and and the answer would be yes, absolutely, they could they could apply. >> Kind of on the student perspective, I remember last time at the last meeting you talked about how you could have, I'm pretty sure, connections with the human services academy and have employment and volunteer opportunities. Are those conversations in the works right now or is it kind of up in the air? >> We have not started those conversations because we need to wait for approval before we move forward with those. But those would be um most definitely conversations and that is something that high school students are needed in a program like this to be working. >> So both before and after school. So thank you. Thank you, Lisa. >> Thank you so much. >> Next on our agenda is item 8.5, camera project update. And here present is Brian Jones, our director instructional technology. Welcome, Brian. [Music] All right. So, the first question would be, you've been doing this camera project for a while. Aren't you done yet? >> We're getting there. So, I wanted to just give you an update on where things are at. Um, so this first slide kind of talks about the parameters for the project. So, what were the hardware outcomes? What did we want to do? Um, we had a system that was not good. um it was really not working well for anyone. Um in summer of 2022, we sat down, we looked at options, we looked at all the vendors out there and things that we could do to improve the system and then we made a plan. Um, starting and I'll go through sort of the timeline on the next slide, but starting in spring of 23, we started getting into each building sequentially, working our way through the district to do upgrades to all the servers, the software on the system that were being used, look at every camera in the district and prioritize for replacements. Um, and that's the hardware piece and the process piece was really sitting down with people and saying how are you using this? We walk the building with every administrator like you know where are your trouble spots? Where do we need to add? What we need to do um touch base and we are constantly working with the SRO to make sure they're comfortable with the system. They know how to use it because you know things come up and they need to be able to use the system well. um and improve our documentation and our processes for how this was already in use because obviously you want a system like this to be used well. A lot of times it's not necessarily catching or doing anything for you in the moment per se, but after the fact it's an important tool to kind of see, hey, what happened? What was going on here? What can this tell us? So, this is just a summary of where we're at in terms of like how we went through each building to replace each piece of the system, what the timeline was and where when it was completed. Everything in green on the left there is listing out the buildings as we went through them and what's done. And you'll see, okay, we've got through all the buildings. We're done. No, not quite. We're done with like half of it. So, we've replaced about 380 cameras at this point out of the 750 or so that are on the system. That means I got about 370 left that still need to be looked at and replaced. And also, we want to make sure we touch on any areas that were missed the first time around because you do this, people are going to come back and say, "Oh, yeah, we missed a spot or this needs to point this way or whatever." So, we go through and we look at all those things. So, where it says phase two refresh group one, that's where we're at now. We just finished doing those walkthroughs and getting quotes from a vendor to do that work. And what we basically did, we started over. So, so where it says like docata down through Red Oak, we went through each of those buildings and mapped out every other camera that needed to be replaced. And then we've committed to that work. Then the second batch to prove it to you will be high school. Now, I split it up that way. based on like how long people would have had the system because unless you've lived with it for a little bit, you can't really speak to it very intelligently or with a lot of debt. Um, and also just because I need to build up our reserves because a lot of the funding for this is coming from surplus device sales, which is kind of a seasonal thing. You know, each year we get devices back, they're no longer in use by the students. We put those in a pool, we get bids for them, we sell them. So that number on top over this span of time, that's the surplus revenue that's been generated from selling off iPads and MacBooks. That's where all that's coming from. So I'm feeding that back in um obviously the original source that these capital projects. So at the end of that device use, I'm kind of feeding that money back into a different project. Um, this slide is just kind of giving you a sense of the totals for each building. And you're like, "Oh, the numbers don't add up." Well, I shrunk it down to like the number the specific cameras that we're doing this wave now. So, there's certain brands that are the older ones, the on cams, the Samsung's that especially the on cams, we have a bunch of those. They're fine, but not great. they need to be replaced. They're a lot of a lot of the 360 cameras watching that they're not super reliable. So, that's one of the reasons we want to target that. Um, but you can get it's pretty much what you predict like a high school over 200 cameras, right? Big building. So, that's what you can see. Um, so that's what that's telling you. This is just a example like hey what you know SRO on the system or someone else what do they see just one random example like what the camera views look like [Music] and then last thing on here to highlight is just the people that worked on this project. So we had people in buildings and grounds SRO's tech um custodial a lot of people in our district were involved and of course the vendors we worked with along the way um as far as building it out and then as far as everyday users you know every day especially the high school we have people like me um on the security bar she's on all the time SRO's middle school deans and APS. Those are my power users. Obviously, other people use the system, but if you were to ask any of them like their impressions, they probably have a good sense of like from using it, what to tell you. So, that was my quick recap for the camera. I'm open to any questions or things I didn't touch on interested in. >> So, obviously there's the physical hardware involved. The the device itself. Uh, in terms of just the technology footprint, you know, uh, and I'll use the Ring doorbell as an example. Yeah, I've got I've got that there. All the surveillance and all the footage is in the cloud, right? So, is, you know, is there ever a vision to say we're going to use more cloud platform or is it better to have, you know, these like onrem and replacing physical servers and the like because of the bandwidth involved just with the amount of data flowing, it's better. It's it's just a cleaner operation to have a server on site. Now, that said, when we start putting these servers in place, we kind of respect them a little bit. So, right now, um we have two servers at the high school. Server one has my least amount of space left and it's got 117 days of reporting on right now. Every other server has probably far more than that. It's probably more than we should have to be honest. That being said, for the life of the system, I'm not worried about space or capacity of the hardware and there may be a time when we go, but not really for that right now. There's not really to it. >> Very good. And then in terms of like kind of show the audience that's consuming it, like uh can I get camera footage on my cell phone? Is there an app for that? I guess is the question or are there ated individuals or spaces where these respond takes place. >> Um there there's you have to have like security access to the system to even log onto it, get into it. Um so that's again kind of limited to >> people you'd expect building people in security space. Um so access they want to know if someone jumpers things like that. And then um you know we work with canon as far as like okay if there's a situation where we need to you know emergency services or something so look at something we can work work that out there they plan for that so and then the last question ju just to like te up what it is and what it isn't and I'll use the twins uh as an example they introduced something new this year for season ticket holders uh who opted in to do facial recognition. Uh instead of having to bring a ticket or a photo or whatever, they could literally enter the park. Um there's no intent now or in the future to enable anything in that facial recognition space with this. This is purely monitoring or >> just to have the clo not not that and it's not something we're leveraging now. Although the system has a potential to do sort of a follow me kind of concept where it says hey um you identify like um person wearing a red shirt in the spring and the system tries to like follow across cameras map that do that. So it's not exactly what you're saying. It's more of a a tool the system has that we eventually could leverage but um the hardware just isn't spec. It's just more you know there's a lot of questions even whether that capability should be used in a broader scale but it's all in the name of safety and security. So you know whatever whatever keeps those students safe is the right thing. >> Sure. >> Thank you. So two kind of quick points that Tims with the first one lot of the video footage has a lot of private student data right so the same rules we used to say that data really an important part of processes processing the second part I think the adaptation that we're looking for like talked about you can do that manually you know by you know going camera to camera so I think enhancements like that or something like having to literally time up 11 different cameras to track something if that can be automated. But that's a far cry from some of the things that that you're talking about. Definitely at this point beyond the scope of that system. >> I have a couple questions for you. One, um, you talk a lot about buildings. Are are aquatic fields covered by these parking lots? Um >> I mean what how broad or how wide of a scope do our cameras capture on the properties? >> Um they you can get about 100 ft out and probably from so like let's say for an example like like a building going out to the parking lot, right? So, like one of the ads I was requested was um Eur Jackson said, "Hey, I'd really like a little more coverage of the parking lot." Okay. So, we're going to add one sort of by by his front entrance to kind of get a little further out just cuz he would feel like he could and he's got a pretty long sidewalk coming up to his front door from his parking lot. So, that that made sense. That'll help a bit. Will he see like the back of the parking lot or like where you first turn in? Not really, but he'll at least see the driveway better and where the drop off is. So, that's one example. Um, as far as the athletics, one of the some of the ads that are on the map for this phase, um, we had two distinct sets of requests for bond. One had to do with, um, sort of the back gate. So like there's a walking track entrance. So at least the last but one of the one of the things that came up from community ed was like oh they they have their passes for the walking track and they would like to have that gate covered better. So there's a a team room that we have to add some wiring too and that was a bit of a project will be part of it to cover that. And then back of the concessions where they've had um we've been borrowing or the county has been let bringing over the the portable cameras for that. Um so we're going to add we're just going to add some there like just sort of as a longterm fix. But um you know if someone identifies a spot over east we're repositioning stuff because they're like hey our buses park on an angle the way the camera's face we're not getting a good view. Yeah. Now you lived in it for a bit. You can tell me this. So we going to reposition that. >> Well I just want to say thank you to your team for all the work that's gone into this. Um obviously security in our schools is very import We embedded our our feedback from our community on the survey that was done back earlier this year. So this is this is top of mind for everybody and I just appreciate us forcing to make sure this gets done our kids and give parents. [Music] Thanks everyone. Next in our agenda is item 8.6, special election update. And here to present is Tiffany Olsson, our director of communications and strategic development. [Music] >> Thank you, Chair Smith, members of the board. This will be very brief. I just want to give you the latest and greatest update since we last spoke about operational based items related to the special election. I can take any questions at the end, but again, this is just from an operational management perspective, the latest and greatest of what's going on. Um there we've been ensuring folks understand since September 19th, there are three ways to vote. You walked by the the room here in previous days. All of the mail when we receive it uh is managed out of that room and we do have absentee voting that occurs as well. And then starting on October 17th, as we've shared before, direct balloting will be occurring out of that room. And as we all know, in person is at West on November 4th. Uh you may have seen some information on social media on the website. New this year, this is a Secretary of State component. uh nothing to do with Scott County specifically. Uh but you can submit an application for your absentee ballot online. And again, that is new this year. That helps expedite the process. We process those every morning. Um comes through the Secretary of State system and it gets mailed. So it just takes that mail process out of the application submitt to get your ballot. Again, nothing to do with registration. Uh, as a reminder, I know there's been some conversations and a special election can always be tough for folks to understand special general. If you don't hang out and read manuals like I do, that terminology isn't necessarily something that uh you're familiar with, but all precincts um excluding Prior Lake, there's two precincts in Prior Lake, as a reminder, that have to vote at city hall and Prior Lake due other items being on the ballot that uh they're able to vote on um vote absentee at this location or what they submit is processed at this location through November 3rd and then as you know the combined polling place for November 4th. Um so again that can be a confusing message to many of understanding I'm not going to my town hall my church wherever they may normally vote on. We're actually working with the city. We did it in previous years. Um, well, I should say in 2021. Uh, we'll be doing it again this year, ensuring those polling places for normal precincts have signage so that folks are aware. And we're going to see if we can put that signage up earlier than just September 3rd and 4th. Um, we did have our first of two Saturdays this past Saturday. Uh, and the one that um usually is a little bit more popular but is also required by the state is November 1st. So that is our second one. We only have two of that and that is the same time as what we did this past weekend, 9:00 a.m. to 3. Uh, I do want to remind folks if you're interested in seeing a tabulator or uh just want to understand the testing process, I really do appreciate how thorough the city is. Um, we provide them with a test deck and they actually test every single machine, which we have five that are assigned to us. Uh, the one that's in this room will actually get changed out prior to October 17th. The only reason it's in there now is if someone needs uh support from an ADA perspective to vote. There's some ways that you can do that with a tabulator. All five get tested, but on Wednesday, October 8th, at 10 a.m. at city hall, not here, they will be testing one in front of the public. So, folks can see that. We've already put out our public notice, and you folks approved that on I believe it was September 15th. And that meets all of our requirements for public testing. and we do not do that but we have every right to interject at any point in the process since the city is doing it on our behalf. uh special election Jay. Uh the only thing that I wanted to note again is similar to September 15th, there are a lot of folks uh that have stepped up. At the end of the day, we have between 40 and 50 election judges. And of those, there's roughly between 5 to 10 head judges that are a part of that process. And you'd be amazed when you ask folks what you'd like to do for your schedule when you say between 5:00 a.m. and 10:00 p.m. And they actually voluntarily check all day. So, there's a lot of folks that really appreciate serving the community and doing that. I'm appreciative of them. Um because I don't know before I've done this if I would be the one stepping up to do it, but I appreciate it very much now knowing what they're doing for us. Um you'll see I have an action item just to ensure a few other folks that are will be joining us pass through the board to to follow resolution guidelines. And then additional operational milestones other than the October 17th and the direct balloting or public accuracy testing. Uh you have in front of you the required mail notice of the election. Um which is just laid out just slightly differently but same content of what you folks approved over the summer of what the actual notice is when you call the special election. All of that is out. Um and our public notices are all out there. And then you can just see there's a public training tomorrow uh for those that'll be working November 4th. That is just so that we can get those 30 40 people will be running that here familiar with what's going on. I expect cheers when we say we'll be using cold pads because it was a sigh in 2021 when we said it was paper. So I I think we'll make some of those folks happy, but we go over logistics and things of that nature so that when they get there on the 4th, they know right where to go and they hop into action. So um other than the canvasing um and the unofficial results that'll occur closer to that, there is no other board action items or anything that would be presented other than information in front of you all. So happy to answer questions. >> A question. So like if a person comes to vote, do they just bring their ID? Do they need the their ID to vote? >> Can you say absentee voting or on election day? >> Um on election day or before somebody can go to the district office, do they need to bring their ID? >> So uh proof of residence is the only thing that's required if you're not registered to vote. Otherwise, there's if it's before November 4th, the form that you fill out asks for your driver's license and last for your social, you are allowed to provide one, but we don't verify that because you're registered and that's verified in the system. So, if you have those numbers handy, I don't actually need to physically bring it unless you're registering. And you can do that here at the same time as long as you have the proper proof of residence and vote that same day should you meet those proof of residence requirements. And you can even register on election day as well. Um, Secretary of State allows you to register online through October 13th or 14th. So to your point, if you're coming in here, if you know that you're registered and you're firm on that, you actually do not need to bring any sort of ID. We actually legally can't ask for that. >> You know where it is? I think it's in the discussion. The one link lower. I noticed that when I was printing it. I think I put it in the >> it's under discussion instead of description. So that's my fault where I'll move it up. There's two parts in board book and I think it got put in the lower one. >> Yeah, it's a tricky spot. I was trying to trick you all, but I will move it back to the appropriate spot. [Music] I will move it because again it's in a different spot. So >> any other questions for anyone? >> I just want to thank all the election judges that are say volunteering for the campaign. as somebody who has on several occasions worked that early in the morning till late at night, you know, you start and you get done. It's a long day, but it's it's worth it because it's just it's what America is. >> And it's very I mean, we have differing parties. It's not one-sided from any aspect. It's folks at all different ages, all different backgrounds, folks that want to come in and support their community. So, I echo that. >> Okay. Sher Smith, am I good? >> Yeah. >> Thank you. >> Thank you, Tiffany. Yeah. Appreciate all you do on this. >> Yes. >> Next up is item 8.7, initial preparation of budget cuts, and Dr. Robin will present. >> And again, this is uh as the title says, this is really kind of the initial budget preparation. It's not the actual budget cuts. It's meant to kind of lay out the start of the process which uh later on there's a slide where I'll kind of allude to some of the things that it does and maybe some of the things that it does not. We spent uh we spent a fair amount of time in this very room uh over the last I don't know six months or so where the anchor spreadsheet has been part of that and this was try to trying to get kind of a scaled down view of some of the key uh you know financial points in terms of revenue and enrollment and employment and uh we're what we're building as a spreadsheet or some of that data that is part of that real foundation of uh beginning the preparation should we have to make budget cuts uh is coming really from the the bottom part of this spreadsheet. You'll see that later on. Um I'm not going to you know we went through some of the actual revenues um to have that information again just thought good to share and have it in the presentation. uh we're really going to focus more on the actual expenditures and I know I've shared uh kind of that one-page document in in the wrap. Uh there's a link in this presentation again. I shared the program dimension codes. So I'm going to look at David. I go I think you are 17. They have the potential for 17 digits. We're talking about what's called the program dimension. uh which is kind of the different you know the categories that we've used in that anchored spreadsheet uh and really just looking at the expenditures. Some of the information in there is boy, it's exactly what you think it would be. And then other stuff you think, well, it's got to be in the whatever hundreds and it's not. And so, uh, but again, I'm kind of amazed. Um, you know, and you know, David spent spent some time answering some questions uh on that today and he said, "Abset, I could have just answered all these from memory, you know, but there is some variability even from district to district and so trying to be consistent and make sure that uh you know we can uh point to the codes is a really important part of just what we do in terms of our finance and accounting uh each and every day not just for for uh you know preparation of budget cuts. You've seen the presentation a number of times where we talk about the projected 7 to9 million budget deficit uh next school year uh 1 to4 million again in 27 and 28 which leaves a range of 8 to 13 million. didn't think it was appropriate to target target either end of that um and hit kind of you know conservative and and a little bit higher than the middle uh for some of the the pieces of financial information that we have. So that 11 million you will see that number um repeated on a number of the the slides uh still to come in this presentation but that is that is where it comes from and it it is truly an oversimplification of ranges and I started talking about ranges and then tried to look at you know 10 different code areas and all kinds of things and become pretty convoluted pretty quickly and so um and we talked in the presentations when when we look at uh you know where we're where we're headed potentially, these are the proposed uh pieces of the uh solutions to really that 11 million, if you will, uh future financial budget deficit challenges. Uh we've got the 3 million uh in in permanent budget cuts to be made prior to next school year and that is irrespective of the operating levy question results. So no matter what, then we've got kind of the either or nature of question one of the operating levy, which would generate a hair over five million in annual revenue or the need to make 5 million in budget cuts if question one were not approved by the voters for the 2728 school year. Another half million in budget cuts irrespective of levy uh voter voter outcome. Uh and then question two, if question two are not approved, kind of that either or nature uh that's approved, it's additional 2 and a.5 million in revenue, not the need to make 2.5 million in cuts. If you add the 3 plus the five plus the 0.5 plus the 2.5, it equals 11. Uh and so that is part of when we we start to begin to look at uh making budget cuts, that initial preparation. uh it does you know we we tend to focus on what I would call lumpsum accounting uh where we are you know this is you know by its nature oversimplified to adjust from this to other specifics is relatively straightforward but to try to give a picture with a a hopefully a high degree of clarity and understanding uh of what uh what we're looking at uh should we have to make you know should both let me questions fail. Uh, and should we have to make $11 million in budget cuts in our school district? Uh, and we can certainly extrapolate from that. Uh, if that total ends up being less than $11 million, but it's that that is at the focus of this in a whatif nature. Uh, this is the beginning of this process. This is absolutely not the presentation of proposed budget cuts. There's a whole bunch of steps along the way. ultimately, you know, schoolboard approval uh and then implementation of those budget cuts uh are are the, you know, the final stages, if you will, of that process. But in an effort to uh you know the second bullet there uh to provide clarity uh to kind of show the the magnitude of of the budget cuts uh and also kind of the process for how you begin to look at where and how you may need to uh cut in terms of which categories or which areas of funding and more probably more importantly how much. um you know we're using this and we are you know lumping together uh you know all that information that last slide which then gets to that $11 million again the context two slides from now there's a table that is built off the anchor spreadsheet uh that's been shared previously in this presentation on slide two and before that couple uh caveats or things that we just know heading into the possibility of budget cuts due to the laws for maintenance of effort uh which impacts special services. The budget cuts on the table shared in the next slide are going to be a smaller percentage for special education instruction than the other categories. That uh is actually a lumps you know kind of it's a dollar amount. I think it was $1 million that you know then equates to roughly 4% where the other categories other than the 900s which I'll get to in a second are at 11%. you know, and that is because we've got loss in terms of maintenance of effort and special education year-over-year. And then the other is just due to the nature of spending in the 900s codes, it's our property insurance. It's pass through accounts for for different things. Um, we've counted it as zero. Um, you know, there might be potential for maybe a small cut here or there, but uh, uh, you know, that is one that just by its nature, there really isn't, uh, general fund expenditures of the type that that you can cut. I expect we're going to, you know, make our loan payments for LTFM bonds. I expect we're going to continue to ensure our buildings and things like that. um you know and that that is you know there's other things in that code but that's kind of the heart of it and so to get after this and kind of get to the the the uh spreadsheet I think it's important to to really look at a proportional view of expenditures and again I'm going to caution um all of us and myself that uh you know this is nothing's been decided but that is typically the starting place and So proportional meaning the same percentage of budget cuts apply to each area of the budget. What we're going to show today is just those that anchor spreadsheet. Uh but you can expand on that which one of these bullets says as well. This allows for a much better understanding of the magnitude of the needed total cuts. Uh it doesn't mean you are going to end up with exactly proportional budget cuts. that guidance and directive uh comes in large part from the school board. Uh there can be adjustments to an individual proportional value in either direction based on a value judgment, legal restrictions like we just talked about with special services, other factors like the 900s. So there there is still you know the potential for that in different areas or different parts of the budget. uh a percentage value which is really from a proportional view where all the categories except the two where we made made exceptions uh are 11% of the slides. Uh and it also helps us because not a lot of people who work for us operate you're probably David and his staff are probably the only ones who operate with the program dimension code. Other people operate with a department, a building, an area where you could go to them and go, "Hey, if we do indeed need to make cuts and we're looking at proportional, um, you might, you know, you're definitely, you may go 11%." You may go, "Hey, we expect to cut somewhere in the neighborhood of 11% in your area. We want you to actually we want you to put stuff in priority order through 15%. So that if we do move things around or one is you know that that kind of that value judgment later. But it's really helpful because this sort of foundation transfers we can make it transfer to other areas that people will understand uh when they're really looking at where they've got great expertise. And so this again it's an if the budget cuts were proportional just looking at the codes in the anchor spreadsheet. Uh and you can see you know with the exception of the 400s which is not at 11%. Um you know it's a dollar value you know so that the following year you know we we would be within the parameters we believe of maintenance of effort. You'll see the zero and the 900s. The other areas are all 11 all 11% of of the budget was cut. You can see the original for 2627 and then you can see it with budget cuts. And again you might go wait these are over two years. We lump them all together in terms of the timing exactly. It's fairly straightforward to go back and go, yes, you're going to do this much in year one, this much in year two, or you you know, there may be a decision, you know, to to do something, you know, more in year one as well. And then what it does, it allows us really to extrapolate and answer the two most common questions which I've been doing uh in more recent presentations at the building. Um, you know, because we had talked about AC, you know, hey, what if the operating levy is not approved by the voters, talked about, hey, we need to make budget cuts across the district, the programming, uh, staff and, uh, things like that. Uh, and people really went, well, what does that mean? And so, having done this preliminary work and then you can answer these two most common questions. And again, this is an if it's not a, you know, we just did math. Um, you know, we uh, you know, if if you're cutting proportionally, teachers make up 60% of the operating budget. 60 to make 60% of the total cuts. Uh, in that budget, uh, is a range between 70 and 80 full-time teaching positions. uh somebody might very quickly do the math and go hey that doesn't quite you know add up. Uh well in teaching in our areas of teaching uh it is primarily the last hired by law are the first that have to be laid off or removed from positions. And so uh it is a number based on what we believe the average of that 70 to 80 teachers would make. So, you know, somebody might go, "Hey, well, 60% of the whole budget was this if it was, you know, and then you divide it and you end up with an average." And but that's why there and then I think people get a sense of what the budget cuts and both levy questions were not approved by the voters when you tell them, "Hey, in your area, uh, if it was proportional, it would be 11%." meaning 11% of the people, 11% of the programming, 11% of those things that we're doing in the district. So happy to answer you know quick questions on that but thought you know and I think that was even I think questions from the board previously uh as well and trying you know and trying to uh bring forward something that's a little more substantive and at least framing up um should we need to go forward in this manner. It also is part of the first first parts of that preparation work. So out of 78 teaching positions, do you know how many teachers are retiring at the end of the year? And I'm assuming that those positions just would not be >> the most part. >> Yes, for the most part that would happen. Um Keith, any tip, how many retired last year? [Music] >> Not saying high, you're saying five. We we had a number of years ago we had actually an early retirement settlement on the table. Not very many people took it that >> but oddly enough in the next couple of years a lot of people retired. So um that's why our our number might normally be around 10 but it's been kind of lower because I think a lot of people left in that window. And if for those of you that have been on the board for a while, you know, sometimes people go, why don't you do the early retirement incentive every year? Well, the idea is you're trying to, you know, possibly get folks who to retire earlier than they otherwise would and and to incentivize that. Now, it didn't work when we did it before. Other districts have done that and had great success. And the thought being that somebody who is higher up on the salary and benefit schedule, if they were to retire, we would replace with a an employee who uh is probably less experienced. It costs less and those costs, you know, are in, you know, kind of unique situations. And so even I think it is quite possible that the leadership team, the superintendent, we may come to the board if uh our voters don't approve the two levy questions and go is that something we want to consider or do again to try to offer that early retirement. So eliminating that many teaching positions, what would the classroom count do you think would how how many do this. How many students per class you think are getting? >> That's a really complex question because it it hits high school different than it hits middle school. >> Uh it's significant and if you you know again we have a range there. This is going to be way oversimplified, but just and I've thought about that if you look at the elementary where there's six grade levels, I would say out of the 70 to 80 teaching positions, it it you may have somewhere in the range of 30 at the elementary. And I picked that because it's an easily divisible number with five schools and six grade levels. you would, you know, if it were 30 in the elementary and they were classroom teachers, you would be talking about one teacher at each grade level at each school, you know, and if you have a grade level that is currently five sections with 28 students in a class, one of those se the teachers, you know, would be laid off in this scenario, meaning each of the other sections would have seven additional students and those sections would go from 28 28 to 35. And again, that is really oversimplified math, not a, you know, not anything that we fleshed out. That is one of the pieces as we move forward, uh, that we certainly do, but it is it is significant. >> That is the map I came up with. >> Yeah. So, it it was simple. You can kind of do it in your head, which is why I chose it, but I expect more on you. >> Fair day. Um the last thing the proportional proportional matter I think is is is good. It doesn't hit anything more section of the uh district than anything else. I think it's it's a wise decision >> and again I think it's you know you have to start from there >> right and then value judgments lead you other places. uh having done this multiple times at another school district earlier in my career, it's you move something that's above the cut line and say, "Hey, we don't want to cut it." Well, then what what below the cut line moves in to take its place. It's a it's not a pleasant experience. Um, and those of you that were here when we went through it before, you know, one of the goals should we need to do that is we would want to do that as well as we possibly could with clarity and professionalism and al also respect for knowing that it's impacting people that they're currently working hard and doing really good things for kids and our families. So there there is nothing pleasant about it. Um but should we have to I know that we'll take on that responsibility and do it you know do it as well as we possibly can. >> So uh this is what we see on the the slide right now. This is $1 million. This is assuming both levy questions fail. Um, going back earlier in the presentation, you've got the the four the four different breakdowns of, you know, the $3 million no matter what, 5 million if if question one fails, 500,000 second year no matter what, and then another 2.5. Um, have you broken down at all how the cuts will occur in those different scenarios? Um, so say we had because we're getting $3 million in budget cuts no matter what. So I'm assuming that planning is already occurring because that's going to happen no matter what. >> Yum. And so how how does that look, you know, out of and I don't know if you can speak to that tonight, but out of the 11%, you know, obviously $3 million is not 11%. >> Not 11. >> No, we we have begun that and I think, you know, we've shared a bit with that. Um, you know, we've had the one slide where we talked about there a couple positions that we didn't hire for this year that obviously carry into next year where we're looking at and you'll notice on the 3 million and I should have said that uh when we put that on a slide by itself in the presentations that will not affect class size class size targets, nor will it affect busing or walking distances. What we're looking at with that first $3 million are things that haven't automatically adjusted. And I know our enrollment's running better this year than projected, but if you look at the five previous years, we had declining enrollment. Uh our class size targets automatically adjust for the most part. That's why we would not look at class size targets. um we would look elsewhere and in our system and go all right who is serving fewer persons. It could be you know people serving primarily other adults in our system. It could be other areas where Yep. these other things adjusted your area didn't. Uh the other piece that we're we've done a lot of work uh budget-wise really over the last two years uh is to really understand where our categorical funding, you know, what the revenues are, how they're being spent. And there's a piece there where, you know, to rein those back in and bring those um you know, basically in a in a couple situations to go um we we can't spend more than we get in a categorical area. And so that's really what we've been looking at. Um we're continuing to be work on that and and you know the expectation that is that we'd uh that November 17th meeting and prior to that you know we'd be bringing that forward if not then soon soon after. >> Yes. You know, I think I had brought it up in one of the meetings and I've had people asking me because a lot of the this community has experienced this. You know, a lot of you were on this board already where we lost x amount of teachers, we lost x amount of programs, pass it, we get them back. So, people were looking for that. But I don't think it's proven to necessarily name these things until we have to, right? like come post Christmas if this ley fails names are going to be listed in programs will be named you know it'll definitely become real at that time but I think this serves the goal of understanding literally obvious major changes will have to come by doing this that's well said I'll I'll add on it I I got a question via email u a week or week and a half ago from a a a woman who was a teacher in another district but lived here and has has students here and was curious why we couldn't go into that much detail yet. And uh it occurred to me that well the district you're in is already making cuts now because a lot of our surrounding districts are already cutting where we're actually bal our budget is balanced for this school year. So, so yeah, just building on what Dick said, it's like we we don't have that detail yet because we're not in that same situation of our nearby districts today. >> And I would add in 2020 and 2021 in our school district. We went what we did was atypical and extraordinary compared to most school districts. Uh and that was in large part due to things that had happened prior to those years. And uh at least from my perspective felt like it was important to really lay out um and even if you remember we the board had voted I think in July on the budget cuts before just to go hey >> this is very real serious very important and >> um and I think it was the the previous kind of experiences where a lot of things have been said hey trust me this will happen that didn't happen and so um that was really an extraordinary effort uh to do that in terms of time and energy and to try you know I believe we're in a different place I believe our our school board has a high level of trust with the community um we're being clear we're being transparent and also uh I look at us at a system and we've talked about the huge lift with our math curriculum that was implemented last year the comprehensive literacy framework for some of our maximizing time. And we're really as a school district and as a system, our leadership team, our building principles, and especially our teachers and support staff, we're we're expending our energy on doing right for students and really working to be better tomorrow than we are today when it comes to learning and teaching. And so those are, you know, there there's multiple factors there. Um, but certainly I get the question. And I also certainly get that anytime you start talking about budget cuts, uh we have a team of over a thousand employees and there is they're they're human and it's like oh my gosh I wonder if that includes me and that is very valid and very real uh and something that I certainly respect and and that is why comes to this reality uh we will certainly do our best to to work in a timely manner and be clear and uh clarity and and be humane. if when we made the budget cuts previously, one of the expectations that was set was hey can we talk to people individually and and you know and and share those pieces of information. So yeah, great great insight, great questions. Thank you. >> I have a question. This is I really like this. Um this is the number one question that I get in the many people that I talked to is well this in the past what's going to happen and up until this point it's it's what happened in 2020 but worse because the dollar amount is bigger. Um, but one of the things that I've been thinking about, and I spent actually quite a bit of time looking at the codes, and David and I had exchange emails today. I appreciate your feedback. One of the things that I I'm concerned about is we have the 11 million cut. If the le doesn't pass, questions don't pass. Could that number potentially be worse than that based on cuts at the federal and state level? because I I look at what some of these codes are and the numbers that are projected to be cut at that 11% across the board and when you have federal programs that make up a probably a big chunk of that particular code. If those funds are cut obviously they're programs that some of them have to offer. some of them are probably things that we are not required to some of the title. So that's that's what I mean to me there's still a lot of unknown. It's just not our school district. It's everybody in the state. It's there's a lot of unknown with what's going to happen with the feds, what's going to happen with the Medicaid and the other funding that we get. Um I don't have an answer but >> well my short answer would be yes. Um but again I think for us when you begin talking about things and it's why this presentation was framed up the way it is. We have to acknowledge there are always variables you know over time and for us to have a a clear transparent conversation. It's why I you know the caveats the 11 million that it's an if and if it were proportional those it's kind of a fixed proposition in that way so that we can communicate it well and clearly. Um, but absolutely there are a lot of unusual pieces and and I know you're not talking the shutdown, you're talking about what was in the proposed budget for uh education at the federal level. Um, certainly there there are always factors like that and that is also partly why when we started, you know, you've got the range of 7 to 9 million and one to four that we know there's some variability. um you know there's also you know other variability in there. We we base that off of projections, expectations of enrollment, lots of other pieces and you know so but we try to hold all that fixed so that we can communicate it well and people can understand it but knowing that in reality it is not exactly fixed or permanently fixed. So good point. >> I just think that this is This is frustrating, right? Um that we have to even go down this path to think about, but there are there's 42 school districts across the state of Minnesota that are have operating. Um, you know, we're not alone. And I I really think that these numbers also present a call to action to our state legislators. And I mean, our funding for our public schools is just broken in so many ways and and there are so many times where they they try to fix silos, you know, very small components of our funding, some of the categorical stuff, but yet the whole thing needs needs to be reworked. And I know there a few years ago, maybe you remember this Dr. where there was a task force that was put together on school financing and from what I understand it was a great very smart group of people and came up with some solutions and nothing. So that's frustrating, especially when you see on the front page of our, you know, little description that there's 98 million in budget cuts in all the school districts around us for this year and next year and that doesn't probably include our for next year. So it's just very frustrating. I mean, something has to be done. And I I just would encourage all of us regardless of the let me pass it or not, we have to be active at the capital because the more more voices that are being heard, the more we're going to continue to push and it's not just board members, it's it's community members as well. Um but I just it's just frustrating to hear stories from other districts of what's happening with their cuts and I just we have here and it's just kind of devastating. >> Question would be the last time we can fix it this figure out >> seems like a good place to start. It's time to get HR. >> Thank you, Dr. Next, our agenda, uh, moving into the action uh, item phase of our meeting here, item 9.1, collective bargaining agreement for the Shaky Education Association, aka the teacher contract. And here present is Keith Gray, our director. >> Oh, no. Sorry. I just before Keith starts talking, I wanted to share something. >> Okay. Keith Air, director of human resources, but Dr. Reman wants to share something. >> Sorry, I was a little quick tapping you on the shoulder. Um, and again, I I don't feel that we need to change the agenda or vote on it, but one of the things that uh I caught and you know, I missed earlier as I looked and Keith is highlighting on Keith's summary earlier, this document said 2% in year one for salary, 2% in year two per salary. uh as those who are on the you know the the negotiating team for the board there is also an additional 68 you know of a percent added to longevity steps 20 through 42 and so that inadvertently wasn't on the uh you know board book when it got published so I wanted to call that out >> if you refresh it it shows up >> yes but I just even from you would have started the meeting without it and now it's there and that's That's just because that's an oversight. >> Thank you. >> Welcome, Keith. Hi. So, let me just explain a little bit why um why the teachers association had an interest in that through the last couple of negotiation rounds. There was a real targeting of positions where we were losing a significant number of teachers. And if you look at the salary schedule, it was a large circle in the middle around the MA areas. And we're having quite a bit of we have quite an exodus people leaving for other districts making quite a bit more money. So the teacher association during those negotiations really highlighted those positions in that circular quadrant. So this group um had not gotten a lot of increases during that time. Primarily I think the thinking there in the group was we're already we're already the group making a lot a lot of money comparatively. We're in the lower quadrant more to the far corner making a lot of money but the group this time wanted to do something to help that group you know gain some additional traction in terms of payment this round. So that's why we did it. But we did do it only in the second year. So that's the explanation of that piece. It was 2% 2% then really targeting that group who are in the longevity steps 20 through 42. And then co-curriculars is is a very similar story. We haven't done co cocurricular increases for eight years. So the group um said we'd really like to do some addition some additional pay for that group and those are actually areas where we've been trying to emphasize our activities and our athletics and the growth in those areas. So that was part of this settlement. And then health insurance, our increase this year was 3%. The district is going to increase its contribution by 3% and next year is unknown. Uh so the so the group was requesting 8% in year two. The total settlement was 6.53 on the MSBA calculation over the 2-year period. So I'd entertain any questions. I'll just say I want to thank everybody that participated in the negotiations not only on the board but also from the teacher side of things. I thought that this year's negotiations went quite smoothly. Um was very collaborative and very appreciative of working together to come to a settlement. I think this is the third contract that I negotiated. I think this is the quickest that we've had a settlement since I've been on. So >> yeah, I've been here for eight years quickest I bet. >> Yeah. >> So just very >> not that we haven't tried, but you know, it's been it's been difficult. A lot of things our way. So yeah, it was I think everybody was happy in relationship to having that settled fairly early this year. Some quick ones here. So the 6.53% that is a combined increase in both benefits and salary over the two years or >> everything >> everything right. So essentially if you broke down on a yearly basis it would be like 3.75 right? Oh, for for both >> because it's two years. That's not understand if you looked at it. >> He's asking about the MSBA calculation. What's all in that? >> Okay. So the so the so the MSB calculation also the school district calculations is when we give an increase in salary for example it's everything that's included like your FICA or TRA contribution contribution to workers comp that's associated with that life insurance increase that's associated with the increase in supplies I mean everything you think of everything that's associated with that that's included in thatul population, both years, both things. Obviously, benefits don't have a roll up really. I mean, you know, what we pay for health insurance is what we pay with no additional taxes or anything associated with it. I just have the anchor sheet like built into my brain here. I know like last year we talk about it was like about 5.1 or something like that. We went up and benefits and salary and the states giving us 2.85 something like that, right? That's where that gap is, right? So that's I just kind of break down that number like looking forward what will be on the anchor spreadsheet the year from now we're looking at last year's increase in paid revenue on annual basis that's more in the three and a half 4% range or if it's more truly like we're going to see 6.5 on that list you know >> well that 6.5 includes includes the compounding because you're year one year one is counted twice >> let's have the same comment because you're paying 2% on 2% annual 6.5 5%. Secondly, just to tie in our previous topic in you here is like in that your team and hiring this year, was there any hesitancy that you noticed or actually had comments of from anybody concerning potential levy? >> No, I mean, no, I don't think anybody was tracking on that. I think everybody there were a lot of people tracking on there's a lot of districts cutting. Um I went to uh went to a job fair um in the spring and there were a lot of people there that were teachers with experience who are were going to had been notified they were going to be cut and these are people with like two or three years experience. So there were a lot more of those folks out there. So there weren't people weren't tracking really on that that we were looking at some budget potential budget adjustments. Mostly people are tracking on you are cutting and you know then people stay away from you and I've noticed that throughout my career there's a huge job fair at the convention center downtown Minneapolis and if you were having cuts you would see a lot of people around you and there would not be many coming here. But so people do pay attention to that. I think the universities pay attention to that too and kind of quue cue students in >> and I would push you know that 98 million on the slide of our comparable districts that's they cut this school year and last school year and many of them will be cutting again next school year. Some of them are already you alluded to the maximum. They're there. they have no other remedy. So that I I think I don't know that it's been a big factor, but I know we have had folks who are are pretty darn good who happen to be really low on the seniority lists in some of those districts who've applied for positions in our district over the last couple years. >> And again, I that point earlier, this budget situation, you know, it's not a shock thing. There are many many districts across the state facing the same thing. And you've heard me talk about state funding not keeping pace with inflation probably over 100 times on the I'll save you. >> I'll make a motion to approve the uh collective bargaining agenda. [Music] I'll second. >> We have a motion by Peterson, second by Aldridge. Any further discussion? Seeing none, all those in favor? >> I motion carries. >> Thank you. Thank you. Next up is item 9.2, baseball field trip. This was on the agenda at the last meeting um three weeks ago. It was part of the consent agenda and we had pulled it out due to a uh a question from a constituent concerned parent about their uh uh involvement of of their child in uh the baseball field trip and uh board member Johnson presented uh the communication with the the members. So we decided to pull it out and get some more information. Um we have since gotten that information as presented in uh uh the w a week ago, right? Um uh you know two Fridays ago. Um so Dr. Rob, would you like to add anything to that? >> No. Um just clarify what the rules are which was in the RAM and it was you know the there's an opportunity for uh baseball student athletes to go on a trip to a warmer place. um if they choose not to go on that trip, there are practices held uh over those same dates here in Shakipi. And you know, the expectation would be that a student athlete on the baseball program would you know, attend practice either on the trip or uh here on site over over the dates of that trip as as they're scheduled. Um and that u somehow you know not not sure what what caused the the challenges in communication but we asked that question multiple times multiple different ways. What are the rules? Uh those were the rules that the expectation you know absence to both of those meaning you didn't go on the trip and you didn't attend the practice at the local site for practice uh would be treated just like an absence any other time. you know, for a student athlete participating in baseball. Sure that clarify I'm glad that it was brought up in the meeting. You know, it's sad that it kind of disappointing that it had to be brought up in the meeting here to get that fleshed out, but um definitely want to uh punish any students for that mistake. to go on this trip and that there's options for everybody. >> I'll make a motion to approve the field trip. Second motion by Alders and second by Brophy. Any further discussion? Seeing none, all those in favor? >> Opposed? Motion carries. And next on our agenda is another action item 9.3 special election staffing final additions and uh Tiffany will present. Chair Smith I'll present from over here because it should be 60 seconds or less. Uh just in front of you the attachment that you see is an additional res resolution to what you approved on September 15th with just a few names added. uh we have additional on the ballot board and then on election day the terms and everything else is completely the same. We don't have the previous names approved because this would be in addition to that. Um and again this just abides by the secretary of state's guidelines and appointing anyone to support our election. So I would ask for the the board's approval if possible for these final additions. I'll make a motion to approve. >> Second motion by Vald Dez and second by Peterson. Any discussion? Seeing none, all those in favor? I opposed. Motion carries. Thank you, Tiffany. >> Uh, next on our agenda is item 9.4, school board meeting calendar for 2026, and Dr. will present. >> I'm sorry. >> Oh, I I know we just did a vote. Was that a resolution or was that I see reference to resolution in the attachment? >> But is it's not a resolution that requires a roll call. Is that correct? >> It does require a roll call. It says resolution. >> That's that. Sorry, I didn't catch you fast enough. >> I appreciate the the clarification on that. Shall we do a uh resolution roll call just for sake of due diligence or >> that technically when you do the all in favor that would cover that resolution because the original was approved with all names but we're here. Let's just go around and be consistent with the cover. We'll make sure it's it's going to be a double double approved assuming resolution. Uh so we're back on item 9.3. Uh we're voting it as a resolution. Tiffany, can you please roll? >> Uh, Zedic, >> yes. >> Yes. >> Peterson, yes. Smith, >> yes. >> Aldridge, >> yes. >> Johnson, >> yes. >> Yes. >> Resolution passes. Thank you. >> All right. Now, we're on to 9.4 schoolboard meeting calendar. And Dr. Re will present. >> Yeah, we've shared this before. This is um pretty much kind of taking the 2025 calendar and replicating it. for the 2026 kind of equivalent dates had discussion around one date and didn't reach total consensus but went back to the more typical date for that. Other than that um it's all pretty straightforward and certainly ask the uh the board to approve. >> We need to add on here at this time the the state of election results next November. >> Um, >> we typically have added that >> knowing Yeah. If we were to for some reason add an election, we typically added that after >> we will have an election >> before school board. >> Oh, thank you. Great point. >> We certainly could add that. Um, >> we can add it later. I just >> Yeah. No, that didn't cross my mind. Yeah, typically we've done that during the year, but yeah, we certainly could have for next year. >> We can we got to submit all the secret. >> Do we know what that date? >> Well, election date November 3rd. So you could do it like if we do it like like we did now, it' be November 11th. Can't do it on the 11th. Um so either probably the 10th or the 12th 12th >> 12. >> So we could have Thursday, November 12, 6 p.m. next year. That makes sense. >> I'll make a motion to approve the proposed calendar with the addition of the uh election canvasing date on November 12th, 2026. motion by Smith and a second by >> any discussion. >> I still don't like a couple of days. You know what I have realized in life? It's not all about me. >> Took that long. >> Any further discussion? >> Yes. >> Seeing none, all those in favor? I opposed. Motion carries. Thank you. Motion carries 6. Uh, next agendas item 10, committee reports and other information. Uh, Tim, so >> yeah, very good. I got to participate in the grand opening ribbon cutting ceremony for the Jackson Commons. Very well attended event. We do have to wait a couple years for that to translate into enrollment because there are a lot of littles there and joining the new park. Um, and just a shout out to all of the work done with the city and uh Jackson Township to make that come to fruition. It sound like they had to work through some some details. Um, and if you're feeling really adventurous, go ride your bike at the skills park. Um, yep. Uh, and then since I brought up biking, uh, next weekend in Mano is the state championship for the mountain bike that we're wrapping up. So, uh, it came and went fast. Uh, and if you have nothing better to do, come watch these student athletes uh, put forth an effort. It's It's quite something. That's all I know. >> Um, I have community engagement in a while and um it was before the last meeting that we had um uh policy committee. So I don't have anything I'd like to apologize to Dave and everybody else in the finance committee that I don't know how to read calendars which is really sad because I'm really good at the calendar. I completely found out when I showed up here. We had a meeting today and I found out we were talking about a cash flow statement that David and I had talked about a few weeks ago and that frankly would have been the greatest meeting of all time. So it's as somebody who has put together those >> I'll stop. >> It was the greatest. >> Oh, it was really good. >> Honestly, it was good time. I was like, where's Joel when we're talking? Yeah, I would have probably I would have been too excited to come to this meeting actually. It would have been this the best. But I do apologize to everybody for missing that. Um so I don't have anything else uh because I've just been a mess lately it appears. >> Great. Um see at the finance facility committee meeting tonight. So once again great uh great casual presentation. Um >> that just hurts. Uh see uh uh Caroline and I attended the uh the high school conferences and presented on the levy there. Uh I had attended the East PTO and present the levy there and also attended the the Red Oak picnic and talked about the levy there. So been talking a lot about about the levy and and it's been good. Just just good getting the information out. So um pretty Uh yeah, kind of the same thing. There's been a lot of talking to people, a lot of uh a lot of conversations been had. Um so it's good to get the information out there and educate people and get questions answered. Um one thing I want to bring up, Southwest Metro, I just want to bring this to your attention. Um you've probably heard a lot about the H1B visa issue with the executive order that was passed down that significantly Southwest Metro. Um spent a lot of time on the phone for your time that that Saturday. Um we had teachers in transit when that um executive order went into effect. And so there was some concern that they would get here and how we were going to handle that, but everything turned out fine. But the challenge is right now, what does that look like for the future? and we rely on international teachers quite a bit there because of special education. Um there are teachers are hard to find and they've been doing a great job for us. I think we have 40 international teachers in southwest metro right now. So um it's a program that is working well and I know there are other school districts in the state. I think is one of them that utilizes that program as well. You know Rock Bridge is another in the process of also getting international teachers has happened. So, um there we have reached out to all of our congressional members in Washington DC and I know there have been some meetings that have been scheduled for I think maybe later this week I'm going to try to join as many as I can try to bring issue to the forefront and see what we can get kind of the critical people that we rely on for services nurses doctors teachers kind of cut out of that exemption um so we can continue to provide services for for our kids. So hopefully we can have some good conversations there. Um and then um was part of a presentation the scale um at the big four which is Minnesota cities, counties, townships and then school school board or school districts and talked a lot about how we collaborate as a county um with all of our entities um and how it's worked really well and um so it was a really it was a good presentation had a lot of great questions and I was there just as a was there anyway for MSBA but represented school districts in Scott County and then just MSBA board meeting last weekend um delegate assembly and right around the corner you should all receive an email to vote on the delegates So, please make sure that you vote for delegates. Um, we have six of them in our director district 13. So, make sure that we get some good representation there. Um, there are right now approximately 57 resolutions that have been brought forward that the MSBA board review for the first time at our board meeting and retrieve last year. So even though it's an off year policy year, we typically don't see as many. There's a lot. So um a whole lot more to say, but it's late. >> Thank you, Caroline. >> Echo what Jeff said. I was at the high school conferences talking about the levy. So I'm going to do the TLC on Thursday. So I'll be there talking about the um we have a community engagement on the 20th of October. So it >> trying to get a little more organized sharing stuff here with that. Um it's hard looking back was at the meeting with Joe's empty seat with the facilities earlier. Um, looking forward, the district advisory council's coming up here on the 13th. General Tim's at, um, all three of these committees, I think, are all looking for more members of the community. Everyone wants to get out and have a voice. That one, um, the community ed council meet on the 14th. I don't like to get to have a good time talking about like Italian cooking classes and stuff like that. You get $100 allowance into the community classes and the special ed advisory council is back. I just got invited to be to that October 14th also. So sched um and also this month is dyslexia awareness month and so you'll see a lot of social media posts and things like that going out from our family. Our goal is always just to hopefully find one kid or one family or one parent that helps helps with that. So >> um and I met the Mr. and Miss um earlier or was last week. >> Yeah. >> Um talking about multilingual services. >> Um but the conversation was started last year in terms of how can we ensure English learning students are are aware of advanced classes and advanced class opportunities. not only disappear but they have faces to take class or take a CIS class teacher support to help them get into those classes and conversation started last year. So it was really good to start talking through what next steps and what um is needed from students in terms of collecting feedback from teachers and other students. Um you're meeting with good trouble officially this Wednesday. Um so that's me, Brian, and there's another student and I'm a senior at this high school who's also involved in several different so we will be looking at qualitative feedback this year. Um I my parents were at the Jackson opening. I was not I was working on college applications. Um, my sister, she did make it to the middle school or she is part part of the middle school cast. Um, it's not a musical, it's a play. She keeps correcting me, but I write a script and I'm excited to watch it. The performance is November 7th, 8th, 9th. So that time I've just been talking about watching. She has a lot of >> Well, already kind of went all the reviews that we kind of have together with good trouble and the one that we had with Mr. Kingberg. But besides that, I had an amazing homecoming week. At the game, I got flowered really badly. I was like, I look like the Pillsbury Doughboy. Um, but homecoming day was really good. I hung out with a lot of my friends. I actually went with it. Um, yeah, we just had fun and I don't know, we were kids that day. Um, but more of my week this Wednesday, I'm going to a college fair for AVID as a field trip. So, I got to I guess skip the whole day to be at the National College Fair at the Minnesota Convention Center. So, something new. Excited for that. But more personally, I just want to share that I'm applying for the United States Youth Senate program, which in short, it's um two delegates from each state get to go to get to go to Washington DC, all expenses paid, but the one caveat to it is you have to be in a position of governance, which is perfect for me. But um I'm just trying to really show my dedication and my passion through the essays and the video interview that I have. So yeah, that's all my >> Jim. I will not bring up the facilities and finance committee meeting. >> I really >> which was riveting. Um >> no, it's it's amazing how we're moving along. We're in midquarter. Uh we're at fall break. uh fall sports are starting to to head into the playoffs already. So, um you know, I tie that back to the you know, the elementary, you know, component and we already have students in win time and we're making growth and progress with our with our neediest learners and so lots going on. Um it's amazing how quickly a year moves and uh we are to the first real milestone which is which is fall. >> Tiffany, anything else? >> I know it's coming up on item 11, but I just want to remind folks There's a lot of great events coming up this week and it all seems to be jammed on the 9th as well. There's a wake up shock be that's being hosted at the high school and we also have our signing event for Greystone. Um and if you want to stick around and get some hot dogs with the ninth grade team that'll be outside when school ends for the ninth grade tailgate as well. Um, and we have Sweeney conferences in East still open to talk with anyone if they're interested in attending East and appreciate those that'll be at Sweeney and and others that we have coming up. But that's all I have. Chairman add um there is a student school board um event coming up on October 29th in Farmington at the Farmington Middle School. They had to move it from the high school to the middle school because of elections being held in Farmington. um event or something. I don't know. Anyway, but if you need more information, um it is an MSBA sponsored event, so let me know. It's on their website. Um totally forgot about it. So, yeah, it's in Farmington this year. >> Thank you, David. Anything else you want to share? >> No, I don't. I don't think I have anything to share. I'll show you my cash flow another time. I'm very excited. >> Thank you, Dr. Evan. Last word. >> Uh, I've shared enough and I think everything else has been said. Thank you everyone. >> All right. Thank you. U, so item 11, as Tiffany mentioned, upcoming meetings and important dates. U want to scroll down there, put those up on the screen. But, uh, yeah, I've got a lot going on. It's a packed October. Um and thank you for Tiffany for to Tiffany for highlighting a few things but uh yeah a lot of events coming up with that I would entertain a motion to adjurnn. >> Second motion by Peterson second by Brophy. Any discussion? Seeing none. All those in favor I opposed being adjourned.