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[3:47] we will start this evening's meeting um with a public comment we have one

[3:53] speaker signed up uh Mike McCarthy is in the room I'll

[4:08] I do not see our public speaker in the room so uh with that we will conclude public

[4:15] comment and we will move to a call to order Joan roll call director Gish here

[4:22] director Hopper here director Kellenberg here director low here director

[4:27] Parker there he's coming up director the Linder here

[4:34] chair Sherman here you have a COR great let's stand for the Pledge of

[4:41] Allegiance Pledge of alance to the flag of the United States of America the rep

[4:48] for it stands one nation under God indivisible with liberty and justice for

[4:57] all all right I will go ahead and make a motion to

[5:03] approve tonight's agenda can I get a second I'll second great dror hacker with the second all those in favor of

[5:10] approving tonight's agenda raise your hand and say I I opposed agenda

[5:16] passes all right we'll move on to our student report yeah I'll start with an update

[5:23] from our music programs of the high school on February 3rd our top band choir and Orchestra each perform sets

[5:28] for the other band choirs and orchestras in our conference the festival took place over the whole school day and was

[5:34] hosted at Irondale High School this year it was a super fun way to hear beautiful music and meet other musicians from CL

[5:40] the high school's Jazz Ensemble had a concert with the St Cory Jazz Orchestra last Monday February 10th I had the

[5:46] opportunity to attend and both ensembles were just lovely the director of the Jazz Ensemble Dennis Lindsay was an

[5:52] instrumentalist in the S Pary Jazz Orchestra so I'm sure it was a nice experience for his students to see him in that perspective today students had

[5:59] their first first e-learning day of the school year I'm sure all students enjoyed sleeping in and slowly getting back to school after having the day off

[6:06] yesterday now on to some student council news we had our 2025 blast week last

[6:11] Monday February 10th through Friday uh February 14th this week stands for be loving and sharing together and consists

[6:18] of events happening all throughout the week during class periods for example we had an African drum group come in we

[6:24] hosted a Heritage fashion show put on some Minute to Win It games hosted a just dance battle students in the music

[6:30] program went around and serated students and staff on Valentine's Day and to wrap up the week we had a Family Feud game

[6:35] with teachers going against students and the teachers took home the victory another event that happens

[6:41] during this week is the student versus teacher basketball game this is a super cool event for our students and staff students have a lot of fun cheering on

[6:47] their fellow classmates and their teachers they appreciate seeing some of their teachers in a different setting than the classroom and this year we had

[6:53] the chelle's dance team come and perform a dance time at half with some teachers as well so this event and week was just

[6:59] filled with fun activities to help create connections between our students and teachers and student council's Battle of

[7:05] the Bands is this Friday February 21st at 7M in the High School auditorium this

[7:10] is a really cool event that showcases some of the great talent at Still Water um so student council would like to encourage our community members to come

[7:17] and enjoy a night of rock and roll and fun um tickets are being sold on the hometown ticketing app and finally our

[7:23] winter sports are slowly coming to an end I know Alpine skiing had their state tournament uh or state meet last week I

[7:29] think hockey is in the middle of their section tournament and I think basketball still has a few weeks to go but I believe most of our winter sports

[7:35] are trickling down and before we know it spring Sports will be up and running that's all I have tonight thank you

[7:41] thank you comment yeah who won the game I know that's a pretty serious game and there's no quarter given in that

[7:47] basketball game the teachers won that game as well got your butts kicked a couple ways I know that's okay there's

[7:55] always next year for for the next class yes all right um we will move on to our

[8:01] superintendent update um so first thing I want to thank our bus drivers uh it's

[8:08] bus driver appreciation week and you know I was at I was at the capital today and I was listening to some testimony on

[8:14] a couple things and they had a bus driver from Rose mon Apple Valley Egan there and she

[8:21] said you know we not only drive bus but we are like a one room

[8:27] Schoolhouse with two glass rooms full of kids that were driving down the road and

[8:33] so I thought that was pretty uh unique I um you know description on what they do

[8:39] so uh want to thank all of our bus drivers including Pete over here um for for helping us out and you know in

[8:46] January I miss pair pair appreciation week that kind of moves around towards the end of January early February um so

[8:53] I missed it but uh again like our bus drivers our pairs are are unsung heroes here in the district

[9:00] and we couldn't do um take care of our students and nearly as well as uh we

[9:06] could if we didn't have our parent support so I want to thank them for for all the things they do for us as

[9:11] well um couple things tonight uh operationally um our Focus as a district

[9:19] you know since I've been here really has been on re recovery if a bad thing

[9:25] happens in our buildings how do we recover from it and we really have not spent a lot of time talking about okay

[9:32] if a bad actor comes into a building how are we going to respond to it so um Mark

[9:39] and I met with uh some officials from Washington County back in November and

[9:45] we came up with a plan on how we're going to work with with our teachers um to try and uh provide them some more

[9:52] tools um so that they can make decisions to keep students safe so if somebody

[9:58] comes into the building buing and teacher has a class in the far end of the building and the person's not near where the threat is get our kids out of

[10:05] there rather than go into a lockdown type situation so Mark completed that training I think he's been to every

[10:11] building in the district on that and now that was kind of the first phase and the next is really going to be tabletop type

[10:19] exercises where okay let's sit down collectively and and talk through this and uh what are some things we can do to

[10:25] keep ourselves safe so um I want to thank Mark and I want to thank the the

[10:31] folks at Washington County for for helping us with that um additionally with operations um

[10:39] we have our bond projects and we were supposed to start breaking ground yesterday in Lake Elmo except Mark told

[10:46] me this morning that the equipment doesn't work if it's below zero so we're we're delaying on the uh ground breaking

[10:53] it in Lake Elmo for a week Bayport will be starting May March 3rd uh the high

[10:58] school away April 14th and then uh um the

[11:04] uh Oakland Edition will be on May 5th so we're going to be pretty busy um you

[11:10] know I was asked whether or not we wanted to do have like a formal ceremony for the groundbreaking I thought it

[11:17] might be a little cold yet uh this uh this month so we're going to wait till spring to do that but you can expect to

[11:24] be going to the different sites and locations regarding that um as I mentioned we had a legislative uh um or

[11:31] I spoke at the legislature today on sparity Aid um we are a very large District area wise we transport over

[11:38] 8,000 students every day and we have 153 square miles and we don't um because of

[11:46] the size of our district we have a lot more cost involved with uh the great distances and the wear and tear in our

[11:52] buses and and the time it takes to transport our students so we received some aid from the state of Minnesota on

[11:58] that um um actually I think it it it doubled I think in the last session from about 14 and a half I think to

[12:05] 30% um for reimbursement on that we're now looking to to uh get 70% of what uh

[12:12] we would uh um be able to to get reimbursed for that for our Aid which would be significant for the district as

[12:19] Transportation since I've been here has been the biggest um excess cost I think

[12:25] that uh that we've had since I've I've been here as your superintendent so we had the good part about today is we

[12:31] actually had a republican um Bill sponsored and a democratic Bill

[12:37] sponsored both doing the same things um so it really sounded like um you know it

[12:44] was it was a bipartisan um attempt to to get it done so I'm hopeful that that

[12:49] happens the other thing that I heard today and I stuck around and listened for a while was a republican effort

[12:57] there's a Republican bill this is the most interesting bill I think I've seen in a while that would allow school

[13:03] boards to opt out of any state mandate that was put in last session so you can

[13:11] opt out of it for the next till 20 28 29 um if you so choose so for example um if

[13:18] we don't want to pay summer unemployment anymore the board can opt out of it or if the board doesn't want to have family

[13:24] medical leave in the future they can opt out of it um so needless to say I heard

[13:30] a lot of bus drivers and peras and and Cooks um saying we need summer

[13:37] unemployment and don't do this and um so it's it's a it I don't see it going

[13:43] anywhere but it was really kind of interesting to hear the uh the rationale behind it and the other thing that was

[13:49] tied to that bill which I thought was fascinating there were three facets to it but the first thing they talked about

[13:55] was the importance of the read act and how we need to U Don't water it down but

[14:02] really maintain and and uh to do it to standard so I thought that was um and I

[14:09] I think both sides can agree on that as well so that's my report for tonight good thank you any questions on those

[14:17] legislative updates um my report I just I sent an email to the board just highlighting because I know we get a lot

[14:23] of emails from msba and sometimes it's hard to keep up um but they launched kind of a dashboard to help you keep

[14:29] track of all these bills and legislative issues and I was just kind of playing around with it and I thought it was helpful so um take a look at that and

[14:37] may help you in your followup legislatively with folks so um and that's all I really have so with that

[14:44] we'll move on to the consent agenda we have four items this

[14:50] evening is there a motion to approve great director low with the motion to

[14:55] approve is there a second second great director Kel ber with the second all those in favor of approving tonight's

[15:02] consent agenda as seen raise your hand and say I I I opposed consent passes

[15:10] unanimously did we make it Mark is here to speak to us about the ltfm

[15:15] improvements for the summer of 25 he didn't want me talking about

[15:21] it good morning excuse me good evening geez I don't know what time of day it is

[15:26] um sorry I'm in a in a rush we have uh Bayport planning commission here at 6:00 so they thank you for moving me up first

[15:31] so I can head to uh Bayport for that uh meeting here right after this so anyways uh here we're talking about the summer

[15:38] ltfm projects this is the last um bid projects we'll bring to you here for approval this is kind of the catchall so

[15:44] we had some of the bigger projects that we did individually there's six um buildings here that have individual projects here a lot of this is just

[15:50] maintenance and and things that need to be repaired like for like so at Aton it's replacing the exterior exterior

[15:56] door in the kitchen at Oak Park there's four exterior doors um two in the gym and two of the hallway doors uh

[16:02] Rutherford has replaced the classroom Lighting in two of the houses we did some houses last year is kind of a continuing of that um lighting project

[16:09] at Rutherford Elementary Stillwater Middle School is replacing the the windows and the wrestling gym uh

[16:16] Stonebridge is replacing the light fixtures in the kitchen the upper hallway and the three classrooms you know we kind of did the classroom

[16:21] Renovations the last few years and then there's another part of the wing that we're attacking and um doing some

[16:26] projects here at Stonebridge as well as as making uh restrooms Ada accessible by

[16:32] the gymnasium there's um restrooms kind of kitty corner from the cafeteria and the gymnasium that are making those Ada

[16:38] accessibility not only for school but also nights and weekends for Community use and then lastly at the bus garage or

[16:44] Transportation terminals replace the window sealant and the light fixtures in that facility as well so on February 6th

[16:50] we opened up uh 10 different work Scopes each of the work Scopes have between one and eight biders for them um you can see

[16:57] the the lowest bidder for each of those um different work Scopes um this is

[17:02] funded through long-term facility maintenance so there are no bond dollars in this it's all ltfm funding for a

[17:07] total of $673,500

[17:29] um for the bus garage uh was that a new facility recently or is that a existing

[17:34] facility has that been there a long time and so it's an existing facility that's been there I don't know how many years it's been there quite a while um but we

[17:41] purchased it within the last four or five years six years so it's kind of newer to us but it's a building that we

[17:47] purchased that was already existing thank you very much any other questions okay we have a motion and a

[17:54] second all those in favor of approving the ltfm for this summer raise your hand and say I

[18:00] opposed motion passes thank you good luck luck have fun all right

[18:08] we're going to move on to our next report um and Elsa is going to join us for a winter assessment update of um our

[18:16] fras Bridge assessments

[18:32] good evening Dr Funk directors thank you for having me for those of you I haven't met yet my name is Elsa Mt I'm the data

[18:37] analyst and assessment supervisor and I'm talking to you tonight about fastbridge one of our main assessment

[18:44] tools so a really high level overview what is fast Bridge fast bridge is our Universal screener which measures the

[18:49] strength of our tier one instruction in reading and Mathematics at the Early Elementary level we have early reading

[18:56] and early math these are individ usually administered assessments so the teacher will sit down with the child and give

[19:02] the early reading assessment oneon-one a reading and a math are both computer-based assessments for our older

[19:09] students they're General measures of reading and math ability and take about 30 minutes on the computer

[19:17] each what we use fast Bridge most for are the benchmark scores it provides us these are test specific cut scores that

[19:24] indicate a student's risk of Performing below a future performance Target so

[19:29] put differently the student may be at risk of not performing at grade level by Year's End these are aligned with our

[19:35] national Norm percentiles using a data set of 10,000 students at

[19:41] each grade level high risk our students performing below the 15th percentile

[19:47] some risk are students performing between the 15th and 39th percentile early reading and early math

[19:54] only have the low risk category from the 40th to 99th whereas a reading and a

[19:59] math split that category into low risk and advanced one thing that we note

[20:04] internally is that low risk is not the same as no risk we use the 60th

[20:10] percentile Sr cut off for indicating future performance on MCAS it's not a perfect measure but that's kind of our

[20:16] Benchmark for that extra push to make sure you're on grade level by the end of the

[20:23] year we use fast bridge in a lot of ways primarily it's a systems level tool to

[20:28] identify gaps in our tier one instruction we also use it at the elementary level to identify individual

[20:35] students for tiered intervention supports so our tier two and tier three supports this year we're excited to be

[20:42] using this data in our cat professional learning communities as well as in bar meetings when schools sit down and talk

[20:48] about individual excuse me individual student performance finally one thing we

[20:54] won't talk about today is we look at student growth scores from fall to winter and spring and and we use it for Progress monitoring as well fastbridge

[21:01] provides other assessments that we're not talking about today CBM reading being one of them um and that provides a

[21:07] more granular level of detail so we can measure growth from week to week month to month rather than fall winter and

[21:17] spring so we're going to go assessment by assessment here subject by subject and start with reading so early reading

[21:23] changes a lot from fall to winter and spring and that's because students literacy changes a lot from fall to winter and spring in kindergarten and

[21:30] first grade so I won't run you through every single sub test that students take

[21:35] but in each screening period it's about four sub tests that students take um that are administered in sequence so all

[21:41] in one go the student experience is relatively seamless but we measure these four different skills at each

[21:50] grade if we dive into early reading for kindergarten we see that the kindergarten class came in a little bit

[21:55] lower this fall than they did the previous fall Kinder Garten is one of the rare cases where we get kind of a

[22:01] blank slate we get the students we get in the fall and then we decide and teach and improve them um this is the first

[22:08] time in the past three years that kindergarten has improved as a district from fall to winter it doesn't look like much on this graph but we can see a lot

[22:15] of variation when we dig in school by school can I ask you go back a

[22:22] second okay so explain they came in at 67% low risk mhm

[22:29] and they moved to 70% low risk from wi from Fall win okay all right yep and

[22:36] then in our shades of pink we have high risk and some risk the dark pink would

[22:42] be the highest risk light pink some risk so we do also see that the proportion of students at higher risk has increased

[22:50] slightly so the sum risk has shrunk but the highest kind increased a littleit

[22:57] okay and then if we break it out school by school we see that five out of seven

[23:02] schools made significant growth in kindergarten from fall to winter um the schools I pulled out to highlight were

[23:08] Afton Lakeland made 14 percentage points of growth Anderson 15 percentage points of growth Lily Lake 15 percentage points

[23:15] of growth um the exceptions where we see the highest need would be at Brookview and Lake Elmo and this is one way that

[23:24] we're able to Leverage The Fast bridge data to dig in and be more surgical in our approach so rather than saying this

[23:29] is a systems issue we actually start to see quite a bit of systems alignment if you look at fall 2023 which is to be

[23:36] correct with the that is correct fast Bridge label is based on the fall year so when we say fall 24 is fall 24 Winter

[23:43] 24 is this winter 2025 so if we look at last fall um students are coming in at a

[23:51] similar level and then diverging sharply based on the schools that they're at whereas this year we see the schools

[23:57] moving more in tandem which from a district level that's a good thing it's very exciting

[24:05] yeah okay at first grade we see kind of a

[24:11] consistent pattern of growth from fall to winter so last fall to last winter we saw a nine percentage Point jump this

[24:18] year from fall to winter an 11 percentage Point jump one thing that we're hoping to see

[24:24] in the future is that as those improvements in kindergarten start to pay dividends there's less work to do in

[24:30] first grade and it's kind of this relay domino effect where each year we get stronger and stronger here again we see the

[24:37] Divergence by school one thing that's exciting is that all schools are making that growth and

[24:43] five out of seven are growing significantly uh one school to note is Lake Elmo you'll notice that they're at

[24:49] a lower place than they were this time last year this is the first year that the immersion program is required to

[24:56] screen students in English as well as Spanish so that's a big change in our

[25:06] data I was planing to skip this slide but I'm very happy to highlight Anderson because we saw a lot of growth in early

[25:12] Elementary and Anderson so I'm glad to be able to share this with you um if you look from last year to this year in

[25:19] kindergarten that drop off is completely reversed from fall to winter and in

[25:24] first grade we see the same pattern of growth but students are starting at a higher level and finishing at a higher

[25:30] level so this is one of the kind of success stories I wanted to highlight for you

[25:37] today all right one thing to note is that a reading and early reading are

[25:42] very different tests when you start to look longitudinally you'll see kind of a a drop off between first grade and

[25:48] second grade and that's because first grade you're really measuring the basic building blocks of being able to read

[25:54] second grade is when you measure okay well what are you comprehending now you can read so what so this is our broad reading ability

[26:00] including still phonics of course and vocabulary comprehension

[26:05] morphology when we look at our district level data we start to see that slight dip from fall to winter but if you

[26:11] compare fall to fall this year to last year winter to winter this year to last year we're seeing that slight

[26:16] Improvement we often compare winter to winter when talking about fast Bridge because it's the most stable measure of

[26:22] growth in a system it's the least affected by enrollment changes as students come in and out in the fall and

[26:27] in the spr and the least affected by any calendar changes for when the screening period would fall screening in the

[26:33] winter pretty much is always January when we come back from winter break one thing to note in this data is

[26:39] that this is the very first year that secondary students have taken fast Bridge formerly they were taking nwaa map so they're not reflected in those

[26:46] first three bars of the graph that means to get very much out of this data we'll have to go grade by

[26:56] grade second grade is where we are are seeing the most growth particularly this past fall to

[27:01] winter third grade is very very stable at around 72% would probably be our

[27:08] average when we're looking at these bar graphs the goal that we're aiming for is

[27:13] to have 80% of students at low risk based off of our mtss framework um the mtss framework assumes

[27:20] that 80% of students will get what they need from tier one instruction without further intervention in a healthy system

[27:26] that would leave 15 % at some risk and 5% at high risk and one reason we aim

[27:32] for this is that it's very very labor intensive to Pro to provide those High

[27:37] needs interventions where the appropriate tool might be to intervene and strengthen our

[27:42] tier one instruction to support all students so 71% is not a world away from

[27:48] 80% it's a move in the right direction but we would want to see that edge further up towards 80 yes is that uh

[27:54] 8055 across grades or for second third specifically at each grade level

[28:02] theoretically in each classroom but as you get more and more granular that's never going to happen but it's the goal across okay thank you yeah with our

[28:09] secondary goal secondary excuse me goal being that 60% threshold I think the way

[28:14] we phrased it was that 85% of students well you're gonna have to help me Kaitlin

[28:28] so we're trying to p as far as we have correlative data you do at the

[28:39] higher thank you when we dive into second grade we

[28:46] see kind of that consistent pattern of growth from fall to winter which is a difference from last year especially

[28:53] when you look by school one thing I wanted to raise on this slide is that when we start to look by school School

[28:58] the question of our sample size our ends becomes really important if you think about Stonebridge they moved from 67%

[29:05] low risk to 72% low risk that's a 5% jump which is awesome it's also three

[29:11] kits so when we think about that change it can be that simple as intervening with those three kids or it's that

[29:16] simple as changing what you're doing in the classroom when we look at grades four

[29:23] and five the consistent data we started to see in 23 starts to vary a little bit more so in

[29:30] fourth grade in particular we see that drop between fall and winter last year and we see that drop between fall and

[29:37] winter this year fifth grade it's mirrored but it's not as dramatic we do

[29:43] however see a modest winter to Winter Improvement last year 61% of fourth graders were at low risk or Advanced

[29:50] this year it's 68% um fifth grade is more stable between those two so one thing we start

[29:57] to think about is especially um when we see data like this is to think about why why is this

[30:03] something different happening in fourth grade than we saw the years prior so we have another tool at our disposal which

[30:09] is the CDM reading screener that students in fourth and fifth grade take it's a measure of oral reading fluency

[30:15] so students will read three passages aloud for I believe three minutes um and it

[30:21] measures the foundational skills of reading um which are the precursor to

[30:27] comprehension if you're not able to read it fluently it takes you that much longer to understand what you're reading

[30:32] so when we look at fourth grade we see improvement from Fall of last year

[30:37] through to all and winter of this year however we're not we're sitting at the high 60s so we're not getting as close

[30:44] to that 80% and is the same story in fifth grade so we have some of those foundational literacy skills to still

[30:50] make up as we look towards fourth grade that being said it doesn't fully explain

[30:56] the drop or drop from fall to winter because we don't see that same drop in

[31:01] the oral reading fluency it's also something we see very

[31:07] consistently across schools both last year and this year which leads us to think that there's some systems level

[31:13] factors at play one possible explanation is curriculum we talk about the implementation of letters which goes

[31:19] some way to showing the growth that we see especially at Early Elementary we start to see that trail off as that work

[31:26] is not followed up with the curriculum we use which is Lucy cofins yes can I bring Sky up here a

[31:34] second yeah yeah sorry Sky I'm gonna put you on the spot was gonna what are your thoughts on

[31:42] this um yeah so I think hello everyone um so we have done a ton of

[31:50] work with um kind of filling holes at the K2 level we got hegerty a few years

[31:55] ago we added Letterland to third grade and fourth and fifth have just not received anything so I've been here for

[32:01] three years we haven't made any strategic changes there our goal was kind of start from the bottom and move

[32:06] up um and so they are sitting with a curriculum that is um not as rigorous as

[32:13] it needs to be with the changing MCAS next year as well and also um a curriculum that teachers have moved away

[32:20] from as well because we know that it's not best for students right and so I think teachers are doing the best that

[32:26] they can with what they have to make it as rigorous as possible but they are individually filling holes that they see

[32:33] and so we don't have as consistent as a pro of a program um and so I'm excited that we are moving in a direction that

[32:39] we're looking at a much more rigorous area and we would also be um moving

[32:44] towards adding a morphology so that word work would continue through it wouldn't just word work is done at third grade

[32:51] and then I hope it worked so you can continue on but instead actually adding a strategic morphology to the fourth and

[32:57] fifth grad so um really beefing up what they have in their classrooms and what teachers can pull from

[33:07] too SK thank you Sky appreciate

[33:12] that when we start to look at our secondary data becomes a lot harder to draw conclusions because this is the

[33:18] first year that we have any data at all so we see a drop from fall to winter in sixth grade but not in the other grades

[33:24] and we don't quite know yet whether that's quote unquote typical if it's something we've seen in the past but it

[33:29] is something to keep an eye on as we think about sixth grade as a transition Year from elementary to Middle School one exercise um that Sky put

[33:38] together for us to do with PLC leads was to look at these graphs sometimes you get really lucky and get to use real

[33:43] data that is just interesting to look at because we see well I don't want to

[33:48] spoil the exercise what do you guys notice

[34:02] looking I noticed two things I noce a Delta between Oakland middle and Stillwater Middle and that it looks like

[34:10] it's rather stagnant between the fall and the winter right it's exactly the same at the very top level for low risk

[34:18] and any risk if we kind of lump our two categories into that binary right 71% fall and winter 65% fall and winter at

[34:26] both schools is there anything changing high risk for

[34:33] Oakland yep it went from 9% to

[34:38] 12% so I mean this is an indic we see this a lot at the board it seems like at the board table where we've got two

[34:44] different experiences or outcomes at the middle school but you also have a

[34:49] decrease in high performing at the middle school so there's a decrease on both sides just decrease is impacting

[34:55] different populations potentially yeah and we do see some of that as well at Oakland that the higher performing

[35:00] students are shrinking as well um so it doesn't give us a lot of answers it

[35:06] gives us a lot of questions to go back to our secondary schools and figure out well what do we what do we do next some

[35:11] of the things that the schools are looking at in this pilot year are connections between courses and grades as we think about course placement as

[35:18] well as looking at students who didn't make any growth that was one of Oakland's focuses in particular was what what are the students who are moving

[35:24] backwards because we see that there must be some of them so who are they how do we intervene do you know the last time

[35:31] we've made significant updates to Middle School curriculum I mean not in the last

[35:36] two and a half years yeah I mean this would be another area it's been quite a while the

[35:42] attention may be yeah and we would expect to see more stability at these larger schools you're

[35:49] moving a larger population of students so it's going to move slower but this is unusual and this dat the data for

[35:54] Stillwater mle just to clarify does that include like there there's that cluster of gate the gifted and talented program

[36:02] does that that that data is in those students are included in this data correct yes so I would be curious if you

[36:09] take those students out if they might similar more

[36:19] similar we can similarly look at the high school we see some signs of growth in grade nine which is again you know we

[36:25] want to temper that because it's very new data to us but it's exciting as a transition year that we see that growth

[36:31] um 10th grade is another one where it's very very stable um one thing that we're continuing to work on is implementation

[36:37] at the secondary level to make sure that all students are screened this becomes especially kind of pertinent at grades

[36:42] 11 as and 12 as students start moving into PSO or they have the option to not take a math class in their senior year

[36:48] that kind of changes the sample of students that we're starting to look at so in 12th grade in particular we have

[36:54] to take it with a grain of salt because only half of the students were screened

[36:59] we're g to pause here do some takeaways and talk about reading but I think we've

[37:04] covered a lot of questions from Reading we can see areas of need and areas of growth down to the school grade and

[37:11] teacher level we saw strength in early reading as instructional practice CH

[37:17] instructional practices change and we see more alignment between our schools uh we spoke about the literacy

[37:22] curriculum in grades four and five and then our P pilot data in secondary is also starting to show those areas of

[37:28] strength and need as we can look into our different schools different grade levels different

[37:37] classrooms can I ask a question on one of these slides on the 1112 do we you

[37:43] know obviously not every student is tested and some are moving out to PSO maybe not taking math I mean it's it's

[37:50] quite low is that I mean do we know anything behind that is it when year

[37:56] it's a one point a data we'll know more after a year or two plus you can take a

[38:02] look at you know students that we tested who took it right and the you

[38:08] know I'm sure there's maybe markers that every student has this is this is really challenging because as you just St we

[38:14] got PSO kids we've got AP like I don't know it's just a

[38:20] harder harder group to to to get a a consistent data set I think but go ahead

[38:28] well and one thing that we learned this past year in this pilot year is that our screening window was based on the

[38:34] Elementary calendar so it fell kind of middle of January that's also when the end of the semester is for our secondary

[38:40] students and that provided kind of an additional layer of challenge so that's certainly one thing that's easy to fix on our end to be able to get more and

[38:47] more students screened it won't ever be all of our students and we'll see kind of it I mean not to skip ahead but we'll see a difference in our 12th grade data

[38:54] in particular it's still only about half of students are screened but students who are taking a 12th grade math class

[39:00] tend to be our strongest math students because they're pursuing advanced math so that kind of affects our data on that

[39:07] end the assessment that this is all based on how is that assessment done is it just a one-time snapshot test that

[39:15] the kids are taking and is that test used strictly for data or is it used to

[39:20] place the kids in specialized help that's a great question it's done three times a year so fall winter spring but

[39:26] only that one one time in that window um anything more often than that and you

[39:32] don't kind of it's not as sensitive to measure that growth so that's why we use different tools for Progress monitoring

[39:37] in terms of using for course placement and specialized help these are conversations that are really just

[39:43] beginning in our mtss work and thinking about what our intervention processes look like at the secondary level but

[39:49] this data is what helps us to facilitate that conversation and know who we're even talking about potentially

[39:55] identifying all right thanks

[40:00] um one more question I have and I'm sure you've shared this before but how is are these results or how are they

[40:06] communicated back to families at the elementary level results

[40:11] go home kind of in a paper copy um at the end of each screening window with um

[40:17] a letter in the fall and then that's provided virtually at the other periods for the secondary level we're currently

[40:23] providing scores on Fast Bridge sorry excuse me on power school so they're uploaded to the parent portal and then

[40:30] one thing that we're developing is what that messaging looks like to families in terms of what is this assessment how can

[40:36] I use it and what do I need to know okay that was kind of my question just so families can put this into perspective

[40:42] what it means what it doesn't mean you know because I know like any assessment it's one one day one small assessment

[40:55] so we're going to take a look math and one thing that will come to is that there's often quite a bit of overlap

[41:01] between what we see at each grade level whether it's in math and reading but early math like early reading um

[41:07] measures several different skills over the course of kindergarten in first grade so that includes matching quantity

[41:13] decomposing numbers looking at place value and even all the way up to story Problems by the end of first

[41:20] grade catch up so here we see kind of an area of

[41:26] need in kindergarten as we dropped from 84% to 74% low risk this is similar to

[41:31] last year and we'll see on the next slide that it's consistent across the schools one possible explanation we saw

[41:37] that um decomposing numbers is added as a skill however that means it's a skill

[41:42] that we need to be teaching between fall and winter so it's kind of a point to look into for further Improvement and

[41:49] then first grade as well we see some modest improvement from fall to winter but it seems to be just kind of

[41:55] repeating the pattern from last year

[42:05] we see the schools moving more or less in tandem more consistently this year than last year but not necessarily in

[42:12] the right direction um one thing to highlight though is that I believe it was Aton Lakeland with starting at I

[42:19] have 95% low risk in the fall that's a lot of kids at low risk it would be unrealistic

[42:25] for all of them to stay low risk but it's still exciting is that

[42:31] Anderson go back a slide here is that Anderson that is

[42:38] who's the little one there that's going oh the orange where it went down then back up okay

[42:47] yeah and then first grade as well we kind of see a lot of variation but um

[42:53] speaking of Anders oh I had my notes on the wrong side 5% at Aton linin with for first grade excuse me and then we also

[43:00] see impressive growth at Anderson um 17 percentage

[43:09] points ath again we're switching to our general grade level math skills so assessing our broad math abilities

[43:15] across domains number and operations algebraic thinking geometry measurement and

[43:21] data at the district level okay again we see it's relatively

[43:28] static from fall to winter this is now looking at probably about 7,000 students all told so that's a big ship to steer

[43:35] um fall toall shows a slight dip and then winter to Winter is very stable but again we've added secondary into those

[43:42] last two bar graphs this is where I was really struck

[43:47] by the similarities between a reading and a math because the um the second grade graphs really mirror each other

[43:54] just down a couple percentage points um but the same growth trajectory um second grade we see that

[44:02] solid growth both fall to winter each year and year-over-year and then third

[44:07] grade is much more stable with 75% low risk so that's really approaching what we would expect to see for our mtss 80%

[44:18] goal at second grade you can see the variation school by

[44:24] school um Brook viiew in particular made a impressive growth going from 64% to

[44:30] 75% and Lily Lake from 66% to 74% low

[44:37] risk when we look at fourth and fifth grade math I'm excited by the growth we see in fourth grade from 74% to 80% low

[44:44] risk especially because this is not a pattern that we've seen before from fall to

[44:50] winter in fifth grade we see a drop from fall to winter each year but a smaller drop this year than it dropped this same

[44:57] time last year so the end result being some winter to Winter

[45:02] growth when we look school by school we see that tight alignment especially this year at fourth grade and we also see a

[45:09] very different story at Anderson in particular they're starting at a different place and maintaining that

[45:15] growth and then fifth grade we see the variation by school um where last year

[45:21] each School trended trended downwards I won't say sharply downwards but trended downwards

[45:27] this year many schools are holding steady or close to holding steady um one

[45:32] thing to note however is that last spring 70% of fifth graders were at low

[45:39] risk on Fast bridge but 46% of fifth graders met or exceeded expectations on the MCA so in fifth grade in particular

[45:45] this is not a perfect measure of future MCA success which is part of why we push for that rigor in our Benchmark level

[45:52] descriptors and at our 60th percentile on Fast r

[45:59] are the what about the standards I mean are we talking two different sets of data points for for standards on this or

[46:07] you know because if we're saying we're at 70% low risk and we're coming in at a

[46:12] 46% proficiency what's the disconnect it's a really interesting question one

[46:18] thing that's not clear to me from the fast Bridge documentation is exactly which skills are assessed and that's part of the challenge of an Adaptive

[46:24] assessment so no two students are asked the same question questions because you're asked a harder question or an easier question based on your

[46:30] performance that's what makes it difficult to use fast Bridge as a diagnostic tool because it can't tell

[46:35] you exactly which skills a student has at which time I would be curious to know since

[46:42] fast Bridge is a national tool and is more aligned to probably common core standards and the broader fifth grade

[46:49] math abilities if there's a disconnect there do most districts use fast Bridge

[46:55] or are there other assessments that are more aligned to State Standards or I

[47:00] would say more and more are using fastbridge map used to be Anda used to

[47:05] be pretty utilized but again that wasn't necessarily aligned to the state standards either okay but map's becoming

[47:14] or excuse me U fast bridge is becoming much more common okay yeah and both fast

[47:20] bridge and map are Norm reference so they're comparing students to one another or to that sample Norm of 10,000

[47:26] students versus is MCA which is Criterion reference and is comparing students just to what they're able to do

[47:32] based on the standards so it doesn't really matter how anyone else in my class did it's just what I knew on that day on that

[47:38] test and these are conducted not on the computer these are computerized these are computerized so that variable's not

[47:45] there okay yeah and MCA math is adaptive as well to

[47:51] yeah I would imagine a lesser degree but similar especially for math because it's ad at the item level so each question

[47:59] after first grade Dem sorry but sorry we talking so

[48:04] for fast Bridge after first grade or second grade and up

[48:12] yep we see kind of a similar Trend in our sixth grade seventh grade eighth grade math data with that similar drop

[48:20] in sixth grade so because we see it at both fall and winter it's again kind of worth looking into but not worth um

[48:26] worrying too much until we know more um

[48:35] yeah at our grades nine and 10 again we see a growth from nine in ninth grade

[48:41] from fall to winter from 61% to 66% and that same stability in 10th Grade and

[48:47] like with reading we're working on the implementation side of things to make sure that all students are screened at 11th grade and 12th grade

[48:54] we're getting closer to that 70th perc um 12th grade in particular we have 75%

[49:00] low risk but again these are students who are opting to take math as a 12th

[49:07] grader so just like with reading the math fast Bridge assessments give us the

[49:13] ability to identify the areas of need or growth by school by grade and by teacher

[49:18] we see a need to strengthen kindergarten math we we know that we have a need in fourth and fifth grade fifth grade in

[49:23] particular and we see that born out in our data and our pilot data and secondary gives us some information to

[49:31] work with as we continue to

[49:39] implement yes when we look at this data how should we think about uh absolute numbers versus uh Deltas within a year

[49:48] so looking at a growth of 65 to 71% within the year from fall to winter

[49:53] versus one school is at 71 and or one group is at that

[49:58] 65 so how do you guys think about this when you're making choices or or aligning resources to um within the

[50:06] group changes versus absolute numbers does that make sense as a question it

[50:12] does I mean I think when we think about change over time it shows us both kind of the natural progression of our

[50:18] teaching it shows us a response to intervention um with the exception of kindergarten kindergarten doesn't receive intervention until mid year that

[50:26] right every other grade level we start to especially at elementary we start to intervene and respond to the data that

[50:31] we see so it gives us a chance to act on it so in some ways we would expect to see growth because we're doing something different and if there's a student who's

[50:37] at high risk we should be acting on that in some ways it's marginal because there's hopefully only a very few

[50:43] students who need that level of intervention but it reflects on the quality of intervention um it also gives us more

[50:49] information about systems level changes so if we Implement a new professional

[50:55] development program Implement a new curriculum that gives us that kind of temperature gauge whereas looking school

[51:00] by school tells us more about where to target support would be kind of my short

[51:06] VI thank you very much any other

[51:14] questions um so from here obviously this just gets reviewed at the PLC levels at

[51:21] the cat levels right so teachers are actively using this data to work with with their students today I mean because

[51:29] I think that's what families would want to know right these are these aren't just sitting on the shelf collecting dust they're actively

[51:35] utilized the MCAS are not valuable because it's a point in time

[51:42] test that's taken once a year districts are utilizing fast and map and and other

[51:48] assessments that we can get periodic checks to to see if we are what our

[51:54] instruction is aligning to the St standards is our curriculum aligning to the standards and as as you could see

[52:01] from a number of the slides tonight we are able to see and and Elsa talked about it you didn't see it but we can

[52:07] see to the classroom level what's happening with our students and and our

[52:13] and whether or not our systems are aligned so our teachers in the classroom

[52:19] are able to see okay I've got kids who are successful I have kids who are struggling and then they can work with

[52:25] their colleagues to to try and uh you know come up with strategies to uh to

[52:31] better meet the needs of our students so yes this is um this is an active tool

[52:37] that uh we utilize so for both uh reading and math

[52:45] it seemed like fourth and fifth grade were pain points

[52:51] do I mean obviously Sky said curriculum

[52:56] for reading is is a challenge I don't know if the same thing is for math it is do do we make I mean midyear Corrections

[53:04] is or additions to curriculum are there things that we can do in real time knowing that that it's a problem yeah I

[53:10] mean I'll give you an example with fifth grade math okay we you know I think one of the challenges we've had in fifth

[53:17] grade math is do we do we stick with our current math the essentials program that

[53:23] we have within the elementary or do we do what we're doing at the middle school and a decision was made at some point a

[53:28] number of years ago well let's do what they're doing in the Middle School which is not aligned with the fifth grade assessments so you know Amy I know Amy

[53:36] Fischer's been working really hard with our um math math teachers particularly

[53:42] the fifth grade level um to see if we can really realign some of what we're

[53:48] doing there and part of it is a curricular issue when we're looking at

[53:54] you know I don't know when math was purchased here the last time 10 15 years ago um excuse me so

[54:03] that's a that's a piece of it we are in the process of adopting a new literacy

[54:08] curriculum but it's going to be probably peac meal because of a budget so we're going to probably adopt part of it next

[54:14] year for K2 and then we're going to probably adopt 35 some of it is the

[54:19] training you know we we've got letters training going on and and those teachers

[54:25] who have been trained in letters and a lot of them have been trained at K1 you've seen what's going on with the

[54:30] with the uh the alignment of our systems there so there's a lot of different factors involved here um but I also want

[54:37] to just emphasize that uh our staff is not sitting on their hands they're working together collaboratively trying

[54:44] to figure out okay what's the best way we can meet the needs of our students and this is just one of the tools that

[54:50] we have available to us I know I'm I for the first time really do see some good system I mean

[54:57] like when you see everyone kind of tracking in the right direction in a few areas and I just do want to recognize

[55:03] the hard work that's going on behind the scenes because it's a process and it's going to take time but I think we need to celebrate those successes and I know

[55:09] there's a lot of people in this room watching home that are a part of that so I mean more work to be done but

[55:15] certainly seeing some um some strong system

[55:22] alignment thank you very much thank you aome good job thanks for everything you

[55:29] do all

[55:35] right all right now we're going to move on to our um preliminary budget

[55:40] guidelines and assumptions

[55:56] good evening so before you tonight is a copy

[56:02] of a document um that we um put um together for the board um and the

[56:09] community which is basically um a document

[56:15] that sets forth how we are going about um our our budget for next fiscal year

[56:22] and it starts with the framework of our priority based budgeting

[56:28] process and um goes into how um the

[56:33] budget is set um the framework of our strategic plan and our strategic

[56:39] direction as you can see on the first page and then the next page is um our

[56:49] over oops this is a little touchy that was our strategic plan of objectives and

[56:58] um back in November um Caitlyn and jacleen um

[57:04] presented the um comprehensive achievement in Civic Readiness um an

[57:11] update on that and and then our overarching uh

[57:16] strategic plan key initiatives which are literacy School culture equity and

[57:22] inclusion and social emotional Lear learning and those are the three that we are um focusing our efforts for next

[57:31] fiscal year in the budget so where we come into play um in

[57:36] preparing the budget calculations uh enrollment is being

[57:41] finalized this week um those calculations we have some initial

[57:47] projections and we'll be working with HR to do that initial Staffing so um those

[57:54] can be uh rolled out to schools and then um our Revenue

[58:00] calculations as you'll see in the fiscal forecast which is next um those

[58:06] calculations we are using the current Formula allowances we do

[58:11] not do any hypotheticals at this point um it could change as you know

[58:17] significantly so we we go with what we know um the levy we do know because um

[58:25] that was a approved by you um in December and then federal revenue again

[58:31] we go with what we know and um some of those entitlements were posted initially

[58:36] so we are going to go uh with what we do know um with the carryover we do know

[58:44] and uh if anything changes we'll we'll also adjust as

[58:52] necessary and then on our expenditure side um we are basing that on actual salaries

[58:59] and benefits and honoring all labor agreements so as you know a salary

[59:04] benefits um those do have um significant

[59:10] cost of living assumptions um inflationary costs there and then

[59:15] Staffing allocations again they are based on projected enrollment um not enrollment that's out into the future we

[59:22] like to keep our projections As We Know students are coming um into we will

[59:29] adjust as necessary um as a team and work with principles uh benefit rates um include a

[59:37] large package um that is medical D Dental pension

[59:43] contributions um and other changes um there are some changes um at the

[59:49] legislative level as well and then um projections we've also

[59:55] included uded um non-salary expenditures um there'll be an inflationary

[1:00:01] adjustment and um and that also is on the fees for service end there um and

[1:00:09] then our use of fund balance um we are very mindful that uh we will not plan on

[1:00:16] using any unassigned fund balance we do have a balance in our restricted fund

[1:00:22] balance areas but those will be proposed to the board in the past we've used operating Capital

[1:00:29] fund balance or long-term facility maintenance fund balance uh specifically

[1:00:35] for capital projects or wiring networks things like that um but those were

[1:00:41] planned projects uh with the fund balance purposely designated for

[1:00:47] that um again fund balance um it's in accordance with fund balance policy

[1:00:54] 714 um and again again we are certainly um mindful of what our fund balance is

[1:01:01] right now and uh we are working toward uh getting that um minimum un assigned

[1:01:08] up to that 5% and then as far as presenting um the

[1:01:14] 2025 26 budget um we will have a timeline posted um and uh that will be

[1:01:22] on our website in addition to the presentation um uh that is next this

[1:01:27] evening and then the format uh going forward uh there'll be many updates

[1:01:33] between now in June on the budget we'll also have data on our website um as

[1:01:40] presentations and additional information on the budget uh that will all be posted

[1:01:45] on uh the finance website and the links are in the document here and then in

[1:01:50] accordance with policy 701 um establishment and adoption

[1:01:56] of the budget um has to be adopted uh no later than July 1 in order for the

[1:02:03] district to operate and spend dollars so

[1:02:08] that that's basically the guidelines and assumptions it's a guiding document um

[1:02:14] for the district and just looking for your approval of the document this

[1:02:23] evening um we have a motion to approve the preliminary budget guidelines and

[1:02:29] assumptions great I'll go with Dr kelzenberg with the motion and um director lower with the second uh

[1:02:36] questions for Marie regarding the budget guidelines and assumptions before we get into what will be the projections so

[1:02:43] this is just the assumptions has the board provided any

[1:02:49] guidance on timeline to get to 5% or have you made a determination on that

[1:02:55] timeline was what that will be so we're making movements towards that but I'll answer that we have no

[1:03:03] idea what level of funding we'll be receiving from the state and until we have a better sight picture on what

[1:03:10] we're going to receive from funding I would find it very difficult

[1:03:15] to give a realistic projection to the board on uh on that the other Factor

[1:03:20] that's involved with that is um you know our enrollment which is a moving Target

[1:03:27] as well so those are two significant factors um so the short answer is

[1:03:32] no and I guess for the chair question as well like have we provided any guidance or do we have a set an expectation for

[1:03:39] when the balance will return to 5% I guess I would concur with what Dr Funk said I think as a board we could um

[1:03:47] we could return the fund balance to 5% if we wanted to but it would decimate

[1:03:52] the pro student programming that we have in place so the board prior to you coming on the board made the uh gave the

[1:03:59] direction to basically stay the course work with staff to know that they are aware that the fund balance is below

[1:04:06] what we want it to be and what the policy says strive for um and so we are working within

[1:04:12] those I think it's a it's a it's a very good question from an angle I mean from

[1:04:18] a board perspective you know if okay it's 5% is

[1:04:24] that the number that's important to us we we need to be at 5% because if that's the decision then we have to make

[1:04:32] recommendations correct um to get us there sooner than later um so but having

[1:04:38] said that there's when we are as tight as we are financially there's a lot of

[1:04:44] uh second or third or impacts of having to do that so and again I think this

[1:04:52] document is just looking at the guidelines and assumptions when we talk about the um Financial reality here next

[1:04:59] we can look at that but I think the current procedure that the board the direction of the board was to work

[1:05:05] closely with the team to know that we want to build that up but we want to do so in a responsible way that can hopefully not negatively impact the

[1:05:12] classroom all on top of the existing cuts that have had to been made due to funding and legislation and number of

[1:05:19] other factors so I guess the reason I ask is is twofold sorry I guess the reason I ask is

[1:05:26] twofold one is if we can align parties on what a

[1:05:31] responsible Direction looks like then we can all look at you know is it 1% this

[1:05:36] year and we're trying to add 1% next year is it you know we're going to just

[1:05:41] survive as far as we can and then we're going to address this in two years um or

[1:05:47] we're going to start to address this in two years and then make a a progression out from there and then we can provide

[1:05:53] guidance in the assumptions that saying we need to to increase this by x% In

[1:05:59] This budget period or this but in this budget period so that when we go back and ask for money in three to five years

[1:06:06] then we have our fund balances in order so that our ratings are in order as well

[1:06:12] so are you making a motion to amend the document I guess I'm just opening a discussion to see if what people's

[1:06:21] appetite would be for setting a progression for return a fund balance to

[1:06:28] to within policy in order to I guess open up a discussion if you have a

[1:06:34] motion and then we can see if you get a second and then we can have that conversation if we want to address that

[1:06:39] I want to make sure we address it just is tonight the only night the point of

[1:06:44] order is tonight the only night that that motion could be applied or can we address that assumption in the in future

[1:06:52] meetings I am not comfortable or prepared to have this discussion um at

[1:07:00] this point in time um I mean there's a lot of factors involved here there is

[1:07:06] um Again part of what we do and I know you're new to this is we have strategy

[1:07:15] sessions with the board where we talk about negotiations and we talk about you know potential settlements

[1:07:23] that sort of situation and and you haven't had a chance to be part

[1:07:29] of any of that yet so it's um I think I understand exactly the

[1:07:37] direction you're going but I think there's some more information that has to be shared with you um that can help

[1:07:44] for your mindset as we're moving forward here rather than just coming to the

[1:07:49] board together and saying okay well we need to create this timeline and this and this um in this man but I I think we

[1:07:56] owe you more

[1:08:02] information um so we're not going to make a motion to amend um we have a

[1:08:08] motion at a second to approve all those in favor of approving the guidelines and assumptions document raise your hand and

[1:08:14] say I I opposed okay the document is passed and now let's move on to the

[1:08:22] fiscal forecast the current let go

[1:08:32] forecast so this evening before you is um a fiscal forecast of the next uh two

[1:08:40] years and again this is to give you a picture of um basically current reality

[1:08:48] using uh the current fiscal year as our base and um just kind some of the the

[1:08:58] overarching um Financial um areas that we're um

[1:09:04] considering here is number one and this is kind of a theme the last couple years

[1:09:11] is the unfunded State mandates um you know just the legislative platform I'll

[1:09:17] just say that that we've had um you know some of the react uh areas with the curriculum and

[1:09:24] PD um um our district uh received about

[1:09:30] $300,000 um overall for the curriculum and as you may be aware that curriculum

[1:09:37] is sizable um for our district the cost estimates um I other areas paid

[1:09:45] FMLA um just the time um on the esst uh tracking um there are other

[1:09:53] areas that just continue have costs um

[1:09:59] that are embedded within the projections um legislation impacting

[1:10:04] Revenue um the one that comes to mind you'll see in a slide is compensatory

[1:10:11] education it's a big one um that if something doesn't change um that will

[1:10:18] impact US inflation and Rising costs um not only the inflation from all the

[1:10:25] different areas uh within the budget just the additional cost to do um business um

[1:10:33] within the district and um just the competing areas between districts and um

[1:10:42] and marketing and trying to get staff um just I I think just the uh even

[1:10:50] putting in infrastructure just different areas um just making it's limiting our

[1:10:56] district uh projected enrollment levels so just want to um talk about that a

[1:11:02] little bit um the current year and the previous year our kindergarten levels

[1:11:09] have been lower than they have been and so that it it feeds through the system

[1:11:18] and lower cohorts or um and so our grade one and two levels projected at the

[1:11:25] current state again this is a point in time a picture as of February this could

[1:11:31] change you know in a month but right now what we're seeing is those lower

[1:11:36] enrollments that are working through um the district and so you'll see that in

[1:11:43] the next um slide or two and so we have to consider that when we do our

[1:11:49] projections for the next couple years and how that enrollment feeds through

[1:11:54] the system and the revenue because we count those students and the dollars

[1:12:00] this is and I I don't know if this is a a you question Marie or a Dr Funk because I'm there's the balance of the

[1:12:08] legislative mandates that already in effect right and then the ones that could come as a result of this session I

[1:12:13] was just reading on the um Governor Wall's budget right which was transport reducing SP transportation funding just

[1:12:20] so I'm clear things like that would not be in your assumptions because if that were happen it would alter this

[1:12:27] projection okay that's correct okay so those are the things you're watching for as they work because I a we talked about

[1:12:34] today very supportive but that's not in our projection okay thank you

[1:12:39] correct and then one time only funds um we had Federal grant carryover um that

[1:12:47] we are spending this year so that wouldn't be available for next year um

[1:12:55] and Beyond it's gone so there are just there are things you have to consider um

[1:13:00] throughout this um process so um looking at and this is

[1:13:07] just a different way to view um what we've had for our general fund um un

[1:13:12] assigned fund balance so there are different classifications of the district's fund balance um with the

[1:13:19] highest being like your nonspendable or your inventory

[1:13:26] um to your restricted fund balances which are your um your operating Capital

[1:13:33] dollars or if you had um you know your your Levy like your Tech Levy um down to

[1:13:40] your unassigned which is your most I would say discretionary or non um legislative

[1:13:50] that's a non-restricted type and so we've we've gone from a District at the highest point of being

[1:13:59] 99.9% back in 20145 um to

[1:14:04] 1.1% which is just shy of 1.7 million and so we we're be very mindful that um

[1:14:12] to do anything with this fiscal forecast and using unassigned dollars some

[1:14:18] districts who have large unassigned fund balances will use this to balance their

[1:14:23] budget we are not in that um situation where we can use our

[1:14:29] unassigned funds nor would I recommend it it that is a onetime only fix so I

[1:14:35] would not recommend that to the board ever to to utilize dollars um for fund balance um

[1:14:44] when you're looking at a one-time project like we've done in the past for like wiring or networks and you have the

[1:14:53] capital dollars and you dedicate those that is something you consider but not

[1:14:58] with unassigned so here's uh before you is

[1:15:04] our Revenue side um the fiscal forecast so um the First Column up there

[1:15:13] is basically um the revenue category and then you walk across our current budget

[1:15:21] um fiscal 25 you can see and I'll just kind of point out um we're at the

[1:15:32] 149.34 fiscal 26 our budgeted enrollment or what that

[1:15:38] projection is um we would be looking at um

[1:15:44] 8,25 students so that's a difference of uh 54 students um a decrease there and

[1:15:52] that projection um again like I said is lower at those grade levels one and two

[1:15:59] as we look out to next year um and then um as we look at a side by side on the

[1:16:07] next slide um I am projecting that uh we would increase um in fiscal year 27 um that is

[1:16:16] when our schools um the new schools would open um

[1:16:21] again being I'm a little bit more conservative really sorry so I'm I'm doing that half to 1%

[1:16:30] increase um of total enrollment so I'm a little more

[1:16:35] concerned so state aid um the next is That's not including sped comped you'll

[1:16:43] see those separated uh we are increasing about 1.7 million that's again that 2% uh I

[1:16:51] believe we can go up to I believe 3% % but again I'm I'm just being a little

[1:16:58] more you know cautious of what it really is and um

[1:17:05] doing the 1.7 million for now comped you'll see that is um that calculation

[1:17:12] with the direct certifications that is a projected loss of

[1:17:19] 300,000 um sped currently um I am

[1:17:24] projecting that to be level um there could be changes there with what um

[1:17:31] Allison you mentioned um however our cross subsidy rate

[1:17:37] increases slightly in fiscal year 27 um that could be about another

[1:17:46] million for us in fiscal 27 um it all depends

[1:17:51] on what changes for current year English learner um the rates increase uh next

[1:17:59] year and you can see those I just put those up there for reference but that that gives us about another

[1:18:07] $200,000 um it's sad because comped decreases about the same um and then

[1:18:16] Levy we increased about 2.4 million um however that is in a lot of categorical

[1:18:24] areas so I can't just shift that to areas like the classroom that was

[1:18:30] again a million for the OPB Levy um about 900,000 for the tech Levy and then

[1:18:38] about 800,000 for the referendum so those are just some of the areas and then there were some adjustments in

[1:18:44] there so just note that some of those categorical areas or restricted areas

[1:18:51] that you can Levy for they're really can't just stick things in areas you

[1:18:58] want to Levy is really restricted based on Law and then the federal here um again

[1:19:05] 1.4 million a lot of that was carryover in our federal special ed

[1:19:12] um uh Grant and then um some we have

[1:19:18] projected lower allocations not due to what's currently going on but what we originally saw about out four months ago

[1:19:26] um on our Megs uh the state system and

[1:19:32] then also some other grants in the federal resources that we originally um

[1:19:38] had and then the other category this again is other Revenue I am projecting

[1:19:44] just right now the same levels these are your Student Activity funds um you know

[1:19:50] your athletic accounts interests some other grants other donations things like

[1:19:56] that we're just projecting that level it looks like it's coming about the same this year

[1:20:02] so again those are other

[1:20:08] activities so as we go over to the expenditure side and just want you to

[1:20:13] kind of keep your eyes on that 2.6 million in Revenue increase because now

[1:20:21] as you see the 7.9 million on the expenditure increase we'll kind

[1:20:28] of talk as a big picture um so on the salary side um you

[1:20:34] could see about 3.3 million is what um

[1:20:39] I'm projecting between this year and next year assuming we do nothing with um

[1:20:47] Staffing levels so I'm taking a picture point in time of Staff um current

[1:20:53] Staffing levels negotiated agreements steps and Lanes assuming a

[1:21:00] cost of living um is included and then benefits um again the

[1:21:07] the inflation the additional benefit costs and um there's a change in uh

[1:21:15] legislation on paid there's paid FMLA that's included in the projection

[1:21:24] and then for purchase Services supplies materials there's a slight cost of um

[1:21:32] inflation included and then on the new curriculum requirements that's mainly the

[1:21:40] redact um with some additional costs for another um adoption in a textbook

[1:21:48] textbook adoption coming for next year so you can see the difference overall

[1:21:54] about 7.9 million I just wanted to highlight salaries and benefits uh for

[1:22:00] this district is about 74% of the general fund budget so it's a large

[1:22:06] percentage when you're talking about any type of reductions um we are people

[1:22:12] business um and we serve students so any type of um forecast assumptions um we

[1:22:21] are forecasting a lot of um cost with within the salary and

[1:22:27] benefits can I ask one question on related to this um I know some of the mandates that we had in place were new

[1:22:34] last summer so like the um Family Medical Leave changes the unemployment

[1:22:41] what are you using to are you padding those assuming that they're going to grow in in number I guess I I don't know

[1:22:48] what your thoughts are around that yeah I I added some costs within

[1:22:53] the benefit okay and you know the the paid FMLA one

[1:23:00] there's assumptions within our benefits um there's you know the unemployment

[1:23:06] cost that's over and above what we you know are able to get problem is we don't

[1:23:12] know what they're going to be right and then they may be year one it may be one thing and then okay year two by a little

[1:23:19] bit more or and that's kind of what I'm reading is that it could be more because more people know about benefit and the

[1:23:25] other factor is summer unemployment we get reimbursed most of it right now but that pool of money is burning out at the

[1:23:32] legislature and we don't know if they're going to fund that again so then we may be just taking summer unemployment out

[1:23:39] of the out of hide okay thank you for

[1:23:45] that so that's 7.9 so when you look at the and I put up

[1:23:52] just some historical here so as you look at where we closed the fiscal year in

[1:24:00] 2024 um you'll see our Revenue was 142. 6 and then our

[1:24:05] budget um for this current year is 149.34

[1:24:24] what I'm seeing there's not a lot of growth up at the state level as far as

[1:24:31] what I'm seeing as Revenue um and so that's

[1:24:37] where we've got to do something more about um adjusting where we're at um

[1:24:43] here um at a district level um unless there is um changes coming but we have

[1:24:50] to have a plan on the expenditure side um again for fiscal year 24 uh we did balance our

[1:24:58] budget um we used fund balance um for capital projects um at sites uh we had

[1:25:06] Tech licenses and curriculum that wasn't general fund balance it was it was our

[1:25:11] operating Capital correct the res all these were restricted uh fund balance operating Capital we we did the

[1:25:19] Smithsonian science back in fiscal 24 and then Uh current year fiscal

[1:25:26] 25 um we had uh 900,000 that's for our wireless

[1:25:31] network and so if you look at fiscal year 26 uh what I just presented to you

[1:25:38] our revenue is 151.90 our expenditures are projected at

[1:25:50] 158.1mm we're proposing or projecting 1.4 million of that um

[1:25:58] curriculum purchase uh we're using um operating

[1:26:04] Capital so we're still about $4.8 million of a

[1:26:10] shortfall that this is where we're taking ourselves into priority based

[1:26:16] budgeting and we've had um multiple meetings um now discussing

[1:26:25] opportunity to bring that down and and we've made a lot of progress um but

[1:26:31] there's a lot more to go um and so that's what we're working through right

[1:26:36] now um for our next presentation or meeting uh for the

[1:26:42] board and then in fiscal year 27 just to kind of walk that through that

[1:26:50] 152.4 um revenue and hopefully more comes uh the

[1:26:57] expenditures assuming that we cut or reduce that 4.8 million those

[1:27:04] expenditures would be 157.7mm

[1:27:19] that comes then we adjust but this is what we know now

[1:27:24] um and again it's it's a combination of a lot of um different things but again this is

[1:27:33] even being um having an enrollment increase in 27

[1:27:41] of about 1% so in the fiscal year 27

[1:27:46] right so it's just that again that

[1:27:52] 74% you know of salary and benefits um in your budget for your

[1:28:00] general fund is it's a large piece of your budget and

[1:28:07] um it's considerable

[1:28:12] um dollars go into that with um inflation I mean this is when I read

[1:28:20] this this was the reality we've been talking about for a long time with our legislators that um Metro wde Minnesota wde

[1:28:27] yep so it wasn't altogether unexpected but it's certainly deflating so the

[1:28:34] difference is many of our peer districts have fund balances they're going to be dipping into yes

[1:28:40] exactly which will'll eventually catch up to them too but it makes our the work of staff to find these

[1:28:47] efficiencies um I I can't appreciate it enough your efforts and your meetings at a director level to find these

[1:28:53] efficiencies and hopefully we can find better ways of doing things um to kind of come up with some of this

[1:29:01] but it's a it's a bleak picture when with all the unfunded mandates and all the

[1:29:07] um funding we've received from the state right and that's the and that's the what

[1:29:12] people think that's the message that people got when it's not really what was the

[1:29:18] reality and we'll continue to refine this and as we bring back budget updates

[1:29:24] it's you'll you'll see these numbers you know we'll refine them and bring them

[1:29:29] back to you as we know more and update you on what's changed so before you is a

[1:29:35] budget timeline as you can see we're um in that mid to late February and so um

[1:29:44] right now we're working on those uh enrollment finalizing that enrollment for that Staffing uh allocation and then

[1:29:53] we'll be uh March where we'll be giving um schools their basically their Budget

[1:30:00] Building Supply budget allocations and then we'll be working with programs to get their uh budget allocations out and

[1:30:08] then we'll give you another budget update in March and um go from there the

[1:30:14] then the Staffing plans come back and what will that March meeting be when

[1:30:23] the results your um director's work be presented I see two I would imagine two updates in March okay um the initial

[1:30:31] here's the initial thoughts on our priorities get your feedback on that and then come back again later in the month

[1:30:38] from the board's perspective would it be wise to take this information to our legislators and just try to continue to

[1:30:46] message them I mean is there any yeah I mean I think they're hearing it I mean we certainly can I think they're hearing

[1:30:52] it after while I mean I know AMC did a budget survey I don't think we filled it

[1:30:57] out because we wer we weren't done yet but uh they're aware of this but I'm

[1:31:02] also hearing the fiscal cliff coming with the you know the budget forecast so

[1:31:09] um I just don't see a lot of new Revenue coming um from our legislature it's it's

[1:31:16] really the can is there any mandate relief kind of like I was talking about when I was there today um and I I just

[1:31:23] don't see that happening either to be honest with you yes when talking with legislators

[1:31:29] numbers are helpful we've already talked about the react is a one-time fee of we think 1.4 million and we're getting a

[1:31:36] potential $300,000 offset with a net of 1. oneish mlion about one time have we

[1:31:42] done the math on family I believe the other two are paid family leave and unemployment is that the other two main

[1:31:48] ones that we're talking about or yeah I mean I get I think uh Chris I don't know if you have off the top of your head

[1:31:54] what we pay in unemployment this past uh so 390,000 and so most of that weed

[1:32:02] because they put I think 27 million aside um but that money is going to be

[1:32:08] gone they say and there's I don't know if there's currently a bill to refund that um so then it's going to be well

[1:32:13] sorry districts you just got to write a check for it um the uh the big concern

[1:32:19] I've got is the 20 weeks Family Leave coming up and you know

[1:32:24] as we talked at the legislative breakfast currently the structure is it's you know a percent or part of a

[1:32:31] percent by the district the other part of the percent is to be negotiated okay well that's that's one cost but the real

[1:32:39] significant cost and we're not going to know this for a number of years yet is all right I have a teacher or a parah or

[1:32:47] somebody an employee of the district who is out for 10 weeks okay if if I'm local business

[1:32:54] person okay maybe we can get by but if I need come required to have a licensed teacher in that classroom who's picking

[1:33:00] up that cost um and so it's you know I sat and I listened in

[1:33:08] a committee meeting today and I heard a lot of good people talking about the benefits of some of these things and and

[1:33:13] how they're really looking forward to it but at the same time I'm I was just thinking how how are we affording this

[1:33:20] how are we going to be able to afford this long term um as a state and and and as a school district um so those

[1:33:27] are really concerning factors that are out there um and so and and like I said

[1:33:32] and to be realistic we have a a split government really at the legislative

[1:33:38] level and we've got you know a um a governor who's on one side of that split

[1:33:44] at the at the governor level so I just don't see us doing a lot of change um in

[1:33:51] this in this uh um upcoming by

[1:33:57] any any other questions great well we appreciate your work and look forward to Future updates

[1:34:04] thank you see you all right we're going to move on to

[1:34:11] our two policy uh reads here first is a second read for policy

[1:34:19] 55 um it's Al turn it over to Paul I think

[1:34:25] we'll start with 505 depending on the board's conversation we'll take action and then we'll move on to the cell phone

[1:34:32] that sounds sounds great uh good evening members of the board Dr Funk um so as

[1:34:38] was introduced um we're looking at uh model policy or policy 505 distribution

[1:34:45] of non-school sponsored materials on school premises by students and employees and this would be for the

[1:34:51] second read of this policy um the policy committee did meet last week between the two meetings and uh

[1:34:58] reviewed this policy um we had a we did have a question at the board table last

[1:35:05] uh last board meeting um regarding a little bit about the how this interfaces

[1:35:11] with the identity harm protocol and so we did look at that I think um what's um

[1:35:16] important to note is that under the guidelines in section four part B um it

[1:35:22] indicates those areas in which which uh material non-school distributed material

[1:35:28] um these are the areas that the material is always prohibited um and we look at that and it certainly um is in alignment

[1:35:36] with the identity harm protocol you know which really focuses on a person

[1:35:41] targeting another person or group based on an aspect of their identity and so um

[1:35:46] I do believe that this this is in alignment with with that and certainly is not in conflict or wouldn't provide

[1:35:53] any conflict on that um and then that there weren't really any other

[1:36:00] suggestions or changes so and there weren't any changes to the actual language of the policy from the first

[1:36:06] reading to to this reading um I will go ahead and uh make a

[1:36:16] motion to approve can I get a second then we'll ask any questions second Dr Hooger questions for policy committee or

[1:36:24] um Paul um sorry I asked both of the

[1:36:29] questions last week on this I believe um one was on the uh potential power differential between um teachers handing

[1:36:37] out material and students handing out material and if that was a concern and if that was addressed or if anything was

[1:36:42] changed so was one question yes uh and that the committee did look at did discuss that a bit um and and in review

[1:36:50] of the policy didn't really see where the different there would be a difference in uh requirements under uh

[1:36:57] between a teacher and a student regarding the way the language of the policy reads um I think what the

[1:37:03] prohibited you know type of material would be for staff or for students the one place that does differentiate is in

[1:37:11] section uh six under what would be a disciplinary action um in that case and

[1:37:16] it does split that out um and indicates in part A that in a student that might

[1:37:21] require some type of uh action um that would be based on the student discipline policy and if it was a staff member um

[1:37:29] it would certainly take into accordance any contracts Collective uh bargaining agreements policies procedures and any

[1:37:36] other statute so it does differentiate there between I guess my only concern there is

[1:37:41] if a Coach or a teacher hands something out it's a significantly different meaning then if if all a student

[1:37:48] potentially hand something out I would suggest yes dror hacker and this is something that we def

[1:37:54] discussed in um in committee as well and kind of where we landed in addition to the wording in the actual policy itself

[1:38:00] um if this does become an issue in real life like right now it's kind of a hypothetical um so we're trying not to

[1:38:07] create policies for every potential situation but if it actually does happen

[1:38:13] in our district then we'd be certainly um open to pursuing a second policy that

[1:38:19] would just be for staff so that's kind of where we nett it out

[1:38:28] question kind F my second question is is everybody gone go ahead um on the identity harm

[1:38:36] area uh overlap um again with concerns of creating

[1:38:42] policy for policy sake um I do worry that if someone hands out

[1:38:48] material that said I believe X which is in this as long as it's not obscene

[1:38:56] or vulgar basically it's effectively allowed um and someone feels that that

[1:39:04] impacts their um their group or their identity

[1:39:10] that those two would potentially be in conflict and we have a discussion okay

[1:39:22] yeah um and I would just like to concur with what Dr hackard said we did talk about that um our principles want to

[1:39:31] have this policy they feel a need universally when they were pulled that they really want to have a policy to be

[1:39:37] able to fall back on so if this isn't sufficient for them um and again we have no reason to believe that they don't

[1:39:42] think this is sufficient um policy is living breathing document and so that

[1:39:48] kind of Full Circle communication between all stakeholders is going to be important to know if we hit the mark on

[1:39:54] this one uh there is a motion in a second any other

[1:40:00] questions okay all those in favor of approving policy 505 raise your hand and

[1:40:06] say I I opposed great policy passes um

[1:40:12] and now this is a second read on the personal electronic communication

[1:40:17] devices policy and we are not going to be considering an action for this one we're going to have a third read on it

[1:40:24] um so I'll turn over to you Paul yes thank you uh yes so 54.5 personal

[1:40:29] electronic communication devices uh for a second read I will just uh point out there were two uh changes uh in wording

[1:40:38] um from the first reading to this reading the first you'll find in uh

[1:40:44] section three subpart e um and it was really to clarify a

[1:40:50] couple of the questions that were brought up and discussed briefly at the last board meeting but in E you'll

[1:40:56] notice it reads personal electronic communication device means any personal

[1:41:01] device capable of connecting to a cell phone was the old language what we added

[1:41:07] as a committee was the was the word wirelessly so it now reads personal

[1:41:14] electronic communication device means any personal device capable of connecting wirelessly to a cell phone

[1:41:21] the internet a cellular or Wi-Fi Network are directly connects to another similar device um and it goes on to uh indicate

[1:41:30] and include wearables uh headphones iPods airpods any uh virtual reality devices um that

[1:41:39] would be included in that personal electronic communication device um and and part of that was that there was a question I think brought up about

[1:41:45] Wireless like wired headphones that are required sometimes for testing and and other times for other uses that are

[1:41:53] educationally relevant I think oftentimes those are um school um provided um headphones um but it but it

[1:42:01] does allow that if it was a personal personal headphone that doesn't have wireless connectivity um that that would

[1:42:09] be allowed to be used with their device um in that way if it as long as it

[1:42:16] doesn't have any of that wireless connectivity that would be like when we discuss that that would be like when you

[1:42:22] in the lower grades when you buy or buy your kids the headphones to bring into class that plug into the okay yeah yeah

[1:42:30] or if there's a synchronous activity that is being done you know for even maybe a high school student that sort of

[1:42:36] thing um that that would not conflict with the use of this policy

[1:42:41] so the second uh change was um wording change um was in part four um

[1:42:51] in on the personal electron elic yeah communication device use and storage um you'll see in the personal

[1:42:59] electronic communication device use um A1 uh it states that all students it

[1:43:05] used to say K12 we added prek-12 uh to to um make sure our

[1:43:12] youngest Learners that are in our Ed Elementary buildings um would be following by the same rules and I think

[1:43:18] that came up because some do wear the watches they're not carrying necessarily just to clear it's not phones but it's

[1:43:25] the watches yeah yeah it was just to be as inclusive as we could with that um

[1:43:32] now this is the probably the one of the big changes as you'll see here in a the

[1:43:39] there this is where the two choices were in the p in the in the first reading uh

[1:43:44] the committee um decided to present today um just the one option where there

[1:43:51] was the most support and so it reads under part A and it doesn't separate

[1:43:56] you'll notice it doesn't separate elementary middle and high school because it's the same for all levels but

[1:44:01] it reads all students prek K12 are prohibited from using personal electronic communication devices on

[1:44:07] school premises from Bell to Bell which includes but is not limited to instructional time lunch periods recess

[1:44:13] School sponsored programs events or activities or any other time during the designated school day all personal

[1:44:19] electronic communication devices shall be kept in designated areas in turned off so Paul brought that into one do we

[1:44:27] want that number two on there because we haven't decided what we're going to do there yet if you I know I was just looking at that um it's a

[1:44:34] procedure right because we don't know yet if it's

[1:44:39] G to be is a backpack considered a designated Bill sorry that's what we have to

[1:44:45] determine that's would a backpack be considered a designated area that's what we have to determine right that's kind of the procedural piece that so I mean

[1:44:53] policy or if you we can look at that I guess in

[1:44:59] policy too and think and just think through that but I did notice that too as I was reading it I don't know if it I

[1:45:05] guess we'll take a look at it does any if anyone has anyes right then okay they're not

[1:45:13] there's not a designated area so that's where I would say give the administrative the administration the

[1:45:19] Lee a way to figure this out and but you guys decide whatever you want to do is there any strong feelings on the

[1:45:26] board on that language just my initial think thinking through this um is the

[1:45:32] language in number two broad enough so even like with pouches the designated area could be the

[1:45:38] pouch p so I mean is it Z is the school then it would be the pouch if we were

[1:45:44] doing pouches but I mean is is the language in this policy broad enough to

[1:45:51] I mean that's the big question I would have is if we leave it in there is it broad enough or is it going to trip up

[1:45:57] the procedural piece my question is is it

[1:46:03] necessary I would say yes at this point but I'm I guess I'd had to think about

[1:46:09] it because I'm looking at number one it doesn't it's pretty clear Bell to Bell well would would you want to be

[1:46:16] able to give some guidance that or expectation that you can't have it in

[1:46:22] your pocket right I mean that I mean I think that would be the if you didn't have something saying you know that you

[1:46:30] that could just be in your pocket could be on you know you're just not going to use it although there's going to be some

[1:46:37] procedure do you want to have something in there that says like number two hope

[1:46:42] that it's broad enough to right whatever you guys I yes is that is number two model

[1:46:51] msba language MH yes I mean I don't see the harm in

[1:46:57] having it as long like you said I'm looking at to see interpret it if it's broad enough and obviously this will be

[1:47:03] a heavy procedural policy that will be communicated in a number of different ways so we talked about that a little

[1:47:09] bit too and handbooks

[1:47:15] and okay if anyone has any other additional we'll just make sure the language is Broad

[1:47:21] enough yeah some debates on that in committee but if you guys have any

[1:47:26] strong opinions one way or the other you can send an email to Paul yeah excellent and I think on that point I would you

[1:47:32] know look closely at that number two there and look that against section

[1:47:37] seven part B which gives the school board directs the superintendent and School administration to establish

[1:47:43] additional rules and procedures regarding student possession of that's that clause in there that that kind of

[1:47:49] outlines the procedural component of the policy so so might be something again to

[1:47:54] look at with that um I would just point out that one of the other questions that that came up um that was brought to us

[1:48:01] was just the idea of buses and just some clarification on what what about the use of cell phones on buses um and in this

[1:48:09] reading it really does um in that se in section uh

[1:48:14] 481 it indicates Bell tobell which again is means from the Bell from the start of

[1:48:20] the school day to the bell of the end of the school day um is that's where the Restriction is so uh buses to and from

[1:48:26] school with this policy cell phones would be allowed um there certainly are those requirements under any time any

[1:48:32] use of a of a personal device regarding you know certain restrictions would

[1:48:37] would um be enforced but um as far as the access would be allowed on buses to

[1:48:43] and from like in that second example I think we discussed locker rooms obviously those aren't yeah those are

[1:48:49] not allowed just regardless right right in the policy and then I think the last

[1:48:54] question that I had noted that we had discussed was the uh regarding um times in which students are leaving the

[1:49:00] building for um really school-based activities if it be PSO or educational

[1:49:06] things or or work experience courses in they leave campus um and again I think

[1:49:11] that that's very clear that um in both sections where it talks about off-campus and school sponsored activities um along

[1:49:18] with the previously mentioned area it's really establishing guidelines and procedures ERS that's allowed um as as

[1:49:25] that develops of of what that would look like for students

[1:49:30] so direct Parker uh on topic 4B

[1:49:36] off-campus School sponsored activities that you were just addressing I do think that the current language as I read it

[1:49:43] and I may may not have read it right because honestly that's a lot of words

[1:49:49] um would have potential problematic for say the baseball trip to Florida you

[1:49:55] know are they not going to be use their phone for seven days um or a a tournament you know the

[1:50:02] ski tournament uh the end of the year ski tournament up in babic up north you know how would you address that say we

[1:50:08] may establish it doesn't say they we will We may so we will it's of course

[1:50:14] we're going to have some some Case by case situations here where

[1:50:20] um so it's it's me publish yeah I think the the reading

[1:50:27] allows for um especially like the the last s these guidelines will be provided

[1:50:33] the guidelines that are established for the activity will be provided at pre-activity meetings activity specific permission slips and by other means as

[1:50:40] appropriate in that circumstance so I think it it allows I for sure read that wrong okay thank

[1:50:46] you so I think that covers some of the areas in which we're discussed um with

[1:50:52] the between the first and the second reading thank you very much yes well I just I know at our last meeting there

[1:50:58] was a debate we had the option we St the option that A and B option one was to

[1:51:04] just to cut a little slack at the high school level for a between classes and at the time I was kind of for that and I

[1:51:11] still see some Merit in it but I have got a lot of feedback from a lot of people and I'm okay with that so I think

[1:51:18] um that's part that's the way we're going to go um but also the feedback I'm getting is the

[1:51:25] the devil is in the details here in the implementation of this and the enforcement and the consistent enforcement so it's probably not going

[1:51:32] to go into policy but I just want to acknowledge that that is an issue and I think good luck to you administrators on

[1:51:39] uh on seeing this through but I think the policy part that's the easy part right now is the

[1:51:46] bill the good news is and I don't want to I know Carissa was talking about this at our policy committee meeting is that

[1:51:54] typically it's a little bit like pulling teeth maybe sometimes to get people community members or staff members

[1:51:59] whoever is necessary to want to volunteer for a a committee and in this

[1:52:05] case with the procedures for cell phones she didn't have any problem that it was a some it was a committee people wanted

[1:52:11] to be a part of because they believe in what this is doing um so I think from that standpoint hopefully there's some

[1:52:17] good Solutions and some um and some good ideas that come from that and I do

[1:52:22] appreciate that we did get the feedback because at the time I thought there might have been some differences out

[1:52:28] there but I think it was pretty solid Bell to Bell and uh that made me more comfortable with what we're doing now

[1:52:36] so uh so continued feedback is welcome on this policy we'll come back for a third reading and action so um if you

[1:52:44] have any feedback send that to Mike and Paul and we can discuss it at our next uh commune meeting thank you very much

[1:52:51] thank you thank you all

[1:52:56] right uh our last item on the agenda is a closed session uh pursuant to the attorney

[1:53:03] client privilege for the purpose of receiving confidential legal advice in response to threatened litigation I will

[1:53:09] entertain a motion that the meeting now be closed for the purposes stated um I will go ahead and make that motion is

[1:53:15] there a second I'll second great uh Sarah with a second all those in favor of moving to close session raise your

[1:53:21] hand and say i i i n none we will move to close session thank

[1:53:29] you

[1:53:51] 205 for