Don't be like that. We like seeing the kids. >> Yes. You didn't even say it right. Good evening, everyone. >> [laughter] >> I'm going to go ahead and call this meeting to order. This is the April 28th, 2026 ISD 622 school board meeting. First up is the Pledge of Allegiance. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Thank you. First up, we're going to do the approval of the agenda. Could I get a motion and a second? So moved. Second. Great. Moved by Natary, seconded by Livingston. Any discussion? All right. All in favor, say aye. Aye. All opposed, say nay. All right. The agenda is approved, and first up, we have our achievement awards tonight. Chair Yang, thank you for the opportunity, members of the board, Superintendent Tucci Osorio. I am pleased to introduce our high school activities directors, Jed Hellwig and John Anderson, and they are going to introduce uh some students that have uh showed uh excellence in activities and fine arts. And athletics. Hi Jed. How are you? I serve as the Activities Director at North High School. And we're going to start with Lindsey. Lindsey, come on up, Lindsey. Oh, can I add one comment as you get started, Jed? Um for those getting awards, once we um wrap up with our student award winners tonight or being recognized, we'll have you guys all stand cuz we're going to want you to take a photo before you take off. And parents who are here to watch, we'll make sure you get a copy of the photo as well. So, um we just want to make sure that you don't disappear before we get a good photo of you with the school board, okay? So, continue on. Thank you. This is Lindsey Lamb. And Lindsey, uh a junior, is an outstanding student leader at North High School. And a 2026 Minnesota State High School League Excel Award recipient. She is recognized statewide for her excellence in academics, athletics, the arts, leadership, and community involvement. A dedicated multi-sport athlete in tennis and golf. Lindsey is also actively engaged in band and visual arts. She demonstrates strong leadership through her involvement in National Honor Society, Student Council, yearbook, Link Crew, and also serves on the school as an athletic photographer. And one note, uh the Minnesota State High School League Excel Award, Lindsey was one of 16 in Class AA recipients, one of 16. Um and she was selected out of 353 applicants. And it's a big deal AND IT'S AND >> [applause] [cheering] >> AND I ALSO HAVE TO COMMENT ON YOUR AWESOME polar shoes. Lindsey, if you want to just take a stand right here, we'll have you step aside and once we get done with the student announcements, we'll have you just hang on and we'll take a photo. Thank you. Next is Adrian and I don't see him here, but Adrian Trzeciak. Uh he's a North student leader. Adrian had an exceptional season capturing a Section 4AA championship and earning a trip to the Minnesota State High School League wrestling tournament at 107 lb. He finished his year with an impressive 33 and 7 record showcasing his consistency, toughness, and leadership. Dedicated multi-sport athlete, Adrian served as a football captain making an impact as both a receiver and a safety. Adrian will continue his academic and athletic journey at Itasca Community College where he will wrestle at the collegiate level. Congratulations to Adrian. >> [applause] >> And next, come on up, Jake. Jacob Hubbard. Jake, a 12th grader, is a leader at North High School in the band program who identified a need and took initiative by designing and building a drum platform in the bleachers as his Eagle Scout project. In addition, this addition has been transformative allowing the band to perform more cohesively in the stands while providing a sturdy, reliable structure with a strong visual presence and it looks awesome in the bleachers. Um an alto saxophone player, Jake also deeply engaged in the arts at North High. He's contributed artwork for concerts over the years and is a talented creative writer. Congratulations, Jake. Nice job. Thank [applause] you. Right here. We'll get the Once we get the other kids up, we'll do a group photo together. Right here. Anywhere along here. You're good. [clears throat] You're good. You're good. Evening, everyone. John Anderson, Activities Director, Tartan High School. Uh unfortunately, our three athletes could not be here tonight. Uh but they're still amazing. I want to recognize them. Uh first is Jaylen Gorgon who's a member of our our basketball program. Jaylen is a three-sport athlete playing football, basketball, and track and field. He qualified for the state track and field meet last year as a junior and we expect great things again. Right now, they're out actually working a middle school track meet at Tartan. Uh he earned all-conference honorable mention for our basketball team this last year. Obviously, we all know we had a tremendous season uh going 31 and 1 throughout the whole year placing third place at the state tournament. Uh Jaylen was our defensive stopper. You know, he was a force to be had on the defensive end and that was our what we hung our hat on was our great defense. Uh whenever we needed to stop and shut down an opposing player, we put we stuck Jaylen on him and he did a tremendous job. Uh he made this all so much easier to be have a great season. Uh Alan Foster uh is actually at the DECA Nationals right now down in uh Atlanta, I believe, okay? Uh Alan is a was a captain of the North Tartan boys swim team. Alan is a tremendous young man and has been an integral part of that co-op for the past two seasons. Uh I as I mentioned here, he's a member of DECA. He's also one of the leaders of our super fans uh attending many of our our events, cheering on our teams, doing a great job getting our students motivated during the games. Uh he's also a starter and one of our best pitchers on our baseball team. Uh and finally, Mia Hernandez. Um Mia is a junior on our girls basketball team. Um our girls basketball team had a real resurgence this last year. We won 12 more games this past season than we won the year before finishing the season 17 and 12 and going to the Section 33A Section championship game before losing to Cretin-Derham Hall. It was a close game. We were only down by three with a minute left. It could have gone either way and then they made some free throws and extended it, but uh we were super proud of her and the season. Uh and she even surpassed 1,000 points already this season uh as a junior which is a a 1,000 point score is a real milestone for high school basketball and we look forward to see what she can add on to it for next year. So, thank you. >> [applause] >> You start talking and I'll switch to yours. Sounds good. Uh we're going to talk about field day real quick. Um May 9th, uh both Tartan and North are hosting field day. It is a tremendous opportunity for our middle school students to come to both high schools to experience sort of what high school athletics and activities are all about. You know, it's one thing to come in for uh open house and see people and stop by a table and shake some hands. We want them to actually experience it. Our boys soccer coach, I was talking to him today. He's like, "Well, what do I do?" I go I go, "Play soccer." You're at the field. I want them to be kids to see what you're like, to see what the high school kids are like. Just be there and play. This is an opportunity. It's an open house event. Really, they come they they come, they check in, we give them a gift bag for coming, thanks for being here, a little like bingo card that they're going to go around and see all the different stations and get the dobber and check off. And just go and experience. Go see what it's like at the Tartan theater. Go check out what the North Show Choir has got going on in the band. You know, come see, you know, who get put through a workout with Mark Klingsporn in our basketball team, okay? Uh [snorts] but just give a taste of experience. A lot of our programs are 7-12 programs. And we want to do every opportunity to give these middle school students at least a taste to see what they may want to get involved with sooner than later or for those incoming freshmen, you know, a few months. Jed. I echo what John has to say. All right. Nice work. Um I'd just say uh play, explore, and connect. I love that. Fair enough. Any questions? Okay. Can you report back to us on field day how it goes? I know it's the first time and I'm excited to see how it goes. Yes, for sure. Thanks. Absolutely. Yep. Absolutely. Thank you. I can introduce the next one. Next up, we're going to do our Excel Awards which is an honored tradition through our Community Education Department. Um I'm going to turn it to Tamara Lennox if she's here somewhere to come on up and kick us off and lead the way. >> Thank you for having us here this evening. Every year Community Education has their Excel Awards where we are recognizing participants, learners, staff members, partners who help us in our work, who are dedicated to the work, who go above and beyond and make a difference in our communities. Um so I'm going to go ahead and recognize our recipients for this evening. So our Senior Friend Excel Award Can I add to Sorry, Tamara. Once we call your name and you get your award, same with the students, we need to get a photo at the end. So just come on up and and hang out here for a minute so we can do a group photo at the end. Thank you. Katie Doctor and Emily Nelson, if you can come on up. Um and the students from NHS represent recipients of the Senior Excel Awards. Katie Tartan's National Honor Society advisor continues a meaningful tradition of student service that has been part of Tartan since 1971 with strong support this year from Emily. NHS students remain deeply engaged with their senior community from playing bingo and Oak Meadows to hosting the beloved sweetheart dance. Um Emily jumped right in during her first year to help make this event a success and we just watched an amazing video. We'll make sure we share it with you later of uh of the the kids dancing but also their leadership and the opportunities that they are providing their students to partner with our senior program. Uh we are also grateful for all the students who volunteer their time whether dancing with seniors or supporting fundraising efforts through the Twin Cities in Motion events and helping sustain sustain this special tradition. Their dedication, compassion, and commitment make a lasting impact on our community. THANK YOU SO MUCH. >> [applause] >> OUR LIFELONG LEARNER EXCEL Award winner, Letalina Bunao, she had to leave. Um but again, we'll be able to share her story through video a little more about her journey here. She's 74, came from the Philippines, and has an incredible journey at our Harmony Learning Center. She is the recipient of our lifelong learner Excel Award. She joined Harmony Adult Education at the end of 2024 and quickly became a valued member of our community. Now 74, she brings a positive attitude, warmth, and a strong sense of curiosity to every class she attends. In just over a year, she has advanced two ESL levels, an impressive achievement. While balancing work and learning how to navigate public transportation to attend both morning and afternoon classes. She embraces new challenges with determination and humor, often calling the weekly computer lab her favorite subject. >> [laughter] >> And Letalina's dedication, perseverance, and joyful presence make Harmony a better place and she is truly missed when she's not in class. So, CONGRATULATIONS TO LETALINA. >> [applause] >> WE HAVE TWO HEART OF THE COMMUNITY AWARD recipients this year. Our first one is Nicole Price. Come on down. She is nominated for this award for her outstanding dedication to our senior programming in Adult Enrichment. She consistently demonstrates patience, compassion, and genuine commitment to making every participant feel supported and valued. Whether greeting individuals at Gladstone or assisting over the phone, Nicole brings a calm, steady presence, never making anyone feel rushed. She remains composed in all situations and is always willing to step up and support others no matter the need and that need is pretty big. Nicole's teamwork, leadership, and care for our community truly embody the Heart of the Community Education Award, making her highly deserving of this recognition. CONGRATULATIONS. >> [applause] >> OUR SECOND PARTNER or Heart of the Community Award is Susan Newmeyer who is nominated for 32 years of dedicated service and lasting impact on our programs. Is Sue still here? Yeah, okay. Come on down, Sue. She is caring, patient, and has a trusted presence with the students, families, and staff, building strong relationships, and making every child feel safe and valued. Sue's consistency, kindness, and deep commitment to the community continue to shine each day. Our program would not be the same without her and she is truly deserving of this recognition. Thank you SO MUCH, SUE. >> [applause] >> OUR COMMUNITY PARTNERSHIP EXCEL Award this year goes to Good in the Hood. So please come down. We have two members here. >> [snorts] >> So Reverend Shawn Morrison is here with us and it he they were nominated by Scott Helen for their partnership with the Harmony Adult Basic Education program for their commitment to serving our community. Through monthly food distributions at Harmony, they ensure students and families have access to nutritious food in a way that is convenient, dignified, and responsive to their needs. Their flexibility, especially during Operation Metro Surge, demonstrates true servant leadership and a willingness to meet families where they were. Their collaboration with staff is seamless and their work supports the students beyond the classroom by helping meet essential needs like food security. Good in the Hood's leadership, compassion, and teamwork make them a valuable partner and a vital part of our community. Thank you so much for all that you do for our students. WE REALLY APPRECIATE IT. [applause] OUR FINAL AWARD IS CALLED THE B.J. HACK Excel Award and this year it goes to Tracy Tessier. So please come down, TRACY. >> [applause] >> FOR NEARLY 30 YEARS, TRACY HAS been a cornerstone of District 62's Community Education programs, dedicating her career to supporting and strengthening early childhood education. Her deep passion for young children and families is evident in everything she does from her daily work in ECFE to her unwavering advocacy for the importance of early learning in our community. Tracy's commitment goes far beyond her role as an employee. She is a true leader and champion for early childhood education, consistently advocating for programs that supports families, empowers caregivers, and you know that definition is larger than ever, right, for our littles, and community members has made her a trusted and respected voice in the field. She leads not only through expertise but through compassion, integrity, and tireless dedication. Like B.J. Hack, truly exemp- Tracy exemplifies a life of service, leadership, and commitment to education. Her decades of dedica- dedication and advocacy for early childhood and her genuine desire to give back to the community make her a truly deserving reci- recipient of this award. So thank you, Tracy. We really appreciate who you are and what you've given to THE PROGRAM. CONGRATULATIONS. >> [applause] [clears throat] >> JUST GO IN BETWEEN SOMEBODY AND THEN I'LL BE able to see you. >> [laughter] >> Go in between one of these guys. There you go, Michelle. >> [laughter] >> There you go. All right. There you go, Sam. Scarlet, good. Okay. All right. That'll work. THANK YOU. AND THANK YOU TO OUR ENTIRE COMMUNITY Ed team and advisory group of which many are here today as well. Your support is very much noted and appreciated as well. All right. Thank you so much. Um do we have public comment tonight, May? Okay. So no public comment. Um next up we have our consent agenda. Um this is um consent agenda consists of routine items that are acted on in a single consolidated motion without board discussion. Um board members have the option of pulling items off the consent agenda if they wish to discuss them or consider them individually. Does anybody want to pull anything out? Can I pull off H, please? H. All right. Um so we'll go ahead and um could I get a motion to approve A through G? So move. Second. All right. Moved by Livingston, seconded by Jenner. All in favor say I. I. And all opposed say nay. All right, so those are approved. And then I'm going to turn this over to you, Katie. I just want to highlight again how awesome it is that we have two arenas in our district and that appreciate the arena directors and everything they do. It Tartan's available for rental and my son really enjoys the open skating on Sundays and waving at the Zamboni driver. He's very famous. And again, it's absolutely appropriate that we are adjusting the rental rate. And you can see there's still some of the lowest in the metro area. And I know hypothetically there are women's hockey association of Minnesota teams using the arenas and it's just really nice that there are places for everyone to skate. They're not the only ones, obviously, but appreciate all the work of the arena team. All right, could I get a motion to then approve H? So moved. All right, moved by Swor, seconded by Notary. Notary. >> [laughter] >> All in favor say I. I. And all opposed say nay. All right, so that one is approved. And then now we have our student board representatives. All right, good evening, everyone. I know it's like sometimes you either get one or the other. Sometimes you come as a package, too. >> [laughter] >> But it's okay that you would could not be here. But it's great to see you all once again. I'm so sorry I couldn't be here last meeting. I had my last, my final unit of AP Calculus. I had my exam the next day and I was like, you know what? I need to lock in before my AP national exam that's coming up in 13 days. That was Hired's like it's she's counting down the days. She's like that teacher with the the calendar. She's like crossing it off. >> [laughter] >> But there's a lot happening at Tartan this week. It's our prom week, so there's a spirit week this week and it's very funny that yesterday's theme was Adam Sandler because I feel like I dress like him every day. >> [laughter] >> Big sweater, big sweatpants. Like I look like a mess, but it's just it was really fun. Like people were dressing up and like the baggy shorts. It's just like it was giving early 2000s. It was like really funny. And tomorrow's spirit theme is twin. Oh, today was twin day and tomorrow's theme is Wait, tomorrow's twin day, sorry. And then it's going to be pastel colors. And then each grade level's going to be given a different pastel color to wear. I got yellow for juniors. I'm like, I don't have anything yellow in my wardrobe. So I'm going to have to like whip out something. And then on Friday seniors are going to be wearing their college decision gears, which is like really fun because I feel like on Instagram like Tartan Decisions hasn't like really come out with anything. I think one senior has their decision, but everyone else like I don't think I've never heard of anything, so it's great. It's going to be nice to see like where everyone's going. And it's crazy that like I feel like the school year just started and now it's ending, so yeah, I'm excited for summer. And then as I said, this weekend will be our prom and the theme is Hollywood Glam. I'm really excited cuz I heard that there's going to be an old school photo booth, which I hope it's like the black and white kind of like photo booth cuz I feel like that's really cute. Last year we did not have that, but we did go to Mall of America and that was really fun. I only went on like Pepsi and like the skateboard because every other line was just so long and I just couldn't. I was just like so tired. And then tomorrow the avid juniors are going to be going to the Doherty Family College and they're going to be eating lunch on campus, but I will be staying back because I need to be in class cuz Miss Hired's like reviewing for like our AP national exam. So yeah. And then our avid banquet is this Monday. And I actually got elected to talk about Miss First, so I'm just like excited. I was just writing my speech before coming here and I was just like I'm tearing up. Like I need to I need to like not get red before I come to the district. And another banquet that will be happening will be our NHS award ceremony this Thursday. I'm just excited to see like everyone and like I'm excited to welcome in the sophomores just cuz it was very welcoming. It was very fun last year. We all dressed up. We all like took pictures. We ate cupcakes and then stained our mouths, so >> [laughter] >> that'll be fun. And then since we are more than halfway through the tri, we have to like start considering and like taking in and locking in for our AP exams. They'll start next Tuesday, May 5th, which I'm like, that's so bad after prom. Like that's horrible, but it's not me. I'm the week after, so >> [laughter] >> AP exams will kick off on Tuesday starting with AP Human in the morning and then it'll shift to AP US History in the afternoon. And then I also know that Tartan Theatre had their show Pippin and I heard from some of you guys that you guys went and it was fun. I'm glad you guys enjoyed it. And then also student council will be holding elections next Friday. And I did take into consideration. I think I will be running. I will be running with a fellow avid classmate of mine for co-presidents, which I'm just like it'll be fun. Just think that like I would want to change a couple things within student council, make everyone feel more included. And then our boys volleyball team is their season's going fairly well with the 5-2 season. And then I also know our girls badminton team is wrapping up already. I was just like, what? I feel like it it just started and they're like, no, our season started earlier than the other sports. I'm just like, okay, that's great to know. >> [laughter] >> And then one thing I did want to talk about was that my freshman year Titan Academy was just like this resource tool that freshman and like sophomores could go to and like meet up with their teachers with after school. I know I took it advantage of that my freshman year. And [clears throat] so Miss First called upon her juniors and was like, this would be a really great opportunity for you guys to tutor and mentor the underclassmen and kind of talk >> [snorts] >> and strategize with them like what to do for classes, how to study, especially for those students who really aren't in avid and really don't have like that support like tutorials do for us. So I met with my underclassmen today and I'm just so excited to help her. She was like she was really scared to talk to me. I was just like, hi, like I looked at her schedule. I was like, don't worry. I took these classes. I had some of your teachers. I also speak Spanish. I know that that's your fifth hour. I'm like, I can help you on that if you need help. But I won't do your homework cuz that's all on you. >> [laughter] >> But tomorrow we will be meeting with Miss First during second hour and we'll be proposing and like we're going to be like generating ideas to send off to Miss Susan and fingers crossed we can get that program up and running because I really like to help people, especially those students who really need and who ask for it. So feel like um this is a great opportunity. And I've started tutoring since I was in eighth grade and I kind of started tutoring in my neighborhood. So it's just like great to see the development and like I can't wait to see what the future holds for that. So that's all I had in my report. Any questions? Thanks. Can you say some more about avid? I'm a big fan of avid, but yeah, just say some more about the benefits of being involved in avid and what it stands for. Yeah, so avid stands for advancement via individual determination. I think it's an amazing program. Honestly, I feel like the avid class, it's way more different than your average like BPA class or DECA class. It we're a tight knit group. We've been together since sixth grade, so I feel like we've all matured and we've all kind of you we're kind of a family. That's what that's what it is. We're an avid family. You can't date like your your cousins cuz like >> [laughter] >> Yeah, no. But avid, I feel like has helped me a bunch, especially it's my first year as a PSEO student, so you're you're kind of navigating the college life aspect of like assignments and like they're due at 11:59. If you don't meet the the deadline, then too bad, so sad. Also, it's a great opportunity. Like right now since AP exams are coming up, Miss my teacher, she's bought the Princeton Review books and we've started doing AP review. So if we kind of break off in groups and we're like, okay, AP Lang students, you guys are going to be working on this essay. AP Calc, you guys are going to be focusing on derivatives and like L'Hopital's rule limits, which is not the best, but >> [laughter] >> it's nice to get my brain started like at 8:00 in the morning, but I feel like avid, I can see it throughout like with my sister as well. She got into the BA/MD program at the University of Minnesota. She's graduating a year early. So that's just great. And I've seen the benefits. Like avid has helped her a bunch um her senior year like with like the common app and like she got a lot of opportunities and a bunch of scholarships that a bunch of other students couldn't have. So I feel like the avid program at Tartan, it's amazing. And and you could even see it as my sister like she loved the program so much that she came back and started tutoring this year. So, um I think she'll be continuing next year. She really just loves helping out the students and I feel like the students um they definitely like put in the work where I feel like avid students are way more different than your average typical high school students. Like we we want the best for like our future and since we're first generation students, we really want to break that generational curse and we want to exceed in the future. So, yeah. Thank you. Of course. Thank you. Scarlett, thank you. Thank you. Um and next up we have reports from Office of Early Learning. Good evening, Chair Yang, Superintendent Tucci Osorio, and directors of the board. Um it is my pleasure to welcome this evening our Office of Early Learning Leadership Team. This evening they're going to share with you many of the highlights, achievements, and growth that we're seeing across all of our early learning classrooms throughout the district. So, please join me in welcoming Lisa Grunwald, our Office of Early Learning Principal, Amber Zimmer, our um Early Childhood Special Education Supervisor, Heather Sunberg, our Early Learning Coordinator, and Jen Frommhold, our Early Learning Screening Specialist. All right, thank you so much for having us. Good evening, Chair Yang, Superintendent Tucci Osorio, and directors of the board. You already know who we are, so we don't have to introduce ourselves, which is awesome. Um in our time with you tonight, we are going to I just want to say one thing briefly about our front page here. Um we've been following the trend of what the elementary folks did. They put up all the schools, so we put up the schools where we are as well. We're also at Beaver Lake and Gladstone, and then we put a home because we also do programming in homes, and you'll hear a little bit more about that later, but we thought that was awesome. Um so today we'll tell you again, sometimes it can be really confusing to think about the programs in the Office of Early Learning, so we're going to review those again for you very briefly. Um look at the strategic plan and how um the OEL work fits into that. We're going to end with early childhood screening and then have some time for questions. Um while the different programs may be a little bit confusing, what's not confusing is that um all of our programs are really high quality and we're here to support our children and our families in whatever ways that they need. And I know I've said this before, but I always think it bears repeating that 90% of a child's brain is uh is developed between birth and um 5 years of age. So really our jobs are super crucial and we take it seriously. We're very excited about it and so we'll with Early Childhood Family Education. That's the program that actually Tracy Tessier was just um given the award for. So, this is a program where children and caregivers, caregivers, grandparents, parents, aunts and uncles, whomever, come to school and they come to school together. They have time to interact in the classrooms doing activities together and the parents or caregivers get to see what's a developmentally appropriate activity and then um they have separation time, so the the children can have that time away to practice being away from their caregiver and the caregivers get um vital education. I actually just sit there listening when I'm observing cuz I have to do a eval as an teacher and I'm like, I love this. I'm learning so much. So, um as a grandma, I can bring things home to my um my kids, um but it's a great opportunity for the parents to come together too and to connect and network with other parents. It's really powerful. Um so we have options in the morning, afternoon, and evening. Um and all of those programs are fee-based um using a sliding scale um based on income. So next, when our babies and young children are maybe not developing as typically with um following developmental milestones, we have Early Childhood Special Education, which is Amber's forte. Um this is a program that supports um students as young as birth and is available when parents have concerns about anything. Vision, hearing, motor skills, play, behavior, anything. Um and also when a child might have a medical diagnosis that might affect their development. So depending on the age of the child, that's where we provide the services. So birth to two, birth to three, they'll be in homes and then they'll kind of graduate to um our classrooms at Beaver Lake and Gladstone in maybe a self-contained classroom. That would be a classroom with just all other early childhood special ed students or they might be in a preschool or a pre-kindergarten program um with typically developing peers and they might also be in a child care center. Um uh her folks go out and serve children wherever they are and those services are free to all students. Then we have preschool for our three-year-olds and that's typically what a lot of people think of as your traditional early learning experience. Um uh but you just heard obviously we have a lot of other programs too. Um our preschools are half days um two or three days a week in the morning and that's at Beaver Lake or Gladstone. And then our pre-K program are for our four-year-olds, also half-day programs but five days a week. Um most of those are housed in elementary schools because it's first grade and as schools their school career, so that's um why it's pre-kindergarten. Um and similarly to ECFE, uh we also use a sliding fee scale this year. This is the first year that our pre-K program has been fee-based and it has been a little bit more of a challenge this year to figure that all out, but it's been, you know, just another learning curve. Um so we provide hands-on experiences that promote skill development in all areas of Minnesota state standards and all of our early learning programs follow those same standards as part of the general education curriculum. And then lastly, Early Childhood Screening, which is a free service for families that provides an early review of children's development looking at all areas of development, social, emotional, academic, and overall health. Um and you're going to hear more about that program later, so I won't talk about that. Um so we just thought it'd be interesting for you to see how many students we serve from birth to four in the district, almost 1,200 students, which that's a lot of little students that we get to be um serving and their families, so we think it's amazing. We feel privileged to serve them. Um but I'm not going to go into every number. You can kind of look at that, but we're going to jump into the strategic plan now and this is kind of how we lay we're laying it out tonight. Um we're all going to kind of take our parts, so I'm going to turn it over to Heather, who's going to talk and start with the academic achievement. Hello. Thank you for having us tonight. So we know that consistent student or school attendance is really important for students and for their academic outcomes. Um with our student population, we also know that the adults in their lives are the primary drivers for how a young child's attendance um falls. >> [laughter] >> Um so we partner with families and really work to um partner and build bridges with families to emphasize that importance of being in school to support their child's development. Um an important aspect of our work is partnering and and that we do that in a variety of ways including school-wide Thank you. School-wide outreach throughout the year, um connecting with families in their preferred language, offering fun family events such as Take Your Grown-Up to School Day. Uh we also prioritize monitoring student attendance and reaching out to families when a student has had some prolonged absences or is repeatedly absent because we want to check in and see, does the family need some supports that we can provide? Um and also to reaffirm that school attendance is important even at a very young age. So as we reflect on how we can continue to support this area for all students and families, we are going to do some work with our cultural liaisons over the summer and into next year to make sure that we're really meeting families where they're at and developing um relationships to increase attendance and support attendance. Another aspect of our attendance work is to help make sure students feel welcome and included in their classroom communities. We know that when, you know, kids are excited to come to school, that helps drive their attendance as well. So to foster a strong foundation and build classroom engagement, staff and students engage in daily greeting rituals, We Wish You Well routines, um which honor both those who are present as well as those who are absent from school. Um this signals to every child that they are important and missed even when they're away. And then there's like a ritual for coming back to school. We welcome you back into the classroom so that kids know that even when they're not there, um we honor them and support them. Oh, there We have We have a little video. Okay. We have a little video of the We Wish You Well routine. Hopefully the sound works. So this is one of our pre-K classrooms. Um and this is just a a video just to kind of show you what this looks like um for our four-year-olds. No, who was gone yesterday? She's not finished. AV and No, you genius was gone. We got to wish or we got to give them their bumblebee kiss. Harlem, go back to your spot. You were here yesterday. We're going to do Eugenius's bumblebee kiss. Eugenius, you were gone, you were missed. Would you like a bumblebee kiss? No. No. Abby, you were gone, you were missed. Would you like a bumblebee kiss? Yeah. London, you're up. London, you got to ask her. Now those are toes. They say you were gone, you were missed. Would you like a bumblebee kiss? And then a student goes and lets them choose where they want it on their body. Yes, the little bumblebee gives them a little bump on their shoulder or elbow or wherever. I think you'll be able to hear the next one today. Mariah! Mariah, let's wish her well. Ready? We wish you well. We wish you well. All through the day today, we wish you well. Mariah, good job. That's what they're singing to their friends who are at home. Okay. We also know that the work that we're doing in early learning sets the stage for future um academic support and and growth in attendance. So um data shows that the work that we're doing in early learning is working. The kids who attend our program have 1.7% greater attendance in kindergarten the next year than those students who did not. So we're continuing to you know solidify that importance of being at school and and we're seeing that in our kindergarten attendance. We know that there are many variables that factor into a student into students' attendance and we're continually reflecting on how we can support this area in all families for all families and students. Another facet of academic achievement um in the uh strategic plan is um student learning. And last year when we were here, we shared that we would be uh embarking on a new curriculum. So um PreK On My Way is um is our is our new curriculum. It's um put out by Scholastic and it focuses in on lessons in language, literacy, and math and then also weaves in social emotional lessons throughout kind of all aspects of their day to support of the full picture of a child's growth and development. Implementing a new curriculum is always a big lift. Um so a main focus of our collaboration work this year has been supporting teachers in a variety of ways, including monthly discussion panels, idea sharing, um websites, and then working closely with our instructional specialist, too. And we're the the the results are starting to come in. Um we are seeing in our um the one benchmark of our data for identifying letter and sound correspondence. Um you can see here on the chart the red bar is the fall data and um you can see that was about 22% of kids meeting or exceeding the target. Then you move into the winter data, which is the left-hand or the right-hand side, the red bar, we jumped to 60%. Last year we ended at 69%. That was our spring data last year. And so we are very much on target to reach our goal, which was 74%. So we're we're um using all of these tools at our disposal to really increase student achievement, as well. And now I'll turn it over to Amber. >> [snorts] >> Um so I'm going to just touch briefly on social emotional learning, safety, and belonging as a part of the strategic plan. And really at the early learning level, this is this is the foundation. This is what we know. Before academics, we need students to feel safe, connected, and ready to engage with us at school. So that's really why we have a big focus on well-being, belonging, and self-regulation because we know that when we have those things in place, learning can occur. So this work happens all day every day in early learning um through relationships from the time that students arrive to the time that they leave. Um students are greeted, they're connected with, and they're supported in building relationships both with adults in the classroom and also with peers. Um we really work for students to be able to um build friendships, um work with each other. Um we teach them how to navigate difficult situations like "I was playing with that toy. I don't want you to have that toy." So we actually really intentionally teach those problem-solving skills to our students um to have them set up for a really good foundation of having positive peer relationships. Um and so as you can see, it's not just one part of our day that we're teaching social emotional skills. It's really embedded throughout the entire day and the entire experience of students in our programs. Um this slide just shows a little bit of the data that we um take regarding social emotional skills and development. We use um a a tool called Teaching Strategies GOLD, TS GOLD. Um and so what you can see is our goal for the year is to um increase from 79% proficient to 84% by the end of the school year. Um what you can see and I think what I really want to point out is the growth um in our students. Um by winter, we are already at about 80% of our 4-year-old students, which means that we've already surpassed where we were last year. Um we still have time left um this school year and we're really looking forward to that spring data point um and we feel really good um that we're going to be meeting that goal with 84% of our students proficient by the end of the school year. Um and within that, the things that we are measuring for students um is their ability to regulate their own emotions and behaviors, um establishing and sustaining positive relationships, and participating cooperatively and constructively in group situations, which we've also heard from our kindergarten colleagues are really important skills um for them to have when we think about them transitioning into that bigger school setting. Um again, this slide really just kind of outlines the strategies that we use. This is really intentional that we're teaching these skills to these students. Um and again, the key point is that these things are happening throughout the day. So when um when something arises, so for example, um modeling emotional regulation. Our teachers and staff all really intentionally label their own feelings and demonstrate calm-down techniques. So I might say, "Gosh, I'm feeling really nervous right now cuz I'm talking to all these people. So I'm going to take a really deep breath and then I'm going to feel better." Things like that. And that was real. >> [laughter] >> Here we are. Every year, same deal. You think it would get better. Um so again, just kind of describing what this looks like in practice in our classrooms. Um we do have really intentional parts of our day. Um so we start every class with an ease into the day activity. Again, having things like calm music and soft lights, really low-risk activities for students to kind of enter into our spaces feeling positive um and and feeling really good about themselves. Um we really I think our our classroom teachers do a really great job of this, welcoming students right as they walk into the door. And then we move into things like our um morning or afternoon greetings, um making sure that students are able to recognize each other. Um we use um a framework called Conscious Discipline, um something that we've shared about in detail in the past that includes a lot of those connection routines. So really in in creating these predictable routines, um we're supporting consistent and daily and proactive um supports for social emotional growth. Um and really, why does this matter? So I think within early learning, we are really teaching students um how to learn how to express themselves, build relationships, and regulate their emotions, and solve problems. And these are skills that we really feel like set them up for success for kindergarten and moving forward. We really want students to see school as a fun place to come. We want them to feel supported and connected um to build those positive relationships. And then I am going to turn it over to Lisa. Uh thanks. Um So those skills that Amber was talking about, that ability to manage their impulsivity and listening with empathy to others and managing um their emotions, all of those things that we that she had on this side are the things that are setting students up to be successful beyond PreK and into kindergarten and all the way to graduation, right? Um so that's why we do these things. Um so that's the last goal of the strategic plan. And so what we wanted to do is take a look and see. We don't have a study. There are many, many studies in the world that show that if students participate in preschool, they're more likely to graduate from high school and do um be successful, you know, members of society beyond. Um we don't have a study like that with our PreK students yet, but that'd be a fun thing to do. Um maybe y'all can do that. >> [laughter] >> Um but what we do have is some data that um shows and highlights kind of the difference that our PreK makes. So the two to the two columns that you have here are set up on the left-hand side, this um side right here. These are the students who attended our 62 PreK program. And these students over here are students who attended who did not. They could have attended another program. They just didn't attend ours. And so um we took a look at their fall early reading data. We just, you know, asked Dr. Lukton could she give us some information. So, when you take a look at this, the green and yellow sections are where we really want students to be. The green is low risk, yellow is some risk, and then um the red is um high risk. And so, we really um do not want our students in that category. There's always going to be some, no matter what we do. Um but, when you take a look at this, you can see a marked difference between the two groups of students. The students who pretended participated in our program um came into kindergarten much more um ready with their early learning skills. Um so, when you look, about 89% of the students from the 612 pre-K are in the lower some risk category, with just over 10% in the high risk, compared to the non-612 at over 22% in the high risk. And so, that's coming into the um fall program. There are a lot of studies that show that. What they don't always show is that they sustain it beyond that first initial fall mark. Um luckily, we have some data that shows that our students did. They were um they were able to sustain that, and you see a very similar pattern here in winter. Um that kind of unfortunately, there is gap between those two groups, but that does persist. And again, that you can see that in winter, um the 612 students were about half as likely again to be in that high risk category. So, I mean, you know, we can't say for sure, you know, for sure what this means, but it could suggest that students experiencing our program benefited potentially from stronger early literacy exposure, instruction, or support systems that helped reduce the number of their of the students at high risk. And the good news is that um it wasn't just that one-time snapshot. It persisted over time. So, that's great. That's for early reading. Um and then it when we take a look um at early math in kindergarten, the columns are set up the same way. Um very similar results, and at first glance, you can see that both groups show a high percentage of students in the lower some risk, which is really encouraging. Um but again, it stands out that um there's a significant difference in the students in the high risk column. 7% from the pre-K 612 pre-K to 17% for the non- um 612 pre-K. Then we go ahead and look to see did that um persist in winter, and it did. Um in fact, the there was quite a quite a stable performance from the 612 students. Um so again, could show that our participants benefited from stronger foundational mathematics, you know, and we also had the strong early reading, so I I I think that says that our kids are on track to graduate. That's how we're making that fit with that. But, I mean, it shows it shows amazing progress, so we're really um proud of the program that we have. Um so, that's the last um strategic plan uh connection that we're going to be making. We're going to switch gears just a little bit, and we're going to give that public service announcement that I like to give every single year when we get the opportunity to be here. Um for everybody who's watching, if you know of somebody who has a 3-year-old child, or three to five, but three we really want to get them in early and get them screened. Um let them know about our early uh childhood screening program prep program. It's free service for all families, and again, families will get information about their child's development right there. And if there is a need for students to um have additional support before kindergarten, we're able to get them set up with that right away um and get on the on the road for that. So, that's my public service announcement. I'm going to turn it over to Jen to take it from here. Yeah. Yeah, okay. So, this screen just shows some of our early childhood screening numbers um this year as compared to last year. So, so far this year, this is about 2 weeks old, we screened 661 kids. Last year we screened 790 so far or to that point. Um we have appointments through the end of May. We still have maybe like 100 or so kids that we'll screen. Hopefully we'll get up to around 750, between 750 and 800 kids. Um we screen um and look for any issues that need extra attention in health. So far this year, we've had 13.8% of our kiddos have been referrals for vision, and then 9.5% uh have been for hearing. Um and I told Lisa this too, but our numbers for our vision and hearing, those referrals have gone down a little bit. We have a couple of new tools that we're using, so our referrals that we're giving are actually really good referrals. Sometimes we would do a referral if we couldn't condition a kid. If they couldn't listen with our headphones, or they couldn't wear the little silly glasses that we have. If they're not able to do that, we do have some extra tools now that we can use, so that we ensure that the kids can't follow those directions, um there's something that we can just take a picture of their eyes, or have them listen to some music. They don't have to actually participate, but it gives us a a better idea if we are actually referring those kids on. As far as our um our other referrals so far this year, we had 15.6% of our kids referred for speech, 11% referred for developmental issues, and 7.4 for social emotional. And that social emotional is really um it's basically a parent report, so it's different behaviors that parents might be seeing um at home or at school or daycare. And then our last um slide that I think is really great is that so far this year, we have had uh 46 different times that we've had an interpreter present for our appointments. And then with those 46 interpreters, there have there hasn't been 27 um different interpreters that we've used, but there have been families that have reported they've they've spoken 27 different languages at home. So, we ask all languages spoken at home. That includes English and any other combination. And then those are just some pictures of the kiddos [snorts] doing our screening. And then Lisa wanted me to come tonight to talk about our Healthy Kids Minnesota program. So, this this last year, starting in August, we partnered with the Minnesota Department of Health for program called Healthy Kids Minnesota. And what the purpose of the program was was to measure exposure to the to different environmental contaminants in children's bodies. Um we focused on metals, pesticides, environmental phenols, phthalates, flame retardants, and air pollution. And how it worked is it was a voluntary program. Um families were given some information on the program when they scheduled their appointment. And what we did is during their early childhood screening appointment, we asked families if they'd like to participate. And if they did, the family would come the family member would come with one of our staff members and go through a a questionnaire. It took about a half an hour. Um after we completed the questionnaire, they would rejoin their child during their screening appointment. And then at the end of the appointment, the family would help their child give a uh urine sample in our private nurse's bathroom. Um the I'll talk about that in just a second, but it was a something that we were a little bit nervous about doing, just not knowing how families would receive it, but it ended up being a really great program and a fun way to connect with our different families. Um the target population for this program was preschool-aged children um in uh over the course of the the program. It started in 2021. It runs through 2026. And we were um the metro area that was chosen for fall of 2025 along with South Washington County. And then the other counties or the other schools that were shown it um it are shown on this slide here. And the northwest and north central area right here was the other area that that included um Roseau, Becker, and Alexandria. So, the parents and the guardians receive receive personal results from their child's urine sample. It takes kind of a long time, about a year, but if there are um anything that was raise a red flag, um they were contacted right away. And I'll talk about that in a second. Um if kids did have increased exposure to some of these different chemicals, they did receive some guidance right away on ways that they could reduce those exposures with their families. Um participating families for doing this, if they had a well if they have well water, they did get a free well water test. We didn't have any families that took us up on that. They also got a gift card for their time for doing the program. And this is our results here for ISD 622. Um overall, we asked 157 different families to participate when they came in for their appointments. 120 of them did agree to participate. It was a voluntary program. And of those 120, 106 of our kids were able to give urine samples. So, not everybody was able to actually give that urine sample when they came in. We had little cases of water. We tried to encourage them to drink, but sometimes it just didn't [clears throat] work out. Um they still got the gift card. Yes, and that's why I said and they still got the gift card. The families went through the program, they answered all our questions, they still got the gift card. Um and our results for our district was that it showed that there were 16 cases of elevated arsenic arsenic levels. Um if families did have elevated arsenic levels, manganese, or mercury, they were notified right away. So, in our district, 16 families did have elevated arsenic levels. Um they were offered retests right away. And then what they found is a lot of the time those retests were a little bit lower. The link that they found was that was like the related to high frequency rice consumption. A lot of our families, and I didn't realize this until we did this, but a lot of our families do have rice several times a day. Sometimes they have it with every meal. Um there was also a link with rice and seaweed. Uh there were five cases of elevated manganese, and those retests were lower also, and this most frequently was a dietary exposure. And I looked that up and that can be from like oats, grains, different nuts, beans, stuff like that. And then we had no cases of elevated mercury. Uh statewide, um they showed uh overall they so far they've had 50 plus kids with elevated um arsenic levels. Most likely it's been um linked to high high rice consumption. Um this has led to a program with the Minnesota Department of Agriculture to establish some guidelines for safer rice choices for families. Um they did offer that that private well testing. None of our families were um took them up on that cuz they didn't have well water. And there are some other possible links that they've identified. Those were shared with the families. Sometimes the manganese could be from welding if families did any sort of welding um as a hobby or for their their job. Um sometimes incense use could show high levels of phthalates. And then there was one family that had mothball use showed that there were some elevated chemicals with with their results as well. And that's the last thing I have. >> [laughter] >> Do you guys have any questions? Also, I [snorts] do want to say one thing about Jen and Jean who is um the clerk who works in early childhood screening. The Minnesota Department of Health said they like just killed compared to all of the districts of how many kids they got in and how many samples they got in the amount of time that cuz there was like a kind of a finite amount of time that they could get it all done. So I mean you really do earn kudos for that. [laughter] Like they worked really really hard and Yeah, we started in August and we wrapped up >> We started in August and we wrapped up in January. And it was actually really fun. We were nervous at first, but it was a really fun way to connect with the families. And we had great support from Lisa and the other staff as well. So I did nothing but saying good job, way to go. >> [laughter] >> So anyways, do you guys have any questions for any of us? I have a couple. I'll start on the screening. I was really surprised that there was no um lead. Would they test for lead? Was that one of the things? >> and lead to do a proper lead test it has to be a blood test. So we were only having families submit that urine sample. We did inform families with there was a couple questions and we went through their questionnaire and I printed them off here. We asked if they had had ever had a blood test for lead. If not, you know, ask a couple more questions and we had some information for them, but they would have to go through their pediatrician referral a child a health care provider for that. Awesome. Okay, that makes sense. I'm glad we didn't have to do blood. >> [laughter] >> Yeah, yeah. The urine was enough. >> [laughter] >> Um and then can you tell everyone again how people would get connected if they have like a two-year-old that they have concerns with if they're not um how they access services? Yeah, so um a really great resource for families if there's ever a concern with development, um anyone can put in a referral through a website. It's called helpmegrowmn. Um and you can enter in basic information and what that website does is all it does is route your that child's information to the correct school district. Um the school district receives it. We check that portal daily and then we reach out individually to families by calling to hear a little bit about their child and get the process started. So helpmegrowmn.org is a really great resource um for anyone. Anyone can refer any child. And you mentioned that those services are free. How is that um funded? Um so a couple of different ways. So um the the birth to three program specifically those home visits um falls under part C um of IDEA and so there is kind of separate part C funding. Um along with that we have separate um and additional kind of reporting measures. Um that does include family outcomes. Um and so that's reported um to the state and then also nationally and then that part C money kind of funnels in through the district. Um that would be kind of the part C funding of it. Um I do believe that we receive other district funding because it's not quite enough. Uh >> [laughter] >> Right. So yes, through federal and state funding through Minnesota Department of Education as well as our federal funds in terms of um dollars aligned with both part C and part B funding from um Individuals with Disabilities Education Act. That's how that comes in. We might be able to add that helpmegrowmn website. Maybe we can add that to some of our other mailings. You know, like even in our community ed catalog that gets mailed out to households, we can probably help get that website published even more. That's a great idea. There's another really great partner website if I can provide a little bit of a public service announcement. >> By all means. It's called helpmeconnect and what that website does um is you put in your address of where you are and it's a huge and very vast and expansive website of all different types of social services and supports that are available in your area. So things like food banks, things like ECFE classes, um allergy specialists who like pediatrics. So that's a really great website and connection for families as well and it's a partner site to um helpmegrow. That's helpmeconnect. That's great. I wrote it down. We'll connect with you guys too when we get our next postcard mailing that goes out. I think we can do more to get those out too. And just again a personal thank you to everyone on the team. Um my son has gone through helpmegrow and it was really great for him and is in pre-K now and loves it so much. I can't even express. So um and anyone who's missing, we definitely wish you well. Uh so thank you for the presentation. It's great. I I'm um been on the board a long time and I I mean this district is a pioneer in early childhood and I'm so proud of that. We've um we were way out in front with all of our early childhood programs and funding. And uh to see these results is just so gratifying. Thank you. Um I think this is where um uh we get the biggest bang for our buck really in in raising um um good citizens, empathetic kids and um connecting them to um uh public education. Um can anybody um talk a little bit about uh as a grandma I went through it with my um youngest grandson and it was it was great. Uh like Katie, we just had a a a great time. Um and uh he learned so much, but he started out with horrible separation anxiety. So can anybody talk about that and what is I mean that's pretty significant and with those little kids. So Yeah, you mean the the best thing to do? Yeah, mhm. >> [laughter] >> Um you know, I think a huge part of what we do is build those relationships with kids. And as soon as they feel that they can connect with an trusted adult in their space, um that can make a huge impact in whether they are comfortable being at school. So, you know, that's why we do a lot of outreach even before school starts um to get to know our families. We do some meetings with families ahead of school starting. We have a little bit of a lag in our start time so that families can um you know, come in for those visits, see the school, meet the teacher, start to maybe even, you know, pass a friend in the hallway as they come in for their meeting. Um and we do a lot to try to build that ahead of time so that it feels a little less scary for kids. And then, you know, we all have taken our turn with kids on our laps, you know, in tears that first day because we just know that that's what the first day of um early childhood looks like. Um but just being as as warm and open and and welcoming to families and kids um makes a huge difference. And then as soon as kids start to have that sense of uh connection, that makes a that makes a big difference in their in their outcome. So Yeah. Yeah, and if I could add sometimes the separation is harder on the parents than it is on the children. And so we actually do encourage the families to leave and that's really really hard for them, but it makes everything so much easier for the kids to be able to be successful. Um we promise them that they don't cry the whole time. We can always kind of get them to a place of um a good position. Um one thing you can do when they're even younger than what we have, well, ECFE um Tracy's not here, but the ECFE program is really so beneficial because it's a very short time that you're separated, but they have that practice and really having children have that experience um is pretty invaluable. If the first time they come to school it can be really shocking if they've never really been away from their caregiver. So um that's why it's so important to have a village of people around families so that they actually do have opportunities to leave and give them that practice because they really are having to build that independence like away from mom and dad and even you can kind of do it on your own. Like even when you're with them is just giving them more opportunities to try things on their own instead of jumping in and kind of helping them through it. It's like, you know, my grandson just turned a year and I actually I I try not to say anything. I don't say anything to my kids because I'm not stupid, but um >> [laughter] >> you know, I'll just sort of model for them, oh, like I'm just going to stand over here and kind of let him try that. And so then, you know, we got to give them that opportunity to try and if they fall, they're going to be okay. You know, and so it's like instead of jumping in and helping them, that's one way to really start that that separation, that [clears throat] independence in that like confidence in themselves. So Yeah, I think um, the structure of the day is so um, well thought out and and uh, really works well. Um, you know, staying with the kid for a while and then you know, once they get adjusted then you're and then the parents support group meeting, there's you know, there's coffee, there's you know, hot chocolate, there's you know, whatever a beverage and um, and parenting is hard and it's scary. Um, and um, and there's moms and dads there and they're sharing things about sleep problems and potty training is huge obviously, you know, um, and just all the behaviors that they're like, what do I do about this, you know, and um, it's just so um, affirming, you know, for these people to be together and and and knowing that they're not doing something terrible to their kid, it's all very normal and whatever and your teachers are just outstanding, so. So, again, thank you so much for the work you do, it's really important. Um, I have a question as well. Lisa, you mentioned that this is the first year that the pre-K is fee-based. Can you say a little bit about how the funding was changed and also you said it created some challenges, so what challenges do you >> Well, um, in the past we really didn't have to advertise this program because I think it has been had such a long-standing history and people would just come and sign up and they knew it was free and that's excellent because it has been free for I think it was 7 years because um, the Minnesota Department of Ed gave us a lot of dollars for VPQ because there's not a lot of programming around for students who um, maybe at risk. I hate that term but that's what they call it. Um, so when they changed it I do believe some folks were really scared to come because they didn't know were they going to get it free or not. There's so many opportunities if you look at our website, it shows there are a bunch of different criteria that folks can get it for free still. Um, and you know, if their income is too high and they don't really have any mitigating factors, um, then they do have to pay. We do use a sliding scale fee and we really can't turn anybody away, so it's like we'll you know, take them down but what also happened is we were serving a lot of students who were in child care during the day. They would come to us for that two and a half hours then go back to child care where folks are like, I'm not going to pay for child care and for your program, you know, it was just too much of an ask and so we have we've we have to pivot now we have to do a more outreach and more marketing for our program to really get the word out to folks, that's why we're working with the liaison so let them know that it it it will be free for many if being if English is not your first language, that's one of the that's one of the things that they can get the program for free. So, it's like we're really trying to reach out and make sure that we're getting the right um, audience if you will, so it's just a different challenge that we haven't had in the past is that marketing and this was our first year, so we kind of had to see what's going to happen, who's going to come, how's it going to go, so. That's what I meant by that. Um, is there any what would it I don't know how to say this. Is there um, I think cuz some pre-Ks in districts near ours are full day pre-Ks. Um, is that even an option for 622? Do we have the room? Do we have the capacity? Um, Well, I can I can speak to that. Um, right now we serve 40% of the incoming kindergarten students and that's the capacity we have because we have no more room. There's no more rooms at the end. Um, and you saw the great results that our students have. If we did go to full day, we would be down to 20% of our students because we could only serve half of the students because we still have the same space and so um, that's a really true dilemma that districts face when they make that decision because um, as you can see then we would have a lot less students coming in with the awesome data that we shared tonight. So, that's that's one stance. I mean, I can let Christine to Cheo Sorio take that from here. >> [laughter] >> No, I'll just add into it. I think that's a conversation even in districts where they are offering it, it's it's often in limited, it's not all sections are full day. There are some pockets where that exists but um, I don't know, Lisa would know better than I. I'm not aware of any districts that every every pre-K program is all day, that's unheard of in my opinion. >> St. Paul is. Everyone now? I think so. Oh, there we go. I guess we can find out. So, um, so St. Paul also has a lot of a lot of open buildings right now, so that could be part of it too. So, that's that's new. >> half the students that they used to serve because of that. Mhm. Lisa used to be in charge of St. Paul's program, so she knows better. >> Yes, so when I was there, we had 2,000 students on the waitlist when we had half day programs and then they made the decision to go to full day and then we served even half of what we were serving and then the waitlist was you know, much larger, so it's a dilemma. And and all our programs are full. This year we do have a couple of spots that are open and so that but typically yes, we are full. Yeah. Um, I I actually Charlotte had one more. Um, go ahead Charlotte. >> [laughter] >> Hi, thank you for a nice presentation and for all the work that you all do to get our children ready. I was just wondering uh, these are the babies that were born during the pandemic. Do you see any differences for those of you that have been doing this work between uh, preschoolers now versus pre-pandemic? Well, you you could very speak to that because of the early childhood specialist. I I'll say one thing that we have seen every year just a difference kind of in um, the need for really focusing more on those social emotional skills. Similarly to that they're seeing that in elementary as well. Um, just because of the isolation and things like that. Um, so that has been a factor. This year I would say that seems like it kind of leveled out because they didn't really know any other way. These these students didn't know any other way. But you might want to speak to just the number of referrals and stuff. Yeah, so I think um, this is my fourth year um, in 622 as a special education um, supervisor and every year we've really seen that we have had an increase in the number of special education referrals and students that qualify. However, this year we're actually pretty stable. Um, and so that's really encouraging. I think there's multiple reasons for that. I think we've really increased our outreach to families. We're doing great screenings at age three. A really great place um, you know, for students to come is preschool and pre-K, so I think as a district we're doing a really good job with that. Um, but I would agree with Lisa that I think social emotional skills look different um, for students who maybe haven't had a lot of opportunities at a young age to interact with other children their age. Um, maybe they've been home with caregivers um, in kind of a smaller family unit. Um, but I I do think we're kind of starting to come out on the other end. I mean, I don't have anything I mean, that's anecdotally >> [laughter] >> it does it does feel like we're kind of getting get kind of moving through those. Thank you. I just have a question and a >> [clears throat] >> comment. Um, do you want to go ahead? Okay. Um, so my my kids are 14 through 21 now but way back when I was doing the early childhood screening, I thought to myself this isn't really culturally responsive or competent. How [laughter] much has improved since then? 14. So, in 2021 we um, adopted a different screening tool and so it's called the Mipsy and there are different forms that we use that are culturally responsive. So, we have an English form that we use for English speaking, we have a Mong form, a Somali form and a Spanish form. And so the questions that we ask are culturally responsive according to what That's why we track those languages I was talking about because depending on what language the family speaks and we use the according form that coordinates with that. So, we we expect the the children that speak English have to do answer questions differently than the Spanish children versus the other languages, so yeah. So, it's been kind of nice and we've gotten really good response from our interpreters and our liaisons with that as well. Okay. So, yeah. So, that was about five years ago that we switched over to that. Yeah. Way past mine. Yes. [laughter] So, that was a great question though. Thank you. Um, and then I just had a comment, you know, Minnesota's been uh, early um, education early education leader for a long time and Lisa, you've been at the forefront of that for a very long time, so thank you for everything you've done for 622 and for leading uh, your team in that, so. It's worth mentioning I think what Kita's getting at is that Lisa's retiring this year, so um, [laughter] we are very very excited and for all the work you've done and for those who didn't know, Lisa used to lead early learning for all of St. Paul schools. When she came to 622, she came as our Richardson principal and then I was like, wait a minute, we need an early we need early learning, so and it was really kind of fun because when she came to early learning, they're like, let us show you this curriculum we're using and Lisa's like, I wrote that curriculum. >> [laughter] >> So. I didn't say it like that, but No, she did. I said it like that. I'm like, guys, she wrote it. You guys need to know that cuz I was back there when she did write it. So, she's been a really great, amazing, um, asset for our program and we're not going to let you totally disappear from our lives, you know, even in retirement. So. I couldn't [laughter] do it. We we we would never let you just go away. Uh, so if you wanted to expand pre-K opportunities, would that be primarily through expanded funding, like state funding, or expanded space, or both? Both. Both. Okay. That's what I figured. Thank you. >> [laughter] >> When that discussion has come up among school district leaders, um, the number one thing that comes up is then every school district's going to have to have a lot of funding to add to their buildings as well as funding for the program because I think anywhere you go, that's if you remember way back when the state went to all-day kindergarten, that was one of the major factors even back then when we used to have the, you know, half-day kindergarten and then we switched to all-day kindergarten, there was a lot a lot of work that had to go in behind the scenes around space. So, yeah. And it wasn't free. No. No, it was not. So, if you're going to, um, be in the legislature, Sam, make sure and and every superintendent and school leader would tell you this, make sure there's funding for facilities to go with it. Well, and I think if I'm right, too, like the per pupil dollar is like 0.6 or something for, right? Yeah, so it also would be nice to increase that amount, too, as well. Right. Funding per pupil, if we needed to have if we're going to have full day, we'd need to get 1.0 funding for them. But we also, as everyone will say, and we need facilities funding because everyone's going to have that issue, too. I think that's all we had. Thank you. >> Thank you so much. Thank you. Okay, we have, uh, Assistant Superintendent St. Michael's with policy revisions. >> Yeah. Like, how do you follow that up with policies, right? >> [laughter] >> All right. Well, again, good evening Chair Yang, Superintendent Osorio, and directors of the board. Uh, this evening we have our second of our three required readings for policy revisions, um, on 20 of our different policies. So, and as a reminder, being that this is the second reading week, there will be no action required from the board this evening and I will go ahead and, as we did previously in the first, read the policy, a brief summary of what the recommended, um, revisions are for those policies. So, I'm going to just jump right into it. We have, first off, policy 410, which is the family and medical leave policy. And updates here reflect language, um, related to the Minnesota paid leave and ESST language. Next is policy 503, student attendance. This has updates and additions based on statutory language as well as habitual truant definition updating. Next, policy 515, which is the protection and privacy of pupil records. And the changes in here, um, reflect or are related to the allowability to share immunization information as it pertains to FERPA requirements. Policy 530, immunization requirements. Similarly to the last, the changes are due to the sharing of data as it relates to FERPA. Policy 615, the testing accommodations, modifications, and exemptions for IEPs, 504s, and LEP students. Um, this aligns the policy language to transition to the alternative MCA requirements. Policy 701, establishment and adoption of the school district budget. Uh, the revisions are based on an alignment to statute as well as auditor recommendations. [clears throat] Policy 721, the uniform grant guidance policy regarding federal revenue sources. Um, several changes within this policy and those are all based upon auditor recommendations and well as reference updates toward the end. my second book. >> [laughter] >> Um, next one we have is policy 211, the criminal or civil action against school district, school board member, employee, or student. There is just an update to a cross reference. Policy 404, employment background checks. Adds language with respect to statutory provisions. Policy 406, um, public and private personnel data and form, employee authorization for release of information. There is one correction throughout and then it adds language due to statutory revisions. Policy 418, drug-free workplace, drug-free school. Adds statutory language. Policy 420, students and employees with sexually transmitted infections and diseases. Adds a resource. Policy 427, workload limits for certain special education teachers. There's an update to definition. Policy 520, student surveys. This aligns with current law and it adds a resource. Policy 604, instructional curriculum. Is a legal reference has been added. Policy 613, graduation requirements. There are updated references and it removes outdated notes. Policy 616. Again, updates to statutory language as well as updates to references. Policy 618, assessment of student achievement. Aligns definitions with the current Minnesota law. And lastly, policy 620, credit for learning. Adds or updates a legal reference as well. So, at our next meeting, we will have our third and final reading. Here's a question for you. Yeah, Trisha, I have a question, um, not to go down a kind of a rabbit's hole, but about the student attendance, the revision of the definition of truant. Mhm. I see it's the revised definition is that if a child in middle school, junior high, high school is absent from school for one or more periods for seven school days, it's truant. So, I know we've talked about this a lot of times before when we talked about attendance, but what is the Okay, they get referred to the county, but the county doesn't have enough resources for any action. They're better [clears throat] now, but I was going to say we've had much more response lately from the county support. Okay. So, what happens today if a child is truant for in high school or middle school for seven or more? Um, we're still filing. I think there's a combination of that's, um, work that is done with initial notification to families and a warning letter and communication that still happens. Um, I think that the focus that we've seen is, um, with younger students and I think it's focused more on on connecting with parents. With older students, we're working with the student directly more so about attendance. But I think our work that's happened with our attendance committee and the conversations in our schools is more about, um, the work that we do instead of having having a punitive focus is trying to re-engage students and get them back in school. It's a combination of both, um, but I think our principals will say sometimes that initial letter that goes home impacts 99% of our our kids and they make a change. With our really strong, uh, students that are having chronic attendance issues, there's really different work to be done within the schools. I'll add to though that I think what you might be referring to, Michelle, is cuz we had a good number of years following the pandemic where even the county was so overwhelmed, they weren't even able to really have a role. I mean, it got pretty they were so backlogged. And, um, that is not the case anymore. I would say this year more than any time in recent history, um, county truancy officers have been all over the place with us this year helping like, I mean, really responsive more than we've seen any time since the pandemic. So, this year I've I think we can all agree. I'm looking at Trisha because I can think of a number of cases that Trisha's been working with them on. And so, it definitely is they're they're a lot more responsive than they they were. I think they got so inundated when 30% of the state was chronically truant after the pandemic, you know, those first few years after the pandemic. So, that's gotten a lot better. We have our internal letters and meetings with parents, but like even when it does get referred to the county, they're very responsive now, which is both counties, Washington and Ramsey, quite frankly. Yeah. I have a quick question [clears throat] on policy 721, the new procurement policy with the uniform grant guidance. It looks like there's some blanks or some highlights on um those thresholds for employee purchases. Um is that still being kind of finalized or We did. Um I can speak to the numbers if they were not updated in there. We'll make sure that the updated copy gets in there. Um the update for superintendents up to 15,000 and for B, director of finance up to 15,000. Thank you. Yep. Apologies. We'll make sure that gets updated. Thank you. Um next up we have uh Director Anderson with our finance reports. Okay. Well, good evening Chair Yang, directors of the board, Superintendent Tuchi Osorio and cabinet. Uh tonight we are going to revisit the potential for a November referendum. As you know, our last request in this past November was not successful. And since then, we've continued to evaluate our options and have and had further discussions during our most recent school board work session back on April 14th. So, this conversation is intended to build on that work and consider a path forward tonight. I'd like to start by giving an overview of the three main types of voter approved property tax levies. First are operating levies. These fund day-to-day expenses like staff, programs, and materials. Uh voters approve them for a set period of time, typically for 10 years, and they can be renewed once at the same level by school board action. Second, we have capital project levies. These support longer-term needs such as building improvements, technology, and safety upgrades. They are approved by voters and generally last also up to 10 years. At this time, they can only be renewed by voter approval. And finally, our debt service levies or bonds. These are used to repay bonds issued for major construction or facilities projects. Voters approve the bonds up front and the bond remains in place in place for the life of that debt, often for 20 to 30 years. In 622, our current operating authority is made up of two components. First, we have $206.83 which is not tied to inflation and was last renewed by voters in 2021. Second, we have $820.90 per pupil which is tied to inflation and was renewed by board action in August of 2024. Together, this brings the district's total voter approved operating authority to $1,027.73 per pupil for this fiscal year FY26. Here is a look at current voter approved levy authority across the Association of Metropolitan School Districts or AMSD. As you can see, we remain near the bottom and our position has slipped further following successful referendum campaigns in many districts this past November. We want to keep the ballot language as simple and as easy to understand as possible for families and taxpayers. At the same time, and as we've discussed, the district's technology needs continue to grow and currently technology is funded out of the general operating revenue without a dedicated funding stream for technology specific items. Based on our conversations from the past work session on April 14th, the recommendation is for an $800 per pupil increase tied to inflation which would generate approximately 9 million in additional revenue each year. And that number would vary based on inflation and enrollment. We are proposing a single ballot question knowing that some of the technology needs needs can be supported through the operating levy because as we mentioned previously, one of our goals is to keep the ballot language as easy as possible to understand. And for context, the estimated tax impact on a home valued at $350,000 would be about $20.50 per month, again adjusted annually for inflation and enrollment variations. As you can see, this request is not about moving to the top or even into the top half. It's about getting closer to the middle, and even with this increase, we would still remain in the bottom half of AMSD districts. Our goal is to help stabilize the district's finances after several years of budget reductions. This would also allow us to better attract and retain high-quality staff while protecting class sizes and the programs our students rely on. For next steps, should you decide to do so, you as the board are being asked to take action on the resolution that appears later on in tonight's agenda to move this forward. And with that, I'd be happy to entertain any questions. Um thank you, Josh. And this is I think a really important question for the district. I think we just heard that even um our early childhood which is really, really important and gets support state and federally that there's still a gap that the school district has to fill um for our kind of youngest and and most vulnerable learners. Uh so, I think this is really important. Um I was wondering if um if as a board we could kind of summarize the discussion we had to land on the single question and the $800. I think it might be helpful for the voters to understand um we'd had options um and Josh, can you remind me how how much could we ask for if we wanted to? Uh we are nowhere nowhere near the max and so we could be asking up into the 2,000 um $2,000 level is what we could go up to to the max. >> Yep, as an increase. >> Yep. Um and I think we saw kind of the stark difference in where where our school district is is compared to others. Um I also do want to highlight that I I feel like we've been very fiscally responsible, that we've had year after year of budget cuts and tried as hard as possible to keep those away from students. Um some people don't even necessarily realize that we've had just in the two years I've been on the board, you know, was it $10 million and um $4 million. And part of that's because we have a healthy fund balance because of the way that we budget so we could fill it that way, but that's not a sustainable way um when like inflation is outpacing, energy prices are outpacing um what we're getting from the state. Um I think it's important to really try to continue to be fiscally responsible, to do as much as we can with what we have, whatever that number seems to be. Um and I think we saw was it last board meeting or was it just at the work study session where we saw our graduation rates, for example, um are now in like the top half of the state and that we're kind of pulling the average up. Um and for as high poverty a district as we are and for how um low on that AMSD district per pupil funding we are, um I just want to commend I don't know, the cabinet and the just all the work, the teachers, the staff, the parents, um everyone who works so hard for our kids. Um it's remarkable, but I also know that it causes a lot of stress when they hear by December or so we start forecasting um and principals have to start thinking about how they're going to um help that gap get get closed, get filled, um and and how much we can do. So, um I wanted to say that at the work study session, I wanted to ask for more, um but I also saw the results of our last um election and um having two questions, we definitely decided that it's easier. We don't want someone to say, "You're you're asking for a lot in this question and a little in this question and I'll I'll give you a little, but I'm not going to give you a lot." when um we've been really thoughtful about what we're asking for and what it's going to be used for. Um and I think this is some of the messaging that um if we approve this later tonight, that we need to start to start getting that out. Um, I think what we know that this is not an easy time economically for a lot of people. Um, helping them understand that despite really confusing ballot language that is prescribed by the state rule. Um, that we're not asking everybody to give us another $800. Um, or if they have four kids not we're not asking them for $3200. We're just asking them for um, you know, that that portion that would increase in the property taxes like you said about $20 a month for kind of the median home in our area. Um, and that as a board we wanted to keep the ask under $1000 per student. We want to make it as known as possible that we're we're kind of we're not We're we're shooting for the moon hoping to land among the stars, right? Where we see the need and we also understand our community. Um, and kind of what we need. So I don't know if anyone has anything else to add, but I One thing I'll add to Katie to what you're saying is I think it's [snorts] important to know that even if we were to pass this, um, we're still going to be on the low end of metro school districts, um, in terms of how much we collect per people in terms of local property taxes. Um, I think it's also worth noting that part of why we want to get this decision made early, um, now in April is so that we can begin to work on our communication plans. Um, one thing that we in analyzing our voter turnout from November, this past November, extremely low voter turnout. Um, and so part of going out this year during a midterm election is that more of our community by the very nature of it being a midterm election is going to go to the polls and um, we know that we want to make sure that when our voters do go to the polls they're educated about what our ask is and what that means for us. And I think to your point what you were just talking about Katie, how do we make this as simple as possible so that people aren't confused cuz that was something that for those that did vote last November, there was a lot of confusion about what that ballot language actually means. And so by getting ahead of this and deciding this early um, allows us more time to help really get that message out and help people understand what the ask really is. Yeah, I think um, Katie summarized it really well that um, I just want people to know that we've really agonized over this. Um, but we really feel like we owe it to students and our families and our residents to do the best that we can for the district. Um, you know, the setup in Minnesota is that the state gives you a certain amount of money per child. It's not enough. It's not enough to do what we need to do to turn them into to help them become the citizens that we want them to become. So, it's local effort and this is what excuse me, we all do all over Minnesota. It's local effort. So, um, so I I understand that this is uh um, hard for people because they're financially stressed, but it's it's it's an excellent investment in our students, in their property values, >> [laughter and gasps] >> um, in business. It it's really an excellent investment. And so I think we're doing the the wise and fiscally responsible thing to ask again this uh November. So, thanks. Okay, thank you. I got a few more things to go over with you uh during the report section. We're going to move on now to uh FY27 in our capital budget. Uh so tonight we will be reviewing the FY27 which is next school year, 2026-2027, uh capital budgets and seek your approval during the action items on the agenda. The capital budget is part of the district's overall budget in the general fund which you all will formally adopt in June. Um, but our our practice and our normal process is when that we bring portions of the budget to you prior to June for your approval. A capital revenue is generated both from state aid and property tax levy which was approved back in uh December of 2025. As shown here, our revenue is expected to remain relatively stable for next year. Capital revenue is part of the general fund. However, it is restricted to specific uses including equipment, uh furniture, technology, certain personnel costs, building leases and rentals. Any unspent funds at year end are carried into a restricted fund balance and remain available only for capital related purchases. We do have several leases across the district and this slide outlines those costs. These include activity related leases as well as facilities leases such as Next Step. Uh portions of our broader uh construction and facilities plan are also reflected here. Additions that Castle and Richfield Elementary Schools were completed prior to the voter approved bond in 2019. Operating lease revenue is generated through the property tax levy. However, it is accounted for separately from the operating capital revenue within the levy. Uh so next we'll move on to the actual allocations across departments and programs. So beginning this year, uh we did centralize our capital requests and plan to continue this approach moving forward. The one exception with this approach is our high school activities programs will continue to receive capital allocations based on their projected enrollment. Some of the rationale that we made when centralizing these requests, most of our major construction projects are concluded uh reducing the need for school based capital purchases. Recent requests have largely focused on technology which is effectively managed more through centralized purchasing and planning. And some high cost instructional items require specialized certifications or review and a centralized process ensures that appropriate oversight is taking place by district level administrators. So this slide shows the proposed breakdown of capital funds by departments, programs, activities and leases for fiscal year 27 which again is next school year, 2026 and 2027. And with that I'd be happy to answer any questions. Great. And again we uh previewed this back at the April 14th work session and um, wanted to make sure we brought this up again for uh before you're asked to approve this later on in the agenda. All right. And the last thing that I have right now for you is about budget revisions which again we previewed back on April 14th. And so each school year uh budget revisions are presented to the school board at various times throughout the year uh due to changes and adjustments that occurred after the budget was approved by the school board back in June. So we have three funds for budget revisions tonight. Fund one is our general fund. Uh we are seeing a revenue increase of about $1.1 million and is a zero net increase and a zero net increase in expenditures with just re-reallocation within the general fund budget. So fund two, there was an overall revenue increase of $173,000 and an expenditure increase of $500,000. I do want to address a question that came up during our work session as we previewed these budget revisions. The question was around whether the two separate $300,000 revenue adjustments were indeed separate and they are. One is for the after school grab and go dinner program and the other is for various federal revenue for free and reduced price lunch. In fund four, we see a revenue decrease of $425,546 and a an expenditure decrease of $84,121. And so again these budget revisions were previewed during our April 14th work session. I'd be happy to answer any questions, but there will be an action item for you to approve these later on in the agenda. All right, thank you. Thank you, Director Anderson. Um, and then Superintendent has a report, but um, Christine, I think do you have anything? [clears throat] Okay. I actually do not have anything to add this evening to for my part. Okay. >> Thank you. Um, so we're going to move on to our action items. Uh first up is our acknowledgement of contributions um, by Caleb Anderson. >> [clears throat] >> Minnesota statute 123B .02 permits school boards to receive for the benefit of the district bequests, donations, or gifts of any proper purpose and apply the same to the purpose designated. In that behalf, the board may act as trustee of any trust created for the benefit of the district and for the benefit of the pupils thereof. Therefore, the director of finance recommends the following resolution. Be it resolved by the school board of Independent School District number 622 that the school board accept with appreciation the following contribution and permit its use as designated by the donors. And our donor is the North Saint Paul-Maplewood-Oakdale Rotary Club who has donated $500 to help purchase books given to children at their early childhood screening appointments. Um and that brings the total fiscal year 2025-2026 monetary contributions to $37,615.86. Okay, could I get a a motion and a second? So moved. Moved by Anderson, uh seconded by Livingston. Um any discussion? All right. Um all in favor say aye. Aye. And all opposed say nay. All right. Um so those are um accepted. Next up we have um the 2026-2027 capital expenditure budget. Let me pull up the resolution. Um and so be it resolved um that the school board of Independent School District number 622 approve and adopt the 2026-2027 capital expenditure budget as presented and per the attached capital budget plan. Could I get a motion and a second? So moved. All right. by Swore. Second. Seconded by Livingston. Um any discussion? All right. All in favor say aye. Aye. And all opposed say nay. All right. So that one is um adopted. And then the next one is um uh Yep. Uh it's the 2020 adoption of the 2025-2026 April budget revisions. So uh be it resolved that that the school board of Independent School District number 622 approve the 2025-2026 budget revisions as presented. Could I get a motion and a second? So moved. I second. Moved by Swore, seconded by Anderson. Any discussion? Um all in favor say aye. Aye. And all opposed say nay. Um so that one is also adopted. Um and then we have the 916 LTFM. So Chair Yang, as a member of as a member district of 916, this is an annual approval. Uh we are responsible for our portion of the cooperative's long-term facilities maintenance maintenance expenses. Each member district's allocation is determined using a blended formula based on net tax capacity and adjusted pupil units. Our district's share under this formula is $67,228. And so the resolution approving this allocation is included for your consideration this evening. All right. I'm just looking for the resolution. Sorry. Um All right. I'll just I'll just say be it resolved by the school board of Independent School District number 622 that we approve the 916 LTFM as described. >> [laughter] >> Um could I get a motion and a second? So moved. All right. Moved by Natarajan, seconded by Livingston. Any discussion? All right. All in favor say aye. Aye. And all opposed say nay. All right. So that [clears throat] is um that. You know. >> [laughter] >> It's moved. Um and then a resolution calling the election. Let me go ahead and open this up. This part of the meeting moves really fast, so I can't keep up. >> [laughter] >> Um So this is a roll call. Um can I just read the first section or Yeah. Okay. Um be it resolved by the school board of Independent School District [clears throat] number 622 um of the state of Minnesota that the school board hereby determines and declares that it is necessary and expedient for the school district to increase its general education revenue by $800 per adjusted pupil unit. Um is that a good enough? Yeah. Okay. Um could I get a motion and a second? So moved. Oh. Uh yeah. That's right. Anderson. Second. And [laughter] seconded if by uh Rosemark. Um And then May is going to do the roll call. Rosemark? Aye. Livingston? Aye. Anderson? Aye. Yenner? Aye. Natarajan? Aye. Swore? Aye. Yang? Aye. All right. So that um passes. Thank you. Chair Yang, can I may I add one thing? Yes. Uh and so after this legislative session is over, we also have to um approve a resolution to call for the school board openings. And so that will take place after the session is done. Uh then our attorneys will prepare the resolutions and you'll have action on that at a later meeting. All right. Thank you. Um and so next up we have our um human resources action items. >> [laughter] >> It's been quite a month. Well, good evening, Chair Yang, Superintendent Osorio, and members of the board. One of the five resolutions I'll be bringing tonight is termination of the added teacher assignments. So each year added work and extracurricular assignments under the teacher contract are discontinued at the end of the school year. This ensures that these assignments are not considered part of the teacher's continuing contract and provides flexibility if funding for those services are uncertain for the following school year. Therefore, I'd like to recommend approval of that resolution. All right. So be it resolved by the school board of Independent School District number 622 that the additional work assignments and extracurricular assignment portion of all teacher contracts be terminated effective June 8th, 2026. Could I get a motion and a second? So moved. All right. Moved by Swore. Second. Seconded by Anderson. Um any discussion? >> [clears throat] >> All right. All in favor say aye. Aye. And all opposed say nay. All right. Um that is approved. Thank you. Thank you. Second resolution is termination of probationary teachers. The individuals listed um in the following resolution are probationary teachers recommended for non-renewal and termination at the end of the 25-26 school year. Therefore, I'd like to recommend approval of the following resolution. Be it resolved by the school board of Independent School District number 622 that the additional work assignments and extracurricular assignment portion of all teacher contracts be terminated effective June 8th, 2026 and hereby terminated at the close of the 2025-2026 and non-renewed for the 2026-2027 school year effective June 8th, 2026. [clears throat] Could I get a motion and a second? So moved. All right. Moved by Yenner. Second. Seconded by Anderson. Um any discussion? All right. All in favor say aye. Aye. And all opposed say nay. All right. So that is approved. All right. The next resolution is for the SEIU paraeducators agreement. The dis- The district has reached a tentative agreement with SEIU representing the paraeducators group of the district for the contract period July 1st, 2025 through June 30th, 2027. The membership of SEIU voted and ratified the agreement. This is a proposed two-year agreement covering years 25-26 26-27. The terms and conditions of the agreement include a 3% increase to the salary schedule in the first year of the contract and a 3% increase to the second year. For year one, there will be no changes to the district's health insurance contribution. Beginning in year two, the district contribution for employees enrolled in the HSA plan will be increased to match the pre-98 contribution level. This will result in a uniform district contribution for all employees in the para group. The district contribution will be $803 for single coverage and $1,885 for family coverage. This change only applies to employees enrolled in the HSA plan. In addition, there was contract language that was added and updated to reflect current and best practices with our paraeducators. Therefore, I'd like to request that this uh resolution be approved. All right. Be it resolved by the school board of Independent School [clears throat] District number 622 that the 2025-2027 paraeducators agreement be approved. Could I get a motion and a second? So moved. All right, moved by Rosemark. Second. Seconded by Swore. Any discussion? All in favor say I. I. And all opposed say nay. All right, so that is approved. Fourth res- The fourth resolution is with local 70. The district has reached a tentative agreement with the International Union of Operating Engineers Local 70, which represents our custodial and bus driver employees of the district for the contract period July 1st, 2025 to June 30th, 2027. Membership of the local 70 has voted and ratified the agreement. The terms and conditions of this agreement include a 3% increase to the salary schedule for the first year of the contract and a 3% increase in the second year of the contract. The district contribution towards the medical insurance had no increase for year one and for year two, a district contribution increase for full-time employees on the the health savings plan changed from $730 to $703 for single and the $1,713 to $1,885 for family coverage. In addition, contract language was added and updated to reflect current and best practices. Therefore, I'd like to recommend the following resolution. Be it resolved by the School Board of Independent School District number 622 that the 2025 to 2027 International Union of Operating Engineers Local 70 agreement be approved. Could I get a motion and a second? So moved. Second. Moved by Rosemark, seconded by Livingston. Any discussion? All right, all in favor say I. I. >> I. I. And all opposed say nay. All right, that is [clears throat] approved. The last resolution for tonight I'm sorry, what was that? No, I just thought I'd ask because you've been busy. >> [laughter] >> My last resolution for tonight is um with SEIU again, now representing the licensed practical nurses. >> [snorts] >> We have reached an agreement and the membership of the LPN group voted and ratified the tentative agreement. The terms and conditions of the agreement included 3% increase to the salary schedule in the first year of the contract and then for year two, the wage scale will be collapsed with a base rate of $26.50 and the additional licensing differentials will be provided on top of that, which be $4 for LPNs and then $4.75 for RNs. The district contribution towards the medical insurance has no increase for year one and for year two, a district contribution increase for employees on the health savings plan increased from $730 to $787 for single and for family, it'll go from $1,680 to $1,848. Year two will also add a three-year longevity step starting at 50 cents per hour. In addition, language was added and updated to reflect the current and best practices. Therefore, I'd like to request um the following resolution. Be it resolved by the School Board of Independent School District number that the 2025 to 2027 Licensed Practical Nurses Local 12 agreement be approved. Could I get a motion and a second? So [clears throat] moved. Moved by Natarajan. Seconded by Rosemark. Um any discussion? A general thank you to um Amelia and your team for all the long hours you put in. Amelia and Josh were in all those meetings. Um and is are these the our final contracts for this We have one more um for next month with SEIU again and that'll be for educational assistants group. Okay. Um but great work. Yeah, thank you. Long hours. Yeah. Yeah, thank you for all your work on these and also just want to say thank you to you know, the pair educators, the custodians, the bus drivers, the nurses and all those in our buildings who really make our our buildings work and operate so that our students can continue to to learn and grow. So, so thanks everybody. Thank you. All in favor say I. I. I. And all opposed say nay. [clears throat] All right, so that is approved. Um and then next up we just have to set the agenda and location of the next work study session. Um so I recommend that the May 5th, 2026 work study session uh be set for May 5th uh beginning at 6:00 p.m. at the District Education Center in conference room 202 um and then contain the following agenda items: budget planning, superintendent check-in and board check-in. Um could I get a motion and a second? So moved. Second. Moved by Swore, seconded by Anderson. Um any discussion? Anyone add anything? Oh, but that's next week. Yes, it is. Okay, all in favor say I. I. And all opposed say nay. All right, um and then we have board communications. Rosemark. Yeah, um so many of us got back from the NSBA conference, which was a really terrific experience. Um really enjoyed that, getting to know fellow board members, but also learning a lot more about education policy as well. Um and then I also had the opportunity to speak to the the the Tartan DECA class as a kind of a guest speaker, which was a really full circle moment given that I was the DECA president in my in my day. So, uh really a uh wonderful students who had really terrific questions. So, really great group. Yeah, I also was able to go with fellow board members to the San Antonio conference. Um it's always uh fascinating to hear about um hear from public education leaders from across the country and what issues they're facing. We heard a general assembly uh speaker uh speak about AI, for example. That was very interesting. Uh it was it's uh and we I I came back with a couple of uh uh potent ideas that we'll be talking about later. Um also, locally, um I attended the uh Weaver Elementary School carnival and Tim and I were in the kissing booth. But >> [laughter] >> but it was not kiss It was Hershey kisses is what we were doing, you know. So, there was no like yeah. Anyway, >> [clears throat] >> uh but it was very fun. And also then um and then because my grandsons go there, you know, I went to the second grade um music um concert and I'm always amazed uh uh parents are so hungry for um those kind of events and the attendance is just amazing, you know. They're all there and uh and the kids are so comfortable on stage. They're just so comfortable. They're just not scared at all. They're just belting out those songs and it was it was really fun. So, thanks. Um I also got to attend uh the National School Board Association conference um and uh I really enjoyed my time with with uh the school board um colleagues um and uh it uh it it was very interesting AI and some of the other topics that um they presented on and uh it's always just good to kind of hear what school board members um are um kind of facing um across the country. Um there's plenty of of of things where we're all kind of facing the same types of issues and then um definitely uh there's things that are are unique to us or to them. Um but it's just a great really valuable time uh for us as a board to um just grow our relationships together and uh just uh kind of stay informed about the latest um trends and opportunities and and things that we got to be prepared for. Um and um um next week I'm hoping to make it to uh power up event at Richardson um cuz I I saw it Katie and her son went to one of the power up events. Um or maybe you were going to mention that. Um so I won't talk about but it looks cool, so I want to go to the one at Richardson. Yeah, I also attended uh the National School Board Association uh conference and it was really inspiring to uh listen to these national speakers talk about the trends and where um public education is headed and um and uh it was nice to really uh have a nice retreat with the school board member. It was really nice uh team bonding time, so thank you for that. Yeah, and I think one of my one of my big takeaways from NSBA this year, aside from um getting to spend time with everyone and really working together as a board, is how many of the sessions highlighted things that we as a school district are already doing. Um I I attended a great one about um social emotional learning and how important that is and I think we heard tonight how early that starts here um and how that's interwoven in our our curriculum um uh heard about the as a the how we can be more effective and part of that is spending 50% talking about what students know and can do. Um and I think these presentations at the beginning that we are really focused on, we're really interested in hearing about what's happening in our district and um ways that we can continue to support that learning through all of the grade levels through our presentations throughout the year. It's really nice to see um that we're um we're already doing a lot and and like Nancy said, we also came back with some ideas um that we can implement or ways especially >> to increase community engagement, um make our presence known a little bit more in the community and make sure we're bringing all of that information back to our board meetings and policies and things. Um yes, power up at Carver. It was a beautiful sunny day and the those solar panels are getting lots of electricity and just seeing how excited all of the the students were and I I missed the one at um Justice Alan Page yesterday um where the weather was the exact opposite and the solar panels were not producing anything. Um but then that's a really good discussion too about what do we do in those times, right? Um I think that's really important to understand. Uh shout out again to the students at uh Tartan for putting on a really great production of Pippin. Again, blown away by the talent that they have and I'm looking forward to seeing Puffs um at North on Friday this week as well. Um and then uh we spent the uh afternoon today um Superintendent Joe Osorio and Chair Yang and the members of the cabinet um were down in Prairie Island with Ti-Nspire um doing our Tribal Nations engagement um and talking about the work of American Indian Ed in our district and a lot of the successes that uh we saw on like the graduation rates recently and how hard people are working on education, I'm sorry, attendance, um educational outcomes and things and it's just really great to see again that focus and the strong team that we have here. So, shout out to all of them and a giant thank you to everyone. Oh. Also, I'm really excited that field day is happening. That's awesome. That's cool. Um I did not go to to NSBA, so I >> [laughter] >> was the only one. Um but um I last month attended an Iftar um over in Afton um it's so uh what's really great about being on the school board is we get invited to some community events and so that was um really it was an interfaith Iftar um and so that was really cool to be able to um break fast with with other individuals. I also saw Pippin. Uh Katie and I attended last week and so um just blown away. My son was like, "Be prepared. The the lead singer will have to do, you know, a lot of acrobatics with their voice." And and he was he was very right. So, um it was very good. Um I did go to the solar event at Justice Alan Page yesterday. It was really fun and when I talked to Sarah because of the cloud, she said that the solar panels still work even with the clouds out. [laughter] So, it was uh it was a very interesting fact to to learn. So, um and the students were really excited and I got to uh flip the switch. So, it was a very fun. Uh so, there's this giant um light switch that a um the North students at the wood shop created. It was really cool and it was like we got to switch it. So, >> [laughter] >> um and then we did the the Ti-Nspire uh tribal consultation today. Uh but regardless, like all these events that's going on is um at the end of the day, there's so much going on, but our staff and uh administration continue to show up, um continue to provide all these uh opportunities for our students and so um it's just exciting to be continue to be a part of this. Uh the school year is almost done. So, to everybody watching, you know, let's let's finish strong. So, all right. Um that's all I had, but we have to our future board meeting dates is May 5th, um 2026 our work study session and then May 19th is our business meeting um here in the board room at 6. Um could I get a motion and a second to adjourn? Moved by Nancy. Seconded by Swore. Uh all in favor say I. I. >> [laughter] >> Uh meeting adjourned. Thank you. Um I won't be at the May 5th meeting.