[3:52] recognition oh there you go i heard it did you okay we're going to start tonight with a recognition there we go [3:58] okay so why don't we have our representatives from the boys track team [4:04] and coaches come on up and we'll have you come stand up in front of the screen here [4:17] so as a former track coach from [4:24] over 25 years ago now um I had the opportunity to teach and [4:29] coach our student athletes in something called the Minnesota True Team Championships and the difference and [4:38] coaches you can correct me if I'm wrong here uh the difference with true team rather than a regular state meet is they [4:46] really check the team side of your your uh your team out and that by that I mean [4:53] is it two people per event class AAA is three people per event score we were 2A [4:59] so it was two and a half I think so so three people for per event compete against all the other teams in this [5:05] section and they go on to state and based upon the scores of those three people and we do relays as well uh a [5:13] state champion is crowned and so what it really does it not only tests the uh [5:19] some of the individual skills of the team but it also so uh tests the uh [5:25] depth and really the team nature of it and so We have and I don't know coach is [5:31] this our first two team championship or how many we had here we have this is our fourth one alto together and the last [5:38] time we won was 2000 and or sorry 1997 [5:43] okay well I was still coaching holy cow so that's been a while so um quite a feat here and uh I'll just [5:50] turn over to you anything you want to say or introduce or No this is um this [5:56] is a a group of representatives we have all of our seniors here all of our captains here oh and then uh an EMTT [6:02] Valley who uh who's one of our younger throwers here but was also competing at the state true team meet so um as Dr [6:11] funk said it measures a true measurement of of how deep you are on as a team and [6:18] and how good your team is whereas the meet that we were just in um you might [6:25] only have six guys who scored we had over 40 guys that were participating in [6:30] the state true team um meet and representing our city and and our school [6:36] and they did a fantastic job winning our first state meet since 1997 in which I [6:42] was an athlete on the team and Edie here was just starting to come into the high [6:47] school at that time so we've come full circle over the course of uh um well [6:54] when I was a kid and got to come over and take over as a head coach of this program so um these guys have a great [7:00] honor that they get bestowed upon them being a true team champion [7:06] it's our main goal when we come into the season is to win this meet and we've [7:11] come close in the last four years we've been fourth place over the last four years and it came together on a windy [7:19] rainy night as most of our track meets were this year um and they performed [7:25] beyond what uh what expectations could be met so um if any of the the guys want [7:32] to speak we just introduce Yeah maybe also events that you guys do [7:38] as well yeah events and names great sure my name is Liam Nice i was I'm the uh [7:43] verticals captain i do pvault uh high jump and long jump and I was a senior [7:49] this year i got third at uh the individual state meet um and I'll be [7:55] doing taking my talent to a player in Wisconsin next year as a captain awesome [8:00] uh my name is Dylan Rker i'm the distance captain and my events are 800,600 and 3200 and occasionally the [8:09] 4x4 but not too much and then I was able to sneak on tonight for the mile this [8:14] year in the individual state and then I'll be taking my talents two to Marquette University in Milwaukee next [8:20] year for cross country and track i'm Anna Valley i'm an incoming junior and I [8:25] throw discus in my name is Tyler Colonel i'm the throw captain i was just a [8:30] junior last year and I'm throwing how'd you do at the state meet this year [8:36] uh I won just skip that part stop breaking stop [8:42] breaking uh I'm Taylor Young i do long and triple [8:48] jump and I ran in the 4x2 at Individual State i'm Quinton H uh I'm the sprints [8:54] captain and I run the 400 and I'm in the 4x2 and 4x4 i'm Chase Johnson i'm I was [9:00] a senior last year and I do high jump and long jump davis Roll said and I ran [9:06] the 4x8 and we got sixth at state great very cool guys any questions or comments [9:12] for the team here the state champs [9:17] yes how are we looking for next year live we're going to have the same goals [9:23] next year is that we have a good team coming back and um these guys are great [9:28] but uh we've always tried to run a team where the next guys come up and they've [9:34] learned from these guys so I I give these guys props for for teaching the the guys behind them how to to be what [9:43] we've been looking for cool [9:48] great thank you guys [Applause] summer [9:56] it is finally summer thank you yeah exactly congratulations thank you [10:05] me too i'm good at it but so Quinton was a neighbor of mine i'll take credit for [10:11] his Our kids used to play together i should have seen it in him then [10:18] all right now we're going to move on to public comment [10:23] uh we have two speakers tonight our speakers can come sit at the table um [10:31] we just need to probably move that mic if someone could do that i'll read the um the expectations and then we'll call [10:38] up our speakers the school board encourages community input while comments and questions are welcome law [10:44] prohibits the board from discussing concerns about individual employees or students in a public meeting the board [10:51] will not deliberate discuss or engage in conversation with speakers however the board may ask administration to review [10:58] the concerns presented speakers must present their testimony in a respectful manner vulgarity character attacks [11:04] malice or specific complaints identifying staff or students by name or implication will not be permitted we [11:11] will stop the proceedings immediately if employee or student privacy issues are raised and direct the speaker to forward [11:17] those comments regarding individual employees or students to the superintendent with that our first [11:24] speaker is Mike McCarthy [11:29] policy and statute require our schools broadbased accountability to our [11:34] community and just not to employees and political parties accountability policy [11:39] 616 says curriculum advisory committee shall provide an active community [11:45] participate participation in reviewing the district and curriculum plan and [11:50] that it shall ensure an active community participation in all phases of planning [11:55] and improving instruction and curriculum school employees are not standins for the rest of us tonight our public [12:03] accountability policy is being brought up for revision a year earlier than scheduled just as controversial new [12:09] state curriculum standards go into effect this summer unfortunately for years this board has simply refused real [12:15] public engagement to instead use undemocratic practices of idea suppression deception and dehumanizing [12:22] disparagement of those not embracing progressive ideologies what democracy [12:27] needs from you tonight is this ensure use of this public engagement process [12:33] when revisiting policy 616 direct that at least twothirds of the curriculum advisory committee not be [12:41] employees or family members substituting for the broader community specify [12:46] committee reports include minority opinions and suggestions so you can make fully informed decisions in full public [12:53] view when earlier revising policy 606 to hide curriculum in classroom material [12:58] selection approval and purchase from the public over 270 of us petitioned this [13:04] board to apply this public process and we were refused [13:09] worse than refused during the school board meetings the public was repeatedly and falsely told [13:16] by the board that it was relying on input from parents and community in truth the committee referenced by the [13:22] board was 100% school employees expressing their wanting to exclude [13:27] parents and community from the process the lie was so frequently and knowingly [13:33] repeated that it was clearly an intentional deception further the challenge process is so [13:38] limited and burdensome that few right-minded persons would waste their time with it exactly the result intended [13:44] to tell the public that this is none of your business revising media and books policy 606.5 to hide acquisition and use [13:52] of sex picture books to instill perverse sexual beliefs in preschool and grade school children while without telling [13:59] their parents we again asked the board to use this public engagement process [14:04] and you again refused video record will show that there are no parental or community input none at all only staff [14:12] input to again exclude parents in the community involvement by offering an ineffected convoluted bureaucracy with [14:18] no effective recourse this is how democracy dies [14:24] hidden behind an iron curtain of deception and defensive bureaucratic processes instead engage in the public [14:32] participation don't fear it please defend democracy [14:39] our next speaker this evening is Nance Purcell [14:49] hi hi good evening nance Purscell i live at on Abbott Street in Stillwater um I I [14:56] actually want you to engage in staff participation um uh I'm I'm going to [15:02] comment on three things tonight reading and libraries um [15:07] uh block scheduling and board communications um [15:13] reading is a hot topic in the district we've got a new program and at the same time we've relieved media specialists of [15:21] their jobs and uh as a AP proctor in May I went to the library i'm in the high [15:27] school occasionally to sub and the library looked like a library two years [15:32] before the last time I'd been in there it looked like a very expensive storage area no color books weren't on the tops [15:38] of the shelves it sit kids sitting around with their cell phones it looks like a library and I think it's acting [15:45] like a library and I think it's a very important resource to have at the high school and at our elementary schools um [15:53] furthermore uh just want to comment one more time i was here in January i might you may see me again black scheduling is [15:59] a misstep a 70s program to that's expensive that doesn't bring our [16:05] district forward by encouraging AI training i mean there's there's a lot of [16:11] stuff that our kids are going to be to have dumped on them in the next few years after they graduate and even now [16:16] and I would like to see us be a bit more progressive in that regard from the standpoint of staff development and [16:23] preparing our students for the world they live in um with regard to board [16:28] communication I've talked to um a friend who said disscent had been brought to the [16:35] board not unlike Mike's comments with regard to democratic process and then they got their hand slapped by HR i [16:42] don't know you know I didn't send you guys an email and I probably won't do it anymore because what's the deal you know [16:48] somebody communicates with the board and then gets a call from HR at least one i [16:54] don't know if there were others i can't give you much backstory on that so I [16:59] want to urge you to take into account public opinion take into account teachers opinion get out in the schools [17:06] it's a pretty demoralized staff right now i know you can't fix everybody make it [17:12] good for everybody to be happy but I think we can do better for our students thanks very much thank you [17:19] that concludes our public comment and with that we'll call this meeting to order joan roll call please [17:27] here [17:42] stand for pledge of allegiance i pledge allegiance to the flag of the [17:49] United States of America and to the republic for which it stands one nation [17:55] under God indivisible with liberty and justice for all [18:02] okay I am going to go ahead and make a motion to approve tonight's agenda can I get a second second great director [18:10] Theelander with the second all those in favor of approving tonight's agenda raise your hand and say I i i opposed [18:17] agenda passes we'll move on to our superintendent report for this evening [18:23] tonight I'm going to be talking about uh the recent activity at the legislature before I do that I would like to take a [18:30] moment to acknowledge the tragic deaths of Representative Melissa Hortman and her husband Mark and pray for the speedy [18:38] recovery of Senator John Hoffman and his wife Ivette you know I have been in a [18:44] public a public official for a number of years and I have seen the rhetoric in [18:51] our world uh become more and more divisive and and you were all at [18:57] graduation and I think you heard me talk to the students and and the uh the families there about how you know we [19:04] need to start um bringing people together and I just it [19:12] it's just uh it's just so tragic that uh we have um people who give their lives [19:20] just as you do as as elected officials to try and make a positive difference and then um things like this occur so um [19:28] just want to publicly acknowledge um all of our elected officials and thank them [19:34] for what they do and nobody signed up uh for what happened this weekend so thank [19:39] you all right for that now moving on to the legislation legislative update so [19:44] there's some good news um so there's some mixed news and there's some not so good news in the in the update I'm going [19:51] to provide you tonight um so one of the things we're talking is unemployment insurance and one of our concerns as a [19:57] district has been whether or not u and we're talking summer unemployment for our hourly uh employees who don't uh um [20:06] work in the summer so the state has agreed to continue to fund um with another hund00 million uh summer [20:14] unemployment insurance so that's a positive for the district we didn't know where that was going to land teacher [20:19] pensions which is a positive for our our uh teaching staff and some of our administrators it's lowering the uh uh [20:27] early retirement age from 62 to to 60 with teachers who have 30 more or more [20:34] years of service it's reducing the early retirement panel penalty to 5% but then [20:41] they have some other pieces they're adjusting within there so it's probably about a two and a half uh percent [20:47] reduction per year for teachers who retire early um so that's another positive for them um it's how we're [20:55] paying for this we're receiving another $20 million in state aid the district is because the TRA portion is going to go [21:02] up and the state will pay for that so that's a positive for us um and then the [21:08] remaining will be drawn from to the TRA uh fund which is paid for um through [21:14] their pension performance um data request this is an interesting [21:20] one it allows a government I'm not sure how this one's going to work allows a government entity to suspend a public [21:25] data request if after five business days the requesttor fails to inspect or retrieve the data that's been prepared [21:32] so my thought is okay they don't come in and view it all right then what do they do on day six make another data request [21:40] um so I'm not sure how that helps us i'll have to get a little more clarification on that uh parent [21:46] directory information clarifies that parent directory information is private [21:51] next slide um this is a good good news for schoolboard members i think people have [21:57] been trying to get this done for a number of years allows members of a public body to participate remotely in a [22:02] meeting governed by the open meeting law so basically uh we have to have somebody here but you don't have to give your [22:09] address and where you're going to have to be in the future or where you're going to be it doesn't have to be posted on the agenda 3 days in advance [22:17] um newspaper publications when a local newspaper ceases publication allows a political subdivision to post notices on [22:24] its website and on the Minnesota newspaper association statewide website [22:29] until another qualified newspaper can be identified um so in some places in [22:35] outstate Minnesota newspapers are folding and the local communities don't [22:41] have newspapers to post their information in so this is the workaround for that [22:47] um earn safe and sick time um it provides a bit more uh parameters for [22:53] the employer so they can request that documentation if people are utilizing earn safe and sick time after two [22:59] consecutive days of uh uh work um paid leave which is going to go into effect [23:05] here I think it's after the start of the year after Jan in January um it [23:11] decreases the contribution amount from 1.2 to 1.1% [23:16] um we were trying to get that 5050 into law between employer and in employee [23:23] group that didn't happen um and then we have a teacher apprenticeship comp competitive grant program that uh they [23:31] allocated 3.5 million so those are key points there's some other pieces that [23:37] don't necessarily apply to the district the other one that does and we don't have a calculation on it is they're [23:43] going to reduce the food service reimbursement um that we receive and we'll get a calculation on that uh when [23:49] we get a a better figure on what that's going to look like so questions on this before I get into the the financial side [23:56] of things i had a quick question on the um summer unemployment the hundred [24:01] million do we how long is that expected to last and I would say couple years [24:06] okay i think it'll last through the bienium okay cuz I think the previous was 87 million and that lasted through [24:15] this bianium so I believe we'll be okay okay thank you [24:22] any other questions okay we'll roll on to the u the [24:29] financial implications of the uh um legislative session [24:38] and I just want to acknowledge uh we've got Representative Wayne Johnson here tonight he's he can wave to to the [24:44] audience thanks for showing up tonight and being here um so here's the [24:49] financial impact of the session so on uh 22825 [24:55] February 28th the state came out and said okay we're looking at the consumer price index the inflation formula moving [25:02] forward is going to be 2.74% increase to the general fund which is a real positive for us as a school district [25:09] because okay we're going to get more than 2% and any year we can get more than 2% we see that as a really good [25:15] thing well then the then the session came in and they realized that they've got a significant budget shortfall [25:20] coming their way in a couple years and we've been negatively impacted by it so [25:28] when we built our budget we built it based upon numbers we knew that we [25:34] currently had in current law the numbers you're seeing in red here are impacts on [25:40] the budget that shifted or changed so there was a lot of talk at the budget in [25:46] the legislature about around compensatory revenue and how we're going to hold districts harmless they did a [25:52] better job than what we thought was going to come our way but we're still impacted to to the tune of $167,000 [26:00] we're losing um in compensatory revenue for next year if you look at 25 26 year [26:06] versus 24 um special education transportation [26:11] revenue you can see the we're starting to see a reduction in that it's going to go from 100 to 95 is it going to 90 i [26:17] think it is uh in a in a couple years um so you see the the revenue there and we [26:24] just had a discussion on transportation at one of our more recent board meetings so that's a a real negative drag on the [26:31] district student support personnel aid we didn't see this coming at all um we [26:37] currently receive $48 per pupil in student support personnel aid and the [26:43] state adjusted that down to I think it's 30 or what is it 30 and 25 cents I think [26:50] is what it is so that was an unforeseen reduction of $168,000 [26:56] school library aid we um that's an additional reduction or a reduction of [27:02] $52,000 so total [27:08] reductions are looking at $739,000 from the session we had a increase of [27:16] 1.8 million and it has a net impact budget increase [27:22] so we're going to be saving about a million more dollars next year than um than what uh we had thought uh when we [27:31] got the budget number back in February so I had Marie this afternoon calculate [27:37] what that looks like you can see the number up there so instead of a 2.74 increase to our budget we're actually [27:43] looking at about a 1.62 with all these reductions [27:48] so um she's going to come up here in a few minutes and she's going to ask she's [27:54] going to ask for approval of the preliminary budget for this year and we we'll I think this will get sent to you [27:59] we just put it together this afternoon um but [28:05] so we're going to give you we're going to do the preliminary budget based upon what we know from the numbers we calculated before they settled we'll be [28:12] coming back in July with more of this information the the administrative team at this point is still trying to figure [28:18] out okay is that 739 is that an actual number that we're going to have to cut some more how much of that do we really [28:24] have to cut um and we will be back here in a few weeks to uh um provide that to [28:30] you but it's it's not a goodlooking situation and the future doesn't look um [28:38] very good either from what they're they're telling us um so subject to any [28:43] questions we may have a few questions here so so [28:49] and I'm sure Marie is going to cover it later but the budget that we had prior to this legislative actions was that 1.8 [28:57] calculated in or um the budget you're going to approve tonight has that 1.8 or the 2 the 1.8 [29:05] million calculated in yes okay but now it's only going to be the 1.06 okay thanks yes [29:13] but not tonight tonight all of these updates will be made in like the next we have yeah the team has to get together [29:19] and take a look at okay how just to be clear so like what you're approving is going to be you're it's going to be the [29:25] 1.8 number yeah yeah and that's where we had kind of said at [29:31] the last meeting that with the special session it was going to be kind of a revision right away in July most likely [29:37] so um and then you can see for 27 and 28 the impact going forward [29:45] okay any other questions so the 1.0 number sorry yes the 1.0 number at the [29:51] bottom is that net impact year-over-year so not pre current budget or correct [29:59] budget we're looking at okay good question [30:05] other [30:10] questions it's it's not great news i mean I I appreciate the effort that is made at the capital i mean it's not a [30:17] good um picture for the entire state and they're balancing a lot of priorities um [30:22] but when we are we've cut five million and then looking at more it's the [30:29] continued mandates and and training the READ Act I know has [30:34] more requirements correct for training and yeah we didn't talk we didn't touch base on that the the READ Act has um [30:41] basically what they're saying is I think starting in 27 any teacher who comes [30:46] into the district um will have to have if they don't get it in their colleges [30:52] or if they come from out of state the district will have to provide it we're going to have to to continue with the [30:58] program an ongoing program to um train staff in the in the science of reading [31:04] moving forward and there's no I don't think there's any funding coming that are going to be tied to that or no [31:11] new funding that's going to be tied to that right it's just a mandate that we're going to have to continue with [31:19] um yeah it's unfortunate the student support i think we've all seen um gotten [31:26] emails from counselors and we had to make some unfortunate cuts to those services and so that the support aid [31:32] does not help in those efforts um and so I know that I've been a big advocate [31:38] with um AMSD they have position papers on really trying to get legislators and [31:43] community members to understand the importance of um behavioral support and mental health in schools and that we've [31:49] kind of schools have become a de facto sort of source for those services that [31:54] remain relatively unfunded um so it's not good news in that area as well but [32:04] thank you yep any other last questions or we'll move on [32:10] we will move on um I do not have a report this evening so we'll move to [32:15] consent we have several items on consent tonight [32:22] items A through L [32:29] is there a motion to approve tonight's consent i'll move to approve great director Hawker with the motion is there [32:34] a second second great i'll go with Director Kelzenberg one second all those in favor [32:41] of approving tonight's consent agenda raise your hand and say I i opposed [32:47] consent passes we will move on to strategic direction A which is ensuring the learning process is adaptable to [32:54] meet individual student needs and our first item A is a report from Stillwater [32:59] Area High School and we have the principal Rob Bach here and um just to [33:05] remind the community these updates are it's a continuation of a series of [33:11] school every a lot of the principles have come in kind of given us a quick um update on how things are going in the [33:17] school what are some of the opportunities challenges um give us a flavor for what's going on so welcome [33:23] thank you for coming thank you yes thank you for having me um appreciate being here so board chair Sherman uh Dr funk [33:30] members of the board uh appreciate the opportunity to to come talk it's always um I always look forward to any [33:35] opportunity to to brag up Still Water Area High School so I'm happy to talk with you a little bit about um the work [33:41] that we've been doing in particular over the the course of this past year um Tony [33:46] you can go ahead and what's that gosh they actually trusted me i don't even get this at home so I'm not [33:53] used to having one um just a couple of demographic pieces [33:58] about our school um for free and reduced lunch we're currently just a shade under 20% of our students qualifying for that [34:04] um we have 3.7% of our students qualifying as multilingual learners 12.6% of our students uh on IEPs and [34:12] 25.9% of our our students are students of color um in terms of just some [34:18] context around some of those numbers those numbers have um gradually increased over the course of the the past several years and just again to put [34:25] a little bit of context on that for multilingual learners 3.7% of our population translates to a little bit [34:31] just a shade over a 100 students um that qualify for that extra level of support again as recently as just a couple of [34:37] years ago we were probably between 20 to 30 students and so that is an area that has um increased dramatically just [34:45] within the last couple years that we've had to to try to adapt to um special education 12.6% 6% of our students that [34:51] translates to roughly 350 um of our students give or take again as recently as a couple of years ago we were [34:57] probably down around the 200s the low 200s and so again those are numbers that um we've seen a a steady increase and [35:04] have demanded more of our attention and and more of our service [35:09] in terms of some of the strengths and and challenges and opportunities that I can outline for you tonight um strengths [35:16] um I listed off about five different bullet points there i'll talk a little bit about the the culture that we have at Stillwater Area High School which I [35:22] believe to be a very student- centered culture i'll talk with you a little bit about um some of the data that we track [35:27] with regard to our bar program and some of the social emotional learning pieces that we run at Stillwater High School [35:33] talk with you a little bit about college and career readiness as that is obviously an area of focus for us uh we'll talk a little bit about our tier [35:40] one MTSS structure and also our graduation rate as I believe that all of those things are are tremendous [35:46] positives about our school in terms of challenges and opportunities um we've talked before and so I'll elaborate [35:51] again just a little bit on the idea of the limiting schedule that we have the the current sixth period day schedule [35:57] and how that limits opportunities for students um we've seen some challenges recently with regard to our PSO [36:03] enrollment um and as the board knows I've presented uh last winter on on some [36:09] changes in terms of how we plan to respond to that um we have had some very [36:15] very recent challenges with regard to the number of online registrations that we're seeing with students and so that [36:21] is also representing something that we are currently in the middle of kind of pivoting on and and um developing a [36:27] strategy around um we have some challenges with regard to how we structure interventions at what we refer [36:33] to as tier two and tier three and um we're also seeing some challenges with regard to attendance but we'll we'll [36:39] take those kind of one bullet point at a time and and we'll start through the the strengths the first one being um our [36:46] student centered culture um we have a rule at Stillwater Area High School um [36:51] amongst our staff and uh we talk about it all the time in staff meetings and I just ask you know what's rule number one [36:58] and rule number one for us is we go for every student and this was kind of born [37:03] out of um the early days um way back in my career when I was a uh recovering [37:09] volleyball coach um when I was a really really young coach and you're looking for all the help you can get in terms of [37:15] how do I run a program and you know what do I need to reinforce with student athletes to to get good results um you [37:22] know you you beg borrow and steal and I had a laundry list of bullet points all of which were very important and I put [37:27] that into a document that I shared with our our players um at the start of every season you know you don't touch the net [37:33] you can't step over the center line blah blah just a number of kind of bullet points and one of the the pieces that was on there was go for every ball [37:39] you're familiar with the concept in volleyball if the ball touches the floor on your side that's a point for the other team and so we were trying to [37:46] develop a mentality that says that anytime a ball was going to go to the floor we will it'll be ingrained in us [37:52] that we're we're going to go to the floor to to to get that and after a [37:57] couple years of coaching as I was continuing to refine my list and and get that all put together I settled on that [38:04] as being the most important piece that we had on the sheet so out of the 12 or 20 bullet points that I had that I was [38:11] imparting on to my players we settled on on go for every ball being the most [38:17] important thing that's why we referred to it as rule number one i took that rule and I put that up at the the top and that became rule number one and all [38:24] of our players repeated that every single day in practice what's rule number one go for every ball they they [38:29] knew that and that became more than just a mantra for us as a team it really became our identity and fast forward to [38:37] um several years into my my principal job um at Stillwater Area High School we started up one particular um school year [38:45] as we were talking about some of the the changes in programming and philosophy that we were making as a building and I [38:51] outlined that idea for our staff and talked about the idea that you know when [38:56] it came to to playing volleyball the message to our players was that no [39:02] matter where the ball is you as a player don't get to decide that that ball is too far away for me to get your job is [39:09] to go for every single one and you may not get every single one but you will [39:15] get to balls that you didn't think were possible to get to and I threw that out onto our staff and I said "What if we [39:20] had a school where every single kid that came into school knew that every staff member was going for them every step of [39:26] the way?" We talked about that and we said "Our job at school is not to focus on all of the challenges that we have [39:32] coming in our door we can't control you know what a student's home life is like or maybe what prerequisite skills they [39:39] come to us with or what they don't but it is not our job we will not make a judgment call that says a kid is too far [39:46] gone for us to be of help our job is we will go for every single one if we don't [39:51] get there fine but when they are ready and they come back to us we will be there with open arms we will be ready to [39:57] go and while we may not get to every single one I guarantee you we're going to get to more than than we thought were [40:03] possible because that's not uh that's not up to us to decide and that's something that our staff bought into [40:09] right away and while that was many many years ago that's become something where like I say we talk about that in staff [40:14] meetings today any new teacher that comes into Stillwater Area High School when when I have a chance to sit down [40:20] with them at new teacher workshop and we talk about kind of who we are and and what do you need to know about Stillwater Area High School that's the [40:26] first concept that I introduce them to and I say if you're going to be here at Stillwater Area High School you've got [40:32] to you've got to believe in that and our staff does and I'll come full circle at [40:37] the the end of the presentation about with an illustration as to why I think that's actually holding true and and how [40:43] I think that's holding up but if you're going to understand one thing about us um I think that sums up kind of who we [40:49] are in terms of our our bar data um one of [40:54] the pieces that we track is is BAR is designed it's a program that's designed to ensure that students are successful [41:00] um it's a social emotional program at its heart as you know you've you've had numerous um presentations this is not a [41:07] presentation on bar and what it is but it's a social emotional program that's designed to leverage academic results [41:13] and so one of the data points that we track regularly is our failure rate um what are we doing this should have a [41:19] positive impact on student performance in school if we know who our students are and are able to capitalize on the [41:26] strengths that they bring to the table that should translate to to academic success and achievement and so um this [41:32] graph again represents how we've been tracking this since we implemented the program in 201617 and you can see there [41:37] was a precipitous drop in the good direction that's exactly what we want to see co obviously derailed that about [41:44] four years ago and um you know caused a huge hiccup for us in in terms of going [41:49] back but you can see there's been a steady um progression towards the the [41:55] tipping point that that we had achieved back in uh the high water mark or the low water mark I should probably say [42:01] back in 2019 2020 when we had um less than 3% of our students were receiving a [42:07] failing grade as I mentioned bar is at its core for a [42:12] social emotional program one of the core tenants of bar is the idea that our our teachers work together in teams where [42:19] they have common students and the teachers share information about students we we use relationships to [42:26] understand what it is that's going to help a student be successful and we share that information out um I have two [42:32] graphs up there for you or two kind of tables I should say not graphs but tables um for you the first one the top [42:38] one that's colorcoded there represents um data that our teachers have tracked [42:43] from our bar conversations where as they talk about students um you know they [42:48] they run some classifications in terms of the the amount of risk or concern that [42:53] teachers may have um we had 91% of our students coming in at level zero about 7% coming in at level two and and only [43:00] about 2% coming in at at a very very high level of concern at at level three the bottom data table there um shows you [43:08] data from this past year where we ran a more researchbased um program we ran sabers which is part [43:15] of our fastbridge testing so um it's similar to a diagnostic that that you [43:20] would administer um but it's more researchbased and again our teachers applied that to our students and one of [43:26] the things that was very gratifying was the idea that the data that came back from our sabers our researchbased program mirrored almost exactly the data [43:33] that we had been tracking for many years through our our bar process and so in terms of um social emotionally where our [43:40] students are um for the most part that's that's great data when you talk about your your triangles and your tiers [43:46] usually want about 80% in your bottom about 15% in your middle and only about 5% in your high and we are actually so [43:52] we refer to that as our snowman right you want a nice picture of a fat snowman on the on the bottom our data for social [43:58] emotional is actually better than that [44:04] college and career readiness um this really um is the core of what we do with [44:10] students and Stillwater High School exists to make sure that students have pathways and connections to to do whatever it is that they that they want [44:16] to do with their their lives um as you know again because I presented to the the board before we have gone through [44:24] processes over the last couple years where we have organized all of our coursework every course offering at [44:29] Still Water Area High School has been reconfigured redesigned a little bit to match up with experiences um so that our [44:37] our students feel as though we're living up to the the mantra in our or the motto [44:42] in our in our rotunda we're learning not for school but we're learning for life and on top of that um all of that [44:48] programming piece that we have done there are a number of other things that take place throughout the course of the [44:54] year that reinforce that our grade nine students our incoming freshmen um get an introduction to personalized learning [45:00] plans we've talked about that a little bit before you know every public school is responsible for um implementing that [45:07] and having some kind of a way of of delivering that for students but you and I both know that some schools do that [45:13] with much more fidelity than others that's something that we've been very very purposeful with um in terms of the [45:18] time that we allocate to our incoming ninth graders and we use that then as a platform so that they can continue to [45:24] refine that for over the next three years in 10th grade um we offer the preac we don't just offer it but we [45:30] administer that to all of our 10th grade students uh we offer the PAT um early on [45:36] in the fall but the the preac is kind of a culminating piece that takes place in the spring in 11th grade um our students [45:42] again can take the PAT in the fall but we also administer the ACT schoolwide to all of our 11th grade students um that's [45:50] something that whether they're going to college or not we feel like is going to have some benefit for them because it's really going to break down um and [45:56] disagregate data for them in terms of different areas and give them some sense of how ready they really are we also [46:02] implemented a new program over the past two years called Test Drive which is a financial literacy piece um it's a great [46:09] precursor to the personal finance course that is now going to be a required um for graduation component of the high [46:15] school experience our kids have been getting kind of a a test drive if you will on that for the the past couple [46:20] years and then in 12th grade we offer a career fair where we bring in literally hundreds of people from our communities [46:26] and all of our 12th grade students have gone through that um and found just a an [46:32] incredible learning experience in addition to that um just anecdotally I will tell you that over 40 of our [46:38] teachers have participated in an externship program where they in turn um have given up time over their summer to [46:45] get matched up with someone in industry in an industry area that um correlates [46:50] to what they teach so that they have insights into how their content translates to employability um what's [46:59] taking place in the real world if I can use air quotes around that um we talk about how Pathways really is designed to [47:05] ensure that our students know how to use the education that they're receiving and put that to practical use that's one way [47:11] is making sure that your teachers know how to to do that in the classroom for the last couple years we've run um an [47:17] ACT prep course for our students also um where we have provided that to all of our students where they have had access [47:23] to to ACT prep resource uh material we administered over 570 college tour [47:31] visits in the fall this year um that's not college tours that kids went on on their own these are college tours that [47:37] we organized here at school so for the students who don't have transportation or don't have resource or don't have [47:43] means um we were able to provide that and in our senior survey um that we give [47:48] as as students exit our building we had over 70% uh on this last goround report that they were either confident or very [47:55] confident in terms of their next steps as they're walking out the doors to Stillwater Area High School [48:02] in terms of tier one I am in MTSS um this is a strength that I wanted an [48:07] opportunity to talk with all of you about because this really served as the focus of our professional development this past year um again I talked about [48:14] kind of the the triangle and the idea that 80% of your students should be finding um the curriculum that you were [48:21] delivering every single day uh in your classroom accessible um and that leaves [48:27] um between 15 to 20% of your students on the top of the pyramid who might require some additional or a little bit outside [48:34] the box um either intervention or or extra scoop whatever the the case may be on that again we ran FastBridge we [48:41] administered the FastBridge um test as a diagnostic this past year um our data [48:47] came back a little bit lower than what we would want but the important thing is is that we have this data and it's giving teachers the ability to monitor [48:53] in real time and have a a researchedbased um way of diagnosing students and being [49:00] able to say okay who is it that I'm going to have to to potentially design something a little bit unique for in in [49:06] this particular lesson plan and so we um this past year have started piloting [49:11] what we refer to as just in time supports and so again it's ways for teachers to recognize in the moment how [49:18] they might need to do something a little bit different instructionally um with students to to be in a better position [49:23] to respond um I mentioned our our data and our data um is a little bit lower potentially than what the standard [49:30] triangle might be one of the pieces that we've had some conversation around similar to MCA and similar to some of [49:35] the other standardized tests that students run into in in high school is it's just that age-old question around [49:41] validity and if students don't get the sense right away of what's in this for me are they really putting forward their [49:46] their best foot on that um on that assessment and that's something that again I think as we continue to talk as [49:53] a staff this year and have some better um answers at our at our fingertips for how we're going to use this data and how [49:58] this data impacts you um I expect that those numbers will go up so what did you have before this [50:05] for data prior to to this in terms of data we did not administer fastbridge as [50:10] a data so we rely um pretty heavily on internal assessments so as our our teams [50:16] Yeah there nothing baseline correct can I ask a quick question on that last [50:21] slide too um could could you explain what the 6720 13% is those are the numbers in terms of the percentages like [50:28] on the on the triangle there so again on the pyramid basically if 80% is the [50:33] bottom of your pyramid what that means is is that 80% of your students should be very responsive to what we refer to [50:40] as tier one instruction basic regular in-classroom instruction 80% of your [50:45] students should be finding success with that delivery however that is so in our case what we found is that 67% are there [50:53] and what that means is that we've got a higher percentage of students that need something more than maybe just the [50:59] traditional instructional delivery and that's why again our professional development this year centered around [51:05] tier one instruction however because part of our job is is not just to say "Okay if you have a higher percentage of [51:12] students that are outside of tier one we don't just say "Okay well we have to we're going to assign all those kids [51:18] into an intervention class." That's not the response our response needs to be how do we need to change our instruction [51:24] to make sure that we are reaching 80% of our students and that's a paradigm shift but that is the crux of the professional [51:31] development that we did on this this past year and kind of the crux of what the MNMTSS system is really all about [51:38] and really quick just for my own understanding the tier 2 and three is that that would be above and beyond like [51:45] what you would what you would change in the class do though are those kids that are on a plan or some sort of or do you [51:52] not necessarily if you're in a tier two or tier three potentially this is linked [51:57] to bars it mirrors what we do in bar so in bar we have very similar data that we [52:02] track so actually that's an answer to your question earlier Dr funk is we have our own internal data from bar that we [52:07] track pretty pretty regularly and heavily but what I would say um chair Sherman is that tier 2 is also done in [52:13] the classroom so that's not something that we would automatically design a a new course for tier three might require [52:20] some additional level of of intervention and maybe there is a specialty reading course or something different is is [52:26] probably going to have to be done there okay yeah [52:31] um the just in time supports is there a particular program or model that's [52:37] that's used and then um I'm guessing that there will be like a new fast [52:43] bridge report in a year or something to see if Great question one of the pieces I was [52:49] looking for it on my slide but of course it's way at the end um when I'm talking through some of the the opportunities [52:54] that we have um is um the question that you had asked is you know is there [53:01] something different instructionally then that that we do or like a a bag of tricks that we have to to pull from a [53:06] strategy that we're using um we took a team of or not took a team but we had a team of people this summer that sat down [53:12] and really started um learning about the concept of acceleration versus remediation that's going to be a common [53:19] theme that's going to have to somehow get extrapolated out to our our whole entire staff but the best example that I [53:24] can give is um math tends to be a very concrete sequential piece right it's foundational and for a number of our [53:33] learners the the very common perception rightfully so is probably well I have to have this skill before I can have this [53:39] skill and oftentimes as teachers what we find is that if students are not as [53:44] strong as what we would like in those foundational skills we get nervous about that and we say "All right well you know [53:50] what we're really going to build up this foundation so that they've got everything that they need before we go on to this new content." And what [53:56] research is bearing out is that that's actually while it sounds like a great plan that's actually not the best [54:02] strategy what happens is educators wind up spending a very disproportionate amount of time doing remediation trying [54:08] to get those skills back up and meanwhile the more time that they spend there the more time they're falling behind on what the current grade level [54:15] content actually is and so the the current research is suggesting that what we need to be doing instead is we need [54:23] to continue moving forward but as we see those gaps in the foundation we need to apply this is the just in time supports [54:30] that's where we need to go back give an additional scoop to get them to be able to do what the task or the the objective [54:36] of that particular day or unit is to keep them moving forward and that in and [54:43] of itself also helps build up the foundation without having to go back and immerse yourself in the foundation while [54:49] everything else continues carrying on so that's the that will be I think a primary area of focus for us this year [54:55] thank you you're welcome [55:00] in terms of challenges and opportunities um one of the challenges that we have um as this board knows very well um is the [55:08] idea that we do have a limiting schedule right now on our 6x2 schedule um I will tell you just that just anecdotally um [55:15] there's no I have no hardcore numbers to to bear this out but I can tell you that anecdotally I had more conversations [55:21] with students this year than any year before who told me just proactively kind [55:26] of out of the blue "Yeah gee Mr bach I didn't have room to take this class gee I wanted to take this class but I I [55:32] wasn't able to to do that." Again those conversations just kind of took place organically and every time I'd sit down [55:38] with them and I'd say "Oh well gee let me tell you about you know something that we've been talking about where we [55:44] would like to change the schedule and open it up so that you actually have the ability to to be able to do that." And again the the board knows and and is [55:51] well aware of of um some of the the pieces that we have talked through we are currently looking at trying to do [55:57] that not for this fall but in the fall of 2026 um we'd like to to open up with [56:02] a block schedule and that's what uh also a large amount of our professional development has uh has centered around [56:09] um it's ironic because when you talk with students about that students don't particularly like the idea of change and [56:16] um you have to you have to sometimes clue them in as to how this is potentially standing to to benefit you [56:23] but the the benefits I believe absolutely are there for for students and students will see that um and as [56:29] we've talked about before the students that have that schedule love that schedule and and do not want to move [56:34] away from it some challenges that we have seen that [56:40] are a little bit more recent um as the board knows I presented last winter I think it was probably around November [56:46] around some of the the pieces that we were seeing regarding PSO and so um as [56:51] the numbers the registration numbers for post-secondary enrollment have been increasing and increasing and increasing [56:57] that represents larger and larger and larger numbers of students walking out of our building and walking out our [57:03] doors again that's not an issue that's specific to Stillwater High School that's across the the state and as we [57:09] are required as a public entity to offer uh post-secondary enrollment opportunities more and more students [57:16] have just glombmed onto that as kind of the the thing to do and so one of the the pieces that we did in response to [57:22] that you know the idea or the theory was kind of the idea that um for many students maybe this represents in theory [57:29] an easier way to obtain college credit without having to go through some of the the other rigorous experiences that we [57:36] were offering here at school and so what we've done is is we shifted some of our [57:42] curricular offerings to try to um have um rigorous opportunities at school but [57:48] where the college credit they weren't putting all of their eggs into one basket which [57:53] was a high stakes exam at the at the end of a course the idea is if you successfully complete the course the [57:59] college credit is still there for you so we're still providing the same level of rigor with the course but students don't [58:05] have to again have this high stakes exam that causes some anxiety and test performance issues and and things of [58:11] that nature um I presented again in November with the idea that that was coming out of curriculum advisory [58:16] council so as we were discussing some of the the new courses we were offering what we refer to as concurrent [58:21] enrollment where again students can stay at Stillwater Area High School but still get the college credit that they are [58:27] receiving um the numbers that are up there in front of you represent registration numbers and so as you can [58:32] see in 2425 so this past school year just as one example in AP US history we [58:38] had 124 students that were signed up when we switched um to offer concurrent [58:43] enrollment US history and that's what's on our books going into this year we have 262 students that have signed up so [58:51] our hope you know as we kind of went into the registration season we had our fingers crossed that this would be a good response to hopefully being able to [58:58] to recapture some of our students and continue to give them access to our highquality staff um that hope came true [59:05] in spades this I I'm going to preface this by saying that these numbers are not potentially final because they don't [59:12] represent the the total number of students yet who have continued to to opt out because some of those students [59:18] will opt out and go to to PSO but um the numbers the initial numbers that I've [59:24] looked at for PSO have dropped and I feel like that represents a a good thing because we're still offering the opportunity for all however more kids [59:32] are recognizing hey I want to stay with teachers that I have a relationship with [59:38] teachers who look out for me and part of what I told parents is quite honestly when your child goes to PSO I said [59:44] there's a different level of expectation for our staff at Stillwater Area High School than for some college prof who if [59:51] your child is struggling and and muddling along at a at a D or or struggling to pass you don't have a [59:57] right to expect that that college professor is going to reach out to you but that's again that's go for every student right that's part of what we [1:00:03] talk about that will be an expectation at Stillwater Area High School and so um my my hope is that um those numbers [1:00:10] we've we've seen some dramatic improvement in that so it's a challenge for us but I think we we've risen to that at least initially the the signs [1:00:17] are very very good great dr funk what's your registration deadline or what does [1:00:22] the state tell us that okay what's the drop dead date for PSO for PSO is May 30 [1:00:27] so students are supposed to notify their home districts by May 30 that they intend to to go PSO so we should have a [1:00:35] pretty good handle on We should um all of our our secretaries are the ones that help me crunch a lot of those numbers [1:00:40] and so I'm working right now in the absence of that to kind of get a handle on that we've got one or two loose ends [1:00:46] yet to tie down before I'll know numbers completely but like I said we've got probably I'm probably 75% of the way [1:00:52] there and right now it looks good okay and that was when we you were thinking it would be a year to to have some [1:00:59] success to really have some success so once you get kids in theory taking it talking to other kids hopefully you get [1:01:05] some positive word of mouth and it gets even better that's the hope great that's awesome [1:01:11] um even more recently so again the the PSO trend has been a shift that we've [1:01:16] been observing for a little while and it's kind of it hit a tipping point for us over the past year or so another one [1:01:21] that crept up on us really quickly is some challenges with regard to online and online registration in fall semester [1:01:28] online similar to PSO it's something that um we're required to offer all public schools um in the state of [1:01:34] Minnesota are obligated to help students who want to enroll in online coursework um we help them do so typically what [1:01:41] that has meant is that has meant students get assistance finding an outside provider and they sit down and [1:01:47] they take the course they take their online course through an outside provider in fall semester to start this [1:01:53] past school year we had a total of 80 students in grades 9 through 12 um that [1:01:59] were um that were looking to to take a course online and most of that represented a a one-off was not [1:02:06] necessarily students who were looking to go halftime um or full-time online [1:02:11] that ballooned from fall semester to spring semester from spring um in spring [1:02:17] semester we went from 80 students to all of a sudden we had 217 students who were requesting online and we had over 340 [1:02:25] course registrations um so again as you can see very very quickly we hit a [1:02:30] tipping point with regard to online um this on the one hand presents a [1:02:36] challenge but on the other hand presents an opportunity for us and what I can tell you is that we have put a team of teachers together and we have had two [1:02:43] all day workshops already yet this summer um we've barely been out of school a week and yet we have a group of [1:02:50] a dozen or so teachers that have given up two of their their days off already and we have three more working days on [1:02:56] the calendar to talk with them about standards associated with online [1:03:01] instruction and our intent is to be able to offer online coursework in the [1:03:07] courses that we see high numbers of registration typically these are um [1:03:12] required courses these are core area courses much more so than elective courses so things like um things that [1:03:21] are junior and senior heavy classes like US government um you know maybe like a [1:03:27] um an AP lit or comp class those are the classes that students um more often than [1:03:32] not are signing up for for online and so our task has become number one to learn [1:03:38] about what good quality online instruction is this is not just as simple as taking our existing course [1:03:43] throwing it onto Schooly and calling it an online course there's other checks and balances that need to be part of [1:03:49] that and that's the training that we are putting our teachers through right now and then we're going to take this next [1:03:54] school year to actually start developing content so that by the time the next [1:04:00] registration window rolls around in winter we will have our own in-house [1:04:06] library of courses we should we hope to have let's call it between 6 to 12 [1:04:12] courses built up where our students want to take an online option they can do so [1:04:17] through Stillwater Public Schools through Stillwater Area High School and they don't have to go to Northern Star [1:04:23] or Blue Sky or Minnesota Virtual Academy or something like that and oh I was gonna say lots of questions we'll go [1:04:29] with um Director Parker first i was gonna say you brought Thank you you brought a set of teachers together to [1:04:38] as I understood just want to make sure I understood you brought teachers together to create courses potentially to problem solve for some of this right correct [1:04:44] how did you determine what classes like it seems to me the first place would be [1:04:50] like what are why are the students doing this and like sort of the why so can you talk about how you determine the why [1:04:56] first yeah we administered a survey both to students and parents great question um so we worked very closely with [1:05:03] Cararissa um and the marketing team to try to drill down to to your point [1:05:08] what's the what's the reason why as you can imagine reasons vary um you're [1:05:14] trusting that the the feedback that you get is good students um but the the biggest thing that comes back is a [1:05:20] higher degree of flexibility they kind of want the the 247 access um to being [1:05:26] able to to do that it's interesting because there are some discrepancies a little bit between what the students [1:05:31] report they want and what the the parents report they want um and so we're kind of trying to strike a balance [1:05:36] between that because we recognize that on the one hand we're serving students but on the other hand we know that parents are sitting down with their kids [1:05:42] and helping them through that registration process students um report a desire for a very very high degree of [1:05:49] independence um research would bear out that's maybe not always the the best [1:05:55] plan and so and parents have actually kind of chimed in and said no you know what we'd like a little bit of structure to this so we're kind of talking right [1:06:01] now that's one of the things that our group is working through is what's the what's the right balance you know is [1:06:07] there a is there a check-in once a week once once every two weeks or something like that where um maybe there is a [1:06:14] slight synchronous component to this where the rest of this is is asynchronous um and so yeah we spent [1:06:20] that was a a huge part of what we spent our first day doing was digging into that survey to extract all of the the [1:06:26] reasons why thank you Dr theer yeah no that was actually my question as well it was kind of the what was driving that [1:06:32] but um a second question would be uh what are we seeing in terms of the landscape uh with other districts i [1:06:39] would imagine this should be a value added addition to bolster up the online [1:06:46] uh this will be a huge value ad there's there's no question about it um other districts it will vary um some districts [1:06:52] have an in-house program others do not others farm it out as you can imagine um larger districts have a little bit more [1:06:59] infrastructure and a little bit more capacity to be able to to take that on um we don't have probably quite the the [1:07:06] same level of resource we're a little bit more bare bones but we've got a high quality staff and we have an awesome [1:07:11] coordinator right now who um has put a lot of resource material in front of our our team so that we can sit down and and [1:07:18] be well verssed the content piece is not going to be um is not going to be hard the the issue is equating all of us um [1:07:26] acquainting all of us with what good quality online instruction looks like there are actually standards associated [1:07:32] with online instruction just like there are standards in US history or standards in calculus we need to familiarize [1:07:40] ourselves with that as a staff and so the the team that we've picked are people who um are tech-savvy have an [1:07:46] interest in doing this um are self-starters and and ready to to tackle a project and recognize that to your [1:07:53] point this is going to be a value ad for our district and ready to help our district evolve a little bit because quite honestly for a a district our size [1:08:01] we need to start looking at this again we didn't reach a tipping point until the spring semester of this year and [1:08:06] again if you looked at it on a chart it would literally be like a blip where all of a sudden it went way up um so I'm [1:08:12] proud of how quickly we've responded to that um tough to say that we would have seen a a [1:08:18] jump like that coming um to to plan ahead for but we're in the the stages of planning right now dr oh I'm sorry and [1:08:25] to that point we're not limited from a geography standpoint for enrollment for [1:08:31] students are we haven't even crossed that bridge i mean the the short answer is no we can we can farm that out to to [1:08:36] other students um and students in other districts i'm not an expert on what the [1:08:41] negotiations would be um behind that and how how that would be accessible or how [1:08:47] that would be be compensated or paid but the the fact of the matter is um our [1:08:52] students for example could partner potentially with say like South Washington County right next door that that does offer one but part of how [1:08:59] we've tried to build this is the with the idea that if you build it they will come that's part of what Southwash saw [1:09:05] they went into this not quite knowing what they didn't know they put some people on special assignment to to kind [1:09:10] of tackle it and figure it out and as they build it holy cow the the kids came and that's one of the things that's [1:09:16] encouraging too because one of the one of the reasons you know as you drill down into the the survey one of the [1:09:21] theories is is that sometimes the reason that students are opting for this is because the word on the street is that [1:09:27] this might be easier than than taking a a class here at school or if there's a a teacher if I you know I don't think I'm [1:09:34] get going to get along well with that teacher fine I'll just opt out and I'll I'll go take this online and it becomes [1:09:39] a a least um common denominator this is a a way around that where we think um [1:09:47] again we've got this pretty dialed in where we know the the product that we're going to be able to to offer um because [1:09:52] it's with our teachers and has our name on it kids will stay with us and again that's kind of what the Southwash [1:09:58] experiment kind of bore out is that kids didn't keep going to Northern Star they didn't keep going they'll still go there [1:10:03] to some extent but if you offer it and parents would rather have their kids stay at home and have that home [1:10:09] experience with the Stillwater High School stamp on it than just this fly by night outfit that's just looking to make [1:10:14] a buck thank you thank you Dr funk two things so [1:10:19] the intent tonight okay is to talk about this is a potential if we're going to be [1:10:24] doing this you're going to be coming back to the board in a few months in more in depths [1:10:29] going through okay what this is going to look like the other question I have and I don't know if you know what it is off [1:10:36] the top of your head but this would be part of what we talk about in a few months when you come back is what's the [1:10:41] fiscal impact per student so we're losing 217 students per class or or 340 [1:10:49] courses all right any idea ballpark-wise on a student basis what the Yeah you put [1:10:54] me on the spot i we broke all of that down when we did the costbenefit analysis and I'm sorry I don't remember what all the numbers are off the top of [1:11:01] my head but the the bottom line is this will represent a significant savings if we're able to recapture these students [1:11:07] absolutely and to your point Dr funk as as this gets going I'm happy to come back before the board to kind of give a [1:11:13] a presentation that's specific to this that will break down all of those numbers because again we we did start [1:11:18] doing all of that i just I didn't get down into that level of detail i I think two things you know and you talked about [1:11:25] your your schedule challenges earlier i think what's important to the board as [1:11:30] we're moving forward here is absolutely the needs of our students are primary in our minds so okay what opportunities can [1:11:38] we create here and the other thing is and that's why I asked this question okay you know based upon our our very um [1:11:49] tough fiscal environment we live in um how are we going to go about doing some [1:11:54] of these things and so you know I I think it's great to have these conversations as far as okay here's we [1:12:02] want to meet these students needs okay in a tight fiscal landscape how are we going to go about doing it but you and [1:12:08] Matt and your team are smart guys so you're going to come back and you're gonna wall the board i'm sure i'll just I'll tell you this represents a [1:12:14] significant investment for our district there will be obviously some startup costs that are associated with that we [1:12:21] will more than recoup the not even close if any of our projections hold true my [1:12:28] expectation is that we will far exceed this will be this will represent a significant investment for the district [1:12:34] and I think really the intent initially because we talked about you know other schools the intent initially is okay we [1:12:42] need to do what we can to meet the needs of our students who are going elsewhere once we get that up and running then I [1:12:49] think the next phase is okay are there other people who want to do it but I I think from what the conversations you [1:12:56] and I have had about this is we we have to do something different to meet our our current students needs correct it's [1:13:01] a response that's being responsive to to what we see dr kelzberg so a student [1:13:07] takes an online class uh is it replacing one of those six hours of the day or [1:13:13] might it be taking a seventh class that they might not have been able to otherwise could be either or but in most [1:13:19] instances it would be replacing a a course right now we offer online health and online fied and typically those [1:13:26] classes are taken as a seventh class but usually the the ones where we are losing students to go off to a different entity [1:13:33] it's a it's a replacement piece so they are dropping an hour out of their schedule to go take it online okay and [1:13:38] then thinking of the 44 down the road is this a solution in the meantime to get [1:13:44] that extra class that they might want hey you got your six classes I can go online and take the other one as well um [1:13:52] yes and no again the crux of the courses that we anticipate having on the books [1:13:57] for the next registration season represent more core area classes so [1:14:02] those are courses that students are going to have to find regardless they represent required credits so I I don't know that I would bill it quite that way [1:14:08] i I hesitate to go that far okay i see um thanks and I myself have so many [1:14:14] questions but I also want to keep this present presentation moving along um we definitely I sense a huge interest for [1:14:20] the board and knowing like what you're doing and kind of the you know even bringing back fall 2025 numbers so we [1:14:26] can see if that you know if the trend is consistent and what that financial investment would be and I'm sure we all [1:14:32] have a lot of questions i know I do but um but I know you didn't come here just to talk about that so glad to come back [1:14:39] because I said something interesting good um the last slide that I have um or [1:14:45] actually sorry two more um just in terms of challenges and opportunities um we've constantly had challenges with regard to [1:14:52] our higher levels of intervention and how we run that at um school one of the challenges that we've had is that we [1:14:58] don't receive additional staffing for that um and obviously so if we're going to do something different if we need to [1:15:03] create say a highly intensive reading class or something like that that's something that probably comes at the [1:15:09] expense of how we'd run class sizes and other standard um English classes or [1:15:15] things like that we have been in terms of the the opportunities that this presents for us we are piloting a new [1:15:21] model in English language arts um we are going to be moving away from the intermediary reading class which is the [1:15:26] primary class that we have used um to administer higher levels of intervention um and as we talked about um kind of [1:15:33] shifting that paradigm to to getting more of our students through the traditional classroom piece we have some [1:15:39] teachers who are doing some pretty unique and intense teameing um to deliver [1:15:45] interventions in their traditional classroom and so that's a model that we're starting up right away in semester [1:15:51] 1 um for English language arts and we are engaging our math folks in similar conversations for how we might do that [1:15:57] starting up um semester 2 they've got the the first semester to kind of figure that out we also have a very small team [1:16:04] that's been meeting with the Minnesota Department of Ed um some specialists from MDE um to learn and design um a new [1:16:12] model based on some of these just in time supports how do we make create this as a fluid piece again the the old model [1:16:18] has kind of been if you've got somebody that's in super high need of intervention you pull them out and you stick them into this super intensive [1:16:25] class but then they're missing one of their other classes to make that happen so again we've been talking with [1:16:30] specialists about how do we given the the allocation and the formulas that we have how do we come up with ways to do [1:16:38] to do that so that it's a more fluid situation so again maybe kids get um a little bit of extra scoop but then [1:16:44] they're back in there with their their peers and this is not does not evolve into a tracking piece that's not good [1:16:50] for anyone and I talked about the the acceleration versus remediation model that um will be key to that [1:16:58] last challenge or opportunity um I'll just talk briefly a little bit about attendance we have seen higher numbers [1:17:04] um of truency and as that has taken place we've also gotten less [1:17:09] intervention and involvement from the county the county kind of becomes our right arm um in terms of trying to help [1:17:15] us leverage and compel student attendance student attendance is compulsory that is that is state law and [1:17:21] um because it's state law we rely on the the county to assist with that and so whether that's through attendance [1:17:27] contracts or u probationary types of um arrangements um we are getting less and [1:17:34] less support because there's less and less resource available there at the county and so that that presents a challenge for us um some other pieces is [1:17:40] that our learning management system um schooly has actually made it kind of easier to to not have to attend in [1:17:46] person you know one of the things that we learned through COVID when we had to do distance learning was how to put all [1:17:53] of this content out there and right after we came back in person you know we tried to take what we had learned [1:17:58] through COVID and continue to evolve and branch that out and we thought well obviously we're going to continue to do [1:18:04] that right this is this is helpful for students when they're absent um you know this helps them stay on top of things [1:18:10] well that's true and it's also made it easier for students to feel like they [1:18:16] don't have to attend because I can just access this content here and so we have higher you know calls in for from [1:18:23] parents and families excusing their their students um and less urgency for students to feel like they need to be [1:18:29] there and be part of either a discussion or an activity um test avoidance factors into the the same way we're seeing [1:18:36] higher and higher numbers of students who a lot of times when they are in the lower scores um grade-wise it's not that [1:18:42] they've done poorly on a test it's that they haven't taken the test they've refused to take it because I'm not ready for it and I you know I'm going to do [1:18:49] this and going to do that and going to do the other thing and we have teachers that are trying to be accommodating with students and that has created issues in [1:18:56] terms of just getting kids to to take the assessment so that we know what they know um and so those are again just some [1:19:03] of the the pieces that that um we are working our way through we will continue like any other challenge to to find the [1:19:10] opportunities in that and to to try to address that and as I mentioned I said I'd kind of come full circle with this i [1:19:16] I um asked for a couple of slides u from our recent graduation ceremony to to end [1:19:22] the presentation today because if you remember I started the presentation talking about rule number one which was go for every student um on the last day [1:19:30] of school um our teachers have until 3:00 they have one extra hour to submit [1:19:35] a sheet of paper directly to me our office with a list of names of any seniors who did not pass their class and [1:19:42] so I get a stack of about 120 sheets of paper and I meet with all the counselors and all the assistant principles and we [1:19:47] lock ourselves in the room it's like conclave you know you're waiting for the white smoke to come out while we're all doing our our business and we look over [1:19:54] every single sheet of paper and every name that's on there and for any name of any senior that didn't pass a course the [1:20:01] job then becomes quickly to see whether that was a required course for graduation and so at the end of that as [1:20:06] we go through our our meeting I ask all the counselors for a breakdown i want uh [1:20:12] I want to know how many students are we talking about that that we're saying are [1:20:17] not going to make it to graduation and who are the who are those students this past year we had um we had close to 650 [1:20:27] students 12th grade students in our entity and at the end of our meeting we had five students who did not make it to [1:20:34] graduation five out of 650 names and that does not happen by accident and so [1:20:42] that's I just I want to leave you with that in terms of how we we go about our business and what students can expect [1:20:48] when they come to Stillwater Area High School they can expect a support network this is not about changing standards and [1:20:54] lowering standards to to bring that down so that kids can get a a sheet of paper that that's very fancy and and says that [1:21:01] they have rights and responsibilities now this is about what do we do to intentionally lift students up to make [1:21:07] sure that they're all getting there and um I think again it it bore itself out and I'm I'm tremendously proud of our [1:21:14] our staff's efforts and tremendously proud of our students we got awesome kids that come in and that we get to [1:21:19] work with every day great thank you for that there are two comments did you have your hand up or no [1:21:26] the five new before the day before graduation 100% okay okay [1:21:31] 100% just wanted to make sure Sarah um just going back to the increased [1:21:41] truency are there other do you have a sense of [1:21:46] other drivers or factors i mean I know you talked about some things but I'm [1:21:52] assuming that can't account for all of it and I'm just wondering if there's you know I don't I have theories but I don't [1:21:58] have anything real scientific to base that on we haven't done a lot of survey work around attendance and what some of [1:22:04] those drivers are um they're varied as you can imagine and that's part of the reason why there's not a lot of data [1:22:11] statewide even um they had a committee that w that addressed but it didn't [1:22:16] really come out with a ton but it is a statewide issue [1:22:22] yeah nationwide I mean it's obviously a newer issue so we're probably still collect I mean as a country collecting [1:22:28] data yeah since postcoid um that's been one of the most tangible things that [1:22:33] we've seen and as I you know as I talked about you know we try to evolve and and [1:22:39] progress ourselves educationally by by taking what we learned and posting material online um and yet that [1:22:47] sometimes makes it harder for yeah for us to to see that so okay with truency [1:22:52] does bar if they're at a certain level of truency does bar get them to like an [1:22:57] advanced tier of support potentially okay yes potentially [1:23:03] sorry two quick questions one is uh did I understand this right that we had if [1:23:08] we only had five kids that didn't graduate had a 99% graduation rate for the high school this year that's what I [1:23:14] would expect to see on our when our report comes out it's pretty impressive wow and then second um I may have missed [1:23:20] this but the last bullet on the same slide on opportunities resource allocation creates equity issues i [1:23:25] didn't I don't know if we I heard with specific regard to attendance so we implemented a couple of procedures a [1:23:31] couple years ago to really try to crack down on on the attendance piece that we were seeing some more specific issues [1:23:38] with regard to um not just truency but even like tardiness and things like that where you know the bell rings and [1:23:45] there's still like 200 kids walking around again this was kind of a postcoid thing where kids were just not in the in [1:23:51] school habits and that was presenting all kinds of concerns for us obviously academically they're not where they need [1:23:57] to be but also safety-wise security-wise that was something that we needed to get a handle on and so we did and we don't [1:24:04] have a ton of things to to strongarm kits you know so we talk about things like you know a detention program or [1:24:10] you're you know going to be pulled in from lunch this that or the other thing and and a lot of kind of not so savory [1:24:17] you know consequences if you will for for how this was was um going to get [1:24:22] extracted but we were rounding kids up and literally sitting them down and saying and trying to really drill down [1:24:27] as to what's the reason why and this is where you need to be but you can't just walk in 15 minutes late you're going to [1:24:34] do X Y and Z before um we wind up getting you back and on the one hand it [1:24:39] it solved the initial problem of some of the safety security stuff and it did get a handle on it but one of the things [1:24:44] that we find is you know people find ways around it and as you the more you start to employ that um what we found [1:24:51] because we actually had to employ more resource to do it that's when we um increased our hallway presence um we [1:24:59] actually shifted from an outside source to going internal um and double the number of of security staff which we [1:25:05] needed by the way um for a building our size so we have six um staff members [1:25:11] right now that service security kind of like hall monitors um there are our pair of professionals do a fantastic job they [1:25:17] were helping expedite that but as we were looking at how are we going to apply consequence and who's the who's [1:25:23] the pool of students that we're ultimately going to end up applying that consequence to there's some disproportionate numbers in terms of [1:25:30] students of color that you know their parents don't wind up calling them in and things like that whereas other ones [1:25:35] do and then you kind of go okay well you know I'm not sure that I totally believe this and yet this is the system that we have in place and so kind of figuring [1:25:41] out how to to play that game and ultimately we had to ask questions and and kind of wrestle with what's the [1:25:47] what's the cost benefit benefit analysis did we get what we needed initially yep so therefore are we going to continue to [1:25:52] employ all of this stuff i don't know that that was the the best measure for us but it it was something that we needed at the time thank you y [1:26:02] and again if you if you have follow-up questions on any of these topics um start with Dr funk and he can work to [1:26:09] get those answers from um from Rob so thank you for this update you're welcome really appreciate it lots of good stuff [1:26:15] going on so thank you to all your all your efforts and your team and your staff we appreciate it thank you [1:26:21] appreciate you being here great okay our next item um is action item B [1:26:31] comprehensive achievement and civic readiness [1:26:40] good evening i'm back two weeks later to request action on the comprehensive [1:26:46] achievement and civic readiness goals i did learn over those two weeks that I misspoke on when I have to submit these [1:26:53] goals by to the good so you know I'm always working to not procrastinate so [1:26:59] much and I have definitely done that as these don't have to be put in until the fall um since many of these goals are [1:27:06] impacted by data that's still being gathered they give you the opportunity to continue to gather and reflect on [1:27:12] data over the summer with that said we're changing the goals fairly significantly in certain areas and using [1:27:19] data sources that we track internally so I feel very confident and comfortable in [1:27:24] proceeding um just a reminder these are the areas that we have to set goals in [1:27:29] this is set by the state formerly called world's best workforce um now comprehensive achievement and civic [1:27:36] readiness and I figured the best way to summarize these goals for you all this [1:27:41] evening just to take one final look at is to use that final goal area which is all students are prepared to be lifelong [1:27:48] learners we are um our goal for that area is essentially setting targets [1:27:54] within all the other four previous school areas to align saying that if we [1:27:59] do these four things well we are preparing students to be lifelong learners academically capable socially [1:28:06] engaged and future ready so unless you have additional questions about any of [1:28:12] this work I'm just here to ask for action this evening great so we'll have a motion to approve i'll go ahead and [1:28:18] make that a motion can I get a second second great director Theelinder with a second and any remaining comments or [1:28:24] questions um one I guess comment I have would be [1:28:30] just for the community this is related to a community [1:28:36] community centered committee that meets three times a year four times a year you [1:28:42] can apply for that online correct are you looking for new members starting next year i'm happy to have any anybody [1:28:49] that wants to participate it's called the District Curriculum Advisory Committee formerly the World's Best [1:28:54] Workforce Committee so you may see some different language in on our website depending on what we've updated and what [1:29:00] we haven't so I can work on that with Cararissa to get that updated but yes anyone that is interested in in [1:29:06] participating currently uh we have about 50% um of that committee is made up of [1:29:12] parents about another nine% is made up of um community members and then I have [1:29:19] the numbers for you since we heard about that tonight yes i was hoping that someone would have that thank you so on the committee this past year we had [1:29:26] three high school students one school board member nine members of the staff [1:29:31] 16 parents and three community members that was the makeup great attendance is [1:29:38] variable yep um but we started strong and I think we ended pretty strong as [1:29:45] well so I I got some good data for when to schedule and not schedule meetings [1:29:51] for next year based on attendance data so but I do appreciate that because I think that what although attendance can [1:29:57] vary the the makeup is very much of community and parents um and so I know [1:30:03] there is a delicate balance in these committees you don't want just you know one line of thinking or one group of [1:30:09] people um but there is an online form to apply and if you have an interest I [1:30:15] guess reach out to your principal or Caitlyn Willis could send an email to you and I basically get the the I have [1:30:21] the list from the previous year anybody new that comes in and applies to be a part of that committee I just add [1:30:27] immediately onto that list so it's not like a a there's no like process to get [1:30:32] on if you're interested to be on the committee you're on the committee the only thing I would say is if we got to a point where it was too staff heavy or it [1:30:40] was too heavy in certain representations we would have a conversation we've never gotten to that pressure point to my [1:30:45] knowledge so that'd be a great problem to have it would be a nice problem to have great thank you i didn't have any [1:30:51] questions but I do want to I wanted to make that clear after the guest this guest speaker tonight so [1:30:57] thank you okay we have a motion and a second now seeing no additional comments or questions everyone in favor of [1:31:02] approving raise your hand and say "I." I opposed motion passes thank you thank [1:31:09] you and I'm glad we're already teed up to meet our graduation goal thank you Rob [1:31:15] okay um under uh strategic direction C we [1:31:21] have a couple items this evening and direction C is utilize systems and align resources in an efficient manner to [1:31:27] support learning and we have Marie here to talk about our fiscal year pre [1:31:32] preliminary budget [1:31:38] welcome good evening [1:31:44] and I should be clear this is an action item so correct [1:31:53] it's okay [1:32:13] so while Jonah is pulling that up um so this evening um this is the final [1:32:20] presentation for the budget um that'll be before you for final approval for [1:32:26] FISC school year 202526 um again like the superintendent um had [1:32:33] mentioned in his update um will be coming before you uh shortly to then uh [1:32:41] do a budget revision uh for the uh legislative items um there'll be about a [1:32:48] $740,000 uh reduction um in our budget uh for [1:32:55] those items and we'll be working on that to identify where um in the budget for [1:33:02] those reductions so again before you this evening is the uh preliminary that [1:33:08] final um budget for adoption and it does include um that preliminary uh revenue [1:33:18] dollar amount um that 2.74% uh increase in that overall GenEd [1:33:26] formula which uh you see before you um in the projected revenue uh for the [1:33:33] general fund um and the the expenditures again I'm putting before you um with the [1:33:41] same dollar amount when we do spend the fund balance um for operating capital um [1:33:49] for the planned use for the uh curriculum and the music equipment [1:33:55] those dollars are spent um out of the restricted fund balance that is um a [1:34:02] separate uh source that we don't build necessarily into the budget that's uh [1:34:08] fund balance use so before you you see that uh balanced budget for the general [1:34:15] fund um of about of 153 million 373977 [1:34:23] and then um all of the other non-general funds before you so the uh total [1:34:30] projected revenue for the district uh for fiscal 26 is 269 million 960,367 [1:34:41] and then the total projected expenditures are 313173,564 [1:34:51] so that is the uh budget uh before you this evening for approval great [1:34:59] um and thank you for your work in answering questions from the board when you sent out this information in the [1:35:04] earlier or later last week so I appreciate that um so we've seen this a [1:35:10] couple times here obviously we'll be it's a requirement that we pass this um we'll be seeing a revision in the very [1:35:17] near future um based on the presentation that we had today so with that I will go ahead and make a motion to approve the [1:35:23] preliminary budget can I get a second i'll second director The Linder with the [1:35:28] second um any remaining comments or questions for Marie [1:35:35] okay oh director Parker um in this is the fir this meeting is the [1:35:41] first time we're seeing the detailed presentation of this in I assume that [1:35:47] this was truncated because of legislature timeline or do we would we normally see a detailed meeting [1:35:53] presentation one meeting and then vote on it another meeting or is it normal that we would see the [1:35:59] detailed meeting and then vote on at that same meeting uh as far as a another detailed [1:36:06] presentation or Yeah I was understood we got the detailed packet on June 10th we're the [1:36:15] here tonight is the first night we're discussing the the detailed version um I [1:36:20] guess I would have thought that in a normal I was wondering if normal time we would have it presented at one meeting [1:36:26] and then vote on the next or is it normal that we would have it and then vote on the same evening [1:36:35] i think we you have seen the numbers [1:36:41] at this level for a few meetings in a row i think [1:36:46] she provided you the detail of it within the last couple weeks and I I think I [1:36:52] wouldn't say it's necessarily u because of the what's happening with the legislature i think it's mostly a [1:36:58] manpower issue with what we have within our finance department um I I think that's the ground truth realistic it's [1:37:06] Marie and a couple people on her team who are putting that book together line by line um you know I think it's that's [1:37:15] fair it's a fair statement um and that's something we can take a look at moving forward in the future um I think it's [1:37:22] also the detail of providing what you want and I think we've been pulsing that [1:37:28] in over the last few months of the priority based budgeting items um as far [1:37:34] as detail by line item um that's all encompassing of getting all of the [1:37:40] different budgets back by the departments too as well so um but as far [1:37:46] as revenue or expenditures if you want different line items um [1:37:52] that's part of that whole um budget summary presentation and we've normally [1:37:58] given that out about a week in advance i was gonna say I don't think this is abnormal but I I think a couple things [1:38:06] here so to your point I think the we have this [1:38:13] I will call it an arbitrary deadline by law that we have to have this done by June 30th all right however I think one [1:38:22] of the things that we can do and and Maria and I have had had these conversations is [1:38:28] um and I think she's done a great job particularly these last few months on [1:38:33] a great job always does a great job but I mean but particularly these last few months on you know providing you this [1:38:39] level of detail I think in the future and I have seen this in in some [1:38:45] organizations you you've seen the fidelity of okay you So let's just talk we'll talk [1:38:51] transportation since we we talked about it last month um we could give you you [1:38:57] know a monthly or quarterly update okay and it doesn't have to be at a public meeting but it could be in a a document [1:39:04] that uh you know in a in a weekly update that okay here's what our here's where [1:39:10] our numbers are to start the year here's what we're looking at you know month by month and the other thing that could [1:39:16] could go along with that I think um is enrollment because our enrollment really [1:39:22] drives and we do get enrollment and I Mark Mark does a good job of updating you that uh but enrollment really drives [1:39:29] our revenue so I think that's something an opportunity for us u to do that now you've seen she got this at the granular [1:39:36] level um so certainly we can take a look at that and she's got the number [1:39:42] whatever detail you want can articulate thank you [1:39:49] yes I'll just make a comment on that note um just going through the the big packet that we got I just really appreciated the narrative um and how [1:39:55] much detail you guys went into and explaining kind of the the background behind the numbers I mean we do get [1:40:01] these numbers um but we don't always hear the kind of narrative as and explanation as to why so there was a lot [1:40:07] of work that went into explaining that to us so I appreciate that very much me too [1:40:15] okay we have a motion and a second seeing no other comments all those in [1:40:20] favor of approving the 2526 preliminary budget raise your hand and say "I." I i [1:40:26] opposed preliminary budget passes thank you Marie [1:40:33] okay our next item is um our this is one [1:40:39] of the resolutions for long-term facility maintenance 10-year plan welcome Mark good evening Chair Sherman [1:40:46] members of the board um tonight I'm here for approval of the long-term facility tenure uh 10ear m 10-year plan for [1:40:53] long-term facility maintenance um at the last meeting you saw two documents one was kind of the 10 uh year plans [1:41:00] color-coded by building and different areas that we're working on and then a more specific list of kind of building [1:41:05] by building for next year's plan of the FY27 what we're doing building by building in your packet um this time is [1:41:12] there's four different documents these documents are MDE documents they're part of our application the first one is the [1:41:18] um long-term facility and maintenance expenditure application those dollars are the sames on the forms that we have [1:41:23] except MDE wants us to report those in finance codes not by building so we had it broken down between Afton Anderson [1:41:29] Brookview Lily Lake etc they have it in terms of finance codes but the dollar amount at the end of the day is the same [1:41:35] um for that document the second one is the LTFM revenue projection um sheet and [1:41:41] then a statement of asurances that the superintendent signs and then finally a schoolboard resolution um to approve the [1:41:48] 10-year plan so with that I'll kind of open up to any questions or comments that you have um from last meeting or [1:41:54] things up before this one great this is a resolution so it's going to be a roll [1:41:59] call vote um we can ask questions for um for Mark but I'm going to go ahead and make a motion to approve and can I get a [1:42:06] second i'll second great director Hawker with a second and then any remaining comments or questions based on Mark's [1:42:12] last presentation yes so this is a 10-year 10 years out [1:42:17] deal so next year we'll have a similar resolution and then we just kind of always update that 10 years things might [1:42:24] get adjusted or tweaked and Yep so if you take it year by year really it's a 10-year plan but really approving the [1:42:30] FY27 specifically those projects okay and then the kind of here's our projection what's going to happen in 28 [1:42:36] 2930 and it's the fiscal year um 27 is when when the projects that we're doing [1:42:41] so it's kind of you're you're approving the 10-year plan but ultimately you're just approving the FY27 projects and [1:42:46] then if something you know if by chance we had a a boiler breakdown or a roof issue or something that plan could be [1:42:52] tweaked for the following year to adjust for things that happen over the course of a year okay thanks great any other [1:42:59] questions uh Joan roll call please dr gers yes dr [1:43:06] yes dr yes yes dr yes [1:43:12] yes resolution pass great resolution passes 60 [1:43:18] and let's see now we have another resolution for membership in the Minnesota State High School League [1:43:26] basically it's an annual annual just an annual approval for our membership right want to be in the high school league we [1:43:32] need a formal resolution from the board to be part of the league yep i'm going [1:43:38] to go ahead and make a motion to um approve our membership is there a second great sarah with the second and then [1:43:44] this is another roll call vote so Joan when you're ready yes oh did you have a question i'm sorry oh do we have [1:43:50] discussion first or Yes i'm sorry i didn't see anyone raising their hand sorry sorry i didn't really have a question i was more I was surprised but [1:43:57] I will take the opportunity to ask a question quickly uh is there any alternative to this is this sort of the the game this is the game but I will [1:44:04] tell you I will tell you there are some districts that [1:44:10] over over time have been upset with the state high school league for various different reasons um but this is the [1:44:17] game and so you know they they've talked about can we do something different but [1:44:23] this is it thank you yep sorry I missed that okay um any other comments or [1:44:29] questions okay joan roll call dr yes director [1:44:34] Hawker yes yes dr parker yes [1:44:40] yes yes great thank you Joan [1:44:47] okay and now we're going to move into our policy section [1:44:55] um Paul was nice enough to leave some notes on all these policies [1:45:01] so I will try to do his job here and rely on Sarah and Katie to help me [1:45:07] out um okay item D is policy 612.1 [1:45:16] and this is a development of parent and family engagement policies for title one programs this is a first read that [1:45:23] you're going to see um this is a new policy for the district and it's based on recommended MSBA model policy it's a [1:45:32] mandatory policy and assures our compliance with legal requirements this policy reflects federal statutory [1:45:38] requirements associated with uh every student succeeds act or ESSA um again [1:45:45] this is a first read so we the policy committee will take any comments now or [1:45:52] you can email those comments to the policy committee and Paul u and Joan [1:45:59] you said it was required right by the state and federal if we're going to receive federal title one dollars we need this policy should be a pretty [1:46:05] basic one okay so no [Laughter] [1:46:10] we should be able to move on it pretty quick should be an easy one but if you have comments um to submit those to us [1:46:18] and we can discuss them um prior to our next meeting any comments okay so that is [1:46:27] item D item E is a first reading for policy 616 [1:46:32] school district system accountability and I'll read Paul's notes that he [1:46:37] wanted me to share um this is an update to our current district policy last reviewed in 2023 and is also based on [1:46:45] MSBA model policy revised in 2024 this is a mandatory policy changes to [1:46:51] highlight that we that we made include replacing the term world's best workforce with comprehensive achievement [1:46:57] and civic readiness uh you would find that in sections 3A and sections 4F the [1:47:03] title change is based on change in statutory language minnesota statute 12B.11 to be specific uh in section 4D5 [1:47:13] we changed the name district advisory committee to district curriculum advisory committee and specified a [1:47:19] yearly meeting schedule and timeline for fall winter and spring and um that [1:47:25] change to the committee name was made in I think in a couple different spots throughout the policy so that should be [1:47:30] reflected in this in more than that spot even so this [1:47:36] is also a first reading so there is time to still provide feedback either here or [1:47:42] in email or a phone call to um the committee to Paul starting with Paul and Joan an email is probably a best place [1:47:49] to start any immediate questions or I know it's [1:47:54] like a one quick uh regarding uh C3 [1:48:00] um so the educational assessment system I'm assuming that's a more broad approach like MCA's fast bridge you know [1:48:08] just any ways we can help measure growth is that accurate okay [1:48:15] and we update you the so the curriculum advisory committee or whatever we're calling it they receive that information [1:48:22] the board receives the information um and uh and that's why one of the questions I asked Rob tonight is you [1:48:28] know at the at the secondary level or at the high school level in particular we've had no universal data um from the [1:48:36] academic side of things we've had the saber screener we used from the social emotional side but so yeah so that's but [1:48:43] we're not pigeon holed just in the MCAs there's correct okay yep good okay [1:48:48] and again we um I should always remind people too when we have these policies we are discussing this one was discussed [1:48:54] in committee um it was looked at by Caitlyn Willis who leads this committee it was um vetted through staff to make [1:49:01] sure that we're compliant so [1:49:06] okay so again just keep emailing or um giving a phone call to Paul with that [1:49:12] feedback um our next policy is a first reading for policy 8007 [1:49:20] and let me read um Paul's notes here this is an update to our current district policy last approved in 1998 [1:49:27] and based on the MSBA model policy last revised in 2022 this is a recommended [1:49:34] MSBA policy and reflects statutory requirements may want to note to receive health and [1:49:40] safety revenue for any fiscal year school districts must submit an application to the Minnesota [1:49:46] Commissioner of Education along with a health and safety budget adopted and confirmed by the school board as being [1:49:52] consistent with the school district's health and safety policy and this policy has been approved by the Minnesota [1:49:58] Department of Education so again one of those policies where we're not really looking to make a lot of changes we just want to have them to be compliant and um [1:50:05] get the funding so this is also a first read so if you [1:50:11] read through that and have any questions or just curious about any of the details Paul can answer that feel free to chime [1:50:18] in anytime great okay paul's doing all the work even though he's not here he's his notes are wonderful okay um we have [1:50:25] a second reading this is one that we would um we have reviewed as a group um and have had time to discuss in policy [1:50:33] um this is our student technology and internet access and acceptable use um I [1:50:39] know you want to come on up yeah I know you're here to answer any remaining questions but I um this is something [1:50:45] we're going to review and um I have not heard of any feedback received let me [1:50:52] read what Paul says here this is the second reading of a of policy 524 we [1:50:57] have not received any comments or feedback following the first reading as a reminder this is an update to our [1:51:02] current policy it is a mandatory policy and its adoption will assure our compliance with state requirements [1:51:10] um this will also eventually as we if when if it gets approved it will require [1:51:15] a revocation of an existing policy so that will come next it um [1:51:20] are there any other questions or comments so this would be one that we would go [1:51:26] into taking action on does anyone want to make a motion to [1:51:33] approve this policy so move great director Theelinger is there a second i'll second okay director Hawker any [1:51:41] final comments or questions on policy 524 while Eric is here [1:51:48] okay okay um all those in favor of approving policy 524 raise your hand and say I i [1:51:56] opposed motion passes thank you so much for coming to a couple different committee meetings and vetting this out [1:52:02] with us we appreciate that thanks for your input tonight too Eric exactly [1:52:09] and if we hadn't called him up then someone would have had a quite you know it's kind of Murphy's law I guess okay [1:52:15] and then now um we have action to revoke the old policy um policy 428 employee [1:52:22] technology and internet access and acceptable use um [1:52:27] it's just a redundant policy with what we just passed so I will go ahead and make a motion to revoke policy 428 can I [1:52:34] get a second great director Theelander with a second for revocation any comments or questions before we revoke [1:52:41] policy 428 okay all those in favor of revoking [1:52:47] raise your hand and say I i i opposed we have revoked 428 paul will be so [1:52:54] happy um we have another uh revocation [1:53:00] and um I'll kind of let Katie help me out on this one because this was discussed in policy um but really this [1:53:08] is not a mandated policy has not been reviewed or looked at we have for school [1:53:14] attendance areas we have boundary committees within um that do the work and it's just always so specific to the [1:53:21] actual situation that the district has going on that it's really hard to have a [1:53:27] policy as you can see the policy does it it really doesn't do anything yes yeah [1:53:33] and what we had talked about is that there's a um guiding change document that the board approves every time we do [1:53:38] um our boundary changes that kind of specifies the parameters for that boundary change according to the [1:53:44] situation so um that's what the board is giving approval for and this document [1:53:50] doesn't really help us a whole lot um since the board will be approving that every time anyways and it'll be specific [1:53:55] to the situation so we felt like getting rid of this policy it's not required um doesn't it's not really doing much it's [1:54:01] not doing a whole lot and the board will still have um authority over the process [1:54:07] and that guiding change document does it there's some stuff that is consistent in it but just having been through the [1:54:12] process it it does change um just because we're changing boundaries sometimes for different reasons it'll be [1:54:19] coming up could be yes um can you just give the three [1:54:26] bullets on how that works again how school how it like you said there's a committee and then it comes to the board [1:54:33] and votes on it so it's the process starts with a guiding change document and that that kicks off the process the [1:54:40] board will approve a document saying here's our parameters here's we want you to look at this is the guidance we're [1:54:45] providing you committee will get together look at the district boundaries [1:54:51] got mapping software etc etc and then they'll make a recommendation and then [1:54:56] the recommendation will come to the board and the board will approve the change is that a standing committee or is that [1:55:03] it's a community gee members on the committee and usually on the committee like every school is represented pr you [1:55:09] every a bunch of staff a bunch of community members um so it's I I sat in [1:55:15] and observed on the last one usually we'll put one board member just to observe the process so um it's pretty [1:55:21] technical you see some of the same faces because there's some experts in our community on boundaries and are willing [1:55:27] to kind of come in back and help Mark and his team over and over again so that's really nice to lean on but yeah [1:55:34] so that process does start with the board action though approving the document before they start meeting [1:55:39] thanks for walk me through it okay so um I'm going to make a motion to [1:55:45] revoke this policy and is there a second for revocation [1:55:50] i will second director Hawker with the second and then any additional questions [1:55:56] okay and again if if we you know if we find that we need a policy there is [1:56:01] nothing prohibiting the board from coming back and creating a policy later it just the old policy just really isn't [1:56:06] relevant when we discussed it with Mark so and hasn't been updated since 1985 yeah can tell it's a it's an old policy [1:56:15] um all right with a motion and a second all those in favor of revoking policy [1:56:20] 810 raise your hand and say "I." I opposed revocation passes [1:56:28] and then this was another one that we discussed um revocation of policy 811 [1:56:33] which is facilities naming um and we talked about this is this is another [1:56:40] outdated policy um and it is very specific depending on the building and [1:56:45] the situation um for I think we talked a little bit in the policy committee about how Brookview had a very um elaborate [1:56:52] process brand new building in the district in a brand new area it it had a lot of community engagement a lot of [1:56:58] even students kind of putting in their input it was very unique to that building um something that was a [1:57:04] collaborative effort we have other schools now that are being built replacing old schools which are just [1:57:09] simply getting renamed or going back to old names um so it just really varies [1:57:15] depending on the situation and so it's hard to kind of have a policy that's driving it we talked about maybe do we [1:57:22] want to could we have a policy um something you know more general we could [1:57:27] but I think at the committee at the time just didn't feel like it was a real value ad at this point um if it's [1:57:32] something you want to put on the committee's agenda to revisit and have a policy we would probably just start over [1:57:39] um and still revoking this would not would be something we would recommend as a committee and then if you decide as a [1:57:45] board that you want the committee to look at creating a new policy we can add that to our schedule so I guess what [1:57:52] we're looking for today is just re revocation um and then if you feel like you have a desire to um have a new [1:58:00] policy to reach out to Paul um and maybe have a conversation with him and he can put that back on our calendar but again [1:58:07] it much like the attendance boundaries it was really just discussed that this is a process that we sit down when we're [1:58:13] building a building we sit down with the community um and we really kind of evaluate what are the needs for that [1:58:19] building so Bayport Elementary I mean it's [1:58:25] already been announced that that will be Bayport Elementary instead of Anderson and I would totally support that and I [1:58:30] would have fought for it you'll have to approve it by the way okay but I say is that jumping the gun because now we're [1:58:36] also changing a policy even though that's already been done we're changing a policy on naming no there's not [1:58:42] because we didn't and that's a perfect example of we don't even really reference these policies when we're [1:58:47] doing it because Mark really sits down and is in it in with the community understanding like okay what's the need [1:58:53] what's that like for example kind of came out that Anderson wouldn't even want that so so in the [1:59:00] Anderson family or or one of their um [1:59:05] uh one of their nonprofit or foundations they were gave the money some people [1:59:12] didn't want the name on the building and the name was on the building before they knew it um and so having conversations [1:59:20] with some folks within the community they're completely fine with and actually as a matter of fact we're we [1:59:27] were working with the Anderson Corporation to provide windows for the school and so when we met with the [1:59:32] corporation they're like "Call it Bayport." Um and I know I've met with [1:59:37] some a member of the family um of from one of the foundations and they'd [1:59:43] absolutely be fine with it not having Anderson on the name and so within the community itself of Bayport they'd love [1:59:49] to have a Bayport school again um and so that's kind of where it's at um as far [1:59:56] as that one goes I think if the if the board wanted to have a policy and correct me if I'm wrong we discussed in [2:00:03] the committee that perhaps it might be good to have um a policy around if we [2:00:08] wanted to name it after someone like certain criteria didn't we kind of talk about like maybe that would be something [2:00:14] if if we decided as a as a board we wanted to have criteria around [2:00:20] I I've seen in other places um they had in where I was a teacher they had a [2:00:27] media center named after a former superintendent it was the Daryl Graham media center um they've had gymnasiums [2:00:35] named after uh coaches athletic fields named after coaches or [2:00:42] stadiums um and so I think some policy at some point would might be a good idea [2:00:49] um as we you know as as we evolve down the road but I I think this is just [2:00:54] antiquated yes it's a very outdated policy that's why again we irregardless [2:01:00] if we pick it up to try to as a committee look at different um different [2:01:06] nuances of naming um we would still be recommending this for revocation today [2:01:11] and just looking for the board to say hey we want the committee to um you know in a run of schedule I mean obviously [2:01:18] it's not as important a policy as some of the other ones we need to get through but I know Paul and Joan have a list [2:01:24] that they kind of keep that once there's time we we pop it in there and and take a look at it so um I guess um if you I [2:01:33] want to keep it to the revocation of this policy just because that's what's on the agenda but if you have a strong [2:01:39] feeling like hey I'd like to have the committee look at that um why don't you send that to Paul Mike and Joan and then [2:01:45] we can incorporate that into future agendas um so that would be there [2:01:51] so we have a first and a second on revocate right we don't we don't too [2:01:57] many policies um so that was the background can um we'll make a a motion [2:02:03] in a second and then you can ask a question uh is there a motion to revoke this policy motion okay director [2:02:09] Kelzenberg is there a second i'll second great sarah with the second and then Parker um thank you the [2:02:18] three questions uh sorry two of them are quick do we have any pending naming of [2:02:25] buildings or uh facilities that would be impacted if we revoke this no in the [2:02:32] meantime oh thank you um second uh I I do have some concern about not having a [2:02:40] policy on this i think that that does open us up for some risk i mean I think you highlighted a perfect risk example [2:02:46] if we go to name something it should maybe we should have a policy so we should probably talk to the people first before we making that up but and not [2:02:53] saying we didn't talk to them first but yeah no I I think there's some procedures you want to place and typically it's you know and they talk [2:02:59] some of it here but what have they done or or why why this particular name and [2:03:06] you know is there what's the long term and generally I would say third just [2:03:12] real quick and it's more of a comment than a question i think I can comment i'm not sure the rules but um you know I [2:03:19] think anything with national news around it and there's been a bunch of schools in the national news about renaming and problems seems like something we should [2:03:24] have a policy around just to help everybody have some guidance and and some butt covering [2:03:31] is that not professional it's probably not French i I actually agree and we did talk about [2:03:39] kind of adding this into a run of schedule that revoking and we that's why I said we did talk that we would be [2:03:44] revoking this regardless but I do see value in just even though I mean we even talked about that we don't have I think [2:03:50] that was one at the middle school that I didn't even know was named after someone do you remember that it's like after [2:03:56] Mark what was the middle school is it Stillwater Middle that is named after [2:04:01] there's a gym or something or a gym the field [2:04:07] yeah that's like the only one and I never even knew it so um yeah so anyway so I think that we can put that on a run [2:04:14] of schedule i think that the committee when we met we thought there'd be some value in looking at that um so agreed [2:04:20] thank you okay we have a motion and a second any other questions on revocation [2:04:27] okay all those in favor of revoking policy 811 raise your hand and say "I." [2:04:33] I i great revocation passes [2:04:38] okay we have a close session tonight [2:04:43] and I have the wording somewhere there it is okay our next item is a [2:04:50] close session pursuant to Minnesota statute 13D.03b 03B the governing body of a public [2:04:57] employer may by a majority vote in a public meeting decide to hold a closed meeting to consider strategy for labor [2:05:03] negotiations including negotiation strategies or developments or discussion [2:05:08] and review of labor negotiation proposals conducted pursuant to sections 179A.01 [2:05:15] to 179A.25 um is there a motion to enter into close [2:05:21] session great director Hawker is there a second second great director with the second [2:05:29] all those in favor of moving to close session raise your hand and say I i [2:05:35] opposed we will move to close session thank you