Are you guys ready? >> One, two, [laughter] >> you said three. >> You ready, Ryan? >> Okay. All right. We will come out of recess. Um, it's a little bit wonky of a start because we've already done uh a few things on the agenda here tonight.
So, we're going to move right we're going to move right past calling the meeting to order, the pledge of allegiance, approval agenda, um, and the the items that we covered last night. We'll move right to recognitions. I see there are a few here, so I will read these if you're okay [clears throat]
with that. Congratulations to the following. A heartfelt thank you to the Atlas program students and staff for going above and beyond and helping with the cleaning and delivery of early childhood items, toys, tricycles, classroom equipment left at the Washington Educational Services Building
prior to the move to the Warrior Early Learning Center. We're beyond grateful for their help. And then we'll move into public input. And we don't have any tonight. So we will move to the approval of
minutes from our regular board meeting in November. Is there a motion? >> I'll make a motion. >> Second. >> We have a motion and a second. [snorts] Any discussion? If not, oh, we're all here.
>> We don't have to do a roll call. Um, all those in favor signify by saying I. I oppose the same. Motion carries and we'll move on to the consent calendar. Um there's a few things on here. I think
uh nothing has been added since the original was sent out. So no surprises. Look for a motion. >> Madam Chair, I'd like to uh pull from the consent calendar staff changes and leaves.
Okay, we will move that into new business item number three. >> Yes, sir. >> Also, madam chair, there there was a significant uh number of donations to the school district this past month. And so once again, we recognize and be
thankful for the community supporting us, our kids big time cuz it was it was it was a long list. It was awesome. >> Get [clears throat] on that playground. A lot of stuff on that playground. >> Yeah, >> Riverside. It's nice to see >> at Riverside. Okay. >> That's awesome. Because I know they have
a big uh big thing to >> project kind of, [clears throat] >> you know, big plans. >> There's some big donations. >> Yeah, I think they're gonna >> Yeah, thank you for calling that up. That is great to see. All right, we'll look for a motion on the consent calendar. >> So move.
>> I'll second. >> We've got a motion by Director Ward and a second by Director Breen. Any further discussion? >> If not, all those in favor signify by saying I. >> I. I. >> Opposed. Motion carries. We will move on
to present site continuous improvement goal presentations. And we um have with us tonight from Lowel Elementary, Lynn Borman, and also from Brainard High School, Carrie Bozer. >> Welcome. >> Good evening, everyone. I thought I would come for an in person on this
balmy autumn day. We had one of our first grade students yesterday all confused about looking at the calendar um because it needs to be winter and the teacher explained the meteorologist says not yet. So, it is still autumn. Can >> I get started? >> Yes. Um, Madam Chair, members of the
board, I just want to acknowledge that we have Carrie Bozer with us online tonight. So, um, Miss Gorman is going to go first and then Dr. Bozer will, um, continue when, uh, we're done with Lel.
>> Great. >> Yeah, go ahead. >> Uh, oh, did I break it? >> She's there. Carrie going first. Did you say >> no? Carrie is not going first.
>> We're gonna let Lynn go first if I can. Um, >> oh, are we can't see the screen, but >> we just have to share the screen so >> should I escape? >> You can do whatever you need to do. We
can advance the slides, Mr. Schwarz. >> Oh, it's not the right side. >> There will be no advancing. Now we got it. >> Goodness gracious. All right. Thank you. >> Thank you. >> At the >> It takes a village. >> Yes, it does. [laughter] This is teamwork in action. Um
[clears throat] again, thank you for your time this evening. Um wanted to just share the results from at the end of last school year. Um our proficiency rate, this is on the MCA, the state ability um summitive assessments. We had
an ending place of 70.7% from the previous year and so we wanted to increase that to 75.5. We fell short of that goal, we did have um 68% with grade four and 60 in grade three. So overall reading proficiency
was 63.4. Um going down to the bottom goal which we also had as our um special ed subgroup um also measured on the Minnesota comprehensive assessments and we had finished in the previous year of
39.3 so wanted to increase that fell short of that goal but our subgroup did score 33.3%. So looking to increase those and I'll highlight some strategies that we'll be using when we get to that next slide. um wanted to showcase the middle part of
the screen which um when I came as new principal last year at LOL one of the areas that we were really focusing on is our MTSS process. That's our process where when we see students in need of either academic behavior or SEAL support
we um as a team we meet twice monthly. We take a look at brainstorming strategies with classroom teachers to go back, collect additional weeks of data and then reconvene with the team to see how that student is progressing. So that's a general education process. The
goal is to fill gaps and hopefully alleviate the need for a special ed evaluation. So one of the things that when I came on board at LOL that we wanted to focus on was the overall process and our team worked really hard to redefine that process and communicate it to teachers. We also included a tier
one menu that we had as a helpful link on a page that all of our um staff have access to. And we also created a new referral form. So the result in that middle box um we really felt like our team um did a really good job looking at
we reviewed and met with a total of 15 different students throughout the year. 10 of those students had actually moved through both steps of the MTSS process. meaning that teachers return to the MTSS team for a second visit um so that we could track progress and we had three of
our 15 students um proceed to a special ed evaluation all of them qualified. So we want to be really careful. It's a very timeintensive and resource inensive process to do a special ed evaluation. So we want to make sure that we're doing due diligence for interventions that we
could implement prior to that happening. And so we had a three for three on those referrals and had seen progress with the remaining students who came to that MTSS team. Um so we had great fidelity of implementation with that process which our team was very proud of.
Looking ahead at the current year um our themes and our literacy goals, our first one is going to remain focused on the Minnesota Comprehensive Assessment. So, we are taking where we left off last spring, the 63.4% that was
that overall combined between third and fourth grade, and we want to incrementally have a 3% increase for next spring. The middle goal, um, we're really excited about because this is not only going to capture that year-long professional development that all of our
teachers participated in the OLA training last year. Um, we are really doing a deep dig on identifying phenemic awareness and phonics instruction and we're focusing on our fastbridge assessments. So those are the universal screeners that we do in the fall,
winter, and spring in all of our elementary schools and we are looking at a vertical alignment. So we're wanting all teachers regardless of their grade level to be implementing those strategies with fidelity. And we are specifically targeting phmic awareness and phonics instruction from the teacher
end. And then looking down at the very bottom one, um we are then flipping and looking at student progress. So we identified um so we have to inform our own teacher um instruction, but we also then want that to obviously impact
student performance. So we took a look at specifically how the percentage of students and this is going K through four. Um we had approximately half of our students at the end of last school year um show a need for either phenemic awareness or phonics. So depending on
the grade level we get different um disagregated information about that and we want to decrease that to 47.4%. Um we are already seeing an even better um even better progress than our goal is indicating. Um, so we're excited to see
what our winter assessments are going to show. Our tier 2, I call it the tier 2 traveling testing team. Um, they will be they're working this this month and so they're going to be at LOL next week on the 16th and 17th. Um, already after our fall assessments, [clears throat] we're
looking at um great improvement already. That's that's already um showing really great marketked progress. Um the other couple things I want to focus on on that bottom part because it's about impacting student learning and achievement. Um we cannot impact student learning and achievement unless we impact our adult
practice. And so we um are using that OLA um professional development and we are also providing time for teachers. There's five professional development days this year and we have a small chunk of time that's dedicated for our leadership and site teams to strategize,
have conversation around how kids are progressing. We have um one of our um teachers, Aaron Carlard, just recently finished her doctoral work. Part of her administrative hours last spring was already getting us ready for this work this year. um she had coordinated and
inputed color-coded spreadsheets so at a glance teachers can easily see with the red, yellow or green how students are progressing. Um so we have those formulated cells where they can visual visibly see the colors as well as taking a look at percentages of of improvement
that individual kids have. So we are able to um I was just in a fourth grade classroom. Christine and I did a a walkthrough a couple days ago in fourth grade and it was really interesting to see small group and whole group tier one focus. That's our district focus this
year is heavy emphasis on tier one. So we're using fastbridge interventions that we have available on site and watching teachers do that both with their whole group as well as their small group instruction. It was really outstanding to see the dis the disagregated data that they used and how
they're differentiating instruction. Even at the fourth grade level, we can see those holes being filled. And when you identify the correct holes and can fill those quickly, kids can progress at a much more rapid rate. So, we have to go all the way back to if you imagine a
tower of blocks, the blocks closest to the table, those foundational skills. It doesn't matter what grade the student is in. If you are unable to identify those foundational skills, they're not going to be able to have additional blocks added to their tower. um it's going to
slow progression. So we have really really I think already done a great job this year in identifying the specific phenemic awareness and phonics skills needed in order to help those kids fill those holes and progress more quickly. Um we're excited to see what our winter
data will show. So stay tuned, more to come. We're very excited about that work. Thank you. >> And lastly, um one of the things that we do each year at LOL is we set a theme. We do this in the spring of the year for that upcoming school year. Our theme is actually showcased at the bottom. It's
make a splash, turn the ordinary into extraordinary. And what we do is we have a small team of teachers who creates the theme. And then we like this single sheet onepage vis um [clears throat] visual which is I call it goals at a glance. So this is posted in every
teacher's classroom. It showcases um each of the three goals and then also has that incremental um percentage that we're looking to increase. So the literacy goal that you see in that first bullet in the lower left corner is MCA's focused and then that AC comp goal is
focused on fastbridge. So, we're keeping both the formative fastbridge as well as the summitative MCA assessments in mind. And it's a great way for teachers to remain focused on our direction, where we're going, what we're focusing on, and it also creates a more enriching conversation at professional learning
community PLC meetings as well. So, this is our goals at a glance. Um, and it also the ordinary into extraordinary also frames our weekly I'm sorry, our monthly um student of the month assemblies. So, we focus on a character trait each month at LOL and um identify
and send letters in the mail inviting parents. Lots of parents like to keep that as a surprise um because then students don't know that they're going to be honored with um a recognition and award during any particular month. So, that turn the ordinary into extraordinary is also expanding into our
monthly student of the month assemblies which we have a lot of fun with and capture a picture with um staff at the end as well. Thank you. >> Thank you. >> I have some questions. Um,
thanks for using the MCA scores. Really nice. Something we can kind of we understand for people like us that aren't in your world. Um, it's a it's it's a it's it's I'm happy to see it. Thank you. Um, question for you. Why don't you guys have a math school?
>> Our literacy emphasis this year, we do focus on math and look at those data data as well. um our focus is on literacy because with the Readwell Act in the state of Minnesota, um we really need to bridge those scores. Our scores tend to lag more in literacy than they
do in math. So although we're focusing, reviewing, having conversation around the math goals, um our literacy is the focus since those are typically more lagging skills, it's also a focus because at LOL we have reading intervention teachers or I should say
reading interventions teachers in multiple ways and do not have specific math interventions. So although students do receive small groupoup intervention at the classroom level from the classroom teacher, it's not expanded to an intervention level like reading is.
So because we have more resources and because of the Minnesota Read Act as well, that literacy districtwide is a greater focus um when we're setting goals, the visible goals. >> So because there's not a goal shouldn't imply that they're not working on that. We also limit the number. >> Yeah, I know. But there we're limiting
the number of goals that they can put on a school improvement plan as well because otherwise um too many goals doesn't lead to any progress at all. So we've narrowed the focus in the past years we've had five six goals. Um and that's been very difficult for staff to act on.
>> I've always these things I've been through the last few years they've always been three or four haven't they? >> I've never I've never seen behind the scenes six maybe years. >> Yeah. Last year, last year's Forest View example, there were eight goals. >> Forest view was kind of a big deal. You're right.
>> Yep. Yep. So, we're just trying to streamline the process and make it more a systematic approach. >> We're still looking at math. >> Are these kids co kids? >> Um, >> well, I mean, if you go it's, you know, it goes from 70 to 60. I don't think it's your fault. I'm just wonder
Well, you're the expert, not me. Is it is is the your your strategy you think is going to help get it back up there? Just seems like a lot, doesn't it? 15%. >> I think I think um like looking at those two isolated areas specifically from OLA we're already seeing great improvement
and you know in addition to that I would say it's always a combination of things you know sometimes if there are more heav heavy behaviors in some areas some parts of the building some specific students sometimes the response to those behaviors if that behavior is
interfering with learning sometimes that will show up with data um but we're continuing to I think our approach this year too as we're continuing to focus on those literacy um the goals for this year don't actually have the special education subgroup because we wanted to
cast a broader net and actually target that phenemic awareness and phonics for all students regardless of if they're general ed or sped. So um rather than a sped subgroup goal we are looking at every single individual learner and wanting to see improvements for every
learner. >> Great. Madam Chair, if I could ask if we could move on to the high school session. We can come back for questions if we need to, but we only have Dr. Bozer for a limited amount of time. >> Sure. >> Yep. >> So, if that's okay. >> Yep. >> Thanks, Lyn. >> Should I advance the screen? >> I can do it. >> Slides now that we're on the right slide
deck. >> Okay. Thank you, >> Dr. Good evening. >> Can you see your slides, Carrie? >> I can see the slides. Yes. >> Awesome. >> Can you see them? We can. We just can't see you.
>> But we >> Oh, I actually have my slides in front of me if you would rather see me. But >> um >> so I'm going to start with our >> Sounds like you. >> We'll start with the um the goals from
last year and um and then whether or not we met them. So our first goal and as a district we each um building sets a literacy goal. Um so that isn't new last year and it's not new to this year. So the literacy goal last year was that all
9th and 10th grade students identified as high risk as determined by the fall administration of the A-Rading FastBridge assessment will improve their benchmark level to some risk or low risk at the conclusion of the spring assessment. Um, unfortunately that goal
was not met. And when I look at when we set a goal and saying that all students, um, we want to make sure that when we're setting them that they're realistic and and when you it's a great goal and we always want 100%.
Um, but ultimately setting that goal hopefully we moved some students up. So mid-year progress report, so fall high risk was 18%, winter was 18. Um for grade nine, fall went from 19.1
to spring of 23 23.7 and then the 10th grade was 19.2 and spring was 24.2. So we did not meet that. And when I looked at each individual student because that goal required us to look at each individual student who was at that high risk and
did they all move to some risk and unfortunately they did not. Now, some that weren't um at high risk in the fall um were at high they were in that you know 24.2 in spring. Um but the unfortunate thing is we did not move all
students to that. Um the second goal was increasing student attendance through improved communication and systems. So September 24th through May of 2025, we went from 21.85 unexcused. And remember, we're talking hourly at the high school
to 8513 in May. Um so we were not able to do that. And when you look at when I look at high school attendance and we did look at the breakdown um each you know grade and each month as we progress
through and how attendance works is once they hit that max whether it's 10 you're allowed 10 per semester um they become unexcused regardless of if a parent calls in and says my student will miss seventh hour. So some of those things we
also have to take into account when we look at setting a goal like this. What were those, you know, what were those reasons? Were they things in our control or out of our control? And and they did have um some great things in place um last year. They had a couple access
staff um working to support um and then they also had um truency support. So there were interventions they put in place um but unfortunately that number the specific number of unexcused did not decrease from fall to spring.
The third goal which the fir the paper or the information you received it was marked that we did not meet but the reality was these um tier one. Uh so it was BHS will clearly identify, define and communicate tier one core
instruction for every course which meant every course needed to have um a syllabi or a form filled out that listed the standards and what was going to be taught in that course. Um they were in different places. Some were actually
already on our website and then some were also in a drive. So, when I was asking for if this was met because I don't didn't have access to them originally, it wasn't. There was a lot of yellow on that spreadsheet. Um, but then when we started asking teachers for
their um course work, they came to us and said, "We did this." So, then we had to dig in another place um and we found them. So, originally I said we didn't, but we actually did need that. Um when I look at our um updated our goals for
this year, we have our literacy goal again which is required and we shifted it a little bit. Um and it was BHS students group median growth percentiles on the spring fast bridge reading assessment will exceed the fall predicted score by an average of 3%. Um
and some of the things that we are looking at, you know, to support this, first of all is our tier one instruction. Um we have adopted a a new resource that our ELA team is working really hard to um utilize. It's it's new
to them. Um but it's aligned um to the national standards, which then in essence, we need to make sure that we're teaching the Minnesota standards. So, they're doing work on that to align and make sure we are teaching the Minnesota ELA standards at the level they need to
be taught, which is exciting. Um we also are making sure that we are giving our fastbridge um to the majority of our students um each so fall, winter and spring which when we looked at our data
from last year um we had a different kind of a large different amount of students that took the fastbridge in any given period which again that impacts our data and how accurate our data is. Um, so we're being very um conscientious
on making sure we're giving to the majority of our students. Um, and then we're making sure that we're analyzing the data. So we've all of our SIP days thus far, we've been making sure that we are taking a look at our data. So when we gave our our spr
that's a learning curve for not only our ELA team, but we're asking all of our teachers to engage in the FastBridge results. and what does that mean for a social studies teacher on a Monday? What does that mean for my fied teachers? We
we all have to engage in that whether it's you know addressing vocabulary whatever it is. Um but the only way we can do that and impact is first of all knowing which students are our struggling readers. You know who do we have in our classroom and and so that
has been I hope beneficial for our teachers to have that data come alive and then engage in that data and if you know now we have the results what next. Um the English department along with us created the spreadsheet. So, one of our
strategies was to have again this data shared with all of our teachers. Um, so we've done that and we will continue to do that. We have another sweep happening as recent as this week. Um, that window will close the first week in January. So, we're going to make sure all
students, 10th, 11th, and 12th grade are assessed again um before Christmas break. Um, and then looking at that data, trying to work through what are some things we can put in place to support those students that are at risk. Again, that MTSS process and we have win
within our seven period day, the what I need time. So, if we can be more purposeful about that time with our struggling readers. Our second goal is um by the end of the 2526 school year, the percentage of students earning a
failing grade in any content area will decrease by 5% compared to the average failing grades from 2021 through 2025. Um that will be used as our baseline um as measured by semester grade reports.
So in looking at that um it ends up being roughly about a 61 61 failing grades a reduction if we can adhere to that. Um and I just took our staff through an
exercise because this was a goal that wasn't originally set in August. Um, so we had to shift a little bit to have a goal that we felt was something that all of our staff could engage in and address student achievement. So our last um
December 1st, I had our teachers go through an exercise to um come up with what are some strategies we will work through to implement for a reduction in failures. And um and I could go there's there's a lot of things that impact
grades. Um, so but I think as we look at each of us as professionals, what are some things we can do within our that are in our control to reduce failures? And I just want to list a few of these. The teachers haven't even seen after I summarized all of their input. Um, but
the categories are pretty cool. Family communication. So increasing communication. If I have a failing student and I as a parent don't know that, well, I can't support the school in helping reduce that. So, family communication, student relationships, we
know those are key. So, there were some areas within that for our staff to look at staff collaboration, which is what we will continue to do um to work together um to find the success with our students. Our win time, being more purposeful about what that looks like.
um just classroom practices. Um what do some of our students need that are failing? Do they need preferential seating? I mean there's just some things and I can share this with all of you. Um it's so new that you didn't get this handout. Um and then another piece was
remediation reassessment. So and there's there's 10 things listed there. The last goal, the third goal, >> yes, >> which as a secondary um as a secondary school is extremely important and that is aligning the state PL requirement. So
um each graduate needs to have a personal learning plan. 100% of our BHS students will declare a warrior pathway um in school links and we've been working with warrior pathways now for a few years and doing a phenomenal job. our staff really has identifying
different pathways courses that address the different pathways that allow students opportunities for exposure. Um and then to facilitate meeting this goal, each department will plan at least one career or post-secondary related learning activity to be taught during
class or win time. This activity will be recorded in school's experience tracker. So every department and within their department teachers are all taking a look at who is an outside professional um maybe in a business maybe you know
mental health who is a practitioner whomever in whichever um pathway can come and we can offer a win where any student within the school can come and just listen and learn. Um so they're developing that currently. Um
so those are our goals. Uh Dr. Bozer, you did have a question from uh >> Sorry. >> No, you couldn't see him. It was fine. >> Okay. Okay. >> So, Principal Bozer, I have two questions. When you talk about the grading, um
>> Yep. >> I mean, each educator um has different criteria for the grading as you mentioned. So, how do how do you um [clears throat] how do you have a consistent equal uh criteria to um for
grading? You you understand what I'm saying? I mean, I as an educator might might have a a student as a as a B and another educator might have that student as a D within, you know, within the same class, within the same kind of class.
So, and this is a process and and I shared that when we set the goal that what what does a B equal in this class versus a B in this class and first and foremost as a system we have to have a common grading scale which we do. Um and
then within departments you need and actually we should have within our system as well. Uh what is a B? It's from this to this. But what consists of a B. So for me I completely understand John and grading I've been involved in
working with staff and grading for a long long time. Um and it is it is a challenging um piece to move staff to all be on the same page where for example assessments are 90% and work is 10 or assessments are 80 and 20 and I
can tell you at Brainer High School we're not there but first and foremost I want to I want all of our staff making sure that we're communicating when a student is struggling and I think that's the first step in determining And
what I don't want our parents where a student is failing and they don't know. So this is a piece where I want to work with our staff to feel comfortable communicating with home and making sure that our parents first and foremost know
that their student isn't passing or isn't being successful. And then we can dig into well how can I how can what work can I do? What do I need to do to be successful? And eventually we will go down the road of making sure we're consistent as a
system. That's a process and I'm I'm too new into a system to go down that road today. Um but it is it is something that we will all have to work together and that will involve a leadership team and
going through a process because that's difficult. >> It will take it. >> What are we grading? That's that's another piece. John um you know somebody might have five things in a gradebook and the next person is grading every piece of paper and >> and that's the difference between
formative and sumitative. So there's there's a lot of work to be done but first I want our our families to know if their student isn't being successful and I want us to support our teachers in giving them the tools to help support the students so that they are successful
>> and that will take >> what gets measured gets done. that will take time but I applaud uh applaud your efforts for sure and especially the communication efforts as working with parents. Um my second question is about the um uh post-secary
learning experiences or career experiences. So each department does each department does those are the kids involved in that process? Are the kids involved in um coming up with uh those experiences themselves or is it department
>> when you think about Yep. So that's a great question. So the the many different career pathways and that was started well before me. Um actually Bridges was before that where you had the Bridges Academy. Um and then it it is now um the pathways. So kids are
involved in choosing pathways. Um you know we have the health path pathway. We have you know we have multiple CTE different pathways. We have um our ELA team is working. you know, we have a research science. Um, so the students
know which pathways go with which courses. Um, so at least they get exposure to it. Um, and again, I don't know all of the ways it's been commuted communicated thus far, but I do know that our teachers, in fact, they had a a
me a meeting just this afternoon again just um looking at registration and looking at, you know, how to um continue the career pathways and recognize those that have achieved pathways. And I think again the more um you're right, the more
we involve students, the more they know, the better, you know, the better they're choosing. Um but any course that they register for, it's identified if it's a pathway, if it's a course for a pathway. Um and our kids, I mean, I look at our
facts, I look at just our arts, um the the many different opportunities, and the goal of the pathways really is exposure. um giving students opportunities and then they might they might go down a pathway and decide I don't want anything to do with that area
that is great they know so when they go on to post high school whatever it is they know that that's not an area they want to go so the more we can continue to grow um the knowledge of the pathways for our students not only that but our teachers have to see value in it and I I
appreciate um having teachers seeking presenters to share the different pathways because that again involves our teachers and and allows them to see the value in it and and it's courses that they get to teach that will allow
students to either determine yes this is an area I might I have interest in or no this is an area I really don't and both of those are great um things for our students. >> Thank you. >> Thank you Dr. Bozer. I have a question.
Um on on your on your baseline from 21 to 25 on the failing grades, do you have any idea what percent of classes are failed? Is it like is it 5% 50%? I know it's not 50, but is or is that just >> um >> next year you'll show us or
>> off hand? I don't >> know. That's okay. >> Um but I can sure find out. >> We went through a lot of data, but I don't have it in front of me. I have another question. What what is high risk on your goals?
>> Last year's goals >> that the nine and 10th grade students uh identified as high risk as determined by the fall administration of the reading fast bridge assessment. So high risk means high risk to not learn how to read. Five high fire
risk to flunk out of school the dropout. What what's the high risk mean? High-risk is a term that FastBridge uses to identify students that are farthest away from grade level. They're identified with two exclamation marks that we need to provide immediate intervention in order for them to be back on track.
>> Yep. To meet um grade level expectations. So, some risk is one exclamation mark. Low risk is on grade level. They never say no risk. >> Gotcha. >> That's just students that are farthest away. >> Thank you. Last one. What? I don't
understand this 2185 unexcused hours to 8513. >> It's for us it's like I don't know what this means. It's like you know we've seen like at um Forest View we were at 75%
of attendance and like numbers like that which I can get my arms around pretty easily. This hourly thing I'm kind of confused. So can you explain that to me? So hourly, so if you think about hours, so seven periods in a day. So in May you
had, so in in September we had 2165 hours of unexcused. >> So and we had 8936 excused and and that eb and flowed throughout the year. So that's hourly
attendance >> for the month. >> So divided by seven. Yep. Per month. So we went through each month and just looked at >> November we had many we had 11,738 excused absences. So that would be
hourly, you know, divided by seven. This is how many days but but I might I might be a student. So we have 1,800 students roughly. I might be a student that I missed fifth hour.
Well, so that's one of these 11,738 hours missed. So that's why I mean we could look at this different and I could do the math and divide it by the number of hours in a day. So it maybe is more realistic for you. So it doesn't seem so. Um but I think it's important for us
to look at this data and see when are our students missing the most. Um but it is understandable. You know the unexcused kept increasing. I have the chart in front of me for 2425 and obviously from September it grew um
to May um but that's ex that's I don't want to say expected but when you have students can only miss 10 days and if they go on a vacation you know so we have to take all of those into consideration they go on a vacation but now and they now they have 10 days
because they had seven days they were on a vacation three days they had the flu okay so there's your 10 days. So you can't miss another day or another hour. It's automatically considered unexcused even though because you're over that state that truency requirement. So Madam
Chair, we do need to let Dr. Bozer go. >> I have one quick question. >> Can it can we do it in writing? >> One quick one. >> Okay. >> Uh Dr. Bozer, uh how are we doing this year with uh attendance? How are things tracking uh so far since the start of
the school year? actually um I have our current attendance but I don't have it now that I look at my graph >> all students who are active I'm looking >> we could follow up >> I don't have the n it's I don't have the exact
>> okay no no biggy >> so I can get that for you >> yeah I was just curious if it was up or down or anything of a concern or whatnot that's all because consistency is important >> the graph that I have I divide it it's divided into tardies and it's it's not it's not like chart. So, I can't compare
apples to apples, but I can sure let I can look and get that to you. >> Yeah, we're certainly happy to follow up with any board members that have lingering questions that we weren't able to get to tonight. Um, I also want to acknowledge that uh, Principal Conrad and Principal Jordan were not a
available tonight. They were planning to be here last night, not available tonight. You do have their slides. Um, so if there are follow-up questions, uh, you're welcome to funnel those through Christina or I and we're happy to give you the answers that you need.
>> Carrie, can I just ask one question about FastBridge? So, I thought that was an assessment tool, but it also provides interventions. >> It does. >> So, it's a comprehensive suite, if you will. Um uh Fastbridge is adding more
and more tools and um things based on feedback they get from their consumers. So we use it as a screening tool. It does also have um some diagnostic tools and then if we do a certain configuration of the assessments that
are within FastBridge, it gives us um a suggested intervention plan. >> Okay. Um it's not always exactly the route that we go but it does give us that additional piece of data that we're looking for.
Principal Borman spoke about that in terms of phmic awareness and phonics. >> So if we need some places to start with those interventions as we're learning to do those it does give us some evidence-based options to use. >> Okay.
>> Thank you. Thank you Dr. Roser. If you have to go [clears throat] please. Yeah. Yep. >> Thank you everyone. >> Appreciate it. >> But Principal Borman is still here. I have a I have a couple questions if I can because we were going to get to Bo Dr. Dr. Bozer first so she could go.
>> Yeah. >> So, Principal Borman, I this is in um you want to go you want to go from 50 uh 50 interventions to 47. Is that is that what I remember? >> It's a percentage of of the amount of students who need interventions in those
two areas. Yes. but decrease the number of interventions >> decrease. >> And so would would you uh would you say that that is also going to decrease special ed numbers? >> We'll have to wait and see. >> I mean that >> I hope >> that would fall in line maybe be
>> well where that would funnel into is remember the um MTSS process is the general education process where we're looking to intervene for students in a variety of different ways. So, we would want to hope that those gaps being filled would not only help the rate of
student progress, but also decrease the likelihood of there needing to be an evaluation for special education. >> Um, so not having to have a student undergo a special ed evaluation, but to bridge those gaps, remain in that general ed programming, and then continue to identify what are the next
skills that particular student might need um and help them to continue to progress. >> Okay. I I I would suspect that that would happen though, the decrease in in special ed [clears throat] referrals and >> and identification. That's right. >> Um the the only the other question I
wanted to ask is you have the gifted program at law. How does that impact your numbers? Because Go ahead. I was just going to say so when we're taking a look at the percentages and data that you see it's incorporating all of the the classrooms
or sections in a given grade level. So if we want to know specifically how the agit group is performing at fourth grade level, third grade level or what have you, we would take a look at that individual teacher results versus taking a look at the entire grade level results. So we would disagregate you can
see by teacher an individual student. When we are making buildingwide goals, we look at a little bit more holistically. So then we are looking at those grade level percentages. >> It's got to help. >> Yeah, I would think so. >> So when they're all grouped together in third grade, it would be incorporating
all of the classrooms. >> That's why I was in grade 10 points because it's >> Yeah, >> you guys have always had such high scores over them. Not blaming you. It's just that's why >> seems odd. >> Thank you. Another question
for uh director uh Ross. We seem to really dig into data. >> I mean it's like I would have to think that some of these teachers who've been teaching for a
while they got to have a gut feeling that they know that little Johnny's struggling. So they put stuff into Fastbridge, right? Then fast brbridge doesn't I mean fast brbridge just basically is
um what's the word I'm trying to uh substantiate the gut feeling of the teacher. >> Sometimes it does and sometimes it gives us additional information. Often times even our veteran teachers know there might be something that this child needs
but they don't know exactly what that is or they've tried a couple of things and need more information. FastBridge is a great tool. >> How can Fastbridge tell them though? >> Well, because of what I was explaining to director Breen, we have um screening components. We have multiple data
assessments that we can do within FastBridge. We can do diagnostic assessments >> and then the formulaic component of FastBridge creates a recommended I'll say pathway for intervention. >> So, it's kind of like retesting a little
bit. I mean, >> we don't necessarily have to retest. >> Well, >> we just do that with we do that like uh we do that with the screening that is happening right now with our testing team. >> Happens all at one time. And then teachers meet with their principles
either in grade level meetings or in data meetings and use that data to [clears throat] plan for their grade level. >> And if it all happens right, little Johnny gets on the school board. [laughter] No, >> it's one of the reasons why we screen
three times a year. >> Oh, I No, >> if we know in the fall that we have an >> maybe first grade didn't go so well for >> little Carrie that we want to make sure she's on track for second grade and if not, we can intervene early.
>> Thank you. >> Thank you. >> Thank you. >> Thank you. >> All right, Sarah. >> Yes. I'd like to bring up a subject that like to talk about is you know when we started on here uh Michelle John Randy and I you were around a little bit
longer than us almost all these goals had MCAs included in them and now we have I think basically two schools that even have an MCA listed and I don't think that's fair. I can't compare these FastBridge scores to any other schools. I can't compare it to the state. I have
zero ability to do anything with these things. I think Vastbridge is an internal thing and I've mentioned this to Peter before and it may make perfect sense to Carrie Ross and to Peter and to all the people that are in the education world, but for the public, for us, I
don't think that's a fair a fair assessment. I'd like I mean, if it takes board action, I'd like to make a motion that we that they have one math and one reading. They can still have their other ones about MTSS and and you know, behavioral issues and all their other goals, but you know, I think we should
have one of the goals should have the things that we can actually realize that the Minneapolis schools are like this, uh, you know, Crosby's at that, Peekquat's at that, Piers is at this, you know, we can something that we can actually measure because these are kind
of um they're kind of internal. And so it's like it doesn't I mean even the educators like you guys are asking questions because you don't really how how are you supposed to know? >> Um does that do you have any interest in that? Do you John or do you Randy? >> Well we get MCAs at the end of the year
so we're reporting something to the state. we get access to those in in like August or September and I believe we do um use we get a presentation on those and and I think that is a data point and I think this probably isn't the venue to
make that decision. Maybe we bring it back to committee um maybe the curriculum committee or the where would be the appropriate >> curriculum committee's got anything to do with it. I mean these are who are these goals for Peter? Are they I mean they're for the schools I understand. Is
it the principal's goal? Is it the the staff's goals? >> Is it your goal? >> It has to be relevant though. They come up with that their leadership group when they do a um retreat at the end of the summer and they look at all their
results. And so they look at their MCAs, they look at their FastBridge scores and figure out, you know, where they're going to set goals for the year for that that site. And not to say, and you know,
I don't I'm not the expert in this, but to say we had eight goals before at Forest View and and some of those were MCA goals and so on and so forth. And we can go back to that. Um, but that's a lot for a school to take on or move the needle on.
>> I don't think we need eight goals. I just think one of them could include those two numbers. >> Do you think though that the the goals that they're setting will support >> hopefully >> um yet improving the MCA scores and I
think we can easily like I have the trend data here um in front of me. I mean, we can see if they went up or down or >> Well, I think >> you can see, but the people that are watching this meeting >> Yeah. >> they don't have that information in front of them. I mean, you have it. I
have it with me, too. I brought it just specifically for this. Like, I see you've got it. You're throwing binder, which yours is way more organized than mine. I like your idea there. Um, >> well, and I don't feel comfortable mandating that they perform to that number. it if they're going to they're
going to look at their portfolio of work and say, "This is really where we need to concentrate and work on. How do we know if we've been successful? What's the best way to tell?" And then they're going to look at the numbers they have available to them or the, you know, the
way they can figure that out and choose the best one. Sometimes it'll be an MCA number, sometimes it'll be a fast bridge number. I'm assuming making this up right now because this is how I would personally do it. But that's, you know, having giving them an MCA number and
saying, "Okay, set your goal to this." um might not get us to a place where we're addressing the most urgent and need in that school is and and Carrie or anyone that wants to address this um
you're welcome to but I but I would say let's h let's continue to have this discussion because I think it's really good and maybe we bring this back to the curriculum committee because that's where um the CIP goals and so on and so
forth go through that work. The DAC and the curriculum group and um we can have more conversation about that there >> in the big picture um everything being equal the fast bridge data is more valuable the MCA because
the MCA is a one-shot deal. >> I know I know I agree and the fast bridge >> you guys >> is something they can use three times they can use it 100 times they want. So the you know the guy the problem is I think what you're asking is how does the
fastbridge data correlate to our MCA scores and vice versa. >> It's an annual goal for us, >> right? >> We're the board of directors. We're supposed to set a direction for the district, >> right? >> So we're supposed to set a a a direction for the public and you know I remember
going to training. Everybody here wanted to be transparent. That was the big word when we went to the training except of course for me. But now here I want I think we we we apparently the old board or something. They must have wanted that stuff because when we got on here every school it wasn't their whole thing. It
was just one of their deals. They still went with behavior. They still talk about Fastbridge. I think FastBridge to me is a tool for the experts to do a better job of teaching kids. But for us and the public,
>> it's a kind of a funny goal because no one really knows what it means. Well, you know, if I'm hearing you correctly, what you're saying is, is there a tool that measures our kids against our kids? A tool that we can look at that says,
you know, everything that we want to know about our kids versus statewide kids. That's I kind of hear you saying >> I like it when they go and say, "Okay, we're at 53% reading at this elementary school. We're going to shoot for 56%." It comes out, you got 50%. You didn't hit it. It's okay. It's not the end of
the world. I haven't seen us go crazy on anybody yet, but at least it's a number that is a fixed number that we can look at all the different schools and see what the deal is. The fast bridge isn't like that. >> No, >> it's a we want to get better at this and have less interventions and it's all stuff that is like smoking mirrors. It's
like me fixing your car. You don't care how I do it, >> right? I just want me to tell you what it's going to cost and when it's going to be done. I have to go look at all the tools I have to give you that information. >> Yeah. >> Right. But that's something you can understand how we do it. You're not going to follow. And I think I'd like to see us get so just just just one of the
goals. Doesn't have to be three of them, just one of them. And I think that those two core subjects are where we're I mean, it's not just us. We've talked about this, >> right? >> The whole state is coming down and we've got to stop the turn. I was looking back at our scores from the in the middle uh
teens. It's like we're down >> drastically. Um it's pretty amazing. Like you know, we were in the 70s and high 60s and it just keeps coming down down down down. And I just think we should be I just like to see a little more transparency in these goals. If if
there's going to be three goals, which I agree with. >> Uh if you have too many goals, you're just kind of spinning your wheels. I agree. If you too many goals, you're just kind of those are just wishes. They're not really goals. It's hard to work on 10 goals, right? But I think if one of them could be like, here's where we are in reading, here's where we are in math, here's we'd like to be the next
year. How hard is that? >> Well, here's a problem. I mean, I I understand what you're saying and I don't disagree with that either. Um, and if I'll use you use my car as it when you my I have a problem with my car. Your your mechanics, your techs are going to plug it into their computer and
say here's a situation or whatever. Every assessment that we do in education has [snorts] to be two things reliable and valid. No [clears throat] matter what what the what the assessment is, no matter. So for us to do an individual assessment or
a in district assessment, we have to have reliability and validity for that assessment as well. And and I mean that's costly number one. And number two, it's it's it's lengthy. It's a how how can Brainer develop a
assessment again I I hear what you're saying you know for their own kids for the so that we can advance use what we need to use uh for our kids to advance in the future. Um >> there there is two Lakeville dads that
were on the school board. There is um that assessment out there. You should see it. I watched when they went through this whole thing. They took each school. So let's just say they had eight schools. They took one elementary school and every kid, every class they had but
green, yellow, blue for how they were all doing. And you could put fast bridge in it. You could put the MCAs. I mean, and they said it would cost about $100,000 for this software. And the software looked amazing. I mean,
everything that you wanted to see and so far it was just out to the school board and the admin. They hadn't gotten the the community involved yet because it was still working on some kinks, but what they're doing down at Lakeville, it
was I have I have the data on it if anybody wants to watch it and everything, but it was really neat. So, it is out there >> and it was very easy to comprehend and to understand. Peter, doesn't uh with the MCA scores,
don't each parent they get something sent to them about their child's MCA score, don't they? >> They're supposed to. Yeah. >> Yeah. >> Yeah. At the beginning of the school year. >> That's what I thought. >> I mean, this fall Christina gave us the um Fastbridge fall screening data and
then I think she's going to give us the winter. >> Yep. I I thought Yeah. The question I have is is what >> that will be helpful. >> So, what's peers at? >> What's PED at? Oh, I understand. >> Okay. Yeah, this is interesting. We don't know. >> See, we won't know any fast data. >> Got it.
>> Follow me. >> Yeah. >> Let me Can I ask one more question? >> Sure. >> The outlier I think that's the proper term. Uh when we had uh uh Garfield present, right? >> There was a big discrepancy between MCA and Asperers. So,
>> is that something that pops up every once in a while and we we just kind of disregard it or I mean it was it was such a big discrepancy. >> Well, I wouldn't say you ignore it, but you kind try to figure out how were the two so different. >> Yeah. Yeah. >> Yeah. >> Which one was kind of like false
positive? >> Correct. >> Yeah. >> Yeah. >> Could we do this? Could we put this? >> This is important. That's good. >> It is. It's a great question. Uh, I just wonder like when we first started 3 years ago, this was on [clears throat] every one of the goals and now all of a sudden I think we have two schools that still have it. It only has to be one of the goals. I I'm not saying to take it
over and make it all about the MC. >> We didn't have fast bridge at that time and I I want to give Christina and crew an opportunity to weigh in on how they're thinking about this and how they the process for setting their goals. I'm not opposed to that to adding to it, but
I don't I don't want to dump this on them without >> Well, it would be a year >> without a conversation to to think. >> Well, should we make a make a motion or are you just going to put on the agenda for next? >> I think let's put it on the agenda for the committee meeting. When is our next committee meeting for
>> work session? Our work session. >> Our next work work session >> in January. >> In January. Does that work? And we can move it to the agenda of >> I'd like to have a vote on it. I'd like to see who wants to do it and who doesn't want to do it. I think the public deserves it. We're on the damn school board. We have to make some decisions. [snorts]
>> I'm totally fine with that, but I'm I'm not willing to support it until we've got input on how these things came about. I don't have enough information to make a decision. >> That's fair. That's just your opinion. I understand. It's okay. It's just a vote. But I mean, if I make a motion, if someone will second it, we can either
vote on it or you can put it on January's agenda, right? That's the rules. >> Well, we you talk on a work session or a board meeting? board meeting. >> Well, don't you want to talk about in a work session, please? >> No, I don't. I want to see those goals back on the stuff like it was when I started on the school board. And I'm not
I'm not trying to be mean. I'm just saying then this makes I mean these are good goals. They're terrific. I have no problem with them. But I'd like to have something that we can compare to outside of the school district and we don't have it right now. We do it from a couple of them like LOL has one.
>> There's two of them. >> We We have those results. I mean, we get those results. >> I'm not looking for results. I'm looking for goals like we set a goal. How are we going to get to the goal, >> right? And then they build it backwards and they can do it. It's only for next year. This year's done. We've been through all these CIPs except for the
two that aren't here tonight. So, I'm not asking them to go redo them. I just don't know why it'd be a big ask for that next year. One of the goals includes the MCA scores. And I think that we should be able to make that decision as a group. And if you don't, then it's okay. But I'd like to be on record that I'd like to see it because I
think the parents would like I think we you know >> Yeah, that's totally >> But I think it's a worthwhile discussion to have. >> Yeah, I do too. >> A a bigger a broader more broad and inclusive discussion. >> Yeah. Well, our meeting won't be till after the workshop, will it? >> Are we going to keep doing this workshop
stuff or are we going to go back? >> Till after the workshop, >> we going to go back to committees. >> Yes. And work sessions. >> Yeah. The good old strategic planning work sessions we used to have. Mhm. >> Yeah, I like that better. >> Okay. Well, we'll talk about in January.
>> Are you comfortable with that? >> Yeah, I guess. >> Okay. Thank you. And thanks for bringing that up. It's a good conversation. >> And maybe in the meantime, we can get some input from >> I think that would be great. >> I will. >> Could we ask for that, Peter? Sure. for information just so that we're all in
the loop on how the goals come about where we're at and and a way to capture that information if this impedes the process for the CIP groups. >> Why can't we talk about it in the workshop even a little bit? >> Yeah, we will. Okay,
>> that's Yeah, absolutely. >> Thanks you guys. All right. Um let's move on to new business. We got through the approval of the resolution last night. So, we will move
on to the second reading for policy 440. >> There's been no change, correct, madam? >> No, there has been no change. Thank you. >> I'll move. Is this Is this the third reading? >> This is the second. We have one. >> I'll second it. >> Okay. All right. We've got a motion by Director Ward, a second by Director
Dondelinger. Any further discussion? If not, all those in favor signify by saying I. >> I. >> I. >> Opposed. Motion carries. And we added a third item to new business, staff changes and leaves. We moved down from
the consent agenda. >> Yes, I noticed looking at it. Uh, and I guess uh the reason I asked for it to be pulled is because I guess I was the one who brought up at a a meeting of some somewhat of a hiring freeze.
And uh we kind of just kind of went right through that. We got 10 new hires. Uh and um I'm just curious as to uh what we got going on. I guess >> I mean a lot of the I can speak to that to a certain extent. I mean a lot of
these positions are replacements of positions that are you know already in the budget. Those that are noted as new are situations where like for fun and friends before and after school care where maybe new students are enrolled in that programming and we need you know
bodies to to supervise and support um on that. I mean, um, >> well, you've got 22 hires, 16 resignations, and two terminations. So, it's a four.
>> You got 12 replacements and 10 new Peter on that list. So small, it's hard to see a kid. >> Yeah. >> So, 10 new spots. I I'm I'm kind of with Brandy on that deal. I don't understand. I thought I mean, what are we going to do? Hire these people so we can get rid of them shortly? I mean, what's going
on? All we talk about is the budget and all the things we have to get rid of. Why are we Why I mean your fun and friends thing makes sense. I don't see one on there for fun and friends, but that does make sense. You get too many kids, you're going to have to hire >> community ed. It's community ed. It's Yep. When you're looking at like the the
far column where it talks about new positions, the first four are for community ed. Um the next one is a middle level basketball official, right? We just added another to the stable there. Um, Riverside, uh, that's based on student
needs. Student oftentimes will come in with a IEP that mandates a a one-on-one aid and we're obligated to provide that. Um, just trying to look the one the next one then is also for fun and friends.
Um, or excuse me, yeah, at Riverside that's also fun and friends. Um, >> so do we get we we're getting new kids at this time of year. >> Oh, yeah. Yeah. Um, and then the last two, one is a sub
subteer. Um, and it says new, but I mean they're we're hiring a sub another sub for the sub pool, right? Um, and this one is a long-term sub for a particular teacher vacancy. So, we're actually replacing at a lower pay rate than
>> than than what was previous. And then the last one is a substitute for the Paul Bunnan >> um co-op. So, that would never even necessarily be in our district. It might be to support one of the other districts in the co-op.
>> All the all the because we're the fiscal agent, all the payroll runs through us and then it gets aortioned out back to the site B or each district depending on the enrollment in the program. >> So [clears throat] all the program assistance, Jason, they're basically
working for Fun and Friends. Yes, sir. And my understanding is fun and friends makes money. >> It's in community ed, so it's a separate fund. It's not part of our general fund. And and they do collect revenue um for the programming. >> Yeah. I was just break even.
>> Okay. I was just concerned that you know with the situation we're in, I just uh I guess maybe thank you for your explanation. [cough and clears throat] Just wanted to kind of get an idea of what's going on. And and every time we have a resignation, we [snorts and clears throat] also have a
internal process where the principal will submit that resignation through uh our internal processes. It'll go to Marcy to verify that yeah, this actually is a position in our in our system. It's an authorized budget position. If there's a question or a concern, it goes
to our executive committee and and we make that determination. But a lot of these are, you know, our education, our staffing plan for the year calls for these positions and someone resigns and we're going to we're going to replace them. >> So why do you call them new instead of replacements? >> Well, again, >> I don't Yeah.
>> You worry about the replacements, Randy? >> Am I worried about them? >> Yeah. Is that what your concern was, Replacements or the new? >> My biggest concern. I guess my biggest question was the new stuff. >> That's mine, too. >> I mean, replacing is replacing, but >> replacement's like, what are you going to do? seventh grade math teacher. But I
guess >> the other part of that though is that some of the positions we've been waiting to fill because we can't get someone to either apply or they apply but they don't get hired. >> So they were they may have been um positions that were we wanted at the
beginning of the year, >> right? >> And we just now found somebody because a lot of these are part-time. I see three and a half hours, three and a half hours, >> two hours, two and a half, >> right? Just Jason, I really I mean I appreciate um putting all this together
for us. I liked the way we did it before where we could see certified and and it just kind of put these folks in categories which made it a little bit easier to understand. >> Is that how they were were they by school? >> No, it was >> I remember it used to be a different
page by category better. But >> you do >> well just because it's one page. >> Okay. >> It's fine. It's fine. The other one was bigger writing. You can read it. Make it bigger. >> Yeah, maybe make it bigger. Maybe that bigger >> cuz what we're trying to do is in in the past it had uh tabs for, you know, new
hires and here's who resigned and here's on a leave and they were in disperate areas. So from a data standpoint, we were couldn't search, sort, query who got approved at this board meeting. Well, we'd have to look through paper and digital agendas and not run data. So
we're trying to put it all in one. >> Makes you guys more efficient. to audition as we can. >> Yes, >> but just maybe a little bit >> we can format it in different ways or whatever would help but we're going to kind of unify the the data. >> All those sub resignations are is it because their teaching uh certifi
certification is done? >> No, typically what it is um John is that they've just chosen not to sub for quite a while. So we're if you look on there for the end date um you know that's just showing like the last time that they subbed. So it might be >> a couple three years. Again, we're just
trying to clean up our clean clean up our act, I guess. Clean up our data. >> All right, >> Michelle, that second column, uh, I know it's small print and I have to squint myself, but that we talk about certified and all that stuff in that second column. Yeah, >> they go in orders, so you kind of group them. So,
>> yeah. And so, that that's great. Yeah, maybe just a little bigger >> for me. >> Did you put cheetahs? [laughter] >> I got some very expensive cheaters on my face. [laughter] Right.
Thank you, Director Alson. >> Yeah. >> Thank you. >> Um, did you get what you needed, Randy? >> Yeah, I just I was just curious as to, you know. >> Yep. Absolutely. >> Because there was just there seemed to be a u more than what I would have thought that's all.
>> Sure. And now I have a better understanding. So, most definitely. >> Okay. We will look for a motion. >> Second. Got a motion from Director Dondelinger, a second from Director Heidman. Any further discussion?
If not, all those in favor signify by saying I. >> I oppose the same. >> Motion carries. >> Uh we will move on toformational. Anything for the Briner Public Schools Foundation, Director Ed? >> Um they had bingo on Monday night and
they said it was the smoothest bingo night to date. Um they pretty much sold out out of all the tickets on the seats and the projection for revenue raised is going to be probably over what they did
last year. They were they said it went so well that they probably well they're not doing that warrior homecoming fun anymore because this is less work less stress and much more consistent attendance and revenue. They don't have the final numbers for what they made,
but they said everything went well again. Everybody had fun. >> Awesome. >> Great. Thank you. >> Is a question. Is the date of of that >> the key to the success of that event? >> The what? The homecoming one. >> No,
>> the bingo. Oh, I think >> the reason the reason I ask is that we publish our schedule in January of every year and we meet on the second Tuesday of every month unless
>> there's an election or there's a holiday or whatnot. >> National holiday. >> Now, am I bringing this up because we had a snowstorm yesterday? Yeah, I am. [laughter] If if if people would recognize our
schedule, we would have had a board meeting on Monday night. >> That is my point. >> Yeah. >> So, I guess what I'm saying is that can we have some of those other organizations? Can they do they ever move? >> I think it's the only organization we've
ever moved for. Why did we move it? Why don't they move? >> I don't understand. >> I mean, we wanted to be supportive and and be able to support the event and and show up. It's a [snorts] you know the braver their foundation supports you have to ask Jessica is this your deal Stephanie
>> you the reason [laughter] I am not ask Jessica to not be doing it on our deals the nice thing about our schedule is that um if you're on the move like some of us are and someone asks me something I can go and say you know what that's the second month when's the second
Monday of of that month someone told me right now hey we're going to go do this thing in March I'd be Like I don't need my computer. I don't need it. I can already be like, "Oh, it's the second Monday. There's no way I can go. I got school, >> right?" Simple, huh? >> Put it on March. But yeah. >> Yeah. >> But well, this year's all screwy. This
has been the screwiest year we've ever had in three years. Most of them was like one. We had Veterans Day or we had to move it for We had like one a year and now this one is like what we had like three, four month. >> We had a Thursday meeting, didn't we? I will say for um for the foundation they
typically I think look to do it on the first Monday of the month but the last two years we've had inservice day >> it's fallen on that date so they've moved it to the second so like next year it doesn't overlap >> again so >> so it'll be back to the first it makes
it simple >> y >> I mean not comp I'm not complaining I'm just >> okay I'm just bringing it up that's all for consideration >> informational. Yes.
>> All right. Uh the wellness task force. Okay. So we met uh yesterday. The building principles were given a survey to identify their concerns as it relates to the mental health of their staff and students and we reviewed those survey
results and those re results will guide us in the work we're going to do going forward. Um, the open-ended question was, "What needs do you have specific to your site regarding mental health, social, emotional, or self-wellness?" And the top three common mental health
themes that emerged for us were number one, they want traumainformed and seal professional learning. Number two, staff wellness, morale, and burnout prevention. And number three, student behavior, health, and regulation supports.
Also, just in speaking about wellness, um we might remember Allison Vanble Vleet was here in November to talk to us about the position that she has in the district. And I just want to do a little shout out here. She was able to provide
98 Thanksgiving baskets for our families. >> Very nice. >> She came in extra to do that. >> Yeah. >> Um I think on Thanksgiving Day, if I remember correctly. >> Yeah. Yeah. Yeah. [clears throat]
>> Thank you. Um and safe and welcoming school. >> Okay. So, we met on 124. Members of the committee have been creating short videos to support our principles in building communities within their building that are culturally responsive.
So these videos are designed to be viewed by the educational leaders and subsequently shared with all staff in an effort to better meet the needs of all the students. Dr. Carlgard is leading this effort and she'll continue to
provide bite-sized chunks of support in the coming months for our leaders who are supporting the work of creating school communities that are culturally responsive. Thank you. >> [clears throat] >> All right, we'll look to the business
services report with director Lord. >> Welcome. >> Good evening. Uh in your report or [clears throat] in your agenda, sorry, is the enrollment report. So from the beginning of the school year, K through 12, we're down 63. The average is about
36 for this time of year. So it is a little bit higher than usual. Um, so we'll have to continue to monitor that and just hopefully it'll stay steady instead of keep going down. Uh, also in your packet is the financial report. So the building construction
fund is higher or excuse me lower than prior year in percentages and that's due to less projects. You know, we're those um funds are kind of on a as needed basis. We're doing projects or purchasing equipment. Um, and then the post-employment benefits is down from
last year as well. Just less retirees in that bucket. Um, and I just wanted to say thanks to everyone for making the meeting happen last night. The bond sale was I that would have been hard if we would have had to reschedule that. So, I appreciate that. Want to say thank you.
Uh, and the public hearing too as well. and the at the the last two pages of the financial report, we did go through at the work session, but I did figure out a way to do a screenshot. So, when we looked at it, it was live data from that
analytics. Um this you can't see the exact amount but just so that um the public could see it as well that with our budget discussions about administration this is the data that goes through and compares it to all the independent school districts in the
state of Minnesota. And you can the middle line on that chart is the uh average or mean and then it has a standard deviation of plus one or minus one. That's kind of that gray right in down the middle. And then the blue dots
is Brainer public schools. And then if you look below, the yellow is Brainer specific. So you can see by department like the board of education is 78 um away from the standard or the mean
if that makes sense. And that has all of the departments that are I guess considered out of Wesby or admin. And um the I just want to point out again we talked about this that the instruction related technology
staff dev health services operations and maintenance and then LTFM. Those are all districtwide. They're not just at Washington. That's across the district that those expenses are there. Any questions? Um so when we at a
meeting last week I had asked about um rewarding well teachers didn't miss that we give them like $75 a week and you said that was in uh that's already in their contracts. So what did you find on that? >> So in their contracts if they have uh
over a hundred I think it's 120 days of PTO they can be paid out into an HR. >> Okay. So it is a larger number, but if they accumulate that time, there is a payout into an H. >> Okay. So they're already getting >> if if they save their days. Yes. >> Okay.
>> Gotcha. [clears throat] >> The long-term maintenance funds. Uh >> if we don't we got to spend them or we lose them, right? >> Basically. >> Yes. >> Okay. >> Yes. >> That's all I had there. >> Yeah. >> Uh so we're 63 down since the start of the school year.
>> Do we know why? I anticipated that question. Um, Peter has a theory and then I also did ask our Mars coordinator and she thinks it's because of um, uh, transition uh, housing. So, right this time of year, I don't know has to do
with going into winter, >> but um, >> what does that mean transitional housing? What does what what do you mean? >> That that was her response. >> We won't have any. That would be people who are in rentals and probably moving from community to community depending on
employment or not. Um if you it my personal belief is that the tick increases because we have a much more mobile workforce and people are not having stability in their jobs or having mobility in their jobs. So therefore,
they go where the job is and wherever that job is at, they're moving their kids, especially those that are on the lower income, lower skilled jobs. Um there's a lot of layoffs going on. So people are looking to where's the next job going to be and wherever that is,
that's where they're going. >> Do they do they have to fill out some sort of a form and give it to somebody? >> Do they a withdraw a form? >> Do we ask a question while you're leaving? There's a comment section, but if they don't fill it out, then it doesn't >> we don't know.
>> It's not that many. >> I mean, know about the last week, I've had three homeschool and then two um went to uh online. >> Yeah, I was going to ask you, Marcy, do you know how many of those are online? >> Um online will be good, but
>> they go to tuitioning tuition out. >> So, if they were transitioning to us online, that wouldn't be in that number. like there it's not going to show that we're going down. >> But if they're leaving our district to go online, that would that's >> if it's outside the district. Yes.
>> Right. Because um that's what the younger kids are. That's what their only access is to go to Minnesota Academy or Cross Lake. >> Well, there is our option too, the Brainer online school >> just for the high school.
>> That's only 912. Right. If we've got middle school kids saying um or elementary kids, I don't care who it is, what what a age group, but um but particularly middle school kids saying, you know, this just isn't fit for me. So, mom and dad, can I mom or dad or stepmom, stepdad or whatever?
>> Yeah. >> You know, can I go can I go online? Can I home? Not not necessarily homeschool, but can I go online is I think turning into be a big deal for all districts in in enrollment and costs. Um, >> and we're working on it in the middle
school. >> Yeah. >> Look at Christina, but we're working on it. >> What's the big online school down in southern Minnesota? Houston. >> There you go. >> I mean, they market like crazy. >> They started in the [sighs] late 90s. And at first, everybody didn't
think much of it. And when they went from like >> 15 kids to 600 in a couple years, everybody got worried. [cough] >> But they their program is Ours is homebuilt, right? We've built it. We've built the online school here in
Brandon, right? We didn't go to an outside source, >> right? >> But I heard the downfall with Houston is they went to an outside source and but still Yeah. From 16 to 600. Ah, yeah. It's a big deal. >> Why is it a downfall? >> Huh? >> Why is it a downfall?
>> Well, we know our kids for one thing. We we're going to build it for for our kids and then hopefully you know you know the name of Brainer you know I mean it still I think it means something in in this state as far as >> you said that the story is with them is that they hired it out so it was a
downfall I just thought maybe a new >> but I heard the downfall was it's it's not as cracked up as what it's meant to be is what you know >> be pretty good because they're I know that >> I think I think online is going to try to um individualize it as much as possible
>> um and make it attractive as much as possible. And it's a market. It's a >> right. >> It's a market card, >> but you know, there's only a certain percentage of people that can do it. >> I mean, you know, both parents working. It's tough. You're going to have the you have the right kid. And,
>> you know, that's why the high school deal makes a little more sense because you you'd feel pretty good about leaving your >> I don't know if I'd feel good about it. [laughter] >> Probably should have left me home when I was 15. laughter while we were raising kids. I had a mom reach out to me and she says she has a ninth grader at the
high school and he's struggling. He's a good boy but not doing well academically. Teachers ideas of help has been go home and look at YouTube videos. I've asked about tutoring but they say that isn't an option. I've requested his
him being transferred to the CA and they said they refuse. So now she wants to know if anybody is coming to your head any openings. And this is not the first time I've gotten this. So many parents they're getting I don't know. They're
asking for help and they're not getting it. They're going to pillager. But you know what? Pillager is full. I think now they're not accepting any students. >> I would I would have her reach out to you know principal bo Dr. Bozer >> if she hasn't already. and that or or you could reach out and just say, "Hey,
here's forward that on to her." >> Okay. So, reach out to the principal >> for sure. >> You too. I mean, you can't have a mom that ask you for help. >> That That's just really sad. I don't know the teacher >> and that surprises me that a
professional teacher would say just look at YouTube videos. I'm just saying. >> She didn't tell me the name of the teacher. I don't want to know. >> Okay. So did she tried out the greater learning center the AEC? >> They they she said they refused that too. She wanted the brain learning
center might not be a candidate. >> Here's one thing I would say about the transate, >> right? Is that what you call them? >> I think. Yeah. >> It was all through chat. So >> well the deal is that you got to remember it's for everyone that moves out another one moves in. So it's like
it's transient. So if we were like, "Oh, this month we went down 30 and next month we were up 25 and then we were down and we were up, you know, it's like that's transient because there's going to be people moving to Brainer, too. They're getting a new job in town." And so it's kind of goes both ways. You can't just say, "Well, everybody's leaving here, you know." So I weren't
>> in my world, we think of those as we call those excuses. >> We weren't that far off from average last month, so it really did just happen within the last So I'm I'm curious to see what next month looks like. >> Yeah. 30 is significant though. >> Yeah. Yes. >> Right.
>> That's a lot of money. >> We look at it from the beginning of the year. >> Thank you, Marcy. >> Thank you. >> Thanks, Marcy. >> All right. Superintendent report. >> Um, I just have two things. One, I don't know if you've noticed, but uh, we finished the lighting on the GZ. And if you haven't seen it at night, it looks
really cool. >> Does it? >> Very, very, >> it's really nice. >> Um, dressy. >> Looks great. And uh thank Jeff and Marcy for pushing to get this done on time. So and then the the only other thing I
thought about was you know yesterday we had a early out today was a late start. One complaint. [clears throat] >> You mean by people? >> Yeah. >> Not you don't have a complaint. No, you didn't hear me. >> And actually it really wasn't a complaint. It was just I don't understand.
>> So I tried to help. >> Oh, it needed to be done. >> Where do they live? Across the street from a school. Yeah, [laughter] it was a grandparents. Okay. Yeah. >> Well, I got an email asking about it and then about an hour later after the um
Yes, this was yesterday. This person said, "I'm sorry I bothered you. I I understand now. [laughter] >> I'm glad you I'm glad they >> actually [clears throat] did a pretty good job of plowing this time around." >> Does the temperature drop at a certain time in this building? Again,
>> we're down to 68 now. You got to >> 68 now. >> [laughter] >> night and day. >> Let's um >> there's a list of future meetings here. >> And it goes out through January and we
should also note um a few of us will be down at MSBA, but I don't think we'll have a quorum, so we don't necessarily have to list that on here. Okay. Um so the next item on our agenda then is to move into a closed session. Um, so this
closed meeting will be closed pursuant to Minnesota statutes 13D.03 [clears throat] for labor labor negotiation [snorts] strategy. So I will look for a motion um saying as much that we can move into close session.
>> I'll make a motion that we move into close session. >> Is there a second? >> Don't you guys want to move into close session? [laughter] Sarah, can we have a roll call vote? >> Yeah, we can have a roll call vote
>> for close session. >> All right. Um, we've got a motion by Director Breen and a second by Director Ward to move into close session for labor negotiation strategy. Um, a roll call vote, please. >> Michelle Breen, >> yes. >> BJ Donelinger, >> no.
>> Stephanie Edman, >> no. >> Randy Hidman, >> no. Serp Spear. >> Yes. >> John Ward. >> Yes. >> 33. >> Um, motion does not carry. We are not allowed to discuss labor negotiations in
public. So, I guess we will move that to a future meeting. Okay. We'll look for a motion to adjurnn, please. >> So, move. [clears throat] >> Is there a second? >> You're going to sit down again. >> Not discussing. >> Is there a second? >> We can discuss what we want right now.
the meeting to end the meeting. >> Oh yes, I'll second it. >> All right, we've got a motion by Director Ward and a second by Director >> Heman. >> All those in favor of >> um adjourning the meeting%
>> please say I. I oppose the