--------- this session, but we do have discussion and we do have an agenda. So, the primary thing on our agenda today is a budget discussion and I'm going to turn this over to Superintendent Grant um for the few items we have listed under that
discussion. >> Okay, first of all, um we do have results back from the um survey we did with community residents. Can we talk about that? >> Yeah, that's what we're going to do.
>> No, let's talk about the survey. >> Yeah. >> So, it's not scientific. >> No, I don't think we should probably scientific. >> Well, we probably shouldn't be releasing the results cuz you could take it 150 times if you wanted. Talked to Ryan yesterday about it. We can't control it unless we were to pay. So, we could do
another one if it makes you happy. But that one there is like you can I can just keep filling it out over and over and over and over and over and over and over. >> What What difference does that make? What do you mean? >> Well, that's just a a pulse of what we get from the community. It's not
scientific or anything. >> Well, and maybe we go back to So, the purpose of the actual survey was not a decision making mechanism. It was to take to take the temperature of the
community to understand um what's important to them, what's on their mind, what they're thinking about so that we know going forward where we're going to have to provide clarity, where we're going to run into difficulties, those kinds of things to just understand what
we're getting into when those decisions are made. >> Did you take it? >> I did. I only took it once, though. >> Me, too. I didn't take it again. But then people started calling me asking me about it and then the letter started flying and it's like I couldn't find I don't know how do you put those things
in order. Do you want re re uh reliable transportation? Oh yeah. Do you want safe buildings? Yep. You want high quality teachers? Yep. I mean who do you put what do you put first? That's silly. >> It's they're all first. I know >> Peter Leman would not be proud of us. I don't think
>> but I know we just borrowed it >> from some other school district. So whatever. >> So I mean take it with a grain of salt. Take it for what it's worth. It's not scientific, but it does provide us some insight to how the community is feeling
about the topics we put in front of them, >> which I think is more than what we had coming in. >> Did you copies >> Okay. Can we go? You want to go through it or not? >> I don't. But if you want to go ahead. Well, I think you're just going to
confuse people. We're not If we're not going to use it and we don't think it's quality data, then I don't know what the purposes. But we can do it. It's fine with me. We're here, so we got to do something. >> I think it'd be great to know the the highlights. Anything that concerns you, anything that
>> um gives you pause, or anything that validates >> thinking, those sorts of things. >> Fair. I well I think it's uh important to uh to give the results to hear the results. You know all of us board members I'm
assuming receive some comments some emails some letters or calls or whatever saying that there were flaws with the survey and um you know they they pointed them out and they're and they're I think they're right on with the flaws. For example, it pits different areas of
academics or non-academics or whatever against each other. um transportation against uh uh academics just like DJ had mentioned. But I think I think it's important to there are some flaws but I think it's important to go ahead and you and at least review the survey.
Any other comments before I get started then? Um we should have probably had a slide for that. I don't know if do you want to see the slides or can I just read it to you? >> Just read it. >> Okay, that for me anyways. >> All right. >> Um, so the first question is, do you
live within the Brandon public school boundaries? 91% are yes, 9% or no. The second question is, do you have children currently enrolled in the school district? And this one is probably really critical because we have
a tendency to forget who is and who isn't really connected to the school district. So we have um if you have children in the school district that would be 57.8%. And those who do not is 42.2% with 1340
responses which is >> pretty good. pretty I mean usually I mean if it had probably been scientific it would have been one that Peter did that was about 7525 actually for those with out kids and
those with um we have a question about which best describes your relationship to the school to the Brandon public schools 1340 responses um 45.4% 4% were parent guardian which was a number of 608.
Student responses was 284 for 21.2. Staff member responses 175 for 13.1. Staff member and parent/guardian was 142 at 10.6%. Then community member with no children
currently in the district 144 responses for 10.7%. Then we have which areas of the school district which areas of the school district's work do you value most and you rank it from most to least. So the high number one was a high quality
classroom instruction 706 [Music] >> responses extracurricular activities 182 well-maintained and safe facilities 139 effective district administration and building leadership 126 reliable
transportation services 124 and access to modern technology for students and staff 63. So, so did so those numbers mean a six is adds up to 700 and the last one was just ones, right? Is that what you're saying basically?
>> Yeah. >> Yeah. Gotcha. >> In your opinion, which of the following should the district prioritize for funding purposes? And you rank from most important to least important. Academic programs and classroom instruction was 746.
Arts and the music programs was 134. Student support services 118 athletic programs and extracurricular activities 102 bus routes and transportation services 86 career and technical education
program 65 technical and digital tools investment 50 and facilities and infrastructure 40. So again, it kind of re um supports the idea that it's all about what goes on in the classroom.
>> Oh, Peter, does that mean that 40 picked um the kind of the the buildings and grounds as their number one? >> No, the least important. >> The least important. Okay. >> Y >> you know, you could go like 6 5 4 3 2 1
>> and they just total them all up. >> Got it. So, so the one that got 700 at the most sixes obviously. >> Yeah. Okay. Okay. >> So, and you know >> tell us how many people did what. But >> you may say how come facilities and infrastructure is so low. Well,
>> we have fairly new stuff. >> We just spend a bunch of that only makes sense that it would be that way. >> Yeah. >> Okay. >> So, that was the, you know, to get a pulse of where the community is at. Um, is it scientific?
No. Does it help us? I think a little bit does only for the fact that we know that the emphasis is how are we going to be able to protect the classroom from and it's not something we don't know, but at least we know that it um
ranks very high with the survey that we took for those who answered the survey. >> That's why we exist. That's why we exist is to teach >> and that should be the most important thing.
>> So I don't know any other comments or questions on that. >> So the 1,340 responses is the total responses of the survey so far. >> Correct. >> Is the survey done now?
>> 21st. So this is just a snapshot of where we are on the 13th. >> Any other comments? So we could so so uh can we as board members get copies of those result hard copies of those results or email to us the results or
should it or should we wait until uh the deadline of the 21st? >> I think you should >> I would recommend you wait just I mean you got another week of responses to come.
>> Okay. Eventually we will see the we will see the results though the uh hard copy email. >> Yep. >> Okay. >> Okay. Okay. The next one is egg um testing. Carrie, do you want to
speak to this for the board? Why does it feel like a longer walk when session? >> Um, uh, members of the board, Superintendent Grant, I, uh, just wanted to give you an update. We have uh I'll combine this with our admin updates in
terms of um the work that we've been doing on the budget items that we talked about at the last meeting where you voted on um your yes, no, and your maybe stances. Our team has been working on uh digging deeper into timelines and
processes and data for all of those items. And one of the items that is very very timely is talking about kindergarten testing in AGOT. If we are going to um talk more about potentially
pausing first grade EGOT for next year, we need to get some um input and direction from you sooner rather than later because testing starts in kindergarten uh in just a few weeks.
The recommendation that we are bringing forward is to pause kindergarten testing for this year so that we have time to do an adequate study of what we can uh feasibly do to align our AGOT
programming to best practices and to provide the outcomes that we desire for students. We have not looked at our AGOT programming since 2017. So, it is time for us to be doing that. But in order to save staff time and to save
money and to give us some latitude for uh investigating that program and making it a high quality program going forward, um we wanted to bring forward this idea of pausing
kindergarten testing. We do kindergarten testing in September or excuse me December, January and March in kindergarten to place students in first grade AGOT. So we're we're kind of uh have a sense
of urgency about this particular item. We can come back and talk more about other items that we've been working on, but we pulled this one out for specific conversation and guidance. This is districtwide testing.
>> Correct. >> Well, I do see on the uh sheet that we've been given by from Marcy um to uh redesign the AGOT program and we've talked about this as a board. We redesign it uh so that uh each building
would have some AGOT programming going on. Uh it looked like there was about a $312,000 savings on that. Does that is that still correct? >> Uh that is a ballpark figure at this point. Director Ward, we have not
investigated redesigning anything beyond first grade at this point or or what would be the value added or programmatic determinations um of keeping students in their home school for egg programming. At this point, we would recommend
continuing AGOT programming in second, third, and fourth grade at Lowel for next year. Just pausing on first grade. >> Okay. Thank you. >> What kind of money are we talking?
>> About 70,000. >> That' be the one teacher then, right? >> Um the teacher and the testing. >> Okay. >> Yep. And then we would actually move that testing to fourth grade and do screening for all fourth grade students
in in addition to current AGOT students. Um and um preparing for any changes in identification for students going into Forest View and how we identify students for accelerated classes in Forest View
going forward as well. So it's kind of a multi-tered approach. um our window would not go to waste. We would just shift it to fourth grade. We don't currently have the practice of screening all fourth graders that go to
Forest View. Um so we could still take advantage of the testing window. It just wouldn't be for first grade. >> Yeah. >> What's the big deal about the testing window? Does someone else do administer the test? >> Um it's paying an outside company to do the test or we buy the test. We buy the
test, but the time that it takes to administer the test districtwide and analyze the results and communicate with parents that make decisions about where they want their students to go to school next fall is the sense of urgency. >> Oh, I get that part. I just was curious.
>> Yep. >> Like we're not going to lose that testing. We're going to move it to fourth grade. So, I was like, >> well, >> figured we would >> and we could pause on fourth grade, too. But that if we wanted to >> take advantage of the opportunity to understand
>> we we could go either way. >> Well, as I also look at the results that the board members turned in, there were, you know, to uh reduce the first date first grade a which we're talking about basically from the kindergarten testing. Um there were four yeses, one no and one
maybe. >> Correct. Um so that to me that looked significant in um looking to at least redesign the AGOT and and uh and uh and holding testing on the kindergarten. Uh there four me four four four board
members that uh said yes to that. >> So if you'd like to move forward, I would recommend somebody put it on the agenda for later this evening. Since this is a work session um and you're not um taking action at the work session, uh we're just proposing it here so you have
time to um contemplate the possibilities and the implications and um as a consideration for followup for the votes that you did at our last meeting. >> So should we just hash it out right now? >> Well, that we should do. Sarah, >> now is the time? Yeah, we can discuss it
right now. >> Well, I'm in No. I don't think it's enough money to get too excited about. I think it's a very important deal for 20 families, 20 families per grade. Um, I haven't seen what the other changes are going to be, so it's hard for me to make a decision on this one, but I understand
you want to get one at a time, but if it was 700,000 be a little easier. I would just have to say this with this information that I have, I'd be a no, which is what it is at one vote. >> So, you were yes before. You're changing your vote. >> I wasn't yes on getting rid of K.
>> Were you? Maybe. >> I don't know. No, he was a no. >> I never seen the lift. >> Was I a No. >> Where did you get that from? >> Where did they get this from? >> I know what it is. It's that Excel spreadsheet we filled out. >> Well, I didn't print it out when I was done with it. I just sent it back to you
guys and I've never seen it come back again. >> You can click on that link and get back into it. >> Who sent it out? Did you send it out, Kelly? >> I think I sent it out. >> Oh, okay. Yep. I found it. Yep. No, as people as people filled it in, it just
it just added to added them to the spreadsheet. >> Well, I'm glad you have it. It's kind of nice to have. >> It's a good little sheet. >> So, is that the >> So, I'm I'm kind of confused what >> Okay. >> Yeah. >> Um,
so the testing that we're talking about >> is in kindergarten is to determine what children are eligible to go into the AGOT program. It is one of the criteria that we have. >> One of the criteria. Okay. And then >> the other testing I mean all all kids
get tested >> correct in kindergarten >> for other >> for other things. >> Yep. >> Okay. >> Um but if we I mean I'm not I'm in favor of keeping AGOT but I mean gosh if >> I'm 100% with you
>> if we if we almost like we're cutting off >> we are >> theater programs. I >> I just want to be clear. We are not talking about getting rid of AGOT. >> No, I know you're talking about talking about the feeder program. How do we determine who's going to who's going to go into into egg then in second grade? >> That's what we're going to do for the
next year. We're going to work with a um professor, his name is Dr. Scott J. Peters, who is an expert in this area um and the um gifted and talented expert from the Minnesota Department of Education. They will consult with us and
help us redesign our program. We haven't looked at our program since 2017. >> What's that going to cost us? >> Doesn't cost us anything. >> I think we should look on redesigning it. I mean, it's eight years now since we're doing this. I'm not saying getting rid of it. I'm saying that's >> No, we're not we're not getting rid of it.
>> I just wanted to understand the testing part. J Peters. >> Scott J. Peters. >> Scott J. Peters. >> Look, Carrie, help help me understand. Okay. So one of our items was redesign AGOT program and we all weighed in on that but that is not for the next year.
>> That would be for the year after. So we are not looking at really any >> savings by reducing a this year. >> Well it potentially could save Yeah, it could potentially save one FTE, >> right? >> But we haven't determined that yet until
we have the opportunity to study it further. >> Okay. We don't have the opportunity to come with to you with a comprehensive redesign or a comprehensive proposal about first grade >> time that we have >> in the time that we have. So it either stays like it is or we pause for one
year. >> Okay. >> Just only for next year >> just for first grade. Yep. >> I think this is >> Carrie. Is there a scenario where we do those things simultaneously while we keep the program running but we also study it at the same time and possibly
but there would not be any budgetary savings at all to doing that if that's a consideration for for you and the board is um budget implications. There wouldn't be any savings to doing that. Um, and we would have then one more year
before we see those results because we would have another year of students in the AGOT pipeline. >> Carrie, the research that I've done or that I've done myself shows that um we really shouldn't be testing kids for gifted programs until about second
grade. Um, that that's the research that I've seen. Is that correct or not? uh that is more in the ballpark of current best practices uh director award um Dr. Wendy Barren would agree she's our expert at MDE this is Scott's area of
expertise as well Dr. Peters uh and we have seen many of our school districts uh across the state go to a pro approach called talent development for early primary learners uh where students are not locked into a setting of an academic
program early on. they have more opportunities for talent development in the areas of mathematics or science or art uh for the first couple years in elementary and then as they get into second grade and beyond, we provide more
of that e academic acceleration um after we've had some time to give them time to develop and do um that ability testing. Kat testing is what we're talking about today. the ability testing in second grade.
>> So, scientific research shows that um you know what we're talking about is absolutely the the the way we should be looking as as I interpret it or whatever. Um and it's no and to me it's no different than um you know trying to label a a kindergartener first grader um
with some special ed needs which is is a difficult situation as well. Um so um you know based on that based on what you know um practice which what scientific research shows um I you know I think that we should take a pause here and and
look at uh you know um testing out at kindergarten and first grade. >> I agree. I think if we reserve the right to get smarter and we've gotten smarter about this then we should act on it. Oh, at any rate, it to your point, it's
definitely time for review. Eight years is a long time to not review program validity. So, it would give us time to do that. >> I do want to make it clear that I too, like the rest of my board colleagues, I support the the AGOT program. Um, it's
just that uh we need to review it. >> Yeah, it's a great program. >> Yep. >> Yep. >> Agreed. Anything else you need from me? >> No. >> All right. Thank you. >> Thanks. >> Thanks. Thanks.
>> But we're going to continue with testing in kindergarten. >> I don't know what we're going to do. I don't know. Are we going to put it on the agenda for the meeting? >> Does it need to be on the agenda if >> Oh, yeah. We have to vote on it. >> But why do we have to vote on it? >> We're going to get rid of it. >> Oh, if we're going to get rid of it.
>> But if we're just pausing on it. pause it. >> Does that require board action? >> Pausing it for a year. >> Yes. While we do this, >> do it. >> Just call it what you want. >> But it isn't it isn't cancelling? >> No, >> it's positive.
>> We're not testing first graders is what we're saying. >> We're not going to have it in first grade. So then next year when we're broke, we're going to say we're going to add and bring it back. >> I don't I don't get it. What are we doing >> exactly? >> So in December they test the kindergarteners for
>> Right. or first grade. So the proposal is to pause that for this year while we study um what best practices look like so that we can implement it next year. >> So we would not have first grade a get done next year.
>> Yes. One year. >> Okay. >> No, I'm >> we're not getting rid of it. We're just going to review it. >> Okay. >> Do we need board action for that? Well, I think I think it would be valuable to have it on record. >> Okay.
>> And that would be a save by pausing it. Are we saving 70,000? >> Okay. >> Right. >> Temporarily. >> Right. >> Got it. >> Permanently. >> That's what you're afraid of. Yeah. I guess >> you whatever you want. New car.
>> I will. >> What if What if I lose? Don't be scared. >> You're going to have to give me a car. Sometimes somebody gave me it. >> Okay. >> So, I think we're all in agreement of pausing it. >> Yes. >> No, I'm not for sure. >> Okay.
>> Well, there you go. That's all right. That's why we got elected. I don't want to all think the same. >> N All right. Thanks. >> I didn't I I just >> We could vote. >> I just didn't realize >> in these meetings if you want. Someone has to make a motion and second. >> Well, we're changing precedent then.
>> Yeah. >> We're going to change it for every workshop. that you mean. >> I don't love that. >> You want to do it just for this? I don't think >> that's wise. Just my opinion. >> Okay. >> That's >> It's okay. It's okay. >> All right. We've got
>> Is that clear what we're going to do? >> We're going to, >> Madam Chair. >> Yes. >> So, um, we just do it with through an amended agenda. I mean that that would be the way to do it through amended agenda, not not take any official business here obviously or whatever, but
um I'm assuming that I I didn't realize that we were uh um going to uh take this to a vote tonight. That's that's that's that's one of my concerns is that uh you know, we're moving from uh discussion purpose now to action purpose. But uh
you know if if we want to do an action if we wanted to take the action I I I would agree with uh uh director heman that we do it through an amended agenda. >> Yeah. >> Just amend the agenda for the regular school board meeting tonight.
>> Someone will make a motion on that when we get to the real meeting. >> Yeah. >> Yep. >> Good. >> Y >> Okay. Um demographic study. So, um, our executive team, we've been talking for a little bit about some
concerns that happened in 2018 with a demographic study that was precoid and the um results of that was that it looked like we were going to get a significant number of students. That never happened.
So, it's >> seven years later and we were thinking that as we make some decisions down the road of what we're going to do with taking care of our budget deficit problems, maybe it's time that we do
another demographic study to look and see um is there definitely a continuation of a downward slide of school age population students in our district and maybe we can instead of
having it sometimes, you know, they do a 10-year study so forth. we could just do a snapshot for five years because if indeed somewhere down the road whether it happens this year in a budget decision making plan or maybe a year from now or whatever if there's going to
be the closure of a school an elementary school because of population we should really think about doing that with knowledge and not just a gut feeling and um Hazel Reinhardt is um state
renowned demographer. I've called her twice and left her messages. But I think it would be good if we could get a snapshot of what the next five years are going to look like because really over the next five years as we make incremental decisions about the budget.
It would be really critical to know how many students are we talking about because once once the smallest class comes in, whatever that's going to be, kindergarten, whatever year it's going to be, that's a 13-year process of them
going through the entire system, which has a long ripple effect for the future of this district as far as what does revenue look like, what do expenditures look like, and how do we write size buildings in the district for a
potential of a shrinking student enrollment. And if you want to make sound decisions based on what is hopefully factual or is close to being factual, this would be the time to do it to get a good picture of where things are going as opposed to
where we think they are. And as we, you know, like this year alone, we're down 125 130 students. Is that going to be replicated next year in the following year? We don't know for sure. >> I just want to make sure that we everyone understands when you say we're
down. We're talking about birth rate. >> We're talking about kindergarten. >> We're talking about birth rate. >> Kindergarten. >> No, we're talking about enrollment >> at >> which equates okay enrollment. But but we're not talking about is where people have entered the district and left and gone somewhere else. were talking about
the fact that there's incoming which is somewhat based upon birth rate a little bit >> except that I understand what you're saying Peter but I just wanted to clarify that I wanted to make sure I understood what >> the critical point to all of that though is Randy the birth count that comes out
of Coral Wing County doesn't necessarily mean they're coring county people >> understand >> because if you look at the area now >> where are the places that birthing is can be done >> right >> you know we're the only hospital around right now. So,
>> well, and you've got Crosby and Peak Water and Crowing >> Staples, >> but we don't know if they're going to, but we need to know what county that they're in first of all, but more importantly, is that our district or is it >> right
>> other districts that are using >> bottom line is we're 125 or 134, whatever it is, kindergarteners this year and that's going to be the ripple effect you're talking about, >> right? Correct. >> You know, for a long time. So if you wanted I think if the decision is to start making right-sized decisions for
budgeting and so forth um instead of just looking at dollars and cents we should be looking at how many bodies are actually going to come into the future of this district and a fiveyear study would be I think adequate for now. Um,
we're still on the, you know, we're still on the back side of CO, but it's not helping us and we we really, I think, need to know how much longer would this continue? >> Can the county not give us numbers, Peter, or would you rather use a
recommend >> That doesn't mean that they're ours. >> Okay. Okay. >> And, um, Hazel Reinhardt, the the state uses her for everything. Should we come out of the county? Huh? >> I'm sure she's going to the county. >> Yeah,
>> but she'll also do a digger deep about >> if they're born in Croing, that doesn't mean they're coming here though, >> right? >> Which we need to know. >> And it, you know, and then she'll use some census data and so forth. My recommendation is that we would see
if she would do this for us and get it done so we have some good data to >> project what the future's going to look like at least for five years. Does she work for the state or is she have on her own? >> This is her business. >> So, it'd be interesting to know how much
more it would cost for 10 years >> or if it's going to take twice as long, >> which is a cost at all. >> I don't know. >> Yeah. >> I don't know. >> She hasn't called it back yet. So, I don't suppose you know either. But, but you know, if it's oh, I can get five years down in three weeks and 10 years would take me three months. Well, then
that makes an easy decision. But if it's like a little bit more money to get 10 years, we get when they do it, Peter, do they give you like here's my fiveyear projection and here's my 10 year projection or >> if we ask her, she'll do whatever we ask of her.
>> It just takes like you just said though the longer the >> Yeah, we don't have that much time. >> Yeah, I'm with you. So I love >> and I am concerned about um you know we this is no secret about the size of some of our smaller elementarymentaries. Are those neighborhoods continuing to
shrink? >> Or maybe not shrink. Maybe it's just people that are retirement age are moving into those neighborhoods >> and there aren't the kids running around. You know, it doesn't have to just be shrink >> because some of those homes um you know are not very big.
>> Two bedroom maybe one bath. >> Maybe they've graduated kids have graduated too and they people have just stayed there. Yeah. >> You know, I mean, one thing for sure is that we we know what the we know what the size of the buildings are, right? Mhm. >> I wonder if in conjunction with that we
do some sort of building study through an architecture firm or um I know other districts have done that where they've they've had someone come in and look at the buildings and see how we're serving students and see how we
can better do that based on enrollment and not just okay this building you know enrollment's going down there and not just making decisions based on enrollment, but how those buildings are serving students and learning now and
into the future as enrollment goes down because I think we know what we know and it's probably not the best approach just to make decisions based on enrollment within that school. um because we could in fact redraw lines when when and wherever we want,
>> but it's probably better to base that on how those buildings actually function and how they're working for students. >> Well, don't our staff know that now? >> Well, to some extent, but they're I would say they're probably not experts in buildings either. I know there are
firms that do this on the regular and um make these recommendations of how you can use spaces or shift spaces um to be used differently and >> Okay. >> So, what I can do is continue to contact
Hazel and get some information from her and then I can bring that to you and say here's what she's she will or will not do. >> Yeah, I think it's great. I mean, there are other places we could go if we wanted to do this and I don't know, maybe she's really busy, but um
I would trust her before I trust anybody else. I guess >> you don't you know a lot more about it than we do because he person this was done a demographic study was in 2018 and it and it sounds like it was pretty flawed. Um um what makes the
difference now between it not being flawed now? >> Well, my my >> and let me and let me also just say let me also just say I think the more data that we can get um whether it be architectural buildings or bodies or whatever uh the better we are going to
be able to decide um and make some tough decisions because we got tough decisions. So I think the more information we can get is very important. I just want to make sure that we are um that we f you know that we do it correctly this time rather than have
it flawed like it was in 18. I guess >> well I guess my response to that John would be um in 2018 there was not a significant change in the number of births per household. >> Okay.
>> And CO changed all of that. And the other thing that CO did though along with impacting the number of births per household um it encouraged parents to look at other considerations for education.
Um homeschooling since then has exploded and um private schools have really exploded. Maybe not so much here but around the state in the metro area specifically. But then that 18-month two-year period of of uh interruption to
a normal life, it did more than what people I think understand as far as impacted household incomes, impacted jobs. Um it impacted decisions of family of having children
or not for right away or waiting. So um no one could have predicted that impact because everything would have been based on what we knew before. There was a there's a steady um average of births per household really
for the previous 10 years or so. You know it fluctuated a little bit. Might have depended on the economy or might have depended on what um war we might have been fighting at the time and so forth. Um, but right now, um, we're just starting to figure
out what did really happen over that 2-year period of time that is still impactful. >> Thank you. >> Who did the last survey? >> I was just wondering that. >> I think it was Hazel. >> Well, >> if I'm not mistaken. >> Yeah,
>> it was Hazel. And I just want to make a correction. It was done in June of 2015. >> Okay. And so that data was already three or four years old when we did blueprint 181. And so if you look, I can give you guys data. If you compare our enrollment, it actually was pretty close
to what she was projecting. And then COVID hit. >> Okay. >> It and to your point of 10 years, DJ, I mean, it was done in 15 and the end was 2425. We haven't looked at that data for so I I think it changes so quickly. Five
years maybe. would in my opinion be the best. But >> I could live with five years. I just thought if it wasn't much more money and didn't take much longer, >> why not get the 10? >> 10 years is a long time and a lot changes. >> Her data in 2015 was solid data. >> Well, it's so clo Yes. >> Um
>> it was good data, but CO screwed everything up. >> Okay. >> Yeah. So, she >> we just wanted to make sure because um we want to make sure we're using a reputable individual and if her data was good data.
>> Yeah. So, in her report she has four trend lines. So, high kindergarten, high transition, um high kindergarten, low transition between grades, low kindergarten, low transition, and that. So, she has four trend lines and then
it's up to the district to decide which one are we going to go with. So, it's it's very interesting data. >> So, when they did blueprint 181, they were using her data. >> They were using Yes. parts of her data.
>> Parts of her data. >> Okay. The last time I worked with Hazel was in 2012 and um that was for Oatana and she was spot on. for seven years. It did exactly what she said. We, as Marcy alluded to, the
different trend lines you can pick. We picked the moderate conservative because we didn't want to hope too much. She would she nailed it. >> What um trend mind did brainer pick? >> It was it was kind of right in the
middle of all of them, I would say. >> Thank goodness they didn't pick the top one. >> Yeah. >> Yeah. And that's water over D. But uh >> it's done. >> Well, good. I'm glad that uh you gave us that perspective.
>> Yeah, because I it's come up before in previous boards of you know, can we how can we trust the data? >> Yeah, >> it it was it was old at that point. I mean, it was already three years old. So, >> yeah. Cool.
>> Thanks, Marcy. Thank you. >> So, you think will call you back here pretty soon? I hope so. I'll keep calling her. Maybe because I said my name, she doesn't want to talk to me. >> Oh, damn Peter.
>> I mean, if she's watching now, she's going to We just spent a half hour talking about her. >> Cool. >> Um, okay. Uh, and I I am intrigued by the idea of having somebody study the buildings. I don't know that it's as
urgent, but I think it would be good information for administration and for us. >> I'm assuming that that there'll be a a fee or a cost for that. Get an architectural firm involved. >> Yeah. And the the group that did did
maybe um blueprint 181. I don't they may do it too. I don't know. But they would already know our buildings. So that >> and I know the the architect really well. >> Yeah. and he's retired. So maybe he'll give us a good deal. >> I don't know.
>> Who are you talking about? >> Huh? >> Who's the architect? >> Kevin Dy. >> Oh. >> Well, the deal is is um I'm quite certain we have CAD drawings of these buildings. So you can send it to somebody in California >> and they put it in their box and
>> they don't even need to come. >> Let AI take care of it. >> I don't think they need a AI would help them, I bet. >> Yeah. But they all figure it out just by those drawings. They >> okay? >> They, you know, it's just like building a football stadium. You know, how to get the most seats in on the smallest space. They know what they're doing.
>> I would think >> they'll figure it out. Got to put people in the seat. >> All right. So, next up, we have administrative updates. >> So, I'm going to ask if um from the executive team, does anybody
want to join in on this discussion? like a loaded question. >> They all jump up for Charlie. >> So, I do want you to know we've been working um often once we got the response sheet about yes, no,
maybe. Um it's helped us understand some things that we should focus on more or not focus on at all. But we also have a couple things we want to provide for you that gives us a little bit more clarity because as we start to narrow down
exactly what are we going to recommend to you? Um it really comes down to we don't want to waste time on something that's not going to be important and um we've got some things that we've talked about off that sheet that had the columns and the numbers and so forth and
some suggestions from you thought well what about this what about that? So we have dug into those a little bit and we want to provide some information for you to think about and you know what our recommendation would be on those
particular items. So is there a sheet of paper? Is there a >> So we were just going to give >> spreadsheet or >> we were just going to give a verbal update because we're still working on some of the numbers but um you guys have seen the spreadsheet before. So I'll just go over mine and I'll leave all the
your stuff for later. Thank you. Boring. Um, so for example, selling the red house. Um, Jeff has reached out to uh, Close Converse to see if we can, excuse me, selling the school farm. Reached out to Close Converse to see what would it
be that we could get potentially for that property. Um, we've taken our first steps on that. I reached out to Brad at Adina Realy about selling the red house and he's going to bring in a mover to see if we can even do that. like you know the lines. Can we even
>> can it even be moved out of there? Is that even a possibility? >> Legal description you're talking about. >> So um those are kind of just ones that we've started, you know, no updates there. >> So do you want input? >> Sure. >> I think that that's just you got better
things to worry about. That's that's we're we're knee-jerking. There's no reason to get panicky over this situation. We're not broke. We're fine. That's what do you we bought the school farm for $160,000. So if you got $160,000, what would that
do for you? Not a lot. >> I don't want to share yet, but um so the previous administrator thought, you know, that that farm was of value. Um the current director doesn't think necessarily we need it. So we could sell the whole farm and the number that we
got is substantially more as an estimate than what we paid for it. Well, you know the person that bought the other 40. >> Mhm. >> Or they paid >> 172, >> but it doesn't have a building on it. >> So, but it it's a as of right now, it
could be a a nice chunk of money. >> Well, just remember once you sell it's gone. >> Correct. And that's >> it's not making us any money right now. >> Nope. >> Is it costing us anything? >> Pardon? >> What does it cost us? Just taxes. Uh, >> nope. >> Nope.
No, we we use it. They use it to work on like the snow plows and and lawnmowers and all that stuff. >> So, where would we move that maintenance? >> Has a spot. >> Yeah. >> Huh. >> They can do maintenance at Forest View. >> Jeff wants to have a place to put all that stuff.
>> Here's a graveyard of old cars out there >> at Forest. >> So, both are on the table. Like, do we sell just 20 acres or do we sell the whole farm? So, I'm just throwing that out there that both are on the table. >> Okay. I just wouldn't get too spun out about that because it's not >> We need long-term things that are going
to save money this year, next year, year after. Our problems aren't going away. >> That That'd be true, DJ. But the thing would be, let's say we could get it for 350. >> That's 350,000 we don't have to cut >> this year. >> This year, >> we have to do it next year.
>> Well, that's another story. What we're trying to figure out is what are some what are some creative things we could do that could give us some unexpected revenue to help us to get through next year. >> Just for me, Marcy, does if we were to
sell the red house, are we still within the square footage that we need to be within to >> Okay. >> To me, the red house has value >> as a potential like use at some point. >> Office space. Um,
>> welcome center. >> It's I agree with Director Doner. I wouldn't I mean I could see the farm go. Yeah. I mean, if we can get Yeah. Somebody wants to give us 350 for us. Yeah. You know, let's get her done. But the red house I
would wouldn't lose any sleep over that right now. But >> we have >> we're thinking about it. >> We have had some issues with um homeless people in both those houses. So, it is >> there another one? There's two houses. >> The other one we're gonna demo that one is
>> Where's that at? >> Right next to us. >> Okay. >> I didn't know that. >> Neither. >> I know the one red house where administration was during construction here at Wesby. A pretty nice. >> Y >> not bad little hill. >> Yeah. Which is why we think we could
maybe sell it if if it could be moved. >> We could start a bed and breakfast. Make make some money that way. >> Why would it need to be moved? >> Is it on school district property? That's what Okay. Yeah. >> Okay. >> Yeah, you can talk about whatever you want. >> Okay. So,
>> me when it's my turn. >> So, um, one of the things we crossed off the list was moving fifth grade to a school site because that was a no across the board for your guys's responses. Um, another item that we crossed off was offer sixth grade at Niswah. And I'm
going to let Carrie speak to that one. >> Yeah. Um, we dug into that a little bit further. Um, and we actually we found out that it would actually cost us a significant amount of money um to be able to provide sixth grade programming
either at NISMA. For example, music the way music um is delivered in sixth grade students choose like choir or orchestra or band. So offering that in this law >> um would cost us money for travel for
staff to be able to do that. Plus it's pretty hard to have a fourpiece band uh in a small school setting. So it's not a necessarily a qual quality experience for a student. Unless you ask Jason, he says that's a Wisconsin band is just
four pieces. So um the other option would be to have students go to Forest View for first hour band, choir or orchestra and then bus students back to Niswah for the remainder of their school day. Um that takes time out of their
instructional day and that also costs us more than $60,000 a year to provide just that transportation for that group of students. So at this time we're not recommending going forward with sixth grade at NYSA. Instead, we're recommending
offering a second section of fifth grade. Uh there is space available. There is already programming available. It would be really nice to have two sections of fifth grade at NISWA um in order to be able to have students have opportunities to collaborate together
outside of their own classroom um and do some more innovative programming. Um, uh, Principal Rasi has already developed a parent interest survey that we're getting ready to put out so we can make some decisions earlier than we did last
year, um, and provide some, uh, guidance and support to staff to be able to do that. Um, so, uh, the recommendation that we're bringing forward is not sixth grade because it's cost prohibitive, but, um, it could actually be a revenue
generator to add another fifth grade section at >> Would that be um open to the entire district? >> Well, that's a that's a question for the superintendent. >> Okay. >> Um, if we wanted to entertain the idea of giving families basically three
options for fifth grade, NISWA or going outside of our public school domain. Uh that would be a consideration. We haven't talked about doing that beyond the NISA attendance zone at this point.
>> Um again, we'd have to talk about things like transportation, things like that. >> Certainly possible. We just haven't gotten that far in the planning yet. Are there enough um fourth graders that they there's two is there two sections of fourth? >> Yeah, there are 60 fourth graders in
this year. >> Okay. >> I'm assuming that principal Molly was involved with looking at that sixth grade stuff. >> She sure is. >> Okay. Just wanted to make sure. >> She You can ask her. >> No, I mean I I didn't I'm assuming she
was. >> Yeah, we >> we really really tried to make it work. We know that that um was something that we had um discussed the possibility of last year. Um but the more we realized the impact it would have on kids, the
more it would have the impact on the budget. Um we just wanted to bring the recommendation forward to put the time and energy into expanding fifth grade instead of moving on to sixth. >> Cool. >> One of the things we would do for that is survey the fourth grade parents right
now to see if we could get like we did last year. We got a commitment. >> Late though. >> Yeah. >> Yeah. This is early. >> This would be early. >> It's ready to go now. We would get we would hear back from families in early December and we could start planning. >> Cool. Okay.
>> Yeah. That point. >> Is that a good plan? >> Madam Chair. >> Yes. So, um, to Michelle Breen's to Breen's point, if, uh, and I and Marcy,
I think you said that everybody was a no on moving all fifth grade to elementary school. There was a couple yeses, but, um, most of them were no. Most of them were no. You're right. Um, but if we had if we put out um um that we could uh
possibly move some of the fifth graders back to their home school or back to their previous elementary school and but also keep force few. Wouldn't that cost more? Wouldn't that how how cost effective is that? >> It is not cost effective to run dual
fifth grade programs at this point. Um, director Ward, we only have four elementary schools that would have potential for one or two sections of uh, fifth grade, which means we would need up to 10 sections of fifth grade still to remain at Forest View. So, we would
have to have increased staffing to provide that itinerant support for a fifth grade programming. Uh we would also have to spend some time training our uh fifth grade teachers who would be going to elementary schools to reacquaint them with an elementary model
or to teach them an elementary model if they have not had the opportunity to previously teach in an elementary school. Um, so it would be um I wouldn't necessarily say cost prohibitive, but it's certainly not budget friendly. Um,
and it is not likely to increase revenue given the fact that we've looked at our data and we don't lose a whole lot of students from fourth grade to fifth grade. Um, so if we were going to entertain that idea, it would maybe behoove us to talk
about what are we going to do with registration for NISWA before um we retrofit four elementary schools and still need a substantial space at four. >> Well, I think the thought of
>> I thought the the >> Go ahead, John. You're remote. Go ahead, >> Marcy. Um, when I look at the sheet that you handed out, the colored sheet that has all the savings on it, there's no savings for us with e with with both of those fifth grade concepts.
>> So, we didn't add up have a number because we needed to explore it. And with the the one that we crossed off was moving fifth grade to an elementary school site. the one that says move it to elementaryaries that have space, we still have on there because like Carrie said, we're gonna see how that misqu
survey comes back. So, that one is not crossed off yet. >> Okay. Thank you. >> And that was the whole idea I thought behind moving uh some of the fifth grade back to elementaryaries is because there was a lot of empty space.
>> Well, there's not a lot. There is, but there's not enough to absorb all of the fifth graders back in elementary. >> So, we would still need space at Forest View, >> which would not make that space available for anything else. We would still have to have a okay
>> fifth grade hallway. Um, and one of the things that are on our list to explore is increasing early childhood options. So Marcy and I met with Martha and Emry earlier this week to talk about what is the return on investment of
adding um um early childhood programming in those available spaces rather than fifth grade because fifth grade isn't going to generate us revenue but early childhood potentially could. >> Help me understand this. What's the difference of teaching fifth grade at
Harrison than take teaching fifth grade at Forest View? So right now the >> they're fifth graders, >> correct? >> Are they going to learn the same stuff? >> The teaching model is different. Right now at fifth grade, one teacher teaches language arts or math or social studies
all day long. They don't teach all four subject areas. >> In an elementary school where there's only two sections, they would have to teach all of those content areas. >> So teachers would need support and training to be able to do that. Everybody's good. And uh Carrie, let me
let me make sure that I understand what you just said because uh we the board members all received and I think administration received some feedback um from um the folks that did some uh AI and CAP uh GPT for us that and and
Terry, you mentioned last last uh board meeting that um a revenue generator for us could be extend expand uh extending um our ECF program. So, um, if we use some of those classrooms in the in the
elementary schools to expand ECF, uh, that would be revenue generating. However, if we if we put fifth graders back in there, that would that would not generate anything. Am I correct on that thinking? >> That is what we're saying at this point given how far we've done into it at this
point >> because we don't have because we would still have multiple locations of fifth grade. Thank you. >> Carrie, can you answer this? What is the difference between ECF and preschool?
>> It it's just funding. >> Okay. Oh, it's just funding. So, when you're talking >> ages or what? >> Um, well, school readiness would be students. >> Okay. >> Kids, children that are two years away from kindergarten. >> Okay. >> Voluntary prek or things like that are
for students that are children that are one year away. ECF is like the broad terms for whether parent education programming or >> um preschool or whatever the case. We use those terms two
>> interchange. Okay. But what you're talking about is any or all. >> We're we that was the conversation we had this week about how do we braid funding and how do we provide those wraparound services for child care >> in order to meet the needs of our
community. but also then expand the opportunities to offer those spaces in our elementary schools. Um, other Minnesota school districts that have done this have found that they often retain those four-year-olds into their fifth grade in elementary programs.
>> Um, so it's kind of like a funnel. >> For sure. Okay. >> That would be a huge win for families. >> I think so. For sure. >> Yeah. >> So, we are we're digging into that. But >> okay, >> as with all things with funding, it's very complicated. So, I'm just learning
as we go. >> Yeah, it is. >> Okay. >> Yeah, it's it's pretty tough, isn't it? I mean, it crazy. >> It is a lot, especially in early childhood. It's very complicated. >> Yes. >> Um and then the next items we had on the list that we crossed off were closing
the buildings. So, you know, on the feedback there was um I believe a maybe with Wesby. It wasn't very clear on >> two maybe, two no. Um I'm looking right now. It wasn't really identified, but it's two may and a yes and a no.
>> We crossed those off. They're off the table. Um and then I don't know if you want to give an update on high school. >> Yeah. So we are uh Christina Lenrren and myself have been meeting with the high school admin. We meet with them every week to talk about uh where are we
currently at with making a plan for either keeping a seventh period day schedule or moving to a six period day schedule. This week we looked at data um and we found out that only about 19% of the students that we have in the high
school right now actually have classes seven periods a day. >> What percent? >> 19%. So 80% of the students are um selecting to have a study period or an online class period or something
>> that would give us some latitude with looking at changing scheduling. >> So um we don't have to change graduation requirements in order to do a six period day. Um but we do need to dig in further
about how are we going to stagger electives and how are we going to adjust class sizes. Um we have some latitude with some class sizes uh which will also help us um determine what those spaces are going to look like. Um we're running
some mock schedules right now with the high school registar to look at plan A, plan B, plan C. Um, and then just looking at how many students would be impacted if they have two musics, how many students would be impacted by not
having a study center, things like that. So, that's our current work in progress. >> What's the SA cost savings >> to go to a sixth period day? >> Is this still 539? >> It's that's what the estimate is. Yeah. >> Okay. And graduation requirements, uh, we're going to keep the same. We're
going to keep the same, but we're going to try to roll some of that savings into that six period day by realigning some of the electives. >> Why wouldn't we save the other 240 or 230? >> Say that again. >> Well, you've got How much is it? >> 230. >> 231. >> Why wouldn't we save the other 231 on a
graduation standard? What would that make? >> We're not going to change the graduation requirements >> because it's not conducive in a sixth period day. We didn't change the >> graduation requirements when we went to a seven period day. So basically the credit requirements are still aligned with the sixth period day.
>> So you're talking Greek to me. So Marcy >> stuck money. >> Where are you coming up with the savings by changing the graduation standards? >> So what she's saying is we're not going to change the standards, but we're going to try to find it going from seven to six. We're still going to try to find that.
>> What did you think it was? >> We did FTE. We did number of guess on number of FTE. Now that they're actually getting into the schedule. Gotcha. Gotcha. Gotcha. Okay. Well, that's an easy way to say it. >> Sorry. I'll try better. >> It's difficult. >> Yes, it's not easy.
>> I speak educator. I can't help it. >> What I'm just curious what this What is your sense of the high school admin team taking a look at this? >> They have been super collaborative, have they? Okay. >> And they bring really good questions and
they bring real they bring data to the table. >> Okay. Um we've been talking about minimum class sizes and maximum class sizes. Um and even at our last meeting, one of the admin brought the um idea of if we could even think of a way, for
example, in a pottery class, instead of having a pottery one and a pottery 2 class, if they could be the same hour and then the teacher could just differentiate and have a larger class size. >> Um none of this has been decided. These are just things that we are looking at
to make sure we're looking in every nook and cranny. >> But you're not feeling like there's a lot of resistance. There's just >> I do not real thinking out of the box. >> Yeah. >> Yeah. And there there are a lot of um complexities. >> Yeah. >> So, I think they're being very
thoughtful and intentional about how they're bringing their questions to the conversation. They've been really open to meeting with us weekly, which is a big ask. for them to spend that much time with us. >> Okay. >> So, we're moving forward. I mean, you're continuing with this.
>> We will come back to you with a recommendation on that. Um the timeline we've decided is we need a decision by the end of um the first semester, which is the end of January. >> So, you'll hear more from us at least by the January board meeting. >> Yeah. I mean,
>> because the reduction of graduation requirements is off the off the >> It does. It's not impact do that, but it doesn't mean it's gonna be budget neutral either. >> Okay. >> But the 231 is >> she's gonna try to incorporate that with
the other change. >> Okay. >> So then we're looking at a $700 and some,000 potential savings. >> Cool. 780. >> 539 or 230. >> Okay. Good. I I believe you totally.
>> Then the next one is the middle school activities. So, we did meet with um Josh and uh Jack and they had some proposed reductions in both high school and middle school. So, it may not that line item is not um it's changed, right? So,
we're going to keep meeting with them and uh figure out what we can save. It's not going to be what was originally proposed. So, >> and which means that we are going to continue to offer middle school sports to our middle school students.
>> It just might be modified or >> Okay. >> Yeah. >> Will any of them move to community ed? >> Um, in their proposal, they had a couple. >> Okay. Yeah. >> Good. >> Um, >> so that was a four that was a $420,000
savings. So, it it's going to be less than that. Is that what you're saying? >> Correct. That's a great deal. By the way, all this all or nothing stuff is ridiculous. It's like we can let's go modify the car. Maybe we can save half, you know, like don't tell me that we have to just
pick >> either can it or keep it. That's like >> Yep. >> It's not really not really done. >> We'll lose more than 425. >> It doesn't make any difference. deal is that can we get it done for could we
save half of it or could we save 150,000 by modifying it without >> restructure >> and that being said we really appreciate >> yes that the administration has gone out to the principles and to activities team and kind of asked them how do we do this
and give us a proposal because they're the feet on the ground they understand how that's going to work and where it's going to hit so it's really smart work thank you for doing Yeah. >> Um and then we took off red uh increasing the class size targets for
two through grades 2 through 4 and 5 through eight based on the feedback you guys gave us. Those are off the table. >> Um and then that reductions and increasing grades 9 through 12, it's still on there just because of what's happening with all the schedules. So, >> and and I think to me, I'm just
personally speaking here, these kids go on to college, they walk into a freshman econ class, they're going to be 150, 200 kids sitting in that. So, I mean, to increase them a little bit, I think at the high school would maybe give them the
opportunity to say, "Oh, okay. Yeah, I can deal with this in high school. I can deal with it in college." I mean, seriously. I mean it's >> and then as discussed on the previous agenda item redesigning agitate is crossed off just because that's we're
going to look at that this next year. Um reducing first grade AGOT is still on the table. That's what you guys will then have at the next at the board meeting. Uh reducing elementary and fed that one we crossed off and then you can explain
that one. >> Sure. um we cross that off um because it doesn't have a budgetary impact in a positive way or a negative way. What I don't know doesn't doesn't change the budget allocation to um elementary
because fied teachers um provide prep support for classroom teachers. So if we didn't have ed five times a day or five times a day, five days a week, um we would have to substitute that with another teacher that provides that prep.
>> So it's costneutral. Um and we got feedback from staff and from teachers uh and from principles that it's really important to have five times a week in elementary. >> So we're asking take that one off the table. >> Yep. >> They need to burn they need to burn
energy off. Correct. >> You need to go outside. >> Yep. >> And then we also took off the table eliminate busing out of the district. It was only 21,000 and it was I mean those those are kids we're bringing in. So it's kind of
>> is it really worth it? Um so that one is off the table as well. >> And then we had we actually got um a better number for reducing utilities. So for every degree we change uh said it would be about $20,000.
So if we drop four degrees or five um it'd be around 100 grand. So we're Peter asked the question, what can we do now and for the upcoming year? And that's one of the things we're going to >> Oh, that issue. Um and we don't need
board action. We just want you to know that um we don't need to have our buildings heated at 72. We don't need them heated at 70. I think we can go to 68. Now, here's the problem. I want to clarify because there's people listening right
now. Every building, even though you set it at 68, doesn't mean every room is at 68. So, we just have to be careful about that. But if we're going to do this, um, we're going to notify the parents that, let's say, starting December 1st, buildings are going to be cooler in the
winter and they're going to be warmer in the summer because we if we can save a 100,000 on utilities, that's longlasting. That's not just a oneshot deal. And um, talking to Jeff, um, it's just we can do it. So, um, that's going
to be our plan right now is on December 1st. Everybody be notified as employees and as parents and so forth. We're lowering the temperatures for our buildings. The other thing though that is going to be tricky and probably is not a surprise, but
there's a lot of individual refrigerators and stuff like that that suck a lot of juice. and we're going to address that as well because if we're going to get into this um we have to all go in on it together because we can't
have a loophole where all of a sudden um one building's really doing a good job and the next building h maybe maybe not. So um if we could save 100,000 that's at least one FTE
>> space shaders too. >> Yes. >> Yes. So, we um we're going to get a little more information from Jeff, but this is this is going to be a goal. >> Nice work. >> Good job. >> Yeah.
>> Um and then I don't really have any other updates on any of the other lines we're still working on. >> I have one more. >> Yeah. Uh, Director Lungren and I met with uh, Director Schultz this week to talk about techn shared technology for
>> parts and reduced uh, support. Um, running an analysis of how our tech team spends their time it and >> usage of the devices in our elementary schools. We are confident that we can make a reduction in kindergarten through
second grade on uh, shared devices. So, um, we can repurpose some of those carts in other areas, um, and not, um, support those in the same way that we are now. We're still looking at staffing, um,
because the, uh, elementary, uh, tech support spends 99% of their time with staff and not with students. So, how are we going to accommodate the staff needs if we reduce that staff alignment?
Um, just because of the way that tickets are routed. They get to spend a lot of time with um staff. Um there aren't as many student needs in elementary as there are in secondary schools. So, that's a work in progress, but we're confident that we can come forward with
recommendations for kindergarten through 2 grade access to devices shortly. >> So, that was about a $76,000 savings. And what is there was there any kind of a cost figure that we would be at with with uh you know with changing that?
>> Well, we haven't gotten quite that far yet, Director Ward. Um but we do know that we're moving in the right direction for what you've asked us to investigate. >> Thank you. >> What about Chromebooks in general? Where
where are we moving on that? um where kids, you know, they have them, they take them home, uh stuff like that. I mean, is that necessary? >> Well, it is necessary if we're going to assign homework um because um the majority of our curriculum, especially
in secondary, uh is accessed through online resources. So, if we want students to be able to do their homework at home, we have to provide them with a device in order to do so. And that's because of decisions that were made in the past in the district. >> Correct. And that is just current
practice with how curriculum is available. If we going >> the whole world or for just the >> whole world. Yep. >> Well, I saw that Sweden took them completely out of their schools. >> Um then >> the whole country without them. So they must get some curriculum someplace.
>> Um well, I don't know a lot about Swedish curriculum. I just know that um if they're a trends setter, we should certainly look at them. If we were going to retrofit and get rid of devices and get rid of access to online curriculum
and go to paper and hard copies, it would cost us millions of dollars. So, it would have to be a phased approach. >> Well, I'm curious, you know, I mean, Randy, I kind of with I kind of agree with you on this deal. You know, it's like, oh, we got Fastbridge assessments,
we got Saber assessments, we have all these assessments, right? Well, you couldn't even do them if they didn't all have their little computers or maybe you had to roll them in for the for them to take their test. Um, but it's like >> Parent Square, Skybound, all this
software isn't free. Am I right, Marcy? That's >> true. >> We're paying for all this software. So, yeah, it cost us a ton of money to kind of, especially for the little kids to maybe get back to pencil and paper. Um, but how much are we going to save on the other side of it? You know, I mean,
>> to be clear, for the for the primary age students, they spend maybe an hour a day on their on their devices right now. They do have a lot of paper and pencil. If we were going to expand that request for paper and pencil beyond those
primary grades, that's where it is cost prohibitive to do that. We can deliver uh curriculum a lot more effectively and efficiently for teachers and for students by using technology applications. Um, an example would be
social studies curriculum. Um, in the past when I was a classroom teacher many, many years ago, we would get a new social studies book and it would be outdated the minute it was printed. So, if we want to be able to use primary sources and we want to be able to use uh
things that are aligned with our academic standards, we'd have to be really thoughtful if it wasn't going to be using technology devices. and we'd have to question, are we really preparing kids for the world beyond school if we're not giving them access to different platforms and different
tools? Um, that's a that's third grade and beyond. We're specifically talking about K2. We're confident we can make some changes. >> Do we teach kids how to be responsible with >> we do a digital citizenship >> every year? >> Yep. Digital citizenship is part of our
curriculum. >> How about staff citizenship? Do we do that every year? There are some requirements for mandated reporting for staff and there are some guide books or um guidelines and handbooks about um staff behavior. You talked about at the
last meeting about social media policies. >> Yeah. >> So those are all connected. Yep. >> So you're saying K through two they're only on their Chromebooks for one hour >> an average. >> What about um third and fourth grade? I I didn't pull that data because we were
only talking about K2. >> But we'd be happy to get back to you. >> Yeah. Like just because the more studies I have been reading is we need to get the kids off the Chromebooks. They know how to use you go. Okay. Let's just say you go out for dinner. You'll see a 2-year-old just sitting on their
parents' phone. They probably are better on their phone than I am. I don't think, like you said, they need to be able to do it once they get out in the real world. I think they've already gotten it by the time they're five. And I'd like to try to keep it out of their hands until that's sixth grade. So I'd like to
know for third and fourth grade. >> Okay. >> Thank you. >> Flip phones are making a comeback. >> Yep. >> Text and um voice. >> That's it. >> No internet. It's coming back. >> It is. It is
>> talking about cell phone stuff now. Technology. That's all we're talking technology. >> Okay. You do. I believe you. I'm just saying I think I think that I think that we've been talking about this I know I have for three years and and and it's always like Yep. Oh, nothing changes.
>> So, it's like we're actually talking about it and let's just >> rip the band-aid off. >> Yep. >> It's not that big a deal. Those little kids, you know, giving us >> Yeah. When I write something out, it's a lot better than when I type it on my
computer. I'll write it out and it's like, okay, did I write that wrong? If you do it on your computer, it will correct you and then you won't know how to spell the word. So, >> I will tell you this though, >> how that feels. >> I I'll tell you this, DJ. When when your
little granddaughter Harper starts getting uh fussy and angry and you give her the phone and put Baby Sharks on there, you'll be happy >> about technology. >> Oh, God. My neph my my little grandson
He's on that looking at that stuff and it just drives me that song just >> I don't I don't know I can't get it out of my head. >> We're going to get >> Keep it going. Keep it going. >> I think you're done.
>> I think we >> Thank you for this. >> Madam Chair, wait a minute. Carrie, Carrie and Marcy. Marcy and Carrie. >> Darn it. >> Didn't get away cooking. cutting out. >> I would have gra I would have hooked I would have grabbed the hook if I was there. Um
so um I just I just want to well first of all thank you for all the administrative team for all that you have brought forward to us and because I think that you've made some did done you have done some hard work and you've made some uh great choices for us uh that um you know doesn't hurt
the kids and the staff as much um as much. They're all going to be we're all going to be hurt. But uh I I I appreciate all the work that you've done. I do want to bring up uh one of the elephants in the room though and that is administrative cuts. Well, I have you know and all of us or a number
of board members have presented um um different scenarios and things like that. Um I saw a new position advertised um something in the payroll mars and I know that that's important. Um I and I also saw that on our regular agenda
tonight. There are a couple different a number of different positions in the elementary schools. I I don't have that in front of me right now. I will have it in front of me. Um but um and I know that uh Director Heidman um talked about a hiring freeze last time. Um, so when
ha have has have the administrative team talked at all about administrative cuts or administrative realignment or administrative savings? Um, I'd like to know I'd like to know that. >> No,
John Director Ward, we are talking about e everything. Um, and especially as we're thinking about the conversations related to enrollment and staffing for next year, um, we have talked about admin. We
have talked about, um, um, all kinds of support staff to go along with it. Um, we'd be happy to come back with more specifics. At this point, it's just been executive level conversations,
but it is definitely being talked about. Sound >> I appreciate hearing that. >> And one thing I should have probably said is obviously with taking some of those things off the table that we will be dipping into fund balance, right? I mean, and it's ever changing. That
number is going to keep evolving, but that is not if we take those items off. I just want to make sure you are all aware that that is using fund balance then. So, >> thank you. >> Thank you.
All right, we are at the end. >> A couple more. >> Oh, yeah. Go ahead. >> So, um, thank you, Carrie and, uh, Marcy. There's a couple things I do want to bring up. Um, it's not monetary, it's not budget, but it is, I think,
considering uh, that term was administrative updates. Um the executive committee had cabinet had a fairly serious discussion the other day and we're going to be a little bit blunt
with you because I think that's the only way to deal with this. We we're really questioning whether or not the format of how we have presenters come in front of the board is effective or not. Um, we have our principles come forward, we
have directors come forward, and one of the one of the things I think that I'm very concerned about, and I talked to Sarah about this, is that um, when people come forward to do a presentation, I think there's a concern in the back of
their mind of how well is this going to go over? one, two, what questions am I going to get asked that are um a little bit aggressive and that the um
outcome is I wish I hadn't come up and talked and I'll be quite honest with you. Um I had I have reservations about this work session which surprisingly I thought went really well.
>> It's not done yet. I know I'm not done yet. >> We're still assigning Stewart up, Peter. >> But I I I'm we have got to be able to handle ourselves in a fashion that when a principal or a director comes forward and addresses the board, whatever it's
going to be of a report, whether you like what you heard or you liked what you did or whatever, we have got to treat these people better. Um, as a principal, anytime that I was in front of the board, I wanted to be confident in what I was delivering and I
wanted to be confident what it was going to be asked of me. And I wanted to be confident that I'm not going to um worry about can I say what I need to say or do I have to be careful. And um we're get we're getting better,
but we got a ways to go. And um I don't want our employees to feel they cannot come forward without worrying about a sideswipe or I'm going to keep this as short as possible so that I don't have to answer any questions. Open dialogue is healthy
but it has to be done in a manner that is supportive and it has to be done in a manner that if you have questions they should be asking you should be asking for what you don't know and what you want to know. And going back to the
format, we talked about maybe when we you get the package from Kelly, um maybe is it better to have you ask questions prior to the presentation
or ask questions after online to that individual just to >> absolutely be better. I don't know why we don't have our agenda a week before the meeting. Well, that's something Randy We can work on or Randy DJ. But I I just want us to be in a a situation
where there is no fear of coming forward and talking to the board. And I I don't like the fact that too many board meetings have come in and they're the number one rated
Neielson show in the district because people are waiting to see what's going to happen. And we have got to break that habit. We have got to be uh we have got to be more professional. And I say this for another really important reason.
There is somebody out there watching this board meeting tonight. That person could be a potential candidate that wants to come here and be interviewed. I don't know how many people are going to watch it and go, "Uh, I think I'll
pass." We can't afford that. I hope you get 25 applicants and you have to really fight hard to figure out who's going to be your next superintendent. But we have to we have to conduct ourselves a little bit better and we
have to be um more cognizant of the people that come to talk to you are professionals. They're doing the very best they can and we just have to be more respectful. I talked to Sarah about this. Um, we got
ways to go. We're I think we can get I know we can get better, but we have a ways to go. And the people who are going to come and speak to you, they have to have that support from you. They have it from me. But we we just we got to be really
careful about what we're doing because it sets a precedent and I think it to some degree it really sets a negative vibe throughout the district. The employees are wondering what's going on. they don't feel they're valued or they don't feel trusted or,
you know, they're just going, "Well, this is never going to change." And I want us to be better than that. And I want our I want the people who sit in the audience, the people who watch it, the people who present
um feel very good about what they're doing as they sit before you and make their presentation. As opposed to walking away and going, "Boy, am I glad that's over." >> Do all school boards have these presentations? This what school boards
do? Pardon? >> I haven't watched a lot of other school schoolboard meetings. Yeah, >> this is what schoolboard meetings everybody's schoolboard meetings. This is how they all go >> pretty much. You mean what presentations are >> who picks what the presentations are? >> Well, usually it's on a rotation basis. For example, you know, you look at
what's going to happen tonight. We're going to have what, four CIP reports. That's that's normal. And all different kinds of programs and districts usually come forward at some point during the year and make a report, an update, whether it's early childhood, it's food service. Um, most of the time it happens
to be the district level people because of budgeting and curriculum and things like that. But yeah, everybody I mean um I've always had it as a superintendent at least once a year if not twice the athletic director comes forward and says how things are going in
the athletic department extracurriculars co-curriculars because it's it's information to share so that you if you get asked a question in the public about something and you go I don't even know what they're talking about at least we're trying to provide you information so you can have a a response.
Uh but yeah, DJ, it it is pretty much what it is >> and we we have to do better. >> Let's start by let's start by let's let's just try >> Yeah. >> giving us the agenda a week before the meeting. >> Okay. We can >> we can get through this stuff.
>> Y >> I mean, a lot of them come out on, you know, Friday afternoon >> and >> Kelly and I will take care of that. >> Okay, that'd be good. I know that some people that are on some other deals, the government things, they have them a week
ahead and so that'd be great. It' make a huge difference. I mean, if something comes up, it's just the way it goes. >> Yeah, >> that's no big deal. But these these uh things you're talking about, they're planned out. You probably already know what's going to be on the December one. >> Pretty close. >> Yeah. So, it's like there's no reason to hold off.
>> Give us the dope. We can work it out in a different environment. >> Okay. I like that idea. Yeah, I do too >> because we we do we don't meet on the agenda till Thursday and that's why the agenda doesn't come out but we can change that. >> That's good.
>> And we should make sense. Good recommendation. >> All right, >> Madam Chair. >> Yes, Director Ward. >> Um, Superintendent Grant, thank you for that. And um I know that we all heard that loud and
clear and I think as a I think in my from my perspective and I feel um as a board we are we are getting better but yes we have a ways to go and we're you know I I know I I know my fellow colleagues um and I um are working to to
to be better and get better. I do want to I do want to address so that um you know asking questions um um before their presentation or after the presentation or whatever. A lot of times I'll take notes during a presentation and something they say will come up and I
and it and it um it it spurs me on to make a comment or ask a question. So I don't want to be um I I want to I want to have open discussion. I want to have I want to be openminded. I want to be respectful and responsible, but I want to have that open dialogue um you know
rather than rather than either waiting or or pre asking or whatever because a lot of times the presentation um um inspires some questions. >> Yep. And John, I don't disagree with you. Um
you should have that as the presentation's being given. Oh, I never thought of this. I'd like clarification. is the matter in the tone and the intent. >> Agreed. >> Thank you, Director Word. >> All right.
>> Can I make a comment? >> Yeah, I think >> as long as this is just a >> work session. Um, I've sent out various emails to uh board members and I've sent some emails to some of the staff regarding a
small community in Ohio called Stubenville, Ohio. It's about the same size town Brainard has a river running through it. It has a poverty rate exceeding 80%. Lot
of poverty etc. and they are one of the best schools in the entire country where I first heard about this and if if you haven't this is board members people in the audience whatever go to Emily
Hanford uh go through sold the story and this is where this came from as far as Stubenville and the data is out for 2025 they've got three elementary schools and on STEM Academy.
All 78 third grade students who sat for the state's English language arts exam scored proficient or higher 100%. every kid, 78 of them at Wells Academy, which is a elementary school, 47 third
grade students who sat for the state's English language arts exam scored proficient or higher 100%. At the STEM Academy, there was only 23rd grade students who sat for that same
exam, and they all scored 100%. and a Garfield Elementary 53 out of 55 scored above proficiency. The reason I'm bringing this up is they've had the same they've had the
same literacy curriculum for 25 years and they are just blasting it right out of the world. And we were talking earlier about spending money for some of these studies and whatnot. I'm just going to throw this out because this is
a workshop. Peter, we got money in the budget to send a couple people out to Stubenville and find out what the heck they're doing. I mean, I'm just throwing it out. I mean, we talk about different stuff
and we talk about what MDE can do for us. Why don't we Why don't we look at what Stubenville is doing? I mean, you can't argue with the numbers. And this has been going on for 25 years, folks. 25 years. >> Yeah, it's a good assessment.
>> They've had the same same curriculum. It's called success for all. And I'm just, you know, hey, do what you want, but man, uh I encourage you to read, uh and take a look at that. Uh it's episode 11 of Sold the Story. It's
all about Stupenville, Ohio, and what they've done. It's absolutely incredible. >> Thanks very much. >> And the teachers have all bought in. 100% of the teachers bought into the success for all in order for that curriculum to be put in that school
district. And they did a private vote. 100%. All the all were in favor of it. So, it's Hey, something to look at. I mean, uh, >> we can do it, too. >> Mhm. >> I know we can do it. >> Yeah. But >> but we're doing that, >> you know,
>> um why not why not look at what someone else is doing very successful. I mean, we talk about doing this study and doing this study and doing that study. Well, you know, couple airplane tickets and a couple hotel rooms and I don't know, just throwing it out for what it's
worth. >> All right. Thanks, Randy. Um, we are going to adjourn our work session and we will be back in session here at 6 o'clock. Part: 2
And we will begin with the pledge of allegiance. >> Roll call. >> Oh, nope. I apologize. We're going to start with roll call first. Just a drill. >> Michelle >> here. >> DJ >> here. >> Stephanie >> here. >> Randy,
>> I am here. >> Sarah >> here. >> Ward >> here. >> Thanks, Kelly. And now we will do pledge of allegiance. I pledge algiance to the flag of the United States of America and to the
republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> All right. This meeting of the Briner School Board is being conducted in accordance with the Minnesota statutes 13D.02.
This meeting is being recorded. Access to the recording is available on the school district's YouTube channel. We will look for an approval of of the agenda as presented. And just a note, um there has been an amendment to the
agenda. Uh so it is an amended agenda. The amendment came out of our work session to add for new business um for action a number three to pause testing for kindergarten for the for kindergarteners for the AGOT program.
>> So you're looking for approval for the amended >> for the amended agenda. >> So moved. >> I'll second. >> All right. We have a motion by Director Heidman, a second by Director Edman. All those in favor, we will do a
>> Madam Chair. >> Yes. >> Madam Madame Chair. >> Yes. Director Ward. >> So I I see that the St. Francis agreement was not on the current agenda. Is that is that right? Is that is that correct? >> That is correct. That was pulled off the
agenda. Our um we it was a mistake. We don't have to have that on the agenda through the school board. So that was taken. >> All right. Very good. Thank you. Thank you. >> Thanks for asking. All right. So, we will do a roll call vote for the approval of the agenda.
>> DJ Doner. >> Uh, yes. >> Stephanie Edman, >> yes. >> Randy Hidman, >> yes. >> Sarah Spear, >> yes. >> John Ward, >> yes. >> Michelle Breen, >> yes. >> Thanks, Kelly. All right, we'll move on
to um some congratulations are in order. And I'll read a number of these and then I'm gonna ask Principal Rasci to come up. She's got a number here at the end as well. So to start off with, uh, I believe we have in the room actually, so this is going to surprise this person,
but I'm going to ask Mariana Cowell to stand up, please. The Brainer Community Action and Brainer JC's recognized her as the youth volunteer citizen of the year. Congratulations. That is just fantastic. Thank you for representing so well and we're so proud
of you. >> Awesome. Um up next we've got John Cowell and Brie Blazing for qualifying for the Minnesota State Hike School League tournament in cross country. And the Warrior girls swimming and diving team section 8A champ doubleA champions. And
Avery Deer earned section 8 doubleA swimmer of the year. and Ca Coach Dan Dan Anderson named the section 8AA coach of the year. And then we've got a number of state qualifiers. Isabella Plof, Avery Deer, Errolyn Marcelo, Ally Riley,
Kaia Iski, and Blair Alquist as well. The Warrior Robotics team, congratulations for earning the judges award in the Northern Minnesota Robotics Conference. And the FFA team is the region 2 champions in parliamentary
procedure and are a Minnesota state FFA winter leadership summit qualifier. And we did have them come and present one time >> to do parliamentary which I enjoyed because I learned a lot. So um and jazz band musicians earning all
conference honors. Arabel Boisen, Logan Daniels, Abigail Isacson, Carter Matchy, Jillian Mardle, Owen Olsen, and Mia Sapinsky. Congratulations to all of them. And I'm going to invite Principal Radi up to
announce some celebrations from Niswah. Good evening. Thank you for having me and thank you for reading our student names every month. I really appreciate you. You're like, "Is Miss Rasky here?" No. Okay. So, you always pronounce them very well.
So, uh this month we celebrate students um that show great leadership and trustworthiness. And those students that were honored this month at our warrior way rally were Winston Bidder Brixley Brier Tennis.
Thank you for doing this. Olivia Hedland Vetta Oscar Snyder Reagan Reagan Shank Natalie Wolfley Rory Carbajal Blake Isa Sano
Aurora Nicaborn Dawson Cruz Wells Hermanson Daphne Heath Matthew Lens Lunzik Ryan Rendell Lucy Nicholson, Laura Stumble,
uh, Lynden Lee, Kirsta Buckos, Finn Patterson, Tia Bad Podski, Norman Schwarz, Kora Parks, and then Ellen Marsh.
We also celebrate students who show great grit and stick tuitiveness. And those winners were Breen Devour, Grace Pad Padronos,
Nor I'm so sorry, Grace. So sorry, Nolan Anderson, Charlie Hess, Elliot Shrock, Lena Bates, Piper Shimik, Christian Marsh, EMTT Broie,
Noah Rosinski, Jackson Wagamaster, and Mave Ranweller. I also want to thank so many Brainard High School students who came out to our spooktacular this year. Our spooktacular
was like no other this year because of them. They came out and we had 20 sign up but 30 showed up and so they had so many um they had a blast. They dressed up. They interacted with our students.
They showed great leadership. And I don't have all of their names because I already botched a lot of the ones that I already know. Um, but that was really profound to see how many of our high schoolers signed up and came out to make
a night so that the parents could be with their student and they could um really show great leadership. And so I just really appreciate Brainard High School students and and how they just show up for us. No one gave them
anything. I gave them a certificate that one of my teachers made. Um but they got nothing else other than, you know, just the pride in that. So thank you for your enthusiasm, leadership, and positive spirit. >> Thanks. >> Thanks for having us.
>> Thank you. All right. Next, we've got public input. A member of the public can address the board during this time. Comments will be limited to three minutes. Complaints or allegations against students or employees may not be discussed due to data privacy. Complaints or allegations
must be submitted in writing to Superintendent Grant. The board of education and superintendent will not converse with guests to address the topics discussed at that time. So, we've got a few here tonight and we are going to start with Maya Christensen, please.
>> Welcome, Maya. Am I saying that right? Is it Maya or Mia? >> It's Mia. >> Oh, dang it. Sorry about that. Welcome. My name is Mia Christensen and I'm a senior in high school. I attended Forest View in fifth grade and MLAP in sixth
and seventh. This was recommended to me by a counselor at Forest View because I had struggled with severe social anxiety and something called selective mutism, which basically means that I would go an entire day at school without seeing anything. While this took more than just switching schools for me to get over,
having a space like MLAP in the Brainer Learning Center allowed me to better manage my anxiety and grow in my social and communicative skills. One of the biggest hurdles for me at Forest View was the size. I was intimidated by the crowded spaces, the constant noise, and having lunch with 500 other kids in the
cafeteria. MLAP's layout provides a direct contrast to this. A smaller space, smaller classes, and a smaller network of people to see throughout the day. At the time, that was exactly what I needed. I don't think I could have functioned properly if I'd had to stay at Forest View. It probably would have
led to homeschooling, one of my parents quitting their job, and me never learning how to leave the house. Because of the support available at MLAP and because of the option to leave the school where I had struggled, I'm in a much better place now. It might seem like it doesn't matter where MLAP is
located as long as the resources it possesses are still available. But dismissing the value of a safe space is dangerous. For me and my classmates, and I'm sure for the people who go there now, it was crucial to exist in an environment structured to support us. Attending Forest View, even under a
separate program, is not a viable option, especially for those who have had bad experiences there in the past. MLAP cannot be replicated in a building that houses almost 2,000 students. By taking away the Brainer Learning Center, you would be taking away that safe space from vulnerable students who need it,
not only for their mental health, but also for their success in education. It is because of that fact that I'm saying the place to make budget cuts is not BLC. Thank you for your time. >> Thank you, man. audience. I apologize. I wholeheartedly think we
should we should applaud that, but this is a public meeting. So, I'm going to ask that we hold our applause and just know that we'd love to applaud these students and you can thank them later. Thank you. All right. Next up, we have Mariana Call, please.
Welcome, Mariana. >> Thank you. >> Um, good evening members of the school board and community. My name is Mariana Call and I'm here tonight because I'm deeply concerned about the proposal to close the Briner Learning Center building. I understand that our district is facing difficult financial decisions and that the learning center program
would continue elsewhere. But I want to make it clear that this decision is not just about a building. It's about the lives that are shaped and in many cases saved inside it. The Brainer Learning Center is not like other schools. It provides a smaller, more personal environment for students who struggle in traditional settings. The building
itself plays a crucial role in that. It's accessible. It's safe. It's it's familiar. And for many students, it's the one place where they finally feel seen, accepted, and supported. Moving the program to another location like Forest Middle School or Washington Education Center might seem like a simple change on paper, but for many
students who attend the learning center, it's not. Those larger environments can be overwhelming, stressful, and even unsafe. The bullying and social pressure that many learning center students have already escaped from would come right back and that would undo years of pro progress emotionally and physically and
academically. The learning center isn't just an alternative program. It's a lifeline. Taking it taking away its home would be would send a message to students that the safe space they finally felt like they belonged in doesn't matter. And that me that's a message I hope none of us want to send.
I know these decisions are hard, but I look I ask you to look beyond the numbers and think about the students, the ones who finally found hope in that building. The cost of closing it may save money in the budget, but the human cost would be far greater. Please keep the Brainer Learning Center where it belongs, in the building that has given students so many reasons to believe in
themselves again. Thank you. >> Thank you, Mariana. >> All right. Up next, we have Lisa Christensen, please. Good evening. My name is Lisa Christensen and I am the proud parent of Mia who spoke at the beginning and I too
would like to advocate that MLAP and the ALC stay in its current location and not re relocate within Forest View walls. When Mia was younger, she struggled tremendously and my husband and I dove into the research to figure out how to
support her. And in the literature, we kept coming across this term called contaminated spaces. And I understand that that word sounds harsh, but the idea behind it is important in that students who struggle with trauma, um,
anxiety, depression, OCD, in her case, selective mutism trick their brain into thinking spaces are no longer safe because their emotions live in this part of their brain. And once triggered, it's hard to reason with them. uh and your
logical reasoning lives up here um to convince them like you know that's you know it is a safe space and so um for Mia having MLAP as an alternative location was all that she needed to work
through that time reset grow and rebuild her confidence Mia wasn't going to brag but I will um she is graduating this year at the top of her class. She's been offered tens of
thousands of dollars on a merit-based scholarship, but most importantly, she stood up here today and spoke to you all. And that is a gift um that I will forever be grateful. Sorry, I talk with my hands.
To Brainer Public Schools for having this opportunity to to having that space and to the staff in the back there that helped us through this challenging season because otherwise parents like myself would have had to explore quitting and homeschool
and online and we don't want our kids um to be staying at home during this time. So, I will forever be grateful and I strongly urge you uh to keep MLAP in its current location because education shouldn't be a one-sizefits-all for
everyone. Thank you. >> Thank you, Lisa. Appreciate it. Um, next we have Massie Young. Welcome. >> Hi. >> Did I get that right? >> Yes, you did, actually. Thank you.
Thanks for having me. I appreciate it. My name is Mazy Young and I graduated from BLC in 2020. I think a lot of people have the wrong idea of BLC in general because when I went to school and throughout my adult life currently, I've heard people call it the bad kids
school and that's not what it is at all. It's a school that's not or sorry, it's a place for kids who don't have the support and security that you should have at home. I remember always feeling loved and cared for.
I'm so nervous. I'm so sorry. I remember always feeling loved and cared for from the time I went there in 2015 till when I graduated in 2020. And I can tell you that the whole building in general made me feel so wanted by everyone who was there. I never felt
wanted at Forceville. I was actually asked to leave because I was too much. I just wanted to be very much heard and understood that the location of the building is what makes it BLC. It's what makes it a safe place for me and so many other kids who have gone and still
attend. I hope someday my child will be able to attend MLAP/BLC because I absolutely do not want him going to Forest View. Why would I want him going somewhere I wasn't wanted 9 to 10 years ago. The location was always more workable, not only for my schedule
as a young mom who had a child at 13, but also my mom who I wish was still here so she can explain how much this place meant to her also. who always helped me get to school. I couldn't ha I couldn't imagine having anyone else by my side throughout those complicated and
confusing years of my life trying to figure out who I was. If it wasn't for the teachers, my mom, and the convenient location the school is in, I can tell you I definitely wouldn't have finished school. If I never would have gotten the chance to leave Forest View, I wouldn't know the amazing people I know today. I
appreciate everyone's time today to hear our pleas to keep BLC exactly where it is so kids can keep going to a place they're wanted and loved and appreciated. >> Thank you. >> Thank you, ma'am. >> Up next, we have Danielle Addison,
please. >> Welcome, Danielle. >> Good evening. Thank you. I'm not here speaking only for my family tonight. I'm speaking for those that I've taken the time to listen to. Some of some something that some of you have failed to do. Since your survey went out, our
community has been even more filled with confusion, frustration, and heartbreak. Parents, students, and staff are scared. We all see the direction things are heading, and we're not asking anymore. We are demanding for you to pay attention to us and our families, the stakeholders in this district. Surveys
may may make it easier for you to sort your data, but they don't capture the real voices of our families. They don't tell you about the students who cry at night because their favorite teachers were cut. They don't show you the parent who feels hopeless trying to fill out a form that can't possibly represent the
needs of all their children. We know we're not the only district struggling. This proves it's not a poor management issue, but a national system stretched too thin. Families have already put pulled their children because they no longer feel supported. Others are on the
verge of doing the same. Parents are saying, "My child can't make it through another year like this." One mother asked me to share her story. Her daughter's IEP includes a a study session, a lifeline that helps her succeed. If the high school periods are cut, she might still get that study
time, but she'll lose other electives that give her joy, confidence, and the ability to graduate. She'll lose the balance she's fought so hard to find. MLEP parents and students here tonight and other parents say that their children are thriving, not just surviving during the day. That's because
the smaller environment and the sense of safety at the BLC building. Some of these students have faced trauma you may never see or understand. But for them, walking into that building each day is the difference between hope and despair. If you take that away, you're taking away their safe space, their chance to
believe in themselves again. And the electives, they're not just extras, they're lifelines. They show students who they are and who they can become. We're giving them the chance to dream before life forces them to choose out of fear or debt. We all under understand the need to tighten our budgets. Other
Minnesota communities had levies on the ballots this year and over 62% passed. That's because communities know that when everybody gives a little, we all gain a lot. And let's not forget during the July board meeting, some of you said you'd rather see this on the 2026
ballot. Now's your chance to prove you meant that. Put it on the ballot now. If your proposed cuts truly don't harm students and do fix the deficit, you can always vote later to remove it. But if you re refuse, the message is clear. You don't care and your goal is effectively
to destroy this district. It's time to show the community that you do care and that you see the faces behind the numbers. Every cut takes a piece of our students futures away. So look at them, listen to us, and choose to protect what makes the district worth fighting for. Last time I spoke, I said you need to do
better, and you haven't even tried. >> Thank you. >> Thank you, Danielle. Next up, we have Amber Hajoki Han, please. Hello. Welcome. Let me find my
I'm a little nervous, too. It's been a while. >> You got this. >> All right. Um, good evening, members of the board. My name is Amber Hapokihan. I am currently a behavioral management specialist at the high school and up until last year, I taught yoga and
breath work for grades 5 through 12 at BLC. I'm here tonight because I've seen firsthand how deeply that school changes lives. You see, I am also a graduate of Brainard. During my senior year, my dad,
who happened to be the chairman of this very school board, passed away that year. I didn't want to go to school. I skipped classes. I withdrew and I barely got out of bed.
Some days I was lost. But I was given a second chance, a chance to graduate on time because there was a school and a staff that believed in me when I didn't believe in myself.
That second chance saved my life. That's what our alternative school is doing for every single student in that building today and into the past. These kids aren't here because it was the easier option.
They're there because it's the right option for them. Because the teachers and staff there meet them where they are, see them as individuals, and help them find their way forward.
For many of those students, that school is not just a place to learn. It's a family. It's often the only place where they feel seen, supported, and believed in. I've watched those students grow,
graduate, and become incredible human beings because someone didn't give up on them. Had someone given up on me 25 years ago, I wouldn't be standing here today with two degrees, a career I love, and a
family I cherish. Please don't take away that second chance from the students who need it most. Keep this school, its staff, and the students where they are, in a space where they can continue to thrive, to
heal, and to believe in themselves again. Kids first always. Thank you. >> Thank you, Amber. Up next, we have Jackie Janisk Foss, please.
>> Welcome, Jackie. >> Hi. Good evening. Um, I'm reading this letter tonight on behalf of Clarice Wrenchler. Um, Clarice is the wife of the late Arlo Wrenchler who founded ISD
181 Area Education Center 55 years ago. Good evening, members of the school board. I'm unable to attend the board meeting, but I want to highlight the exceptional work that is being done at the Brainer Learning Center, AEC, and
MLAP. I want to advocate for the continued support and investment in this vital program. The BLC serves students in many grades who benefit from a more personalized, flexible, and supportive learning environment. It's not just an
alternative. It's a lifeline for many students who thrive outside the traditional classroom. Many hours of hard work went into getting this established. The district was sending a large group of students to the learning center in St. Cloud. Arlo
recognized this for the district and therefore after many trips to the state department of education, the program was established in 1970. The BLC meets students where they are. The program offers small class sizes
that foster meaningful relationships between students and staff. This close-knit atmosphere allows the individualized and one-on-one academic support, helping students build confidence and achieve success both in
school and in life. The fa the flexibility in pacing and scheduling is especially important for students balancing education and personal challenges and responsibilities.
Beyond core academics, the BLC provides hands-on electives and innovative learning opportunities that spark curiosity and encourage exploration. Whether students are discovering new interests or deepening existing skills,
they do so in a setting that values opportunity, innovation, and personal growth. If the district moves the location of the program, many will not attend. The reason being they do not like formal classroom learning
and their experiences in other buildings have not been pleasant. So again, the district will be losing state aid for these students. I am not certain what a full-time equivalency student is worth, but I know it's quite a chunk of money.
Please reconsider. As we look ahead, I urge the board to continue prioritizing for the BLC. This includes staffing, curricula, curriculum development, and most of all their facility that reflect the importance of
the work being done there. The students served by BLC are not just completing credits, they are reclaiming their educational journey. Thank you for your time and your commitment to each and every student in our district.
>> Thank you, Jack. >> The BLC Wow, she was over Thank you. >> Thank you. >> Up next, we have Edshaw, please. >> Welcome, Ed. >> Welcome. Evening. Uh, madame chair,
directors, superintendent grant, um, Ed Shaw Brainer, parent of two Forest View sixth graders, and certainly some previous comments. It's not one sizefits-all. My kids love Forest View. It doesn't work for everybody. And it can be it can be
tempting to kind of make the cuts in the most marginal parts of society. the kids that they're not the quarterback of the football team, the homecoming queen or king, you know, their parents usually aren't rich. It's easier to cut there, but that's not what we should do. That's
not fair. That's not reasonable. It's not going to save us money. There's a state aid that somebody mentioned. And you you drive the marginal out of education. Where do they end up? Well, they end up in my line of work, the court system, the jails. That's where
they go. and it costs a lot more money to have him there besides being rather inhumane. So you this would be pennywise and pound foolish. But stepping back echoing in the comments of someone a couple people ago, we shouldn't be in this position. The school the board of
Crosby Ironton they trusted their community. They said you can vote on a levy. You can decide whether to fund our schools to meet the budget needs or not. And the citizens decided to. They had the right to vote. Our people didn't. I mean, we the people out there, we didn't
get to vote. We didn't get to to make a decision. So, now we're looking at cuts that are going to have a nasty impact no matter where they fall. There's no easy answer at this point, but we shouldn't be in this position in the first place. We never should have got here. And it's not it's not something unique to this
district. Districts all over are facing budget challenges. And I've heard at other meetings, you know, blaming scapegoats, blaming trans people. Somehow we're letting trans people in. That's a problem. Bologoney, to be blunt. You know, there are trans people
all over the place. Picking on a scapegoat is not going to work. It didn't work for Hitler. It's not going to work for us now. Give us a chance to vote. Give us a chance to decide. Please trust us. Thank you. >> Thank you, Ed. Up next, we have Doug
Kern. Please. Welcome, Doug. >> Yep. You got uh some hard decisions to make. Um but we forget how we got here. We had blue ribbon schools not too long ago, and we got class A teachers, uh helpers. We got people that are really,
really awesome here, but we forget how we got here. Um the last meeting that I was at, I was encouraged because I saw the equity committee was not on the agenda. Well, it became the uh safe and welcoming schools committee. You just changed the name. Um the community,
they're looking for trust. They want to build trust. I I know you guys had a meeting just before this where you talked about um uh a survey that was put out. Um I didn't see what what the um outcome was on that. Um when I look at the enrollment report that we're going to look at here at the end of your
meeting, we're going to get to see it. We're still losing students. And you know, when you lose over a thousand students, that's why we're in this boat we're in right now. Uh over the last couple years, losing students like that, that cost the district. Um and this the
the problem still hasn't been solved. And you know, when you got a two-year waiting list on all the other schools that are around the area, uh that's scary. It's scary because if if I thought that just throwing money at the school would fix the problem, I would be all for it. um our teachers, you know,
there's going to be some some pain because of what's been going on. And you know, I know you guys are dealing with past past boards decisions that they made. Um my heart goes out to you because you got some tough decisions to make and you know, tightening the belt
is not easy. It's not it's not going to be fun, but it needs to happen uh until we quit hemorrhaging students. Um I just I just look at the uh the dollar amount from the federal funding, even the Title N thing. I don't know if that's still in the balance or if that's um uh something
that the school can actually look forward to. The 6 million that we're going to lose in federal funding uh from the Title N letting boys compete against the girls. I don't know if that's even been resolved or or not an issue anymore. But anyway, I I just thank you guys for your work. Um I know you got
some tough days ahead of you and I like I say, we got class A teachers here. Um, but you know, you got some tough decisions to make as far as um, uh, the schools are awesome here. You know, my kids went through it. Um, wonderful
schools and we want to keep them that way, but you know, you haven't corrected the problem yet. So, now we have safe and welcoming schools committee and that that let me down. So, thank you. >> Thanks, Doug. Yep. >> Thank you.
>> Up next, we have Missy Kimman, please. Uh, thank you for giving me time to speak tonight. My name is Missy Kimman and I recently heard that there is a chance that the BLC programs may be changing locations. Um, as a mother of who had all three of her children attend
and successfully graduate from AEC. I really hope that doesn't happen. For most of the kids who I've known to be enrolled at AEC, they choose to go there because they the learning environment they left was not a good fit for them. For many, it's because of anxiety from
moving into a larger location. Uh for many, it's because they get bullied at their school by their peers. And for many, it's because they just need a smaller setting. Whatever the reasons those students go there, they are seeking a place away from where they were not thriving. My children thrived
in that school when they were failing at BHS in Forest View. I had tried all avenues before having my oldest enrolled at AEC when she was a junior in high school. The following year, my middle child was enrolled at the beginning of her sophomore year. When I had the opportunity to enroll my youngest when
he was in eighth grade, I took it. Being with the same teachers for several years made a huge difference for them. They built real relationships with their teachers. The teachers knew what motivated each student to be their best self every day. Those teachers helped my children not only
learn academics, but to be accountable for their choices. They also celebrated their successes. They showed them how to be a part of not just their school, but also in their community. I could go on and on about all of the positive things that AEC has. Having had five years of
my children going there, I never had very many negative experiences. If you've never attended an ADC graduation, you're definitely missing out. I believe I've been lucky enough to watch all three of my children do that. Seeing a teacher speak of all the amazing things they helped your child
experience and watch them grow through is so special. There is no way for that program to be as successful as it is if it is split up and moved to different locations. The staff there work so great as a team and they need to be able to remain a team. The connections that the staff make with their students is
something that those students would miss out on if this program changes. I know our district is facing some pretty serious problems. I also work for the district, so I do have a little more knowledge than many others may have. I however believe that changing this program as it is now will be more
detrimental than many may think. Those students need a safe place to learn and feel heard and important. AC offers that and so much more. Thank you again for allowing me time to speak. >> Thank you, Missy. >> Up next, we have Ann Roar.
>> Welcome, Ann. >> Good evening, school board. My name is Anne Roar. I live in Breezy Point. I'm a senior and I attend school at the alternate education center. I was in the Peekquat School District for most of my education. I struggled but kept my head above water enough to pass. Then as many
others, CO had a detrimental impact on my education and I became very behind. The Peekquat School District did everything they could to help students catch up and I tried all of it. From after school tutoring sessions to personal pair help and even out of school tutoring. Unfortunately, they just weren't the resources that I
needed. At the beginning of my 10th grade year, I transferred to the Brainer High School with the goal of ending up at the 10th grade program at the AEC building. The difference in impact that the alternative program had was almost immediate. The smaller class sizes helped me be more comfortable and speak up in class discussions and the casual
casual atmosphere allowed me to form meaningful connections with my teachers and those who were trying to help me and support for my staff and my my environment allowed me to keep take my education more seriously after years of neglect. The biggest impact was being
the focus or having a school for me. It was the first time I felt a place of belonging in my education. Not a separate classroom to catch up, not a summer school, not after school in the library, not pushed to the side, but truly a school that was able to meet me where I was at and had the res resources
to help. The accessibility of the school largely impacts the students. It's one floor, so students with mobility issues can manage the building easier. For many of our students, mental health is a large concern. Having on-site mental health counselors to help these students will help them succeed in school. Then there's the art room, the gym, the lab,
and the shop. This building allows us the room to succeed. Not only will moving the program affect the Brainard students who are already at the school, but it will also impact the students in surrounding school districts that do not have the resources to have an alternative program. If I would have not been able to come to the school, I
likely wouldn't have been set to graduate this year. Honestly, the school has been life-changing, and I would hate to see my underassmen not have the same opportunities, accessibility, and environment to learn as I did. I appreciate your time this evening and I ask of you to look at other options. Thank you. >> Thank you, Ann.
>> Next up, we have Laura Rathy. >> Welcome, Laura. >> Hi. Thank you for letting me speak. Um, I am uh I live locally. I moved to the area and decided to live in Brainer
honestly because although I did not work here, the activities and classes in the high school that my daughter could take part in were different than in other places and
impressive. When I was a child, the adults in my community stood up and supported education, supported teachers, supported activities, and a variety of things in schools. This was a very long time ago, clearly. Uh, but all of the
adults in this room had that experience most probably. And it's now our job to tell you that we need to support these young people. the we understand a lot
more today about how kids uh are educated. You've heard from a lot of people about the variety of things that work for people and heard people speak very much better than I can about it. Um, if this means taking a vote, if this
means increasing my taxes, that's my responsibility to make sure that the kids in this community have all the resources that they need to be educated safely and effectively. And my expectation of the school board is for you all to convince
us of why this is and why we should be funding it. Thank you for your time tonight. >> Thank you, Laura. All right. And finally tonight we have Trila Eric Bolton please. >> Welcome Twila. >> Thank you so much. Appreciate it. It's
exciting to see my amazing students here and their amazing families. So thanks to them also. Um and thanks the board. My name is Twyla Eric Belton and I am proud to teach at the Brainer Learning Center. The Brainer Learning Center serves a variety of students with many different
reasons for needing an alternative learning environment. An undertold story relates to students who attend BLC with an array of health issues and diagnosis. During my time at BLC, we have had some students attend who have been in
treatment for cancer, some who have been diagnosed with multiple sclerosis, and some who've had conditions like rheumatoid arthritis. Those students would be challenged with with long walking long distance from parking spots, bus drop offs, and up flights of
stairs. We have had students diagnosed with Crohn's disease, with kidney disease, celiac disease, and irritable bowel syndrome, all of whom need to be able to find a private bathroom to maintain their health and their dignity. We have
had students that have had ports implanted for medical treatments, where walking through a crowded hallway where they could be accidentally jostled would be daunting and dangerous. We have students with weakened immune systems who could be medically compromised by
the exposure to hundreds of students in a day at a traditional schools. We have had students who have come to us with diseases not normally diagnosed in the young. Things like Hashimoto
syndrome, postural orthostatic tacicardia syndrome, and congenital heart defects who are just trying to figure out how to live a life with these conditions. We also have had students that were living with diabetes, seizure disorders,
lupus, polycystic ovary syndrome, chronic migraines, and many other disorders that need physical accommodations for their bad days. We also have students that know something's wrong with them, but they haven't figured it out yet. Our building
was designed with all of these students in mind. From quiet spaces with lights that can dim to access to private bathrooms to a parking area that's big enough to accommodate many cars and yet close enough to be just a quick walk
into the building. The people who designed this, some of them who are might be in this room knew what they were building for. Our building is the only small building that can physically accommodate the needs of our middle and high school students who might be
experiencing a new emerging or worsening health condition. We need options for those students who are experiencing a life-changing medical diagnosis and yet still would like to carve out some semblance of normality in their lives.
I truly hope that none of you personally have children or grandchildren that need to attend the Briner Learning Center because of a medical condition, but we do need to be here for their worst days. Thank you. >> Thank you, Tyler. All right, that concludes public input
for tonight. Thank you, everyone. We will move on to the approval of minutes starting with our regular schoolboard meeting from October 14th. I'll look for a motion. Motion. >> I'll second. We've got a motion from
Director Donneringer, a second from Director Breen. >> Uh we will do a roll call vote for approval. >> Stephanie, >> yes. >> Randyman, >> yes. >> Sarah Spear, >> yes. >> Yes.
>> Michelle Breen, >> yes. >> DJ Dair, >> yes. >> Thank you, Kelly. We will look for approval of school minutes for our special school burning on November 6th. >> So moved.
>> I'll second. We've got a motion from Director Heidman, a second from Director Breen. All those Never mind. Uh we'll do a roll call vote. >> Uh yes. >> Sarah Spear. >> Yes.
>> Yes. >> Yes. >> DJ. Yep. >> Stephanie Edman. >> Yes. >> Thank you, Kelly. All right, we'll move on to the consent calendar. Give you a chance to review that and then I'll look for a motion to approve. >> I'll make a motion.
>> I'll second. >> All right. We've got a motion by Director Donninger, a second by Director Breen. Any discussion? If not, we'll do a roll call vote. >> Spear, >> yes. >> Joe, >> yes.
>> Yes. >> DJ Don, >> yes. >> Stephanie Edman, >> yes. >> Randy Hiden, >> yes. >> Thank you. All right, we'll move on to presentations. First up tonight, we have Allison Vanleet speaking about the family liaison role in the district.
And she did send out her presentation ahead of time. So we have a chance to look. >> Welcome Allison. >> Hello. >> Thanks for joining us. >> I was kind of volunte. >> All right. So
>> Ryan's gonna do it for you. >> Oh, he told me I was doing it. >> I got it. >> All right. So I don't want to go rogue because I do that a lot. So, I'm going to just read like other people are doing. All right. Good evening, members of the board. My name is Allison Vanple,
family liaison for Brainer Public Schools. Initially, when this position was developed, the goal was to have a liaison as a support and contact person for families who were new to the district or whose students were new to a building, thinking kindergarteners, fifth graders, 12th graders.
It was very quickly identified that the needs of our students families were much greater than just that. And this role has since expanded to all parents and guardians who want extra support as long as their students are in kindergarten through 12th grade. Keep in
mind one person or all of them. Really quick just to look at the stats. I'm just going to do facts because that's just important to know for the work that I do. So for Crowing County, it talks about that we have a higher percentage of households with incomes
below 50,000 other than other counties in our state. I pulled this up on a Google search. You can do the same, but this represents our community. This is the data of our school as of last year and this year. We had
40.2% 2% of our students qualifying as free or reduced and4% were identified as homeless. Currently, we have 52.4% of our students that are free or reduced and 1.2% are homeless.
As the district's family liaison, my role is to build bridges between families, schools, and the larger community. I understand that people stay where they feel wanted, where they feel heard, where they feel respected. Families don't choose a district just because of what it offers on paper. They
choose it because of who we are and how we make them feel when they walk through our doors. The same can be said for employees who choose to work for a school district as well. As the family liaison, I hope to help match our words to our actions because we all want
students to succeed. Our words need to have life behind them for our families to have a sense of belonging at Brainer Public Schools, a connection to the people, the relationships, and the caregiving. My goal is to build communities within our schools, and a
positive school community within our greater community. I'm doing this by connecting families to resources, providing support, encouraging parents and guardians, and building relationships. My work is about putting life into our words, helping families experience that
connection, that sense of belonging, so that that when they think about staying in Brainer, it's not a data point or a dollar sign. It's because they feel at home here. So, this is what I'm doing. This is 2025 so far at a glance. I'm available to
families every day to help with anything a parent or a guardian identifies as a need with the idea that when households have support, students will feel less stress and can be focused on learning. I'm not replacing anything. I am just there for the parents. So, since the
start of the school year, I've developed a time for parents to come together for support and education monthly. I've attended various meetings for re-entry attendance, 504 and IEPs. I've connected families with food resources. I've initiated an essential needs collection and a food drive for our district. I
have referred 22 families for Thanksgiving resources. And I've collaborated with Bridges of Hope, The Shop, Metap Five, CLC, Relationship Safety Alliance, Operation Community Connect, Lutheran Social Services, Crowing County Social Services, Salvation Army, various local churches,
Thrive Financial, Brandon Public School Foundation, Lakes Area Restorative Justice Project, and more. Thank you for your time. Thank you, Alison. >> Thank you, Alison. >> We appreciate the work that you're doing. >> Yeah, >> I love this job.
>> Yeah, it's >> important work. >> Thank you. >> We're very lucky to have Alison. >> Yes. >> All right. Up next on presentations, we have site continuous improvement goals. Um, we've got several principles here on
our list tonight, and we're going to start with Martha Smithson. Welcome, Martha. Hi board members. We're going to ask the principles to present their reports to you and then Christina and I will be at the end to be available for questions. Um so if you would be willing to keep
track of your questions and provide them to us um after all of them have gone, that would be helpful. >> Thank you. All right. Thanks for having me. Um perfect. So we had three goals uh last
year that we focused on. Um, honestly, we had probably five or six, but I'll share those three with you today. Uh, TS Gold, Teaching Strategies Gold, was our assessment that we used. It's the first year that we used it for all of our four-year-olds in in VPK and for all of
our four-year-olds in preschool. So, it was a huge task to take 65 uh domains and objectives that they authentically were looking at throughout those routines and activities. Um so starting at 72% to 75% they rocked it with 83.89%
in that area of literacy uh which was phenomenal. And then also in TS Gold uh we were looking at gross motor skills and uh we were surprised to see that it was 79% um in 2024 and they went to 95%
um and that was through uh our motor labs uh working with physical and OT's physical therapists and occupational therapists and um really focusing on um what they could do in our gym and outside. Our teachers are math teachers, gym teachers, literacy teachers. They
teach everything to those children. Um so those were the two areas that we focused on through the TS Gold. And then we focused on um developing the supportive and value based work environment and that was really focusing on the trauma-informed care. And so we had a reflective consultant that was
paid for through a grant. um they were able to come into our school to support all of our staff through some very specific trainings uh for how we understand ourselves, understand children and understand families. Um and she was able to do some small group and
individual work as well. Um so that was able all that work um from 2425 was where we were focusing on our goals for this year. So for this year with TS Gold um with all those 16 domains and just literacy, we decided to focus on the one
area that was a little bit lower and that was rhyme. So that was at 78% this year. And so we want to move up to 81. And man, if we got to 95, that would sure be incredible. But we're doing quite a bit of work during our inservices um at PLC's a lot of work
with our families uh with that focused on rhyme. If you walk down the hallways, you're going to hear our kids singing different rhyming songs. Um, and if you know a few yourself, let us know. Um, then our another goal, a continued goal from that trauma-informed care was the
pyramid model, and that's doing some problem solving and um some strategies on how to uh cope with disappointment, how to handle uh frustration, what they can put in their toolbox. There's a lot of social emotional skills that we're working on with our kids, our families,
and different adults too. Um, so that is a huge piece that they're working on this year um to have fidelity with that. So there's different checklists that we work on. Menco used to have this um but we're using uh those different tools. It's a national program as well. Um so
the fidelity of that we're assessing every month. Um and then our data dig is the star program. Um and that's the teaching uh for students with autism. And so some of those uh direct teaching pivotal uh response um a lot of very
focused work for children that have um either autism or some special needs. So what that uh fidelity could look like. So all three of these goals really encompass a big part of our early childhood. But birth to three is working very closely on um some home visiting
guidelines and how they can work on best practices for birth to three. And then our speech pads are working very closely with the pyramid and star um and our ECF is working very hard on um how they can uh support families. So um a ton of
great work that they're doing. >> Thank you. >> Thanks. >> Thank you, Principal Smithson. Welcome again, Principal Rasi. >> Well, we do that, too, because we get to have early childhood. So, let's put that on the plate. Um, so Molly Rasky, I'm
the principal at Nisville Elementary for preschool through fifth grade. And, um, our goal Go forward. So last year we really focus on growth because every student can grow. We want to make sure that our
students are making predicted or high growth and so we are measuring that. If our students aren't all growing then we want to make sure that we are differentiating in the way that they need. If a student isn't growing we can
meet all the needs of all of our students. then no student is left behind because when we look at proficiency, we are looking at just one number and we need to make sure that all of our students are making high growth because if they're not making high growth or
predicted growth, they're all at risk. So last year we two years ago we had the growth uh predicted and high of 63%. And so we wanted over two years to gain
that by by 20%. Last year we had a huge year. We changed a lot of things and the most important thing that we changed was we were using all of our data. We have another um goal around fastbridge. We're
using that to really measure to look at the benchmarks to make sure that everyone is growing throughout the year and not just at the end. So we're progress monitoring making sure that we are meeting those benchmarks and if we're not we adjust things. So, we had
two goals. We met our or our ontrack goal. So, we were at 63%, we're at 70. So, we met that benchmark. This next year we're looking at 80% of our students making predicted or high growth. And so, we're working really hard at
that staff. They're they're talented. They're amazing. They're digging in with FastBridge, with Proliftic. and we are looking at every student. We meet every six weeks with MTSS. So, we're looking
at every single aspect of their day to make sure that we are meeting their needs. If they're not making predicted growth, we look at that individual student and what we're doing for them and we adjust. I like this moonlighting. That feels that feels right. Thank you.
All right, let's dig in. Um, so we are on track and we're really excited about that. So we're going to continue that. Our next goal is around Sabers, my Sabers,
the risk assessments. Um, and our students, we wanted to make sure that 10% of our students move through the tiers. There is low risk, some risk, and high risk. Within Sabers and my Sabers, there's always risk. which seems scary and it
is. So we did have 10% of our students move and we still had one student at high risk but we had a lot of safeguards. That means all year we make sure that those students have what they need and they can move between those things throughout
the year depending on what's going on for them. But we met that goal. We're meeting the needs of our students in many different ways. Regardless of how many students are in our room, we see each of them. And that is the way that
we meet those goals. We see them, we meet their needs, they're seen, and they feel safe. So, we met that goal. That's an important one because they really can't access the academics if everything else isn't met.
We also through all of this, oh sorry here, we also met our goal around data data digs. We wouldn't be able to meet these other goals or be on track unless we had assessments to monitor. So our staff and really they've taught me a
lot. They're forward thinking. I've learned a lot from the people right here in this room that came to celebrate this and their work tonight. They have progress monitored using FastBridge and our OLA core Ola
assessments and progress monitoring and our screeners. So they've really dug into all the different aspects so that we can understand where our learners are because if we don't know where our learners are, we really can't take them to the next step. And there's multiple tools in there depending on what that
student is being held back by such as maze. If a student is being held back by comprehension, we need to do a different assessment to evaluate that and possibly adjust. But we're monitoring to see if they are making progress. If they're not, we need
to adjust our instruction, which the talented people behind me, they can do that. I can support them with the assessments and all those other aspects, but they're adjusting to the assessments all day. And these are kids, not assessments are scores. We need to
keep that in mind. >> We also are digging into prolific which is really exciting. And so that's going into this year and I'm talking too long and I know it really hasn't you haven't pushed me or anything. So we've met that
goal. They've met that goal. I didn't I got out of their way. So goal met. Goal met. And we're still working on and we'll always be working on growth. Our students will always be growing. We'll always be growing with them. This next
year, as I said, sorry, you're so good. Thank you. So, this next year, like I said, we we are on track. So, 70% of our students are making predicted or high growth based on the comp the um composite score
in FastBridge. And that's kindergarten through fifth grade. I really like that we can assess students in one assessment and be able to look at the whole school and whether or not we're moving forward looking at screeners, progress monitoring, all of that. So this next
year, our goal is 80% of our students will make predicted or high growth regardless of how they came in, they will make that growth. Students that came in and were struggling in a certain area, they should make a year and a half. And our teachers are really
working hard to make sure that we support them in the way they need. Our data dig like I really got excited about prolific too early. Yep. Great. So we also have prolific which I'm so
excited about because we So it is a data warehouse but also it looks at uh fastbridge and MCAs. It can triangulate our data and I get to look at demographics.
So we get to see our students and how they come in and what barriers they may have and if there's any trends. So now we're digging into that. So we see the whole whole child as well as the entire school. Is there a trend we need to be
looking at? So that's our work for this year and the work around our data that serves everything else. So we're moving forward in the same way. Our PLC is in line. Our
staff meetings are in line. Our CIP days are in line. Our continuous improvement, everything is in line. So the ship's going in the same direction. I'm excited. And these people are doing the work. So, I just get to articulate
it very poorly and so come on out. Thanks for having me. >> Thank you, Principal Rasi. >> All right. And >> I know and up next we have um Taylor Demouth, Principal Demouth from Baxter
Elementary. Welcome. >> Thank you. >> Right. Good evening. Um I just wanted to take a moment to introduce myself. My name is Taylor Demuth and I'm the principal at Baxter Elementary. As someone who has spent the majority of my career working for the Brainer public schools, it is truly an honor to be back
working with and serving the amazing staff, students, and families who are truly the heart and soul of this district. So, we're going to take some time to look at reviewing our 2425 goals and then move into our 2526 goals. But I think it's really important to note um
each and every single day the incredibly hardworking and dedicated staff when within each of our buildings who are continually showing up for our kids um reflecting and refining their practice to give them the best um looking at our 2425 goals. So our first goal was around
our that um state accountability test in reading. um we did not meet that goal. And when I think about that, there are numerous factors that impact that data. So again, that is one test on one day. Um we're also in the middle of shifting and refining our literacy literacy
practices as a district. So anytime that you make shifts of that magnitude, you are going to see change. You are going to see implementation dips. You are going to see some of those things. I also think it's really important to note um over the past years we have reduced
staffing um support staff within our classrooms that directly impacts what we can do. Um again I think class sizes plays another role in this as well. So when I think about our building literacy or building leadership team we talked a
lot about literacy being one of those foundational skills that we are going to continue to target because we know our students need to be able to read. they need to be able to write now and into the future. So again that you will see that um remaining one of our areas of focus as we move into the 2526 goals. Um
our second goal was around our sabers assessment and so again that's that social academic and emotional behavior risk screener that is really important to look at. Um we because it helps us to identify those students that some are outwardly displaying those behaviors,
some are more internal. So, it helps us to slow down as a staff and determine what students might need a little extra support because we know when they're struggling behaviorally, it is really hard to meet their needs academically. So, again, we had 76% of our students in
that lowrisk category and the goal was to shift to 80% by the end of the year. Um, the numbers kind of waxed and waned throughout the year. So, we are going to since we didn't see that consistent trend upward, we're going to remain focused on this goal just because we
know our students need those skills. And if they're coming to us needing additional support, we need to be able to identify what specific skills are they missing or might they need a little bit of extra um support and taking on so that they can navigate those social situations so that they can develop the
appropriate coping skills and those behavioral skills to be successful in the classroom. And then finally, our last goal was around family engagement. Um, we had set a goal of 80% of our Baxter families attending those um, in-person family engagement nights and
we were successful. Um, open house we had 91% um, attendance which is great. We had conferences 95.8% and then our keep in touch nights um, with 80%. So, we decided as a leadership team when we sat down this fall and really decided
what what do we need to focus on. Um, family engagement and involvement is still very very important to us. We just decided we don't need a specific goal um set around it at this time, but just plan to continue building those strong relationships with our families and PTO as they are very actively engaged as
partners in um each of our students educational journey. So that brings us to to our goals for this year. So we kind of grouped um our leadership team really wanted to focus in on literacy. Um again we talked about that
um reading state accountability test. We are going to keep that as one of our goals because I think it's important um to note that again yes that's one test on one given day but that's that cumulative learning that occurs over their K4 experience right and so when
you think about that we also wanted to add um a component of how are we going to monitor that growth throughout the course of the year. So uh we talk about fastbridge assessment. We give that through fall, winter and spring. We have
three testing windows. And so we decided as a team collectively we are going to take that um whatever each grade level is starting at for their percentage um at or above um expectations and we want to grow it by 5% per grade level um per
testing window. So accounting for 10% growth per grade per year through the course of the year. And I think just keeping that as our focus um when we go into uh our team meetings and we look at our data we're having a lot of conversations around our kids that are
moving that are shifting that are growing and those that are not and why aren't they growing and what other supports do we need to add. So I think when you look at those action steps um implementing our district structured literacy work that's ongoing work. It started last year it's continuing this
year. um each of our professional learning sessions, we are getting a little bit better each time. Um we're setting benchmarking goals. We're using that screening to intervention report within FastBridge to go, okay, what is that child successful at and what what is their next skill that they need to
take on? And then as a team really determining what interventions do we need to put in place both in that general ed setting, in our intervention spaces, and within special education. And I think when I look at our team, um, we're coming together. We're using we
have a reading interventionist. We have one. We're she her schedule is as full as it possibly can be. And it's constantly evolving be based upon how our kids are doing. We talk about if they're growing, we're getting them out of intervention
um, and getting the next child in. um as well as all of our teachers are working to implement those strategies that we're learning through those collective district-wide literacy shifts. Um these conversations are happening daily, weekly um weekly at our PLC's. We talked
about team meetings happening three times a year. Um our professional learning days as well. And I just think it is a big lift right now. And I I can't speak highly enough about the staff. Um both our educ our teachers, our support staff, we're all working together to go, okay, where are our
students at and where what do we need to add to help them to continue to grow? And so again, that other goal that I referenced, we are going to keep the Sabers um assessment goal of increasing.
We started the year with 78% of our students in that lowrisk category. Um, we hope to increase it to 82% by the end of the year and we just felt that remaining focused on being proactive in identifying and supporting our students who require that additional behavioral
support is incredibly incredibly important because we are seeing a greater behavioral need across all grade levels across all settings. And so our leadership team as at a building level is contin continuing to discuss how are we going to best proactively
teach those skills because we know just like reading, writing, math, if they don't have those behavioral skills or strategies in place, we have to explicitly teach them so that they can take on the academic learning as well. So those are kind of our action steps. We have daily morning meetings. We're
doing monthly character retreats as well where we talk about what it looks like to be a respectful citizen, what it looks like to have a compassionate heart, giving examples of that um infused into our um the work of our SSI teacher, student support interventionist
who meets with um each classroom and talks through those topics as well as meeting with small groups of students based upon individual needs. Um, the other piece is just looking at how are we as a school community helping all of
our students to develop those skills that we they need to not only be successful in the classroom but in the real world as well. So, I want to just thank you for your time and support as we work towards those goals, all of these goals together as a team. I welcome you to come in and visit our
school. We would love to have you um see the amazing work that our educators are doing every day. So, thank you for your time. >> Thank you. I got to go find it. What the hell? Take your two minute break or you want to keep on going. I'm going to go find it. >> Okay. It's annoying. Thank you.
>> It's the heater. >> Oh, it's >> Randy. >> The heater. Randy. >> Randy. The heater. >> It's a register in the hall. >> Welcome, Dr. Stomach. >> Welcome. Thanks for having me here. Torture. Am I waiting?
So, I'm Tammy Stomach and I'm principal over at Forest View Middle School. Um, I'm back at middle school as principal and it's my first year back over at Forest View. This is my 37th year in public education and 26 of those years
are in middle school. So, it's exciting to be back in middle school and my roots in this district go back to being a a piece of helping design that building way back in the day when it first opened and we moved over in the winter of 2004.
And I want to say before I start with the goals that I do think force was an amazing place um and I think it's a place that can be misunderstood and misrepresented often um in light. And I just want to say that we have take a moment to acknowledge that we've got an
amazing staff. We're doing amazing things over there and middle school kids are amazing people. They're often misunderstood as well. And so we are having um a good year and my staff is absolutely amazing. So you'll see on the
screen before you there, we have four goals um from last year and we were on track or met on all of those goals. So that's very exciting news and things to celebrate. We were looking at the
percentage of our students um meeting their reading growth goal as measured by FastBridge. And last year we were aiming to have that go from 60% from the year before to 63% by the end of the school year last year. And we not only met but
we exceeded that with a spring uh growth goal coming in at 66%. The second one is that we were looking at improving and promoting our schoolwide literacy and we were providing ongoing professional development for all staff. uh supporting
and contributing to the efforts at our site. And then we have a forest view literacy poster that we have asked all staff to have at present and in their classroom so that that can spill over outside of just that one core content area, but it
can be visible and a focus in all of our other areas. So for example, on the poster, students and staff are able to see and represent um things like comparing and contrasting. it's not only gerine to the subject of literacy summarizing analyzing demonstrating and
showing evidence. So that was one of our efforts um around that realm and we're on track for that goal at the end of the school year last year. We were looking to improve our social emotional learning um and programming for the 2425 school year and also looking to have a plan in
place for SEAL programming for the following years. You'll see that our summary there is that we most grades demonstrated growth particularly in emotional regulation. Seventh and eighth grades had the most complete data on the survey and the data
that we were gathering and fifth and sixth grade showed um promising improvement in that area. Across all grades, students made more progress in emotional control um than as self assessed by putting themselves in I'm generally in a bad mood. They talked
about themselves being able to have more emotional control. So, that's a good thing on track for that goal. And then we wanted to improve the middle school experience for staff and students, engaging in efforts to um assess student and staff climate was a focus for last
year. Um and discussing that climate and taking efforts to improve student and staff climate. So there was a pre and a post test um with some survey information from last year and a new principal coming on. I also gave a staff survey in June before I came on site and
looked at that data and we've uh been doing some focusing on where that data was at and things that we can do. And so I'm happy to report that we were on track for that uh goal as well at the end of the school year um last year. Then for the goals that we landed on for
this year, we decided to focus uh very um basic in our focus on literacy and math. Two areas that we could focus on with a lots of changes um to uh the site over at Forest View. And we wanted to hone in on these two specific areas. So
for literacy, we want the percent of our students at Forest View meeting their reading growth goal measured again by the FastBridge assessment that all sites are using to increase from spring of last year from that 66% to 68% uh this spring. And then we're
also going to look at when available and it is now our fall data. So where did they come in at the fall? And we want to also have that 2% increase from fall of this year to spring. Our math goal again is on the fast bridge goal and we ended spring last year with that rounded up to
64 but 63.87% and we were aiming for a 2% increase in our math um as well and then again we're looking at our fall to spring. So we're looking at spring to spring as well as fall to spring. Um for that area components that we are implementing and
focusing on with our goals um center on core instruction implementing our core instruction with fidelity um and intervention um are using our time to thrive time uh using multi-tered systems of supports. Um again I referenced
already the literacy poster. We're taking the FastBridge assessment in math and reading three times a year. Our MTSS team has already reviewed our fall MTSS data. So, it's a big lift at a site such as the size of Forest View. We looked at
over 1,600 students worth of data. We had one day scheduled and that was too much to ask to get done in one day. We had a second day, but we reviewed the individual data from all of those students to see where they're at and what their needs are. um and then we're able to
place them accordingly in that extra chunk of time that we have. So, we've done a lot of work and we still are it's ongoing always um the work that we're doing, but I'm proud of where our staff is at and I'm proud of the strides that we are making as a site. Um so, I I hope
you are as well. Thanks for having me. >> Thanks. >> Thank you, Dr. Sal. >> All right. And next up we have the fall fast bridge screening data with director Lungren.
Welcome Director Lungren. >> Hello Okay. Well, I am here to share the fall screening data report uh for our FastBridge screening. So, uh this is a two-page document. Uh on the first page,
our first section, this is showing the district overview of our three assessments. So, starting at the left, uh this is our reading assessment. So at the top uh that information provides the number percentage of students that completed the reading assessment for
fall and at the bottom that is the overall reading proficiency uh for that fall screening window. So that was at 62% uh proficiency again that's looking at how many students or percentage of students that are on track to meet that
endofear learning outcome. In the middle uh we have the math assessment. So again, at the top, 89% of our students completed the math assessment. At the bottom, our math proficiency was also 62%. And then at the far right, um this is
our Sabers assessment. 86% of our students completed the Sabers assessment and our proficiency in the fall is 78%. So again, that's the broad overview. in the middle. Uh the next graph that we
have, this is looking again at uh grade level proficiency data for the two assessments of math and reading. So we have the on the y- ais that's the percent proficient. On the x axis, that's the grade level.
The blue bar represents the math proficiency. The orange bar represents the reading proficiency. So that's just the fall screening data grades K through 11. And then uh last year um at the winter
and spring we shared the student growth data. This is just a note that that growth data looks at the growth between two data points. So when we come back with the winter screening data, that information will be added to the report. On the second page, let me
here. So this is the start of the trend data by cohort. Uh so looking at our graphs uh we have them broken down by the elementary cohorts, middle school, and
then high school. On the y ais, that's the percent proficient. Oops, we got to restart it. All right, Canva said we're done. Okay, so we have the percent proficient
on the y ais and then uh the screening uh date on the x axis. So the way this is labeled F24 that stands for fall 24, Wter 25, so on and so forth. So the
third first three data points on the graph those are the three data points from last year's screening fall, winter, spring and then the fourth data point is the uh data point for the fall screening
uh this this fall and this is by cohort. So for example, uh this purple line at the top, that is following students that are graduating in the year 2034, which is our fourth grade cohort this year. So
the three data points from last year, that would have been from their third grade screening. And then this fourth data point is now that cohort's fall screening data point. So we have uh reading and math for those uh students
in grades K through 4. Moving into the middle uh same type of setup. This is for middle school students. Uh so students in grades 5 through 8. Again the first three data points would be their scores proficiency
rate from last year. And then this fourth data point does fall uh this fall. So again, reading and math and then the the bottom row, this is our high school cohort. Um we only included
grades 9 through 11. Our senior students, um some of them are not taking the test in the fall because their uh English 12 course. It's a one semester course and then they take an elective uh one of the other semesters. So depending
on how their schedule is organized, they may not be in an English class in the the fall. And then same with math. So depending on what math class they take, they might not have a math class in the fall. So we only included grades 9 through 11. >> Great.
>> Thank you. >> All right. Any questions from the group? >> Madam Chair. >> Yes, Director Ward. >> So, um Christina, um and thank you and thank you the elementary principles uh
for um really amaz I think really amazing results. Thank you uh for for that report. I do want to I do want to ask about literacy. Um I I know that we're going to more a phonicsbased program, but my understanding is we're
kind of um putting it in in in uh imple implementing it in parts um and then at the and then in spring we're going to be pulling putting it fully um is my understanding and I want to make sure I'm I'm correct on that. Why why aren't we why aren't we fully implementing it
now? the literacy program that we're going to eventually be going to, which is highlighting phonics. >> Um, Director Ward and members of the board, we do not have um a new adopted curriculum if that's if that's what
you're asking. Right now, this year, we are doing a thoughtful and intentional implementation of what we learned last year in our structured literacy professional development. So we are doing stagebystage implementation for
every grade level in every area um in more of a foundational structured literacy environment. Bonics is definitely highlighted in a structured literacy environment, but we're using this year um to support teachers with understanding those
evidence-based practices and trying those evidence-based practices in their um settings. in all elementary levels um and understanding the difference between what phonics instruction looks like in kindergarten versus fourth grade. So, it
is a more pronounced um component of our literacy instruction this year, but it's not the only thing we're working on. We're working on all aspects of structured literacy. So is the literacy um plan consistent
throughout the elementary dis throughout the all the elementary schools in the district as consistent as we can be at this stage of implementation. Um our um CCC leaders and our PLC leaders have been instrumental in helping support their colleagues on our
professional inservice days. Um and Dr. Melissa Cornnea, who is our literacy specialist um on staff, has also helped work with our teacher leaders to develop those trainings. um in part building um
uh lesson plans and building structures in place so teachers don't only go back to their classroom knowing that these are essential components of phonics instruction for example but also understanding what that looks like day
after day after day of instruction. this whole week. Uh we started with inservice day on Monday and we had uh a literacy coach working with uh teachers in every elementary classroom sharing the same um
plan doing demonstration lessons um and trying to develop that consistency and common language so that all of our grade level teachers can work together cohesively. um when we are together on those uh inservice days.
>> Okay. Thank you. >> So to follow up with John's question, we don't we really don't have a a curriculum right now. Correct. >> We absolutely have a curriculum. We don't have a new adopted curriculum since last year. >> Okay. Okay. Okay. Okay. Let me ask this
question. Um I'm not obviously an expert, but do we Do we use a soundss first approach or do we use a letter names approach when we start talking about the alphabet and
with these kids and you're looking at me like oh where'd he get this from? I do my research. >> I know exactly where you got that from >> came from Stubenville. Yes. Um we use a multimodal approach. Okay. >> So we do sounds, letters, listening, speaking and writing all inter
>> all at the same time. >> Yeah. >> So if a student is is use um learning a letter name. They're also learning the letter sound, how to form the letter >> and where what the letter um contributes to um making words making and making
meaning from text. >> Yeah. Because uh again the little reading that I've done, it's kind of interesting. We all know the ABC song. >> Not all it's cracked up to be. Well, you're right because why don't we have a
sounds first song where the kids actually know what you know like you know that's what I'm saying. I mean there's there's there's an argument on both sides of the story but they need both. I was just curious if if we use one of those approaches or if we use both of them. That's all.
>> We use a multimodal approach and there is a song for you Dr. or Dr. Heidman. It's called the other alphabet song. >> Oh okay cool. I'll look it up. Can you sing it for us? >> It's definitely better than Baby Shark. >> My grandson would take um one other
question. How are we going to and with a lot of the goals and a lot of the things that were talked about tonight, which really good stuff. Um we're using um growth.
How are we ever going to compare ourselves to our neighboring school districts if we are focused on growth? >> Yeah, because we use the national norms for that growth. So, we are comparing ourselves to 8 million other students, not just ourselves.
>> When we hit those growth targets, those are based on 8,000 other or 8 million other students that take the same assessment across the nation. >> That was never explained. I mean, that was >> Yep. pretty comprehensive data points, pretty intentional and pretty realistic
psychometrically >> so that we have confidence and what those growth targets should be. Um you heard one of our principles talk about um um >> accelerated growth and predicted growth.
Um so predicted growth is like average growth but if we know that students are not yet where their grade level peers are >> then we have to use those accelerated growth targets. >> Okay. >> So we don't measure just growth even though you heard a lot about that in the
goals. We also measure proficiency uh which Christina talked about. Those are um the measures of how our students are on track to meeting those grade level expectations at the end of every grade level from kindergarten all the way through 12th
grade. And fast bridge right now is the only measure we have that does that. So it's an important part of our comprehensive assessment plan. >> Thank you. Any other questions? If not, thank you. Great information tonight.
All right. Up next, we'll move into new business. We've got a few items here for action. Um, the first one on the agenda, I'm going to let Superintendent Grant speak to a little bit. Um, I think it was an omission. >> I'll make a motion. >> You could tell us, but what are we going
to do? >> The name was missed. >> Got it. >> The name was All right. Thank you, Director Dondelinger. Is there a second? I'll second. We've got a motion by Director Donninger, a second by Director Breen. I'm assuming there's no discussion.
We'll do a roll call vote. Or yeah, roll call vote, please. >> John Ward, >> yes. >> Bill Breen, >> yes. >> DJ Dunninger, >> yes. >> Yes. >> Randy Hidman, >> yes. >> Sarah Spear, >> yes.
Thanks, Kelly. All right, we'll move on to the approval of the first reading of policy 440, the employee social media use policy. And we previewed this reading. I think this is the second. >> We looked at it at a work session. >> Yeah, just the first. >> So, this is the first of three readings.
Yep, good point. We have looked at it. >> Hello. So, Jason is gone today, so you're stuck with me. >> Thank you, Carla. Um, I made the changes that were requested and then also
everything is uh underlined in red that I changed. I also um tried to clarify a little bit. It was people were confused about does this mean I can't share when talking about um not posting on your
personal page your students like in your classroom or whatever. People were confusing that with oh that means I can't I also can't share like the um boyer football team's photos because there's students in it. So, I was trying
to clarify that under C um where it says employees may not post images of co-workers or any any personal social media network without the co-workers's consent. And then it says except for general images that may be taken in public arenas such as the
sporting events or fine arts performances etc. And then I added or sharing posts from another page. I'm hoping that will clarify that for everyone being you don't have to worry about that. We're talking about your
personal page and sharing something you know from in the classroom or in the school. >> So if you're sharing like the Brainer Public Schools post >> Yeah. Okay. >> Go for it. You can share whatever you want. >> And in fact we should be doing that.
>> We should be doing that. And that was the concern. One of the concerns too was well then we can't promote our schools. It's like we want you to promote your schools. So, it doesn't we're not trying to limit what people are doing on their personal pages except for when they're
using student photos in their classroom without permission from parents. You need to have that permission in order to do that. As a district, anyone who runs a district site, because we have 12 12 school sites that are all run by
different people, we have backups. like I can get into each page. They're allowed to do that because they're the admin administrator of that page. So, I think there was a little bit of confusion there, too. >> So, I don't know if we cleared it up or not.
>> I I think you did. Thanks for making those changes. Yeah, >> that makes sense. >> Any Madam Chair? >> Yes, Director Ward >> Carter. Thank you for um addressing some of the concerns we had at the workshop
uh about this. Um the other thing that we had talked about at the workshop was um is it all legal beagle? Uh do we know that our um >> um attorney has >> Oh, sorry. Jason sent it to the lawyer, but I haven't heard if he's heard back
yet, but I do know um after I made the changes, he forwarded it >> to the lawyer. He said, >> "Thank you. Great. >> So, we can still make a motion to approve this first reading and if the
attorney recommends changes, then we can make that on the second. Okay. >> Or third. >> So, I make a motion we >> I'll second approve the first reading. >> All right. We've got a motion from Director Breen, a second from Director Edman. >> Any further discussion?
>> And even if we do the third reading, we can always come back to it if something changes down the road. And >> that is correct. >> Yeah. So, I mean, yeah. >> All right. Um, we'll do a roll call vote, please. >> Yes. >> Yes. >> Stephanie, >> yes.
>> Andy, >> yes. >> Sarah Spear, >> yes. >> John, >> yes. >> Thank you. >> Thank you, Carla. >> All right. And um the number three for
the business new business for action tonight was something that we moved to the agenda after our work session earlier today. It was a conversation we had about the AGOT program and um
pausing testing for kindergarteners this year because that testing is coming up here in December so that we can study the design of the program. um and implement whatever changes come for next year. And so that was a condition of
being able to do that. So that is the um agenda item on the table for our action. >> So I'm confused. So in order for us to study the AG program with Dr.
J. Peters, we have to suspend the program for next year for first grade. I didn't pick it that way. I thought we kind of I didn't understand why we were doing that in the first place. >> Well, >> I know we were saving $70,000. That's what I was told.
>> That's what I remember hearing in the work session. Tell me where I'm wrong. >> No, you're right. If we do not test right now or the kindergarteners in our inner school, there won't be kids available at first grade because they haven't we haven't been able to evaluate their
skills, >> right? And that would be for just the next year. >> So, but that really doesn't have anything to do with digging into the rest of the program. >> No, nothing. >> Okay. I just wanted to clarify that. >> Thank you. >> I mean, I didn't know if you got it that way or you took it took it the other
way. I don't think one has any >> program will continue, but we will be studying the the program. >> Yes, we can study it either way. >> Yeah. >> But the program won't continue in first grade. >> Correct. >> We're voting to get rid of it for next year for first grade.
Well, we happen to do a Yeah, we haven't reviewed it 2017 just >> and I think uh John had made a comment during the workshop too that didn't on your research John you said generally speaking it's not a good idea to test
until at least second or third grade. >> That's what the research shows. >> Yeah, that's what I mean. Yeah. >> That I've looked at. >> Right. Okay. It was too easy. >> So >> yeah, I mean it was a good discussion. Um the administration brought some ideas that we haven't really visited this
program and the design of it in in several years and we reserve the right to get smarter and we should get smarter um as we're able to. So >> and just to clarify, we're not getting rid of the AGOT program. >> No, correct. >> Just want to make sure everyone
understands that. >> We're not getting rid of it. AGOT is a gem. >> Yes, it is. >> Pun intended. >> Better put that better put that in bold. >> All right. Um, so we'll entertain a a
motion uh that relates to this topic. >> I'll make a motion. >> Second. >> All right. We have a motion by Director Edman and a second by Director Heidman to pause uh testing for kindergarteners for the EGOT program this year only.
We'll do a roll call vote, please. >> DJ Dunlinger, >> no. >> Stephanie Edman, >> yes. >> Andy Hidman, >> yes. >> Sarah Spear, >> yes. >> John Ward, >> yes. >> Joe Breen,
>> yes. >> Thank you, Kelly. And I know there's hesitation as we talk through some of these issues. And these are going to be very difficult and um hopeful that we come out the other side of this with good ideas and good design
and smart thinking that we can put to work for our students. So it is not without um thought. All right. Uh we're going to move intoformational. Um, we've got several folks on the agenda that have attended committee
meetings and are have some information to report out. We'll start with Brainer Public Schools Foundation. Director Edman, anything you'd like to bring forward? >> Yes. So, the Briner Public School Foundation will be hosting its fourth annual bingo night in partnership with the Brinard American Legion on December
8th, and tickets are available on the on their website. And BPSF has been growing like crazy and now holds about $4.8 million in assets between scholarship funds, 4A grants,
and donor advised funds. The BBSF board held a strategic planning session last week identifying three key objects to help continue to move the organization forward and manage its
incredible growth. The big event which is premiering which is the premier fundraising scene event will be held on Saturday, February 21st at Grand View Lodge. This theme is Olympics stronger together. They we are seeking sponsors,
auction items, and ticket sales will be on sale soon. Visit pbsf.org for more details. And bingo is really fun. So don't forget to get your tickets for December 8th.
>> Thanks. And it sells out really fast. So >> it does. >> Yes. Get on it. >> Thank you, Director Edman. Up next, we've got the Wellness Task Force. Director Breen. >> Okay. So, we met and a survey was created to be given to building
principles regarding what they see as wellness needs within their buildings. That survey, from what I'm hearing, was completed and at our next meeting, we will be um reviewing that data. Um we certainly appreciate the building
administrators for taking the time to fill that out. Um our team will um also Oh, yes. and make some decisions about how best to proceed with the data that we're getting. Um we also discussed ways to have small wins. Um we're looking at
possibly doing um welcome Wednesdays at Forest View in the morning to just welcome the kids that are coming to school and then looking at doing some wellness tips for the parent newsletter on a monthly basis. >> Thank you. >> You're up again.
>> Yes. And I'm up again except I did not I was not able to attend the safe and welcoming schools committee. So I'm not good. >> Oh, it's a good report. >> Yeah. Sorry. I promise I promise to have more um next
month. >> Michelle, is this the the wellness task force? Is that the committee that where we were trying to protect um students? I mean, uh, if I remember correctly, there was a the equity task force. There were
students involved in and it was kind of a closed >> No. >> So, the so the wellness task force is open. >> Yes, it's open. >> Why can't we include that in our workshop stuff? >> Include what? >> Your meet or these people from the community. When do you have your
meetings or when when do you do your >> So, our our meetings, we just changed them. I think they're the second Tuesdays of the month at 8:30. Um they go for about an hour and a half to two hours. >> Okay. So,
>> we are we're a very new committee. We >> um and we're just trying to address mental health um how do how we can support mental health and staff, students, and hopefully eventually the community through Brainer Public Schools. So you think it's better just
to keep it as a separate entity and not evolve it into the our work group sessions >> with the other committee stuff. >> We have six core committees. >> Okay. Then we have like I go to the um community ed ones. >> Yeah.
>> And then I'm on the one for the health benefits. >> So those aren't really >> the committees like we used to be chairing and stuff like that. >> So they would not be would not be >> keep them totally separate. But that's community people that are a part of this
>> DAC. Gotcha. Just >> similar to that. >> Similar >> DAC. Yeah. >> That's that's a really good point though and we should clarify that that we do have six committees that the board leads and it they're board committees. These report outs are on committees that we
are as board members. We're liaons to those groups to bring back information. They are not committees of this board. >> But that's a great question Dr. Hegman. >> Does that make sense? It's kind of like DAC like the D. That's at night. So, yeah. Yeah. Yeah. Yeah. Same deal.
Gotcha. Gotcha. >> I mean, it's not that you you couldn't attend if you wanted to, but >> gotcha. All right. And then, um the last one we had was the Paul Bunan Education Cooperative um committee meeting update. Director
Ward. So on uh December or excuse me, November 6th, Paul Bunnan Education Cooperative Board of Delegate meeting uh happened and um it was very well attended. Um and
it was uh very interesting and informational. Um as everybody knows or all of the board members know that uh you know the uh to look at that agreement the joint powers agreement with them which started in 2012 and was
revised in 2016. Um you know if we got out of that agreement it would save us uh let me just uh about 200 mutually dissolve uh PBEC agreement would be about $250,000. So there was a lot of discussion about
that and and but there was a lot of great information. I sent all board members um I think there was 40 slides of information on on Paul Bunaned co-op. Um you know they're they serve uh six school districts and two
>> six school districts and two charter schools. Um they they provide support uh with federal regulations and uh professional development. Um there's 11 school psychologists um that uh evaluate students and also offer a trauma event
help and support. Um the uh they they have a third party all these services. Um and they have a number of staff that serve, you know, everything from uh deaf students to hearing student uh to hearing problems to deaf and hearing
problems to uh interpreters um you know, many many different um services that are offered through the co-op to individual districts um including ours. Um we're the fiscal host for them. Um and so
there is going to be a uh there in place right now and it has started a fiscal analysis of um what if the Brainer school district pulls out of the uh Palunion co-op, what would that mean to the individual school districts and what would it mean to Brainard? Um, so in
other words, if uh the $250,000 that um that um Marcy has given us as a potential savings, um we would then um probably need to hire all those individual uh personnel um that are now
kind of shared districtwide. So um it was very very informational and lots of good questions asked. Um and the fiscal analysis um will be done in early 2026.
Um and I I hope all of you got I don't even know if it if uh my colleagues, my board colleagues were able to open the uh the slides that I sent you, but that's loaded with lots of information about the Probunian co-op.
>> You better check your scent file, John. >> We would love to see those. So, thank you. If you want to resend it, that'd be great. >> Yes. >> Thank you. >> I will rescend it. >> Thanks. >> Appreciate that. Thanks for the update.
>> Um, let's see. Business services report, Director Lord, please. >> Good evening. In your packet is the enrollment report. Um, since the beginning of the school year, K through 12, we're down 28 kids. 5-year average
is 14. So, we are higher than that, but last year we were down 27 at this time. So, higher than the 5-year average, but pretty relatable to last year. Any questions on the enrollment report? Um, financial reports also in your packet.
Nothing to note on the percentages wise. Um, just a quick update. MDE was on site last week for a compensatory audit. We don't have the results yet, but they did just come in and audit our um data. And then we did have to do an unemployment
survey on Monday that was due. And an FYI, so the submission had 398,000 that we spent on that new summer unemployment. Um I'm hoping that we'll get more data if all the districts submitted on where we're at with that aid because once that aid is gone, then
that's the district's responsibility. So just a quick update on that. If the aid runs out, that'd be 400,000 that we'd have to add to our budget. Uh the 2425 audit still ongoing. We're working on that. And then I was just going to do a quick thank you to um Brad
Watson at Adina. The trade house agreement was in there. And then Brian Bourwell, the teacher. We got that done that this is awesome to get it off our plate and not >> really, isn't it? >> Yeah. And we don't have to worry about >> auctioning it. So >> yeah, >> that's all I have.
>> Thank you, Marc. >> All right. And then the superintendent's report. I'll keep it short. Um, this week, as you know, was Veterans Day on Tuesday, and I don't know if any of you got to go to the schools for their
programs. Um, it's kind of amazing. I I can only speak for the elementary right now, but um, we talk a lot about, you know, what can our elementary kids do, what they can't do. It's amazing though that they can sit on the floor for 45 minutes and be
absolutely respectful. Number two, um they know what it means when the uh Legion does the parade of the flags and how to stand and put their hand on their heart for the national
anthem. And they sang the whole thing and America the Beautiful on tune, never missed a word. So, um for all the things we think they can't do, they can. The good thing you weren't a music teacher, Peter.
>> You stick to the reading. I think it might have been a couple off tune. I don't know for sure. Maybe one. >> It's really cool to see um our schools recognize Veterans Day and you know, I know at the high school it's much more different. Um I'll tell you what though,
1800 kids are sitting for 45 minutes and they're being very very respectful. Um but it's it's really a very very cool thing. And so if we worry about our kids and their patriotism and so forth, don't worry. It's there. >> We just have to let them show it. >> Good.
>> Yep. That's all. >> Thank you. All right. We've got a list of future meetings there you can review. Our next work session is December 4th. Um and then I'll look for a motion to adjurnn. >> I'll make the motion. >> Second.
>> Got a motion by Director Edman, second by Director Dondelinger. We will do a roll call vote, please. >> Yes. >> Yes. >> Did you see her? >> Yes. >> Did you see what Randy made for me?
>> Yes. >> Yes. >> Yes.