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Morning. I'd like to call to order tonight's meeting of the ISD 191 school board. The date is uh June 11th, 2026 and the time is 6:30 p.m. I'd like to welcome

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everyone who's joining us in person uh as well as those who might be joining us uh virtually. Uh we always appreciate folks who decide to join us and learn a little bit more about the business of ISD 191. Uh Director Chester, would you

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mind leading us in the pledge? Sure. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all.

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>> Thank you. Uh with that, um we will begin by approving tonight's agenda. Uh is there a motion to approve? Moved by Director Chester, seconded by Director Hume. Any discussion hearing? None. All those in favor,

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please signify by saying I. I. >> Oppose. Nay. And the motion carries unanimously. Tonight, it is my pleasure to introduce and say a few words about this um each of this year's John Kascran volunteer

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award winners. This is the 24th year that the awards have been given out. They are named in honor of John Koskran, a longtime advocate for volunteerism who served 34 years at Catholic Charities

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and retired as associate director in 1993. Mr. Kgrren also served as a member of the district 191 board of education. We'll start with our student recipients. First, Winston Extrand.

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I don't believe he's here, but we are going to read about him anyway and celebrate him. Uh Winston just graduated from Burnsville High School. He is a vital part of the brain power in a backpack student volunteer corps, serving as lead team captain,

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coordinating the bag count for weekly delivery to each school location and training incoming captains for the for the next year. He's also a regular student grant writer for Brain Power, helping the weekend

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meal program to win the YSA we serve to remember 911 day of service grant and the Opal Apple Youth Make a Difference grant. Both grants focus on student volunteers who make a difference in

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serving their communities. Winston was one of the Burnsville Strong team who helped put together the video grant application for the YSA Stop Hunger Classroom Challenge where Burnsville High School was chosen as a

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semifinalist among thousands of applications nationwide. In total, Winston volunteered more than 200 hours during his time as a BHS student. I'd like to congratulation I'd

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like to congratulate and thank Winston for being a great example of leading through service. [applause] Uh, next is Mina Pathini who I know could not attend tonight. Uh Mina is a rising senior at Burnsville

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High School. She has served as leader of the Harriet Bishop Service Club since she was in 8th grade. In that role, she organizes, inspires, and empowers elementary students to make a positive difference in their community and

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beyond. In particular, Mina and the Harriet Bishop Service Club have been a driving force behind the service day Saturday community service event held each spring in Savage, which brings together the entire community to donate

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items for people in need. Mina has dedicated hundreds of hours of leadership, including researching potential projects and guiding students through the work that needs to be done. Harriet Bishop teacher Aaron Huber, who

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nominated Mina for this award, wrote, "Mina doesn't just provide service. She inspires our young students to use their time, talents, and treasures and to realize their own power

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to create change. Congratulations and thank you to Mina for all she does for the 191 community. Our [applause] next student award winner is Paige Stone, who is also otherwise engaged

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tonight and unable to attend. Paige is a member of the Burnsville High School class of 2026. As a volunteer, Paige has supported a wide array of programs, including drama, the blood drive, middle school student

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mentorship, and native wildlife initiatives. Over her full BHS career, she gave more than 1,900 documented hours of service, including 700 in her senior year alone.

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In her nomination, youth service coordinator Courtney Flowback wrote, "Her dedication is unwavering. She approaches every endeavor and relationship with genuine intention, embodying her vision for a better

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world." Congratulations, Paige, and thank you. [applause] Next, we'll move on to the community member category. And I'd like to invite Goran Nambadopad up to the podium.

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God has volunteered as a tutor in the 191 school for adults since 2021. A retired mechanical engineer and former engineering professor. He's incredibly effective at helping students strengthen

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their math, science, and literacy skills, providing both in-person tutoring and virtual sessions through Google Meet, often outside of regular

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class hours to ensure students have every opportunity to succeed. Program coordinator Susan Edmonson wrote, "His passion for helping adult learners build skills, confidence, and

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independence has become a cornerstone of our AB program. We are deeply grateful to God for his outstanding contributions to our students, our school, and our community. God, we are all deeply

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grateful for you and your service to District 191 learners. Thank you. [applause] [applause] Excellent. [laughter] OUR [applause] next awardee is Sharon Nelson. If you

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could please join me at the podium. [applause] Sharon is a volunteer who regularly supports the staff and students in the focus program at Neil Elementary. She is known for her willingness to show

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up whenever she's needed, especially during times when support staff are limited, which ensures students continue to receive the care, structure, and attention they need. Working in a setting where students may have high

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needs, Sharon builds trust through her kindness and calm demeanor, providing a reliable adult who listens and responds with compassion. Plus, she takes initiative behind the

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scenes, helping to organize materials, clean and maintain a welcome environment. Nominator and teacher Ally Strauss wrote, "Sharon goes beyond what is asked. She notices what needs to be done

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and takes care of it without a thought." Sharon, thank you so much for being there for District 191 students. And congratulations [applause] >> [applause] >> moving. to our staff category which is

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the final category. This year's Costco award winner among staff is Wubet Abraha. [applause] Wubet Abraha, a community education associate, is a longtime volunteer with

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food resource programs in district 191. She makes herself available every Tuesday to help the community pantry by helping with setup, takedowns, sorting fruits and vegetables, packing grocery

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bags, or anything else that needs to be done. She also volunteers at special events, willingly donating her time and talents at evening activities to help Community Pantry better connect with

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residents in need. Nominator Pam Voit wrote, "Wubot is Wubet, I'm sorry, is a wonderful example of a District 191 employee who is willing to help make a difference and

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make our hunger relief efforts possible for those most in need of support in our community. Congratulations and [applause] thank you for ALL YOU DID. >> [applause] [clears throat]

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>> That's the final award for this year. And I want to close by saying that it is heartwarming and joy producing to hear about each of this year's volunteer award winners. We talk about being community strong and it's in our mission

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statement, but obviously what matters is that we actually live out our mission by committing to serving and lifting up our neighbors. Our community is a better place, welcoming and full of opportunity

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because of each of you and all of the others who give of themselves. So again, thank you and congratulations to the 2026 John Koskran Volunteer Award winners. Thank you.

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[applause] You're welcome to stay, but we understand if you have other things to do this evening. everybody. [laughter] >> Uh, next on our agenda, uh, the board will be receiving the student performance and achievement report, uh, local literacy plan and read act update,

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uh, with Dr. Chris Belmont, assistant superintendent presenting. Welcome, Dr. Belmont. >> Thank you, Cher, Superintendent Daniels, members of the board. Um, as the board's aware, we're in a a bit of a place of

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transition with our directors. So, I'm happy to be here. Um, talking about something I know is um also near and dear to to this superintendent and board. Um, how how literacy really is still the the currency [clears throat] that our students can go forward with.

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Being able to read, think critically, and um and assess text is um a big part of our collective work. So, I'm happy to provide an update on kind of where we stand with our implementation of the local literacy plan and and as that is

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enveloped in the read act that was passed in 2023 and I'm hopeful that the slideshow is loaded here. Okay, I see our communications experts. Um, so I mentioned that read act that

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was um passed very uh um very significant legislation. Um, a few years back, um, you can see that some key cornerstones of that

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legislation included that districts are to submit a local literacy plan annually that they're, um, expected to adopt on a rolling basis based on um, some different timelines that were set forth in the legislation, screening and

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assessment tools, as well as um, curriculum and instruction and professional development. some funds were were um allocated for those purposes and those are set to sunset in the next um fiscal year. So um you know

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just stepping back from what you see on that screen what we know to be true and I think that we've done a good job of addressing both the intent and the letter of that law. Um, we want to make sure that we are increasing our staff

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capacity um around the science of reading. We want to make sure that um we're matching that staff capacity with the best tools and curriculum that staff can implement to reach all students and reach the

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goals that are set forth in that science of reading um or in that ReadAct legislation. And then finally, um, something that I think you'll see and hear even more about is that is making sure that we have the right assessment

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strategies, that we have fidelity of implementation, that we have coaching and support on the ground to make sure that we are leveraging the tools that match to what we have learned in these last couple years.

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We um are this month we are submitting the local literacy plan coordinator Ness has taken that on and championed it once again. She's our designated literacy lead um for this year and then that will um shift to our our new elementary

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director going forward. Um some features of the local literacy plan is that strategic roadmap how we are enhancing literacy outcomes and following the guidance set forth in the red legislation. Um

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we make sure that we're naming our goals and those goals are constantly assessed and annually redistributed back to MD and communicated based on how things are going for our students. Um, and then making sure that we're connecting to our

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multi-tered systems of support. So, making sure making sure we're integrating our local literacy plan into other avenues of our instruction and our capacity building. We also include student data um that

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they then use to cascade across the entire state and assess how things were were how we are doing locally but also how things are looking from a state and regional lens. I think um there's a recent report that

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um [clears throat] synthesized the reality in Minnesota which is like we are top five and quality of living, top five on a lot of economic measures and markers. We have a long ways to go with um instruction around literacy

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especially when you look at disproportionality. I think that report had something like 85% of our um Spanish speaking students not being at grade grade level for literacy. So we have we have work to do from a state lens. Hence

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the legislation and the follow through screening is something that we are um we are expected to implement and we're pretty actively engaged in right now. Um, uh, the capt basics is meant to, um, and I I think it's a bit of a a typo,

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um, that it should say that the screening tool is meant to identify the characteristics of dis dys dyslexia. We do not um, we do not formulate conclusions. Um

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from a K through five lens, we're expected to screen all students using our fastbridge tool. We do that um triannually uh and more as needed through progress monitoring and then we are expected to further screen for those characteristics

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of dyslexia with the capture read basics for students that are demonstrating that they're below grade they're not meeting grade level expectations for literacy based on that universal screener. Same process for 6th through 12th grade. um

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we do things a little differently with um using fastbridge 6th through 10th grade at this point. So this is the first year that we have I believe that we have implemented the A- reading tool in 10th grade. So we plan to continue that next year both 9th and 10th grade.

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Um and and our staff is using it. So, our staff is using it not just from to assess or to further identify characteristics of dyslexia, but also to set goals, to progress, monitor students, and to use it as leverage to

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try to help get more um literacy interventions embedded in all content areas. We pushed really hard with K5 and now we're getting deeper into 612. if you want to just kind of know the overarching headline with how we're

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doing with this legislation. K2. Um, so we have already embedded foundational literacy K5. Um, I'm very proud of the fact that we have done that and we are seeing results. um when we come back in the fall with with my

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directors who can speak even more intensively on it um you are I think you're going to hear some encouraging data based on my um spring conferences with the principles in our fastbridge growth data. So I believe that is due in

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part to this multi-year fidelity focused implementation of the foundational literacy that went and the carry all training came alongside that. So we were out front with the foundational literacy. the

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carry all came reinforced those mindsets and that thinking and now we're getting deeper into um diving into the assessments to start to understand both what we can celebrate and what we need to keep after. Now we're adding new

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tools. So this is the final year for um our collaborative classroom uh making meaning in K2. Last year we piloted multiple or the two um suggested literacy curriculums from the state of

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Minnesota at Vista View and Sky Oaks. Um after an exhaustive process determined um the EL education would be how we're moving forward. Um and we're going to start with a 35 roll out next year K2 and 2728.

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Also next year we'll have early implementers at Vista View and Sky Oaks. uh that was determined through the principles and the central office team that you know they've already been through this pilot piece. They're probably feeling well I know they're feeling more confident in that

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implementation this year because of that that pilot experience. So we're going to give them that K2 opportunity too. They know [clears throat] how to do it. they have their feet under them a little bit more with this literacy curriculum because even though EL education eventually won out,

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um the essence and the approach of that comprehensive literacy uh curriculum is pretty similar, the two that were suggested by the state. What I think separates us from other districts that I'm in touch with is not

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every district is rolling out new comprehensive literacy curriculum on top of a strong foundational literacy that's already embedded. So, I'm excited and we're starting to see encouraging results, but you know, our superintendent, we're

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not going to rest. We're going to keep after. [laughter] So, um, I mentioned that big bucket. I mentioned that bucket of capacity building tools and resources and assessment, fidelity, and support. Those three big pieces. We're pouring a lot of um, professional development into our

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612 teachers. This coming year, it's already started. I think it was Tuesday. I was with our all of our nope, um, Wednesday morning. all of our secondary principles, um, our associate principles, and then we have early implementation teachers that have been

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championing understanding the Strive literacy curriculum, science of reading curriculum, so that when our teachers return, when our 612 teachers return, they're going to have um they're going to have leadership who's been through it

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and can offer that kind of credibility and perspective and care. and they're going to have colleagues that are helping that have been through it that are helping identify how to to work through the the training in a really

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like practical way but also meaningful way that they can then match into their own instruction. Um I was impressed just with the passion. Uh our principles and APS were coming off two consecutive full days of leadership academy and they were still right there with those teachers.

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So, credit to our principles, credit to our associate principles, credit to Amy Hagen, our TOSA, who organized and orchestrated everything, but also to our lead teachers who are just up there facilitating their bosses to get through

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this the different modules. So we expect them to be ready to rock by the end of August for the teachers to start then their strive training so that they are paced out and they're able to practice what they're learning in real time with

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their students. That's one of the things I think um so this is a different approach than what we did with carry all there's just fundamental differences. K5 carry all was everybody. So that was something that was a wholesale um for all schools. It was easy for principles

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to come right alongside teachers. They didn't need to differentiate professional development because all those teachers were engaged um at the same time. And um and we didn't do this early implementation. So I think that there's going to be some some benefits

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from having the principles associate principles feeling confident and aware as well as these teachers that were interested. Some of the teachers were initially interested just because they want to get done with in the summer, but then they've really grabbed on to the leadership part of it. So, and all

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levels are represented 6 8 9 12 um bas and virtual academy. That's what I've got for you. Okay. >> Back to you, chair. >> Thank you very much, Dr. Belmont. Uh board members, questions or comments? I'm just going to comment um and I think

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I've said this before, but I'm never going to not say it. Um like I've watched this happen firsthand like uh in our um prek five, right? Um and

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as a tutor I watched students who who uh once they the students who started with this new curriculum that we had implemented uh just a huge difference in scores

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um huge difference in the way that they are building words word segmenting the the scores went up so high so I'm watching this it has been successful and I'm very excited to see the new implement implementation for the higher grades. It's going to be really great.

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I'm excited. So, >> you know, thank you, Director Anderson. Reading core reading core tutor data is not something I've been exposed to. So, I think that's interesting to get more of that perspective >> because the Minnesota Reading Corps has stayed true to that science of reading

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um approach um throughout all this time. And so to see it >> and it's not even just the ones that I've worked like I've >> you see it >> the even the kids I don't need to work with the kids who have who had heard in prek and kindergarten right they've they've gotten all of that and then they

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don't need that support. I mean it it's really there. It's >> so you see the students you're serving showing up a little differently but also just some students not who maybe historically would have needed the service that don't. >> Yeah. It's working. >> Thanks. >> Thank you Dr. Mr. Mickelson. Sorry.

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>> Um so I guess if anything it's sort of a combination uh kind of comment and question. Um it it seems like uh if I understand correctly with what you were saying is you know through the read act and you know the implementation there

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was a you know evidence-based uh curriculum that was you know selected and obviously we're seeing you know the evidence-based you know things really are holding true from this anecdotal kind of um experience that uh director

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Anderson was talking about u which is great um And correct me if I'm wrong. What you were saying is also maybe the fact that not only did we pick a curriculum, but we really supported that implementation through some really

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comprehensive rigorous training that and our teachers, you know, participated in this training. were excited about it and and that it's not only the curriculum, but it's the um time that the teachers put in through that training that's

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really helped it to be um successful in and comprehensive with that with like the foundational literacy that you know that it's that whole package that it seems kind of came with this readact and and the implementation. >> Yeah. Uh thank you Director Mickelson

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for that question. Um, yeah. I mean, what what came out of a lot of the science and reading research is just how multi-layered and predictable students can be with how they're they're developing their ability to read and that passion and those skills and how

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they can be strategically built. Our teachers pushed for the foundational literacy earlier than the legislation called for. So they did a pilot at a Higerty pilot at I think it was Harriet Bishop. Um and then

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we had that implemented prior to the discussion because they saw a need. They saw these gaps over and over with our comprehensive literacy that it wasn't it wasn't meeting the student needs especially K2.

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Now, our next chapter, if you will, is a new comprehensive literacy that's going to better pair with our foundational literacy or we believe that. >> So, that will be next. >> We've rolled it out at two sites in a in

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a pilot version. We will roll it out K or 35 at all sites next year. K5, 27,28. though we are banking on a really strong successful implementation of that comprehensive literacy

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um that's been piloted to match the interesting gains that we're seeing coming out of the foundational piece so they'll work together and we want to partner with our media specialists and all of our other folks to make sure that

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nowhere does it get lost that like vibrancy and that love for reading and book choice and all those other complexities that go into just being a really great reader. But what we found is once kids have those basics, once they have that foundation, once they

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have that reinforced over time, they're much more likely to love reading. So, so yes. >> So, we're at we're kind of I would say at the 50 yard line, >> maybe a little further. >> Yeah. Yeah. because you know you can

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have all the great programs but um but it's having the teachers you know know how to very effectively implement it and everything with the training it sounds like has has really been great. So fantastic. Thank you. >> Thank you. >> Thank you. Any other questions?

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>> N wonderful report. Great update. Thank you very much Dr. Belmont. >> Thank you for having us and uh or having me and all the support. >> Great. Next on the agenda, we will receive a report on our proposed FY27 budget with

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Tyler Deni, director of finance. Welcome, Tyler. >> Good evening, Chair Alt, Superintendent Dr. Daniels, members of the board. I'm here to present the proposed budget for 2627. The timeline of the budget process

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included approving the FY26 revised budget, discussion on on assumptions, parameters, and staff and community feedback. Tonight is the presentation of the budget information and a recommendation for approval happen at the next meeting in June.

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The assumptions used in the FY27 revenue budget include 6,897 K12 enrollment, a $22 per pupil increase to the general education formula, 1.88 million decrease in compensatory

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after formula changes and increases for EL a, special education aid, and the general tax levy. The assumptions used in the expenditure budget are 2.3% increase to sales on salary schedules and 5% increase to

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health insurance premiums, transportation contracts, and other areas such as utilities, supplies, and contracted services. This slide includes a link to the current $4.2 million in budget adjustments. Adjustments include maintaining class sizes, maximizing

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restricted funds, and creating learning coach positions for each site. Here's an updated list of the grants supporting the district's priorities. We are awarded another grow your own adult and student grant that will begin in FY27.

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The proposed budget for all funds revenue is approximately $229 million and expenses are approximately $241 million which is about a $12 million reduction in the total fund balance. So what restrictions are there? Capital

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is used for approved equipment based on state statute. Title funds are designated for specific purposes such as needs associated with high poverty rates. The technology levy is specifically for technology personnel and equipment. And then there are the other funds such as food and nutrition

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services and community education. General fund revenues total 164,450,000 with the largest source of revenue coming from the state. The next largest is local property taxes. The chart on the right shows a 5-year trend. Revenue has remained fairly

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consistent over the past few years. Declining enrollment usually offsets any formula allowance increases. You'll also noticed we we are still below our peak revenue total from 2324 because of the pandemic relief funds expiring. [snorts]

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General fund expenditures total 176.8 million. 76% relates to the salaries and benefits for employees. The 5-year comparison shows expenses increasing year-over-year, while the prior slide showed revenues remaining

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somewhat flat year-over-year. These are the same expenditures broken out by program area. 72% is related to the instruction of students. general fund staff by bargaining group. 69% of staffing costs are for teachers

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and that has consistently stayed around 69% over the last several budgets. [snorts] The Food and Nutrition Services Fund revenues total 7.1 million. There are very little sales anymore with the free meals. So 81% of the revenue is federal

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money. Food service expenditures total 7.9 million. The largest cost in this fund relates to food, milk, and supplies and staffing costs are a close second. The chart on the right shows the last couple years have had substantial increase in co capital costs as we upgrade kitchen

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equipment and cafeteria tables. Community service fund revenues total 8.2 million with 46% coming from tuition and fees to participate in the programs. Community service expenditures total 8,360,000

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with 79% related to staff salaries and benefits. This slide shows the fund balance history for each fund including three years of actual history and three years of future forecasts. The slide is much easier to read. Um

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this is the um chart of the U fund balances and you can see the trend declining into the future. The general fund current reality shows the expenditures over revenue variance of 12.35 million bringing the total

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general fund balance to 39.6 million and the unassigned fund balance falls to 28.5 million which is 16.13% of expenditures. [snorts] Other documents are linked here and include the general fund expenditures by

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budget unit and the staffing list by site and budget unit. >> Thank you. >> Great. Thank you very much, Tyler. Uh board members, any questions or comments? >> Director Hume,

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>> more of a comment. Um, and I know this, but I'm just going to say it out loud that you mentioned the difference of I think it was $12 million between our revenue and our expenses, which we all knew going in that we were

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going to have a pretty substantial difference between our revenue and expenses. Long term though, I think we also all know that's not going to be sustainable. So something is going to have to change internally and externally or a few years from now.

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It's going to be a very different conversation than what we had this year. That's all I have to say. >> Director Mickelson. um kind of to second and kind of dubtail off what uh director Hume was was talking about kind of another comment that you know at the

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beginning when you were showing the increases in the revenues uh as being you know 2.5 million um you know while that may sound like a decent you know amount of money you know when you're looking at the numbers I

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mean that's maybe an increase of 1% I mean you know, when you look at just inflation, you know, it's definitely not keeping up anywhere uh close to inflation. And so, you know, it's where

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yes, the funds long-term are are going to reflect that that even when you're looking at the gross dollars, it may look like a lot. When you're looking at the total between revenues and expenditures, you know, it just isn't even keeping up with inflation. um which

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uh is is tough, you know, means some long-term decisions in the future. So, just kind of giving that perspective. So, thank you very much for your information and everything though, Tyler. Appreciate it. >> Great. Thank you. >> Any other Yes, Director Chester.

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>> I agree. And I also I mean, we're not in a business of selling things in which we can make revenue happen. Um it were really at um decisions made in in government in terms of federal funding,

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state funding, local funding. And um it's really imperative as a community of parents, community members to be very active legislatively for those decisions to come into the favor of education and

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supporting our students. So, the more that we can keep um people informed of of things that do impact revenue on districts like ours um in our community statewide. Um that is going to be part

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of how we can address some of these things related to revenue. Good points. Yeah. Uh any other comments? No. All right. Um, I will wrap us up. Um, first off, always appreciate the

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year-end budget report, Tyler. I know that you and your team work hard uh through revised all the way through adopted. Um, and you do a wonderful job. So, I always have to thank you for that. Um, it is many long hours, many

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revisions running reports. Um, and and I know we don't see it, we see the output. Um, so I' I'd like to thank you for that. Um, couple of comments. Um, one, always love to see the grants coming in for us where we where we can get those.

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Um, to everyone's point, you know, funding is what it is. Um, and um, another point. Oh yes. Um, the tech fund. I appreciated um learning also that with the tech levy um we are using

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it to the best of our ability and also squirreling a little bit away in the um in the fund, you know, for savings um for a rainy day because we never know, you know, when when we might when we might need a little extra. Um and

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then also to dovetail on the conversation about, you know, overall the the overall health and wellness of uh education funding. Um yeah, Director Chester, you know, legislative [clears throat] advocacy on the part of

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our community is very important. Um and it comes in all shapes and sizes whether it's you know the clearly obvious um you know education formula. It can also be the unfunded mandates that we

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talk about and try to help you know our community understand and our legislators understand that simply making policy that doesn't appear to have any financial strings attached. Well, [laughter] often times they do, and I appreciate I

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know we all appreciate the work of the legislative committee to um to help work with our legislators and our and our elected officials in St. Paul to understand that yeah, there are unfunded mandates that that maybe could be done

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differently. Um, and then in terms of the the $12 million, you know, that we're looking at, um, I appreciate the reorganization that that Dr. Daniels brought to us and I kind of I kind of

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look at it as, you know, a two multi-step year, right, where um, you have come in, Dr. Daniels, and reviewed, you know, kind of started to review the system. You've shored us up. you've brought in uh reorganized,

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pushed learning into our schools with some new staff >> and um next year I believe um we can look forward to what you and your your team will will do to help us with exactly what we've been talking about in

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terms of addressing >> how we and other school districts have to do less have to do more with less. And to Dr. Belmont's point, build capacity. >> We are building capacity within our

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staff, within our schools to build achievement, increase achievements for for our students. And it's just that right that vin diagram of what how can we how can we thread that needle? And um

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and it it's it's tough. and um you're our leader and and I know I know we all we all believe in in what you and your team are are going to be able to do for us. >> Thank you. >> Thank you very much, Tyler. >> Thank you.

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>> Uh next we will be receiving a report on fundraising with Dr. Daniels. >> Thank you so much, Chair Alt and members of the board. Tonight I'm presenting our annual report on fundraising which is required once a year under policy 511.

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The data for this report was pulled from our our Skyward financial system covering May 1st, 2025 to May 31st, 2026 and encompasses all school reported fundraisers. This is in addition to the regular donations reports you have

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received throughout the year. I want to briefly touch on the safeguards we have in place to ensure these efforts are well managed. By policy, our building administrators are responsible for ensuring the amounts of fundraising remains at an acceptable level for our

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employees, parents, and students. Furthermore, all fundraising activities require administrative approval in advance. To coordinate this, we utilize a request for fundraiser form. This form must be signed by the site or department

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supervisor and then reviewed and approved by our office of the assistant superintendent. Only after this final approval is granted can a group begin communicating their fundraiser to the public. This process helps us ensure

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that fundraising aligns with our district's values. A key operational function that we continue to develop and leverage are our electronic payment options. We highly encourage this method because it simplifies the donation process and significantly reduces the

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need to handle cash and checks within our buildings. The board packet includes the full report detailing the timing, purpose, and financial results for all activities. However, I'd like to highlight just a few of our top earning events. The DEC Senior C Center's annual

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giving campaign raised $4,975. BHS's Music's Drooling Moose product sale brought in $4,8.15 and the Vist Roar Run call for donations raised $3,9729. Thank you for your ongoing support of

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these student and community initiatives. I would be happy to answer any questions you might have at this time. >> Thank you very much. >> Thank you. >> Uh any questions or comments, board members? >> All right. We will accept your report.

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Thank you very much. >> All right. And next on the agenda, we will receive a report on Superintendent Daniel's evaluation from Vice Chair Hume. >> Thank you, Chair Alt. On Thursday, May 28th, 2026, the ISD 191 Board of

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Education held a close session to complete the annual performance review for our first year superintendent, Dr. Latana Daniels. In her first year, the board has determined that Dr. Daniels is slightly exceeding our expectations. Dr. Daniels mantra for 191 has become

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believe, belong, build, and become a shining star. and her work and her accomplishments this year reflect that mantra. Since she started last July, Dr. Daniels has made it her mission to learn as much as possible about the district's strengths and opportunities. One of many

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examples of this is her participation in more than two dozen listen and learn sessions with district staff, families, students, and community members. Some of her accomplishments this year include strengthening teaching and learning in order to improve student learning outcomes, improving the district's

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ability to adopt curriculum and practices faster and more cohesively across the entire district. Recognize the need for systemic change to address district needs and proposed reorganizing district staff roles to address those needs. grown to understand the

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district's facilities plan, priorities, needs, and expectations for the future, including considerations for usability, accessibility, and safety. And she demonstrated her ability to share a strong, reassuring, and consistent message to students, staff,

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and families in the district during Operation Metro Surge, emphasizing that all families and students have a place here in our district. At the conclusion of her first year as our 191 superintendent, the board has a high overall satisfaction with Dr. Daniels

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work. She has met and often exceeded our initial hopes and done an excellent job stepping into the role in a diverse and challenging environment. Dr. Daniels has been a strong, confident leader and is devoted to turning the district into that shining star. In the coming year, the implementation of the changes being

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made in the district will be a key defining factor of her success. The board is confident in Dr. Daniel's ability to lead the district and look forward to what the next year will bring. That concludes my report. >> Thank you. Uh any comments or questions,

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board members? All right. Thank you very much. Uh next we will turn to the superintendent report with Dr. Daniels. >> All right. Thank you again, Chair Alt. As we close out another remarkable school year in 191, I want to take a

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moment to celebrate the joy, pride, and accomplishments that have filled our schools over the past several weeks. From Ron Elementary receiving their school of excellence award to our kindergarten graduations and the Bos graduation ceremony, they are beautiful reminders of why we do this work. And of

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course, we culminated the year with an amazing commencement ceremony for the Burnsville High School class of 2026 at the Lee and Penny Anderson Arena at the University of St. Thomas. That ceremony was nothing short of inspiring with 528

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students crossing the stage representing perseverance, growth, and collective support of their families, teachers, and community. The students speeches were powerful, thoughtful, and full of hope. And the performances were so moving they

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gave me goosebumps. It was an exciting time for our district and a proud moment for us all. And I have to thank the hands and hearts that planned it. As is the rhythm of school leadership, the end of the school year immediately transitions into the beginning of summer

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programming and preparation for the year ahead. This week, I had the privilege of welcoming over 180 summer school staff members who will bring to life our robust summer offerings, including Kindergarten, Jumpstart, The Edge,

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Project Kids, and a summer STEM program where rising ninth graders can earn high school credit. It is genuinely a good time in 191 summer programs, and the energy among our staff is quite palpable. Simultaneously, the work for

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next year is always already underway. As Dr. Belmont mentioned earlier, our returning and newly appointed leaders, principles, assistant principles, supervisors, directors, learning coaches, executive directors, and our assistant superintendent have begun the important work of implementing our

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district's reorganization. The goal is for the evidence of this new structure to be purposeful, strategic, and impactful, clearly reflected in both qualitative and quantitative gains for our students, parents, staff, and community. We are laying the groundwork

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right now, and there is much more to come. Thank you. And this concludes my report. >> Thank you very much. Uh, next we will turn to board member reports if anyone has a report.

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Director Hume. >> Thank you. Yes. On Friday, May the 15th, um I went attended the Junior Book Awards at Burnsville High School. Um which is an annual event that recognizes six BHS juniors who are now I guess now

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now be seniors. Um and there are representatives from six different colleges who present um an award to one one student each and a book. um usually typically written by an alumni from that college. So there are representatives there from Smith College, the University

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of Minnesota, Yale, Colombia, Dartmouth, and Harvard. So that was a great great little event on a Friday morning. And then also on Monday, May the 18th, Director Anderson and I attended the district retirement celebration where over 30 retirees with a combined 700

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plus years of experience in the district were recognized for their retirements. So that concludes my report. >> Okay. Thank you very much. Any other reports? >> Very well. We will move on then to our business meeting. Um starting with the

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consent agenda. Uh although board action is required, it is generally unnecessary to hold discussion on these items. In the event a board member wishes to discuss an item, that item will be moved for separate consideration. Are there any items that board members wish to

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move uh separately for consideration? Seeing none, is there a motion to approve? So moved. Moved by Director Anderson. Second. >> Second. >> Seconded by Director Chester. All those in favor, please signify by saying I. >> I.

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>> Opposed. Nay. And the motion carries unanimously. Turning to new business. Uh the first item is uh that we are being asked to adopt a resolution relating to the election of school board members and

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calling the school district the school district general election uh with Dr. Daniels superintendent. >> Yes, as you all are aware we um will have four I think four seats up for um election um this year. And so I am

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recommending that the board adopt the attached formal resolution relating to the election of school board members and calling the school district election. This school district will hold its general election for electing four school board members for terms of four

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years each. The general election will be held in conjunction with the state general election on Tuesday, November 3rd, 2026. >> Thank you, Dr. Daniels. Is there a motion to approve? >> So moved. >> Moved by Director Hume. Second.

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>> Second. >> Seconded by Director Chester. Any discussion? Having been moved and seconded, uh, since this is a resolution, it will require a roll call vote. Um, so in a moment, I will ask Sarah to call the role. And when she calls your name,

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please respond with either an I if you are in favor or of the resolution or nay if you are opposed. Sarah, will you please make the roll call? >> Director Mickelson, >> I. >> Director Anderson, >> I. >> Director Hume, >> I.

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>> Chair Alt, >> I. >> Director Saxi, >> I. >> Director Chester, >> I. Having six in favor and no one opposed. Uh this resolution was declared dually passed and adopted. Uh thank you everyone. Uh next we are

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being asked to uh adopt a resolution to establish dates for filing affidavit of candidacy with Dr. Daniels. >> Thank you again, Chair Alt. Yes, I am recommending that the board of education adopt the attached formal resolution

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establishing dates for filing um affidavit affidavit of candidacy. Filing begins on July 14th, 2026 and closes on July 28th, 2026. an affidavit

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of candidacy must be filed in the office of the school district clerk and the $2 filing fee paid prior to 5:00 p.m. on July 28th, 2026. >> Thank you, Dr. Daniels. Um, I will take a motion to approve. >> So moved.

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>> Moved by Director Mickelson. Second. >> Second. >> Seconded by Director Saxi. Discussion. Again, this is a roll call. Uh Sarah, will you please make the roll call for this resolution? >> Director Chester, >> I.

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>> Director Saxi, >> I. >> Chair Alt, >> I. >> Director Hume, >> I. >> Director Anderson, >> I. >> Director Mickelson, >> I. Having six in favor and no one opposed, um, this resolution was

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declared duly passed and adopted. And now um next up on the agenda is a work session to review superintendent and board goals. Uh the time is uh 7:29

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and I believe we do need to take a brief recess. So um I believe we'll just take a 5m minute recess. So we will return 6 minutes. Uh we'll return at 7:35. Is there a motion? So moved >> moved by Director Hume, seconded by

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Director Anderson. All those in favor, please signify by saying I. >> I. >> And we will return at 7:35. So you Right. So, it is 7:35

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and we will return to our work session um to set superintendent and schoolboard goals um for FY27. And I think what we will do first, if people are in agreement, is we will set

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schoolboard goals first, then turn to Dr. Daniels. What do folks think? >> Let's do it. >> All right. >> Somebody's [snorts] got to go first. >> All right. Done. >> So, how about if we turn to FY27

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BOE goal setting? There we go. that document which Sarah so nicely added notes to. Thank you, Sarah. Yes, that was really helpful. [snorts]

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Um, okay. [snorts] So, we have our first goal which is cultural proficiency. And we have [sighs and gasps]

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uh the first section members of the school board. Uh items one and two we had agreed were keeping the same measures of progress is where the conversation landed. And um number one we were deciding to

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keep as is. Um number two is where the conversation was talking about school reports, celebrations, and opening it up for conversation again.

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And what I'll do is I'll try to like do verbal notes so that Sarah when you're watching [laughter] >> um in terms of how we want to measure progress of cultural proficiency in the school report section

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>> do we have thoughts uh Dr. Daniels, I think um any thoughts or suggestions you might have based on conversations you might have had with your staff would definitely be appreciated.

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I think that even just this past Monday, we had a a facilitator, Dr. Natalie Rasmmanson come in and lead the principles, assistant principles, directors, supervisors in professional development. And

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we can talk about culturally proficient school systems, but what it ultimately comes down to is how are we seeing outcomes improve, outcomes change. So the team um Dr. Belmont along with his

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directors and um newly executive director um Buchanan and her directors, we will be talking about what school reports need to look like because again I've heard feedback from you all about streamlining school reports

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um and really talking about measurable outcomes. Now with that said, our team has had professional development around culturally proficient school systems. We need to develop a process or system in

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which our staff is being trained around culturally proficient school systems. And so that's that's a gap that I see with our current professional development structure and an opportunity. um the way things are currently structured and with the new

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directors on boarding I don't know what the new structure will be next year but we do have to create opportunities for staff to be trained for practices to change because it's about practices and it's about outcomes and results so that becomes our work that's a I don't want

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to say that's a nebulous response but that is a that that is an aspiration that we have for it to be seen our results but I think it's It's going to start with professional development and then them reporting out some changes in practices with um what we're seeing with our

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learning coach work. So for this year, could um could the ask be that principles when doing their report report on

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what they're doing, what what the training is with their like >> Mhm. >> how they're how they're readying >> their staff. >> Mhm. >> So to speak. >> Mhm. Sorry, I don't I'm always blocking your

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way. I'm going to move. No. >> How staff is being readed to change outcomes? Is that fair? >> Yeah. >> Does that sound good to people? >> Mhm. Agreed. >> Okay.

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I'm going to take notes, too. >> Good. Good job. >> Yeah. I'll even do bullets because I like bullets. Okay. Okay. So,

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so then we would have um and I did have a question about this as I was reviewing. Um, are we having a are we as a board number one having a single facilitated retreat on CPSS this year?

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>> How many do you all typically have? I know I know I participated in one. >> Yes. >> Um, it's what we what we believe >> we need. >> We need and what we can reasonably >> I don't think we've ever had more than one, but there have definitely been years where we've had zero. >> Yes. [snorts]

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>> Mhm. >> Yes. I think one per year. >> One per year. Okay. >> Is good. >> So, we will keep it at one if that's what folks think. >> Otherwise, we'll be in retreats every week. >> Did you? Yeah. Right.

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>> Um and then so the second one I have at um report on what training is. principal's uh principal report >> on what the what training is, how staff

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is being ready to change outcomes. Number three, we currently have board members will engage with our district's cultural parent and family groups, >> but like how? >> Well, that's my question. I have the same question.

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>> Is is this a governance? Not that we don't um in terms of CPSS, how do we envision building on the work from recent years, board members will understand and be able to articulate the district's work

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in being a culturally profic proficient school system. Is APEC the only group that reports at meetings? >> Mandated. >> So that's mandated. >> Mhm. >> Could we invite

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>> groups to report like part of information, >> right? as information what they're doing in affinity groups or so forth. I think we could

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the only the only question I have is putting reporting on the shoulders of folks, >> right? >> We're responsible for our learning. it. I mean, yeah, that's why it's an

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invitation or like it doesn't even have to be at a meeting, a listen and learn. >> Maybe that's part of a retreat. >> If you were going to listen and learn, you could go to one of the >> meetings as a participant.

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>> Yeah, >> sure. Um, I would say to hold us accountable though, if we're putting that on there, we could go to hold us accountable. Then maybe we have the same way we have people assigned to schools, assigned to

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groups. >> I think we would want to check with Dr. Daniels. He might not want us there >> because we don't want to disrupt. >> Yeah. and >> governed. >> We can't go to every group.

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>> So, how do we decide which groups we would go to and which >> sure >> we wouldn't? I think that's another risk. >> There are a couple that we would say yes, definitely. And then there's um

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where do you draw the line I guess without getting invited to 50 different groups over the course of the year >> and then it's just unmanageable. >> I wonder if there's um something like a book study that we do together. I

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don't know. >> We've done that before. I mean, I think that's a different goal, right? A different or a different measure. >> Like >> I think if if we're going to say we're going to engage with then we there has

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to be immeasurable, >> right? >> Um evidence of that. And if we can't, if there isn't something that we can do, then we have to take that off and we could change it to another type of training or book study. But it's our school assignments. That's what it is.

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>> Mhm. >> I think that's a natural. >> I think that's that >> that's how we do it. >> That's how we do it. We actually >> within those schools that we're >> because we need to articulate it in our schools. Board members will engage with our district's cultural parent and

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family groups within the context of board member school assignments like add that phrase or something like it. >> Yeah. >> And then we've like that suggestion. >> Yeah, that's good. Okay. >> So, we get there. >> Yeah. >> With got to talk it out.

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>> Got to trust the process. families and the key phrase >> students as a natural element of school assignments. Um, two visits.

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>> Make it smart. Two visits. >> Yeah, that's good. >> Like, so it's it's measurable >> and doable, attainable. Yeah. Two visits. Okay. Is that good? >> Yep. >> Okay.

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Okay. Cultural proficiency. Are we good? >> Yes. >> Okay. >> I am. I'm >> everybody else. >> Four others at the table. [laughter] >> Okay. I'm fine. Uh number two, supporting and leveraging new methods

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and original thinking to improve student outcomes. And this is where we had a robust conversation. Um, all board members will better understand how the district is working to ensure that all students are meeting goals and

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expectations around student achievement, including but not limited to our pathways K12 program and use this improved understanding to inform setting district priorities. And we have the bullet points of our conversation

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previously. Thoughts on those bullet points and how we might want to distill those down. We have um well there are those school reports again. >> Okay. >> We have innovation. Mhm.

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>> We have retention and enrollment. I really like the suggestion of tying the school reports in with the district priorities. I think that's a good way to reinforce that it's not just some priority coming from here, but that it's how it filters out and is playing

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out in the individual schools. So, I really like >> that one personally. Okay. >> Under this particular under this particular goal. >> Yeah. >> Yeah. >> Yes. >> I think even putting it on your title slide of your presentation so we can see that list them out.

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>> Yep. Okay. >> Goal two. I would even say eventually tie to strategic goals too. >> Sure. >> Once the strategic plan is done. >> Yeah. Exactly. [clears throat] >> Absolutely. >> Mhm. >> So school reports tied

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to strategic plan, right? Strategic plan >> and district priorities. >> District D district priorities >> and district priorities. Um evidence cited.

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>> Yeah. Yeah. Don't just tell us what the priorities are. We already [laughter] know that. >> If I'm expected to deliver, they need to deliver. >> Yeah. [laughter] >> Mhm. >> Okay. >> They don't. You don't. Right. >> Right. That's it. That's it.

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>> What does innovation report entail? Like >> is that the one? We just got a couple. >> She wasn't here for you. >> Wasn't here. >> Yeah. Had a graduating kid. >> Oh jeez. Leslie, >> congratulations. [laughter] >> Um it's the diff the new new things that

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we're doing differently. >> Okay. Oh, yep. Okay. Um I'm trying to remember what artificial intelligence >> one was like the AI podcast which was also in school report this year but I remember that was in the innovation. >> Yeah. Okay. Pathways at the AB level.

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>> Mhm. >> Um >> that's right. How we use notebook LM during Operation Metro Surge. >> Yep. >> For efficiencies and um greater effectiveness. Mhm. >> Must have been the May 14th meeting when we got that report since it was fresh on

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our minds when we said >> yes >> this should be part of >> cool. [laughter] >> So innovation report could be under this. >> Yes. >> Yeah. Definitely >> methods of original thinking will be the definition >> and evidence.

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>> Okay. Um, oh, you know, the retention and enrollment strategies related to pathways in elementary and middle school. I don't know that that's necessarily under this goal, but

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>> it's kind of jumps out at me. Mhm. >> And related to that, the bullet point before that one jumped out at me of >> Yes. >> Feel like that's been coming up for a while that we want to >> Yes. >> better understand what's happening with pathways outside of the high school.

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>> Mhm. >> Yeah. They go hand in hand. >> So, >> well, retention. Okay. So, >> that Well, that is underneath underneath the >> something >> what's in red. We members of the district 190 board of education will

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better understand how our academic programming including K12 pathways leads to improve student outcome. So it >> right >> pathways is mentioned in that >> pathways pathways. Mhm.

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So, we could narrow we could actually tweak number one. >> Yep. >> To specify >> K8 cuz we know what's happening at the high school with pathways. Well, actually,

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it's >> I think we still want it. >> I still think it should still say K12. K12. >> K12. Um, And then even so it says like to improve student outcomes maybe do comma enrollment comma and retention

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>> cuz that way it's like you have enrollment and int retention in there too. >> Outcomes comma enrollment and I like it. So all three of them. >> Yeah. I would even say even before outcomes is a raise awareness. Um, we had our Pathways

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relaunch kickoff meeting today and with data that Aaron was able to Aaron was able to capture through a survey and Matt um, and Sarah Noble who were able to capture

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through a survey. We we we have an awareness issue >> around our pathways work especially in our elementary grades. >> Yep. also at secondary as well. So I would add >> secondary being middle school or secondary being >> secondary being middle school and high

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school. >> Okay. [clears throat] >> Dr. Belmont, am I correct? >> Yeah. It takes a big shift um after n >> nth grade. >> We would like to see that timeline move. >> Sure. And so we have that perceptive

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qualitative data right now as baseline the survey data that we've collected this year to inform how we relaunch pathways and we could always you know capture survey data next year to see how are we doing in raising students

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awareness. So, I think it's awareness and I think it's um retention. What? What? >> Enrollment. >> Yeah. Awareness. Enrollment. Retention. >> Okay. Hold on. >> Mhm. I'm not going to be able to do all this.

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[laughter] Um I can't moderate and take this. >> I give up. I give up. I give up. I give up. [laughter] I give up. Um, so awareness, retention, and enrollment >> and also so the the the awareness is

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what the pathways are at the high school is what I'm hearing >> and at elementary >> and at elementary. Okay. because an enrollment but but it segments because enrollment is concerns are not necessarily at the high school cuz once

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we get them to the high school they stay >> and enrollment kind of bumps up is what I remember learning after 9th grade so it's >> awareness of of pathways K12 Sarah is what we're talking about but then [laughter]

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but then enrollment and retention >> are is it elementary? >> Mhm. >> Middle and K8 in particular. >> Yeah. K8 in particular. Although this year middle school did okay, but

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>> that was this year. So we want to keep exactly. >> This is this year. >> Okay. >> Well well and it's also the the awareness of the pathways even in the middle school. So, how do students see themselves in a pathway? >> Mhm. >> And and at the elementary school

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>> and especially at elementary. Yeah. >> Mhm. >> My goodness. >> It's not just the advanced learning specialist responsibility. >> Yeah. >> To at the elementary levels. >> Yeah. And like >> parents wouldn't know about it unless

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somebody tells them, right? Like you send your kid to school and I only know what you tell me. Um I know Dr. Dr. Belmont had gone to PTO meetings to explain that uh pathways in elementary to um which is great but but that's only

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that's only a tiny portion of the parents who actually show up to pay minis right not all schools even have PTO um so like what are the classroom teachers doing in conferences in you know through uh >> what is it called seesaw or whatever

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that they're communicating to families >> and those are the convers ations that >> the team was having. We today Dr. Belmont did a great job of facilitating the pathways relaunch again with um Matt and Sarah from the high school leading

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that work. Um but that was the conversation and today the team said it was the first time that K through 12 was in a room together to have that discussion about paths. >> That's great. >> Mhm. I mean, how did it happen?

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>> Right. And they were able, >> right? Right. [laughter] So, yeah, it's it's it so but this is why we're having the relaunch and this, you know, so but yes, it was it was pretty powerful. >> That's great. >> Mhm. >> Yeah.

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>> So, do we feel like Okay, so we've got improve student goal two. We have Pathways K12, we have enrollment retention K8.

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Relaunching of Pathways, that's >> in the mix as well. >> Um, periodically evaluate dashboard content and progress reports. And do we want to does that just stay as is?

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Do we need to like define periodically? Either periodically well because dashboard one might argue that we are periodically receiving dashboard reports whether we know it or not because of the

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nature of the dashboard. We just don't they're not labeled here's a dashboard report, >> right? I think we might just need to have a review of what our dashboard looks like perhaps. I don't know. Or just do that ourselves. But

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>> um is that enough? Is there something else that we want? >> I think it's enough. >> Yeah. Can you just clarify for me? Um the things we talked about tonight, is

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that going into the goal or the the bullet points? >> Measures of >> the measures of progress. [gasps] >> So we are measures of progress. >> Okay. >> Yeah. >> Yes. >> Okay.

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>> Yeah. Measures of progress. Thank you. >> Good question. Thank you. Yeah. Oh, sorry. That's my time sheet reminder. That means we're here too long.

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So, for items 1, two, and three under board of education will, we're good. measures of progress we talked about just now. >> Mhm. >> Yep. Anything else for this one? >> Do you have any seeing? No.

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Nope. All right. Um creating space and opportunity for each and every voice to be heard. We have a note that we did not review this one um

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in our last one. >> We paused because we wanted to hear the vision. >> Correct. >> The pri and the the goals and priorities >> priorities. Sorry. Yes. >> I'm going to throw this out there for consideration

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that perhaps we look at goal three and goal four. >> Mhm. and think about blending them because we have priorities and strategic planning. >> Hearing each voice is necessarily going to be part of that process

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>> and we can kind of tweak the two together as we blend them. And we're supporting Dr. Daniels in that process, too. She's out of her first year, >> right? >> Talk amongst yourself. And I seem to

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remember at some point one of our retreats we had a facilitator we were told we had too many goals and we said we don't care. We're gonna have five goals anyway. >> So this is our [laughter] three said we should have ideally and we said well we need five >> at least we didn't have 10. This is our

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effort to to to reduce ourselves to four. [laughter] >> Yeah. Yeah. That's fair. >> Yeah. >> I think that's good because I was thinking like some of the stuff in goal four may still have some relevance but reframed. So I like your suggestion.

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>> Okay. >> So let's look. I am not going to take notes but we can talk and I'll make verbal notes for Sarah. So if we are talking about

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priorities and strategic planning, [sighs and gasps] the page break is very inconvenient. >> Yeah. And actually, um, Dr. Daniels gave us her proposed goals. We can kind

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of look at those. >> Yep. I'm looking at >> and back map. We can back back back because >> Yeah, >> you gave us a lovely map for that >> based on priorities and what we had discussed. >> Yes.

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So I felt like it was natural to talk about have a goal around leading the strategic planning process. >> Yep. >> And executing the priorities. So support Dr. So combining

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three and four together supporting Dr. Daniels in the strategic planning process and execution of district priorities. >> Mhm. >> Could be one goal for us.

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>> Mhm. Um likely one retreat will be I'm guessing one retreat might be needed. >> We are planning for a retreat in August. >> Yeah. At least one. >> I thought I remembered. [laughter] >> Okay. So, under this goal,

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>> that's the one with your staff, right? >> Yes. >> Yeah. Combined >> with with the strategic plan, right? Right. Right. one retreat to launch the process

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>> with Dr. Daniels and her staff. >> Anybody? >> Just to clarify, are we looking at combining goals three and four or four and five? >> Three and four. >> So, we haven't yet. It kind of seems like four could kind of get split between

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>> cuz cuz like four four and five are are I think pertain to supporting and guidance for Dr. Daniels and the other three is to ensure that me every you

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know all voices are heard. So I I was I'm having a hard time kind of figuring out how those two meld. So, the voices are going to be part of the strategic planning process. >> Okay, there it goes. [laughter]

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>> Yep. Um, and so as part of supporting Dr. Daniels and her team through the strategic planning, we will ensure that all voices are heard.

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>> That's a measure of progress. >> Yeah. >> Yeah. >> Yeah. >> Mhm. Sing it out loud for Sarah. >> Yes. [laughter] >> And Dr. Daniels, you can perhaps I'm just trying to think because there

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are certain situations in which it's appropriate for us to support each and every voice being heard. And there are certain situations in which it is not. >> Mhm. >> Mhm. >> So we can maybe flesh that out. Not

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necessarily tonight, but we can figure that out. >> Thank you. Yes, >> probably in that retreat. Um in my mind the governance part I mean go the the appropriate governance part

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that's just an underpinning to the strategic planning and and priority process. I I don't I don't know. >> She doesn't need help, >> right? Like we know our role.

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>> Oh, yeah. We don't Yeah. Sorry, I was looking at the wrong thing. But yeah, like that we don't need to learn that. We need to just do it. Does that make sense? >> Mhm. >> Yeah. >> I don't know if we have to better

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understand it. >> Yeah. >> Just have to do it. >> We need to support Dr. Daniels in the planning and >> yes, >> priority execution process and we'll figure out where we'll figure collaborate together to figure out where

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to >> pin ourselves in from our role in governance. [laughter] >> Yeah, exactly. >> [laughter] >> Um so measures of progress retreat

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voices being heard and periodic updates on progress. >> Yes. >> Yeah. >> Is that good for folks? >> Yes. >> All right. Um, okay.

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Special projects. >> So, goal five becomes goal four. >> Goal five becomes goal four. We've reduced ourselves by one. [laughter] Our moderator will be proud of us. Um, learn and understand the impact of

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each project. serve as the voice to the community in sharing information about the special projects. Long-term facilities project still relevant. >> Yep, that's still being developed. >> Mhm.

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>> Yep. That's being developed. School name change is ongoing. Sale of properties is ongoing. Is there anything else that needs to be added outside of these three? Um,

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kind of like we did in the other [snorts] some of the other goals like can we specify like the number or how frequent? like >> we receive a report or um

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like I get a lot I get a lot of questions about school name change and I'm like yeah it's it's happening still um we but we have not all school year went by and we haven't had a report. >> True. Um, so could we like have a minimum

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>> like No, there is no news, >> right? Even if there's no news, but like >> right because the school name change process was tabled until we worked through the the facilities planning

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>> process, right? And so I guess if we shared that information internally and did not share it externally, >> it's it leaves people with questions, >> right? I think it would be good to have it at a public meeting to just say this is what we're doing with that,

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>> right? Because we shared that information just with Apac. >> Yeah. >> And we have not shared it broadly with the community. >> Right. >> We still have families afraid to buy spirit wear. The school name might change. I'm like, buy your spirit wear,

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girls. Buy your spirit wear. >> Okay. >> So, >> at the start of each semester, >> so twice a year uh around the facilities process or >> it needs to be I would say it needs to

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be predictable. People need to know. Well, and it's similar with the with the um sale of properties. People want to know who are impacted in those communities too. What is happening with those properties? >> Even if there's no news, even if there's no update to say

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this is when we're updating you and there has not been any progress on this and we are still waiting for this thing or whatever it is, right to just >> Yes. I would say yes. At the beginning of the beginning of the school year, sometime we can in September or Yeah. we can give a report.

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>> Yeah. And in January we can give a report. >> Yeah. Yeah. >> I think that would be helpful. Really helpful. >> We'll clean up the interval, but >> Yes. So it's predictable, right? >> Yes. >> Twice a year. >> Mhm. Twice a year. >> Mhm. >> And then

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>> turning this into a board planning document conversation. I would recommend the second meeting in January since the first meeting is the organizational meeting. >> True. Okay. [laughter] >> YOU GOT THAT, SARAH? SECOND MEETING IN JANUARY, make it in February. [laughter]

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Second meeting at the end of the school year. Anytime. I just I just think end of the school year, nobody's paying attention. [laughter] >> Too late. >> Yep. >> All right. Um, is there any other special projects

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>> they would need to to add? I mean, even when there are, they're >> well, >> they're still under these categories, right? >> I was going to say I was going to suggest and I was well, it would fall under long-term facilities. So >> Mhm. >> the I >> So that would be Dave, >> right?

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>> Dave Lake is Daisy. >> Mhm. So this is more on a bricks and mortar stuff. Yeah. >> This is the bricks and mortal. I think so. which with three vacant buildings, we can see why it's a

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>> Yeah. >> And I wonder maybe that's maybe this is really minor, but >> ISD 101 special projects. Should we just say facilities projects or facilities related projects? >> Building projects something. Yeah. >> Do we ever have projects that are

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special and not about facilities? >> That's what all the things under measures [laughter] of progress are related to buildings. >> Yeah. >> Yeah. But do we want to limit it our limit ourselves? Well, it's only one year. >> Have new goals every year?

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>> Yeah. >> Cuz when I think not it's not necessarily a special project, but it you know what would be an update on some of the movements and outcomes of the reorganization that's happening. That's kind of something

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>> that would be special and special. >> Is that covered? [laughter] >> I guess that's the idea though is that the other things that are special are already covered. So is it just a facilities project? >> Yes. Right. >> It's just a facilities. >> I think it's Yeah.

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>> Change special to facilities. >> Saying it out loud for Sarah. [laughter] >> Special. Well, are they special facilities projects? >> Well, I mean, is it [laughter] Well, so there's there are long-term facilities projects, right?

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>> Mhm. >> Are they simply Well, they are long-term facilities projects versus the successful sale of properties. >> Yeah. No, we're thinking up in the goal

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where it says ISD 191 special projects to change it to facilities projects. >> Yeah. cuz everything we're talking about below that is related to a building. >> It is a facility. Yeah, you're right. I missed that. Sorry, guys. Yep. >> It's okay.

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>> I was like, special. Where is special? >> I'm not going to [laughter] I want to change long-term facility projects, >> right? >> Yeah. Facilities projects. Yes. Yeah. Yep. Got it. >> Cool. Cool. Cool. Cool. Anything else on

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our goals? >> No. >> All right. And I think we did a good enough job notetaking >> question. We all look at the camera. [laughter] >> Be the judge of the

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>> All right. So now we can go to Dr. Daniel's goals 20 draft goals 2627. It'll come on later. And we'll start with goal one. I will not read all of these out loud. I think

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we can read these to ourselves and discuss. We'll give everybody a minute just to review and then I'll [sighs and gasps] check make sure everybody's done. Can you see that? Tiny.

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Can you see that? So tiny. This is where I have to start talking really slowly. [laughter] I I have to talk start talking really slow. [laughter] >> We're going too fast for you. >> Is everybody ready? >> Yes.

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>> Okay. Um so we'll start with goal one comments, questions. Little everybody jump at once. Are we I'm sorry. Are we going one by one? >> We're going one by one. Okay. >> Yes.

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>> I think it makes sense. That's all said. [laughter] >> Has any comments? Cuz it makes sense. >> It makes sense. >> Okay. We're all We're all vehemently in [laughter] it. >> Objective agreement. Okay. Goal number two. Silence means consensus. [laughter]

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again. >> Makes sense. >> Makes sense. [laughter] >> Just just a comment as far as like with most of the goals. I mean, I'm really there's a real um consistency to them that I mean most of these goals are I

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would say back to basics. I mean core instruction shows up how many times in here? you know that that these you know many of these goals are very related >> but they touch on some different aspects of the district and the activities that

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we engage in but I mean it just seems to me like several of these are we're really getting back to basics and attention to that core purpose >> that and the reorg three and four are basically like what exactly has to happen right

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>> what's behind the whole reorganization Exactly. >> And also, >> it's everything that you were hearing in your listen and learn that you're like, "All right, I'm ready to address it." And I love that. >> Thank you. >> That's what I wanted you all to see. It's tied to the reorg is tied to

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strategic planning is tied to priorities. >> Yeah. >> So, one >> Yeah. But that I have [laughter] it all looks great. >> But, >> and >> we also just had this conversation. when we're talking about board goals around facilities and I don't remember seeing

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anything in your goals around facilities. >> Mhm. >> So that was something that I was hadn't really thought about until we had just had that conversation and >> you know we've had some preliminary conversations this year around future

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needs that we may have and you know where does that fit in with your goals? I guess >> I can add a goal. >> I mean I still have to do or is it fit in with like the is it part of the strategic plan? Maybe >> I think it's was like number one executing district priorities cuz that's

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in there. So if it needs if it needs a call out in a bullet or something but >> including facilities or >> I think it's important to call out the facility >> okay >> piece since we've already spent some time this year >> again talking about future needs. >> Yes. Well, you all know that the as you

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all have mentioned, Tyler just mentioned it, director Saxi, that um facilities >> Mhm. >> is in priorities and so I can definitely add a bullet around um facilities under go number one. >> Yeah, that should be a great third bullet. Just a few actions.

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>> Yeah. Yeah. Evidence under that one, >> especially since we just talked about adding reports. >> Yeah. >> Yes. >> Yeah. Yeah, >> it can be tied to the board goals. It can be tied to my my goal as well. >> Mhm.

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>> Well, technically you're only supposed to have three goals, Dr. Daniels. So, [laughter] >> over expectations getting last

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[laughter] >> by year three, three goals. >> Yeah, exactly. But the but the thing is is that this is the these are some performance markers but truthfully there's so much more to the job than these three performance markers or four. >> You know like I I am personally in the

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middle of trying because our fiscal year ended and all of us as staff have to do our own >> selfation. Well not self-evaluation. We have to set our own priorities for the next year. And I'm like how am I going to sum up my whole job under like four goals? you know, it's like, no, I really

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am responsible for more than this, but I have to identify a few things you're going to measure me against. >> Um, and you know, I know that facilities is still part of your job and whether it shows up as a full-on goal. >> Mhm. >> Yeah.

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>> Yeah. I appreciate um completely seeing the reorg in this and >> the communications piece because that's something that um that we've talked about and >> um

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>> and that you've talked at length about >> um and I think yeah this is to Leslie's point with or without the facilities the the facilities goal are happening. >> Mhm.

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>> Um and I know that you're on top of that as well as these come tomorrow. [laughter] >> We're already started already. [laughter] >> Thank you. >> Any other comments?

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>> Oh. >> Oh my god. You might tell me talking. Sorry. All right. Um so I think we're good. still need to slow it down a little bit. Like where are we at with time? [laughter] It's fine. >> It is now 8:23. >> We didn't want We didn't want to wait.

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It's >> neither too long nor too short. >> And uh we're adjourned. >> [laughter] >> So,