WEBVTT

METADATA
Video-Count: 1
Video-1: youtube.com/watch?v=U1I5QHAd4_I

NOTE
MEETING SECTIONS:

Part 1 (Video ID: U1I5QHAd4_I):
- 00:00:39: Meeting Call to Order and Pledge of Allegiance
- 00:02:07: Burnsville High School Report - Profile of Learner
- 00:11:15: Ninth Grade Academy and the Building Assets Program
- 00:15:08: Board Questions and Comments on High School Report
- 00:25:42: Introduction of Student School Board Representatives
- 00:29:19: Annual Innovation Report - Technology and Community
- 00:37:55: Board Comments & Questions on Innovation Initiatives
- 00:41:17: Student Representative Report - Activities and Events
- 00:43:10: Board Members Thank Student Representatives for Service
- 00:43:44: Superintendent's Report: Celebrations and Reflections
- 00:46:42: Board Member Reports - AMSD, AVID, and Scholarships
- 00:52:37: Consent Agenda Approval and New Business Introduction
- 00:53:27: Approval of Coach Pay Rates for 2026-2027
- 00:55:53: Approval of Terms for Unaffiliated District Employees
- 00:57:31: Resolutions on Unrequested Leave of Absence for Teachers
- 01:04:25: Approval of QC Comp Memorandum of Understanding
- 01:06:28: Policy Updates: Student Records and Education Research
- 01:16:13: OPED Trust Allocation Discussion: Reallocation Strategy
- 01:36:55: Human Resources Programming Priorities and Staffing Research


Part: 1

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Good evening. I'd like to call to order tonight's meeting of the ISD 191 school board. Uh the date is May 14th, 2026 and the time is 6:30 p.m. Uh I'd like to

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start by welcoming uh folks that are joining us both in person and online. We always appreciate uh people that come to join us and learn about the business of the school district. Uh we'll start with the pledge of allegiance. Uh Faven, would you mind uh leading us in the

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pledge? I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all.

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Thank you. Uh we will start tonight by approving the agenda. Is there a motion to approve? >> So moved. Moved by director Worb, 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. Uh we will start tonight uh with the information portion of the agenda with a school report from uh on Burnsville High

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School uh with speakers uh Dr. Chris Belmont, assistant superintendent and principal Jesus Sandovval, uh, as well as Kim Fritz, 9th grade bar coordinator. Welcome everyone. >> Thank you. Thank you, Chair, uh, Superintendent

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Daniels, members of the board. Um, our final, uh, school report is a full circle from our first school report. So, I present to you, Principal Sandaval, our flagship high school where um plus 95% of our students um call home for at

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least some point in their um education career here in 191. So, um, just a reminder to the board, our school reports are intended to be, um, sharing examples of datadriven leadership and how it's showing up through our school improvement efforts and connected to our

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core values and strategic directions. >> Wonderful. Thank you, Chair Alt, directors of the board, superintendent Dr. Daniels. It's a pleasure to be here. I'm accompanied with Miss Fritz and uh we'll introduce um her role here in a

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moment. Uh but I'm excited to be here. Um here we are in May and uh what a busy time of the year, but certainly it's important for us to communicate out um important information uh from our school high school. So with that being said,

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I'd like to start with understanding the focus of and bringing attention the attention to our profile of learner. I start with there because within our high school, our comprehensive high school, we have so

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many areas of focus and so many items throughout any particular time of the year that it's important for us to be grounded on. We have a little over two weeks from now graduation and for all

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the different things that we are implementing from 9th grade through 12th grade of how we want to make sure our students are financially ready. We want to make sure that our students are understanding academically understanding how civic- minded our

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influence within um not only their classes but past the high school. And so it's important for us just to uh be grounded in the profile of learner. And so I wanted to start with that. I'd like to also share with you um where we're at

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with our graduation rates. I know I am familiar that you've seen our graduation rates already. Um and so there has been an increase uh from a previous year and I bring attention to the graduation rates on a variety of things that we as

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a school community are focusing our attention on. So we are aligning the curriculum. Uh we have been working on it for the last two years. We have provided some really specific instructional guarantees um for our tier one uh classroom and that's in in a

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critical part of what we are doing. Some of the early identification that we're utilizing that we haven't had in the past. FastBridge, for example, where we're looking at math, reading, uh looking at the social emotional

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well-being of a student, the opportunity for us to build relationships and provide caring adults through the use of, for example, advisory. Not sure if you knew, but advisory is built where our teacher starts with the nth grade

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cohort and follows them through 12th grade. What a great opportunity to build relationships. In regards to some other pieces, yesterday we had a wonderful opportunity where relevant learning happened not

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only in the classroom but outside the classroom through our educational research symposium and that was a great opportunity where students talked about a topic of their interest. Some of the topics included mental

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health in students, accommodations and education, and graduation rates for Hispanic males. Our students were excited about the opportunities with the topics that were driven that

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made the uh information relevant. As I move on through the presentation, some focus areas. So, our tier one instruction guarantees. We as a school community understand that we need to provide some intentional

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support for our EL learners. And we do that with our EL integration through scaffolding and strategies and some other things that I'll share here in a moment. Miss Fritz is going to talk about our ninth grade academy and how we included

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bar building assets and reducing risks. We're going to increase our student access and support. And we're doing that in a way that allows students to ensure that they are being challenged, being successful,

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being supported through an increase of rigorous courses. One example that I shared is two sections of AP human that we currently have. We're moving that to four sections next year. So that doubles the amount that's important to take a look at.

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We're also bringing attention to our culture and climate and through attendance, cell phones, and the bathrooms. We want to make sure that we bring attention to that because it's important as we have many things going throughout our school.

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Um, as we look at integrated ELA, some of the things that we've done this year from the beginning of the year throughout the year is provide professional development for our ELA teachers and EL uh teachers as well. Some of that has been an emphasis on our

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instructional models. For example, how we co-e is important. So the way that we're teaching, team teaching, parallel teaching, in other words, where we have two individuals, an ELA teacher and the L teacher that are

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breaking it down when it comes to parallel teaching, such as I'm taking a group here, working with that group, group A, the other teachers working with group B, and we're working simultaneously in completing the task that's needed. station teaching. We are bringing

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attention to our our staff in regards to some of the scaffolding and strategies. Um, one of the things that we understand about EL learning is the scaffolding that's need that's necessary, the differentiation that's necessary as well.

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And so as you can see here we have some partner reading primary language support chunking text. What is chunking text means? Chunking text is a section reading into smaller

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pieces where you're breaking apart uh to better understand the content. collaborative planning. Um, we're looking at the importance of taking something and bringing a really focused target or attention to that. For

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example, analyzing complex characters. You're taking that and you're saying, are we meeting that target? How how how well are we meeting that target? And so that is an area where we are working through

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in addition to looking at data. Speaking of data, I' like to share with you uh the data that we provide here and the um the data that you see when I bring attention to

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the time that we've had 9th grade academy and the time that we haven't had 9th grade academy. So we've had ninth grade academy for over a year and a half. So we have can't say quite two years. Uh but if you look at the first three bars 2022 23 semesters 1 2 and

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then 2023 24 semester 1. So those three when compared to the 2425 semester 1 2425 semester 2 and 2526 semester 1. So collectively those three

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groups comparison of a year and a half. We don't have semester 2 cuz we're not quite done with that. But you can you can see collectively that our 9th grade academy has an impact. And so that's why I wanted to bring some attention to uh

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that data. I'm going to turn it over to Miss Fritz and she's going to take over here. >> Hello. Um, thank you for giving me the opportunity to share just a snapshot of the bar program and what our ninth graduate academy has been working on all

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year. So, the bar like um Jesus said is building assets reducing risk provides our ninth grade academy um with a strength bra sorry strengthbased comprehensive program um that approaches different ways to meet academic and

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non-academic needs of all of our students. Excuse me. So, bar is built on two pillars. One is relationships, one is data. So, bar also provides our 9th grade academy teams with the opportunities um to know

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and understand the whole child. One of the ways that we do this is every week we have lessons called it time lessons. And their goal is that it helps strengthen studentto student relationships and staffto student relationships while also forming a

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community in the classroom. Excuse me. So throughout the week, our ninth grade team of teachers, we have two, um, meet and we're looking at the data that we form from I Times and as we get to know our students along with all

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of the academic data through Edric Climber and our attendance data um to really u monitor progress, identify students strengths and just look for ways to support and challenge all of our

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students. So if you look at the two um infographics here, our 9th grade academy um we aim to provide programs and support that will help our incoming nth graders feel like they belong and are welcomed. It is a very large high school. So the goal of the 9th grade

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academy is to make it feel smaller. Um, and really what the bar, if you look at the infographics, the bar eight strategies really work in concert to um, help support the pillars of our nth grade academy.

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>> Thank you. >> All right, this point. >> Yeah, I was just going to offer one more piece in addition. So, thank you, Principal Sandoval and Miss Fritz. Um, around the data, just for the board to consider as we're kind of coming full circle with school reports, you may

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notice a trend. Um, so two trends. One, like very encouraging results for our 9th grade course passing based on the implementation of the 9th grade academy. However, you might also notice that what appears to be like a regression second

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half of the year that's predictable um compared to first semester. Um just drawing a connection to the board that um that is a that is a reoccurring theme that um so for example, Principal Black from Hidden Valley spoke about interrupting that winter to spring fade

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as well. It's not necessarily it's not exclusive to 191. It's maybe a persistent theme throughout education, but we are really working to interrogate and interrupt that pattern um through like Principal Sandoval said really

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strong and coherent curriculum, making sure that our classroom procedures are really tight and sustained. Um paying specific attention and trying to be innovative and caring around teacher wellness. Um, so just really that

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systematic approach also the structural changes that Dr. Daniels is bringing for next year. I just wanted to name from a from a K12 lens that we don't accept that as a reality. >> Great.

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>> Thank you very much. Excuse me. Um, we'll open it up for questions, comments, board members. >> Director Mickelson. Thank you. Um, thank you for your presentation. I always uh look forward to the uh uh the different school presentations. Um I guess one

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thing that uh with the uh 9th grade academy that I think would be very interesting um to see uh for me from a a board perspective would be um because it is uh the emphasis you've uh mentioned is so much about uh building

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relationships uh between the teachers and and the students with other students and things would be uh maybe in a year or two after we've had 9th grade academy a little bit longer would what their experience then in 10th and

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like 11th grade and ongoing really is. Uh do we see differences in attendance and improvement there as they move on when those cohorts uh develop uh you know test scores um you know uh just you

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know um students not dropping out or you know moving on uh you know changing districts whatever um with the different retention um I just we'll we'll look forward to that you know maybe in in a year or two being able to see kind of that uh long-term kind of result of

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this. Um because you know to me some of those semester one scores I think really shows um a lot of the efforts through uh our elementary and middle school efforts as well kind of showing up in the semester 1 kinds of scores in nth grade.

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It it's a definite cumulative kind of result and and also u maintaining it as as they're starting nth grade for sure. Um, you know, I I appreciate the comments about uh taking a look at what's happening with the semester 2 kinds of scores to just see what we can

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do to to reverse that that trend. Um, but uh also just again I I'll look forward to hopefully seeing something in in a year or two. Um, again just what these students experiences are um as they go through. Um, I had my one of my own children was in the first year of uh

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9th grade um academy. So, uh, it'll be interesting to see what, um, uh, experience other, you know, students have just throughout their their career. So, yes, thank you. Appreciate it. That's it. >> Thank you. >> Profile of our new 9th grade learner

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compared in contrast to perhaps >> years past. Yeah, >> that was dovetailing on that. Absolutely. Um, Director Webb, >> um, thank you, um, also for coming and presenting and showing us all the, um, efforts that are being done at the high

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school and programs. Um, really appreciate your presentation. Um, I guess I had just one question regarding um, the attendance, cell phone, and bathrooms. Um, just kind of wanted to know what the plan is with, you know, what kinds of things you're doing with

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addressing those issues. >> Thank you. Um so this this year we created an attendance team that was collaboration with our district uh personnel and so we had uh an AP that oversaw that um along with um

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counselors, social workers, uh deans uh personnel from our district office. And what we really um focus in on around that team is to ensure that our systems first of all is is solid in the sense that um we have a really

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um we have a a new way of of approaching attendance through communication directly with families through the work that our um teachers that are advisory teachers are doing. for example, when they see that there's students that aren't showing up

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in a certain amount of days, they're sending out a communication. Um, collectively, we've had magnets that are providing um information um for families to access easily um a phone call to make

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sure that that an excused absence is um documented versus an unexcused absence. And so the the approach with that attendance team is one example. in which we are are working towards um strengthening uh that that area

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internally. Um we continue to work through tardy checks. Uh we continue to work through um attendance individual attendance plans with students and so there's a variety of of interventions that we are proving forth um in addition to collaborating

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with with with our county in regards to the trinency uh intervention. So um that certainly is is an area where we need to continue to focus on. Um is it um is it in a place where I'm satisfied as a principal? No. There's area for for

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growth in that. And so we will we already starting to look at what the first 30 days of school looks like next year and how we can really ensure that we create positive habits uh for our students.

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>> Thank you. Mhm. Thank you. >> Other questions? >> Yeah, I'd just like to say thank you for that question, Director Worb, and echo what Principal Sandaval said that the the current um pyramid of intervention when it comes to some of those um pieces

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that that were described is not sustainable to do just reactive measures. So, really getting proactive. It's really started a lot too with the work him and his team have done with our eighth grade families and students and schools throughout this year to really

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help engage them. Then it moves into that strong instruction and those interventions from a systematic lens to improve what's happening in the classroom. And then like Principal Sandival alluded to, how are we gonna really make sure that those routines and

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structures schoolwide are in place starting on the first day next fall. So >> great. I will wrap us up with a question and a comment. Um, I'm just really excited to hear um a more robust report

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about the ninth grade academy and how bar is um making a difference um for our ninth graders in the in the second year and just uh hearing just well seeing more more of a picture in my mind of of what a great

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transition this is for the middle schoolers as they go to the larger school. to your point, Miss Fritz. Um, and really making sure that they feel welcomed and that there's a space for them that is smaller so that they can become acclimated to the larger building

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because even as parents, you know, you walk into the large school and oh my goodness, you know, you kind of feel a little lost. So, I'm sure the parents probably appreciate that, too. Is there And actually, is there there must be something for the parents also to help

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them feel the same way? >> Yes. Yes, we for um a couple different opportunities. Uh one opportunity we just um had this past March. It was our engagement uh night. Uh so our um explore night we call. And one thing

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that we changed that was different. We used to have that in February and we changed that to March. Um it was actually um by accident, but we communicated it enough to our families and it was a good um it was a good thing that we stumbled on because we had um

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the most families by far um by a couple couple hundred. Um and so it was a really um robust uh night to have our eighth grade families explore what does it look like for high school? what does

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it look like in the eyes of students? What does it look like in the schedule options? What does it look like in the programs that they that we have at the high school? And so it really was well thought of and I think we're going to continue to move forward. um that February can be really a cold month and

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um and so we just um March was was well attended and so it was a it was a good uh change and uh we have an open house uh in the fall um in addition to some of the work that our middle school um

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middle school teams are doing in house. So >> yeah, we need to make sure that the parents feel just as welcomed as the students because >> absolutely >> as the parents go so to >> go the go the students sometimes. >> Um and then just um one question you

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know you mentioned um was station teaching and uh my when I hear station teaching my mind goes back to elementary I guess. How is it different in high school? Yeah, this is one one of the pieces that we're pro providing with our staff

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professional development. And so this is still new for our for our high school teachers. And so how does that look like when we have a concept that we want to provide u for one group and another concept that we're providing in in a um

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in a different group. And so uh because of the newness um I'm looking forward to continuing to see how that further develops and grows. Um and so um we saw some examples and in uh the classes um but I know like anything new um through

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practice through habit through routine how do I take that concept um or that lesson that I've traditionally done one way and start to think of it consider it in a different way to help support all learners. And so, and that's something

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that we certainly are are growing on. Um, and um, start to start to see examples of that within the classroom in a high school setting. >> Wonderful. Well, thank you all very much. Um, always appreciate hearing about what's going on at the high school

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and, uh, we'll look forward to the next report next time. >> Thank you. >> Thank you. Uh and next uh we will receive um student schoolboard representatives uh for 2627 with um princing with principal

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Sandaval. >> Good evening. I would like to um share with you an update with where we're at in our student schoolboard representative process and then I'll invite um some students to introduce

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themselves. Exciting to share that we had 11 applicants this year. So 11 juniors uh that have had an interest in being a a student rep for their for the upcoming year. um with the help of uh current uh

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members and a couple other students, current members in terms of student board members and a couple other students. Uh we had a committee that um um was very extensive in terms of looking at the applicants, listening to

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the applicants, questioning applicants, going through that process. And so, uh, for the students to have them be on that on that part or on that side of the interview, it was very, um, was very intriguing to to to see their

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understanding, their reflection, their growth within that piece itself. And so, uh, without further ado, I'd like to, um, introduce our three members. Um, and so, please students, if you want to come up and and join me.

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I like to first thank uh Favven, Pervina, and Jennifer um as they've been just instrumental uh to uh being a really solid voice for our student uh body this year. for the upcoming school

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year. I'd like to um welcome um Mina uh Mina Pini. Um Mina will be um our representative um for the upcoming uh school year. Um and um next to Mina would be Ian. Ian Lang would be the one

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of the alternates um to our uh school board. And then to my left um is Leslie. and Leslie uh Takco Rea and she will be another alternate for for the upcoming school year and so

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um I am I am very confident that the three students here will uh do an amazing job uh this year. So not sure if students if you want to just um say a few words and that's okay if you don't to put you on the spot.

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>> Yeah, thank you Mr. Sandival and the board and favin. Um I'm really excited to work with you all next year. >> Me as well. I'm really excited to talk about certain issues that are going on in our school and seeing how we can make a difference.

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>> I also like to thank all of you for giving an opportunity to be here and help out. >> All right. >> Awesome. Great to meet you all and uh I know on behalf of the board uh we're all looking forward to working with each of

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you and um welcome you uh for the next school year. Thank you so much for your for your willingness to to join us. >> Thank you. >> Thank you, Principal Sandival. Uh next we will receive our annual innovation report uh with Dr. Daniels.

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Thank you chair Alt. Um yes, I will be delivering the annual innovation report tonight and this report is in alignment with one of our strategic directions, our third one which says that we will support and leverage new methods in of

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new methods and original thinking to improve student outcomes and district culture. So the first thing that I want to point out that um we have done well this year is leverage technology and can you believe it AI. We have leveraged

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technology and AI um significantly this year um in order to improve our standards standard response protocol which is our safety protocol um in the event that we experience threats or issues that um um impose safety concerns

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at our um sites. We also have leveraged technology and AI for a district policy manual, student handbook, and school improvement practices. um especially at the beginning of the year, leveraging AI and Notebook LM in order to help our sites develop their school improvement

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plans for the year as well as it being tremendously helpful um for us to use um AI to continue to develop our um response in the face of the metro ice surge that we experienced this winter.

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We have also um been innovative in our approach um to how we are moving forward with improving operations and safety in our school district. Um this year we have been intentional about adding um tier three vehicles. These vehicles have

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allowed us to be more efficient, I would say, and effective financially and um providing a service or a vehicle for our staff in which we do not have to rely on charter buses or other expensive um

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vehicle options in order for our staff and students to be transported to different um places. Um, and when a payment to a driver is required, it benefits our district that we don't have to typically reimburse for mileage. We're already providing the mileage with

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the vehicle that we've purchased. I've also experienced personally for myself the arrival and dismissal at Hidden Valley. I remember when Dr. battle was taking me around last year being a part of um the dismissal train at Hidden

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Valley last year and experienced it experiencing it very differently this year um by allowing families to um loop through the Eagle Ridge parking lot in order to more safely pick up and drop off their students. Instructionally, you

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all just recently heard in the Edward Neil School report how they're leveraging Notebook LM and AI to develop podcasts for students and um leverage those podcasts to do some pre-eaching for students to become more familiar

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with the learning concepts or the learning target or objectives that they will be learning um for a particular lesson. Excitingly, we've also expanded access to credit recovery by adding credit recovery in the evening during

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the summer hours. We also learned that we are um building out pathways beyond our um prek12 um experience in our school district. We are now building out pathways opportunities in our um adult basic

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education program. Um our adult basic education students are able to um earn a driver's um permit um engage in lessons to learn about skill, range, tone, etc.

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in music and also um Susan and the team um even asked for my approval um for the AB students to play a particular song at their graduation. And um I inquired and I said,"Well, did the students select the song?" And I

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learned that the students did select the song. And so again, that is an experience for the students in AB. And so the song that you hear at graduation will be a song that the students selected, but also supports the m music literacy program in AB. And also our AB

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students are able to earn a personal care assistant um I would say certification through their program. And another difficult to feel position that we've had at the high school is um the automotive class and our teachers have

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worked very closely um with the Dakota County technical staff to um have a partnership for our students to take automotive classes at Dakota County Technical College. And with that, I'm going to show you a video, share a video

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for you to learn a little bit more about the path opportunities at AB with 191. So, we are so excited to be offering this new PCA, which is personal care assistance career pathway. So this was

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part of a federal competitive grant called the LCD grant and we were one of six programs to be awarded this grant. So this class prepares students to take the Minnesota Department of Human Services PCA certification and we

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proctor that and then once students pass that they are certified to work as a personal care assistant, a home health aid or a resident assistant. The reason I take it is I have a special need for

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my son. So before this class what you can see is just I was helping my home just you know whatever I can do my kids. So right now it helped me a lot for when I take the classes and it looked like

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kind of opportunity that's what I was I was happy. So I think the one I understand like a lot I never know before. So my teacher is amazing. She explained a lot and I have been question

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and she's explaining everything. So we have had to have patient and pastation and some of them have gone on to work as personal care assistants. We do have a partnership with user here in cell. So

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we take students to tour the the different um buildings and residencies and meet with the staff there. So A we um we cater to all students and we are always looking for new opportunities and new career pathways to help our students

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bridge to the next step or the next career in their life. Um, we have a CNA pathway, a preNA pathway. And so this PCA was kind of a natural step below that to help bridge just an introductory

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healthcare job opportunity. >> Thank you. >> Wonderful. >> And lastly, one more slide. >> Sorry. >> No, that's fine. Um, in our effort to um, really elevate the value of being community strong, um, we really worked

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closely with our community partners to provide supplies and improve safety and support as much as we could during Operation Metro Surge. Um, we also expanded capacity in our virtual academy, which we feel like was super

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innovative. I mean, it was just awesome that we had a foundation to build from to add ML teachers to our virtual academy model. And when we didn't have the capacity to add enough ML teachers at the secondary level, really moving into a navigator model to ensure that

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the students who had to attend school from home was still connected to us through those navigators that we had at the secondary level. And um again, last but not least, how we um ensured that we supported our staff and students through communication and families as well. And

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so this concludes my report. Thank you for listening to me stumble a little bit through this presentation. >> Thank you very much, Dr. Daniels. Any questions or comments, board members? >> I'll just quickly say I always

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appreciate hearing this report every year. It's it's always I guess reassuring to to know that when there is a challenge or a problem that you know the staff in the district like to figure out how to how to make it better >> and that's a good thing and I think the

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community partnerships that we have also has been really good and helped with that a lot. So I just thought I'd say that. >> Thank you so much. I um kind of along the same lines a little bit, but I I have um

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there are lots of families in our district and within our community who um are in need of PCAS >> and um I feel like that could really be a good opportunity to have like a a

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direct line to employment from there >> if we could somehow connect the people who need PCA to the people who need PCA jobs within our community. >> Exciting opportunity though. >> Yes, we can absolutely do that. >> Yeah. >> Thank you so much, Director Anderson.

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>> Any other comments? Uh, I just had a couple. Um firstly, it just strikes me within the last 24 hours uh how much I've heard about um in

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particular healthc care within our district. Right. Last night at the scholarship um celebration with the foundation, we heard how many students um benefited from healthc care um

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through the pathways and we're going on to careers in health care. Now we have the PA healthc care pathways for our adult learners which director Anderson to your point we know that there's a need within our community and you know

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what else can be done um both at the adult level and and uh for our students to to support that um and already are really well grounded and yet there's so much more that could be done. Um and on the innovation front, you know, there's

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we we as a district do so well with innovation and this board has always supported innovation. You know, figure it out. Um you know, if you see a problem, try to figure it out. Metro

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Surge is it was no was no exception. Um there was a need. Um and Dr. Daniels, you um you and your team um went after it and and services, communication, support, you know, it we we were there

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for our families and uh kudos to you and and your team for for doing that. Um so, yeah, it's it's always a um a really a really thoughtful um feeling report that I I always appreciate hearing. So, thank you.

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>> Thank you, Gerald. and go team go. >> Yeah. >> All right. Uh so next we have our student representative report. Von, >> thank you. To begin, on May 7th, 27 students received their associate of

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arts diplomas at the Inenver Hills graduation ceremony which was held at the TCO stadium in Egan. This past week also marked the conclusion of performances for both orchestra and band as students performed lively music at their last concert of the year. As May

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is AAPI month, the stu Asian student association at Burnsville has been hosting hosting weekly Wednesday meetings to promote cultural awareness and is putting on a schoolwide cultural show on May 9th or 19th. The annual

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community scholarship night was hosted just yesterday with over thousands of dollars in scholarships being rewarded to students across the senior class. The final performances of a high school musical are happening this weekend and I would definitely recommend attending if you had not the chance already. The

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blood drive committee will be hosting its final blood drive next Thursday as they work to defend their final and number one spot once again this year. And many activities and student organizations are wrapping up the year with closing meetings and celebrations. Just earlier this Monday, Black Girl

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Magic recently held a potluck. And today, the National Honor Society hosted a spring social. Currently, middle schoolers at both Nicollet and Eagle Ridge are preparing to enter high school, while seniors are unfortunately waiting the days for their final day at

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school on May 29th, which will include a elementary school parade at their respected elementary schools. And finally, with a bit of sad sadness, this will be my final student report. And I want to thank you all for listening so attentively to me, Jennifer, and Pina

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throughout the year. and we're excited for you all to get to hear next year's student representatives. Thank you. >> Thank you very much, Favven. Any questions or comments for Faven? >> I'm just going to say, um, it's been

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very lovely to have you on our board. Um, and I'm really excited to see all the places you're going to go. Um, it was really great seeing uh your name so frequently in the last few weeks uh with all of your accomplishments and I'm I'm

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proud to be uh allowed to know you. Thank you. >> Thank you. >> And we still have one more meeting that you're going to attend as well. So yeah, absolutely. >> You won't get rid of me that >> we'll really get to embarrass you next time.

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Awesome. Any other comments? No. Okay. Dr. Daniel's superintendence report is next. >> Thank you, Chair Al. This month has truly been a time of celebration and reflection. As we enter the final

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stretch of the school year, it feels good to pause and recognize all that is happening across our district. Now, over the past few weeks, I've had the opportunity to visit several sites and witness the exceptional work taking place at the leadership level as well as

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connect directly with students and staff. Just in the last week alone, I attended the AVID senior celebration. Um, the associate of arts students taking their picture before they graduated. Um, also I attended the education

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research symposium at the high school where students presented remarkably strong research on topics such as school violence, dropout rates among Latino males, the experiences of teachers and students of color and special education

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and much much more. Their depth of thinking and commitment to inquiry were truly impressive. In fact, I encouraged all of them to use that research to pursue a doctorate degree. And they are unmistakably the leaders of our future.

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I also had the pleasure of attending attending Hidden Hidden Valley's Know Your Nation Day with their fourth grade team. It was their inaugural day. And last night, I witnessed our seniors receive more than $130,000

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in scholarships from the 191 Foundation. It was an epic evening celebrating the scholarship service and tenacity of our bright and determined students. I want to extend my heartfelt thanks to Parvina, Jennifer and Favven for their

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enduring contributions to Burnsville High School and to the Burnsville Egan Savage Public Schools. Your reports to the board and community have been informative, inspiring, and grounded in both humility and brilliance. All your futures are extraordinarily bright and

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while we will miss you, we are cheering you all on as you take on the world. I wish you all the best and look forward to seeing you on the stage on May 31st. And I cannot close my report without also congratulating Amina

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Doll, our CISA director, who will be retiring this school year. This is her last board meeting with us tonight and I want to thank her for her leadership in our district with the CISA department and I wish for her retirement to be sweeter than the treats that she shared

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with me all this school year. Thank you Amina and this concludes my report. >> Thank you Dr. Daniels. Uh, next we will move on to board member reports. And remember these are our individual board member reports. Our

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activities out and about in the community. Um, committee reports and school assignments will happen at our next meeting. Any board member reports? Director He? >> Yes. On Friday, May the 1st, I joined

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the AMSD uh monthly meeting by Zoom. Um, couple highlights. Um there was there was an update about the current state legislative session. That was most of the agenda in fact. Um including about the proposed constitutional amendment that would increase school funding from

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the state's permanent school fund. Um if the proposal passes the legislature, the constitutional amendment would be on the Minnesota ballot for approval coming this fall. Um so that's probably the biggest spent a lot of time talking about that as you can imagine. And then there were um two state representatives

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who did some additional legislative updates, but definitely my main takeaway was the likelihood of the permanent school fund being on the ballot this fall. >> Great. >> That's my update. >> Thank you. Any other reports, Director Saxi?

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>> Thank you. Um Dr. Daniels mentioned the AVID senior celebration last week. Um so along with Dr. Daniels and Dr. Belmont uh chair all director Mickelson and I were able to attend that and were given nice front row seats u to enjoy that. Um it was a wonderful inspiring and joyous

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occasion as you could imagine. Um they had 57 seniors um coming through the AVID program that are graduating this spring. Um there were a couple that are still making their college decision which is absolutely nothing wrong with that at this point but the vast majority of those 57 had already made their

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decision and were able to take part in decision day. um that took place last week as well. Um so that was very exciting, very encouraging. And then also the one other element that we noted was um as each of those students was um recognized um for going through the program, uh the they were each able to

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honor a teacher um as they did that. So it made it a very uh you saw the connection that was built between those students that it's a program that starts in middle school. So you saw that connection. Um that was great to see and really great to see students, their families and the faculty all get to take

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part in that. Um and really how far all of his children have come um to this point of now being college ready. >> And that concludes my report. >> Thank you. Any other reports? >> Director Mickelson. Um and uh also as

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already kind of mentioned uh yesterday was last night was the foundation 191 uh scholarships and celebration um recognizing uh many students uh who were uh receiving um scholarships toward uh

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the next step uh in their uh education kind of career. Um, as has been mentioned, it's over $100,000 uh that uh supports our students through uh the foundation directly uh through some of our uh business partners who sponsor

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scholarships. Um our uh uh honoring and in memoriam of uh teachers and students um our own uh you know retired superintendent Dr. Battle uh and her uh scholarship as well. Um it's always uh a

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wonderful evening to hear about all of the students plans uh postgraduation, all of their kind of summaries of some of their memories and best experiences that they've had uh at 191. um some of the uh stories, you know, one in

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particular, you know, stands out with a student that uh came here to Minnesota from uh you know, just two years ago uh from another country and really found a place to you know, call home for those two years to finish out her education.

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Um, you know, those are are the wonderful kinds of inspiring stories that uh really um help to uh understand the uh commitment that our students have, all of the staff have that help them to really build those kinds of memories that they'll always take with

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them. Uh it's a wonderful, wonderful evening. Great. Thank you. Any other reports? All right, I will close us out with my own. Um, Saturday, May 2nd, was a

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beautiful day for 191 to host this year's South of the River Powell. Uh, it was a pleasure to attend the grand entry, honor this year's graduates, as well as sample indigenous cuisine from local food trucks. Uh the event was well

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attended and very well organized and orchestrated thanks to our own Madison McKini um American Indian educational specialist and Marina Bad Warrior, indigenous cultural liaison. Uh with many indigenous vendors selling jewelry

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and crafts among other items, the activity center was a buzz. Definitely a fun and worthwhile event. Um, Monday, May 4th, uh, the board conducted a retreat, uh, led by Isis Buchanan,

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our director of educational equity. Um, I am just reporting on this because I like to, um, just let people know about the work that this board is doing. Um, we had a full evening exploring the tenets of cultural proficiency,

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especially relating to our multilingual students. As leaders of 191, it is important for us to articulate why the work of CPSS is an important factor in fostering an environment that ensures the best possible outcomes for all

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students. Um, this retreat represents an important element in our ongoing ongoing work as a board to support each each and all of our students from a governance perspective. And this concludes my report.

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Uh with that we will move on to the business portion of our agenda. Uh the consent agenda. Uh although board action is required um it is generally unnecessary to hold discussion on these

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items. In the event a board member wishes to discuss an item that item will be moved for separate consideration. Uh does anyone have an item they wish to remove? Hearing none. Um, is there a motion to approve?

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>> So moved. >> Moved by Director Saxi. Second. >> Seconded. >> Seconded by Director Mickelson. All those in favor, please signify by saying I. >> I. >> Opposed. Nay. And the motion carries unanimously. Uh,

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let's see. New business. Here we go. Uh, first item on new business. We are being asked to approve coach pay rates for the 2026 2027 school year uh with Stacy Sovine, executive director of administrative services. Welcome Stacy.

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>> Good evening Cherald, Dr. Daniels, members of the board. Uh this last round of negotiations with the um BEA, the Burnsville um education association, it was agreed that the coaches that fall

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under the Minnesota High School League would be pulled out of the master contract and that they would receive rates as determined by the athletic director moving forward as they compare to other uh districts in our conference.

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So, we're looking for comparable rates to be able to keep and maintain. Uh, this allows us to to stay flexible and not necessarily wait with a total package with the teachers when we negotiate. Uh, as you know, the last time that we actually had an increase

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for our coaches was over 10 years ago. So we are falling behind other uh districts around us to attract and retain quality coaches for the positions and also the different activities that remained in the uh Burnsville education

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uh contract they did actually get uh increases as well. So so the activities um had increases athletics are pulled out and they will get increases as determined by the athletic director. So, um, that's kind of the background as to

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the new rates that we're bringing forward to you. Um, it is my recommendation that the board of education approves the following rates of pay for coaches for the 2026 2027 school year. >> Thank you. Um, is there a motion to approve?

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>> So moved. >> Moved by Director Hume. Second. >> Second. >> Seconded by Director Anderson. Any discussion hearing? None. All those in favor, please signify by saying I. I >> I

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>> oppose. Nay. And the motion carries unanimously. Thank you. Uh next, uh we are being asked to approve the proposed adoption of the terms and conditions of employment for unaffiliated employees of

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independent school district 191 uh with Dr. Daniels. >> Yes. Thank you, Chair Al. Um, there are currently 101 unaffiliated specialists and confidential supervisory employees in this unit. The terms have been

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reviewed and updated on a byian annual basis. Positions under these terms are considered at will unless a state license is specifically required under statute. Employees under under the terms receive salary packages in alignment

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with comparable positions in other units. comply with state pay equity regulations and remain competitive with similar positions in education. You can see the language that has been um changed within the contract as well as the total compensation of the contract.

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And so with that information, I would like to make a recommendation that the board of education approve the proposed language in the 25 through 27 terms and conditions of employment for the unaffiliated employees of Independent School District 1 191.

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>> Thank you. Is there a motion to approve? >> So moved. >> Moved by Director Hume. Second. >> Second. >> Seconded by Director Worb. Any discussion hearing? None. All those in favor, please signify by saying I. I

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>> oppose. Nay. And the motion carries unanimously. Thank you. Uh, next, we are passing resolutions proposed to uh place continuing contract teachers on unrequested leave of absence

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at the conclusion of the 2025 2026 school year uh with Stacy Sovi, executive director of administrative services. Good evening again. Few weeks ago, we um spent some time re uh releasing

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probationary teachers and long-term subs and teachers that had an assignment above a 1.0 or above their contracted assignment. Okay. Uh those were all teachers for the most part that were probationary. Probationary is by state

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statute someone that has completed three consecutive years within a position within a district. And those folks then uh receive continuing contract rights. If they move to a different district, they have one year of probation that they need to complete.

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Continuing contract teachers are those who have already completed that probationary period and have the rights for continuing contracts. So instead of a probationary release, they fall what uh under what is called an unrequested leave of absence or a ULA. ULAS are uh

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governed by both state statute Minnesota statute 1228.40 as well as the negotiated contract in the order in which people are released. So with that we sent notifications to these individuals back in April early

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April. They have 14 days in which to request a hearing to understand why their position may be released or if they felt that they were the wrong persons like identified per our contract hearing um from all three of them. We didn't hear a response and therefore we

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are now moving them for proposed discharge under a ULA. That is the process in which we are following. At this point, it is my recommendation that the board of education adopt the attached resolutions proposing to place a continuing contract teachers on

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unrequested leave of absence effective at the conclusion of the 2025 2026 year. >> Thank you. Director Mickelson, will you please introduce the formal resolution? Uh before I get begin I just want to

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clarify that in the board materials you will note three resolutions. They are identical resolutions and for efficiency sake during this meeting I will read the resolution just once. Please note that as it is read it will apply to the three

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people that are outlined in the board packet and listed in my introduction. Um, this is a resolution placing the following three staff. Amanda Jensen, Nikia Dunbar, Rebecca Beesman on

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unrequested leave of absence for 1.0 of a full-time contract. Whereas the school board of independent school district 191 adopted a resolution proposing placement of Amanda Jensen, Nikia Dunar, and Rebecca Beesman on

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unrequested leave of absence on May 14th, 2026 on the grounds of discontinuence of position, financial limitations, and declining enrollment. And whereas said written notice of the proposed placement on unrequested leave

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was received by Amanda Jensen, Nikia Dunar, and Rebecca Beesman by certified mail on April 14th, 2026 and email on April 7th, 2026. And whereas said written notice of the

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proposed placement on unrequested leave contained a statement setting forth the reasons for the proposed placement as well as a statement that they were entitled to a hearing before the school board provided they make a request in writing within 14 days of receipt of

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said notice and that if no hearing was requested within said 14-day period, it constituted acquiescence to the school board's proposed action. And whereas no written request of any kind was received by the school board or superintendent of

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schools from Amanda Jensen, Nikia Dunar, and Rebecca Beesman for a hearing within 14 days after receipt of proposed letter. And whereas said failure to make written request for a hearing within 14 days after receipt of notice of proposed

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placement on unrequested leave constitutes acquiescence by all individuals to their placement on unrequested leave. Be it hereby resolved by the school board of independent school district 191 that Amanda Jensen,

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Nikia Dunar, and Rebecca Beesman be and hereby is placed on unrequested leave of absence for 1.0 zero of a full-time contract as a teacher of Independent School District 191 on the grounds of declining enrollment and financial

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limitations effective at the end of the 2025 to 2026 school year on June 5th, 2026 pursuant to Minnesota statutes section 122 CAPA.40 and the BEA master agreement without pay

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or fringe benefits. Be it further resolved that a notice of placement on unrequested leave together with a copy of this resolution be forwarded to said teacher personally and that an affidavit of same be placed in personnel files

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together with a copy of the notice and resolution. Back to you, Cherald. The motion for resolution has been introduced. Is there a second? >> Second. >> Seconded by Director Hume. Is there any

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discussion? I think my only comment is that um these kinds of actions are um well required. Um they are never easy. Um,

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yeah, never an easy decision, never an e easy action. Having been moved and seconded, since this is a resolution, it will require a roll call vote. So, in just a second, I

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will ask Sarah to call the role. And when she calls your name, please respond with either an I if you are in favor or of the resolution or nay if you are opposed. Please note that this vote covers all three individuals. Sarah,

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will you please call the role? >> Director Worb >> I. >> Director Saxi, >> I. >> Chair Alt, >> I. >> Director Hume, >> I. >> Director Anderson, >> I. Director Mickelson. >> I

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>> having six in favor and no one opposed. This resolution was declared duly passed and adopted. Uh next we are being asked to approve QC comp member the UC comp memorandum of understanding uh with speaker Stacy

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Sovine, executive director of administrative services. Okay. Uh each spring we go through the process of approving a memorandum of understanding with the parental education association around the q comp program formerly known as propay. Uh this year we have a number

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of significant changes uh including a changing of the name of the program to from propay to q comp. Also changing the name of the continuous improvement coaches to comp coaches. a reduction of the number of coaches from eight to

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five, the reduction of BLT that is funded building leadership teams or a BLT that is funded under QC comp and um different uh eligibility language and the observation process. It was a fairly significant overhaul of the program as

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we are now moving in a different direction with learning coaches that will be implemented the upcoming year and where we will have a dedicated individual at each of our sites. So, it is with those changes uh that I'm making the recommendation that the board of education approve the proposed revisions

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and readopt the unchanged language in the 2026 2027 QC comp memorandum of understanding with the parental education association. >> Thank you. Is there a motion to approve? >> So moved. Moved by Director Mickelson. Second.

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>> Second. >> Seconded by Director Saxy. Any discussion or questions? hearing none. All those in favor, please signify by saying I. >> I oppose. Nay. And the motion carries unanimously.

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Uh, next we are being asked to uh approve on a first reading basis changes to policy 515, protection and privacy of student record and regulation 691R, education research, with uh Dr. Belmont,

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assistant superintendent. >> Thank you, Chair Alt. Um, Superintendent Daniels, members of the board. These, um, policies were reviewed at the April 21st policy review committee. Um, policy 515, the protection and privacy of student

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record, um, dealt with some recommended changes um, that better reflect the Minnesota Health and Human Services guidance as well as some updates to resources and references. Um 691R is a regulation um that we use when

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um individuals are applying for to conduct educational research in our school district. Um we updated some department nomenclature and some staff contact information. >> Great. Thank you. Um is there a motion

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to approve? >> So moved. >> Moved by Director Anderson. Second. >> Second. Seconded by director Worb. Any questions or discussion? Hearing none. All those uh in favor, please signify by saying I.

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>> I. >> Oppose. Nay. And the motion carries unanimously. Uh we do have one more agenda item uh some work sessions uh to discuss several different top actually one work session to discuss several different topics. Um but we will take a

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recess. Um the time right now is 7:37 and uh I believe we'll just take 5 minutes for recess. Actually, let's just let's keep it at the quarter hour. We will return at quarter to 8. Um with

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that, I will take a motion for recess. >> So moved. >> Moved by uh Director Hume. >> Seconded by Director Anderson. All those in favor, please signify by saying I. I >> I and we will return at quarter to

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So we will begin our first work session topic uh oped trust allocation with Tyler Dany our director of finance and Cedric >> Bjor >> Bjerman. Okay. Vice President and

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Portfolio Manager with PTMA Financial Solutions. Welcome, gentlemen. >> Thank you. >> Good evening, Cherald, Dr. Daniels, members of the board. Um, Cedric is here with me tonight to discuss our other post-employment benefits trust account.

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I will discuss the OPED trust account balance and the current liability. and I'll hand it over to Cedric who will explain how the assets are currently allocated and how we could reallocate assets based on our current situation. The district had $1.7 million invested

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in the OPED trust account at the end of March. Uh March was a down month. Uh but the account bounced back in April and is now over 12.1 million. USI consulting completes an actuarial study every other year. The latest study

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estimates the liability or or the dollar amount we're projected to spend on retiree insurance insurance costs is only about 4.6 million. That's all that you talk about. >> Sure. So, uh, we help school districts

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with their actuarial studies and we map out your results to an asset allocation framework and so, uh, your results actually are off the charts in a good condition. So, you're you're overfunded by 241% which is outstanding, one of the

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better ones that, uh, uh, it's better situations we have. Uh, we do have a handful of schools in this situation. uh your liability is very long for almost 14 years 13.6 at the last study. So our framework would recommend uh an

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increased equity allocation. Uh we call it kind of a moderate risk profile 55% equities, 45% bonds. Uh you're currently allocated to 30% equities and 70% bonds. So our recommendation would be to

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increase the maximum equity allocation to 55%. Now we we wouldn't go there um all in one fall swoop. We'd go there slowly as as we deem appropriate. Uh actuarial studies are done typically twice a year. I don't know when your next one's coming

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up. Uh but we'd likely wait till that next review to make sure things are still in good standing and moving in the right direction before we would continue to increase the equity allocation. Uh so this is just a map of the different asset classes that we utilize

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at PTMA. Um and as you can see uh to the bottom left you have uh cash and fixed income securities uh low risk but lower return. And then as you go to the right um higher volatility uh but higher uh

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higher potential returns as well. Uh so on the bottom left it shows where you're currently allocated. And then if you move to the moderate strategy, what that asset mix would look like. Uh so we do have a diversified mix of of assets that

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we allocate to um all done through very liquid ETFs and um we have daily liquidity. So if if something changes, if the changes need uh we can reallocate. Uh these are your results uh for the

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portfolio. Um we tend to look out further periods uh three to five years uh you guys have done done quite well with this equity mix. Um obviously if you had more uh equities uh you would have outperformed uh a bit more. Um but

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your results have been stellar and uh we've been very happy with with with the results. This graph shows that the the OPED trust fund balance continues to climb in the future as a result result of greater investment earnings than the annual

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amount paid out for retirey insurance. So next steps would be determining u if the district wants to adjust the allocations. Uh policy 705.2 limits the equity percentage to 31%. Uh so that would need to be revised to

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allow the investment allocation for equity to increase. And that concludes our presentation. >> Great. Thank you. I'll open it up for questions, comments. Yes.

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>> Two things. Um I guess my first question, and I probably know the answer, but I'm going to ask it anyway. um mentioned a couple of times that our results over the last few years have been very strong that we're in very good shape overall. So I guess my question is

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if that's the case, why risk making the change right now? >> Um we believe you're in such a good situation that you have the ability to take that risk. Um it's not necessarily. Some boards are very conservative. of

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the 200 some uh school districts we help out uh we do actuarial studies for about 50 schools and of those 50 schools you guys are in one of the better situations but the most conservative portfolio so you kind of are an outlier and so we

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just wanted to bring that to your attention. >> Okay. And then you also mentioned if we move forward with this recommendation there would be a time of transition. It wouldn't all happen at once. It's like what does that look like? How how long of a transition? I guess

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>> so. Do you know when the next review is going to be done by the third party? >> It's probably two years or Yeah, not next year after. >> Yeah, I think we did we got the last study last summer, I believe. Some schools do it every year. Most schools do it every two years. Uh so I wasn't

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sure where where you guys were at. So if we get it next summer, we would review it again. And at that point, we'd we'd likely move from a 4060 portfolio, so increasing you by equity exposure by 10%. And then following the next review, we'd we'd go up to 50 or 55%, whatever

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you guys feel comfortable with. >> So over a couple of years, >> okay. Um Okay, that's all for now. Thanks. >> Any other questions? Yes. Um

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I guess you know just knowing what the trends have been in terms of bond returns versus stock market over the last say 5 10 years. Um you know and kind of where you want to have your money and and

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everything for the best returns. Um uh you know there there was the question about if we had the allocations the increased allocations to equity what would our returns have have been you know kind of a a rough estimate and it was maybe a 1%

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yeah >> kind of difference say last year okay you know kind of you know what was happening last year with uh bonds versus stocks and things um you I definitely understand the uh concept of compounding. You know, hey,

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an extra 1% today gives us more 5 years from now, you know, to build on that 1%. Um but also uh I am taking into account the fact that we are

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stewards of the public's money and uh the fact that we have been investing conservatively and having some very good results but also knowing the positive bond market that that has existed at times

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over the last uh over the performance since this was last reviewed. um and and possibly taken a look at 10 20 years ago when this allocation was decided. Um you know, so um I I'll I'll admit I'm kind of playing

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devil's advocate with myself quite a lot in that we do have a lot of room to take on risk, >> but we are stewards of other people's money. Um, and what amount of of risk where do we

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really want to fall? I I I don't have a clear position that I am definitely advocating one or the other. I I I really I'm strongly >> which is fair.

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>> Yes. Absolutely. >> Director Saxi just interested a little bit in how much of the the recommendation is obviously we're looking back and it could have been higher in previous years but how much of this is actually looking at what

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we expect who knows at this point I mean it's about impossible these days to figure out dayto-day but longer term kind of to director's point >> where we expect it to go from here because I mean I think we've definitely how conservative it was set years ago has we're in a great spot but that

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definitely cost us return if you're looking back since 2011, the last 15 years. Um, we would have benefited from being at least in the moderate category instead of so conservative. But are we also then risking well could have been this much better for 15 years? Are we

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like the retail investor who gets in when the stock market's hitting record highs and then it flattens out from here? >> We as our investment committee, we do review these things on an ongoing basis. uh our team does do capital market assumptions that looks forward 7 years.

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We continue to see positive things in the economy in the markets. Uh we are a little bit nervous on fixed income rates going higher which means uh higher yields means lower prices. Um obviously you're capturing quite a good yield right now too at about 4% on on the 10

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years. So, um, that is a pretty good base that you're getting from your fixed income components, but we do believe equities will outperform that over the next 7 years. Um, so we do believe that with the liability going out 14 years, uh, you're in a good situation to

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increase that equity. >> Thank you. And generally speaking, taking into account, Director Mickelson, you're of course we're always thinking about the fact that we do have the taxpayers's nest egg that

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we're that we're beholden to. Generally, the market doesn't tend to go down. I mean yes there are drops but overall it it just can depending on the mix

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right and it's your job to look at it and make sure and I guess my question is looking at our mix I would be interested to know your perspective on our and maybe you already gave this to to us and you feel free to reiterate it if you did you know

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the mix that we have. Um, how has it has it just been steady steady and growing or you know >> Yeah, I mean it moves it moves with the market, right? till like you mentioned

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in March. It was it was um you know it was a tough go uh but it recovered that and more in April and we do have a dynamic rebalancing uh policy where when things you know go down we do reallocate and increase equity exposure so you

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hopefully capture more than than what you lost and that worked out this time and uh we'll continue to do that going forward. So, as as the markets are volatile, we're there to to make sure you're reallocated and responsibly investing for your um for your

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community. Well, kind of goes to that point of that you're saying that we have that cushion that if the market drops for a couple of years, we can we we have the wherewithal to wait it out for the recovery and you

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know as you're saying and then increasing and you know eventually it it rebounds and goes even you know past where it had been. The concern is, you know, where have we been generally

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right in in the overall cycle with es and flows and how steep have the drops been and >> are we due for a drop or are we growing? Well, I mean it is everybody talks about, you know, the sp stock market

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really does seem to be decoupled from the rest of what seems to be going on. And so, >> you know, I I I don't envy your actuaries and trying to do any kind of forecasting with things that just aren't following your typical kinds of expectations. >> Yeah.

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>> With with where you think the market would be at times. Yeah. >> I think the 14-year time horizon does play into that though, too. and a little more like >> if you took your average 14-year period, it's going to be >> right. >> Good. No matter what size the drop was

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in there at some point. >> Yeah. I mean, look at how long ago was the Great Recession. >> Mhm. >> And Yeah. And where are we compared to say right before the Great Recession and that time frame with the number of years? Yes.

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>> Yep. So, in terms Yes. Oh, I'm sorry. Go ahead. I'm sorry. >> I'm sorry. I just wanted to say um I I tend to lean towards somebody that's an expert in the field and what they're telling us to do. That's where I would

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put my, you know, stock in them. Um it didn't. >> Yeah, exactly. I was going to say no no pun intended their advice but um um yeah that's you know my thoughts on that but my question

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was more towards the resolution itself in that um can you go back to the slide that said where was where there's a slide I like the one next one next one after that

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no where it talked about the resolution and how we only have certain amount that we can allocate so far. Oh, we have to change the policy. The policy. I'm sorry. The policy. Yeah, that's what I was talking about. >> Yes. So, >> but would it be a resolution then for us

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to change it to cuz right now the policy limits us. Is that what we're talking about? Right. >> Okay. >> So, what do we ch what are we doing then on to to change it to to get what you're proposing? What was it? What is it? What

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are changing? >> Uh, I guess the equity recommendation would be to move to a 55% equity portfolio, which we would probably want to buffer on that as well. So, right now, we're at 30%, but as the market abs and flows, we put 31%.

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>> So, at a 55, we'd probably want that moved to 57. >> Okay. I just wanted to clarify that. >> Thank you. and then reflecting back to make sure that we're all on the same page. The change would actually

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after the policy change, the um the change in reality would would come after an actuarial study likely two years later. >> Yes. >> Basically changing we're changing the proposing changing the cap but we're not

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committing to going to that. >> Correct. Right. Right. Right. Yeah. No, that would like take further board. >> That would take Yes. Exactly. Exactly. It's a multi-step process. I mean I think to personally I think as

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at least as far as the policy it would knows what future boards uh will be like but um you know as far as common sense or not um but uh you know changing the policy you know absolutely you know, I you

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know, just because we change the policy and allow for a 57% limit doesn't mean that we're going to go to a 55% limit. >> Um, but it gives us that flexibility and to to have those discussions and to take it in increments and things and and

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understand the kind of risk tolerance that we may have at any particular time. Um, I I do really like the idea of being able to have that flexibility. >> Any other thoughts? >> I'd agree with that and especially

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building on what director Worb said, I mean, we're working with people who know what they're doing and experts on this and so just adjusting the cap to allow for us to have that flexibility going forward based on the expert advice that we're given is makes a lot of sense.

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I agree. Yeah, >> Director Anderson. >> I've been I've been uh taking it all in here. >> Yes, I know. >> Um I I mean changing the policy, I don't I don't have an issue with that. Um I would

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I wouldn't be in a pos right I wouldn't be ready to agree to anything actual movement. But >> yeah, I think it's fine to change the policy. >> Opening the opening the door to conversation by changing the policy is

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is what I'm hearing >> is um I mean I'm guessing MSBA doesn't give a a recommendation. I mean that's where we go to for all of our >> well MSBA would would would give us

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>> would tell us the implications of changing the policy but um in terms of the policy recommendation no um >> they have a different branch I believe that might give guidance on the

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financial side of things but we don't typically go there >> and I would imagine just knowing how MSBA typically gives advice for a percentage. They're going to say that's a local control issue, >> right? They're just giving you language. >> They're going to give us language, but not enough

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and that kind of thing. >> Yep. Exactly. >> Yeah. And I think in this case to director Mickelson's point I think giving ourselves the ability and you

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know thinking about future boards if they don't if if there's a if there's a a future where not wanting to have so we change the policy right and and whatever decision comes after that

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policy change that's that's a second step later on. The future board can decide they can undo whatever that second step is and that's one step. They can also choose to undo whatever is

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in policy. That's a different step. >> The board can always undo whatever the board does. So, so we're just giving ourselves the ability to have the conversation and we don't know what that next conversation is going to be. >> Exactly.

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>> I personally like the idea of having the the conversation around it in agreeance with all of you. >> Yeah. >> So, we're good. Do you have what you need? >> I think so. Thank you.

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>> Okay. Great. Thank you both. >> Thank you. >> Thank you. Thanks. >> Well, look forward to seeing you at the next our couple of policy review committees for now. >> All right. Next, um, reviewing human resources research into programming

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priorities and staffing retention protections with Stacy Sovine. >> Good evening again. Um, at this point in time, we're not making any recommendations. We don't have any uh significant changes to our practices that would require a change in our

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priorities. Um, so at this point in time, we're not looking at at any going forward for this August and revisions except for the dates. >> Questions or comments? Nope. >> We'll pause.

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>> Um, I guess my question, so this is pretty much the same as it's been the last few years, I think. So, can you tell me a little bit about the research that was done into the programming priorities and how kind of what's the what went into

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making this recommendation? I'm curious >> this time or originally >> this time. This time >> I again >> I don't remember saying research into programming priorities in the past. Maybe it's always said that and I just don't remember it. But that that phrasing jumped out at me this year. >> I know it kind of was like woo heavy duty here.

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>> Um so originally couple of uh context things. Back in 2015, 2016, 2017, through that whole stretch, we moved towards vision 191, which

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incorporated pathway programming into our high school. That's where it was initiated. That's where it started. >> Then in 2017, the law changed to where we could renegotiate what a ULA looked like. Okay? And during

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that process of negotiating a ULA, the district and the union came to an agreement where the district could set aside areas of priorities because anybody that had a fax license

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wouldn't necessarily bump somebody who had specific training in culinary. Poor Matt. I pick on him all the time with that example. But that is but that is kind of the scenario. you know, you have a shops teacher is quite different than an engineering teacher, somebody that

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has expertise or even within our automotive programming who has the additional certification of I believe it's ACE for for the the automotive um uh piece. So, this language originally

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was meant to protect those types of programs, especially within our pathways programs. Well, we haven't had a lot of revisions since the initial pathways programming that we needed to add positions or protections on. Um, as we

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move forward, I one of the areas that I'm I'm kind of keeping an eye on though will be with our learning coaches. As we move forward, what type of training or certification or additional specialties are we going to be adding to these positions? If these become a

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long-term goal, uh a commitment to keep within the buildings, um maybe not this fall, but next next spring or next fall, we might want to look at. Okay, so we did cognitive

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coaching for all of these folks. We did uh any number of certification, you know, we ran them through a Danielson certification program. If we're making an investment into these individuals specifically that we're saying that's an investment that in which we want to

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protect going forward, those would be the types of things we might bring uh down the road for you. >> Okay. Thank you. >> Mhm. >> Great. Thank you. Any others? >> Great. Thank you.

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>> Thank you. >> All right. Our last agenda item um is uh goal setting for this next school year. Um and

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what we'll do is pull up this year's goals. And I also had Sarah include our strategic road map

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as guidance. All right. So starting with goal one. Um now I'm going to read through them. um not necessarily saying that each goal is nec is going to stay the same. I'm just

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going to start and folks we we can just talk through and determine where we're going to where we're going to land. So our first goal is cultural proficiency. Um, and members of the board of education will

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work to understand how CPSS is reflected in our district and the plan for further implementation, be able to articulate why the work of CPSS is an important factor in fostering an environment that ensures the best possible outcomes for

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all students. Uh board members will participate in a facilitated retreat to learn more about CPSS where the district currently fits plans for continued implementation and how this work leads to improved

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outcomes for students. School reports will feature examples of the school culture as well as celebrations of this culture within the school community. Board members will engage with our district's cultural parent and family groups.

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What do we think about goal one? >> I Oh, sorry. Please. >> I think we would be remiss if we didn't have a goal around cultural prof proficiency. >> Yes. I was going to say wait. Okay. >> This is an ongoing >> exactly >> learning that never ends. So, it has to

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always be here. >> Okay. Um, keep culture of profession. >> Yes. >> But that we learn that. We learn that. Thank you, Isis. Um, my water. >> Um, now

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do we believe that the first two in terms of what board of um, education members will work to understand and be able to articulate. Are is that still are we comfortable with those? I am.

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>> Yes. >> Yeah. >> Mhm. Okay. Uh measures of progress. Are we comfortable with the measures of progress? I have a question about the second one. >> Okay. >> Mhm.

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>> Because that's kind of out of our control. >> I mean, it it is and it's not. And I don't know how much we get of that, >> right? Yes. I think it's in our control in the sense that we can

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provide direction to our superintendent who can provide direction to her staff on what we want. Mhm. >> But at the end of the day, we're not the ones >> creating the reports. So, in that sense, it is still always going to be out of our control. >> Right. >> Well, and since we had, for example, the

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uh cultural proficiency retreat uh that ISIS led recently, I mean, for schools, I mean, we could get that at a retreat. How is that being implemented? What's happening in our schools? I mean, instead of the, you know, school reports

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here, it could potentially be the subject of our next annual retreat, for example, or or just change the um, >> you know, environment or or something. Just throwing that out is, >> you know, >> I mean, I feel like the I feel like the

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retreat should be our dedicated to our ongoing like professional development, personal development around that. rather than just receiving information about our schools, right? Does that make sense? >> Like could be >> Yeah.

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>> rolled into I mean I think I think asking schools to include um that and we have uh I feel like was it last school year was that like sort of the theme of other in the same way that

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>> does that make sense? Like >> we saw that a lot this year was a different theme >> which is fine. Um but could there We kind of talked about this a little bit that um if we streamlined these are the things that we want you to hit in

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your presentations, right? And that's one of the things we want you to tell us about on in each of your presentations. And I guess the question is how do we get at school culture in how do you get at school culture in a

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school report? What does that look like? And do we know what that looks like? >> I think asking the schools to demonstrate what they're doing. >> I think we have to be specific about like cultural proficiency stuff because

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I think we do get everyone tries to lead with a like we're collaborative and other things and they try to show culture on a page but it's not cultural proficiency. Yeah, >> Daniels,

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>> I have a thought. I guess I wonder if we should put the proverbial pen in the school report >> piece until we get through all the goals because there may be other goals that we also say, "Oh, we should have this be a part of the school reports."

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>> So maybe we come back to school reports as as we get f further into the conversation. >> Okay. So we are saying for now measures of progress under goal one we're saying yes to num

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measures of progress number one is fine and measures of progress number three is fine we're putting a hold on number two >> for now. >> For now for now. Okay. I'm doing this I'm doing this because I'm doing shortorthhand for Sarah and and her

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notes. Um, number two, goal number two, so we'll come back to that. Uh, supporting and leveraging new methods and original thinking to improve student outcomes. All ISD 191 board members will better

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understand how the district is working to ensure that all students are meeting goals and expectations around student achievement, including but not limited to our Pathways K12 program, and use this improved understanding to inform

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setting district priorities. Members of the District 191 Board of Education will one, better understand how our academic programming, including K12 pathways, leads to improved student outcomes. Two, have a deeper understanding of how the Pathways K12

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program is reflected in our district, especially within our elementary and middle schools. Three, periodically evaluate dashboard content and progress reports. Uh, measures of progress. I'm not going to read through all of those.

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>> We can read them. >> Um, okay. So, what do we feel about num goal number two? Improved student outcomes. New methods and original thinking to improve student outcomes.

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kind of the main tenant of it with pathways being at the core of it being the second part of it. >> I think it aligns well with the vision Dr. Daniel's laid out and the restructuring and all of that that we're trying to

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>> we've seen a lot of things about piloted that we are working well >> ramp those up faster. >> Next at the next school board meeting we will be presenting the priorities for next school year. Um and the priorities

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are tied to the things that we are piloting for um next school year. And I think this can also tie to school reports. >> Ah, >> that's what I'm wondering. >> Yeah. Okay. So, that answers question

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>> dubtail into what we hear from schools when they report to you all >> um about what's happening in buildings. And as I think about CP the CPSS framework, I think about that continuum >> that ISIS shared with us. where are we

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exactly on that continuum >> right >> as we present the work to um as we as we do the work like we we don't want the CPSS framework to um exist um in theory >> we want it to exist in practice so

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>> I think that's kind of what I was >> kind of mulling around is how do we connect the very important work of CPSS more directly with the impact that has on student outcomes. >> And maybe what you're saying is a way to

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kind of get at that a little bit because >> not to use the same phrase twice in 15 minutes, but we would be remiss if we didn't have a goal around student outcomes in some way. >> So that's Yeah. >> This also relates to the innovation report too, right?

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>> It does very very very closely. Absolutely. Um, >> in fact, I bet I wonder if the innovation report started when the strategic direction started that has that goal, but I think it probably wasn't. >> Yeah, the innovation. Yeah, >> has it been going on even longer?

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>> Uh, no, it hasn't been going on for too long. >> So, that's probably >> Yeah, >> the strategic tracks put in place. >> So, with Dr. Belmont and I can share with you all since Pathways is a major um I I would say is foundational or the

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cornerstone of this this strategy goal. >> Pathways are will be an area of priority for us next school year. And so again, we can layer some of the priorities within this goal. We don't know how specific you want want to be at this

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time, but there's we can layer information about priorities and other I mean pathways and other priorities within this goal. >> Yeah, if that's what you all would like to Yeah, I think that's a great idea. If I mean

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>> Yeah, I think I don't know. This might just be my brain doing loose connections. So, um, >> go for it >> with a grain of salt here. Um, when I'm reading about what we, um, will receive there, all all of our goals are we're going to receive things, other people

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are going to do things, and we're going to listen. Um, but that I'd really like to see um more of what's happening um, be outside of the high school. Like, so we hear about the high school all the time. Obviously,

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that's where like the meat and potatoes is. Um, but now we've we've started implementing this in the elementary schools and the and the middle school and I I'd like to see more from them on what they're doing and how it's impacting their their work

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>> pathways, right? >> Yes. >> Mhm. >> I agree. >> And uh we know that we lose people before they reach the high school. That's I mean >> the high school Yes. The high school is meat and potatoes, but in terms of retention and enrollment,

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>> right? >> Right. >> The high school, they're probably not going. >> You got to have a good appetizer. >> Yeah, you do. You do. So I wonder because this goal too has kind of to your point Anmarie

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I mean Dr. Daniels I wonder what suggestions you might make knowing what you know >> Mhm. about we don't I mean how can we how can we

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sync board priorities based on what we know about the strategic plan and >> what are your >> what are your goal I mean we want to be aligned right >> right and and what is it that we should

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know next year. >> Mhm. >> Mhm. >> We know that, you know, of course, the high school is important. We want to know about outcomes at each of the levels.

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>> Pathways is important. >> Um, I'm even thinking even bigger, especially with you mentioning strategic planning. >> Mhm. >> Mhm. Mhm. >> Um,

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and I'm not always good on the fly like this, you know, teaching comprehensively about everything, but h where do we capture this large umbrella of strategic planning within within this document to continue to

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drive the district um forward. Just a thought. Um I I as I look at this, some of your goals are tied to the strategic directions. >> Is that the model? >> That is the model. Yes, >> that's the model. >> We we take the strategic directions and

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then >> Mhm. >> Yep. >> Okay. >> That's been that's been what we've done in the past. I mean, >> fairly I feel like it's within the last couple of years that we've been very intentional about wanting to connect the two. >> Okay. Yeah. if there are priorities.

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>> Mhm. >> So, is the is the objective tonight to come out leave this work session with the goals completely determined or is this the conversation to begin the conversation to finalize the goals?

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Well, ideally we'd like to complete them, but if we don't, it's just hard because if we don't complete ours, >> then somebody else's don't get doesn't get done, >> which are mine. >> So,

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so, but this is but this is my thinking. I think that honestly I think that it would be best if you all heard the strategic priorities. >> The priorities >> okay

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>> that we're presenting at the May 28th meeting. >> Got it. to give you all more of a complete picture of what we're planning for next year >> and how the board can support me. >> Yep.

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>> Us in getting it done. >> That makes sense. >> Through your through your um um goal. So that that's that's what I think. >> I'm looking around for people's heads to shake or nod. >> Yes.

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>> Yeah. Okay. >> Makes sense to me. >> Yes. >> Said this in my day job today. I'd rather do it well than do it quick. >> Yeah. >> So it means we need to take another month >> to get >> good goals. I'd rather do that than say we're going to do it tonight because

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tonight is when we usually do it, >> right? >> Yeah. Go. >> No, I was just going to say I don't want us to walk out of here just saying, "Oh, we're going to check off everything we already had previously and not make any changes." I mean, that's >> Well, there has to be at least one cuz they're supporting the onboarding of Dr. DANIELS.

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>> We know we're not doing it. It was a year ago. Um, so I think that sequentially with us presenting the priorities at the the 28th, you all are also going to hear from who we want to

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work with for our strategic plan planning >> and it will also be my evaluation night. I think that it will make sense to like align all of those things to to determine what the board will do to support me

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us in doing the work for next school year. And and it's not like this won't be the first time that we don't have goals on schedule. I mean, >> and we've started a conversation, which is in some years. >> We have. Yes. And there were times that

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we had goals. I won't even say how late we were. This was I mean, being on time is >> Mhm. >> Yeah. >> Did that become one of the goals? >> It's that was one of our goals. That was one of our goals years ago. We're going to

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do this on time. >> Sorry, when you're setting your own timeline. >> Oh, yeah. >> I knew that at work today. It was like, oh, we said we were going to have this done next Thursday. Not so >> you can do that. >> You have the ability to do that. That's

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true. >> But I think we can agree that goal five will definitely >> Yes. will definitely change >> for sure. >> And and goal four, we know we know that that >> when we reconvene around this

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conversation, >> maybe we can all be thinking >> about what goal four and goal five might be, not knowing what we're going to be, >> right? >> Right. Whether it's something related to what we're going to hear on the 28th, or I think probably something

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unique for Dr. Daniels. And I think it's always appropriate for the board you mean to be support, you know, like figure out how how how will we work together for you all to support me to get the work done. So I'm fine with that. >> Okay. So we will um we will conclude

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this part. >> Oh, I see what happened here. >> What happened? I see what happened here. Heat. Heat. I PROMISE. I PROMISE. NO, that was not my It is now 8:31

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and we are in church. 10 minutes ago. I was like