Good evening. Today is Thursday, April 23rd, 2026, and the time is 6:30 p.m. I will now call the regular meeting of the ISD 191 Board of Education to order. Welcome to those of you in the audience tonight. It's great to see all of you, and welcome to anyone who may be
watching from home. Um, Director Director Saxi, will you please lead us in the pledge of allegiance? Pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and
justice for all. >> Thank you. Um first, um it we we'll need to approve the agenda for this evening. Is there a motion to approve the agenda? >> So moved. >> Moved by Director Chester. Second >> seconded by Director Worb. Any discussion?
Seeing none, all those in favor say I. >> I. Opposed. >> The motion passes unanimously. All right. First up on the agenda this evening is a school report from Hidden Valley Elementary. Um, our speakers are Dr. Chris Belmont, assistant superintendent, Christine Black,
principal, Carrie Kar, build from the building leadership team member, and Shireine Bodri, one of our students. Welcome to each of you. >> Thank you, Director Hume, Superintendent Daniels, members of the board. our um
our Hidden Valley uh staff and students are here kind of soaring into our school board meeting tonight to share about some data driven work that they're doing to create sustained and high impact school improvement at Hidden Valley
Elementary. So, Principal Black, >> Dr. Daniels, Chair Alt, um and directors, thank you so much for having us tonight. am really proud to be here. I'm going to go ahead and let my guests introduce themselves to you. I'm
Christine Black. I'm the principal at Hidden Valley. Um I'm Carrie Comar. I serve as the in the role of SSLs, student systems leadership specialist. Um I also am a school psychologist. I've been at Hidden Valley for about 9 years, but I have a
very long history with Burnsville. I graduated from Burnsville High School. I started working here in 2001. My mom was an EA for 30 years in this district and my daughter is currently a fifth grade teacher at Neil.
>> I'm Sheree and I'm in fourth grade. >> Sheree is one of our leaders at our school. So you'll notice in our presentation you're going to see some of the B words that you've heard Dr. Daniel talking about believe, belong, build, and
become. And those are words that are really important and resonate with Hidden Valley Elementary. We've um believe that the foundation of our schools are the ra the relationships that we build. We work really hard to build relationships that are strong with
our students, our staff, and our families. We also know that when we have ownership in our school that people will feel welcome and they will want to belong. And so we are working really hard to increase that feeling of belonging at
our school. One of the things that helps us in that is by building um additional room for voice asking our parents to tell us what are we doing that they want us to do more of or do differently. We want to
hear from our students as well. Sometimes we listen to our parents but we have to ask our students and we need their voice as well. And then it's our sincere desire to become the highest achieving school that we can become and to braid that together with cultural
proficiency and trust for all of our stakeholders. So I'm first going to talk about belonging for students. I'm not going to talk about the peace celebration because that's Shereim's um part tonight. But one of the things or some of the things that we are doing that we feel really
good about at Hidden Valley to build belonging for our students um this winter we started an affinity group um putting together students from Eagle Ridge Middle School and Hidden Valley and having a Hispanic um affinity group.
So students from Eagle Ridge have come over to Hidden Valley. Hidden Valley students have gone over to Eagle Ridge and they're working with teachers and students to talk about their culture and talk about their needs and to really increase that feeling of belonging in our school. We also um are using surveys
with our students, not only the ones that are done through the district, but we've added some additional ones to ask some really personalized questions of our students and our staff. We have um lots of family events and um we've been increasing those. Uh Carrie
is going to talk a little bit more about that. And then we've been working really hard um on recognizing our students, not just those students that are the highest performers or advanced learners, but some of our students who are really
really struggling, but have made incredible growth um aggressive growth. And we have a lot of students that have done that. We've recognized over 100 students that had aggressive growth this spring and or this winter and we're hoping to do even more students this
spring. Our peace sides celebration was on February 27th, 2026. Whenever whenever we gather, we remember sore. That means safe, on task, accountable, and respectful. We we here
we are lucky to have Mayor Christine Kelly, the mayor of Savage, join us. The fourth graders and fifth graders did the whole thing. The whole Santa, the whole thing. We made slides based on
the book we have here. M marvelous. The meaning of marvelous is kind, respectful, and being nice to everyone like they show kindness to you. >> And that was the slide you made, right?
So, we had students work by themselves. We had them work in groups as well. Nice. We're going to show uh another part of our celebration and this is a um a
combination of student artwork that was built. Um Hidden Valley is an international peace site. So every year we go to rededicate that. And so we're going to share some of the artwork and that was a surprise that was shared with us um by uh our DLS teacher Lindseay
Dang and our um art teacher Jessica Kitsman. And then we have one other surprise that we want to show you. Um when we were having conferences, we did a um a quilt. And this quilt was created
by our art teacher leading all of our um students and staff members in creating this quilt. So Shar and I are going to show this to you. I'm holding myself here >> and what you'll see is there are big squares in there and
that's all students in our school creating different squares and then all of the students chose the fabric around and then parents and students volunteers um and teachers came in
during conference time. Um after that we have two of these and it's our representation from our dedication. These will be brought to sleeping heavenly peace nonprofit program and we got two of these. Um the backing
was a long term um I see friends say how do you say I love you I hear babies I watch them
like much more. And I think to myself, what I find I think to myself, what a wonderful So this was not only a surprise to me, but it was a surprise to the students. So when they came in, we played this for
them so they could see their artwork. >> They loved it. So I'm going to talk a little bit about how we engage our families um at Hidden Valley. So our leaison and our multilingual teachers are phenomenal.
They do a wonderful job of inviting our families in connecting with our families um during the the unfortunate issues that happened in November and December. Um, I happened to share a a room with our ML teacher and just to
hear some of those students come in and talk about the tragy tragedy that was happening to their families and and then to have our ML staff and our lazison step up and figure out how can we support these families was unbelievable.
Um, the other thing that was organized by our staff was um we miss you bags. So, all the students that went virtual, we made we miss you bags for each of those students that had in some um coloring
books and some little toys. And then each classroom that the students came from, they made little cards and put them in the bags and then the staff delivered them to the families. Um and the families were so I mean they invited us into their homes and they wanted to share stories and you could tell they
really missed being in school. Um the other thing is is we have a re-energized PTA. Last year we had about two active members of our PTA. This year we're up to six to eight. And they have organized things in the fall. They organized a fall festival where we had hundreds of
participants show up. They also just recently in the winter organized a movie night at Hidden Valley. So after school hours invited families in to watch a movie. Um and finally what I want to talk about is how are we getting family voice into
our setting. So last year in the spring, the student or the family survey the um we only got 26 families to respond last spring and we have 500 plus almost 500 students in the in the building. Um so
one of our SIP goals was to increase that. And so what we did is we created a QR code and we also have a paper copy anytime we had families into our building for like the peace program or the movie night or uh snacks with
snacks and stories and snacks. >> Stories and snacks. >> Um we would ask them to fill this survey out in order to give us their opinions about what we were doing. And basically between between the surveys which we
have 87 to date and the surveys that the families just sent back in, we have quadrupled the amount of voice that we have gotten. And um some of the data that I have is 95% of the respondents thought that the events were well organized. These are based on those QR
codes that we gave them. Um 97% indicated their feedback was valued and considered. 95% feel the variety of school events meets the interests interests of their family. And then finally, 91% would like us to continue
and expand our family events. So, we are dedicated to continuing to get more family voice and involvement at Hidden Valley. Thank you. I'm going to talk about believing and
one of the things that we are continually focused on is raising and improving our achievement at Hidden Valley. So every year I've come in the winter and I've been able to share some of our data for the winter
and we are starting to look at data in deeper and deeper ways. And so one of the things that well you'll notice our school improvement goal by spring 2026 the percentage of students in kindergarten through fifth grade at
Hidden Valley Elementary who make typical to aggressive growth will increase from 55% in the spring of 2025 to at least 58% as measured by the fast early reading and a reading assessments.
If you look at our 2526 data on the left side of the chart, what you're going to see is we have already surpassed that goal. We're at 60.8. And that's wonderful news and really exciting. When you start digging deeper, what
you'll see in a three-year trend is that we are going up in the winter and our trend is that we're going down in the spring. And so that means we have some work to do. And so um you'll see in red with yellow interrupt this pattern. And
so as a school we are spending dedicated intentional time in our collaborative teams. We have day-to-days that are planned. Our interventionists and our ads teachers are working with our classroom teachers. We are working with our continuous improvement coach with grade level guarantees and with
standards and looking at making sure that our expectations match the rigor that they need to match so that we can turn that around and really interrupt that pattern. We've been working on that this um this winter
and spring and we are very hopeful we do our testing in a couple of weeks and so we're really excited to see our work pay off for that. On the right hand side um there's a chart that talks about proficiency and so we have traditionally had a 3%
proficiency rate um that we're asking to raise. And so you'll notice that in 23 24 it was 2%. We didn't make our goal in 2425. We did make 3%.
And then we were at 49% in the winter. And so our hope is that when we are strengthening our foundation and raising our expectations and really digging into data, not just the surface, not just the data that we like to see, but the data
that challenges us and confronts us with what we need to do differently. Then um we are going to see that proficiency raise and our hope would be that it would not just be 3%, it would be 3%, 6%, 9%. That is our goal. We really
believe that we can do that and so we are going to um continue on that path. And so um what you'll see is that we've been working on increasing our percentage of students that are making typical and aggressive growth. We're
looking at scoring um our proficiency levels higher. We're strengthening our core because what we know is we can't outperform our foundation. And so if we have not strengthened that foundation then um we will have holes. And so we
are working really hard in that area by tightly aligning our standards and our grade level guarantees and having really high expectations but also working to maintain our high relationships. So high expectations with high regard. So, we've made that
declaration that we're going to hold ourselves accountable and um challenge ourselves in every way that we can to raise our achievement. And with all of those pieces coming together, we have this beautiful community with many business
partnerships and church partnerships, our families and our students. And we're really proud of our school. We work really hard and um we know we have work that we need to continue to do and we are we're on the way.
>> Thank you. >> Thank you very much. Um board members, are there any questions? >> Rachel. >> Oh. >> Um yeah, no real questions. Uh just comments. always look forward to uh the school reports. Uh they're always um
very motivating and enlightening. And so I definitely want to say thank you for uh coming and um talking about the hard work that you're doing, the results that you're starting to see um and uh that that you're going to continue uh to see. Uh great news about things like the PTA
and kind of expanding some of that uh participation. uh love the idea of um you know their captive audiences. give them those surveys, you know, when they're there and kind of trap. That's a great to is a great way to be able to increase that participation to be able
to get that feedback. You know, it it's really important to be able to have that. And um also just uh lastly, Sham, thank you so much for coming and speaking. It is not easy to come to a room and talk to a bunch of strange adults and so very kudos to you um for
being here and doing so well with your presentation. Thank you. Thank you. Uh, Director Anderson, >> thank you. Um, I'm going to second um your ideas um for engaging families. I
jotted some down for my kids school. Um, I'm like, oh, that's a good PTO idea. Um um I I'm curious how it's going to come out um to see the correlation between the
students who you recognized in the winter and the students who are going to have made growth from winter to spring. Um and I I I want to see that data. So please share even if you have to just email to me, please share that data.
um cuz I really believe that that's you're going to see a correlation there and I'm excited for that. It's great. Thank you for showing up for our students. >> Thank you. Anyone else? >> Um I just want to thank you. I've I went to Hidden Valley for all six years of my
elementary school education and I feel like I'm living proof of a lot of things that you said. So want to thank you for that. And I also want to thank you for your honesty when it came to looking for the data that isn't always in your favor. But seeking that out and making improvements is a very brave thing to
say and I know the students appreciate it. Thank you. >> Thank you. Um Oh, okay. I just didn't want to speak over anyone else. Um thank you for coming and sharing. I um as other board members have said, I've really enjoyed
the school reports. Um, I just love hearing about the engagement also and just getting um more of the feedback and the creative ways that you're trying to get the feedback. I just think it's so important, you know, um to have that feedback from families cuz otherwise you don't really know like if you're doing
good or not. Um but coming from I I was at William Burn when we only had like two two PTA members and then we were able to like get it flipped to where we had like we grew it to like I don't know it was very large. So, I think that's great that you're able to expand it and
and I think it's like a snowball effect. It's like once you have that many people, then more people start to to join as well. So, I hope to see that for Hidden Valley as well because the the the PTA is like very important to like getting people engaged. So, that's very
exciting. I'm glad that that's growing in your your school. Um, also appreciate hearing about your um, peace site. That's very exciting and I had not heard about that before. So that's very interesting um, to to learn
about that. So thank you for sharing. >> Thank you. >> And thanks Char for coming and um, presenting and you're going to be probably a great speaker one day. >> Dr. Chester. >> Yes. Um, no, I love the presentation,
especially how much work you put in with belonging and the believing um pieces and like the the video with the with the sense of the community. The the fact that this was a two community made quilts I think are outstanding. Um, I
think they if anybody I think they'd be many offers to purchase them. um if that's a thing in the future. But um and when I first um joined the board, I attended uh Hidden Valley's peace um re
um rededication and then it's an amazing experience and yeah, I would welcome anybody to part um participate in that. It it it's it's unique to to Hidden Valley, unique part of our district too to have a peace site. And I think that's really really neat. And to have so many
um ceremonies or sense of belonging and community that comes out of that rededication is also um amazing that I would love to feel how we could like like involve our other schools to to share in that that ceremony too. I think
would be kind of neat experience for uh students who aren't at that site. Um and Sheram, you are a wonderful leader. I think you're going to do great things and it's amazing to see not only your presentation, but how you spoke of your your leadership in your school and what
you brought here tonight. So, thank you. >> Any other comments? All right. I don't have anything really beyond what my colleagues have already said so eloquently. I do especially love the the talk you had around the connections with the family and building that sense of belonging. It really hit
me hit me where I would like to get hit. So something that sounds >> I really liked it though. It was very very good. It was powerful. Um I al especially liked the I think you called them the miss bags um during Operation Metro Surge. I thought that was really
important. And I've heard of other districts where they've done things like that. And I think that really I'm sure it meant a lot to the students and the families when they were not able to be in person. So, thank you for all that you and others did to make that happen. And if there are no other questions, I
will thank you all for presenting this evening. And >> thank you. >> Have a lovely evening. >> Thank you for the opportunity. Next on the agenda, we have student performance and achievement committee presentation around graduation and college and career readiness. Um speakers will be Amina, dire director of
curriculum instruction and assessment and Matt Deutsch, teacher. Welcome to you both. Hume, Dr. Daniels, and members of the board, thank you for the opportunity tonight to share a report updating you on the comprehensive achievement and
career readiness goals focused on students completing their educational journey with us. Joining me this evening is Mr. Matt Deutsch, who is a career and teched teacher at Burnsville High School. Tonight we will provide you with
information around two of the indicators on our district strategic roadmap. One is graduation rates and the second one is enrollment and completion of rigorous coursework. Also this evening, Mr. Deutsch is going to share some information about our pathways program
around career and technical education. A brief reminder that the comprehensive achievement and career readiness goals are that all students are ready for career and college and all students graduate. Here we are looking at the trend in four-year graduation rates from the past
four years. We are able to see increases for the district and at each school site. So it was consistent across um all school sites um with the state staying fairly flat. Seeing beyond a single number of a
four-year graduation rate for students overall, it can be helpful to see how the increases play out across specific demographic groups. For the class of 2025, these increases were shared across all demographic groups.
um with the greatest variability over time with our native and indigenous students primarily because of the small group size and the positive growth for our Hispanic and Latino students which we'll see consistently throughout this presentation at the highest rate in four years.
Since we know that many students continue on at our sites, this graph shares the ongoing graduation rates for cohorts for five and six-year graduation rates. Seeing the higher rates for students at the 5-year mark indicates
our ongoing commitment in the system to those students who find themselves needing another year to complete their credits. And so this one is very multicolored, but to to see the difference in the first section of four-year graduation rates and then to see those consistent increases for each
of the sites for their 5-year graduation rates really representing how we support our students who do find themselves remaining with us for that additional year. A closer look at Burnsville High School indicates a 4% increase from the class
of 2024 to the class of 2025. I also want to remind you that the class of 2025 was the first class to have all four years of high school uninterrupted by pandemic hybrid learning, temporary school closures, and required home
quarantines. While still still experiencing high levels of absenteeism, the school system was able to provide consistency for their entire high school uh career. This graph of the BHS class of 2025 by
race and ethnicity shows the higher rates of graduation shared by many groups with improvement seen with Hispanic and Latino students at their all-time high. You'll notice that while the overall rate for the high school is 85 84% um you can see that uh many of
our of our demographic groups are all also in those 80s percents. Slide eight, this one uh is virtual academy which shows a significant drop last year in graduation rates demonstrated a strong bounceback
building up past up to uh close to their 2023 rates. You can also see the number of students who choose to remain at VA in the second graph um to complete their year is impacting the 5-year grad rate. So students who are in VA are remaining
in VA if they needed to continue on. The school continues to be impacted by the small group size. Um they increased their graduation uh cohort to 48 in 2025 from 22 in 2024. So it's an increasing
group as well. Burnsville Alternative High School. This is really the area. I just want to highlight the BOS's incredible growth. Um the school's graduation rate continues to grow consistently. The concentrated efforts and the
personalized learning supports that are provided in the setting of BAS serves as an example to alternative schools across the state with an 18% growth in four-year graduation rates with students who enter already behind the four-year
graduation uh on track um over the last four years. this uh this uh um principal Ron and her staff have really worked on being uh creating a personalized environment with personalized goal setting for every
student on a regular basis every week to ensure that every student knows exactly what their plan is and what kind of progress they're making toward their plan. Um, and it's it's really resulting in some very powerful growth and an emphasis on four-year graduation and
that accelerated growth for students who enter already behind. Another area that uh is a focus for our achievement integration plan is rigorous coursework and has become more and more of a valuable um uh commodity within our
school our high school choices. Enrollment in rigorous coursework, that is courses that carry the opportunity to earn college credit, continues to be a focus for recruitment and retainment uh at Burnsville High School. The decrease in enrollment this year for students in
grade nine has been an area of a of strategic focus pulling together the efforts of administrators, teachers, counselors, deans, and principles in order to uh respond to this decrease in uh interest and participation. And so
they are uh and I don't want to steal the thunder from the um high school principles as they share their their specific strategies, but there are specific strategies. They are engaging their sixth, seventh, and eighth grade teaching staff. Um as we are moving through our curriculum development, we
are also uh building a scope and sequence of skills for those nth grade rigorous courses so that teachers are being very specific in their sixth, seventh and eighth grade classes saying this is a skill for this nth grade rigorous course. This is a skill for you
to take this AP course as a nth grader. and we're already seeing those increases in enrollments for this uh coming year. But it really is a concerted effort that um uh uh uh principal Sandival and his staff as well as uh Dr. uh Alustin and
uh principal Helyki have been working on together as a collaborative team. Addressing the access and the participation of students of color in rigorous course is a goal under the district achievement integration plan. And you can see that there are increases in the percentage of students
identifying as native, black or African-American, and Latino in the in uh enrollment with BIPAC student representation increasing overall as well. While the disparity between our BIPAC students and represented and our white students continues, we are making
progress toward more representation. Here you see that students are enrolling in college credit eligible courses in different ways. Um while advanced placement seems to be the most recognized, there continues to be a
slight decrease. And I know it says 17% and 17% but those are the the decimal points. So we went from 17.4 to 16.9. So they they round out to 17. Um but there is an increase in percentage of students who are continuing to seek
concurrent enrollments whether that's through the um uh AA program or other concurrent enrollment courses such as college in the schools. Um that continues to increase and we are continuing to see a decrease in the number of students who are selecting PSO
meaning that students are choosing to earn their college credits on our campus rather than going off our campus. And now to share some really fascinating work um and responsiveness that's happening in our career and technical ed program. Mr. Matt,
>> thank you board. Dr. Daniels, thanks for um having us in tonight to learn about some of our innovation that's happening at Burnsville High School. Our pathways encompass courses from every department on campus with many of them in career and technical education or CTE. Our
students and families tell us over and over that college credits and certifications are an important part of our programming and they help drive our registration across campus. We have many stories to share about these credits and certifications and how they have an impact on the lives of our students. The
class of 2025 graduated 41 students from the associate of arts degree program. One of which coming up in the next school year is accept is accessing a full ride scholarship through our grow your own future educator grant. The class of 2026 will graduate 30 students
in the AA degree with one additional student who will have that full ride scholarship through the GYO grant. In addition to college credits, one of the most important parts of our wallto-wall pathway model is the opportunity for certifications. Two certifi certifications that I'd like
to highlight tonight is students who completed their OSHA 10 certification which according to deed is one of the most sought-after certifications by Minnesota employers only uh second only to the driver's license and in that certification our students have 100%
success rate. Additionally over 120 students in hospitality classes have completed serve safe trainings often resulting in an immediate raise at their afterchool jobs. So far this year, students have had a 90% success rate on ServeSafe food handler and 82% success
rate on the ServeSafe allergen certification. Beginning in the next or beginning in this school year, we offer new college credits in child growth and development. And beginning next school year, we're offering offering an introduction to business and society in partnership with
Enber Hills. Thank you. Innovation in our CTE coursework is largely funded through federal Perkins grants, the Strengthening Career and Technical Education for the 21st Century Act. We work with a regional consortium to manage these funds, which allocate
about $100,000 directly to our school each year. We use these funds primarily for industry standard equipment and simulations. Examples that we purchased this year include a robotic arm for our use in manufacturing classes, uh, childhood
stages simulation in our education pathway, um, embroidery machines for upycling and embellishment, a new course in our design pathway, and a dough sheeter for use in our new baking and pastry class, and two weeks ago, we just
made our first onampus croissants. These funds also support professional development and vital field trip experiences. My colleague Mrs. Iikton took students to elementary schools for teaching field experience and Mrs. Spe is leading a student curated fashion
show at Ebenezer Senior Living next week. The Perkins grant funds are intended to spark innovation leading to career readiness that can be sustained then by the school district. Thank you.
The data confirms our impact. We track concentrators, students who take more than two courses in a career field. In the class of 2024, 85% of all of our students graduating in that class were concentrators.
These students achieved a 91% 4-year graduation rate, 11% higher than the overall average at Burnsville High School. The above average graduation rate rate is consistent among most student groups. Um, and it's interesting because the state and federal data also
shows us specific um different groups. For example, students who have parents who are active military um students who identify as um living in a homeless situation. So, it's interesting to see those data points change across the years. The data points uh to an
important relationship between our pathway structure, student engagement, and graduation. It also shows consistency with the class of 2025 with a graduation rate of 92.3% among CTE concentrators. These positive graduation results highlight the important work
we're leading here in 191 and war warrant further research about the impact of our CTE programming and pathway structure on and our student success. This um success carries into earning potential as well. deed data shows that
students with intensive CTE training reach a state-ded living wage within seven years of graduation compared to 11 years for those without it. Um, gaining a 4-year head start on financial stability. We're proud of our continuous
improvement model as well. The state requires a comprehensive local needs assessment every two years and because of that, we operate on a much faster curriculum review cycle compared to most departments districtwide. Instead of one comprehensive update every decade or so,
we make yearly updates to curriculum and equipment to stay competitive. Our process is rooted in design thinking. Our CTE teachers meet monthly to empath empathize with student needs and we use annual surveys to ensure our program
remains relevant and high impact. Some key changes based on our student feedback just in the last year include updated projects in our technical education classes, the addition of intro to business and society class, and the development of pathway one pages and
family and consumer sciences. Our data shows that students aren't just taking classes. They are intentionally choosing the pathways that align with their future career plans. They are indeed exploring career fields, planning course sequences, and being
introspective about future skills needed. Um, it's interesting with this question, one of the options was, I took the course because it was fun. And, um, designing the survey, we thought that was going to be one of the the higher
percentages. So, we were really blown away when um we saw how deeply the students were thinking about their future and the skills that they need. And it shines through when you have conversations with the students too. They say things like, "I took this class
because and it's not fun and it's not friends. It's actual skills that they want." >> Student feedback, we know, is vital to our growth. 52% of our students reported that they agree or strongly agree that the pathway model has had a positive
impact on their education. Our data shows that the unsure or disagree responses over on the left come primarily from 9th graders. So, it's really interesting when you take the ninth graders out to see how
the survey results change. We're proactively addressing this through better communication by aligning our curriculum with middle school partners and using our Pathways Relaunch grant to bridge that gap earlier in their school career in 191.
We are excited to be recipients of two grants related to our pathways. A Greater Twin Cities United Way building of movement grant um that's for $10,000. It is a grant that we've received um previously as well when we were launching the pathways. Um in addition,
we have a 20,000 grant $20,000 grant from Bosch. We're in the planning process for the implementation of these grants to relaunch our pathways after our first 10 years of this work. Thank you for your time and for supporting our pathways in 191. I
personally see the impact of our pathway model on our students and community every day and I look forward to helping move our work into the next phase. As we work with partners across the region, I'm confident to report that 191 is still a leader in this important work.
Thank you. >> Thank you very much. Um board members, are there questions or comments? Yeah, Dr. Chester, >> um on for um Director Oftall, um in your report on uh the graduation rates, how does best fit into
>> into those? So, best students are considered as continuing. So, when you look at the numbers under Burnsville High School, you'll see the continuing number, and those are our best students. So, they're not considered graduating until they've finished their transition time, but they are considered
continuing. And so they count into our sixth and seventh year graduation rates. Okay. >> Which are why they look so great because our students are >> And then um thank you about the pathways here. Um I sit on 917's intermediate
board and um hearing about um what 917 is wanting to do to be a good partner with with Pathways and hearing from other districts. We are so far ahead of our some of our member districts in
terms of pathways. I mean just in offerings of opportunity of pathways not just like we have automotive. It's like no we have auto we have culinary we have you know like it's it's expansive and and uh so it it's something I like to
brag about when I'm at my 17th meeting for sure. Um and I love the opportunities that our students have not just um in exploring the pathways but then um to have that you know paired
with an AA degree um that those components I think really set set for such success and you know selfishly professionally speaking I love all grow your own programs and so look you know
and to be able to have hopefully our future teachers want to come back into our district to be our teachers is something that that I really admire within our district too um as well. So, thank you. >> Thank you,
Director. >> Yeah. Uh Director Offall, so um I was curious about you'd said the alternative high school was exceeding like other alternative high schools. So, not all districts have alternative high schools. So like what comparison in comparison
like how many is that that it's compared to do we know or is it there there are hundreds of um alternative or area learning programs across the the country. Some of them are consolidated or um part of consortiums of school
districts or an alternative learning center may serve multiple districts. Um we do have because of our size have the opportunity to have our own alternative learning center um and alternative high school which we do draw um folks from
various places because of the high quality of programming that we have. >> Okay. Thank you. Um and uh I just wanted to say too one of the things I'm most proud of about our district is the Pathways program. And I was so excited
because I was like, "Oh, when my kids get to the high school, they have all these opportunities for like picking a career and trying different things out." Um because I wished I'd had that when I was going to high school. I think it would have made it a lot easier for me
to pick a career. It just I something just fell into my lap. But I think it's easier for like they they don't even realize how fortunate they are to have this available to them because they didn't know what it was like like 30 years ago
when you did have something like this. Um and even getting the AAS degree. But um and just hearing like my daughter told me and she's you know she's in seventh grade but she was like I think I'm interested in like um healthc care like you know maybe I don't know a nurse
or whatever. and my son was, you know, very interested in the culinary program. So, you know, it's exciting to hear about them because I'm excited for them because it's like, yay, they get to do this and it's like we have it here in our own district. So, um just very proud
that we have that here. >> You any others? >> Well, he does. >> Let's go around the circle. >> Yeah. >> One comment, one question. Um first is thanks for the report. a ton of positivity um in this report this year
um which is great to see but especially noting how much the alternative high school stood out um I think not only the steady and continuing increase in the 4-year graduation rate but equally important is seeing like significant portion of those that don't graduate in
4 years sticking with it um that that to me says that program is doing exactly what it's supposed to be doing um and is really delivering on the vision of that so um that's fantastic to see from that perspective um the question um you may not have the answer to this in front of you and I'll take the blame for that because I dug up last year's report
because I remembered something that had just resonated with me um and that was the percentage of students in AP courses taking the exam um cuz I looked at from the 23 24 data it kind of stood out that we had about 400 students at the high
school um in an AP course um and over 60% of those who tested got the credit so going through the course was preparing them very well to go ahead and actually succeed in that exam and get the three or higher um to get those college credits. Um but 45% so almost
200 of those students didn't take the exam. Um and I think like we talked about like it was clear in the research that you did with students college credit is important to them. So there's just things that I'm was wondering if curious if that had changed this year at all or other things that we could be
doing to really drive that forward and get them to take the exam. Um, you know, I think personally speaking with having an 11th grader and looking ahead at college and being like, you know, you have at least a semester, if not a year of college that will be taken care of through these by taking those exams. Uh,
but for others, I think, who are even maybe just for planning purposes, if they think they might want to go to college, um, if they can get to the end of high school and look and see, okay, I don't have to take these general courses for the first year of college, I can get right into the program I'd be interested in. That could have an impact as well.
So, just not sure if you have the numbers with you or >> I don't have the numbers with me, but I certainly will be able to share with those probably by Monday. I'll I'll have them out and we can certainly do that comparison. >> Perfect. >> Thanks for asking the question. >> Sure. You
>> Dr. Anderson, >> sorry, you got to wait till my turn. >> No problem. I'm more than happy to wait. Um I I'm kind of stuck on this um slide 19 where you have why the students
chose the CTE. Um and I'm looking 70% I like the creativity hands-on class and I'm wondering um how can we take that information and translate in that into
the way we teach K12? >> Mhm. um >> they like hands-on. They they want to use uh their bodies. Studies show that we learn better when we're using tangible items. Um I know we've already started things and I know even in Spark
and and individual teachers are doing that. Um but when we're choosing curriculum, is that something we're looking at? Um when when we're choosing that, how how are we making this be tangible? Mhm. Um
and so, uh what are the tools that keep students engaged in the content? Are I mean that is part of our rubric review and wanting to evaluate materials as well as the instructional pedigogy really taking a look at how many times
do students get to talk? Is that built into the the structure of the lessons? It's like where do students get to move? Where do students get to talk? and is that an embedded part instead of something that a real a highly skilled teacher gets to put in there. And so
that is part of kind of as we were just looking at and examining uh the literacy curriculum pieces was how many times do students get to actually do something and work in collaborative groups. When we looked at science curriculum, we looked at how many times do students get
to work together in collaborative teams and continuing to use that as part of our evaluation system. Um because we know that that's I mean that's how children engage and part of it is part of the is part of the play whether
you're 16 years old or not. when you get to touch food, that's play. And it's it's just different ways of looking at the play. And and we know that we that we learn better that way. And so, yes, it is part of the embedded process of when we're looking at curriculum. And
teachers are very attuned to it. Um they want to have, you know, a buzz. They want to have the students feel like they're doing things and moving uh intentionally and with purpose. >> Great. Thank you,
>> Dr. Michaelson, >> thank you. Um, a quick question and maybe a couple of other comments. Um but a quick question about credit recovery and um when a student because please remind me I know you have said this at some point over the last year and I
don't remember uh when somebody asked it uh when a student takes credit recovery uh technically after graduation um you know that summer after what would be their four-year graduation. Is that counted toward the four-year rate or is that counted toward the 5year rate? um
there's a period of time which it it's still eligible uh for the four-year rate. So we do have some students who will finish within by that specific deadline and I don't know what that deadline is off the top of my head but then um after that deadline they move
into the 5-year graduation. They're considered continuing either one. Yeah. Sure. Um, and uh, just in terms of like rigorous coursework, I kind of see definitely, you know, in your slide, yes, there's the the shift between uh, the way that it's being delivered. Um,
but it kind of seems like overall the percentages, you know, at least over the last couple of years kind of seem to be fairly flat. you know that that looking forward to hopefully over the next, you know, couple of years really seeing just that percentage itself in total across the
different rigorous coursework programs growing. Um because I know it's something that that we're really emphasizing. So, I'm looking forward to to that and and just the convenience that building out the onampus uh ability so it isn't transportation that could be
an issue and fitting it into schedules uh is really great um to help to increase that. Um and uh then um uh just trying to remember the last thing that I wanted to ask and I don't remember and
so I will stop talking now. Um I do I do think that there is a consensus amongst uh within the system that uh convincing students early that they are capable >> yes >> and welcome yes
>> in those rigorous courses is part of it and when we think back to Hidden Valley and we think about that feeling of belonging and we think about that believing piece that's where I think a lot of the work is um amongst our middle
school students, making sure that they believe in themselves and they know that other people believe they are capable of doing that high quality rigorous work and creating that pathway and really um building that into our 9th grade
academy. When we see those decreasing numbers in rigorous courses for our nth grade, we don't offer very many college credit eligible courses in 9th grade. And so we really want to focus on that because that becomes the gateway for so many students to say, "Well, I could do
that one as a ninth grader. Sure, I can do more." And so really making sure that we're creating that culture and that um system of supporting students in that personal belief and creating systems that that you know I I know that um that
we're signing kids up for stuff and then telling them, "Well, we signed you up because we believed you could do it." >> And really making sure that they understand that as as a team we believe that they can do that and we expect them to do that. And so really wanting to
focus on that early early understanding and belief around students is is really been the focus for our middle school and our high school teams. And that actually if I can just a second because it did remind me what I wanted to talk about was I love your comment about uh really getting into like the eighth graders and
emphasizing like the pathways and as we're moving pathways into the earlier grades is uh terrific that um in that transition. You know, we've uh talked so much about the transition from elementary to middle school and then that middle school to high school and
and where we lose some of our students and um whether uh that middle school to high school, you know, and within high school losing them uh whether it's uh to uh no school or to other schools or where that that really emphasizing what it is that uh our pathways offer. And um
I think the uh surveys and the data that you've shown here is showing um the real life practical application and benefit the real practical benefit that these can offer our students is is really significant. And so, thank you
very much for your effort in um trying to communicate that uh as early as possible so they can see that value and see how it's going to benefit them um to really be involved in the kinds of opportunities that that they'll have
starting 9th, 10th, 11th and uh so that's just fantastic that uh great to hear you're starting that uh in that eighth grade year and reaching out. >> That's it. >> All right. >> SURE. I DON'T KNOW. >> UM, thank you very much. I just have a
couple of quick comments. Um, I do appreciate and was very pleased to see the increase in our graduation rates. I I think it was pretty flat statewide and the fact that we did better than the state average I think is says a lot for the progress we are making as a
district. And I also appreciate even though my son was one of those seniors, the reminder that his was the first class that had had all four years at the high school cuz I hadn't quite connected those dots in my head apparently. Um my hope is that as we get further and further from kind of the peak pandemic
years, we'll continue to see those graduation numbers on the rise each year. I think we're doing a lot of really good work and I think this this report shows that. Um, as others have mentioned, I was especially pleased about the increases at BOS and the impact there. I know um when I've when I
had a meeting with um Principal Ron a couple years ago, she was talking at the time about the the desire at the school to um increase the family connections. And I think that connects with everything else we've been talking about both in this report and the one before it about having those family connections
really leads to student success. So I think we're seeing that um at the high school. I think we're seeing that at Bos. I think it's it's really it's really exciting. Um and I also liked the um the connections between I think he called them concentrators and the graduation rates and how their
graduation rate was noticeably higher. So I think that's another thing to really keep an eye on and be thinking about how can we get even more students to be concentrators as we continue our pathways in the coming years. So those are my comments I guess.
>> So thank you very much. >> Have a great evening. Next is an FY27 budget feedback report. Our speaker will be Dr. Latana Daniels, our superintendent. >> Thank you, Vice Chair Hume. Um, this evening I am going to share with you all
the feedback that um we have received as a result of the budget presentation presented on March 12th at the schoolboard meeting. This agenda will entail me sharing the feedback by the numbers, the positives. So the positive feedback we we've received um the
feedback we've received around the challenges that people see with the budget proposal we have presented as well as the questions that um people have as a result of the budget proposal. So when you think about by the numbers I presented the budget um proposal on
March 12th on March 13th um director Tinklberg opened up the portal for us to receive feedback. That feedback portal was open um on March 13th. It remained open until April 9th and during that time we received 42 online um form
submissions. We also provided um a public presentation to share the proposal here actually in this room and we had three attendees to attend that public presentation. Um that's director Sovine, myself and um also director um
Tinkberg. And then we've asked all principles to share the presentation um at the site level for teachers and staff members to understand what is being proposed in the budget for next school year. As we rolled out this um presentation module, we there were three
questions that we asked and one of the questions the first question was what are the positives around the budget proposal and the themes that continued to emerge in the feedback that we received was the focus on core instruction. Um if you just even think back to Principal Black's um
presentation, her um school report, she said we cannot out intervene ourselves um out of poor core instruction. Um and so something that we need to work on improving as a district, as core, and as certainly rigor and engagement in the
core, which is something that we even just saw with um director Opadall and also um Mr. Um, Matt, that's I can't think of your last name right now. Deutsch presentation. Um, and so we
also um are being um praised for moving resources um into the buildings and people are seeing that in our learning coach model by having someone a learning coach or someone in each building to pro to provide support around the priorities that we're implementing in sites and at
programs. Um also we were praised for maintaining class sizes across the district and the reorganization that has taken place to strengthen special education and student support services. Another question that was asked, the second question was what are the
challenges that um you see in the budget proposal and overwhelmingly ubiquitously it was the challenge that we heard about was the reduction in advanced learning specialists. Moving from eight advanced learning specialists to four advanced learning specialists um has been seen as
an issue or a concern for um parents. Um what has been um very clear is that um the model that existed two years ago that schedule did not work for students. It did not work for families and um it also didn't work um ideally for our
advanced learning specialists. And so we are working to improve the model and schedule and we are working to ensure that students are engaged and challenged. um with our current advanced learning specialist model, the advanced learning specialist work with all students. And so we want to continue to
um to to leverage that and to move forward with that model, but we have to do it with um reduced FTEEs with advanced learning specialists. And I'm looking at Dr. Belmont because he's been working very closely with the advanced learning specialists. I think also in partnership with um director of Oftall
in order to redesign the the next model with the feedback that we've received from parents in the portal as well. We've had um parents email the board of education, email me as the superintendent and we've also had parents show up for listening sessions
to express their concerns as well. Lastly, the third um question was what questions do you have um as a result of the new um budget proposal? And um the wanderings were how will the new structure continue the current work? Um
what will the new system what will new systems to address student behavior look like? And what is the role of the learning coaches? And um as we looked at these questions, we felt like these questions are a direct reflection of the work that we need to do as a district to
improve our communication with our um stakeholders, especially our stakeholders um who are inhouse and work with us. And so part of that process um we've engaged in thus far is identifying what the priorities are for next school
year and helping people to understand just because we've begun work it doesn't mean that certain work will not continue but there will be work because obviously and what easily comes to mind for me is when I think about the new social studies curriculum that's being rolled
out um at the secondary level that needs to be a priority or the new ELA or not ELA, but the literacy curriculum that's being rolled out um grades 3 through 5. That obviously needs to be a priority. So, it doesn't mean that work that you
know has begun will just completely drop off, but there are things that will be new things added to teachers plates that are supposed to shift the needle around this even that we need to pay attention to in order to continue to hear the
results that we're hearing in the school reports that we just heard from. And so, um, I know that we've closed the portal and we're no longer collecting information or feedback about the new, um, the new proposed budget for next school year, but I do want the community
and stakeholders to understand that their feedback is valuable and whether they see the their feedback actually changing our course of action. What the feedback actually does is give us gives us information to make informed decisions about the model. Especially
for advanced learning specialists, we just finished listening sessions and um parents have concerns around reductions in music and band. That is information for us as well as we're looking at next year's budget and like okay, where is this concern coming from? And so as
people lift their voices and share their voices and concerns, it becomes information for us to dig deeper and work more collaboratively with our partners to come up with the best model that will work to serve students and families um ultimately in district 191.
So that concludes my report. >> Thank you. >> Any questions? He took his >> Oh, sorry. >> Any questions? Just real quick, u just something as far as um I guess to
clarify or get this out there is uh around the advanced learning specialists. Um you know what I'm hearing you say is yes, we're going back to four, but this isn't going to look like the goal is that it will not look like it did two four years ago.
>> Correct. that that's really what you were emphasizing there that yes is dropping down to four but it's we're not backtracking it's not going to look like it did >> right and and the reason and how we can ensure that it will not thank you director Mickelson for um clarifying
that um is because we're working with the advanced learning specialists Dr. Belmont and he's bringing bringing in others. We're working at the table with the advanced learning specialists to truly engage their voices, their brilliant ideas to think of and create a
model that will not take us back to where we were two years ago, but will advance us knowing that e even next year we're going to have to make even more cuts um if we don't increase our enrollment. And so um how do we do this more efficiently and yet still remain
effective and serve the needs of all students? So yes, that is the goal. >> That's it. Thank you. >> Thank you. Any other questions? >> Um I don't know if it's a question, but um but I want to hold space for this thought. Um anyway, um when you talk
about um one of the takeaways is that um the district itself needs improvement in communication and that you're >> um making a choice to improve that. Um, I think that's something that um, as a member of the community I really
appreciate and um, I think it's important to be said that the unknown is frightening >> and scary >> and um, and and it induces anxiety. And so a lot of the um
the the things that we're going to hear, the negative feedback that you might hear is because of the unknown and the um better we communicate as a as a community, uh the less fear and anxiety people will feel. And so I appreciate your commitment to that.
>> Thank you. >> Thank you so much, Director Anderson. And I knew that that could be real you know that you know especially when we have operated in a model for sever several
years and when I talked to my team and even the principles at the beginning of the year and talked about you know the things that impede change it's it it was three C's and I've added a fourth C but it is it's it's um it's comfort is conflict
is complacency and I think it it can also be competence, right? So those things can get in the way of us truly saying, you know what, we're going to do something different. And um I do think that we need to do something different. And when people don't understand what it
will look like, how will it be implemented, and they have all these questions and wonderings, that's real. That's natural. But I'm trusting the process and I'm working closely with my my team who have been very supportive. You all have been supportive as well. Um
that you know what, I believe we're going to figure it out and I'm trusting the process and I know that we're going to see um an improved outcome for students. I'm believing that and so as the leader I have to believe it and in
order to lead it and so I believe it. >> Thank you. >> Thank you. others. No. Um, I was going to say basically what Director Anderson said that I think the looking at these questions and some of
the feedback that I've heard, I think how we answer those questions and how we communicate both with our staff and with our families is going to be very important >> um to get them on board and supportive of of the changes. So, I'm glad that your radar as well.
And with that we will move on I suppose. >> Thank you so much. >> Thank you. All right. Next we will have committee board appointment and school assignment reports. So I think we'll start with committee reports. Um is there a policy committee report?
>> Um just we uh had our uh policy review committee uh meeting this last Tuesday. Uh and um I guess one of the uh uh items to note is uh the fact for uh better or
increased efficiency within the meeting uh for policies without changes. We're going to kind of be handling them more as a group uh and uh helping to move things through uh the process a little bit more efficiently uh hopefully uh using that new process. Um but uh that
is uh nothing uh of particular note other than that. >> Thank you. Um legislative >> yes um legislative committee meet uh met on Tuesday just this 21st and um we were
discussing um opportunities or what would be you know potential opportunities in order to uh promote advocacy amongst our community. Um we as a district cannot do that. We're not we're not we can't lobby. we can't, you
know, as a district, but each member of our community, each person individually sitting at this table can be um contacting your legislators. And so we are working to um share
individually um text context uh to be able to contact legislators um as well. So in in points of looking even going back to the budget presentation, yes, we want to look at increasing enrollment or at least
stopping enrollment loss. The other the other thing we can push with our legislators is funding to inflation compensatory. um f uh you know not having special ed
suffer a $250 million cut, you know, funding cross subsidy. These are all the things we need to advocate for as individual members of our community on behalf of our students and district because that would also help with us not having to make difficult decisions about
cuts in funding. That concludes that report. I can share 917 unless you want to go to negotiations first. Let's go to negotiations, but I suspect we'll be back to you in about 10 seconds. >> Okay, you can kick it back over to negotiations. There's no update. We'll
see. >> Uh, so 917 um met on April the 7th and in a new way. We met at Conquered Educational Center. So, it was nice to be able to go to a different site than versus DCTC where their headquartered
office is. And so it was great to get presentations from the staff from that site. Um we were able to celebrate uh employees of the quarter for spring and winter. We had a a wonderful presentation on some of their
interventions called nurtured heart. Um we had a CTE update from from them too and are really wanting to stress collaboration with member districts. Um, I think the biggest thing of note that impacts our district and something that
is on our agenda under new business is they are right now wanting to extend just a one-year lease with us as they have pursued an agreement with expansion of that location site with Bloomington
Public Schools. So, that is what is going to occur. So, what's on our agenda tonight is to approve a one-year extension of our agreement for Cedar School with their intent to move into um Bloomington to expand their program. Um
the other big thing too coinciding with funding is they um shared this wonderful uh video about special education funding to try to educate like the average person of what special ed funding looks like. Um, and it's something, um, I
don't know how to share it with everybody, but I will see if Dr. Shay will be able to share it, uh, with the member districts, too, because I think it is something really interesting to to see. >> Great. >> That concludes that report. >> Thank you. Are there any other board
member reports this evening? >> All right, we will move on to the um, business portion of our meeting. First up is the consent agenda. Although board action is required, it is generally unnecessary to hold discussion on these items. In the event a board member wishes to discuss an item, that item
will be moved for separate consideration. Um, do board members want to move any items? Is there a motion to approve the consent agenda? >> So moved. >> Moved by Director Anderson, second by Director Saxi.
Um, >> yes. All in favor? I >> I >> Any opposed? >> All right, motion carries unanimously. Um, next up is preliminary approval for the
travel club international trip to Japan. Speakers are Dr. Chris Belmont, assistant superintendent, Alicia Vanderhar, teacher and travel club adviser, and Gloria Weber, teacher and travel club chaperon. We brought a third wheel, too. >> And one more person who I'm sorry I
recognize. I've seen you before. >> Thank you, Director Hugh, Superintendent Daniels, members of the board. Um, here with the uh our travel club who I found to be like super proactive um and and that has resulted in more inclusivity
and and less barriers for our students. So, I'm I'm glad to be here discussing >> 2028 and a trip that's going to occur. So, we have science parkin, Miss Vanderhar, and Miss Weber here for a preliminary approval of a trip.
>> Just load up the slideshow, I guess. >> Do you want me to just keep going? >> Oh, my >> Okay, you got it. >> Our command center will locate it. >> Perfect. >> Wonderful. Thank you all for seeing us again. I know you're probably getting used to seeing our faces. Um, I'm Alicia
Bonerhart. I am the travel club adviser. Um, the one who coordinates this. Gloria Weber. I chaperon um general dogs body. You know, enjoy myself immensely on these trips and hanging out with the kids
>> when parking. Uh, they need a male whenever we go abroad. >> Part of our policy. >> Yes, it is. We have we have both uh we have both genders represented always. So um Mr. Parkin has uh been so kind as to
travel with us. So um >> thank you for your sacrifice. >> Yes. Yes. >> Twisting my arm. >> So just a quick update. Um we are heading to Switzerland and Italy this summer. 67 days I believe until we take off. And so we are very excited. Um we
are happy to report that we have covered all of the tips that the students need to pay um via fundraising. So all of that was covered with our grocery bagging and various other um things that we've done. So there's no extra expense for the families. So we were really really happy to have that work out. Um
our travel dates are June 29th through July 8th and that's what we know at this point. All right. So we are here um to talk about Japan, land of the rising sun. So
our proposed trip is uh where we get to see um a a a look into the past which is a very long past and history of um Japan. We start in Tokyo and then we go into Kyoto and then we end up taking one
of the high-speed trains down there. Um the kids get to experience things that are ancient and then things that are hyper modern, right? Sometimes uh moving ahead of the game in many ways. Um the biggest thing for us is
that when when we I started this back up in 2022, this is my fourth year here. Um students have been asking for a trip to Japan. It is the most requested hands down um the most requested trip. And so
we thought, you know what, let's do it. And so, um, Gloria is going to speak to why we're here for 2028. Um, we are looking at this so far in advance because the cost is a bit more than some of the European trips. Um, by scheduling
this out this early and offering it this early, it does make the costs more manageable for families. It gives them more time to spread out those payments. Um there is, as um Alicia said, there has been huge interest in this trip and we
know for many of our families that something like this is is difficult to pay for. So we wanted to basically open it up to as many people as possible and allow those families to plan ahead. Um just as a side note, we have been kind of, you know, mentioning to students that this is we're planning it, nothing
official yet. Um the level of interest has been unreal. I have had so many kids asking about it. Um so we're hoping that it will be a a rather large trip. >> Yeah, we um when we it allows us to be able to do our fundraising very early.
Um we talked about how there will be two holiday seasons between now >> and when they travel. they have um more opportunities for us to offer fundraisers for them and it allows the families to become really involved too in the process which is always fun. We
love when our our parents and caregivers come to the meetings and are learning we just had one today um come to the meeting and they ask amazing questions and um you know it's just a really fun activity and it's very community building for us as well which is super important.
Uh so in addition to that, we also want to offer as many fundraising opportunities as possible because it is a lot of money to go on these trips. Um so some things that we've done in the past and we're planning on continuing doing are we've been doing Cub Foods bag and groceries monthly um for our Europe trips this summer and it's something we
plan on continuing. The our partners at Cub Foods all over Burnsville have been really happy to have us and we've raised a consistent amount of money. It's been fantastic to see kids show up and not only be able to raise money for this trip, but also get kind of real world experience like interacting with people
and asking and and advocating for themselves. Um, we're also planning on partnering with local restaurants to do fundraising nights at different restaurants. Um, there's also a fundraising organization called Cherryale where uh students can offer a link and people can buy different things off of their website and then part of
that money goes back to the kids. We raised $700 >> over $700 for our kids in the fall and then this spring we offered it again and and it was about $150 even just a little extra money for the kids to be able to have for and it goes directly to them each individually so they can take that
and turn that into um if it's going towards the payments or being able to use it on the trip. Trying the best we can to make sure that everything is accessible for our kids. >> Yeah, students uh we also offer scholarships. um the organization themselves does. So students can apply
and get approved based on different merit and needs based situations and then also we are always looking to hear more opportunities from families and partners in the community as well. Um also with the trip um each student has a specific fundraising page that's
connected to them that they can share out as well and so they can share that link with their family members. So family member can or family members or friends or anyone can donate directly to that link and that just goes right into taking money off of that account >> immediately. Yeah. >> And then also there are smaller monthly
payments the farther ahead they book in advance. So obviously if they were to book sooner they'd have to just make smaller payments over time. >> Mhm. So, um, I have Crimson as a student right now and she's absolutely amazing and she is actually traveling. She
traveled with us in 2024 and then saved all of her pennies so that she could travel again as a senior in 2026. And she keeps telling me how she cannot wait to travel with us again. So, um, it's been just a joy to see so many of my
students talk about the trip and the things they're excited for. Um, and we're hoping to be able to bring all of that excitement to our kids who are looking forward to a a trip to Japan. >> So, thank you. Um, Dr. Hume, I recommend
that the board of education approve the preliminary application for an international field trip for the travel club trip to Japan in 2028. Um, first and question. >> Thank you very much. Is there a motion to provide preliminary approval for the
travel club trip? So moved. >> Moved by director. >> Second. >> Second by director Chester. Any discussion? >> Just can we sign up? >> Yes. >> Cuz this is this is Japan is actually my
husband's bucket list and so I know like he would want to help volunteer chaperon if feasible. >> I will say we have had quite a few people come up and say so what are you sh what do you need chaperones for? Um, and we are hoping to bring
>> we're hoping to bring a considerable number of kids. And what's really wonderful with EF Tours because they've been doing this for almost 60 years. Um, they've been they're like the leading in in tours, which I know you all know because we've been here, this is our fourth time now, um, being here. But
they have their requirement is a 6:1 ratio and the schools is like our districts is 10:1 and so they even have a tighter um uh restrictions, hence why there's three of us going. Um so we're really hopeful that we'll be able to have a great experience for all of the
kids. >> That's great. I I also appreciate the update on this year's trip and the fundraising for that. That's amazing that how much fundraising you all were able to do. Um, is there a 2027 trip or is this the trip for the next two years?
Basically, >> so that was what you um that was one of the uh pieces in the consent agenda. Our goal was to do a spring break 2027. Is that over? No. OKAY.
>> OKAY. UM, SO, UH, NO, what it was was we had a 2027 spring break trip planned. Um but with everything that has been happening in our community, um a lot of uh plans have been pushed out and decisions could not be made. And so we
decided under um uh advisement from our amazing EF tours partners to push it out to summer 2027 because then that way because uh families actually get a 365day cancellation. So they can cancel up to the and with no
repercussions except for I believe the $95 signup fee. So there is very little um uh repercussions if if it does come to that. And if we were to continue to pursue the spring break one, they would not have that benefit. So we decided to
um push it off to summer and requested that today simply because we wanted to give families more time. And so that was the plan is to have the 2027 trip. Normally we do every two years. We were trying the spring break trip out. Plans change as they sometimes do and we're flexible humans. So, we'll see how that
one goes as well. And we're hoping to if if it approved tonight uh relaunch it with the Japan trip as well. So, if there's any families maybe they're graduating seniors next year who might be interested in going with us to um Budapest, Vienna, and Prague.
>> Awesome. All right. Thank you. Any other questions or discussion? >> All right. All in favor say I. I. >> I. opposed. The eyes have it. Congratulations. >> Thank you. >> And we'll be back with an update eventually here. >> I will look forward to that.
>> Absolutely. >> All right. Next is um the early childhood special education stretch calendar for the 2627 school year. Um speaker Stacy Soine. No, not >> Stacy.
My pronounce says the wrong thing. >> Let me check the agenda. Yes. >> No, it's right here. Oh, Christy Wanzac. Sorry, there wasn't a space. I checked that too far. >> I know. Thank you. >> Hi, Christie. I know you're not Stacy. >> Okay. So, good evening, uh, Director
Hume, Dr. Daniels, and members of the board. I'm pleased to present the 26 27 stretch calendars on behalf of our birth to three early intervention team program. Um following referral for our youngest learners um ages birth to age
three, our early intervention team is required to complete an evaluation and set up a family service plan for those learners within 45 calendar calendar days from the referral date. These learners may also need a part B special education evaluation if the team
determines there are still concerns and with an IEP in place prior to their third birthday. This year the staff have been strategically placed into two teams with different disciplines to allow for a multid-disciplinary team which is required for elevate um required for
evaluations of these young learners. Um these and these calendars provide the flexibility for the teams to meet those federal and state mandates. So the recommendation is for the board to approve the 2026 27 birth to three stretch calendars and you should have a
copy of them. I don't know. Yes. Yep. Yep. Thank you. Is there a motion to approve the stretch calendar? >> So moved. >> Moved by Director Mickelson. >> Second. >> Second by Director Anderson. Any discussion? >> Seeing none, all in favor say I.
>> I. >> All opposed. The motion passes unanimously. >> Thank you very much. >> Thank you very much. Uh now we will approve premiums and rates for FY27 employee benefits. Our speaker now is Stacy Svine, executive director of
administrative services. >> Thank you, Director Hume, Dr. Daniels, members of the board. Uh following up our uh work session at our last board meeting with the uh recommendation to accept the premiums for FY27.
This includes a 5% increase on our self-insured medical plan, a 5% increase in our uh in self-insured dental plan, no increase on our accidental death and dismemberment insurance, and a slight
decrease in our long-term disability insurance. So um you can see the rates and the total cost uh for the the premiums um listed here and the contribution from the district and the employee is
negotiated in each uh collective bargaining agreement. So those amounts will vary uh depending on what uh bargaining unit they are part of. So it is my recommendation that the board of education approves the FY27 premiums and rates for employees as listed below. And
um yeah, that's what I got. Thank you very much. Is there a motion to approve to approve Stacy's recommendation? >> Moved by Director Saxi. >> Second. >> Second by Director Anderson. Any discussion? >> Seeing none, all in favor say I. >> I.
>> I. Opposed. The motion passes unanimously. >> All right. And the I believe the last thing on the agenda this evening is approve a one-year extension of the Cedar School lease with Intermediate District 917.
Our speaker is once again Stacy Soviet. Thank you. As uh Director Chester has alluded to. Um we are coming to an end of our uh partnership with 917 at Cedar. We've had that partnership since 2013,
so nearly 14 years now. um they have needs to expand. We don't have additional room at Cedar because of our own programming that is there. Um so we're looking at a one-year extension uh with the the rates that are included on
the amendment um that was provided for you. Um, it goes through the end of June of 2027, but we do have some lead time in July and August for them to exit the building
and for us to take uh, uh, take over in certain areas such as the office area, uh, different things in which we're going to want to be moving into as well. So, it is my recommendation that the board of education approve the one-year extension of the revised lease for a
portion of our Cedar School with intermediate 917. >> Thank you. Is there a motion to approve the recommendation? >> So moved. >> Moved by Director Chester. >> Is there a second? >> Second by Director Saxi. Any discussion?
>> Seeing none, all in favor say I. >> I. >> Opposed? The motion passes unanimously. And with that it the time is 8:01 and having no further agenda items I call this meeting of the ISD 191 board of
education adjourned