Good evening. I'd like to call to order tonight's meeting of the ISD 191 school board. Um the date is uh February 12th, 2026 and the time is 6:30 p.m. Uh I'd
like to start by welcoming everyone who's joining us in person as well as those who are joining us remotely. We always appreciate folks uh who join us to learn about the um more about the business of the school district. Uh, and
a special welcome to our um, in our I guess guest uh, student representative um, Jennifer Seedu uh, who is uh, standing in for our uh, student rep fav. Um, director Hume, would you please lead
us in the 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.
>> Thank you. Um we will start with approving tonight's agenda. Is there a motion to approve the agenda? >> So moved. >> Moved by uh Director Worb. Second. Seconded by director Chester. Is there any discussion?
Hearing none. All those in favor, please signify by saying I. >> I. I. >> Opposed. Nay. >> And the motion carries unanimously. Uh we will start uh with the information portion of tonight's agenda. Um with
Director Isis Buchanan uh director of educational equity. We will receive a progress report on the 2025 American Indian Parent Advisory Committee recommendations. Welcome, Isis. >> Thank you. Good evening, Chair, members
of the board, and assistant superintendent, Dr. Belmont. So, tonight we'll be reviewing our district's progress um based on our um American Indian Parent Advisory Committee's recommendations um from the 2025 school
year. And so um our hope work remains rooted in our core values as a district and this presentation will just outline um and share some specific actions our district has taken based on um the apex feedback. So key areas that we are going
to um look at are the um recommendations around student data um recognition of indigenous events for our whole district as well as program funding and staffing, cultural spaces and resources and then giving an update on the facility name
change um work. And so goal the recommendation number one was around data monitoring and cultural proficiency. And so um part of this specifically called out our work to review middle school disciplinary data
and provide in-depth training um for all staff. And so we've implemented data walls with our um data system educ. And so that allows there to be thresholds set so that our team members in our Indian program are
alerted when there's discipline and also looking at academics and grades um for students that way. Um it's a really real time support because when things come up, we're able to make sure that there's someone with that voice at the table when we're having
meetings about students who, you know, may need some additional supports at school. Um, and then that really kind of has a throughine with the dream catcher program that we've been using because we started out just learning about that as a smaller unit and team and then it
brought into our social workers and liaison and now we're starting to layer that into all the other um school sites through their student systems and support teams. Recommendation number two um focused on
really looking at how we look at the different um indigenous observances as a district and then really trying to create this inclusive environment for all, not just our indigenous um families. And so we've had several
events where um and created systems where information goes to all of the school sites so that they're able to put the information in flyers and things like that so that all of our families know when we have, you know, drum and dance and culture night and, you know,
all those different events. Um and so some of the work that we've done also in this recommendation area is revising our um indigenous people's day curriculum. um we really have some aligned procedures where it's within different
content areas um and then being able to look through that actually with our current partners now Lakeville. Um so we spent time on that and then we also made sure that teachers had time to review the lessons prior to teaching them and
that was in October um of 2025. Um, and then I mentioned a little bit about the communication, but we really are getting really tight and um, like our our team members like um, Madison McKini and Marlene Bad Warrior, you
know, are really working on our social media presence and making sure that people are aware of the things that we're doing. And so I think that a lot of our cultural events have shown an increase. Um, and there are even things where they're um hearing that some of our families in virtual academy are
coming to some of our in-person things too because of that extra work of adding that layer of getting information out. Um, and then some community events that I'll just like note as other events that we participated in, but there was orange shirt day and so across the district
different sites really supported that. Um and then part of the community ed um program, it fell on the same day as I believe indigenous people's day and so they had a indigenous ally day and so then you know staff from across the
district and students were able to um participate and then we still have our monthly drum and dance and the um craft nights. So, recommendation number three um really touched on the funding sources
that we have as a district. Um and I know the recommendation was about making sure that our funds for our staffing come out of our general fund. And so we did have um continue to have our achievement and integration funds like cover the cost of our um cultural
specialist and then part of our cultural liaison. And most of our state funding is used for actually programming. And so there's a small portion of FTE for the cultural liaison that is paid out of those funds. Recommendation for um focused on the
providing cultural space and sta um and staffing for smudging in each um building if if students needed that. And so part of what we've done is made sure that we have smudging kits at each site. And so some of our sites um have a
classroom space for programming. So those are our secondary schools, Burnsville High School, Nicollet Middle School, and Eagle Ridge Middle School. Um all of our sites though do have a smudge kit as well as some other cultural items because we are having
programming with students there. Some of our elementary sites, it's harder to have a classroom space because every classroom's being used. And so those materials are stored there and then used. And then when the staff aren't there for programming, staff at the site
know where they are and can use those resources when working with students. Um, and then we also did review policy um 419 to just make sure it aligned with the Minnesota statutes. And right now
our our team developed a guide to just help everyone understand what is smudging, how does it work, but really in any of our school spaces like you can smudge. It's not, you know, we've learned that you don't need to have a special place in order to do that. But we're really working to find a um staff
person who will be trained at each site to do that. And we're just trying to be um you know like making sure that we're taking the right approach to find someone who you know knows about indigenous culture to have that role. And so right now we're working through
that process of identifying some of those people. And again some of the teams with dream catcher may be some of the staff who help with um with that. And recommendation number five um the cultural trunk. So this is our most
exciting project. So, cuz last year we received a grant um from the Minnesota Humanity Center. And so, um a lot of our time this um fall and the end of last year was really around um gathering resources and materials. And I don't
know if any of you have had a chance to see our high school um Indian ed classroom. Um, but if you go in there, there are like tables and collections and like all kinds of artifacts and things that they've started to go out into our community um to find to bring
to our district. Um, there have been some field trips with students to gather things. Um, and we've also had more tribal nations reaching out because I want to say like within the last few weeks like someone from um, Leech Lake
Band, you know, of OJ came and talked to some of our staff um, and built some connections with how we can sort of work together um, in community. Um but this grant, this project is all year for us to gather materials, create lessons, um
develop a website with instructional things, and the team is really working hard along with our AP pack co-chairs um to like document our progress. And so there will be lots of videos and resources and things that we will share, but if you ever get a chance, I do um
suggest that you go take a visit. Um, a big piece of this work with the cultural trunks, it really started to come at play this year when um, our Indian education staff were able to host in their classroom all of our English
language arts students at Burnsville High School in 11th grade because they were stud studying or using a certain a specific text that crossed over into that historical learning and that each it was over I think 150 students who
like for the whole day their class had class in this other classroom and it really laid a nice foundation for all the things and created a lot of connections for um students who were there. And so with the launch of the um cultural trunks in the fall, we're
hoping that it'll just continue to broaden that scope because those trunks will have lessons um for the grade levels at each site. They'll have resources and materials. Um, and then we're also working with our CISA team to make sure that the lessons that are created, like our teachers are helping
create those, working in partnership, and then also, um, making sure that we have the resources and materials that are going to align with our Minnesota state standards. And so we're hoping to launch the use of
the trunks in the fall of 2026 and then spending some of our time hopefully in June and during the year like training teachers and helping make sure that they're aware of the resources that we have. And then finally, um just to update on
the name change process. Um it's now included in our facilities um long-term facilities planning. And part of this is just to have a more um have an approach that adds this process
to that long-term planning because we really want to make sure that we're being fiscally responsible as well as making sure we're planning for community input and feedback. Um and then again all of our work with that facilities management um is work that the school
board you know helps provide direction for and that we will continue to um you know support and and work with the community there. And then I guess finally that's there's a full report that's included in the board packet. Um
and that's the end of my report. >> Great. Thank you very much Isis. Uh, I'll open it up for questions and comments to board members. >> Yes, Director Mickelson. >> Um, thank you for the presentation. I really appreciate the time you obviously
took to um provide this information and to gather it uh to put it in the slides and everything and the progress that's that's been made since uh last year's presentation is great. Um, and I loved hearing uh your comment about virtual academy and and you know students and families through virtual academy. I just
love hearing when our virtual academy uh families and students are you know participating in these things that they're you know obviously what we're doing to give notice that there are these events you know reach people other than just those in virtual academy that they're you know available and easy to find and that they're you know
participating feeling part of the school community and so you know really love anytime that I hear that our virtual academy students are are um attending these things so that was great to hear Thank you very much for the presentation. >> Great. Thank you. Any other questions,
comments? Yes, Jennifer. >> I would like to make a comment of I appreciate you trying to add smudging more to the classrooms. I've been to a couple indigenous meetings and the room that they use at Burnsville High School, we smell in the hallway. So, I feel like a lot of times students are curious about it, but unfortunately aren't able
to participate. So, I really like the fact that we're trying to really implement it in more classrooms >> for those students who need it. And then it's always with the supervised adult who's had training. >> Okay. Thank you very much, Jennifer. >> Yes, director.
>> Uh, yes, Director McKinnon. Thank you so much for your presentation. I'm just really um delighted to hear about all the um the things that we've implemented since our last meeting. It's very encouraging um all the work that we're doing. Um I'm very excited about the
trunks. I like hearing about that. >> So, >> I got to go to that classroom at the high school. >> Yeah, I would like to. I have a student there, so I have an excuse. >> So, thank you for your presentation. >> Thank you. >> Any others?
Um, I just have a couple of comments and a question. Um I just really appreciate um how robust the report is this year um compared to years past. Clearly the programming is
um reflecting the richness of the conversations that are happening within APAC with our staff and the work that's happening within our schools. And um that's exactly what we're looking for. I know our families want it and that's what this board is looking for. So,
thank you for um leading that in in coordination with our families, ISIS. Um really appreciate that. Um in terms of uh smudging and finding a staff member, um that seems like a logistical challenge um in each of the the schools
to have that person. >> Yeah. And so right now with the dream catcher project like um our counselors and social workers and liaison, some of them are parts of that team. And so we're really trying to take the approach of using those teams already that are
there because for example at Eagle Ridge and Nicollet Middle School there are liaons who are there that even if they're not indigenous they know about all this learning and so but we want to make sure that we're training and having a person who like has an interest and
understanding of all of this and so that will be a little you know tricky for us but I think that it's growing and that like I could say that our team is feeling confident that there'll be other staff at sites who can help support students and that they don't have to have just an indigenous staff member,
you know, who's able to do it. And that's our goal. >> Gotcha. Thank you. Um, and I guess and I know that, you know, we're we're a relatively small district and we're doing what we can with the funds that we have and with the resources that
we have and and also recognizing that, you know, in the state at large, there really is or it seems to me that there's kind of a rebirth and a recognition of all that is indigenous, right? Like I
read in the in the strip about you know culinary >> star Sean Sherman and you know everything all that he's done. >> Is there any connection that we are able to make to what's you know you talk about the the um you know the the local
nations that are reaching out to us. >> What kind of you know traction can we get? And so I know for the Midwocket and Zoo, which is the closest um to us, like they have their um and I don't want to
get the name wrong of their um museum, the culture museum. And so the staff have taken students there on field trips, also going to the city of Minneapolis to their American Indian um education center. We've actually taken students there. Um our team has gone
over to learn from elders as well as um actually participate in activities with students related to athletics. Um we've also partnered with Shakipi. So we really are making more connections. And I believe this week Shakape came to visit our space at the high school and
just really learned. And the things that we really centered with um sharing with them was that really it all starts with this whole sense of belonging and making sure that you're making a space that recognizes that and then sharing our um strategic road map that really focuses
on being a caring community that shows belonging and then pairing that with our culturally proficient school system work. Um because this year when I went to the um our culture night that was in the fall like we had this is the third
year I've been in this role but there were more students and families than you know we've had in the past and I know I told one of my colleagues that you know my heart was full because I almost was in tears at the event because I saw all these little like little three four year
olds running around in their you know cultural dress at the same time you see parents coming in, you know, with their family. And then there are also a lot of community members who may not be indigenous but also are coming to support. And it was just one of those
full circle moments like going back from that first year I was here to being in the space at that event. And you could just feel that energy of belonging and pride and and it was just it was an awesome experience. And I just think we just keep getting like um connected and
our team and our our um co-chair one of them is here today in the audience um Miss Sunquist and Mr. Birthday. But we really are making a lot of connections so that people can see that it it all goes together because I think the
contact that they saw at the Leech Lake um tribal nation that came over, they knew someone because there's some um firefighters in Minneapolis. They were trying to get to our district. And so then there was another connect there. But there are really a lot of
things that are happening that are show it's showing that the work we're doing is the work that we need to be doing to help continue to grow our program and you know help others come to see us to learn more and for us to continue to learn
and visitors coming to us is a is a compliment. >> Yes. Yes. >> Wonderful. Thank you very much. Uh wonderful report. Always always great to hear from you. Thank you. >> All right. Uh next we will uh be receiving a report from Sky Oaks
Elementary School uh with Dr. Belmont, assistant superintendent, uh Dr. Brandner, uh principal, and an Sans and Nikki Harves. Welcome. >> Thank you, Chair. Um members of the board, this is our um I believe our
eighth school report of the 2526 school year and our um fifth elementary school. Come on up, Dr. Brander and team um Skywalks Elementary and uh just a reminder to the board, I know they're used to this rhythm at this point, but um uh our principal and guests are
really helping to demonstrate and share some um datadriven work that they're doing to try to match their school improvement planning. Thank you and welcome. >> Hi, thank you so much for having us tonight. We're excited to talk about Sky Oaks Elementary and share a little bit
about our work. Um, at Sky Oaks, our mission uh that we work together as a leadership team is that at Sky Oaks, we work together as a caring school family to ensure high levels of learning for every student with the emphasis on the every student.
And I feel like our actions and our work is always guided by the idea that each of us is responsible for the success of each and every student and that our collaboration and alignment ensures that success. So we're tonight we're going to talk a little bit about our core instruction, some data, and our student
support. for uh Q comp. We set a goal every year and at Sky Oaks, our goal is by spring 2026 that Sky Oaks will increase the percentage of students in kindergarten through fifth grade who make typical to aggressive growth on foundational
literacy assessments from 52 to 55% as measured by the fast early reading test. Um which is uh one of the assessments that we use. We set that goal so that we have an attainable goal. But I think that I uh can speak for our whole staff
that really our goal is that each and every student would attain a year or more's growth. So um we measure that growth by student growth scales whether um from their starting point did they make typical or aggressive growth. the number of students that we have total
who are proficient um to grade level standards and then common formative assess formative assessments which measure today's or the last couple of days learning um and how did that each student perform according to that
at the excuse me at the primary level we use research-based approaches um we train the ear and we train the eye so heard 30 is our auditory workout. It's phmic awareness, training the ear to recognize sounds and how to manipulate
sounds. Bridge to reading is our visual road map. It connects that phonics piece to um the sounds to the actual letters. The Y is simple. We want to move students away from guessing and toward true decoding. We're building a foundation where they can both read a
word and spell with total confidence. We talk about intentional instruction and what we're really saying is that we don't leave the student growth to chance. We think of every lesson as a stepping stone and we aren't teaching into the void. We have a very
clear destination in mind for every child. But a destination is only useful if you know where they are on that map. That's why we lean so heavily on our weekly data. We aren't just looking at scores. We're looking for patterns. If a
group of students is tripping over the same stone, then we know that we need to immediately go back and readjust and retach. We've all seen it happen. We used to think that the reading block ends at a certain time, but at Sky Oaks, we incorporate it into the entire day.
Every minute counts. So the 30 seconds that the kids are waiting in line for lunch, we are practicing um manipulation of sounds when they're lining up for recess, we are we are we can air write and we are practicing um like our our
sound of the week as well as our site words. Um, another option when we they come in in the morning when I greet them and we have a little conversation, they're practice. We will practice like our red words for the weeks to try to get them to really incorporate it in
more than just that literacy block. Uh, in the fall this year, uh, Dr. Brener and I sat down with each grade level and co-f facilitated a data day. And so we asked each grade level, what is that one big goal you have for your individual grade? And so for
kindergarten, it was now until January when we gave the um the next benchmark was letter sounds. At the beginning in January, we had 63% of our kindergarteners at risk in letter sounds. We now only have 27 at risk at
this time of the year. So I would say our kindergarten teachers did a great job. So now they're working to that next part which is reading short vowel words. Um in first grade, our first grade team, Mrs. Ans and the rest of the team said that they really wanted to work on reading those short vowel words. So from
September until January, that's what they were working on through Hegarity and their other programs. And we went from 48 at risk to 28 at risk. And um as an interventionist, that's something too that we continue to work with with those kids as well along with our multilingual um teachers. And then in second grade,
um, they have to read a p they have to read a passage or part of a passage for one minute. And we're really, um, not only pushing that they read it with, um, like we talk with fluency, but also that they read the words accurately. And so we only had 30% um, of our students that
were reading that text accurately at a second grade level and now we're up to 56. So just kind of this year picking that um one standard or that one um big goal for us has really helped us dive in and focus in on what we're going to do
um for the year. And then we met again in January and now we picked our next on top of helping this one. We're going to pick our next we picked our next goal as well in grades three through five. We continue to do Heggerty um in third grade and then switch to morphology for
fourth and fifth grade which is the foundational skills that we continue to work on as our students progress through elementary school. Um and then we also have been a pilot site for one of the two curricula that's approved by the Minnesota Department of Education. It's
called EL education or English language um education and it includes all strands of literacy instruction. So reading, writing and it um emphasizes the foundational skills as well. So we were really lucky to do that. And the EL
education curriculum provides really rigorous um and and challenging uh material that's standards aligned not only for the reading and writing but also for our social studies standards. um we have instructional strategies that are embedded in that curricula that are
aligned to instructional strategies that are best practice that we see both at middle school and elementary schools. So those strategies are around like vocabulary, reading comprehension, collaboration and really supporting thinking and then speaking about that in
class and it has a really strong writing component. Um we it it's been challenging uh to implement. New curriculum is always challenging and our teachers have felt that challenge. Um they have had to take the middle and end of unit assessments
and really focus on um knowing what learning is going to be the most important because there's so much there. We really need to narrow that focus. So they're thinking about what do kids need to know and be able to show by the end of that chunk of learning. um they are really flexing their use of
instructional strategies. So we always did turnin talks but now that the speaking opportunities are with more depth or the writing activities are challenging. Um they've worked in uh third and fourth grade. Yes, I still working. um
uh they have worked on um co-planning with the English language department with a for our multilingual learners around the WEDA standards and really targeting the student needs that we have at Sky Oaks and then looking at the gaps what the most challenging part is that
our students have gaps in learning. This is a new level of rigor for our students. yet. We know we have some students who aren't performing at the level we'd like. And so really figuring out how do we keep that rigor and help support our students so that they can
reach that. We um have several ways that we're measuring our progress right now um with reading data. We have our formative assessments um where the teachers at each of the grade levels and their collaborative teams are looking at how did students perform. So how did each
individual students perform or what um patterns are we seeing? And also uh the instructional comparison we've started talking about if this what kind of results is this teacher having versus this teacher having because if one teacher is having significantly better results when they teach the initial
lesson then we certainly want to find out what they're doing or brainstorm together about what what some might do differently. Um, we've been using our fastbridge benchmarking. Nikki referred to that. We did a fall data dive and we did that again this winter already. Um,
to really look at each student and figure out how do we meet their individual needs and then progress monitoring data um to make sure that the students who are receiving interventions or are working in small groups in the classroom are continuing to make progress so that we know what we're doing is effective.
When we think about data um and we think about students, we always talk about is it a will or a skill issue if a student isn't making progress. So we have some really um organized ways of addressing students who might have skill gaps. We
have our what I what I need time or win groups um where we fill in gaps. teachers have small groups for both literacy and math where they work on reteing skills. Um, and we share kids across grade levels for multilingual students, advanced learning in special
education. And then, um, just collaborating as a group. So, it's not just the first grade team in isolation or the fifth grade team in isolation, but they're all working together to collaborate around student success. When we um consider students, of course,
they are much more than just their reading scores. And so we really think about their social and emotional um support. And so some of the things that we do to address will when the students will might not be as strong for them to learn as it might be for me um for them
to learn. Uh is to focus on the student and the teacher relationship because relationships are the foundation of everything that we do. to explicitly teach skills via the literacy curricula and second step. So the literacy curriculum does have some skills about how to be a learner that are explicitly
taught through um those just through the literacy lessons and then second step is our social emotional curriculum. We use our morning meeting to build communities in classrooms. And then we when we have a student who's struggling, we might use a check-in checkout system to help build
student confidence by focusing on their success in reading and just as a student and to acknowledge and um also uh hopefully increase those desired behaviors. So, we're going to give you a little sample here on a video of a student checking in in the morning and
checking out at the end of the day so you really know what that looks like. Can you see it? Try again. >> Well, maybe I had >> Today's Wednesday, right? So, we're going to have a wonderful
Wednesday. What are you going to do to make it a wonderful Wednesday? >> Small reactions. >> Small reactions. I like that. What else? >> Full body listening.
>> Tell me what that's going to look like when you have full body listening today. >> What are your hands doing >> to yourself? Okay. What do you What do you mean by small reactions? I love that you picked that one today.
>> Very good. I love it. Okay, now we're going to work on ones and twos. >> No zero >> and no zeros. And we have technology for specialists today. So, we're going to work extra hard with our whole body listening technology. Okay. All right. You ready to make a wonderful Wednesday?
>> Yeah. >> Okay. Byebye. See you later, alligator. How was your Wednesday? Was it good? >> Yeah. >> Okay. Should we count our points and see? 2 4 6 8 10 12 14 16 18 20
over here. And let's count this side. 2 4 6 8 10 12 14 16 18 Wow. He has 18 total. If you got them together, did you meet your points? You did meet your points. 38 points.
>> Did you work on what we talked about? Whole body listening and small reaction. >> Yeah. >> And look what happened. Look at all those tools you got. I'm so proud of you. Do you feel proud? >> Yeah. >> How does your heart feel? >> Good. >> Good. Proud of you. Oh, if we earn our
points, what does that mean? We get a car. >> How about marshmallows? >> Lollipop >> and a lollipop sign. Why are you getting this? >> Because I got a goal. You got past it. >> You got past your goal. I am so proud of
you using whole body listening and small reactions. Do you think you can do it again tomorrow? >> Yeah, >> I think you can, too. >> All right, this is yours to take. >> Good job, dude. >> Nice. So, one of the other ways that we're supposed uh supporting learning has been
through attendance. Sky Oak started working on improving attendance um last year and we really determined that that was a root cause because if students aren't at school, they're missing that core instruction. they're missing their intervention and they're missing those relationships which are so important
with the teachers and with the other students. Um this year the district has a attendance um plan for all of our schools and so that has helped support us just to um organize some of the work that we've been doing. Um, we've been
commu some of what we've been doing is making sure to communicate with families how important it is that their child is at school and to really show that we're personally concerned for that student and them um being at school every day
and uh also um just making sure that students feel welcome when they get to school every day. So, we compared some data from November. um we were able to this year decrease the number of students who were chronically absent by 3.7% when we compared November last year to
November this year. Um now you might in December we had uh some kind of flu that went through. So we really had uh we were we were going to kind of hope to just skip over December and move on to January, but as you know January hasn't been quite the month that we thought it
would be around here either. So, um, but we really feel like attendance and social emotional learning are equally as part of reading success. So, for Sky Oaks, like I said, we focus on that core instruction, our data, and our student support to hopefully increase those
early reading and a reading scores. >> Thank you, Dr. Brander, Miss Sans, Miss Harvest. Thank you for being here tonight. Um, chair and members of the board, I just add to um I get to go to I have the best job because I get to go to all the schools all the time. Um, Sky
Oaks has one of, if not the most open concept um, internally. So, I'm sure the teachers don't always love that, but but I do because I can really get a sense of what's going on with the instruction in in a really quick way. I can kind of
have my head on a swivel and I can just say that it's such a literacy rich environment. So those testimonials are certainly been my experience acknowledging what Dr. Brener said that we have that Sky Oaks has been significantly impacted by the last um 8
to 10 weeks. And so to know that um um when our students can return to more steady in-person learning that our teaching staff's going to have a beat on the skills they already have. some data points and some quick assessments and that they'll be able to get back into that rhythm of learning at a higher
higher and robust rate um forms my heart. So, >> thank you Dr. Belmont. Thank you for the report. Wonderful um wonderful update. Uh open it up for comments and questions. Director Worb.
>> Um yes, just want to say thanks as always for coming. I love hearing about all the things going on at our secondary schools. Um, I loved when you talked about the stuff they're you're doing while they're standing in line and um just using opportunities like that to
continue learning. I just think that's great. Um, I was curious about the um the the program from the Department of Education. How did you get approved for that? How did what was the process? >> Well, the curriculum was approved. The
Department of Education reviewed a variety of literacy curricula um and and I can't speak specifically to their process, but they had some very rigorous um guidelines that they were looking for and there were only two um curricula
that met those criteria for the state in the state. Um there were other uh programs that were had some like if you could improve this kind of things that if they would work on them, they could change them and they could be more aligned. But right um as of last summer
those were what were aligned. >> Okay. >> And director Alda just our director what um we're it's a good teaser for the student performance and achievement report that's coming up. So you'll learn more. >> Stay tuned. >> Yeah.
>> Other questions? Yes. Director Mickelson. >> Um thank you for the presentation and uh for being here today. Um definitely I I really love the the tiein of like the rigor and you know setting these high expectations both you know for the
students and for staff for implementing all of this uh curriculum. Uh you set those high expectations and the results that you were seeing from how the percentages were changing is really great how you know you set the expectations and and everybody is
working hard to meet them and and are definitely succeeding. So, thank you uh for that. Um I I loved the check-in checkout example. That was fantastic. Um so, and I just love that that individualized attention. You know, students can feel seen, they can feel supported. Um just a fantastic thing.
So, uh to be able to see in action. Um so, just all good comments um that that I wanted to give. Thank you very much. >> Thank you. >> Other questions? >> Director Anderson. >> Thank you. Uh not a question, just a
comment. Um I just really appreciate the um holistic approach um to uh student learning that um as I'm a reading tutor myself, I know that there are lots of times when it's about will
and not skill. Um and uh uh and I love that you found a rhyme. That's great. Um but uh but to to take each student where they are um on a social emotional level and um and find what's going to work best for them is is so important and I really appreciate it. So thank you for
looking out for those babies. >> Director Hume. >> Yes. Thank you. I echo my colleagues comments. It was a very very good presentation and I appreciate it. Um just one question and it may not be an answerable question and that's okay. Um,
slide seven. Um, you talked about decreasing the kindergarteners at risk for letter sounds going down pretty significantly from 63% down to 27%. When was that? You can probably answer this question. When was that most recent assessment done? >> January.
>> Okay, then that is that leads into my question. Mhm. >> Were you able to factor in and ironically just talking about attendance attendance being down for a lot of our groups of students in the month of January and might that have played into
some of that change in that number? Um I think I think um speaking to kindergarten at the point that that assessment was given in January, I don't think um our attendance had really taken the hit that it's taken now.
>> Um I think maybe there was just a a handful of kindergarters that didn't receive that assessment cuz we do it pretty much right after the winter break. Okay. >> Um >> so not 36% or anything. >> No, no, no, no, no, no. It's definitely um like I said, it was that targeted we
really just talked about that really talked about targeted skills and we just noticed um I think Dr. Brader and I when we look over data um and we and we talk about what you know what's what are those Ann said too like what are those stepping stones or those roadblocks that
are stopping and we notice that if you don't know your letter sounds right then how are you going to learn to blend them together? how are you going to learn? And so we were so we were thinking, you know, let's just really in by the time they get to be in January, let's just really try to, you know, hit that in the
classroom, in the hallways, with us in intervention with ML, you know, all of the time. And and so I really think it's it that is due to our our kindergarten teaching staff and the rest of our staff as to uh why that number has such a great outcome. um and that we just
really just narrowed it in on those on those skills. I don't know if you gonna say anything, but >> I mean I think that's that's largely true and I um you know I agree with the attendance and I think we're looking at also the kids who would have both a fall and a winter score. So that also impacts
that though. So while there were some students who were absent, I agree it it um most kids were there right at the beginning of the month. Yeah, we did take off the students that did not take it in January. We didn't count them in um o in October. We make sure that they
have apples to apples. >> Yeah, we want to always make sure when we compare, we're comparing the kids that have been here from October. >> Yeah. >> Right. Well, there was some very encouraging results in this data. So, thank you. Thank you. That's all I had. >> Any other questions?
Um I just had a couple. Um and the first one is kind of more a wondering well okay first one is about the pilot um how long will the pilot uh last? So the pilot is for this the duration of the
school year. Sky Oaks is um piloting EL education and Vista View is piloting arts and letters. So and as Dr. Belmont referred to you're it sounds like you're going to learn more about that very soon.
All right, I will be patient. Um, and I guess the second question and I guess maybe with what kind of expect second question then a third question. Um, with a one-year pilot um what kind of
impact do you think can be had long term? I think well I think long term this has um the elements of rigor that are significantly more challenging for students and I think it's presented I I now I'm a
former social studies teacher at secondary but the social studies content is just and this is true also of the curricula that um Vist is using but that social studies content is really rich for having student conversations so it's
reading um text that has an interesting topic. It has cultural proficiency in mind. It has some depth in conversation. And then being able to take that and extend it into, you know, this is what we read now. This is what we're going to talk about and this is what we're we're
going to write. And for me personally, having some experience at secondary, I see a lot of alignment with the um the instructional strategies and the material and that use of rigor that um I see at the middle school. So truly one
of my first ahas about the whole thing was this looks really familiar. This looks like how we do it in middle school. So I think that transition is really going to help prepare our kids regardless of which curriculum it is. I think um they're just going to have experiences that are much more like
middle school. So as we work on foundational skills at primary and we continue those foundational skills and they move from um phonics if from phmic awareness phonics to morphology then now we're going to also focus on that reading comprehension that's going to
look much more like reading for content than it is just learning to read. So then it would be fair to say even though this is a one-year pilot for this group of students, it's probably going to be more impactful for you as adults
and educators to be able to continue it. >> Yeah, I think I my understanding and I don't want to steal anybody's thunder coming up later, but is that we'll continue to extend that and that um one of those two curricula will be selected for the upcoming school year for us to
use. So if if it's not EL education and then we would start using the same curriculum that Vistaview is using or vice versa. So I think and to be honest I feel like they're both very rigorous with my conversations with Dr. Paul. So I think they have a lot of common and
important threads and so now instead of taking material and trying to figure out how do I increase the rigor it's there and now it's like how do I support students to get to that rigor where otherwise we would be doing both at the same time. Gotcha. Thank you. Um let's
see. Okay. So that answers that question. And I guess the last one is just kind of a comment. I I wasn't able to watch the video ahead of time and so it was a pleasant surprise. She's not going to be happy that I'm calling her out, but this particular teacher, she
she just does that naturally and is and she's just fantastic. So it was wonderful >> to see her doing this and the check-in checkout is just a wonderful a wonderful thing for the students and and um so thank you for sharing that.
>> That's Megan Germine is an excellent third grade teacher. get her name out there. >> Fantastic. Yes, she is. >> So, thank you all. I appreciate the report we all did. Um, and have a have a good evening. >> Thank you.
>> All right. Uh, next we will turn to we'll receive a report about um on Dr. Daniels uh midyear review uh with direct. >> Oh, we have the spa report. I skip. I always skip. I'm sorry. Um
>> build up. >> I know. Student performance and achievement committee literacy update with director of dollala. I'm sorry, Amina. Um with >> you were really excited. Um with Jamie How MTSS title one
coordinator. Welcome. >> And Katie Ness. I'm sorry I'm my reading is not good this evening. Welcome. Thank you, chair, board chair Alt, Dr. Belmont, and members of the board. I just know that I really appreciate this
opportunity for our team to share this update and uh around our student literacy performance. If you recall, we I was here in August and gave you uh kind of an overview of how we ended the year last year and now it's it's uh mid-inter. And so, uh wanted to just
kind of give you that update. Um our overview uh tonight will cover both elementary and secondary literacy and we'll look at two important data points. The first important data point is our proficiency benchmarks. Um this is the percentage of students who are meeting grade level benchmarks in
reading and the goal of our work is that all students will achieve that benchmark. We'll also be looking at growth trends which is the percentage of students meeting or exceeding their expected improvement in reading skills. So those two things measure two
different uh kinds of things but they are important pieces because students who start the year not meeting benchmarks are required to consistently accelerate their growth in order to close that gap in their learning to reach the next benchmark which is always
increasing. And for students who start the year meeting benchmark, typical growth is necessary as a minimum to maintain that proficiency level going forward. Our growth trends show the impact of instruction on narrowing the learning
gap for students and the improvements that are and the impact of our core instruction in our system. In 191, less than half of our students demonstrate the pre-ereading skills when they enter kindergarten.
And so the skills that they need to be ready to learn to read. And so the system, that's us, needs to be prepared to address that accelerated reading growth needs um early and proactively in our primary instruction to be sure that students are on track for their reading
proficiency as they grow. Today or this evening, MTSS coordinator Jamie How will guide us through the grade level data and elementary coordinator Katie Ness will update you on our midyear action items and strategies including our literacy pilot.
Finally, I'll wrap up with an update on our implementation of the readact. So, I'll just hand it over to coordinator how Thank you. Okay. Uh board chair alt, Dr. Belment, members of the board, thank you again for the opportunity um for us to share this information um about the
reading performance of students in 191. Um I begin with a broad view of how K1 students in 191 have performed um measured by our district screening assessment FastBridge early reading. Uh we have 51% of our kindergarten students at benchmark and 50% of our first
graders um are at benchmark compared to 45% last spring. And then in slide four, moving to grades two through five with fastbridge A- reading, a different assessment. Um there are improvements in grades two and four. Uh while the bar
graph gives us the picture of students by grade, the chart allows you to see how cohorts of students are progressing over time. Um this next slide um is a broad view of the middle school literacy data for FastBridge A reading for grades 6
through 8. um and middle school results do continue to be inconsistent. And then the next two slides, this one here, um you can see the whole scope of kindergarten through 8ighth grade cohorts over time on one slide. Um and
then slide six has cohorts identified, yep, by color. And then slide seven, cohort, I'm sorry, last one. This one, this um they're identified by graduation year. So just a different way to look at at the data.
Okay. And then this next slide has our um 9th through 11th graders based on the FastBridge A reading assessment. So 2425 was the first year collecting data for 9th grade. Um and we've added 10th and 11th grade this year. So there's not a
whole lot of comparison data yet. It's kind of our baseline. All right. These next few slides are more fun to talk about. They highlight the measures of our growth. Um growth is categorized in four levels. Aggressive which means more than one year of growth. Typical which is at least one
years and modest um less than one year's growth. And then the gray is considered flat um which is I'm sorry the red is little to no growth. The gray is when students don't have a fall and a winter score. They're basically not included in
the data or no no target. Um, and then the growth targets are calculated based on the student's score in the fall. Um, and then the normative growth for a student that had that same starting co starting um, score is how it's calculated. Still this one. Um, the this first
growth slide shows growth for our kindergarten first grade students. The multicolored graph shows the number of students in each um, growth category. >> Percentage. >> Percentage of students. >> Thank you. The percentage of students in each growth category. Yeah, we have a
lot more students than that. Um, and then, um, comparing last year to this year, while the gray and yellow graph shows the percentage of students in just the typical or aggressive categories, the categories we want them to be in, um, both kindergarten and first grade have shown increases in percentages with first grade increasing
by 10% from last year. Okay, thank you. Um, in the grade 2 three band, there was a noticeable growth for both grades with a significant student growth increase in second grade from 54 to 62% and grade three student
accelerated growth increased from 48 to 51. And so again, these aren't comparing the same cohort. It's just last year to this year. And then um although smaller, both grades four and five also showed increases in their accelerated growth
percentages. And then in grades um 6 through 8, well, as you saw previously, there's not been strong increases in percentages of students meeting proficiency benchmarks, there is an increase in the percentage of students making growth um at all of the middle
level grades, most notably 8th grade increasing from 47 to 55%. And then with it again being the first year for 10th and 11th graders to take the FastBridge A reading test, we currently only have growth data for just grade 9. Um, and their data has stayed
the same from last year to this year. And now that you've seen all of our updated data, I'm going to turn it over to coordinator Katie Nest to share progress on this year's action items. Good evening, board chair alt, Dr. Belmont, and members of the board. I am
happy to share some updates on the 2025 2026 action items that were shared with you in August by director ofol. Uh this spring uh will be the first administration of the new reading MCA4 assessment which aligns to the reading
strand of the 2020 English language arts standards. classroom teachers um started this work in August and have been continuing that work throughout this school year to align their English language arts curriculum to these standards in preparation for the MCA4
administration. Uh as part of our natural curriculum review process, as you've heard from Sky Oaks Elementary, uh we are piloting two English language arts curriculums. Both of these curriculums have been designated as highly aligned by the
Minnesota Department of Education, uh, EL education and arts and letters. Um, and as you may recall, foundational literacy is related to the foundational skills needed for students to become proficient readers. You heard a nice
demonstration of that from Sky Oaks Elementary uh, right before we came up. Uh in the fall, elementary principles participated in professional development around key look fors in smallroup instruction. During small groupoup instruction is when our teachers are
responding um to student needs based on um what don't they know or what do they know um and how can we extend learning. Uh they then partnered with a member of the CISA team and conducted building walkthroughs to collect data around
smallroup instruction implementation. This data was reviewed by the elementary principles and CISA team and in response to that data, professional development was designed to address the needs um that were identified.
Uh, and in our efforts to provide more intensive support for students with emerging English language skills, coordinator Dandra Brogue and her team are continuing to meet with multilingual teachers to support their work with foundational literacy instruction in
small groups. Targeting unfinished learning around foundational literacy has a has also been a focus for middle and high school. We have been applying the knowledge that our multilingual and our interventionists learned during their read training last year. Um and uh been
utilizing the flex wind time um at both middle schools to uh provide diagnostics and inter and deliver foundational literacy interventions for students who have those learning gaps and targeting them. As you can see um from the growth data from our middle school we feel as
though we are making an impact and we know that we have uh continued work to do. um coordinator how has been working with those interventionist teams to identify uh different types of interventions that can be targeted to the different uh individual foundational
literacy skills so that we're very laser focused um and uh can do very intensive interventions so that student isn't in a remedial reading class for a whole year. Instead, we're using that that intervention time to really target and then see that growth. And it's very much
the same uh process that um uh uh Nikki Harves shared about the uh targeted growth for specific skills. Um and the the the goal is really to narrow those gaps around proficiency. Um and we continue to work with our
multilingual staff um to identify tools to accelerate the foundational liter literacy skills for our English language learners. um most of the students in our secondary programs um who are receiving English language uh development skills are readers in their home language.
However, we find that there is a need to address the unique English phonemes and phonics knowledge and skills to bridge that uh English uh reading skills for many of those students. And so, uh, Dandra Brogue has been working with the
multilingual staff to, uh, use some of the interventions that have been identified by the Department of Education as having really intensive and evidence-based, um, impact for English learners and uh, and uh, being able to
pilot those with our um, with our um, multilingual teachers. And so, we've seen some nice results with that and we hope to continue that and uh, kind of narrow that gap. and that increase that accelerated learning for our English learners.
So this takes us to readact implementation and this continues with the additional screener from the department of education for the characteristics of dyslexia for students in grades 4 through 12. This first administration has concluded this this last week and staff are now learning how
to examine that data and the reports to determine more targeted interventions. This is a new assessment with new kinds of reports and we feel as though it's going to give us really exceptional data to help target um that foundational learning for our students. The Department of Education also
released a list of suggested evidence-based interventions. Um and as coordinator Nest shared, we are engaged in the piloting of the MDE approved programs for our K5 students. These programs are identified as comprehensive literacy programs and they differ from
the foundational literacy ones that we have implemented with our K3 students um over these past few years. These programs are intended to be that integrated literacy experience for students. So it should have content knowledge and we have selected social
studies as our content knowledge area. um the writing, the comprehension as well as the word skills and all of that pulled together in a very rigorous way. We've decided that um uh the staff at Sky Oaks and the staff at Vista View
were really poised to uh address that rigorous learning for their students in grades three through five and they stepped up for the additional training. The purpose of the pilot as as uh chair alt identified is part of of really
looking at that as adults and the impact of that program on our instructional practices and how that can positively impact student learning. Um and so we don't expect a tremendous impact on the student growth in those areas but we do
know it will help us to evaluate which rigorous program we want to move forward with in our evaluation process. So not only are we evaluating the content, the instructional strategies and the rigor, but we are also evaluating the ease of
implementation, the professional development support from our vendors and the quality of the materials themselves. And so we have uh a very uh intensive process and we know that this is an investment for us as an entire district and really focusing on our grades three,
four and five because um we've already have high quality uh MDE approved curriculum for foundational literacy. We'd like to ensure that we have that as well. The added benefit of these programs because they are knowledgebuilding comprehensive programs is that the social studies content
within them will meet the social studies standards uh for implementation which means it is an integrated approach rather than a separate or siloed social studies curriculum that we would have to look for for implementation. So, we really feel as though we're on the right
track with that and we we are excited by the work that the staff at Sky Oaks and Vista View are doing to evaluate those, the extra effort that they've put forward to uh participate in rigorous professional development as well as encouraging them to hold those high
expectations for students and scaffold that and assist those students in meeting those expectations. Students say things like, "This is the hardest stuff I've ever done. I didn't know these were that hard of books. And we have to write for all of this, too. And it really addresses some of those areas of need
that we've been seeing and experiencing as we've learned through our science of reading um learning. And so, our three through five teachers are very excited and the other teachers in the district are a tad bit envious um that uh these
teachers are having the opportunity to explore these resources. but we will bring them forward to all of our uh literacy steering committee and begin to make that selection. Um the also the third component of the readact implementation is the wide
sweeping professional development requirements that uh continued this year. Um, uh, coordinator Ness, uh, along with, uh, literacy toa from special education, Kim Zandde Hammer trained over a 100 educational assistants with the required MDE
literacy training for non-licensed staff. We will continue to deliver that training internally um, with our trainers. Um, we are also completing the phase one training with a smaller cohort this year for student for uh, new staff. Um and we are in the process of uh
selecting a training program for phase 2 for secondary staff next year. Um there are four programs to evaluate and uh we anticipate about 85 staff will engage in the phase 2 training next year. Thank you. We're happy to answer any questions.
>> Great. Thank you very much. Great report. I will open it up for questions. Director Mickelson. Um, thank you for the presentation. Lots of uh great information. Um, and I I want to uh say thank you for kind of uh putting into
context the benchmark versus growth and you know and what it really means for okay here's the benchmark growth and and what that means for results within the benchmark. I mean having that that context around uh you know the differences you know again growth
benchmarks going to be a point in time but you know how growth is or isn't really reflected then in further benchmarks. Um really really appreciate that context and continuing to have that message. Um and you were talking about evaluating some of the programs and
steering committee and all that. Is that kind of evaluation process going to be at the end of this year? Is it into next year? kind of when is it that you're going to be evaluating >> um these? >> Right now the timeline is we uh have surveys that have gone out to students,
the team that is piloting middle school students on their elementary experience. All of that data along with vendor presentations, student work samples will be reviewed uh right now. Our plan is to review all of that as a reading steering committee in April. So, um, early April
with a decision on which curriculum to move forward with. >> Perfect. Thank you. Appreciate it. >> Great. Thank you. >> Question, >> director and Anderson. Um, this is a little bit of a refresher for me and I'm sorry. I know you've you've
talked about this in a previous presentation. Um, but for the dyslexia screener, it's um, so now you have your winter benchmark. um students who have been identified um and then if I remember correctly it's nonsense words that they're then going
to get tested on. Is that correct? >> Mhm. >> So um in second and third grades students that don't meet the benchmark on the fastbridge um screening are then have to take um the nonsense words and then the new assessment this year is called the CAPY read basics and that was
um just identified by MDE for this year for 4th through 12th graders. Um and so now students that aren't meeting benchmark um on the fall screener have to take the capy read basic in grades four through 12. So it's two different ones. >> Okay. So now that winter benchmark is um
passed, are they now taking that? >> We completed trainer. >> Yep. We've completed it along >> um um we trained all of the um interventionists and learning specialists in elementary and middle school and then um they were able to identify those students um and pull them
to take the assessment. >> And so do we have the data then of of the number of students who then are identified by the dyslexia screener? >> And I just want to clarify that the screener is screening for the the characteristics of >> dyslexia. we're not diagnosing
>> we're not diagnosing with dyslexia. Um and uh so every student who takes the screener will get a score back. It doesn't necessarily mean that that they have dyslexia. It just means that it's helping us identify which of the
characteristics that could indicate dyslexia we'll be able to target and address. >> Okay. >> And we just had our first training last week on how to read the reports. And so that's kind of the process that we're in right now on looking at, okay, now we've got this data. What next? That sounds great. So, yeah, I'm excited to hear
what's next. Thank you. >> Any other director Webb? >> Yes. Um, so looking at some of these trend data, >> I mean it looks like all over the board like you were saying, do we have like a
comparison to like other districts? I mean, do we get comp like is any of this data like available from other districts? So the only data that is consistent from district to district is our comprehensive uh Minnesota comprehensive assessments. So the MCA
data that I shared with you in August is the one that it has the comparison. >> Okay. So this though is just specific to >> specific to us as a >> so but we wouldn't have like this type of data to compare to other districts. >> That's correct because other districts use screeners,
>> right? Okay. So my question is, is any of this taking into consideration the amount of like social media kids use? I mean, as far as like reading, like I don't know. It feels like some of that like maybe impacts reading
cuz these trends seem to be like they go up, they go down, like it's very inconsistent. And like what is where does is there any data on that like as far as how the amount of social media that kids are using these days and how it impacts their reading because I just
know personally that my child doesn't like to read and it does like does that impact any of this data? So there have been a number of studies that have been done that have tried to um
correlate the impacts of the amount of social media and the type of social media that students consume and how that really reflects on their uh academic performance. That is not part of our data. We don't have that. We don't have the ability to survey students and track
their social media use. So I would refer back to one of those professional studies for a general uh view but um we know that it does impact and those studies do say that that there are different types of social media that do
impact students reading skills. >> Okay. It is one of the reasons why um the Minnesota state legislature passed the statute for kindergarten um uh screen time, kindergarten and first grade screen time um creating those limits for those.
>> Okay. >> All right. Great. Thank you. Any other questions? >> All right. I have a couple before we close out. Um, let's see. So,
dovetailing on Director Anderson's questions about the Capy Capy Basic. >> Um, I think kind of recognizing that we all probably are on the spectrum of possibly needing an IEP, right? We're
all on that spectrum needing some sort of help. Um starting with the group of students that we that we screened 4 through 12. Um what is the benefit for them to be screened?
Um the number one benefit is is that um MDE has identified the CAPY basic as giving us very specific skill-based data that um and doing that consistently. So in answer to um director Worb's
question, that would be another uh assessment that would have comparable data since we all have to use that particular screener. Um but uh but I think it has to do with the fact that it does target those specific foundational skills that allows us to be really laser
focused on uh intervention for those students. And since we're looking at foundational learning for our students, um why would we not screen all of our students for that same um read
um in terms of their ability to code and decode? >> Um so the or what would be the benefit to turn it around? What would be the benefit to screening all of our students? So the CAPY basic is focused
on secondary students and um we know that all of our students are not deficient in reading >> and so the ability to the the cost or the investment and the time to screen all of those students um probably would
not lead us to any new information for any of those students who are already reading at proficient levels. Even though we use it to screen grades 4 through 12, >> it's not an appropriate tool for K through 3, >> right? But we used it to screen 4
through 12. >> 4 through 12 who were not reading at grade level. >> Can I add something? >> Yes, please. Um a lot of times the assessments are um related to if you think about the medical profession we
give the fastbridge as a screener which is like when you go in to the doctor they take your temperature and they check your blood pressure and you identify here are the here are the people that we're unsure of what their needs are. That's what the capture read basics then is the next step and it's called like a diagnostic assessment to
then dig deeper into what are the specific skills that the students need. So, it's not meant to necessarily be an assessment that's the broad scope of all students. It's more of a diagnostic assessment. Does that answer your question? It does. We're getting to >> I guess um at a and this is really
theoretical because you guys are the professionals. I'm not completely on that. Um although not all of our students um may need help in reading, you know, each of them have their strengths and their
weaknesses. going back to my original statement, right? Um, do we really know that each of our students is truly strong with each of those different reading skills, each of those literacy skills
that they need to be truly successful at secondary? I don't know. >> Um, that's not for me to find out. That's why I was asking you. So, appreciate the answer. Thank you very much, Amina. Um and I guess um really
looking on a positive note um in terms of the pilots that are going on at Vista View and Sky Oaks, you know, there's real rigor that's being introduced and tested at both of those schools. So, in terms of families that are looking for
rigorous literacy and content, um I think that's a real hook um that we need to be promoting because that's where regardless of whichever um whichever option is selected um we know that the
families will be um their students will be um exposed initially because a pilot is going we're going to make a choice and then it will be implemented, right, for 3 years. We know at least a three-year implementation, right, is our
standard. Is that correct? >> Yes. So, it would be three years to for full implementation across the board um with all the components and then we would probably stay with that curriculum for the next four additional years. And
then the other elementary schools would see that rolled out >> within probably within the first year. Once we've completed the pilot and we've got a good structure, we h will go out to all. >> Yeah. So we have a couple schools that have a leg up on the others. So go a few
>> the same pattern as we did with the Hagerty. If you recall, we started with right >> one school, expanded it out, and then to everyone. >> Exactly. So, we've got another couple couple schools to promote in terms of rigor. So, go us.
>> Thank you very much. >> Thank you. >> Awesome. So, next we will turn to Let me make sure I'm not skipping anything. Um, we'll turn to a report about uh doc Superintendent Dr. Daniels midyear
review with Vice Chair Hume. >> Thank you. On Thursday, January 2nd, 2026, the Burnsville Egan Savage Board of Education met with Superintendent Dr. Latana Daniels in a closed session for the purpose of completing her mid-year performance evaluation. Attendees were
all seven board members and Dr. Daniels. During the meeting, we reviewed each of the essential duties and responsibilities of a superintendent as outlined by the Minnesota School Board Association. These duties are as follows. Serves as the chief executive officer for the school district. serves
as the educational leader of the district, serves as the primary spokesperson for the district, and oversees all public relations activities of the district to best represent the district before the public, governmental agencies, community organizations, or other groups. Directs and oversees the
operational administrative services, programs, and operations of the district to ensure the efficiency and effectiveness of these functions and ethical and inclusive leadership. In reviewing Dr. Daniel's performance just over 6 months into her tenure tenure.
The board was pleased with her work. She has demonstrated herself to be an effective leader who is engaged, connected, willing to listen, and willing to consider the changes that are needed to strengthen the district in the coming years, especially in the critical areas of student learning outcomes,
building safety and security, and staff support and morale. Near the end of the close session, we talked a bit about how the board can continue to provide Dr. Daniels with the support she needs in order to be successful in the second half of this school year and beyond. Overall, the board is very pleased with
Dr. Daniels at this point in her tenure, and she continues to have our full support as we move into the second half of her first year as our superintendent. And this concludes my report. >> Thank you very much. Any board comments?
All right. Uh we will turn next to our student representative report. Jennifer, >> thank you. February is off to a busy start for the arts, beginning with our traveling orchestra and band departing from Malta on February 14th. Back on
campus, the theater department is preparing for their February performances of Steel Mags. And students are encouraged to check the schedule to support our local cast and crew. In honor of Black History Month, the school is hosting daily facts over the announcements tableabling during lunch periods following the Diamond Head event
on February 6th. Students can enjoy theme dress up days, a photo booth, and minute to win it during lunches to build community for the month's significance. Our DECA chapter is also celebrate celebrating success after competing in St. Paul on January 10th with over 15
students qualifying for state competition. The team is now hard at work preparing for their trip in early March. In the spring of Valentine's Day, the student council is helping students spread kindness through friendship candygram events. These treats are available for students to send to their peers free of charge to promote a
positive school culture. As well, various groups also have Valentine themed meetings like black girl magic, Asian student union, and black student union. Looking back, snow week provided a high energy break with dodgeball and Batman tournaments. The festivities included a first hour winter sports
assembly, bingo sessions, and the popular wide bead game bringing the student body together with some friendly competition. Finally, the school community has recently navigated three student walkouts on December 8th, January 20th, and January 30th.
Principal Sandival has issued updates to students and guardians to ensure everyone remains informed and supported during these moments of student expressions. This concludes my report. >> Thank you very much, Jennifer. Any board member comments? All right. Thank you. Uh we will turn
next to our superintendent report with Dr. Belmont. >> Thank you, Chair. Over the past weeks, I've been reminded again of the extraordinary commitment of our 191 community. In a moment that continues to demand flexibility, creativity, and
courage, our staff, families, and partners have stepped forward in remarkable ways. Teachers are differentiating lessons with great care, making extra phone calls to families and finding new ways to connect with our students. Our multilingual learning
teachers have taken on the challenge of teaching our youngest learners online with creativity, patience, and joy. Across the district, people are having hard conversations, engaging in solving complex problems,
and doing whatever it takes to support our students. I want to express my deep gratitude for every large and small act that has helped us meet this moment. None of this has been easy, yet our community continues to rise to the
occasion. In good times and in challenging ones, our strength is our unity. Let us continue to move forward together. Always one 91. That concludes my report. >> Thank you very much, Dr. Belmont.
Are there any board member reports? Remember, these are your personal reports. The committee and school assignments will happen uh at our second board meeting of the month. >> Director Hume. >> Um yeah, last Friday the 6th, was it just last Friday? Seems so long ago
already. Um last Friday the 6th, I I participated by Zoom at the Association of Metropolitan School District um legislative session preview. Um there were three superintendents who each spoke about some of the AMSD um legislative priorities for the year. Um
Superintendent Pel from Rochester, Superintendent Sales Adams from Minneapolis, and Superintendent Holberg from Centennial. And they tal each talked about different pieces of the legislative platform which includes some things that we've talked about like
enhancing school safety. Um they also have talked a bit about stabilizing compensatory funding. um and really focusing on restoring local control and reducing mandates at the state level. Um there was also after that a panel discussion with several
legislators. I unfortunately had to go to my day job at that point and missed that particular panel but the hour that I was on it was quite informative and I'm glad I was able to attend. And that concludes my report. >> Wonderful. Any other board member
reports? Nope. All right, then we will turn to the business meeting. Uh, first with 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. Are there any items that board members wish to move uh for separate consideration? Hearing none. Um, do I have a motion to
um approve? >> Moved by by Director Anderson, seconded by Director Hume. All those in favor, please signify by saying I. I >> oppose. Nay. >> And the motion carries unanimously.
All right. Next, uh we are being asked for new business. Uh we are being asked to approve uh district 191's legislative platform for 2026 with uh director Lesie Chester,
legislative committee chair. Thank you, Gerald. Um yes, the legislative committee has been meeting since November um discussing and drafting initial plans and uh priorities for our district um focusing entirely on what
would be most beneficial to our district and what will be most impactful and beneficial for our students and families. And um through that process, we're also gathering feedback. So like just chair Hume reported, we get the AMSD priorities, we get the MSBA
priorities, we got the uh scale priorities and we kind of take those as well um because those were all also going to the capital to talk to our legislators and we whittle those down to see and review what we um had last year
as our priorities. and through our workshop that we had at our last um after our last board meeting um and with all our comments and feedbacks and edits. This is the 2026 legislative platform we're bringing forward uh for
board approval, prioritizing under three priorities of school safety, stabilized funding, um fully fund mandates and essential services. um you know calling out the compensatory which
we know is really impacting our district um that is something that we will continue to voice significantly at the capital along with um the you know under the these three priorities. So without reading them all cuz it's you know it's
a one pager. I encourage people to to review them because they will be available on the website and encouraging our community as well um to speak and advocate on behalf of our district with our legislators. Uh more voices equal uh
more action. So is my recommendation that uh we approve the 2026 uh district 191 legislative platform that we will bring uh for MSBA day uh at the capital on March 9th.
>> Awesome. Thank you very much. Do I have a motion? >> So moved. >> Moved by Director Saxy. Second. >> Second. >> Seconded by Director Anderson. Is there any discussion? Hearing none. All those in favor, please
signify by saying I. >> I >> oppose. Nay. And the motion carries unanimously. Uh, next we are being asked to approve on a first reading basis changes to policy 507.5,
school resource officer with Dr. Chris Belmont, assistant superintendent. >> Thank you, chair. Um, members of the board, I'm happy to present 507.5 school off resource officers with minimal changes and the board the policy review
committee did review these changes on January the 20th of this year. Um, mostly they included additional resources. The board may recall that um the 2024 legislative session um school resource
officers were a big topic and um one of the results was additional resources put forth by the Minnesota School Board Association that school districts can use. Um other than that one minor format formatting adjustments. So I recommend that the board of education approve on a
first reading basis these changes. >> Great. Thank you very much. Do I have a motion to approve? So moved. >> Moved by director Hume. Second. >> Second. >> Seconded by um Director Worb. Is there any discussion
hearing? None. All those in favor, please signify by saying I. >> I. >> Opposed? Nay. And the motion carries unanimously. Uh next we are being asked to uh approve the Burnsville High School course by
contract income contract with Dakota County Technical College with Dr. Belmont, assistant superintendent. >> Thank you again, Chair. Um, this contract from Dakota County Technical College allows us to um continue to maintain our rigorous automotive pathway
program um and um and essentially uh leverage DCTC staff on our campus for our students. So, um I believe that so what I'm hearing is that this is um is a great opportunity, a win-win for both Burnsville High School and DCTC and
maybe allowing us to significantly increase our um student participation in our course offering portfolio in the future if this continues to go well. So therefore, it's my recommendation that the board of education approve the
Dakota County Technical College income contract presented between Burnsville High School and the state of Minnesota acting through its board of trustees of the Minnesota State Colleges and Universities on behalf of Dakota Carney Technical College and authorized the superintendent of ISD 191 to execute
that agreement. >> Thank you. Do I have a motion to approve? >> So moved. >> Moved by Director Saxi. Second. >> Second. Seconded by director Chester. Any discussion?
Uh just one question I think. Um is it a single instructor? Do you know? I'm I would have to double check with um with the Brunsw administration. My understanding is it is a single instructor. What I don't
know is if we're providing um additional like 191 staff in that same space. It's a block class, so students take it over um my understanding is they take it over two class periods where they're pursuing their um
>> their ASSE certification. >> Gotcha. And if you need to get back to us, that's fine. It's not it's not going to hold things up. I just it was a curiosity. >> Okay, I can get back to you. How many instructors are in the um in the lab space during this? >> That'd be great.
Um and with that um all those in favor please signify by saying I >> I >> oppose nay. And the motion carries unanimously. All right having come to the end of the
regular meeting. Um we have one more agenda item uh budget work session. Um prior to that we will take a recess. Um it is now let's see 8:02
um 8:03. We'll come back we'll come back at 8:13. Um but I will take a motion first um for that recess. >> So moved. >> Moved by Director Hume. >> Second. Seconded by Director Chester. All those in favor? I I.
>> And uh we are in recess until 8:13. Thank Well, we will start a couple minutes early because we are ready. Um we will start our work session on the 2627
uh budget uh with uh receiving initial information and parameters from Stacy Sovine, executive director of administrative services. Welcome Stacy. >> Good evening Cher, Dr. Belmont, members of the board. Uh tonight we are bringing
to you some of our uh initial information in seeking parameters from you going forward. uh as the >> the initial information sorry >> as as Dr. Daniels uh and her team will then try to put together a budget to
bring back for presentation in March and then uh get more feedback and then final approval in June. So our agenda is kind of walking through the timeline, our enrollment for projection for 2627, our current realities, our approach, our
initial input, and then seeking guidance and parameters from the board. So um in January and February, uh the board re uh received a revised budget and approved that. Uh we made some budget assumptions
moving forward and now are seeking parameter options. In March, uh Dr. Daniels will bring to you her initial budget recommendations and then March and April we'll seek feedback um from the community from staff parents as well
as doing presentations at our buildings and then in April we'll also have a community meeting uh that is set up for um the proposed budget adjustments. We'll make a refinement at that point. Then in June, we will bring to you the
the adopted budget presented at our first meeting and then ask for your approval at the second meeting in June 25th. It is state law that it is approved, the budget is approved by the end of June, June 30th. The way in which we receive revenue is
through the students that we serve. the number of students that we have, we multiply that times our state and local tax dollars per student served and that is the basis for our total revenue. We also receive some money from the federal government based upon different
populations, specifically those receiving special ed services as well as through our food and nutritional services receive federal funding. You can see our K12 enrollment over the past few years. Uh the bottom dark uh
tealish number represents this school year. You can see the impact to the district between January and February as far as our enrollment. We did make an adjustment to our projected enrollment for next year because we are already
below what our previous projected enrollment was. So we adjusted our projected enrollment down to 6,890 students for next year. We will continue to monitor that. Uh if we have some bounce back that looks like it's
sustainable, uh we probably will adjust the budget as we move forward or adjust the enrollment projections as we move forward. Restricted revenue also comes in through uh technologies such as our capital projects levy or tech levy is often
referred to title funds long-term facility maintenance and also ALC funding. Nearly 80% of all of our expenses are tied up with our people. Um so we are in the people business. So our teachers,
clerical staff, all of the support staff up and down the line. uh gener uh uses about 80% of those expenses. Transportation is our next largest segment followed by uh utilities, materials, contract services and
technology. Um just to remind you and the public, we do have a heavy investment in our pathways programs K12. We uh spend about 2.4 million a year on pathways. That money is comes from our general
restricted capital and different grant funds and you can see the list of all the items that is supported at the elementary level. That money also helps support different areas. Uh we have four main tracks our arts, global
communications, information systems, business, design, engineering and health services that help students kind of start getting a little bit of exposure as they go through the elementary level moving towards uh secondary. We also receive money um through
achievement and integration programs. We uh invest about $2 million a year of that money um primarily to support our goals um with racial and economic integration e racial and economic integration uh increasing student
achievement creating equitable educational uh opportunities and reducing predictability and academic disparities. So, a little over four.5 million dollars is invested back into our pathways and
achievement and integration. Uh, this chart is through Ellers. the um provided this on numerous occasions. That uh reflects what our current funding is at the $7,481
per pupil compared to what it would be just um over $8,900 if we were to have kept up with inflation over the years. So our revenue and expense changes uh we are receiving a little bit more money
through the general revenue aid uh 2.69% the state has come out and announc announced. So with our enrollment uh we will receive about $327,000 more there. Uh we will see a fairly significant increase for our EL um
funding about $547. So about $1.2 $2 million. $1 million for special ed is still built into the process. Property taxes is around 1.37 that was approved in December. Um we are
reflecting now um a decrease in our compensatory funding from what we received for this current year of just under $1.9 million. So the commission that is looking into compensatory will be reporting later this fall and they
are reverting back to the formula that was supposed to go into effect last year but they did a hold harmless but as of right now uh MDE is not announcing anything different and we will be falling back to the formula that was proposed originally.
Our increased expenses about 2.3% increase on salary schedules uh $4.8 8 million overall, 5% increase on insurance. Transportation projected with a 5% increase. Uh, also about 5% for other utilities. Long-term facility
maintenance, that is money in, money out. So, that 4.3 is we receive funding through our local levy for that. But we also have 4.3 million in expenses. Our strategies um as we approach this again we try to maintain a balance u
looking at our expenditures and revenues. We use our strategic roadmap to guide our work. We uh always are reflecting and maintaining class sizes. Uh we understand that there is an eb and flow of revenue streams and expenses and
as much as possible we use restricted funds before our general to make sure that the board has as much flexibility in programming options as they can. So we had initial um survey responses uh
this we open it up to the public. Uh we received um just over just over well just under a dozen let's say of uh responses from the community as you can see focusing on special ed uh addressing student behavior supporting the arts uh
onboarding and training for EAS addressing the staff mindset and res uh reducing positions that don't have direct contact with students. Uh it's been good working for you. SO THANK YOU Principles and departmental input
included reviewing a media specialist role throughout the district, strategic reallocation of resources for local support meaning at the building level and also stabilizing a field trip funding process so that they can build on that. Okay.
So the next steps for our feedback from the community um at our next meeting on March 12th we will not the next on March 12th we will be bringing to you our proposed initial budget recommendations.
Uh then we'll open up the survey portal on March 13th. Uh we'll close that about a month later. Um between March and April we will have school and program level parent meetings presenting it to staff seeking feedback. April 15th has
been set at 6 pm uh for a presentation here at Diamond Head for uh a presentation to families and the public. So we just kind of give a little bit of um different scenarios for the board to
kind of work off of. None of these are proposed options. You can make any option that you want, but we do try to give you some benchmarks as to what will impact our our budget and what that may look like. Scenario one, again,
continuing to maintain class sizes. Uh we're looking on scenario one to maintain our fund balance at 21.83%. So, if we were to do that, we would have to do budget cuts of $13.6 million. Okay. Scenario two, again, maintaining
class sizes, but this one is says, "Nope, just spend it all down from the fund balance." So, you would spend down your fund balance by $14.8 million, and you would end up with no budget cuts, just spending it down, and your fund
balance would be at about 12.5%. Okay, so those are your two far extreme benchmarks. Then, scenario three and four just kind of gives you something in the middle. Uh uh as far as consideration, all of these
do maintain class sizes. Um we call that right sizing for this. As our enrollment goes, so does our staffing. Um but scenario three, we would reduce our spending, budget cuts, if you will, by $5 million, reduce the fund balance by
9.8, and then we would end up at the end of the year with a fund balance of just under 16%. Okay. Scenario four, we would continue to maintain class size, reduce spending around $3 million, reduce uh 11.8 million from our fund balance with
a ending fund balance of 14.43% about 14.5%. Just as a reminder, board policy does say that you need an 8% fund balance. So with all of these different scenarios as it is, you're still well above the 8%
mark. following our four tables that outline what the scenarios look like. Um, so you would see I'm not going to go down with all of the different things, but you can see where our actual results for 24 25
were, what we proposed for this year, what our revised budget uh did to impact our budget, and then what we're projecting for next year and the following year. I will let you know that our projections for next year, you'll see the different uh considerations. Uh
we're looking at a 5% expenditure in increases, 5% for health insurance, 1.5% for dental, uh 2.69% increase for revenue from the state. We're looking at 6,890 K12 students, and
a salary increase for unsettled contracts. FI28 will always look like it's going off the cliff. Part of that is because now we're starting to just push numbers forward. We're assuming still we're going to have about 5% increases on our expenditures cost inflationary cost and
we're assuming a a 2% increase on revenue. We're not right sizing. We enrollment we do have a future projection but that would have to also be adjusted. It's very high level as we were to look at these. So again the
first one uh is really significant budget reductions to maintain the 21.83% 83%. Uh the other ones you could see the spin down going to 12 1/2. Next the following year we'd be roughly at 1%. Again
doesn't take everything into consideration. It's pretty high level. The $5 million reduction with two years using the same type of cuts 5 million and 27 5 million again in FY28 would bring you around uh 9.7%.
And finally, the 3 million reduction. And if we did 3 million FI27 and another 3 million in FY28, you'd be at just about 6%. So whatever we're doing for reductions for FY27 was the assumption. We'd be doing the same for FY28.
Okay. And that is a very quick run through. And now I'm looking for guidance from the board. >> All right. So, I think uh the way we will structure this tonight is we'll
start with uh Q&A um for Stacy if people have questions about anything in the slides. Um and by the end of tonight, as Stacy said, he's going to need guidance in terms of um whether we um decide that
we want to land on one of these scenarios or tweak one of them. Um we do need to um he needs to walk out of here with some sort of guidance so that um he and the the team can go back and uh determine where uh those adjustments
will will be coming from. So I will open it up for questions. >> Question. >> Yes. >> So why is scenario one like a million dollars less than two? >> I had the same question. Scenario one is 13.6 million and the
other three are all 14.8 in terms of the combination of fund balance and spending reductions. >> I'll have to get back to you, but I will make the assumption the the more you cut on the front end, the less you're going
to have to worry about on the back end. The longer you kind of put things out, you're kind of spending that money a couple of times because you're compounding that. >> Sure. Okay. So that's if we put >> we took our medicine now basically. >> Right. Right.
>> But we're cutting 13.6 in one year and then 14.8 also in one year. So I still don't know what the $900,000 difference is. >> I can I can get that specific for you on
that. Just just cuz I'm just curious that >> are you looking at going that route, Leslie? Okay. >> But I'm like but it but it would impact scenario 2, three, and four if it's actually 13.6. >> Got it.
>> Instead of 14.8. So then like what is the break differential between fund balance and reduction if it's only 13.8 versus 14 or 13.6 versus 14.8. like if we don't have to cut $900,000
in scenarios two, three, and four. >> Yeah, I think it's 1.2 million difference. >> Oh, yeah. 1.2. Yeah, there you go. I was doing the math backwards. >> One of those. >> One of those ways. Um, that was just my because that means if we can we don't have to cut as much in those scenarios
too because scenario one is >> true. >> What we actually have to cut, >> right? Yep. >> What's the breakdown? Um, good question. >> Then the other question is is do we know what the factors are in the dip in
enrollment now than it has been in the last previous years in that same time frame because in the same time frame it's only like a few students you know where this is like >> I can answer that but I'll let Stacy answer. >> I can probably answer but I'll let
>> I can too. I probably, but I'm just >> officially officially >> officially. Oh, okay. Um, we're seeing an impact to our enrollment very much based upon local um events in
our community. >> Okay, that's what I thought, but I just wanted to name it. >> Um, I have a question about METAF. What where is that at? like as far as us getting the money from the sale.
>> Yep. Um so we have been approved through the city. We've gone through that part of the process, the the initial plan. Uh if you recall, uh well, now it's been a couple of years ago. One of the third the third partner that was building the
apartment complex dropped out. >> Yeah. >> So what they are looking for now is that third partner to pick up the apartments. Yeah, >> they are working they have worked now with a number of different groups that have expressed interest. Uh they have provided us an offer we have countered
and they are now trying to see if they can meet us somewhere around that point. So one, they still haven't secured the partner. Two, we do have a price point out there that we're asking for them to meet. They're aware of it and they're trying to make that
work. >> Okay. So, we don't get all of the money until both >> pieces are agreed upon >> as it is right now. Yep. >> All right. Just wondering. Y >> from your years of doing this and the
timeline of it, if we were to go as with a larger end of the cut, given that we have a new superintendent who's still trying to figure out priorities and her vision going forward, is that even possible that we have those things meshed together in this timeline of if
we were to say we want to about 14 million from the budget. >> We we are still on our timeline that we exercise every year. >> Correct. >> So So that's >> but given the status of having a new superintendent who's still >> Yeah.
>> evaluating if we were to put something in there now and move forward over the next couple of months saying we wanted to cut that much, is that going to send us into things not in alignment with her ultimate vision? Um it it will be
challenging. It will be challenging. We'll continue to meet our deadlines. We're required to but I mean trying to implement everything. >> It could be challenging. >> Any other questions?
>> I have a comment and this is purely superficial but I've been this is my eighth year on the board. I appreciate that this presentation format and the graphics were much different than what we've seen in the past. For the most part, I it made it a little easier as someone who's seen this a lot to kind of
follow along and kept my attention a little more. So, thank you to whoever on your team did that. Well, you're welcome. >> Wasn't going to assume. >> It did tell a very nice story. >> It told a very nice story. the same the same story that we've seen and yet
>> different. >> It had a different visual style and I appreciated that. >> Yeah, >> I noticed that as well. >> Yeah, >> good job. >> Thank you. Mhm. >> To dovetail on Tyler's question, um I'd like to put out there for us to
consider that um since we do have a new superintendent um who is working incredibly hard um to get out there and meet with the community. She's met with the staff. Um
she is meeting with the community trying to learn all that she can about um expectations of our community, needs of our staff, needs of our students. The budget that we plan this year
um and the process that we use might need to be um unique compared to how we might normally plan a budget. Um, and we might want to consider giving staff grace where we know that typically we
want to manage the budget a little more tightly this year and perhaps we might want to um not cut quite as deeply as we might want to and allow Dr. Daniels to do her
work this year. She's got some very ambitious goals that she's set for herself. um allow her to do her work and then next year come in and um she and her team leadership come forward
with their recommendation know that she and they are all on the same page and grounded in what 191 needs to move to being that gem, right? um we do the work that we need to this year to right size, manage class sizes,
make the the changes, the adjustments that we need this year um to tie us over next year. I think the difference between options three and four, you know, we can certainly discuss um they're not insignificant. We
certainly can discuss them, but um the details perhaps are for next year. I agree with that. >> I think my Oh, go ahead. >> No, I was just going to say I agree with that, but I was leaning towards option three.
>> Yeah, I was leaning towards just just because even though we want to kick the can if our operation if our if our percentage threshold is 8%, I'm less comfortable going below that.
>> Mhm. in the next future year. >> in the next future year. >> So like in 2027 28 and FY28 option four would send us below the 8%. >> Can we flip to scenario 4, please?
>> We'd go down to six. >> Six. >> Well, that's projected. >> It's projected, but but I mean 1.8 8 loss in compensatory if that continues and >> um and you know we have a gubanatorial
race going to happen. We don't know who's going to fill that seat and what other legislators might choose to do in terms of the next budgeting period of what education will get. Will we get zero? Will we get two? Will we get five?
I there's very un unpredictability and I don't know. I like having a small little nest egg just so that we're not faced with a cliff. >> I have I think I have the same I guess concern. I mean, we're looking at, you know, whether it's 13.6 or 14.8 with the
different scenarios, >> approximately a $14 million difference between our revenue and our expenses this coming school year. >> That's not sustainable. And whether we kick the can down the road for one more year or two more years or somehow find a way to kick the can down for three more
years, the piper is going to come calling and we're going to have some tough decisions to make if if things don't change. Now granted, we have, you know, elections coming up like you were just saying, we don't know what the future holds. So, you know, these are all projections
based on what we know today. A year from now, those numbers could look very different. Um, I'm not saying scenario one, certainly not saying scenario two, but I just think we have to be cautious about spending down too far and not
leaving. Like, yes, it's people sometimes think of it as a rainy day fund and it's certainly raining right now, but also it's going to be still be raining a year, two years from now. So, I think we need to think long term when we're whatever decisions we're making right now.
>> Yeah. kind of your comment about it raining. It's like when when you look at that, you know, funding versus inflation. I mean, you know, >> it's been raining for >> as long as, you know, just it it just it doesn't stop raining. >> Um but yeah, it's definitely got to be
thinking long term other than just the next two years without a doubt. >> Um yeah. >> Yeah. I mean, I would go towards scenario three. the same reasons that have been stated. I think it's a little
more responsible from that knowing what's coming down the pipeline, but I also don't think it's prudent to go beyond right sizing measures with a new superintendent and the confidence that we have in her and her approach so far. I think we'd be risk undermining
that significantly by going to the bigger cuts this year. I guess it's my turn to talk. I was soaking it all in. Um yeah, I mean I probably could
be content with either to be honest. Um and I I think everybody has a valid point and I I mean it's I think scenario three is the mid midway point, right? So, not really mid
literally, but um yeah. So, I mean it's giving giving Dr. Daniels what she needs to succeed in the beginning of her term here while also being responsible. >> I'm fine with that.
>> Anna, do you have any other comments? No, just that that was my my inclination when I saw the >> the the four scenarios. That one just >> looked like the best option to me. >> Okay.
>> Yeah. I I Yes. >> Just real quick. Um I just wanted to make a comment as far as I mean one of the things though is it doesn't you know if we pick say scenario 4 and have 3 million in cuts this year. I mean it
doesn't mean we can't cut more next year. I mean you know we're not locked in to having to do only 3 million and spending and you know what happens with the fund balance and everything. we're not locking this in for two years and you know potentially you know just
throwing this out there that maybe we do 3 million in reduced spending this year with communicating to Dr. Daniels that you know we if all things stay the same
we anticipate needing to make larger cuts in the future. make your plans accordingly. You know, kind of be thinking when you're looking at your plans and what you're going to be doing within the district, considering what that might look at and
that that can inform some of her decision-m. You know, we're giving her that little bit of grace this year to then again build that into her planning. Can we flip please back up to number three? >> Mhm.
And then back down to number four. Side by side. >> Yeah. It would be nice if we could have them side by side. >> Slide the >> You put your computer on and then the TV on the other one. >> Yes. There we go. Yeah. Okay.
So, I I I came in here with an open mind and I agree with you all, Leslie. You made really good points upfront in terms of the wise that we don't want to be so clo we don't want to go below or come
anywhere close to being below 8%. Absolutely right. Spot on. Um, I'm also sensitive to wanting to give Dr. Daniels. So, there there are three things that I'm thinking. Not below 8%.
Giving Dr. Daniels flexibility. Um, and then also recognizing that what we don't cut this year is going to be more expensive next year. >> Yeah. >> Right. >> Yes.
And it can go back the other way, right? With >> like what you said, right? It the same could go for um if you were to go with three and reduce 5 million. It doesn't mean that you can't um things could go well and and we could
get, you know what I mean? So, it's it's not like that's >> and I don't want to count on I don't want to count on Stacy and and Tyler pulling the magic rabbit out of a hat, you know, as as typically is seen where we end up in a really good position
where Right. I I We can't We cannot do that. >> We're probably getting down to a tail and a ear. >> Exactly. Yes. Yes. Yes. The rabbit's tail is all we might end up with. Yeah. >> Um >> the lucky. So, I'm wondering um
just a if if if I may, where might we be if we reduced 4 million rather than just going between three and four? >> Mhm. >> Where might we be if we went with four? >> Scenario 3.5. >> 3.5.
>> Yeah. >> Probably close to 15%. And and I do want to recognize your concern for the second year. So if we were to cut 3 million, the assumption is we would cut 3 million for FY28. That's why we fall below the the 6%. You cut 3
million, then the following year we may have to cut 5 million to stay at the 8%. >> Right? >> So again, that second year will always be in statutory operating debt. That is one thing I have learned over the last 15 years. the further out you go, the
worse the condition just because with enrollment and everything else, state funding and such. Um, but you would probably end up right around 15%. And then, um, again, the following year, we'd re-evaluate our conditions, our
circumstances, the enrollment. Um, and you may have to do another five or five and a half million at that point. I think the other thing I want to validate is the 13.6 or the 14.8.
That's the one thing you really want to evaluate. It's like if it's is it really 13.6 or is it 14.8 Because then that also kind of plays with the cut what the amount to cut or reduce and that impact on the fund
balance too. >> Where's the starting point? >> Yeah. Yep. >> Yeah. And and I do apologize. We received new numbers on compensatory. >> Yeah. >> Yesterday afternoon. >> So this was all done this morning.
>> Yeah. you didn't have quite the rigor in cross-checking everything. So if there is an error, I apologize. >> Oh, no. I but but I just I just like what's the amount? So everyone else was fine with scenario
three, which I'm fine with going with if that's if that's where everybody wants to go. I'm throwing out there option 3.5 as as an alternative. >> Reduce by 4 million. reduced by four million rather than going with three or
four. I don't know that it really makes a difference. >> Makes a difference to the people who get to keep their jobs. >> That's what I was saying. It makes a difference for the It does. >> $1 million. >> Yeah. >> Salary. >> And we're not And we won't be close to
the 8% the second year. >> We will be closer. >> We would be closer. I mean, it could be it could be eightish or 7 point something if you round up. >> I can live with four.
>> You could too. >> Same. >> Agree. >> Yeah. >> $4 million. We'll rerun the numbers. I'll get you the exact percents for everyone. >> Perfect. so that you have an idea what that looks like. >> Okay. >> All right.
>> You've got what you need, Stacy. >> I've got direction. Thank you. >> Okay. Thank you. Great. >> I see what you did there. >> Great. Great discussion, everybody. Thank you. Yep. >> We are adjourned at >> 8:45.
H fascinating. >> Was that what you called? >> Might be the first time in eight years I got it right to the minute.