Good evening. Tonight is Monday, January 12th, and we do have a quorum. So, I will call this meeting to order. Uh before we approve our agenda, I wanted to announce the board's latest news, which is good news, and we could use some good news. uh
these days. Last Thursday, the board interviewed Dr. Bitman for the position of superintendent of Edina public schools and by unanimous agreement, the board voted to extend a contract offer to Dr. Bitman to serve as the permanent superintendent
of Edina public schools. So, I want to congratulate him and congratulate the community on their engagement in the process and the wonderful hire that we ended up with. The future of Ida public schools continues to look bright and it is a great day to be a Hornet.
>> Congratulations, Dr. Vitman. >> Congratulate the community. >> All right. The first order of business is agenda approval. And before I ask for a motion, I will be tableabling the employment agreement for superintendent of schools schools which is item 7 F
until our February meeting. >> All right. The first order. So saying that, do I have a motion to approve the amended agenda for tonight's board meeting? >> Is there a second? >> We'll vote to approve our agenda, our amended agenda. All those in favor say
I. I. Any opposed? >> Tonight's agenda is approved. >> This month's excellence and action features Sarah Kaka. Am I saying that right? Uh a sophomore at Edina High School and a varsity band floutist,
Sarah joins us to share her summer experience teaching English and music to students at a school in Orangabad, India. Excuse my in my pronunciation there. Drawing inspiration from a guest poet who visited during her time at
Valley View, Sara taught English through poetry. For her music instruction, she used recorders generously donated by her former Normandale music teacher, Madame Warness. >> Sarah will share her journey of bringing education and inspiration full circle.
Welcome up here and there's a button on the microphone that will turn it on and you can adjust the There you go. >> Sarah will share her journey of bringing education and inspiration full circle.
Welcome. >> Should I just wait till the >> There's a button on the microphone that will turn it on. >> Hi, my name is Syra Kaka and I'm a sophomore at Dina High School >> and I'm presenting on my India trip last summer. So, thank you for this
opportunity. >> I just wait till the >> Hi, my name is Syra Kaka and I'm a sophomore at school. Okay. So, last summer I took a twoe trip to Orangabad, India, which is a smaller
city that's about 1.7 million residents that's around 200 miles east of Mumbai. There I taught English and music at Stepping Stone School. So, I was first assigned to teach three fifth grade classes English and I
decided to do poetry because um I took inspiration from Frank Sentoali who is a guest speaker that came to my eighth grade English class at Valley View. Um he taught us how to write and perform poems and I use those skills to help the
fifth graders do the same. I decided to set the theme for the fifth graders on their favorite holiday. That's nice. Um, I taught recorder to I also taught recorder to an eighth grade music class
and I um decided to teach this because I learned recorder in fourth grade at Normanddale and I really enjoyed it. So now I'm continuing playing flute at the high school. And yeah, so prior to my trip, I consulted
with Monomores on how to organize and teach the recorder to these eighth grade students. And when she heard about my plan, she gave me some tips and also donated 30 recorders to the Indian students. So with those recorders, I taught the students how to play basic notes and
rhythms and how to play certain songs on the recorder. Next. So at the end of my twoe trip, the school organized a ceremony for me and the students presented what they had learned. So I had selected certain
students from the fifth grade class to present on Indian holidays and some of them did some on holidays that I knew like Dvali and Eid and others did some holidays that I didn't know like Mucker Sranti which is a kite flying festival in India.
I also performed with the eighth grade students the songs Mary had a little lamb, jingle bells, and the mocking bird on the recorder. I was really amazed on how the students um enjoyed learning with me and I was proud of how excited they were to learn
from me. I was also really impressed by their gratitude because um at the end of my at the end of the ceremony, they presented me with cards and letters showing how grateful they were and some even wrote poems to me. So overall, I'm really grateful for the step stepping stone students for
welcoming me into their classroom, the stepping st the stepping stone staff for helping me organize my schedule, and Normanddale and Dina public schools for providing me with the resources that I used to pull off this trip. Thank you.
Yes. Word board members, do you have any questions for Sara? >> Director Birdman, >> thank you very much for your presentation. Um, help me understand uh this particular school in this area. Was it did you already have a connection um related to that or is this something
that you discovered as you were thinking about your trip? >> Yeah. Um the schools actually my mom's aunt started it so Yeah. So, she kind of helped me organize it. >> And are there any plans to stay in touch with the students or um since you've
done this um program, are there any follow-ups you anticipate having in the future? >> I'm thinking of doing it next year and I did get some of the phone numbers of the students and then some of the staff too. >> Great. >> So, I've connected with them a little bit. >> Well done. Thank you. >> Thank you,
>> Director Alenberg. A quick question. Um and you might not know the answer but um in a traditional school in India would music be part of the curriculum? >> Um I don't think it's a big part. There were certainly some music teachers at the school which I kind of worked with
to help um like organize everything but >> the students that I taught had like very little music knowledge. So I taught them a lot I guess. So I think I think it's optional for some students. So it's not like a part of their curriculum. I was just wondering how novel and interesting
the recorders were and if that's such a uh which I would I was just guessing it might be something really different than a traditional curriculum and I think that's great that you um brought those over for that experience and how different that is than here in Edina
with such a large focus on music and so much time. So I think that's great that you you were also be be able you were also able to experience a different type of schooling. So thank you for doing that and representing our district so well. >> Thank you. >> Dr. Barry,
>> what did you think of being a teacher? Do you have interest in maybe going into education? >> Um I'm not really sure yet, but it was really fun because Yeah. >> Executive Director Sonia Sailor is over there. She hires our teachers and so you
can speak with her after. >> Thank you so much for this presentation. What an amazing experience. And at you know finishing your freshman year and going to do that. That's um pretty remarkable. So thank you for sharing your experience with us. Would you do us
the honor? Could we take a picture with you in front of the DAS up here? >> Yeah. Okay. Great. >> Thank you. Oh yes. Good luck with finals. >> Right. Yes. >> Oh, but it is now. >> Okay. Great. Thank you. All right. Uh,
next up on the agenda is hearing for members of the public. And we do this month we have no one um that has requested to address us. So we will move on with our agenda. Next is our consent agenda. Is there anything anyone would like to remove
from the consent agenda? We'll now vote to approve the consent agenda. Do I have a motion to approve the consent agenda? So moved. >> Second. >> All those in favor of approving the consent agenda say I. I. >> Anyone opposed? The consent agenda has
been approved. That was Jen Hooie and Director Arum. All right. Uh, our first discussion item this evening is a progress report on the 2025 2026 board
goals. And board members, um, you might recall that in the past we have discussed our board goals midway at a retreat and we thought it would be beneficial for us to discuss it in a
board meeting um, this year just to make sure we're keeping them top of mind and also um, we have very full retreats coming up so we thought we'd shift this to a board meeting. So, I have a report here today and the goal is just to kind
of talk about our goals a little bit, touch base on how we're doing and we'll revisit these at the end of the year as well. So, all right. Um, and I the first couple slides in here are just a reminder of our vision, our mission,
core values, and the work that we do and why we do it. Um, for those watching at home, each year the Dina School Board sets goals based on their own professional growth as a governing body and guided by the district's strategic plan. We do this in
an effort to pri prioritize the needs of students and best serve our community. Typically, and this is what happened this year, our goal setting discussion happens at the board's summer retreat and then the boards come forward the
goals come forward for discussion and bitman to see what his needs are in terms of future onboarding, additional onboarding and then of course loop the whole board in on that. Is that something that people feel comfortable
with for that part? Okay. And then these are our key indicators of success. So take a look at these three and I'm just going to ask you for some feedback on if you feel we've achieved
this outcome, not yet or in progress. Cheryl says yes for all three successfully hired a superintendent. Okay. Is everyone in agreement with that one? Yes. And then All right.
And I will update this for next week's retreat. Right. Goal two was to strengthen district stability and sustainability while making measurable progress towards strategic plan goals and student success
indicators. So I And I'll let you read these. And I put our data data metrics report and our panorama result. How would you like me to record our key
indicators of success for this school? >> I still believe they're all in progress. Um the reports, the data metrics, um and the panoramic surveys for this year to see where we are. Don't they come out late in the late spring >> early? Yeah. So, I mean, it's in progress as we've been working towards
and we'll see what those results are when they come. >> Yeah. >> From that report. >> And I think I agree with you and and one of the things I was thinking about when we were pulling this together is that's a it's a good reminder for us to revisit this because the decisions we make at the board table, whether it's
curriculum, whether it's um support services, whatever it might be, is towards these goals of student outcomes. All right. Goal three, maintaining a balanced budget and fiscal integrity while
upholding district quality and strategic pri priorities. I will give you an opportunity to look through these key four actions. We've done a lot in this area. Um I thought we were on the first one in progress when you look at practicing transparent fiscal
stewardship um in alignment with board policies. I could have had a really long list here. I mean, if I look at our policy and finance committee work, the contracts that have been settled this year, long-term facilities maintenance, operating levy renewal, um, and there's
other work in this area as well. So, I thought in progress because that will be work that we continue to do. For action step two, that's collaborating with district leadership, including the superintendent to explore a system to identify potential budget
reductions while preserving core educational quality. As we all know, this year is not a year where we have to make cuts. So, we'll continue to work with the superintendent as far as what that process looks like moving forward. So, I thought that that
would probably be an in progress as well. Okay, key action three is to analyze enrollment trends and redefine resident enrollment capture rates. This is something we are talking about at next week's retreat and I think it
was brought up in the work session tonight as well as about about enrollment capture rates but we have received an enrollment and class size report in October and had an opportunity to reflect on that
>> and and as a reminder that um in our board packets every month we get an enrollment summary year to date of what that is and in a comparison And so I mean as best practice we are every month we get to see this but then as far as the impacts and what we're doing as far
as what we're doing specifically with open enrollment or with resident enrollment so those are sort of topics that we're taking care of throughout the year. >> Yeah, thank you for that. And the key action four is to review and as appropriate approve the renewal of existing local funding and assess
potential new funding mechanisms. And on July 14th, we renewed the operating levy at the current rate for the next 10 years. And next week, we will be talking about potential new funding discussions. So, another area where we're in progress. And you can see throughout
this, it was helpful to pull this together because we have there's a lot of work that we have to show for the first six months of the year. All right. And then the key indicators of success for that goal, you'll see here, and I'll let you
decide what you how you want me to record this at this moment. >> Madam chair, my my on the first one, balance annual operating budget aligned with board policy. I mean, I would say that's a yes. I mean, we do that on an ongoing basis. So, it's technically in progress, but the way we manage it
monthto monthth, yeartoyear, I feel that we're always a yes as far as that outcome is concerned. Um, I would only be more concerned my choice would be different if for some reason we were having issues with our reporting or if we were having some financial imbalances that were that were present. As of yet,
I don't see any in in our situation. >> Thank you. And our next budget director Woodard comes forward for next year in April. Correct? >> April. Another example of the board's uh
excellent work is a recent outside audit that was completed of our budget that uh had information about strong fiscal stewardship and positive growth. >> I would also state that the second item um of clear shared understanding of
timeline of levy renewals and necessary board actions. I think that's in progress because I think there's a constant there's never a singular date where that's the case. it's sort of something that we have to do and when you look at the overall when we get to the end of the fiscal year did we appreciate that I think then you could say that's achieved but it's an ongoing
kind of component from there um the maintenance of our AAA bond rating I think that's a yes I mean again it's ongoing all the time but we're we still have our AAA bond rating I know we're going to have a discussion maybe later about um one one of the actions we're taking it's all predicated on our AAA
bond rating so I think that's still a yes um but it's an ongoing component and then as far as our successful collective bargaining agreements. That's again when you look at each one that comes up, we have successfully in in the ones that we've been engaged with this year. Um we have already successfully come into
agreement >> and we are all settled for this year. >> And that one on the fourth one, I think we actually have that one outcome is achieved because we've settled all our collective bargaining contracts for the year. So is everybody okay with that?
Three in progress and one yes. Okay, last school. enhance schoolboard governance effectiveness through continuous development and evaluation. Just like all of our staff members, we are doing continuous professional development. So,
you can look at these four indicators. Um I've thought that most of them were in progress, a couple completed. We are continuing to do our M Minnesota Schoolboard Association learning to lead s series. Um the annual conference is this week where it's professional
development for schoolboard members. Uh director Arum was part of the delegate assembly this year and we've several of several pe of us have been involved in other MSBA offerings. So that all feeds into the key action of um board
development uh board retreats. We have our goal is for two of them. We have actually four of them scheduled. We've have two already accomplished and uh refine and implement the superintendent goal setting and
evaluation progress uh process. Excuse me. We had a successful midterm evaluation of the superintendent and governance committee will continue to refine the process with Dr. Bitman based on that and conduct a board self-evaluation this school year and to
assess our strengths, challenges and areas for improvement. that was conducted on the 16th of September and we will continue to work on areas of emphasis at our retreats and throughout 2425. The last slide here
is the key indicators of success for this uh goal. And so board governance receives positive ratings in annual stakeholder survey that will be happening this spring. Right? So that's in progress. and completion of the
board's self-evaluation with identified follow-up actions. Yes, we've accomplished that. So, that was a lot of me talking. Does anybody want to make any comments or reflect on
our goals that we set in the summer and now that we're halfway through the year, reflect on our progress or work still to come? I would just comment that we have a very busy next six months that of all the things that are still in progress, there's a lot of work to still be done
and um I'm glad that we're tracking this and that we're talking about it in a mid-year uh review. Um it might not necessarily mean to a lot to anyone else, but I think it's important for all of us to stay on track of where that's at and if there if we're ever falling behind or we're not quite um feeling that we're meeting where we want to be
going that we have the ability to rectify that in progress. Thank you. And because we are a board that governs over a school district and all our teachers are expected to set goals and have evaluations and do professional
development, it's only fair that we are doing that as well. So all right, thanks board. Um we are moving on to our next discussion item which is uh secondary math courses and acceleration math sequencing.
So I will welcome up to the table director of teaching and learning Jod D Hubert, Mark Carlson, our K12 science and math coordinator, and Margaret Schul Keebler, Valley View mathematics teacher. Welcome.
>> Good evening, board chair Gabler, uh members of the board, Superintendent Bitman. Uh I am joined today by uh math valley view math teacher uh meapir who teaches compacted algebra and is integally involved in our design process
as well. Uh thank you for being here tonight on your uh busy night. Um I'd like to present tonight we're going to present a recommendation for a structural update to our secondary math acceleration sequence. Our goal remains to provide a rigorous math pathway while
ensuring our students are prepared for the new Minnesota K12 academic standards. I want to begin by highlighting the timeline for this discussion. We are currently engaged in a comprehensive review of K12 math programming that began last spring. You
are scheduled to receive a full report of this entire design process beginning in February. However, we are bringing this specific proposal to you today because of its impact on student registration process for the 2627 school year. To ensure our registration
materials are accurate and our families are well informed, we needed to finalize these specific acceleration adjustments ahead of a larger report. Specifically, the administration recommends discontinuing the middle school compacted algebra course
beginning in the 26 26 27th school year. And in its place, we are creating a new twocourse sequence at the high school level that compacts three years of content intermediate algebra, geometry, and algebra 2 into a twocore sequence.
This shift is driven by the change to the state standards and increases the which increases the importance on data analysis and in as included in the new standards. Our math design team determined that continuing to do a two-year standards into a single middle
school year was on sustainable at this point. It is important to emphasize that through this proposal there is no loss of acceleration opportunities for any student. We are not lowering the ceiling of what our students can achieve. We are
simply redesigning the compacted experience to ensure foundational mastery for success. We look forward to your reactions and questions as they adjust as they adjust tonight and we look forward to continue our discussion on the full math design
in February and March. With that, if you have any questions from the report, we're happy to answer them. All right, board members, what questions do you have for our team here tonight about the change in mass sequencing? director.
>> Um I I had a question on just so we're shifting and now and the algebra one will become a course for for all unless you're in this middle lane here like in eighth
grade, right? So from a staffing perspective, is there any anticipated change or pinch point there? Is it being absorbed? >> Good, good question. Uh there would be no change from a staffing standpoint. It's really about um by compacting three
years over two years. It gives us more space to compact that as opposed to trying to do two years in one year. And really it it provides us with a little bit better uh experience for students overall as we think about the shift in standards and kind of the more the
greater expectations that there is around data analysis uh that that's coming out of these new standards. >> Did you made sense? I was looking at my chart here just trying because I was thinking about another um thing to ask
there. So today is that the um trying to just understand. So today the compacted algebra is that happening in >> yes the middle school. >> Yes. So currently the compacted algebra course happens at the at the middle
level. It's it's taken by some sixth graders, seventh graders, and eighth graders depending on where they are in the pathway. It kind of created kind of the whole new pathway that's on the back similar to what we've had in the past. Um we really have provided a lot of
different ways for students to meet the standards across our system that they can really um uh meet it. The acceleration can occur kind of in three different ways. Mhm. >> They can as they come into middle school, they can go into um a a
pre-alggebra course or in the past a compacted algebra course. Um or they can um they can uh double up on classes at the high school level. And then finally, this compacting by by moving that compacting back and taking those three
years into two years, it just gives us more flexibility with that. So um really there won't be any loss in terms of of um the ability to do a compacted course. It's just when it would fit in the system and no no individual group would
be would lose a compacting opportunity by moving it back in the system. Students who are currently in a pre-alggebra course who in the past maybe would have gone to a compacted algebra course will just have that shifted back in the system a little bit further. but will still have that
opportunity. Anyone that's from that's currently in algebra one or compacted algebra has already had that opportunity. So, no one will lose the opportunity for that compacting. >> Thank you. Um I have a couple of questions and first of all, Miss
Shuckle, I can't I'm sorry. >> Schlucker. Schlucklebeer, >> you're still one of my You're still one of my daughter's favorite teachers, so thank you. I just had to give a shout out um to you. Thank you. Um
if we could peel this back a second, which might not make sense to you, but it does in my mind because I'm not a math person, so I apologize. If we could not talk standards for a second and not talk acceleration for a second, just
bear with me for one second. Um, one of the things that I really appreciated about how we had the compacted class before was what you just talked about, um, Mark, was the
flexibility of the on andoff ramps. And I thought that that really benefited students in two ways. one for students like one of my kiddos and I won't name names that entered
sixth grade on a standard path did phenomenally in math and was told you should join compacted and never had the opportunity to be an accelerated math in elementary school and was able to accelerate due to an
outstanding math teacher um and is now I mean well beyond ond her peers. Um, the second is another one of my kiddos that accelerated too fast and was able to get off an accelerated ramp. And what
I'm trying to understand, and maybe it's because I don't understand the chart, which by all means could very well be the case, um, is it looks to me from this chart that if you can enter three different ways
and you have to stay in those your either math 6, pre-alggebra, algebra 1, then you move on to the next course. Um, and what I'm wondering is like first of all, if I am a kid and I took the
first sequence of um the compacted class in seventh grade or I took it in eighth grade and I realized this is too much for me. Is there an offramp? >> I can answer that. >> Y
>> um so if if you started on say new course one and you said Can I get an off-ramp for that? >> After you take it. >> Yeah. So, after you would take it, you would there would the off-ramp would be to go to geometry that next year. >> Any off-ramp is going to include some
repeating of of course material. So, just like in currently the offramp from compacted was to go to to an intermediate algebra course the next year, it it would work kind of in the same way. they're going to have some of that geometry in that course one uh
course, but they they would off-ramp to geometry and and then take algebra 2 after that. So that the off-ramp would just be to go from um that new course one to geometry. I there of course there's there's other pathways that
could occur in this whole system and we haven't talked about anything with doubling up etc. But um that would that would be the offramp from that new course one. >> So geometry will still be offered in eighth grade. >> Oh. Oh, I'm sorry. I I was looking in
the middle pathway. Are you you're talking about on the far right? >> Yeah. I'm just wondering I'm just wondering because it doesn't look like it doesn't look and again this is what maybe it doesn't look like there's any classes offered at the middle school
other than the math 6 pre-alggebra algebra 1 >> or intermediate algebra and then the compacted course and what I'm trying to understand is I had a kid that literally had to take the same class two years in a row because there wasn't an off-ramp I'm just trying to make sure if I
accelerate but I want to de accelerate is class I can go into >> in eighth grade. >> In in eighth grade, from that far right column, the answer would be no. There would not be. >> Okay. Um, so that's a concern I have because there are kids that get
>> I know it's going to surprise you. There are kids that get pushed too fast in Edina and I would like us to think about an off-ramp for kids that go too fast and realize I actually need to go slower because I want to make sure we're about right fit and not just acceleration.
Um and then my second question was about the the pathway forward that if I enter in um pre-alggebra and this was just I'm just trying honestly I'm just trying to understand if I enter in pre-alggebra and my
teacher is like you are a rock star can that kid go to the compacted class or because we've taken algebra 1 out of compacted does that kid have to take algebra 1 to then that that's the part that I'm trying to understand.
>> Yeah. So it's just that the compacting would occur later. So that student would go pre-alggebra algebra 1 and then we would compact at that new course one new course two. So they would still get the compacted experience. It would just be later in their their secondary
experience if that makes sense. >> Yes. Okay. Okay. >> All right. Thank you. to to follow up um if there's not an option in the far right column if you were going down that
road and then you wanted to decelerate as um director Alenberg talked about if you could offer something what would you actually offer um in that case to do so even though we're not offering it in this present in this presentation what is actually feasible that you could
offer if anything >> so as I mentioned before really in order to kind of off-ramp, you really have to repeat what you've already done. So, I mean, the the the the natural place to go would be to try and catch that right
away and make that move from algebra 1 to pre-alggebra right away in sixth grade. That would be our best move overall. If that wasn't caught at that point, it would be probably to go down and and take algebra one again as that
in that next year. If that makes sense. Generally, once you if you're if you got to new course one and can't kind of ran into a problem, the issue becomes capacity at the middle level. Right now, we we're asking our
middle level teachers to teach every course that's at middle school and every course that's at high school. and a compacted algebra course. And we're doing it with a staff of of seven math teachers at each building. And it's which is a very difficult task. I think
Meg, you could probably talk to that better than I can of of the number of preps to be able to teach at that level. We've had we've got such a great group of teachers at the middle level that have been able to do that. Um, but I think taking one course out of the
middle level, which this does, is is a helpful uh part of this process as well. >> Thank you. >> Other questions from board members? I will say I have Yeah, go ahead. >> Oh, no.
I was just going to say I've had the opportunity to um I had my I needed to have one of my kids look this over with me and she was like, "Yeah, that makes sense." Because I was all these graphs had me all over the place. Um and I too
have had multiple kids go through and different paths and I I hear what you're the concerns about the on and off ramps. Um or as we talk about a lot up here, unintended consequences where we get in >> um
I think one of my question where was my question? Um the moving the compaction back farther means that many of these kids
will now take this compaction in high school. Is that correct? that yes, that is correct that that there will be um it's going to happen at both the middle and the high school level, but if you were in the um in the the far left column,
>> that was would be where you would be taking that as your your ninth and tth grade courses. >> And that's the typical grade level map. >> Yep, that's correct. And as now those kids take that >> what
>> they would take that compacted course if they're coming through this process they would take it as an eighth grader. >> Okay. The only thing I that that's what I thought that was and one of the concerns I had or just wonderings I should say not a concern but wondering is
I think there's a lot of pressure in our high schools because all of a sudden all of the classes tend to get a little harder and so I was cur I was wondering if we're going to find that when we compact those three into two when
they're entering into high school versus doing it in middle school when the homework workload is a little less and um if maybe if math is more intense, the other classes aren't as intense. If we would see something if we'd see a little bit of again one of those unintended
consequences where we're putting that compaction in ninth grade when a lot of these kids are just getting used to >> maybe their first AP class and now they're compacting math and they've, you know, maybe there's a ramp up in homework in general was just something that I thought about as I was looking at
this. you bring up a good point and we certainly it's something that we we had a lot of discussions about. One of the things that I think um would be the benefit that would come out of this is that a student would have a full one-year algebra course. As you know,
algebra is is a it's it's a change for students who who as they go through math, it's that's changing from that arithmetic towards algebraic thinking. and they're going to have a much better idea what they're ready for from a math standpoint after completing a one-year
algebra course than before they've competed completed that one-year algebra course. So, if we think about that compacting, currently we're doing the compacting just as they're getting into algebra, they I think we believe that they would have a a better idea of if of
if that's a good idea for them after they've been in that algebra course. And just out of a curiosity to better understand the whole picture, do you have a general ballpark idea of how many what percentage of kids we have in each lane?
>> Uh >> I'm sorry. I should have >> I I don't have exact numbers, but I can tell you that it's probably in the roughly in the 60% that would be in that left column and the remainders are over on the other other columns. that that
far right column is is usually right around 10%. >> All right. Yes, Dr. Birdman. >> Thank you. Um just to follow up with you about the algebra one and sort of that kind of core concept and from that standpoint do we have through the assessment tools
that we have and through also the talented uh teachers that we have do we feel that through that algebra one experience that we do get a pretty good like line on where the student is in terms of which path they might go and that the confidence not only of our team
but then also how we communicate that not only to the student but also their family that we feel confident in in that capacity. Is there any thing that we need to do to reinforce or re you know robustly support that mechanism if that's going to be one of the key sort of differentiated points in the
>> respond to that one? >> Yeah respond to that. Um, so I think I know like currently, you know, it's it falls on our pre-alggebra teachers to try to figure out, you know, is compacted algebra going to be a good fit
for these kids, which I think when, you know, if we shift this and have our algebra 1 teachers looking at that, trying to figure out they know their students algebra strengths, our pre-alggebra teachers know some really basic algebra. pieces that are the kids
are strong with but not necessarily the full overarching abstract nature of those pieces. They know a lot more of you know what their their basic foundational arithmetic pieces with positive and negative numbers workings and that kind of stuff is. But um so I
think our algebra one teachers would have a much stronger sense of who would would be successful. Um there is a lot of growth especially looking at that you know far left hand column with our eighth graders. Holy cow like like by
the time you know they that that there's recommendations happening there has been so much growth maturity there. There's I feel like there's a lot more confidence in our algebra 1 teachers being able to give solid recommendations to those kids
and families compared to the struggles that I see our pre-alggebra teachers make year after year um second-guessing themselves with the recommendations that they're making. >> Great. Thank you. That's very helpful. Um, and then my last question is really about, you know, thinking about the background of this, right? Where, you
know, MDE kind of comes up with new standards and so on so and you talked about in the background in the in the document that we haven't really seen a major revision since 2007. I'm just curious that when the last major revision happened, how much did that affect what you're recommending
today as far as different paths and so on so forth, is this on par with what's happened in the past when the last ma major reserv revision happened or is it more isolated to this specific area? And I know that's a long time ago, but I'm just curious as to given that this is the catalyst for wanting to look at
something. I'm just curious just for my edification like what is the impact of that compared to what it was in 20 or 2007? Uh, wow. Uh, two long time ago. >> Simple question. >> I actually was here in 2007. So I can so
I can actually uh I I can actually talk to that in in 2007 when the standards came out. It was the first time here in Edina that we paid attention to standards really at all. So So I would say yes, it did have an impact at that at that point as well. So, um, you know,
as as I think about kind of as we've as we've developed these pathways, one of the things that we really tried to do in and kind of in our last review was make sure that we provided every student, no matter where they come into a secondary experience, the opportunity to get to
calculus by the time they're a senior in high school. And we've we've done that. And and we, you know, we're we're committed to keeping that. And really what we feel pretty strongly that we want kids to have many pathways towards um meeting the standards and then
exceeding and going beyond. If you look at how many different courses that our students take in our system, it's it's really quite remarkable that we have students taking all the way through an AP stats, APC calculus, and a
multivariable calculus course before they graduate from high school. Um it's it's really impressive and a testament to the type of students here we have in Edina. But um what we're really trying to do is what is the best way to provide those pathways for our students. And I
think you know across the board we've had a lot of conversations from uh from administratively to our TD teachers at the elementary level to the teachers at the middle and the high school level. And I think across the board the feeling was this would be a better way of doing
that than to try and take those two years into one years as we've add more standards. It just it's really a lot to do. And Meg has having taught that course, you feel like you're on a a hamster wheel trying to get through kind of everything that you need to to
accomplish in that one year. >> I really appreciate that. Um, I think for me listening to that, um, and kind of what the presentation is and so I'm not saying that there are still aren't some, you know, it's it's not a perfect system because there's just isn't a capacity to do that. Um, that the
thoughtful and mindfulness of what the goal is and what you're trying to accomplish from that standpoint. I appreciate that explanation as this is presented that helps me better process where that's at. So, thank you very much for all the effort. Uh, another question just because I'm
married to a math teacher. Um, might think of have different uh, inputs on this, but looking at, you know, you're moving the and I don't know what other courses you might have that overlap between middle school and high school. And as you're teaching those and
you've got course one could be started in middle school and then um new course two is then they're taking the next sequence of that in high school or they could both be starting in they could both happen in middle school or you could be both happening in high school.
and the continuity between the two middle schools and then the high school team and the um I guess the continuity between those experiences for the students um as things might be you know
moving between middle school, high school, different things like that. just looking for just some conversation around that because I'm thinking that's a a question that you know the community would have as well. >> Really really good question. I
appreciate you asking that. Um so one we've been teaching all of the courses at all of the secondary buildings for as long as I've been in this position and actually longer than I've been in this position. Um, so we we really try and coordinate to make sure that that those
courses are being taught the same materials. We're using the same materials. We're we're trying to teach in the same way kind of across our system such that that happens. Um, you know, we we met last spring kind of as a uh 612 to really have a lot of those
conversations about what are you doing, what's working well, what's not working well. kind of a PLC but on a larger scale so that we can see it across the whole system and we as a department really benefit the most from those type of situations because there there really isn't another department that has
classes that occur all the way across the entire secondary spectrum. So we've really worked hard to try and make sure that that experience is the same whether you're at South View Valley View or the high school and taking that course.
Thank you for that. Um, so thank you for answering all the questions. I appreciate all your feedback. Um, just to be very clear, I think with the standard you've been given and on face value, I I clear it's a
great recommendation. I mean, I clearly can't cram more into that one year compacted class. I mean, I get that like can't do it. Wouldn't recommend it. Not good for teachers or students. So, um I think my my concern is like that's why I
was like to me this is more about the philosophy of the experience we want our students to have less than this specific this specific class because I fully appreciate what you guys have done with this and all the work that went into it.
And the thing that concerns me most I guess I could boil down to two things. I'm trying to work on being more succinct. um which is I'm concerned that um we work so hard to sort of get away from when kids enter sixth grade that
being setting them on a path and it feels very um set that if you enter sixth grade and math 6 pre-alggebra or algebra 1, it's really tough in middle school to go anywhere other than that track. that's
concerning to me for all of our kids, but especially just from an equity perspective. Um, is letting there be intentional on ramps to accelerated classes because what we don't want is
when kids enter 9th grade, there to be gaps that we're working really hard to erase to have access to those highle classes. So, that's a concern I have. And again, it's not about this class because I know you guys are doing the best you can to layer all these extra
standards in. Um, and then the second one, again, it it's that on off-ramp, which is I just think is so critically important that we um have an off-ramp for those kids.
We talk so much about mental health and so we don't want kids to think I have to stay in this class because there's no other option for me. And so I mean again happy to approve this class with a caveat. I I'm not comfortable approving
it without having some sort of offramp for kids in eighth grade. Um just knowing again I had a kid that did not feel comfortable dropping AP stats because there was not another class. And I know you were here when there was that brewhaha about adding a class other than AP stats. I don't want this to happen to
you guys because I think this is a great recommendation. So, um just if there's any way that with this there could be some added flexibility for um kids that we want to try to promote and
then again something for kids that this is not the right fit for them. So, so along those lines and I don't want does anyone else have comments on this particular topic? Okay. Along those lines, I was taking some notes as I was
listening to people. Um, I was going to ask you board. So, this is the first time that we're getting to to see this. So, this is why we're having the discussion tonight and you will be asked to vote on it tonight with the idea that this spring there'll be a
more comprehensive discussion about math curriculum, right? And I think that's a perfect time where maybe we can talk about some of those on and off ramps. Um, what else do you need to feel comfortable approving this this evening?
Is there additional information? Are there other things you'd like to see in the future? >> Can I ask a question? You know, going off of what um board member Alenberg was saying because I think that's having those offramps is critically important. I definitely um hear that, but also it
seemed as though it wasn't something necessarily tangibly that we were able to offer. It was it was it seemed like it was just a situation where it there wasn't an easy answer for that, I guess. So, that was my >> Yeah. I don't know if there is a way to
do that. Um because every kiddo will exit at a different time or or that kind of thing. So I feel like that's I feel like it's um not a great solution to have to go, you know, to repeat that CLA course, but what I'm hearing is it
doesn't seem like there's another way to do that. >> Me, would you mind answering that? What happens in the current situation >> when students is it they're repeating a class or does it depend on where they offramp? >> Yeah, it's a good question. Um it it really does depend um on where where
they're off ramping. Um so a lot of time and a lot of times we do a case by case scenario with exactly what is this particular kiddo needing. So, you know, if they are struggling in the world of, you know, our um algebra 2 class, for
example, in as an eighth grader, you we we take a look to see, okay, what are the reasons why you're struggling? Like, is it a a foundational concept that you missed earlier on or is it just these particular concepts? If it's the
particular concepts, we recommend you know what, maybe you want to take that course a second time. you're going to be seeing it in a different in a different setting with a different teacher, different words, and a lot of times that can be what they need. Some kids suddenly, you know, partway through the
year it suddenly clicks for them and it's totally fine again where it's just a little blip in the road. um dep again depending on where they are. If they're in compacted algebra where they're really struggling, we take a look to see, okay, are you struggling at the very beginning of the year where we're
covering the algebra 1 concepts? Because at that point, we're going to be be moving you out of that class relatively quickly and getting you into an algebra 1 class to support you for that whole entire school year. Is it halfway through the year in second semester when you're working with the intermediate algebra concepts? We're going to have
you finish the year during and finish up that compacted algebra course instead, but then recommend you do intermediate algebra as a full year class the next year to get a much more solid understanding of those concepts that they're struggling with that second half of the year.
Thank you so much you and your teams. I know the teacher group in particular had lots of feedback and ideas and came up with this recommendation that we that we had lots of conversations about and I know that that was very thoughtful and intentional and a robust discussion. I
also want to just compleiment the the answer you just gave and the work that I see happening each and every day and just want to point that out more for the community and who's watching than the board because they already know it. It is incredibly humbling to see our teachers and administration work with
individual families in every particular area. And so one of the things I think Edina is known for and proud of and continues to be focused to is just making sure each and every learner really does meet their potential. And there I see it on a daily basis,
individual situations that happen where kids are moving in and out constantly in partnership with our families. And so just appreciative of the continued work you and both Mark, Jod, and all of your your staff does to really work and
partner with our families to provide lots of opportunities. So thank you. >> Thank you for that. Okay, board. I'm going to come back to the question of what else might you need either at a future date about this topic, but
Meg, one of the things so we get to see Mark and Jod a lot and we get and we know that they are um do great work in this, but you as a classroom teacher who is working with teach students, you're on the front line of this. So, I'd love if you would be willing to just briefly
talk to us a little bit about why you and your colleagues really think that this is what they should be doing because you're the expert and you're also wearing a math shirt. And >> I um I I must say this is this is one of my favorite wardrobes to wear. So, um
yeah. Um it's a it's a great question. Um when Mark first came um came to me with these different things. So, I I have two kiddos in the district. I have an eighth grader and a sixth grader who are experiencing these math pathways right now. Um, I had my daughter
actually moved down a level because it was too much. I have a a six my sixth grader, my son is thriving in the world of being challenged. Um, but for both of my kiddos personally, um, when Mark
brought the this to me very initially, I was more than thrilled think um, hearing about pushing that acceleration back slightly. Um, teaching our compacted kids, I see so much stress for them
because there isn't a chance to sit back and say, "Hey, you know what? we're struggling right now. Let's take a moment and try this again. There's no time for that right now with two years of math in one year. Being able to push that off, giving them a stronger
foundation of the world of algebra one first before accelerating them pushing and showing with the the two the two years of of math instead of three for high school. So taking ninth grade and half of 10th grade, being able to show
how all of those pieces work together and and get applied with all of those things I think is a much better option for kids after they have that solid algebra one foundation. Um I like I said
I was really excited to see that not only personally for my own kids they're already kind of past that point but thinking about all of my other students who come in. I have kids who come in in tears because they're so stressed. They're like, "I didn't understand this." It's like, "Let's sit down and
take a look at it." But we have to keep moving forward. And I think that giving them that opportunity again to give that really solid algebra one foundation in that year time before we push that forward, I think would be so much better
for our kids. Um, not only academically, but also with the the social, emotional, mental health piece, too. Thank you. That's what I was needing to hear. So, board members, any additional information that you want or might need
tonight or in the future to make a decision. Okay. All right. So, we'll continue to focus on those on and off ramps or at least keeping that in our forefront of our mind. Thank you all. Thank you for all the work on this. Um it uh and please thank anyone else
that's on this committee for us. All right. Thank you. Thank you. >> All right. We will now move on to the action portion of our meeting. Do I have a motion to approve the international travel proposed change to the approval
process and approval of international trips for 2027? >> So moved. >> Is there a second? >> Second. >> Welcome Director D. St. Hubert. if you were back to talk to us about this
agenda item. >> Thank you, Chair Gabler, Superintendent Bitman, board directors. Um, international travel is always an exciting thing to bring as an opportunity for our students in Nina. I'm going to start with the recommendation to change the approval process for international travel,
shifting it from a board approval process to become a board consent item. It is important to note that consent items that that are teaching and learning consent items still go to teaching and learn learning board committee for robust discussions and feedback before they do come to the
board for any type of action. Any international travel would continue to follow this process and go to teaching and learning committee as well as be shared um shared with you and updates that are provided through Dr. Bitman on a weekly uh basis and those updates can
come at any um amount of frequency that would be best for the board and our communication and collaboration. Um so with that I I will turn it over to questions and feedback and action for the proposal to change the international
travel process from approval to consent. >> All right, board members. And a reminder for anyone watching, we did see this and had an opportunity to review it. It's been through teaching and learning um as well as discussion. Any further
questions before we vote? All right. All those in favor of approving the international travel proposed change say I. >> I. >> Any opposed? The board has approved international travel proposed change.
All right. Now let's talk about the trips for 2027. >> Okay, thank you. So we have seven international proposals for the 2728 school year. Uh five of those are proposed by high school staff members. One is a Valley View experience and one
a Normandale experience. Um we have discussed this at our last December meeting. We had a discussion on each of these experiences and prior to even bringing these to you, we have a robust application and review process. Um, we did have a couple of
critical conversations in our last discussion that I just wanted to point out quickly and then I'll turn it over for any questions um and action. Uh so one component that I just want to continue to acknowledge is that they um these experiences do have cost pro barriers for um many if
not most of our families. So we'll continue to keep that at the forefront of our discussions and our process making sure we're talking about how we support access um through a variety of different means. And um I want to note that we'll continue to discuss these at teaching and learning board committee
always and it throughout the process from a holistic view of how our tra um how it connects to our our Edina public schools um well-rounded EDIA graduate global experiences noting then updating
you on any travel experience um that provides that experience for our students. So, just noting those two important things. Um, at this time, um, I'm wondering if there are any further questions or any feedback.
>> I, >> you know, I'm gonna ask >> I I was like I I can't Yes. I was like, "Oh, wait. I was asked to follow up on the France trip from the high school." Yes. I'm like, "Oh, wait. I forgot the question Jed asked." um that that uh we did have a question in our last
discussion about one of the barriers that um was brought by our board um was about our high school um experience going to France. It's a partner experience. So we asked that our families that travel um also host and so
there was the question about that barrier possibly that some students might not be able to their students or their families might not be able to host. Um there's two pieces to that I want to note. one, it's just this is our most accessible financial trip and that there are many layers and thoughtful
consideration that has gone into that and um this isn't a foolproof way to overcome the barriers, but this is a really um specific uh relationship experience. A lot of our kids that go on
this have very tight relationships with the classroom teachers. And so our teachers are feeling like again not 100% foolproof, but that most of our students would let our teachers know if that was a barrier and that we would want to be absolutely um supportive and flexible in
that case and come up with a solution. Um we do want to still encourage that as part of the experience and um but acknowledging that it's there was really important. It was a great question and we do feel through those strong relationships that most kids would
approach our teachers and that our teachers will be extra aware if they hear or see any conversation around that. Does that answer the question? I appreciate that there was conversation around that and
I I agree that the teachers are going to know the students >> um >> in a way that should help that conversation. >> Should help. Yeah. >> So I just I I guess I would hate for um
somebody to miss out on an opportunity if you don't have the space to host or the the means to to host on the other end. Yes. Yeah, and as you said, should help. Um, so we just have to be extra aware of that and know that if any student or family would come to us with that
challenge that we would work to accommodate that and find another solution. Some families could host two kids, right? Or um we talked through some options that could be alternative solutions. So >> the Bitman family is happy to open our doors and host. >> I know. Me too. My boys have always
said, "Don't Mom, no exchange students, you're busy enough." And I'm okay. But yes. All right. Seeing no further questions, the board will now vote to um we'll now vote. So all those in favor of approving the international travel
trips for 2027 say I. >> I. >> Any opposed? The board has approved the international travel trips for 2027. Thank you, Director D. Hubert. Uh, next up for action is do I have a motion to
approve the 2026 2027 courses general ad change recommendations? >> So moved. >> Is there a second? >> Second. >> All right. So, we have discussed the recommended
secondary course ads and change recommendations at a November TNL board committee meeting, at a November uh board workshop, and at a December board meeting. And we are now here for action on the recommendations. There are two
specific changes from our last discussion that I do want to make sure I point out to all of you and make sure I answer any questions. Um, one is a high school math change to the prerequisites for the AP calculus class, which is on the first page, first one there, easy
for us to find. Um, we changed the prerequisites upon a recommendation from the board that that changes to letter grade of A or B and algebra 2 so that it's consistent with the rest of our registration materials. Um so then the
other change that is in the report was discussed just not I mean 10 15 minutes ago earlier this evening. Um in this report it's reflected that we have compacted algebra at middle school as a drop and it's important to note um that
this is an overall um beginning of a shift in our math pathways due to due to a change in the MDE standards. Um the next two year um next year when I'm here for next year's recommendations there will be a new
twocourse proposal that will cover three years of standards and that will be added for 2728. These shifts will ensure that Edina will be able to still reach the same math ceiling as we currently have while ensuring rigorous instruction of all math standards. And I really appreciate
the conversation as we go forward. Um, we'll be bringing more math review information to you in February, but we're also, as I just noted, we'll be designing this new course um, this spring throughout the summer. And there are some really important things on philosophy and offramps and supporting
our students through the just right fit um, through those conversations. So, we will keep those in mind and excited to lean in and partner with you on those conversations and further recommendations that come forward. Um, with that, are there any questions or additional comments?
>> First of all, thank you. I love the updates to the science curriculum. The I think it's great. I appreciate that. Um and um I as people saw like 10 or 15 minutes ago
um I wanted to just say and reiterate that I appreciate and will approve the math class and change because that's what needs to be done with the standards >> and I know that that's the right decision for that class given the
standards. That being said, um more broadly I am concerned about um the limitations that class and isolation is putting on our middle school >> math on and off ramps. And so because
we do have time to potentially look at that, >> um I'm happy to approve it because I know that needs to be done now, >> but I would appreciate further discussion about um the on and off ramps to make sure that we're still
um adhering to the right fit >> that we really want for our students. um and making sure that we're honoring our commitment to um really advancing um our
equity initiatives and making sure that kids are progressing and we're not limiting kids especially into high school >> with some of these super important classes. So, >> thank you to comment on that. >> Absolutely. And I appreciate that and it actually really excites me to partner um
with our staff as well as all of you on that. It aligns so nicely with our TD acceleration um focus area conversation as well, how we continue to support kids social emotional um components of their academics as well as finding that just right fit and supporting them in doing
that on their own. So, thank you. >> I'm glad I could excite you so much. >> I know with that feedback it's I love making those connections. I'm like this aligns exactly with the talent development acceleration conversation. So, thank you. >> I'm happy to anytime. >> All right. Thank you for that. We will
now vote to approve the 2026 27 course general ad change recommendation. All those in favor say I. >> I. >> Anyone opposed? The 2627 courses general ad change recommendation is impro approved. Thank you, director
St. Hubert. >> Thank you. >> Do I have a motion to approve the revised budget fiscal year 2026? >> So moved. Is there a second? All right.
>> I welcome up Mert Woodard, director of finance and facilities to present this item. Welcome. >> Good evening, Madam Chair, members of the school board, Superintendent Bitman. Um, tonight's recommendation to revise our fiscal year 26 budget is part of our
normal yearly process and is simply an extension of our um, prudent fiscal management. Um the budget that you approved in June of 25 obviously was based on our best um estimates and assumptions at that time regarding enrollment legislative changes and other factors that affect the school
district's budget. And now we're merely realigning our our budgetary um reality uh to reality and not actually making any programmatic changes. It's all about just simply becoming more and more accurate as the school year progresses. The largest driver of our revenue
increase, which is about $4.46 46 million is due to our enrollment. Um we projected our enrollment to be at 8670 and we're all always a little bit conservative. We're actually serving closer to 8790 this school year and so we're going to generate about $2.8 million in additional general education
aid. Also we were a little bit conservative in our assumptions of the legislative session of 2025 particularly in the area of compensatory. Um the governor's proposal, as you recall, was to eliminate um counting of um free and reduced lunch applications, the paper
forms, and moving exclusively towards um those qualifying directly through um perhaps Medicaid or SNAP benefits. Um that was paused and and thankfully we have a a hold harmless provision that's in place for this school year and potentially next school year. And so we're generating an additional um
$337,000 in compensatory for this school year. Um we also are um realigning our unemployment aid budget. Um we were not um 100% certain and that we would continue to receive that aid this school year. Um pleased to announce that we
will be receiving all $355,000 or so of um costs that we've incurred. So um there's no increase to fund balance, but we are um receiving enough funds to cover our costs. Um and also $460,000 in state grants. Um we have a number of grants throughout
the district that um various leaders throughout the district have helped to acquire and and we're merely accounting for those in our budget now that we've got them. In terms of expenditures, again, not no program enhancement. We're not adding a bunch of staff and now revising our budget to reflect that. Simply becoming
more accurate. In fact, our salaries and benefits are going to be slightly under where we had budgeted in June. Um we do have a roughly $1 million increase in additional special education um costs. Um those were anticipated simply shift from um salaries towards a non-s salary
component as we realign our federal um special education use to to buy down our tuition billing expenditures which is an allowable um allowable expense from the state and that's going to actually allow us to to generate more special education revenue in the future as we shift from
federal to state use. We're also going to allocate um roughly more than $600,000 and carry forward from our sites and their donations at the end of each fiscal year. We don't necessarily know how much each site is going to have on hand and since those
sites generated those funds um you know it's they need to be reflected in their budget and so we'll reallocate them to their budgets. And finally, we'll also recognize an additional $100,000 um in terms of building leases. As you know, we're no longer able to host um our graduation at
the Maruchi facility at the University of Minnesota, and we'll be shifting to the slightly more costly um US Bank facility, which will hopefully also bring some um enhancements to the to our ceremony. And then also, we have $155,000
in in meal write offs. So, these are um bad debts that were acrewed at the end of last school year. um the food service fund can carry those for one years in an attempt to recollect and and make ourselves whole. Um if after 12 months those bad debts remain outstanding, by law, the general fund has to relieve um
the food service fund as you cannot have um debts in a federally um run program. Overall, um the news is good. We'll be adding an additional $1.9 million or so above what we anticipated in June. The school district continues to be in a
pretty good financial position. Our fund balance is estimated to be at about 9.16% which is um you know a pretty drastic improvement over where we were just a few years ago and a lot of hard work has has obviously gone into that. Um five of the school board members um at this point of the year have actually
served on the finance committee this um school year. So unfortunately um director Aman Barry have not. But the rest of you have seen one of the two iterations of our um five-year forecast. And you'll all know that um in fiscal year 2031, which is the fifth year of
that forecast, we'll still be above our minimum schoolboard policy of 6% fund balance. So things are looking good for now. Hopefully we can continue that going and and keep stacking good years on top of each other, which only pushes that um you know, that educational fiscal cliff further and further out
into the future. >> Board members, any questions for Director Woodard? >> I just have one quick question. Um the unassigned fund balance 9.16 what was it before adding this 1.9 to the revised budget do you remember was it below nine
>> it was in the 8.8 eight to 9.5 ballpark. >> So about 1.9 is representative about point4.5% on that. Great. Thank you. >> Another quick question. Do you mind explaining to the community um what
statuto statutory operating debt calculation means and what a 23.33% what that is and if it's good or bad just so people understand. So the statutory operating debt calculation is
the state's way to kind of analyze a school district's financial health on an applesto apples basis. There are numerous different fund balance accounts and each school district utilizes them differently to achieve certain goals. So this is the state's way to you know kind of make comparisons more valid. It's simply the the combination of your
non-spendable fund balance, which is inventory for the most part, your committed fund balance, your unassigned fund balance, and your assigned fund balance divided by your total expenditures in all those areas combined. And so if your total fund balance calculation is less than negative -2.5%,
you're then in um statutory operating debt and then you have to have a plan to get out of that which is run by the state. Um so you're kind of taken over by the state. In other words, 23.3% is significantly higher than the 14.14% we ended fiscal year 22 with. So,
we're trending upwards. Um, it's still less than the state median and state average, which I believe is closer to 28% at this point. Um, so we are trending in the right direction. We're a lot healthier than we were. Um, there may or may not be work to be done, but at this moment, we're able to maintain all of our programs and and continue to
do the excellent work that we are doing. >> Thank you. Thank you. I just wanted to make sure the community understood if that's good or bad or otherwise. I appreciate that. >> Thank you, Director Woodard, for the work on this. And um people hear us talk a lot about
enrollment, and I think you hit it on the head why that is such an important conversation for school districts to be having. So, thank you. All right, board. We will vote to approve the revised budget for fiscal year 2026. All those in favor say I.
>> I. Anyone opposed? The revised budget for fiscal year 2026 is approved. Thank you. Do I have a motion to approve the legislative action committee platform? >> So moved. >> Is there a second? >> Second. >> We have dire director Aram, chair of the legislative action committee to talk to
us about this action item. >> Uh this item was presented last month for the board to review. Um there have been no material changes to any of the priorities. Uh so just looking for approval or additional comments. Any
additional comments? I did see at our spot tonight. Who do we have to thank for this? The 2026 legislative action priorities. >> Is that you, Mr. Arum? >> Just a surprise elf. >> Surprise. >> These Oh, Ann over there. Thank you.
>> So, take these home with you. Good bedtime reading. All right. Uh, we will now vote to approve the legislative action committee platform. All those in favor say I. >> I. >> Anyone opposed. The legislative action committee platform is approved. Do I
have a motion to approve policy 305? >> Move. >> Is there a second? >> Second. >> Policy. Chair Ellenburg. I'll turn it over to you. We did not have a policy committee meeting in December and so we only have
one policy that everyone has looked at and there are no changes to it which is policy 305. Any questions board members? We'll now vote to approve policy 5 305. All those in favor say I. >> I.
>> Anyone opposed? Policy 305 is approved. Uh before I get to the leadership updates, I wanted to draw attention to the midyear superintendent evaluation summary in the information part of the board packet at the bottom. Back in mid
no December, the board held their mid-year evaluation of Dr. Bitman based on his goals for the year. and the public can read the full summary report if they choose in this month's board packet, but I wanted to um just read
these general comments for the record. Interim superintendent Dr. Bitman displays many strengths and the board feels that he has met or is in on track to meet each of his goals for the 202526 year. Superintendent Bitman brings a
collaborative yet experienced approach to his work and he combines this approach with his ability to provide strong leadership to improve and enhance student learning in Edina schools. The board will continue to prioritize their partnership with Dr. Bitman to help
ensure that he is set up for success and that they can continue their collective work on the district's strategic plan. Thank you. Uh, moving on to board leadership and committee updates. Do any board members have leadership or committee updates?
>> I just have one. Um, on January 23rd, Friday, uh, 7:30 a.m. at the community center, we have the LACE uh, breakfast with all of our representatives um, from the state and some representatives from the federal um, government as well. So,
everybody's welcome to come 7:30. Um, hope to see everybody there. Thank you. Dr. Pitman, do you have any leadership updates? >> Just a couple quick ones. Once again, gratitude for our leadership team as well as the board for their continued navigation of really some complex things
happening throughout our systems, communities, and throughout the state. Doesn't go unnoticed and so appreciative. So, thank you for that. I was also going to make uh a mention of the legislative breakfast. So, thanks, Director Erin, for mentioning that. really an exciting partnership that continues to happen with our students,
our staff, and our legislators and representatives. And so just really appreciative of that. The most recent um interaction with our student uh legislative action committee members, Senator Swadzinski spent some time with us uh and answering questions and
sharing some things about the session. So just a shout out to him as well as director Birdman and Director Aram for their continued efforts to bring real life experiences for our students to engage. We will no doubt have a number of students more even more engaged and
also testifying this session at the legislature which we're appreciative of and that's also very very deliberate. Also want to just reiterate for the board and anyone who's listening that just things happening throughout our state and community are really challenging. And so I had a nice
meeting. A group of our administrative cabinet members met today with a group of staff members who just were very vulnerable and shared some really nice um ideas and feedback and conversation around the students, the families, our staff of how they're suffering and what
they're looking for in terms of continued support etc. Those don't often come across the board's desk, but know that our teams are working all hours of the day and night and weekends to help support our students, our families, our staff, and others. Know also that we are
working closely with legislators, our senators, our uh city government, our county officials, etc. to coordinate services and support and what that looks like and to share resources. So, it's not an any one organization deal. It's really a partnership between all of the
folks. And then I've also been really inundated and impressed and humbled by the number of people who have reached out to just say how can we help with anything in Edina public schools and that oftentimes is time and resource and expertise and all the things and Edina's
special that way. I know uh there are people that help out school districts everywhere, but our community is so overwhelmingly interested and willing and excited to partner with us. So again, just an expression of gratitude to have the opportunity to serve and
lead with you as a school board and with our teams and a shout of gratitude to our our community members, our businesses, our family for their great partnership. >> Thank you for that. Do I have a motion to adjourn our meeting? So move. >> Is there a second?
>> Second. >> We'll vote to adjourn the meeting. All those in favor say I. I. >> Any opposed? The motion has passed and the January 12th, 2026 board meeting has adjourned.