##VIDEO ID:TOCTvqx_GAU## all right we're going to get started at 7 o' January 21st 2025 uh this is is a meeting of the uh School District 194 Lakeville School Board um we will start with the Pledge of Allegiance stand I pledge allegiance to the flag of the United States of America and to the Republic for which it stands one nation under God indivisible with liberty and justice for all all right we're going to start with a roll call starting from my right if you would uh amber Cameron director Brett Nicholson uh Matt Swanson chair Michael Balman superintendent Kim Baker Karly Anderson Brian Thompson all right we also have Kim ellson present and Emily McDonald and a number of her staff members who I think we'll be introducing a little bit later uh on agenda additions I do have one uh motion to make as an addition to the agenda uh and due to the circumstances of our cancellation of school today which has caused some issues um there's been a request that we uh extend the current semester through Monday um to allow for test taking for the students in grades 9 through 12 um so to accomplish that I would move to add to the agenda a vote to adjust the school calendar by one day for grades 9 through 12 uh due to the unexpected weather closure is there a second second it all right director Carbone second set motion all in favor of um amending the agenda to add this issue say I I all oppose same sign all right there be none the motion has passed and it's added to the agenda um let's just vote to get that out of the way right now so we don't forget um so I will move to approve the adjustment to the school calendar extending the first semester for grades 9 through 12 12 1 extra day is there a second I'll second it once again Paul Carbone seconds it uh any discussion Brian Thompson uh could we provide Clarity when you say one extra day we're not adding another day throughout the calendar uh school year it is leveraging in existing day so just saying Monday we're going to have the semester end on Monday instead of on on Wednesday correct that is my understanding I just want to say I really appreciate that we're doing this I have a a sophomore who's been really nervous about trying to get those tests done in one day and I can't imagine teachers trying to adjust the tests to to fit the time frame so great thank you thank you for your question director Thompson just for clarity for our public um our finals for our secondary for our high school students were scheduled to be today and tomorrow and then Thursday they have a grading day to grade all of those finals and prepare for the grades for the high school students and then we have a professional development day to set up for the new semester which was supposed to start on Monday as a result the initial plan um proposed by the principles was to move all of those finals the finals from today into tomorrow which would result in students having up to six finals in one day um after some dialogue early this morning um we determined that in the best interest of students we would advocate to move the finals to tomorrow as planned and then Monday which would extend our current semester by one day and have our second semester start on Tuesday of next week in lie of Monday so just so that people are clear on the rationale around that thank you does that um in terms of the tests that are happening on Monday how does that impact teachers differently who are great I guess I'm wondering about that there was supposed to be a grading day for everybody on Thursday right does that yeah the impact there is that the grading day is technically prior to so they'll have half their finals and then their grading day um for a number of reasons it was untenable to move that grading day and so as a result what we've done is we've extended the the deadline to have grades submitted to provide a little bit more time for teachers so it really as we went through the possible solutions and brainstormed there really wasn't an ideal solution um but we wanted to come up with what we thought would be the best one for everyone in the system and um did have the teachers and um administrators advocating to make that move even though the grading day is ahead so not ideal um but I think a better situation than what we were in yesterday and you know with the Minnesota weather you have to be a little flexible so thank you for the question yeah any other comments or questions I really appreciate the work that was done to come up with this solution um to an unexpected problem so uh with that being said I believe there's a second if there is no more discussion we'll close it and move to a vote uh so all those in favor of approving the adjustment to the school calendar extending the first semester for grades 9 through 12 by one extra day say I all opposed same sign none opposed it is approved that brings us down to our uh superintendent's report superintendent Bowman thank you uh Mr chair I got just a couple items one of them we just talked about and uh just for everybody's knowledge uh Communications uh have been out to that effect so I believe the uh those affected by this uh have received Communications so we did that earlier today um we did adjust uh and allow for activities to occur this uh afternoon starting at 2 p.m. uh temperature was almost around 8° so we figured it was balmy enough to roll forward with that um but just so everybody knows the school closure that's not ever taken lightly that's a very difficult uh decision especially when you're talking about weather but um all the indicators were that we'd be 35 to 40 below with a windchill uh and so I made that call so if anybody's upset um I I'll take it um but I also want you to know that we think about the safety of our kids uh and we have a lot of young ones uh out there as well so I felt that was appropriate call uh we across the South Metro I know a lot of other districts close as well so um that's my report Mr chair uh pending any questions uh thank you now I can tell you my kids were thrilled to hear the news last night I was tempted not to tell them and just so I could say well you better get to bed because you have school in the morning but uh but we did tell them so uh yeah appreciate the work once again uh so next we're just going to roll right into uh the main reason why we're here tonight um is the academic report and to hear from Emily McDonald and her staff good evening chair Swanson members of the board superintendent Balman um thanks so much for having us tonight we are thrilled to be here um to share um a bit of an update and academic report this evening um as I get started uh thank you Nicole um Nicole has handed out to you um a folder that contains some of the graphics that you'll see in our presentation they're all on the presentation but just so you can have them up close and personal sometimes they get small um and then we've also provided to you a glossery of terms as you may know we are well known for our use of acronyms um only secondary to the military I think right Michael um and sometimes it's hard to track because we use these so frequently that we forget to take a pause and make sure that our general public um understands what it is that we're talking about so we have provided that to you as well along with an alignment for the slide that it will be mentioned on this evening um we'll continue to add to this list as we go um but thought this was a good start to help um you know help you to all understand what it is that we're we're talking about in our presentation tonight um I do want to um you can go ahead and put the slides show do I just click oh there we go um so I do have with me tonight um three members of our team um I have Nicole Adams who is our director of um integrated continuous Improvement I have Sandy Georgie our director of Elementary teaching and learning and Elida Kane our director of secondary teaching and learning um our plan tonight is we have uh set up our presentation to have we we each sort of are taking a part and so we'll just be sort of coming up and sitting down um as each part comes just so you know how we're going to run our presentation this evening um I do want to start by saying as you all know um when you're talking about an a teaching and learning um in an organization of our size or of any size there's a lot to know um and so our goal for the evening is to really give you a 30,000 foot view of some of our processes um and the things that we focus on in our department um this is not going to be comprehensive of everything we do tonight um but as teachers you know we like to set it up where we do some instruction around the big picture and then we see what types of questions might arise give you some time to think about it and then come back at another time um and do some follow-up so um we've talked about that as well so this won't be our only presentation but it'll give us a start to some conversations and maybe um see what kind of questions you have for the future as we move on so I want to just start with with our strategic plan um I Michael made mention of this I think in our last couple of meetings um we really embed everything we do align everything we do to our strategic plan and so when you look at our mission and our values and our goals and our vision these are the things that we are striving for and these are the places we go to make sure that when we're setting up processes and procedures and assessments Etc that we are aligned to this document so it really is at the core of what we're doing in all aspects of our district we're going to talk about a number of items this evening um I mentioned District alignment a little bit already we're going to talk about mtss and our continuous Improvement cycle um Nicole will address that we're going to move a little bit into assessment and what those processes look like um and Sandy Georgie will excuse me be be speaking to those and then Ela will finish with our standards based review process so what does it look like how do we look at curriculum adopt curriculum what kind of processes do we go through teacher evaluation and then I will wrap it up with um some systems challenges and to talk about what could potentially be next um in a future presentation so again being grounded um being grounded if you go back to our mission one of the things that we want to do is we always want to make make sure that we are doing everything we can to ensure that our students are as successful as they can be and that they are best prepared for whatever their future will bring for us what students choose to do after high school is very personal um and we want to support them in all of that but our goal is always to make sure that regardless that choice is theirs there's not barriers holding them back from making a decision to go into a career or to go to a four-year college or a 2-year college or military Etc so we want them to be prepared to be able to make choices about what their future looks like for them um this is this is our profile of a graduate this really directly aligns to our mission um when we think about our graduates um these are sort of the attributes that we want to see um when they leave our system and the things that we are committed to driving towards um as we move forward so when we talk about our how I talked a little bit about our strategic road map as well that's a core document for us our second core document is our Lakeville framework um uh Nicole will speak more directly to this framework but essentially it's our continuous impr Improvement framework and as a system and an organization these are the areas that we are focusing on and working on to improve our system for the betterment of student outcom and then finally based off of our Strategic Mission strategic road map our framework we have both district and operational plans which annually guide our work in terms of what are our Focus areas where are areas of improvement Etc so Nicole will take us a deep dive into the to the how and the what in our district um and so I will pass it off to her thanks Dr McDonald um I'm really excited to be able to talk to you a little bit about our continuous Improvement framework you may have heard Dr McDonald mention the term mnm TSS that's one of those acronyms stands for Minnesota multi-tiered systems of support I feel like that doesn't really explain what it is and in its most fundamental level it is a continuous Improvement framework um this is the third year that Lakeville has um worked through M&M TSS as an organizational continuous Improvement plan um a lot of the work that has been done thus far has been a lot of systems Readiness and what you will see in moving forward in years to come is that there are many many initiatives um that the district has taken on um but all of these really fit into a simp a single framework that really helps align our focus and really hone in on uh goals that we would like to see accomplished a lot of times large organizations run into um becoming siloed and our goal is to make sure that we are operating um with focus and Alignment um and making sure that everything um is moving in a in the same direction so what you see on this slide are just just a few um of the initiatives um that have taken place over the years and are continuing uh to be in place they all can be very easily aligned to our Lakeville framework um actually I'm just going to go back here quickly this image of the Lakeville framework in that middle slide this um is actually there are five key components to the Lakeville framework there are five key components for M&M TSS and so you are going to see that every component of the work we do allies to aligns to one of these areas and I'll get into a little more depth on those areas so at every year we engage in a self evaluation of M&M TSS or the semi this is a very comp comprehensive self-evaluation tool that is done at both the district level and the site levels it requires us to gather data and to uh make determinations about how we are doing in all five components of the lakev framework or M&M TSS and as you can see on the screen those five components are infrastructure and continuous Improvement purposeful student family and Community engagement intentional instructional practices and supports multiple ways to demonstrate learning and data informed decisions every aspect of our organization shows up in this semi in some way shape or form just to give you an idea of the um measurement a score on a particular area or a particular component between 1.6 1 and 2.0 means Vision in other words we're doing amazing anything between 1.21 and 1.60 means we're making good progress a score of 81 to 1.20 is the minimal acceptable level for us as an organization 41 to 80 is an area of high concern in 0 to 04 is an an area of intervention using this tool at both the site level and the district level helps us determine our areas of priority and as you can see on the screen our two areas of highest priority as determined by last year's semi was purposeful student family engagement and intentional infrastructure uh intentional instructional practices and supports and so what we are here talking about tonight is intentional instructional practices and supports that is one of our highest areas of priority as a district this is just oop sorry wrong screen this is just another overview of how the district semi works the district leadership team takes the semi we use that to prioritize areas for improvement that are identified for our district continuous Improvement planning so this is how we know where and how to allocate resources an operational plan a district operational plan is created or updated um in this case we do have one and it will continuously be updated to reflect these District priorities from there we work with all sites for them to develop their uh they take their semi um so they take a very similar semi they have to collect data and use that data's evidence to give themselves scores and then they also uh set areas of priority uh for improvement based on the results of their semi and the district semi so the idea is there are district there's a district level operational plan and every site has an operational plan that is similarly aligned this year was the first year that all Sites have completed the semi and developed um a site operational plan using this methodology uh the exception of that of course is High View they will take their first one this spring some sites were a little bit further along in the process and they completed it for their second time this year we continually use those site operational plans and District operational plans to direct our work um throughout the year so we're going to talk a little bit about in intentional instructional practices and supports um as noted this was an area of high concern for us as a district and specifically the semi really breaks out um breaks out our tiered instruction tier one instruction is where we have rated ourselves as the lowest meaning this is where we really want to spend uh a lot of time and attention tier one instruction means Universal instruction it is what every student gets tier two is supplemental stud students might need a little bit of help for a little bit of time in a particular area and tier three is intensive indu uh intervention they need more help for perhaps a longer period of time more focused so we are really focusing on that tier one instructional those tier one instructional practices just another mental map another way of looking at this is when we're looking at a continuous Improvement model for educational system at the bottom we have all of those components are at the foundation the infrastructure and continuous Improvement Pur purposeful student and family engagement data informed decisions in multiple ways to demonstrate learning that is the foundation upon which tiered instruction is developed we continuously monitor the operational plans on the left you see this is just a a screenshot of our district operational plan and on the right is a template of what a school operational plan would look like and again as I mentioned we have identified those two District priorities Based on data for the 2425 school year instructional models and methods or intentional instructional supports and that family and student involvement strategy a lot of the work that we have done this year has really focused on um clearly defining Universal tier one instructional evidence-based strategies that we expect to see across the district implemented continuously um and you're going to hear a little bit more about how we use assessment and our standards based review process to um really focus on that work can we Nicole may ask a question of course uh instructional practices in support mhm one of your most important as you say I'm assuming that that translates into academic outcomes yes what are you using to measure success there what type of metrics are you using to determine yep that's going to get into our assessment portion um as I'm just going to go back to the framework I know this is difficult to see but that lower rightand Hut pink color there that's datadriven decisionmaking we use assessments a variety of assessment tools including Criterion referenced measures to help us determine how are our students doing how are our how is our district doing an instructing those students and again that will be a little more depth uh in just a few moments here okay director Thompson the part part of the semi C can you share with me um who who actually does the who actually conducts it do we have a third party objector that says hey I think you're not doing this well or doing this well based on who are or is it is it this team that does that at the individual locations yeah that would be mostly my department the semi actually comes out of mde um and a lot of their research comes from the implementation science Resource Center um and so it is um I have copies of it if you ever wanted to look at it um that is part of the process of continuous Improvement is building organizational capacity to be able to answer those questions using empirical evidence to um make sure that the perception matches the reality can I just can I just add one thing thank you for the question um when we do our district semi semi we really have a cross functional team that actually takes the assessment so we we um do this all internally everything you're seeing all of the dials all of the forms all of the charts we have all created yeah just repeat everything you just said okay no problem so I do want to start by saying to to your first question director Thompson everything that we do we do internally so we don't pay anybody to come in at this point um to conduct any or create anything or monitor anything or um develop the tools we've developed all of those internally um at the district level when we're talking about the semi assessment that's really done with a cross functional team of uh different stakeholders across the system internally and so we have a distri district group that does that um at the building every building as you know has a shared leadership team and so it's the responsibility of the administrator or administrators depending on the building and then the cross functional um staff team to come together to then take that at the building level director Thompson so so when does the um does does the community get involved do parents do do stakeholders do we get involved in any of this because this is over the past two years this is the first time hearing about these continuous plans uh I would assume that again like you said the continuous plans are part of the Strategic Vision that generally the board sets I believe every three years is or so but besides the district having input where when when does everybody else get input or do we not so um in terms of the in uh continuous Improvement internally um we do that internally where we have external feedback from our uh parents Community Etc um is we do have an annual stakeholder survey so I didn't I'm going to back up just a little bit so that hopefully I can um be clear because obviously again there's a lot to all of these pieces so this is really our internal monitoring system um when we did our strategic plan work we had significant um participation externally and internally and that was intentional so when we ran that process one of the things that we were very committed to is making sure that we had as much voice in that process because this is as much our our family and community's plan as it is our plan right it should represent what it is that our Community wants and we want for our kids so off of the Strategic plan and off of that feedback that external stakeholder feedback we had we created from all of the data we analyzed it um synthesized it and we came up with what are referred to as ddees or desired daily experiences so these are basically what our students said they want what our families said they want what our staff said they want and so we have those those documents and there's like three to four overarching ddees in each for each one of those stakeholder groups and again we have aligned all of these pieces right so then what we do is to monitor our progress externally on our strategic plan this is our internal mechanism and then we do an annual stakeholder survey based on those desired daily experiences that our families and students and staff said they wanted so we this is just um Sandy will talk a little bit more about assessment in just a minute but those are sort of the two um big ways that we monitor progress um based on our strategic Direction all right uh Brett can can you can you maybe clarify a little bit about the scoring because I think you broke it out into five different categories this just shows red yellow green so it it that part didn't Jive for me I was just curious to know if you could explain that a little bit better sure so the semi has a very specific scoring system two being the best zero being the worst um and then from there it depending on what your score is in a particular component that tells you how you're doing these dials were just a visual representation of those scores um just to kind of show more visually where are we concerned um so the highest level is 1.61 to 2.0 um that is Vision meaning you can't do any better than that progressing is 1.21 to 1.60 pretty good um minimal acceptable is 81 to 1.20 and as you can see we have some in that area high concern is4 1 to 80 and then intervention meaning absolutely essential and Urgent is 0 to point4 thank Brian is your question on the semis uh yes okay no I'm I'm assuming we're gonna have a number of questions on the assessments maybe we'll get to that because I think while while while I appreciate the daily experiences uh I don't know if if we've got a daily not I mean a desired daily experience but do we have desired academic metric goals like because wow I appreciate the experience if if they don't know how to read they don't know how to read like so so we use a v I think it's just important to remember especially as Sandy comes up here and she will get into assessments that those data points are critical to informing how we complete the semi thank you yeah any other questions on this piece before Sandy comes up I think we're ready for for Sandy okay if you do have more questions about mtss cuz it is a big topic happy to come back or answer any questions all right good evening everyone I'm Sandy Georgie director of Elementary teaching and learning and it's my pleasure to be here this evening um my portion of the presentation is to share with you a little bit about our balanced and comprehensive assessment system so in your packet um that we provided you this evening you'll see a handout that represents this slide and the next slide as you know assessment gathers evidence of student learning including both growth and Prof efficiency this data is used to help us guide us in our decision- Mak process it serves different purposes at the state school and district and classroom levels depending on the uses of the information assessments gather information in a variety of ways including as a universal screener a diagnostic assessment progress monitoring as well as formative classroom assessments and summative and evaluation pieces no single assessment fits all needs but together they show how learning aligns with student outcomes along with the Minnesota academic content standards a balanced and comprehensive assessment framework uses both standardized assessments as well as classroom assessments which can include observations anecdotal notes quizzes and test tests these all give us a full picture of student learning capturing progress with different skills it provides a larger view of students achievements kind of like a photo album rather than just a single snapshot test scores do tell us something about a student but it does not tell us everything we know about children adopting a photo album approach offers a more comprehensive view of student achievement and accounts for instances when a student might have an off day the system helps students teachers families and administrators to understand learning outcomes assessments are designed to do one of the following things identify or predict students who might need extra support or enrichment summarize student performance after learning provide useful information to drive instruction or evaluate programs Andor policies again no single assessment can cover all purposes well each assessment has a specific purpose as we look at the varied assessment systems that are outlined in your handout and on this slide slide you will notice Statewide assessments and if you look at that from more of a satellite view these are used to evaluate how well students as a whole are meeting standards and ensures access to rigorous content from a systems lens rather than individual student outcomes they help the state district and school leaders assess how well curriculum and instruction align with the state standards the information is broader than what is gathered at the district or classroom level where the learning happens in addition Lakeville administers additional assessments across classrooms in schools an example of this would be a fastbridge assessment these assessments identified by the district monitor progress allocate resources and identify students who are in need of additional support or academic enrichment and finally teachers use assessments at the classroom level on a more frequent basis when assessments are given more frequently they are more formative these assessments guide our instruction on a daily basis and communicate learning with students and families information at each level of this system is connected through the learning expectation of grade level outcomes as well as the Minnesota academic content standards a strong assessment system has a clear purpose guides instruction offers data to track student learning and informs decisionmaking can I ask a question yes um I just have a question about um the information that you're you're Gathering what system does the district use to like house all of that assessment data because I mean data is only so good as the analyzing that comes from it so is it easily accessible where all the data is in one place so staff can sit down and look at all those like the interventions that come in through mtss and then the state the district and the classroom so that we can make instructional decisions like how is that data housed yeah thank you for that question director Baker you are absolutely correct we do have a data warehouse in our district it's called Edge climber it is amazing it houses all of our data with easy clicks our staff has been trained on it and they use that in their plc's as well as data digs to help Define what are their next steps in student learning thank you you're welcome can I ask one followup to that just on the DAT like how granular do we get as a district in collecting data I mean are we collecting information results on the formative assessments that are being done at the classroom level as well and then I guess a related question would be is the curriculum consistent enough across the schools that we can kind of compare achievement Apples to Apples from school to school classroom to classroom yeah thank you for that question um when we think about a balanced assessment um framework we're really thinking about it as satellite data map data and then Street data the satellite data is that larger picture those tend to be our MCAS and then when we think about our more map data if you're thinking about it in analogy that would be your fast bridge and then your street data is your everyday formative assessments that are aligned to your curriculum and the specific benchmarks and student outcomes all of that information is gathered either through Edge climber or through the teacher so Sandy if if you're looking at uh consistency through the curriculum as as uh chair Swanson just mentioned is there somebody that's analyzing the aberrancies amongst the differences either good or bad and determining whether something should be adjusted or something should be shared with the rest of the school schools and teachers to uh do something that would be a benefit yeah I appreciate that question so an example would be um currently um my team as well as site leaders are looking at the fast Bridge assessment not only from last year but also this year we're looking at fall winter and spring we're looking at those Trends and we're looking to see how closely they are aligned to what we would like to see for outcomes and the specific student targets if we're seeing that it's not matching then we go back and we look from a system lens are there things that we need to tweak as it relates to our curriculum are there things that we need to consider for our resources and an example of that would be from an elementary perspective is we've been on a journey as it relates to literacy instruction for quite a number of years and what we did is we looked specifically at our data particularly in structured literacy and early literacy and looked at those practices and we noticed that we had some gaps and as a result we went to investigated what might be the best evidence-based practices that we might need to support our teachers through professional development as well as identify do our current resources meet those needs or might we need to consider additional resources and an example of that would be if you have youngsters at the elementary level we recently implemented a resource called snde Essentials at the K5 level to support those structured literacy strategies as well as hegr this coming school year um in the 2526 we're going to be looking at implementing something that's called sound walls to continue that support so we're constantly looking at that data at a district level level and then we support our site leaders for them to investigate what that data means for them um and then to adjust what that looks like from a systems level just one followup I guess I'm I'm not really clear so do we have like reliable data that can show yeah certain teachers are because I'm assuming if we have a consistency in curriculum I mean certain teachers just might be doing better at conveying that information and bringing a class along and it might be different year year but do we have the data available that we can see like okay these classrooms specific individual classrooms might need some additional resources um or maybe we need to go talk to this teacher who's teaching it really well and see what she's doing so we can share those experience with experiences with other teachers yeah you're speaking to a process that we call our professional learning communities um which do meet on a regular basis and they are looking at that data and having conversations amongst themselves so if they're finding potentially that they may their children may be struggling with a certain Benchmark they're able to collaborate as a team to fine-tune what might be those next steps to support that okay great um as you and I I don't know if I'm jumping ahead to maybe future slides or whatnot but is there a slide that kind of breaks out sort of where we are with all of these different assessment tools do you got something that shows hey this is our fast bridge scores um you know versus the MCAS versus everything else and kind of show us more of a picture in totality if you will so Dr McDonald um as she wraps us up this evening she's going to be talking about what could be next steps as we support you as a board of education and that would be looking at our data dashboard so that will be forthcoming um and Dr McDonald will mention that as we wrap up this evening Dr Thompson so so what do you consider like a good score cuz again maybe we'll have to we'll into the data component comes because I'm just wondering do you pick that score or does the board come back and say yeah we we agree that score you're trying to go after is reasonable or do you compare that fast do you compare that score to other districts and so it's almost like a self-imposed score yeah I appreciate that director Thompson so what we have um in our district are called Target sheets and they identify what is considered um a Mastery level or a target for any individual assessment within the fastbridge suite those are identified um through a national norming process and we utilize those targets um to your point director Thompson um when we think about the read act which was recently passed um where the read well by third grade legislation sunsetted um and the read act came in place we actually utiliz those assessments to report in a data submission yearly to the state which is required um and then those assessments um are identified by the state so the state recently stated in legislation that you can choose between two assessments whether it was Dibbles or fastbridge we were already a fast Bridge um district and had been utilizing it for a number of years so it made sense for us to use that and then the state actually identifies which measures whichin that fast Bridge Suite that you will actually report on on junee 30th of each year and those benchmarks are set by national norms and we utilize those as our Target sheets so that we can sure that our students are on track to meeting those General outcome measures as it relates to their specific grade level Dr Thompson yeah I think um so I appreciate that background I think that's helpful uh one area that I think as a board we may want to talk about later is around uh what are those benchmarks is this a role that the board ought to play a part in uh wow I appreciate State benchmarks state state benchmarks are based on their perspective they may decline in years or whatever it may be and so for us as a as a board if we want a community we want a standard that's higher than state right who tells you who tells the district we want we want higher metric like we think we deserve more we think our kids can get there uh so that's a separate conversation I'd like your opinion on this too and maybe um director McDonald could speak on it too uh I mean would you agree it seems to me that the classroom metrics would be more accurate of what's actually being learned as opposed to um the MCA results I mean they're they're good to compare us to other schools but obviously the kids have a lot more vested in what grade they're getting in the class on how they perform on the quizzes and tests versus an ungraded MCA score that has no effect on their 100% if you look at this particular um graphic that we have here and what you'll notice um here is that the more formative the assessment is the classroom assessment the more informative it is um we also know that particularly at our secondary level um they have figured that out with the MCAS um and some of our students opt out of those assessments and so it doesn't give us that full picture and that's why we use a variety of measurements so if I want to go back to that analogy if we think about a photo album rather than just a snapshot all of these assessments have a purpose and a place as it relates to our system and when you look at this particular slide and if you think about the MCAS they're really intended to evaluate your system and to be able to see if you were on track as a whole as it relates to your curriculum and your instruction they were never intended to Define student outcomes so if our MCA scores are not great does that mean our system has issues that need to be fixed so what that tells you is those are things that you need to look at from a system lens might you need to be looking at some of your curriculum some of your instructional practices the other piece too is that assessment if we have students or families who choose not to participate in that assessment we're not getting a full picture either and so again that's why we want to have a balanced assessment framework where we have multiple pieces of data before we make decisions rather than just making it on one snapshot but looking at the whole photo album what do the MCAS bring to the table what does fastbridge bring to the table and of course what do the classroom assessments bring to the table and thinking about what is reported in our continuous progress reports as well Dr McDonald I know that you might have you're good no you're doing great so so for the for the MCAS are there any Financial uh um limitations or financial ties to it for for as if we don't have so many people participate we get less funding do we get more funding is there any repercussions for students or parents opting out of these State tests no the only repercussion that we have is that when they opt out it goes against us as it relates to our overall achievement so sometimes it's not giving you the best picture of where we are at as it relates to our achievement currently our literacy incentive Aid dollars is tied to some of the scores within the MCAS but the current legislation that's on the books is looking to remove that so more to come um one of the things um as a teaching and learning Department we're always responding to the latest and greatest that comes from our legislatures thank you yes you're welcome all right are we ready to continue one more question oh sorry um a question is um around I feel like we're hearing a lot about hitting targets and you know making sure kids are at grade level what about um and there's lots of things that you could say here probably but what are we doing for kids who are exceeding grade level and how are we making sure that we're not just um you know rightfully so concentrating on kids who who need additional support but how are we also providing opportunities for kids to grow in areas that they're showing particular strengths in I really appreciate that question and in US upcoming slide I'm going to talk about the different assessments we have in our system um and one of the assessments we have is what is called a coat and that helps us um with our identification for those enrichment and those Advanced learning opportunities um as a former gifted specialist in another lifetime and a degree in gifted education those are areas that we value highly that when we think about tiered instruction we usually think about students who are maybe not on track for meeting grade level outcomes but it's also thinking about how do you extend that learning for students that are making those benchmarks and thinking about it through the lens of enrichment we think about it through differentiation which is content process and product how do we enhance the content how do we increase the process or the level of rigor that a student is engaged in that and how do they show their learning and maybe you unique and an Adaptive way um both at the secondary and at the elementary level we have a variety of advanced learning programs um that are available for students um director Anderson is a part of our gifted advisory Council in fact just at our last meeting we outlined some of the opportunities that we have across all levels and I'd be happy to share more on that if that's needed just to follow up with that at least at the elementary level are you um what what's Best Practices now in terms of grouping students so you know moving for math or moving for phonics or whatever it might be what what is Lakeville approach to that right now so what best practice in research will say is to um really leverage small group group instruction ensure that you have flexible grouping we talk about whole group small group and independent application um and that's really the environment that we want to create for students so if students um are not able um at that particular moment in that first wash with um or that first dip with instruction then we move to small groups so they get additional opportunities and those are flexible groups Based on data so we're constantly looking at data to determine what what it is that students need and when we think about that tiered instruction we're also thinking about small group instruction for students who might need Advanced learning opportunities or enrichment and so it's a very fluid process and it moves back and forth from small group or excuse me whole group small group and independent application and if you ever get a chance to visit classroom some of our teachers do such a remarkable job and it's even how they lay the environment in their classroom and you can actually see that they have space in their room to do that whole group instruction sometimes it's on the floor that's close to the teacher and then you'll see these spaces in classroom that are designed specifically for that small group instruction and children are engaged in independent application simultaneously as the teacher expertly manages to ensure small group instructions happening right for a future meeting it would be helpful for uh maybe some of the board members and also for me as as a refresher of how is impact a me doing because I know that's been something that's been going on for the past 10 years or five I don't know for a while and the small group from what I hear is the the intent of that program where you move kids can go based on their speed based on their Readiness uh if they're falling behind they can go into a different group to kind of accelerate maybe additional you know tier 2 support in that level is needed and while uh I think we should have enough data by now to validate is that a model that is very advantage for students to accelerate no matter uh your your level so that they can go further or or or get additional support to get caught up thank you director Thompson okay are we ready for the next slide yeah I think we cut you off a long time ago so you can keep going just want to make sure everybody's questions get answered okay I think this is where I'm at now all right very good um in addition to all of the things that I shared about assessments they um fall into two categor ories Norm reference assessments compare students performance to others okay so as I mentioned we have these targets that are Norm referenced and fastbridge fastbridge is an example of a norm referenced assessment then we have assessments that are Criterion reference assessments and they measure performance against a set St a set set of Standards or specific learning goals that would be an example of our MCAS because those specific learning goals are the specific benchmarks at each of the grade levels and most importantly our Criterion reference assessments are at the classroom level as chair Swanson had mentioned those are the ones that give us the most valid data the most information and formative to drive instruction and next steps for students yeah Carly when you talk about the norm reference group and you said earlier it was National Norms right correct is that do you feel like that well represents our district or how how does that I mean I guess I'm wondering how our district in terms of our makeup it maybe compares to the National level Norms or what kind of things can you break down in terms of looking at so what I'd like to be able to do because I don't have that at my fingertips director Anderson but I know that we'll be sharing with you a data dashboard so you'll be able to see what are those targets and how we're performing against those targets um in some areas we do a fantastic job and then like in other areas we need a spotlight and an example of that is a number of years ago we recognized our early literacy and our structured literacy we needed to put a spotlight on it we needed to support our teachers with professional development and evidence-based practices and then we needed to make sure that they had the resources so that they would be able to execute that and we're continuing to support that in through those ways sorry I guess I was wondering what the the Norms themselves um and I'm just thinking about the work that I do dayto day when we start when we look at okay this is a you know 85-year-old veteran and I'm comparing him to people in the 80 to 85 year old group so I guess I'm wondering when I I'm kind of talking about the representation how they establish the normative group is it is it quite diverse in terms of rural and urban and different so I'm I'm wondering like are we matched up against a sample that is well represented here um so I would have to do a little bit more digging with that director um Anderson but what I do know is that in our previous um data submission for read well by third grade we actually had to show the norming study that was utilized in the district assessments that we utilized to make sure that it was a sampling that actually supported that um we would need to go back and look at what that looked like specific to answer some of your questions and we certainly could do that for you okay all right so on this slide what you'll see um is a link to our um Lakeville area schools assessment calendar you have that in your packet we are required um by the Department of Education to post this on our website so linked Below on the slide brings you actually to our website that outlines all of the assessments I need to give a very big shout out to a colleague of are Cheryl gangler she's our mtss coordinator and she has really developed um this particular document as well as the website um outlining our um assessments just really quickly um this is in the presentation which will be found in your um packet and board book um also additionally it is a requirement as Sandy stated by the state of Minnesota that we publish this annually on our website for our public so it's also available on our public website thank you I saw you looking for it so I just wanted to make sure you knew where it was thank you the other piece before I dive into this a little bit more um the state of Minnesota also identifies the number of minutes you're allowed to assess students at each of the grade levels so we are within that um parameter some just barely by um just by a little margin um makes it challenging because we have to include the MCAS even though it's assessment that we're required um to give to our students so as seen in our district assessment calendar Lakeville uses not only the classroom assessments but also standardized assessments to monitor student achievement track growth and check Readiness for college and careers the data helps us adjust strategies and resources as I mentioned earlier to support students better the districtwide calendar as Dr McDonald had mentioned can be found on our community facing website um on the link that is within um your slide deck and it lists local and Statewide assessments by grade level and shows when they are given per the read act we must use as I mentioned either fastbridge or Dibbles and we currently are a fastbridge assessment for Universal screening of reading three times a year that is required by State Statute please note we are still waiting for the Department of Education to release the required screeners in grades 4 through 12 our calendar also includes the mode the time and purpose and reasoning for each assessment results are shared with families including through the parent portal when appropriate now I'll highlight each of the district assessments the fast Bridge assessment as I have been mentioning earlier tracks progress towards grade level outcomes informs instruction and measures student growth and evaluates the effectiveness of the interventions within the fastbridge site there is a Sabers assessment which identifies students at risk for social emotional behaviors the coats measure students academic aptitude and cognitive development the assessment supports the identification of advanced learning and enrichment opportunities honors placement is a performance assessment used to measure a student's Readiness for advanced course placement in grades seven and eight and the MCAS the Minnesota comprehensive assessments and the mtas which stands for Minnesota test of academic skills um designed for special education measures reading math and science achievement of Minnesota academic content standards for state and federal accountability purposes the access assessment measures English language proficiency of all English learners for the state for federal accountability purposes a measures students academic Readiness for postsecondary success and juniors take this assessment during the school day bilingual skill uh excuse me bilingual seals legislated in 20 14 measure Proficiency in languages other than English and a qualifying score May exempt students from taking a foreign language in college and finally nape which stands for National assessment of educational progress at times we are selected as a district and a site it is a national reading and math assessment that tracks student academic progress over time Nationwide and so on the document that's in your packet as well as posted on our community um facing website you will see um all of those pieces outlined there for you yes director Baker just one quick question um just for clarity um which or or what combination of these assessments fulfills our requirement through state statute for dyslexia screening that's a very good question director Baker so with the read act we are required to universally screen our students as a whole and to also screen for characteristics of Dyslexia um at a school level we cannot diagnose dyslexia um but we can screen for children who may show characteristics those particular pieces are within fast bridge and they're the early literacy probes um that we utilize and then as I mentioned for the read act we have a data submission not only do we need to submit where our students are on those Universal screeners but then we also o need to um report which students might show characteristics for dyslexia and in fact this past month um I've been on several calls with the Minnesota Department of Education as they set what that looks like for um identifying what those Target scores are for characteristics of Dyslexia Dr Thompson uh let's say a student has been identified for dyslexia what changes for them do they have a different class do they have different teachings do have a different book I what do they what do they do yeah so thank you for that um excuse me for just one minute so when we think about that some of our students um may qualify for intense instruction as it relates to special education or students might received in a general education setting tiered instruction through either a tier 2 intervention or potential a tier three intervention and so we have um classroom teachers that can support our our students as well as tutors um specialized um teachers such as our special education teachers um and then sometimes of our students who are English Learners our multilingual learner teachers also support our students so thank you Brett um looking at this is it is it right that only two of the assessments are actually required by statute so when you look here so it would be the MCAS um are required um which is tied to the mtas um the AIS um and then with the read act we are required to report um on those Universal screeners within fast Bridge um quick question then so out of all of the assessments that we do what are kids allowed to opt out of what is required by state that they can't opt out of and how does that impact Us in terms of like either a funding or overall scores or overall direction of where we want to go and what we're going to do if their data is not included so on um our Lakeville area schools assessment page All Families regardless of the assessment whether it's required by State Statute or one that we have in place at the district level All Families have um the option to opt out um and there are forms that they can complete that are on our website um and there are specific forms as it relates to the state and federal accountability purposes okay director Thompson are is the um where am I going to go with this one I'll I'll PA go ahead did you have did you have more or could I ask I had a question when you're all done nope I just have one more slide but goe welcome to take more question let's take your last slide yeah I just wanted to clarify on that last comment these are of the standardized tests that's true but AFF formative and summative classroom assessment are required right or is that true so a family can opt out of um courses as well which would then opt them out of that formative and summative assessment I've been in the district for over 30 years I've never experienced that families of course want to support their children on that trajectory for learning but I have not that has not occurred okay one one more slide okay all right are we ready just wait okay fabulous all right you saw this one earlier um with director Adams um but I'm going to share with it a little bit in a different lens um because I want to tie this all together um with what I shared with data remember data reveals what students knowing can do guiding our instructional decisions which align to our Lakeville framework so as director Thompson mentioned now that you have this data what is the now what what does that look like so as a reminder the Lakeville framework embedding the Minnesota mtss framework is a continuous Improvement framework that uses databased decisionmaking to support students keep in mind everything builds upon tier one core instruction as a result it must be strong in order for the system to work effectively all students should have Equitable access to Quality core tier one instruction which is the foundation for any needed extra support or enrichment it's important that tier one is designed to meet the comprehensive needs of the vast majority of our students tier 2 interventions are considered supplemental so think about it as core plus more and sometimes plus more the tier 2 interventions should be rapidly accessible and matched to student needs and those are usually done in that small group setting with that flexible grouping Based on data tier three interventions are intensive and they're individualized that doesn't mean that the student must receive a one-on-one intervention however what it does mean that the student receives instructional support more often and an education lingo we call that frequency and for longer periods of time and we call that duration and the intervention is increasingly customized or intensity to address students unique needs and students in special education it's like tier three on steroids with some key differences extra funding allows for more intensive long-term support and legal protections exist for students with disabilities and there are more tools to adapt environments and tasks for these students and as director Adams mentioned the bottom layer of this pyramid is the foundation for implementing effective evidence-based tiered instructional practices which support our students so it's the now what of the data now I have the data now what what does that look like B how many students do we have right now from a percentage WI in tier two and tier three I think that would vary um director Thompson depending on which probe we are measuring so for example in the literacy probes we have some that are measuring letter names letter sounds segmenting and blending and you can have children that are doing phenomenal in some of those probes but might need additional support in others so it's hard to pinpoint what that would look like because we're really drilling down to the specific skill to make sure that the students are on track for the overall student outcome in addition to the reading piece we have all of those pieces that are embedded within math as it relates to early numeracy and overall math achievement so it varies depending on which skills you're addressing I had a little cross presentation question um this these semis are per school right so the semi we have one that we take at a district level and then one that we take at the site level so you are correct okay so if we have all the semis for each school and we have all the assessment data for each school um have we done the analysis where we put them next to each other and see I mean is there a correlation between high scores on the semis and high scores on the Assessments in certain schools versus other schools I really appreciate that it was an activity and an exercise um that myself and my team supported sites with our learning Specialists um who are um teacher leaders in our buildings who play a lead role in supporting um academic achievement and we did just that last week where we looked at their scops we looked at their fast Bridge score we looked at the district semi and then we said is there any gaps are we seeing connections that are there and if we aren't what do we need to adjust and so sure enough there are spaces where there are places for improvement and there are other places that we spot on so did you see any portions of the semi where there was a a greater correlation with success on assessments because I believe there are what five different areas is on a semi assessment were were certain ones they were doing really well and that showed well and again causation correlation are different but obviously where you could make some connections and maybe get some suggestions as what might be working or where schools need to improv specifically yeah um again I can share from an elementary level um I think an area where we're seeing some success is within our structured literacy we have put a spotlight on that um and we are seeing the fruits of our labor and we're seeing some increases as it relates to those scores um and so we do know that when we do place a spotlight and support our teachers um with the resources that they need and evidence-based practices we can see a direct correlation with that so that would be an example of what that looks like thank you okay very good I'm going to turn it over to my colleague um eliaa Kain and she's going to share a little bit about the standards review process say thank you good evening members of the board as Sandy noted my name is Ela Kane and I am the director of secondary um teaching and learning glad to be here with you tonight um as she mentioned I am going to touch base on our standard based review process the image um that you see here on the screen uh kind of represents the phases that both Sandy and I take um our elementary and secondary teachers on a little journey whenever the State updates the standards um you may not be aware but the state has a 10year cycle for each of our content areas um where they update the standards there is a multie process that they go through and when those um standards are mandated through State legislation for us that indicates the launch in our process um so that first phase is when we're learning about those new standards they might not yet be um State mandated but we're learning about them we're trying to determine what the pedological and instructional shifts are what are the changes within those standards we're building our team talking about philosophy and belief systems in that content area and getting ready to launch that program phase two is when we really bring those teachers in together it means that they've been set forth through the state um they are Sign Sealed and Delivered and given to us we've gotten some opportunity to learn from mde we take uh a lot of time to dive deeply into those standards we unpack them and what that means is our teachers take a really long time diving deeply into them understanding what student learning targets and benchmarks would be what that academic vocabulary is what the rigor or depth of knowledge is in order to truly understand how we are going to teach those standards from there as we venture into phase three we've used all of that learning and understanding to create criteria rubrics based on those standards based on what we know our students need to know do and understand and what we need as a teaching staff for that content area to create a rubric where we can then evaluate resources or tools or what many people think of as curriculum to make choices um that are going to help uh best take our students on that journey to meet those benchmarks and standards we then Implement that oftentimes we do a pilot both Sandy and I have been doing that the last several of years um the process started in about 2017 18 with physical education then art and music um going into science and now we are dabbling with English language arts uh like I said science and math so we are really heavy into this process right now it's quite overwhelming for us and our staff as well um but we'll take some time to Pilot those resources because like I said it's been 10 years if not more since we've had some of those things happen before we make those choices then after we Implement in phase four um we take a lot of time to kind of work through that curriculum for a year or so to determine how do we need to Monitor and just our our planning and scheduling guide or our pacing or scope and sequence how now do we look at assessments a lot of what you have been asking for here those classroom on the ground formative um and summative assessments that really measure student outcomes in that class um and then hopefully if we're teaching to the standards as we have designed working from phase one through phase four we'll also see those positive outcomes in our MCA data with that um one of the things that's tied closely to that standard space review process then oops I I hit it on my computer not on here it's helpful if I do that right um is how do we measure staff growth and development opportunities with that process so all of our work then aligns through these three buckets that you see on the screen TDE which stands for our formal teacher and development and evaluation process that is our evaluative process that our teachers engage in this is required by the state we have no choice but to do this it's done every 3 years um if you are tenured in if you're a non-probationary teacher you will do it for the first three it's done by a trained evaluator so your building administrator will um walk this walk you through this process um and it requires updates from the state in 2025 so we have a big team together right now who's evaluating our current TDE rubric and aligning it to the new standards of effective practice that were provided to us last year by the state to do an overlay so looking at what do we have going on right now that meets those sep and what do we need to do to make changes and improvements there also within our TDE including um teacher goals oftentimes uh professional Learning Community goals uh and building goals to help have teachers have a focus there that relates directly to the Q comp side of things that is our alternate teacher professional pay system very heavily leaning on our PLC process there so our teachers will have um a goal that is directly related to their scop goal that you heard Nicole mention earlier that then they'll scop goals at each of the buildings related to our strategic um goals here at the district they also engage in coaching um our staff identify goals and strategies that I mentioned they align that data and they also have to do a a portfolio reflection so they do that mostly with our coaches um and then they have to do a one-on-one checkin and check out with their administrator on that each year as well so completing all of that allows them to engage in that um additional pay yes can I ask generally speaking how often they meet in a group like that plc's yeah meet weekly weekly okay yes so when the when these teachers have goals who who creates these goals the teachers create their goals so the teachers create their own goals correct and then if they meet their own goals they get a bonus well it's a little bit more complicated than that but in a nutshell that is part of it yes there are multiple things that they have to complete they have to complete a whole year of PLC collaboration um so for example I oversee a group of tosas teachers on special assignment they had to share a goal with me at the beginning of the year a collective goal and then an individual goal in October their PLC then presented to me what have they done since the start of the school year through the middle of October for both their individual and group goals Based on data based on anecdotal evidence um that they have collected and our teachers um do that exact same thing as well with their principles so that is part of it as well yeah I'm sorry go ahead director John have we ever never paid a q comp before or are they always generally paid out there are a handful of year a year yes just a handful out of okay and then who does thees is the board at all involved in any way in in reviewing those not that I have ever been aware of for the only thing that they would do is oh every year we do a or Q comp process overview correct yes so we will be um having a deeper discussion around this with this with the board quite um soon okay um one of the the board's responsibility so in order to participate in qm um you have to have um an agreement between the union and the Board of Education much like you would with a traditional uh contract and so that is we're at a place where that will need to be evaluated um and then an agreement reached um moving forward to continue that program um that program does provide additional pay to our teachers annually um for meeting their goals and and um completing the process it also supports um our coaches so they are funded through our Q comp program as well so um we'll have some more discussion around that we'll do some learning around that we'll take a look at what the current plan is in place um and see where we want to move forward um as you also may be aware there was a proposed cut in this area through um Governor Wall's preliminary budget proposal that came out last week um so that may also play into this um as well but we'll be coming back Brian thank you for the um the the question to uh have more dialogue around that director Baker thank you um I'm just looking at supports for teachers and I see that we have coaching on there um I'm curious do we have a mentorship program in place for newer staff we do not have a formal U mentorship program across the board um we are looking at that right now and Emily may want to come back up in a moment however what I will say is that our coaches have taken that on over the last couple of years on on top of their already required work um our secondary ones I'll speak to specifically right now um have created a very thorough plan to make sure that they are doing multiple outreaches to all of our new teachers including the ones who started last year so they are going above and beyond in meeting with them collaborating with them assisting with them um on top of their already very big workload um but did you want to talk a little bit about sure I can add a little bit to that um uh one of the there's a long history around this and I won't go into all of that for time purposes but certainly happy to answer more detailed questions at a later time um we um I have been working with uh Carri Pop um on trying to develop something more formalize at a district level um as you all know um anytime you do a mentor program that involves people which incurs cost um and so what um what we have done is strategized to try to reallocate um some dollars from our title 2 budget which is restricted dollars that we get from the state for professional development purposes um and so I Carrie and I have met a couple times um to do something more formal what we currently have is um we collected data from all of our buildings on what they were doing so things are happening it's just dependent on a building dependent on the building resources and we're really looking for a a more District level solution um our challenge is that whatever we decide the title to application plan um is due annually and at any point they could have choose they could choose not to approve that so it's not guaranteed money um but we are we are working together um to try to come up with a plan so is what we what we are currently doing does that fulfill our requ requirements through State Statute yeah the only requirement in the statute is that we do something and so they're they're they don't they're not really prescriptive which is can be unusual um in terms of how we approach that um but we we know what's best for our for uh retention and support of our staff is to have a solid mentoring program and to be able to support all the teachers in our district from a system standpoint to make sure that they're getting all the opportunities consistently building to building so thank you I appreciate that Paul yeah please I'd like to go back to director Thompson's uh question and I know you mentioned we're going to talk about that later but point of clarification in I understanding that teachers set their own goals to get a bonus human nature would suggest that you would set a goal to that very achievable and not maybe in the best interest of what the intent of the goal is help help me understand that our teachers do have uh the opportunity to set their own goal but it does have to be based on their site scop and the district scop so most of them will choose a literacy goal and then an additional one on top of that so they're going after District achievement usually through literacy that is our our main focus area for the last three years it has been do they set their own metrics yes they create their own smart goals well there there in lies my question it has to be approved it has to be approved by okay so there's somebody who's approving the goals essentially yes okay all right that that helps clarify BR who are the coaches yeah our our coaches um their title their acronym is idss more acronyms I know sorry instructional data support specialist um so they help with instruction and then data um so when they're working in their plc's either collectively or independently looking at formative classroom dayto day data um they can do a variety of things so if you're a teacher and I'm your coach and you share your goal with me for the year you might invite me in and say uh could be a variety of different things I want to improve my classroom management strategies um around literacy specifically and maybe I'm a physical education teacher so that might be something that feels a little bit new or different for me so I might stand on the back of your classroom for 30 minutes and tally how many times I see you explicitly teaching vocabulary or even doing reading with students people don't realize that they're doing a lot of these things and then also offer additional ideas and support for you to strengthen in that area sure so that is a big thing that that they do as well as provide resources and support um just day-to-day needs sometimes they're a great go-to for people so it's a internal support structure are they based in the building are they based at the district level are they like how how many of they are split between two buildings so if I was an elementary teach uh tosa for an idss i be be be between two the secondary um toses that I oversee they are by content so they all see approximately 100 teachers per year on their case load and they are all over the district so they do do a lot of of running around to the secondary buildings how many do we have total excuse me like how many total then are we talking have about 100 on their case load so have eight um around 450 475 teachers at the secondary level okay is that what you're asking me no many asking how many IDs coaches do we have in the district roughly 800 teachers so I'm thinking we have like eight of these nine of them yeah 10 okay is that enough Amber Noor okay go ahead sorry Amber visual reaction um this might be a question for a later time too but I'd be curious to hear like CU comp as I understand it is a state program right that districts could opt in it was a Tim pente legislative move right um and districts could opt in or choose not to so I know there are some districts that chose not to so it'd be curious to learn like maybe the history of why Lakeville enrolled right but also what are the benefits of continuing to participate in the state program um and then another question I have with um teacher evaluation in the First Column how and maybe this maybe it's just how it is but for especially for the elementary level like I know we have such varied numbers of teachers based on building size right and so I'm cognizant of like some principles are having to do a lot more teacher evals and those take a ton of time um how is are is it just tough luck you have to do it or are there extra supports for principles at large sites to offset the eval so they can focus on other things too so at our elementary um unless there is an assistant principle it does have to be done by a state or a licensed administrator so yes it does fall on the shoulders of those principles at the elementary and our elementaries are large um for having only principles um at the secondary level our Deans at the middle level and our assistant principles at the high school level are certified licensed administrators so they do split up and um divy up that load um there's often times more behaviors and other things happening at at our secondary levels as well so it does help to kind of even that workload a bit but yes it is um quite taxing for our elementary administrators Bri so and and as a Elementary administrator that would be like a principal and then on average I think there's about how many teachers do we have in in in in an elementary school is about like 50 or is it what would you say we run about three to four sections per grade level so that's just classroom teachers and then you have your special education teachers and all your support teachers so the principal is doing roughly 75ish evaluations throughout the course of the year for for those individual okay and then obviously at the secondary level secondary level you've got the principles now you also have four APS assistant principles now to help assist and those five can do evaluations as well they can and they do okay got it um back to your coaches you only have nine for 800 teachers that we have and that's seems an area that we should look into uh and so I heard earlier that you said these coaches also do the mentorship program in addition to doing the qop training in miscellaneous um can and even more I just would love to take that moment and and piggy back on that they're amazing people both Sandy and I are our coaches are always willing to step up the plate to support our standard based review process professional development and anything that they're asked to do um they truly are teacher leaders in this district and they go well above and beyond so I guess I'm just I'm just wondering that where then are other teachers allowed to help in the mentorship program or only just the coaches can do that no um let's say that um you and director Anderson and I are on a algebra team and I'm brand new the principal would likely tap one of the two of you on your shoulder to kind of be my go-to for the year and that happens every year as well so there's always someone who can immediately answer the the kind of the the business or managerial things that happen in a building like where are my copies like you would think those things should seem simple but you are extremely overwhelmed when you're first starting so there are many many questions on the day-to-day basis when you're brand new and that person will help them they also help them with curriculum how do you do grades um when are our finals what does that look like um so that happens with someone on your PLC team as well so isn't that isn't that a mentorship program right there or is it not I'm just going to intered here just a little bit as an educator and say like teachers have a lot on their plate already and it is a lot to Mentor a new teacher and if you have a structured mentorship program within your District there's usually dollars TI that are tied to that so teachers are reimbursed for that time and it should also be formalized and based on best practice and research on how someone should be interacting as a mentor and a mentee as well so so an extra stip in for or an additional Fe know dollars along with a formal process in a formal process which we don't have correct Amber great yeah I think mine piggyback on your comment Kim I think you know I um have parents who are teachers my husband's a teacher and has been in multiple districts and I find it highly unusual that a district our size doesn't have a paid mentorship program it's kind of concerning um and so I think I'm I'm glad to hear that we're looking at it but um I think it should happen quickly um this seems like a no-brainer for supporting staff okay um so finishing up this slide um the last one we have is uh look fors with our our tier one core practices so as we develop that standards based review process and kind of conclude that what our team will then be able to do is kind of create um what is it then if you are administrator to come into my science classroom be looking for um and taking that even a step further the work of the mtss task force uh Nicole is working with that team to create an even more robust one that is kind of like seals the foundation floor prek-12 it doesn't matter what grade or what classroom you are what would be those strategies those skills those kind of even if I just popped into your classroom for 5 to seven minutes what would be some things that I should be seeing that would ensure a guaranteed and viable curriculum and some consistency um in the classroom as well so all of those get at that same same goal of developing and supporting our teachers so that they can be their best selves for our kids each day okay Emily is going to come up one last time unless there was another question I do well before you leave I want to go back to the slide before this one the standards based review so W uh appreciate the overview phase one two and three where does the Board of Education like I'm sorry where does the school board get involved in this process like when do we review when do we not review so we do that process through Tac so that's the teaching and learning advisory Council a member of our school board serves on that committee I believe um Dr Andre or has served D before in the past um you didn't way back in the day you were on that committee weren't you I came to okay so Terry ly so we we need a new person Brian you served on it at for a short time didn't you just one meeting you all came one meeting that was it yeah I know your husband served on our committee so um we have board represent representation there um our our our meetings are all of our information is always public we share everything that we're doing in terms of a curriculum review process in more in-depth and more detail Sandy did hers in December I did mine in January um and that is an opportunity for us to um publicly share what we're doing and get feedback as well so someone will be joining that committee from here on out correct it's correct wonderful big F maybe maybe we won thank you Ela okay we are going to wrap up I just have two quick slides um I'm going to uh bring us back and kind of reground us in um systems level thinking um as we try to move the system one of the things that is really important is that people understand what their role is whenever we're implementing anything so in education as you heard Sandy um speak and elas speak about all of the thousands of things that happen in our classrooms every day to try to make sure that we have a pulse on what's going on and we can put in the right things in order to make positive change so this is our implementation workflow um essentially this won't surprise any of you um but at the district level we are really focused on um continuous Improvement learning work so that's when we know identify issues in the system what do we need to know um what research needs to happen um what things need to be addressed what processes need to be followed and then we work with both leaders and staff um in the system to prepare the system for change Readiness once that happens and that those two phases are complete then the work is handed over to the buildings um to manage and monitor so for example if we're implementing a new curriculum um a for example a new curriculum Sandy and her team and El and her team would gather the leaders gather the teachers go through the processes make the decisions we would bring on the rest of the people that need to be brought along the other teachers our learning Specialists whomever our coaches and then once that is all done the expectations set then it goes to the building and then our stand standard work is managed at the building level um and then any change management from a building standpoint not a district standpoint is managed at the site level so that's really how we partner together not only um with our our district teams prek K12 but also with our administrators and our teacher leaders in the building um one of the questions that was asked um was just to maybe address some challenges um again I don't think that there's anything on here that will be surprising um we tried to keep it pretty high level just for the purposes of this conversation but anytime you're doing big systems change work um we really face challenges around time capacity and resources um right now capacity is really challenging um particularly when you think about our elementary teachers who are generalists and every time there's a standards based review process those teachers have to go through that entire process every single time as a secondary our capacity challenges are around the fact that they serve 200 sometimes students a day um they're trying to manage that they're also trying to manage not only all of the core areas but the elective opportunities for our students and finding time to bring them together um they don't they right now we don't have a lot of professional development time for our secondary so you'll see that up there um but it's really trying to figure out how we can maximize and be most efficient um and prioritize our areas of need because as you know we we try to do too many things we do nothing um and we want to stay the course and make sure things get implemented well um when that becomes problematic is um under the capacity area when we are constantly getting um new mandates updates legislation that tells us that we either have to do something else or shift course whether it's working or not that sometimes can be a challenge um I do think too as we have gone through the process of implementing the read act um at the elementary level which has been significant for us really good work to do 100% um and our teachers are and sy's team are doing an incredible job um of working through that and doing the learning required there um the challenges is that sometimes when you have non-practitioners um making decisions for practitioners they don't they don't know all the Nuance of the system and so as we've gone through this process things have changed and things have changed and things have changed because what has happened is it just wasn't people didn't really understand what would be to implement something to this degree in our system so um secondary assessments it's a really a time and capacity issue there um we need more time for our teachers to be able to come together to work on those formative and summative common assessments so we can um have those uh be able to have those conversations not only in the plcs in our building but cross building as well um and then our school schedule uh we don't have time right now in our school schedule um to be able to provide the level of um support and intervention and extension um and enrichment that we want for our students and that's just a result of our schedule so those are just a few things um that we think of as we go through we try to make the most of of what we can in the most efficient and effective way um but certainly uh those are some of the challenges that we face on the dayto day so just one quick question on those challenges um I totally hear you about people that are making laws that that don't understand education has there been thought within the district about like a legislative committee that would keep track of like the the things that are going through the legislature and then um reach out and Advocate on the district's behalf yes I don't know superintendent Balman if you want to weigh in on that we've had some conversation around there around that um our our professional we have a a number well one primary um uh Professional Organization does work through their members to put together a legislative platform um and that's amsd um masasa which is our other Professional Organization also has a legislative platform what you'll find is most times they're very similar in terms of what they're advocating for um so our role in the past has really been to participate and inform um to make sure that people are aware of the challenges so that they can be prioritized in um a platform down the road um there are many uh boards that also adopt a legislative platform oftentimes again they're aligned with what amsd and Masa have um but that's an that's an option um as well thank you Kim Emily I had to follow up we had a discussion last week a little bit um you know before you prepared this presentation and it kind of stems off something Brian was talking about earlier if the board's goal is to set some specific goals for the district as far as academic outcomes are concerned um what what in your mind would be you know Fair assessments to measure so I I love this question I appreciate this question um one of the things that one of the conversations I think might be worthwhile um to have is we have a compliance report for the state that used to be called world's best Workforce now it's called kaker um and uh can you can you spell that see it's on your sheet I I hope now that I said that um anyway the the the purpose of world's best Workforce is to set District level goals in five metric areas and those metrics are oh thank you um and those metrics are intended to provide a a sort of a snapshot of the district as a whole from prek through graduate ation so you have you have to have a goal around um kindergarten Readiness you have to have a goal around academics so math reading um we have to have a career in college readiness goal we've used act in the past for that we have to have a graduation goal um so this might be a really good place to partner um to come together around the development of those goals for that particular plan um because that is something that is state required it's something we want to be paying attention to um and certainly if there were sub goals that things that interim goals or other things that we wanted to build off of we could do that but I I just pose that as an idea because it's something that exists in the system already and allows us to maybe come together and say this is what we really want for our students in these areas and these are the me you have to identify the metrics you have to have a smart goal the whole nine yards BR so that's a required set by the state corre correct um so one of the things that I was really hoping to get out of this today is sort of where do you think we are today and i' I've SE I saw the uh semi dashboard sure and looking at that one could argue we're okay we're not blowing the doors off if that's our personal our own assessment right I mean how does our fast bridge scores compared to others in the state to the to the nation to that kind of like where are we though from uh teaching and learning perspective like from an academic perspective you guys talked about like we got to have that full photo picture book right what is it yes that's the one thing that's missing from right now so I so let me go to the next slide okay um because s's analogy I appreciate it of having a photo album and not just a single snapshot right um we have a district data dashboard um that I just took a snapshot of the very first part of the page I think Kim and Carly have probably seen this before so um what we would like to do is have an opportunity it is multi-page it includes um academic data behavioral data attendance data other metrics um to really give us a full picture of the district as a whole because the reality is is that if we want to increase academic outcomes for students which we do um we have to be pay ATT we can't just pay attention to the academics we have to pay attention to the system and how the system is functioning so this really helps to sort of inform us to be able to plan forward to say okay here's some areas we might need to plug in we might need need support in something is rising to the top we need to work on that or we need Sandy talked a lot about helping teachers through these processes so um so I think tonight what I really wanted to do was lay the foundation for you because there's a lot um and that's sort of the tip of the iceberg and then maybe come back and walk through all these metrics and have those conversations because I think what we want to do is we have compliance reports and we have other things that are required of us and there are things that we pay attention to behind every one of those numbers is a child and so we're always thinking about the child behind the number and that's that's sort of what drives our thinking so we have to get clear on how are we collectively defining success for students what is our what is our um what are our pictures instead of is it just one or is it actually a photo album so I think that is a great conversation to have Brett and to me that would be a natural and uh I know um Cher Swanson and I um uh talked about that a little bit at our last meeting about what's the next step to keep the conversation going because there is nothing more powerful than if we all get on the same page and we talk about this is what our community wants for our kids this is what we want for our kids and this is what we're going after and this is how we're going to be able to come back and tell you whether we're doing it or not B he and so I think what where you're trying to get to is what I would view as what is our what are our board goals what is what do we want as a board I mean not there there are other things but in regards to academics like what are the objective key results the okrs that we want for at the elementary at the secondary and even at the operational and staff level and then we'll come back to these or then we can go to these metrics and say all right what are the key performance indicators that tie up to those so on the same page well yeah and and we almost seem to get more specific though like what metric are we using you know because if is the MCA the metric is the fast Bridge the met so you will see all of that on this I know this is only just a small portion of the dashboard it's quite lengthy um but you will see the world's best Workforce results on there you will see fast Bridge you'll see growth data you'll see um uh MCA scores so it's really all there so just to sort of let's you know to familiarize you with where we it'll a little bit behind time but this is sort of as much up to date as we can provide um to you and what does that look like and then where do we want to have more conversation to be continued right thank you to be continued really appreciate it I mean thank you I think I speak for all of us I mean this is of utmost importance and if we're not doing well in this area then we might as well not be on the board so uh so we appreciate all the information and uh the investment you're making in us and more time uh that will be spent on this subject so looking forward to it Mr chair can I say one thing um the the key here I think to to the points that uh everybody here on this board is making around goals and um standards we need to get to that next step and we need to do it quickly would we all agree on that yeah okay I just want to make sure I'm supporting you appreciate it thank you so much ter Swanson a board of education um we certainly appreciate the time um and the questions and uh we look forward to the next time and also we just want to say thank you for your partnership because we do know that we're all here in the best interest of our kids um and that's the most powerful work you can do so thank you as well thank you thank you do we need a short break or are you guys good to keep all right we're going to recess for five minutes C yeah only yeah he's back there superintendent Bowman and I were just talking about uh the issue of setting goals for the district on academics um which I think we do need to discuss in the near term um I'm just not sure if we know enough right now uh to set realistic goals right I mean it'd be easy for me to just say I want to make sure our ience MCA scor is at 75% in 3 years and it's like well I mean there are a lot of different factors that come into play so we might need to get more um I don't know if granular is the right word but bring it more down to the classroom level to some extent too but director Thompson yeah know just a few notes that I took um and not for us to to solve today obviously but I think something to put on the back burner one the Strategic plan uh I I believe I recall hearing that the Strategic plan needs to be reviewed or at least updated every three years and so is that something we do this year and part of that strategic uh plan review we may want to incorporate some of these things into it um for example the the semi the self evalu self evaluations like do we want to know what they what the results were I mean as as a board is that at the management level is that at the governance level uh not that we need to sign off on it but is that something we need to be aware of uh the uh fast Bridge the these benchmarks are these benchmarks that we want to set or these benchmarks that we have to sign off or just be aware of that our district has decided these are the things that we want to go after um the advanced learning programs small group instructions and how or Orchard Lake uh is there enough data to show does that model work and does is that something for for consideration elsewhere um standards based review where does the board get involved in reviewing curriculum and I believe T Tac is an area but is that an area that we think we want to move uh that we want to continue moving forward um Q comp I think that's an area that we should take a look at making sure that our idss if we only have nine coaches for 800 staff is that enough and then lastly the the mentorship program is what I documented where like yeah so those are a few glaring uh those are a few notes that I took and so hopefully uh future meetings can have them on the agenda where we can dialogue and discuss uh what the gaps are and how we can remediate some of those where we can yeah so I mean I think we'll get into it in a couple weeks um when you get into finances too as far as what funds are available um because obviously all this is going to cost money if we're shifting and looking for more coaches we'll obviously have to pay them and yeah so we do have some limited budgets so um all right but yeah definitely want to continue that discussion and uh we will have it on another agenda coming very soon um for further discussion uh moving on to board committees and councils um I did want to get and we I did want to get a take maybe from superintendent Bowman uh could provide his expertise on this and some of the existing or the board members that have been on for longer than three weeks um on what their thoughts are on the various councils um value that we'd bring to the councils or uh and I'm going back to a comment Carly made last week was just being careful about what our commitments are and spreading ourselves around so um were you oh um yeah it's been i' I've been kind of digesting this evening um so I really appreciate all the presentation and um some of it I think for those of us who have been on the board is review and some of it is still new or it's a very good reminder of the information but it has made me reflect on kind of the um committees that there are resolutions for tonight um what I see as the benefit for all the councils that we serve on is really an educational purpose it it is great to have a board member as a representative to um kind of bring information back and forth but when I reflect on what has been helpful for me to in terms of serving on various councils it's just getting educated about all of these things that are happening in the district so you know I know I've expressed an interest in doing te and that's because I haven't done Tac and I would love to learn more um but I've learned a ton about the gifted advisory Council and what we do in gifted education um and so I see these roles as extremely valuable just to get all board members even as we rotate across these different councils up to speed on what these they're all about and what they're doing in the district so my concern about some of the proposed new um um these resolutions for new Comm board committees is I just don't I as we're talking about establishing goals I think that is so important to come first so even thinking about where did the policy committee and where did the public engagement committee come from you know those were really developed out of board goals and right now I see a bit of a gap in terms of where everybody's knowledge Bas is what role we really should be serving so even asking Brian you asking you know what is our role is it more do we get into the management in my opinion we don't we stay at the governance level um and so some of this I see kind of moving into um more management without really having the knowledge base so my recommendation would be um to kind of definitely assign us to the various councils this is just my opinion I realize and maybe put some of these new board committees on hold until people are just more up to speed and we really establish our goals and then those goals can drive what our committees for the next couple years are recommendation can I ask your thoughts on the Committees um and and as to the resolutions I mean they're just drafts for consideration you know because my thought was you know if we're going to have these committees we they should be limited in in what they're looking at you know so we don't get into work that we've already delegated to the district office essentially um you know some of it might be you know coming up with ideas that we then send to the district office you know for further review and that we can report back to the to the larger board um but want to get your thoughts on do we keep the policy committee or does everything just come in front of the board you know do we keep the public engagement committee or is that just become a function of the board as a whole you know because I think one thing as a newer board member um the operation of the school district is so much larger than I think any individual realizes until they get into it uh and so specializing uh is a problem I mean how quickly can you gain the depth in everything to know and is that even an efficient use of our time um so that's kind of where I see the the role of the Committees but I would like your take on you know do you see value in any of the four commit four or five committees that have kind of been thrown out there I think the um the policy committee to me is like that's so when when we first uh Kim and Brian and I first started on this board and Bri shindle was still on the board um she was kind of identified as the P the board representative for going to the district um policy discussion and to me that was a great um way to have board representation and she then as I understand Brian you can speak to this but then brought some information back to the policy committee as we established it so the policy committee to me one of our and and Brian has brought this up many times and I think it's very true is um one of our kind of core roles as a board member is to evaluate policy and create policy and improve policy and do all of that um so I do think that having a committee helps keep all of those things in motion and that's one of our fundamental roles the public engagement committee and um Kim and I were and Terry was on that too that really came from okay we identified this as a board goal and if we have a committee on it that means we're going to come we did we came with ideas for events and then all board members were invited to attend those um so I I think whether or not we maintain I do think some of the information about um that we got from the district today in terms of you know families they're not being that great result on how um um the I forget the name of it but the um yeah the it was it was the data on like the connection the family connection piece to me that suggests that it would probably great be great for us to continue working on the board public engagement um but that's that's just my lens the other the new committees I just um and maybe it would be kind of Shifting the the points or the um identified roles of the committee I felt it was too kind of getting to In The Weeds when we don't have a good like I think what was very much demonstrated tonight is people have lots of questions we need more education and so I would just propose we put those ones on hold until you know we people do feel like they have more education or maybe just change the function of them to more idea bringing as opposed to designating kind of what goals should be for the district braner Kim yeah I mean last year we didn't have any we had a couple we set up these two last year um uh the policy committee uh I think it's it's it's it's U structurally how it out how we do it uh from a process wise is a bit flawed uh again the the reason I say that is because when I talk to other districts uh they don't have a model where there's two tracks that occur one at The District track and one at the at the school board track so combining them and having uh Administration as part of our as a part of the board policy committee makes sense because you know again I'm looking at 23b .09 State statutes are like primary jobs that the board shall make and when deem advisable change or repeal repeal rules uh relating to the organization and management I mean so it's like our job is pretty much is to do policy so when we only send one member to the to the district's version of policy reviews it it like we're not doing our job so other districts they have at least two if not three as part of a board committee uh and then they bring in the HR person bring in the superintendent and then those five are the ones that are tasked to go through the policies uh they're part of the committee and then they bring forward to the rest of the board uh here's what we've reviewed here here are the updates here's what we want to get changed and so this goes back to a little bit of of do all seven of us need to be in every single topic Cate ategory workstream of a School Board of of a school district or do we need to divide and conquer so in regards to the policy one I'm I'm strict I'm very in favor of having that definitely in place um in regards to the finance and Facilities one the board signs off uh prior to January 1st of each year uh we are responsible for signing off uh of the uh uh of the budget and we we were supposed to approve and adopt its revenues and expenditure budgets for the next school year I think the reason I want this is because the past two years of my experience is like it's still a black hole for me like I don't know W I understand we spend uh 220 250 billion I mean million dollars a year uh but but I like I want like I want to huh almost $300 million a year we're going to spend over a a billion dollars in four years like I want to know like how much does the transportation cost and has have we had a trend I want to know uh are there um just from a from a financial component uh getting a budget to be approved two weeks prior to July 1st which is what the past two years have been with us doesn't make sense to me uh I've talked to other districts and board members are part of a finance committee and they are actively involved discussing their budget for next year as of now and so uh they've got committees that board members are involved they're reviewing doing it and then now the administration they can do the part or they can say he the updates in XYZ but there are active members on the board that are part of that that that discussion I'll pause here because I got more to say because I know that director Cameron yeah I had a question about that Bri because I had a similar thought um reading some of the resolutions was there's likely already committees at the district level like Finance perhaps that are that are doing this business on a regular basis can we tap into that rather than creating like another thing so this just it seems like more streamlined more efficient um and I think that's what you're saying like a lot of districts have board members sitting on the district finance committee with the cabinet or administrator is that kind of what you're I like that so yeah yeah yes and so if there is one already existing I'm not opposed to that but the intent of this is that the board is responsible for ensuring that we understand what the budget is coming to us versus having a board member on the on the finance committee and and they don't get to ask as many questions as they want so and and so the way I look at this is that these committees we take the lead and we are the ones responsible and the administration provides all the support that we need to ensure whatever this committee is tasked to do to get accomplished now I don't expect the finance committee two three members of us to be experts on the eup fars and whatever but but they need to be able to explain why are we spending $89 million in salaries and benefits why are we spending $43 million in special education versus just a line item and so again I don't expect our board members to be experts but they need to be able to explain all right hey last year it was 42 last the year before that it was 29 we had a 150% increase like we need a uh um instead of having to wait the last 2 weeks before the date to get to get approved cuz that's when we have questions and then and ends up being like you know rushed through and and get approved so I in favor of of of a finance and I'm open to does it make sense for us to be a part of them but I would rather have them be a part of ours so that's how I would inter interpret that because Brian you were part of the finance advisory Council correct I I did not make a meeting no she was and then I think Brett you made one and so these Finance advisory I'm sorry go ahead I was just I think the challenge is that when you're doing the council um um at that level it dep it depends on how granular you want to get in terms of your understanding so when you go to the finance um advisory council meeting there's parents in the room who maybe have just joined the committee and so it is a it is a very high level overview of the state of the district and you know I I think one thing that we do want to be thinking about too um in terms of what you're proposing Brian is you know if if we ask the district leadership to become part of our committees that requires additional time you know in the evenings I mean we we aren't meeting during the day and so I do wonder if there is a kind of more efficient way as as amers describing of um how and and superintendent B I would love to hear from you too like how could we become Incorporated in a way where we're getting the deeper level of knowledge but not necessarily micromanaging and also um kind of not basically also making good use of your time at the administration level too superintendent Bowman so there's there's a couple distinctions here first of all I would I would say if something's an advisory committee it's not going to accomplish what uh director Thompson's referencing and um you know I to the point of the let's let's just start with budget um you should as a full board be walked into any approval of a budget not a two-e process okay so if that's what's happened sorry that happened shouldn't happen that way um if you want to have a board committee that's finance committee that includes board members and rcfo myself whatever um you know I'm amenable I want to partner with however you want to do that to get to I'm more objective driven about what I hear director Thompson saying managing the board agenda can get at a lot of that stuff um and so advisory committees and functional committees are different and I I think the uh Finance advisory committee is a great one to kind of just um give the for example if you have a finance advisory committee its Authority is is to provide advice one of the challenges you will run into very quickly is if you are talking what ifs which you do in finance planning all the time what if this you're running scenarios you're doing projections those kinds of things and this is happening with a ad hoc Committee of folks that are some are experts some are not experts they're members of the community and you're having these discussions before board members hear things you're seeing it on social media yeah and and so you have a chance challeng there with um with that kind having an advisory committee that has a task and purpose and a functional value um that does not user board knowledge and Authority around some very sensitive things and when you're talking Finance I don't care what organization you're in that's some sensitive stuff because it's putting your money where your mouth is right um so that is uh that's a great example I I more to you to both um Dr Anderson and and uh I think all the conversation here is great I I just want the administration to be able to partner with and make sure that a there's no surprises and B we are um providing you the information you need to take votes and do the governance function that you're tasked to do um and then to stand by your votes when you do those um would be admirable so I I think um if it's a matter of a discussion of Committees of the board which is what I think is being discussed here and uh referring to the resolutions um that were in the packet um none of those from my perspective are particularly positive or negative I just think some of that can be handled with good agenda management so that the staff can be prepared and all board members can hear things as they develop the second thing is on policy policy is the business of the board Administration is is for sure we have a vested interest for obvious reasons but that is the purview of the board no doubt about it um and so in my view if if we were and I think I heard it suggested that that the board have a subcommittee that's policy and that uh the HR Director and myself would join that process that would be very welcome actually um at least from my perspective uh so that we can help with the policy pieces and make sure that the liability coverages are you know accounted for that's that would be my primary concern um the rest of it becomes from a policy perspective is again if board is deep into policy doing policy and voting on policy that they are also standing behind that policy that'd be really important too so that's my perspective on I don't know if that's helpful in any way but um I don't know that you need a ton of Committees of the board I will say this uh the point I think amber made and and uh and Carly made around the our time as a Administration I mean we're going to invest the time necessary in order to accomplish the mission um but we do have a a place where we drop yeah so Amber um I appreciate those comments superintendent bomman I I think given our conversation at last week's meeting I I would appreciate a policy committee so Brian I think your idea of having one is um or continuing it is is strong I think having kind of a work team behind the scenes who can edit copy and you know bring back U um copies for discussion is important not doing it all seven of us at the same time I think is kind of a waste of everyone's time so I think for that reason a loan policy committee is important um and I I like the idea of integrating maybe the the rest of these resolutions into board topics because I think many of us have interest in lots of these and um and I think going back to the other committees um if I'm if I'm understanding things correctly the Committees the staff who run them um maybe even Community stakeholders have really invited us to be to partake to learn and to participate on those and so I think do you mean the councils sorry yeah the council sorry yeah thank you um I think to the best that we can we should show up when we're asked um and so I think at minimum covering those that we've been invited to and of course the mandated ones for sure um and then deciding maybe after and I agree I think we need to set um goals as a board I think returning to the idea of where are we at with strategic planning and do we need a refresh or redo um I I would like to explore that as well I I guess that was one of my initial questions too um maybe for superintendent Bowman or even Emily I mean do the councils like it when we show up and start asking questions uh are are we welcomed guest or it's like yeah you're board members so you can come if you want yeah oh thank you for the question no we absolutely do appreciate it um you know one of the things we it's come up a couple of times that you know we really want to sort of be in this together so we like it when folks show up when board members show up um learn about what we're doing and you know talk to us talk to teachers and community members and whatever so so we appreciate the engagement and I think to go back to what superintendent Balman said our goal is to always make sure that you do feel informed um as a board um and work in Partnership so um so as we think about that we we invite um participation in in those things Kim so I just want to clarify what happened with the policy committee um the reason that those were separated as far as um the fact that the board had a policy committee and the district had a policy committee it was that our policy in the district had not been updated for several years and they were out of date with with State Statute um and because they were so behind and they were trying to go through those and make sure that we were updating those with statute the board had a separate um committee because we didn't want to hinder that work because they were trying to get through them as quickly as possible just to get them updated our work was focused more on the 200 series and trying to go through that and set up um our procedures and policies as a board um so it wasn't that we wanted two separate committees it was that we didn't want to hinder the work that was happening within the district to make sure that those policies were updated legally we still wanted to have you know our committee that we are working on um through the board because those the 200 Series has already went through the statute updates and we have we completed that um in December uh previously so now we can go through and start making like changes or looking through them and making sure that it's it's really encompassing what we want to do as a board and and what we need a procedure for versus um or a policy for versus is a procedure in our handbook um so that's why there were two separate committees I think it would be great to combine our efforts there but I also understand that the district is still working through that that process of updating um the policies for statute so that's just something to keep in mind as a board um as far as like the engagement uh committee that we had as a board again that came out of our board goals as director Anderson had stated um but then also to keep in mind that our public engagement is our participation on those councils that we have um that goes into um you know how we're Eng public is there parents are there um we're also interacting with members of the executive cabinet that run those committees too or those councils so I I don't want to Interchange councils and committees and and I think that's important um because it is it is uh developing that relationship with the executive uh committee or the executive uh cabinet members outside of the board table or away from the board table and hearing their expt expertise and just having a more casual conversation about some of those different things so I do feel like the advisory councils are important um as far as like all of the Committees that were listed um that we were considering uh Finance I think when I look at that and I look at the finance advisory Council I'm wondering if we just say I don't know if we need the finance advisory Council as much as as director Thompson is stating like do we just shift that over into like a finance commit of the board so we can get more in depth into those finances um I feel like when I look at the legislative session Finance I think is going to be very important uh this year moving forward um thinking about we're kind of in a deficit year as far as the legislative session goes we don't know how much money we're going to get might be 1.5 might be 2% I don't know and then given some of the cuts that the governor has um suggested I just think that Finance is going to be very important so just so I'm clear so you you'd be Pro the policy and finance committees then okay any thoughts on HR negotiations and academics I I do agree with HR um or the at least um contracts is that what you're were saying um I don't know if it's something that's needed all the time and I don't know if it's something that um we need like where they have to meet every month or if they meet like when we're actually going through some contract negotiations um and more to provide some expertise to the board as as a board member that's there that can kind of explain things to the rest of the board Carly um I I mean I think one of the things that was hard when we were going through negotiations last year is feeling like not one board member had been kind of present during the negotiation process and I want to be really clear like we don't have I mean for my perception we don't have a role really other than to kind of observe but I think I think that would have been kind of critical to how we as board members felt like going through that process so you know one thing to consider is do we because we we do you know as this in terms of the HR One um we do get pulled into grievance situations toward the tail end and so maybe it's um if we have a situation so I want to kind of um sorry I'm circling around but I kind of want to reinforce what um superintendent Bowman said that some of the things that I think it's clear that the board members are wanting from these um committees I think we could create different practices to involve board members at different levels so we can go for instance to meet and Converse just to kind of see what is happening as we are approaching negotiations um we could identify one or two board members who are attending negotiation meetings to make sure that there's board representation um for me that might be a little bit more kind of getting at the meat of what um people are feeling they want versus creating again I I am thinking about kind of efficiency and these meetings are at night and I mean just for the time that I was on both the public engagement committee and the policy committee that was you know plus board meetings it is a busy schedule that I don't know that it the fruit of that labor I don't know is worth that versus being strategic about how we include board members in different spaces sure and just to um director Anderson's Point um I would say for the past two years we haven't had a lot of reports from the executive cabinet so I really appreciated the teaching and learning uh report that we had tonight and if we were to have more um like structured reports from the executive cabinet on things that we know are going to be coming up I think that would take care of a lot of the education that that board members are looking for um like I I told Dr McDonald I thought it was refreshing I I really appreciated hearing like what they're doing I mean that's that's our that's our our Target as a board is hearing about what's happening with our students like we need to be discussing students like all the time it should always be what's best for students and I just really appreciated that overview that they had tonight and hearing from the entire team um I just thought it was great and if we could have more reports like that from um the other departments I I think that that would kind of hit the target of what we're looking for Brian so so I think the challenge when I hear things like that is that the um there's seven board members now and we just heard all of that so then who how and how who who's going to provide them Direction and where we want to go and so that's the intent of these board committees where we delegate three board members to go provide Direction uh provide guidance gather things and then bring it back to us so that we all don't have to go and there's seven different opinions and seven different voices that the whole concept is no different than uh establishing a policy committee having three people going getting ahead of it in regards to the finance and Facilities uh you know I'm just looking at the the resolution here it's like you know they're reviewing and analyzing Financial plans budgets forecast monitoring the district's financial performance uh and there may be instances where there are no metrics or or reports so I would assume that this committee would be the one working with the administration to building them and then bringing them to us and say here here's what we think that you guys might like cuz three of the board members here agreed to those metrics uh identifying opportunities for cost efficiencies and recommending recommending strategies to optimize resource allocation um overseeing facilities planning and management including maintenance and capital now again while we may they may not be and we can change the content but the directionally uh the the intent of these is so that our board has a good grasp of the financials uh the the student growth the the boundary issues it could be from uh when are we going to need another building or when are we not going to need another building so that board members have a way have um have the ability to weigh in on some of these things so that the administration is is is whatever they're going to build and recommend knows that when they bring it to the broader board they've got General consensus of the three the same like the policy committee where they have General consensus of the three um in regards to the uh HR negotiation one uh again last year there were many there were instances where like we didn't know what was going on how many resources should we have um how what is the average cost of these resources um do you know who's responsible for going to these grievances it's going to be one of the three uh we didn't have any members involved in the negotiations and I feel like these three uh individuals that would be on the HR negotiation negotiations committee would be on the negotiations team that's that that would be my intent like you guys would be uh there to be a part of it now obviously the direction would come from the broader board during our discussions but like we like this is our district and I mean this is our school and and I keep looking at our the the school district uh State statutes like our job is the Care Management and control of the of these school districts and and is vested in in the school board I mean that's that's our job and so when I think about academic uh that particular committee all that we just talked about when we have them come back like we're going to get 5% done and then they're going to come back again to talk about the next topic another 5% done and so the intent is uh these the curriculum the standards based reviews the you know mentorship program come back and work separately and say all right here's our recommendation based on what we found in three boards align with the the the objectives and the results now do they have to be at 7:00 at night they don't have to be they can be at 8:00 in the morning they can be at 5: uh and and so so I understand previous uh board meetings were later at night but they don't have to be and so we can we have the flexibility to to accommodate Administration staff as well as uh board staff and board availability but I feel like having these kind of committees gives the board The Authority that we uh uh where where it belongs so those are my thoughts I'm favor um I appreciate that Brian and I think for me um establishing the policy or re re engaging the policy committee makes sense I can understand the finance committee um as well for me the other three right public engagement academics and HR how I read them the charge is doing the business of our executive cabinet members or their staff and so I I don't think it's a problem to like want to know what they're doing obviously um but I feel like we're we're no offense um superintendent bman but we're paying you to do a job and I feel like this is um kind of taking that um and and Performing the superintendent's role um I think for me it's taking a step back right now and I work as you all know I work at the U ofm and I often think of like the regions as a similar group of governing governance right they're a little bit more um highend than us perhaps but their job would never be to work at that level but they are setting systemwide metric goals for the five campuses of the University Minnesota and so I think by doing that they are directing the work of like teaching and learning or HR or whatever it might be but they're not assessing staffing needs or creating professional development the the regions would never get into that level of governance um and so I think we set goals we hold those goals accountable and however and I think I started reading the book you both mentioned in your emails that I think I feel I think he used the words guard rails like you set up goals and guardrails and then you let the the staff do the work and I feel like this is getting into the work rather than setting up the goals yeah Brent um I so I I agree with a large portion of that I mean in terms of setting up the guard rails and everything else the only difference is like the board of regions is a completely different animal at the University of Minnesota level versus an elected board by the constituents of this community I mean we we are we are tasked we were elected we ran on platforms that said we wanted to be involved in this stuff we wanted to help set that direction so I think it's we have to find that blend of again strategic tactical oversight but I don't know that anybody here wants to actually do the work like we don't want to run the analysis we want to say hey this is the kind kind of stuff we need to know so I think we just have to make sure that we're I think we're all sort of aligned on the fact that we all have a lot of things to do we all have other jobs we can't necessarily just you know dive into this and try to take over anybody's role here because I surely do not want to um but I do want to know more information especially on certain topics you know I I I I love to know more of the data behind things I'd love to if we had a better way than saying you know hey please come and give a presentation then we're going to give her 300 questions you know and stretch that out then again you know it kind of goes to the point of how much are we going to get done like are we going to just ask a bunch of question well I didn't bring that with cuz I wasn't prepared for that I didn't know you guys were all going to ask that how do we we need to figure out how to parse that out better I think so that we can be more efficient in these meetings and get the information that I think the broader group is all going to want to know but sort of divide and conquer a little bit I mean I I I don't because if if we all do this every like we're going to do this for is going to take a long time to actually like feel comfortable I mean I I'm a little bit scared about talking about Finance in this kind of setting if we just you know hey give us a presentation and then uh now where do we go like we could go down so many rabbit holes it could be so many questions what level of detail where do we want him to focus or you know that department where do we want them to you know let's start with the general fund like where what's all in there what's left what's the projecting for J you know for June 30 so I think there has to be some sort of balance I think with that because that otherwise we'll I think we'll just be here forever and I I agree with you Brett and I think for me especially being a new board member having at least foundational knowledge about the core topics however maybe these are the core topics is important um and then I mean yeah I I don't know maybe maybe part of my issue is like do we need to establish like resolutions in formal committees or when these topics come up like negotiations can we talk as a board about how do we want to handle this I mean the whole board sets the parameters for negotiations right the financial um options but then maybe we do want to talk about having a board member on the team or whatever like I don't know if tonight is the night we need to decide that um but I think we are being asked to do all these other councils so it seems like we could at least like assign those quickly and get that done and especially get the required ones done the by mandated and then and and then like as we learn about these topics decide like okay how are we going to how are we going to tackle the work associated with it um I I feel a little bit like we're putting the cart before the horse before we know anything about these other topics B oh sorry yeah I think these councils um again so I did some research and and so sent some sent an Excel document to you guys or Google Google Sheets um and maybe super intendent B can share a little bit light on the advisory councils uh as I did research like they are required to be formed that the administration would have in place and operate and get feedback from the community but there is no requirement that a board member needs to be on them and so now can board members be on them absolutely like you guys can go to every single one of them if you want to uh but I just want to be mindful and just make sure that you guys are aware like the the intent of the school board committees is for us to put our concentrations in areas that we can control and have convers ations uh do uh um uh board strategic work within them and bring recommendations to the broader board for approval whereas for the advisory councils are more of uh getting input from the community input from other parents in input from par uh teachers and then eventually that should Bubble Up back to us anyways as long as they're aligned to our three-year strategic plan and so the question that I have is like if we did go to these advisory councils what are we going to do there are we just are we providing guidance are we telling them here's where I want you guys to go here's the area that we want you to focus on how do you not have those metrics you need to have those metrics for for so that the broader organization but if we're there just to observe that's no different from getting you know the recap notes uh and so I just like and I agree I do agree that if you go to a Tac meeting if you go to the Community Education meeting there is value in going there and learning and hearing and hearing how things operate uh but these councils are supposed to be run by the administration but they should be getting guidance from the board and the guidance should generally come from the board committees so those are my thoughts but uh superintendent Bowman I I don't know if you can share with me um have we always had board members on councils is that like what we've always done I've only been here for two years so I don't know I can't say always I can go back to 2013 uh Dr McDonald can maybe go back further but um I'm I'm going to make a broad sweeping assumption here my understanding and I think uh uh director Baker talked about this a little bit um these were board goals for the purpose of community engagement divide and conquer efforts um because you learn a lot by being in those uh you interact with a variety of different uh people within the Community um so that's my understanding of it um again going back to your seeking a more functional purpose um whether it's I really I really think that the learning part is super important uh and I know Brett you talked about wanting to get that information and then I think there's a strong desire to act so I did offer board development as a different format to do that educational process and I had my staff in the high jumper position ready to go to get through the budget get through Safety and Security you name it um the major lines of operation in the business to help you feel more comfortable with um just the fundamental stuff and get to a level of detail that you could uh also in in those sessions be able to say uh all right go down this road go down that road bring this back the other thing is is aligning that with agenda management what needs to come into a more formalized presentation what's the what's the sequencing that you want to you want to be able to weigh in on and and what is compartmentalized small group versus the whole board so I mean there are there are different ways to to get at this but without one thing for sure is there's going to be time investment that's maybe different than in the past the the board is younger um set Paul no just kidding BL blow I'll take that as a compliment it is a compliment um but we're going to have to do something like that and either way my only my only challenge with with uh the process of having subcommittees and seeking the level of knowledge in these compartmentalized groups becomes a round robin process for us as a staff um and I don't believe you're going to be on our schedule we're going to have to be on your schedule and that's where I think things get a little bit more difficult in terms of doing that with Fidelity right a 70% plan vigorously executed is going to get you better results than a perfect plan poorly executed every single time so you know we have to find that balance and I think that's what everybody's talking about um and you want to be comfortable making decisions that maybe in the past uh for those board members who weren't here didn't feel that Comfort because maybe things weren't timed in sequence for you um in the proper manner in which you wanted to so I I'm pretty dedicated to that I've been you know again we have board coordination meeting where trying to get that done and do that with Fidelity that's why we're having this discussion um I I want to be as openminded as I can about it but uh at the in the end we got to get to execution and in my mind it's if we can get on some board development methodology we can get after that uh collectively a lot faster um and again I have my my staff ready to go I mean we just want to lay it out for you and get your guidance and Direction and we can adapt we're highly adaptable covid wore us out but we got we were we're adaptable would you consider tonight kind of board development too I mean what we today I I would absolutely yeah and I I would like to covered maybe two or three topics for six or seven hours for you guys yeah we can still go if Emily wants to come back up I just want to say I mean I to what you're saying I just think that that is a far more efficient process if we can have the education happening with all of us because the other thing about subcommittees is what then gets back to the whole board too um so some of it is like public engagement it was getting board members to be involved in a public event but in this kind of case if we are all getting the education it's not a report like how are we going to educate the entire board too so I I like what you're proposing superintendent Bowman all right well for purposes of moving things along it sounds like we're there's a general consensus that Paul policy a policy committee should be established um maybe we hold off on finance until we get the finance presentation in a couple weeks here and go through that and then we can maybe hone down exactly what a committee might actually because like Amber was saying we might have issues that come up that we say hey we need a committee to go look at this specifically and bring back recommendations for the board um same with same with teaching I mean selfishly I'd like to be on all of these committees um especially teaching and learning but uh yeah there might be additional questions or directives that we'd want a smaller group to look at and come back with a recommendation um I don't know if we're ready to move forward with that right now and I don't know if there's a consensus to move forward with that right now because I do know that we're going to have some follow-up conversations um with Emma McDonald's team so um so let me just knock off one can I have I would entertain a motion to approve the policy committee formation second I second I said I would entertain a motion to a motion sorry director Cameron has a motion to approve the formation of the policy committee second uh director Baker seconds all in favor of forming a policy committee um say I I I I'll oppose same sign all right it passes uh for of just Clarity the resolutions are what they are uh they're just drafts for review I do think it would be important to we have some sort of structure especially for the policy committee as far as how something proceeds through the policy committee and comes back to the board um we can discuss this at a later date obviously to approve the resolution unless somebody's comfortable with it right now we could approve it and revise it later too so a question yeah I'd have to go back and look I know it's only been a week but isn't 20 weight kind of very similar to what a what a policy committee would function potentially there there's language I know Brian you added language in there about the policy committee will do X Y and Z sorry I don't remember off the top of my head right now but maybe maybe we look at the two documents and make sure they jive yeah I mean two awaits more so when the policy comes to the board right so because it can be it can be proposed any policy can be proposed by anyone right so we would essentially be saying that the policy committee is going to take a crack at it first refine it run it by legal if need be before we present it back for the board for our two readings yeah and vote yeah I I think like in this resolution it says like the the cycle in which we'll review and I just want to make sure that aligns with the 208 revisions and so I think I I think just having them consistent in language is important and I can't remember what the 208 version is right now so yeah I I don't think that so I would agree the resolution should not impact 208 because whatever 208 is it is so all right [Music] um way to serve on the policy committee EST that yeah [Music] so I guess is there any objection to me just appointing people to the policy committee I know we've had discussions of Brian myself and Amber being on the policy committee um that's all right we can Ro we can rotate yeah but yeah I mean that's fine I think the chair usually would appoint anybody anyway so um on the councils I do have names written down for people where i' recommend that they join um but but again I don't think we need to vote on that necessarily so but I yeah I can communicate that later there's no no um any other thoughts on committees or do we that we want to can I ask one question um Kim do you know where the the high school does the Sports One where do they meet okay because I do remember um Terry was on that committee and I know sometimes they met in no atana um and since I'm the one that drives down there like if it if that is where they're meeting I would take that on because I don't expect anybody else to drive 45 minutes south the Minnesota State High School league Minnesota State High School league otherwise otherwise I I mean generally speaking I had Carly for the wellness advisory committee I think Paul and both Carly wanted to go teaching and learning um Kim special education advisory councel Amber Community Ed if that was okay still uh Brett I had you finance advisory counsel and then Brian I think I had you Arena's board UHS to well I don't play hockey all right we can discuss that offline though too because again I don't think there needs to be an appointment or a vote but if Carly wants to do the Arena's board okay there you go than um otherwise if there are no other motions to approve any of the other committees Amber I know it says optional but I for some reason I thought was the wellness advisory a required we required to have someone on that right yeah I think I said oh you did requested it yay Carly or maybe you just said you were Well Suited because it was your job but if you don't want to be on it we can open it back up okay and again multiple people can attend these as long as there's no no more than four or three sorry I have another question I'm sorry so for the other ones um like gifted and talented um mdcc if people are if we want to serve on if we're able to serve on more than one should we like reach out to you and let you know so we can have as many covered as possible yeah and then we'll just create a list of who's serving on what board so then we make sure we don't have more than three on any Council rather okay so as many all board members can go but if you've got at least four and you start to have dialogue around that then it's Quorum so if you're the fourth person you just can't participate Mak sense I don't think you should yeah but know no I don't want to restrict you from going you can have four board members cuz you're you're like a regular stakeholder you're listening and that's that's no different but because you're not you're not doing active business if I would say it violates open meeting law and I would not put the board in that position like if there's three if there are four board members present then someone needs to leave we do the same thing when we have public engagement it's only three board members the rule is if there's there's four board members if you have a quorum present and they're receiving information regarding to the business of the district it's considered an open meeting so let's just not do that all right all right um back to my other question any other does anybody want to make a motion to establish any other board committee at this time um or are we okay holding off on that until we get through some more of this uh board developmental presentations from the major major sources if there are none yeah let's hold off I would uh entertain a motion we doing all the are the Liaisons done like do we do we need to vote on Kim do we need oh no we already we already did Kim okay I don't know do we have any what are we doing about the chamber are we doing anyone there rotary Lions Club city of Lakeville so so none of these we need to vote on on the liaison I don't think but if somebody would like to um Arena boards I think Carly y Minnesota State High School league Kim may have volunteered for that if it's in otana uh and the 917 was Kim okay so I I plan on participating in a number of the chamber events so okay so is it just if if there are additional interests people can reach out to you or yeah we should just make sure that we have one person on each I do have like a spreadsheet I think if we even just have that in the share driver we have it posted who's who's generally going to be participating okay so we don't get too many I think I'm going to I'll join you on the chamber one I think there's a that there with the leville works and there seems to be a lot of good things that the chamber is doing and I think we need to um make sure that there's good connection communication that's going back and forth I know there's some mentorships and Leadership things that they want to do uh but uh yeah for career Readiness and college readiness they they do a good job and I think the more that we can integrate them so that would be ideal not saying that you guys can't participate in any chamber but I think having at least one or two like designated to them for further growth would be ideal they're great resource yeah I've been really impressed um and I would just expect anybody who's going to these councils it will be uh beneficial for us to hear how things are going what your thoughts are um if we need more information you know then obviously we can do spin-offs and or address it in a board meeting so can I ask a quick question Matt so do I have it right that for like chamber rotary Lions if as board members I mean I hear what you're saying Brian and I agree but if we want to be members of those we we can all be members if we wanted there's no that's not a that's not a Corum issue yeah so you I mean you are a member of the chambers you know just by being on the board yeah so but yeah yeah I mean that would be something where you wouldn't be yeah that issue and to what extent do we work with like Elco um or Burnsville like Burnsville has equivalence of all these right so and I get that we're primarily Lakeville but our district serves you know however many cities um that's maybe a different conversation that's a great question we need more things to go to yeah let's let's add another Council or or two all right Brian and then do we have representation for folks going to the rotary and the liance club is that something that we want to consider I I I I don't I'm not a member of any of them and I don't know if we've historically in the past have sent board members to those functions member of rotary okay um I I think it'd be great to actually have more board activities around some of the lion club Lions Club events they do a really cool volunteer we we've done that in the past volunteer activities but I mean I think we could rotate everyone small who's maybe showing up to a Rotary meeting I'm sure they would welcome us just as even if somebody I don't know if any of you are on their email blast right now but if you could share when events are coming up just so we know what's going on that' be great yeah I don't think I've received any email um invites or inquiries or information from the rotary Alliance club to my school district I get like nine of them from the Chamber from Christa but she's fantastic so if she's watching but uh it'd be good if we um if there's an opportunity for us to be more engaged in those two I think because I've heard the Lions Club does quite a bit the rotary does a lot of success and and calls calls out our our students high school students on a monthly basis so there's some good things over there as well all right anything else I'm sorry I have another qu okay sorry Paul bear with me um so for the advisories or the councils rather like in my understanding you have names for all of them or we just the names we mentioned tonight like do we have anyone on the Early Childhood advisory that seems like a key one a big area of growth for our district usually who's on sorry usually whoever is on community ed also goes to the Early Childhood advisory Council because they're connected okay yeah okay sounds good you just you just talked yourself into another Council that sounds like yeah okay no and again I mean we can split these up and multiple people going so again I don't think I can I don't think I can say you have to go to this one or that one but um obviously participation is encouraged so all right let's try fill your spret or the spret okay uh if there is nothing further I'd entertain a motion to adjourn so moved uh is there a second second right all in favor say I I all right it is passed e