Our board chair is not feeling well --------- tonight, so I'm going to chair the meeting. First thing on the agenda is the pledge of allegiance. Please stand. I >> aliance 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. Can we get an approval of the agenda? >> Second move by Livingston, second by Katie.
All in favor say I. >> I. >> I. >> And all oppose say nay. Okay. The first thing on the agenda then is the achievement awards. >> Andy's going to introduce them. >> Chair Yanner, members of the board, and >> is there anything on? >> Yep. I think so. Hi. Um, Chair Yenner,
members of the board, thanks for the opportunity to introduce um a special student athlete this this evening. I'm going to have uh activities coordinator Andy Navvice from North High School come forward and uh with his student to introduce her. >> After you're recognized, we will want to
take a photo. So, don't disappear on us. We'll take a quick photo after we're done here. >> Good evening, everyone. This is uh Sydney Johnson. My name is Andy Navas and I serve as the assistant athletic director at North High School. Tonight we are proud to recognize and celebrate Sydney Johnson,
an outstanding student athlete athlete who has represented a North High School and Polar Nation with excellence, dedication, and pride. Sydney is a two-time Minnesota State High School League state gymnastics participant and had an incredible performance this season, becoming the 2025 Minnesota
State Champion in both the balance beam and the floor exercise. In addition to her two state titles, Sydney has also earned a third place finish in the state all-around competition and was crowned the 20125 section 4A all-around
champion. Beyond athletics, Sydney is also an active member of the North High School Black Student Union, continuing to make positive impact in our school and community. Sydney's been a part of that for four years. >> Sorry, I'm just going to pull up her slide.
>> You can keep talking. I just want >> Beyond. Uh Sydney is an exceptional athlete and a dedicated student and a wonderful person and we are incredibly proud of everything she has accomplished as a polar. Please join us in congratulating Sydney Johnson for her
outstanding achievements. We have a special certificate for you for being such an amazing athlete. And then we're going to actually have you come and stand right over here. And our schoolboard members are going to come and take a photo with you as well. >> Congratulations, Sydney.
>> Sydney, are you guys welcome down here? >> Are you playing next year? Are you competing next year? It's >> a big deal. Congratulations. And then I'll send this picture to you and your parents because your parents like these kind of
things as well. So >> you go. Thank you. the other slide. >> Thank you. Can I don't actually need to be showing this right now. Let's go back to
>> that's okay. Okay. Okay. >> All right. Thank you and congratulations again, Sydney. Um, next on the agenda, we have public comment. And public comment is an opportunity for speakers to comment on agenda items.
You'll have three minutes. Um when you come to the podium, please state your name. That's it. So the first I think we have four tonight. So the first one is Jenny Hello.
Okay. Is this better? Um, I'm Jenny Cook. I'm a PAR at JPE. Um, on the morning of Wednesday, February 18th, my colleague and fellow PAR educator Eric and I walked together towards buses like we would on almost
any other school day morning. Only this one was different because the power was out and the backup generators had failed, which meant the only flushing toilets in our entire school building were the ones down by the gym. In roughly 3 minutes, nearly 800 elementary
school students was walking in. It was honestly a wild start to the morning and not even our biggest problem that day. It was as if the p it was it wasn't just that the power was out. It was that the dryers weren't working. And if the dryers weren't working, how could we
heat treat the clothes? And if we can't heat treat the clothes, how do we prevent bed bugs from spreading within the school? Eric ran to the office for the help of a higher paid rate. And his face said it all. The plan is that there
is no plan. So we did what we as paras always do and that is work that is hard but important and we decided that we bag the contaminated clothes and leave the bag outside of a building door for the rest of the day if we had nothing else.
Lucky for us we didn't have to do it because our kiddos were absent that day. On Thursday, February 19th, power was restored and our kids had come to school. I pulled four live bed bugs off my friend that morning in the nurse's
office bathroom and a fifth one from their hair just before lunch. That afternoon, I watched my classroom teacher dart out of our room a few different times in hopes of catching an administrator to talk to. Turns out they were busy
every single time. On Friday, February 20th, Eric and I were in the nurse's office together again and emerged having pulled not one or five or even seven but no less than 13 live bed bugs from our kiddos closed
that morning. Just before 10:00 a.m. that same morning, while I was on my first break, another parent found a single live bed bug on the wall of our first floor classroom. It was awful, but also a kind of relief because surely whatever the threshold to action had
been up until now, we've reached it. Right? Wrong. Not one letter or phone call went out that day. The following Monday was February 23rd. Not a single thing had been extra clean over the weekend, and I'd found a live one on the
nurse's bathroom floor that morning. It was also naked, meaning our black and brown families were in the building visiting. Tuesday the 24th was parent teacher conference night. Two live ones had been found that day, by the way, and nine the
day after that. This is not a new issue and it is not isolated. Thank you. >> All right. All right. Thank you, Jenny. Um, the next speaker is Bob. Is it Matilda? >> Uh,
yeah. >> Thank you very okay. >> Good evening. For three consecutive school years, parent educators and sometimes classroom teachers have carried the responsibility
of identifying, removing, and attempting to prevent the spread of bed bugs. Thanks. We spend mornings in the nurse's bathroom removing clothing, inspecting students bodies, and searching for the bugs. We provide clean clothes. We
arrange for heat through a washer and dryer. Um uh we return the items at the end of the day. In year one, we found nearly 30 bed bugs. In year two, only seven.
This year, over 60 and counted. The district's response has been inconsistent at best. Year one, a classroom was heat treated. Year two, a letter was sent home late in the school year. Year three, staff are told to
vacuum. Staff have repeatedly asked for families to be notified. Each time we've been told no, citing privacy and dignity. In a meeting on March 5th, we were told that we couldn't even consider a problem. We couldn't even consider it a
problem until the issue had spread to two or three or other families. So, uh this is not just an ongoing problem. It's a known problem with a consistent without a consistent response.
>> Thank you very much. >> All right. Thank you. >> Hi, my name is Eric. Um, I want to be clear about what staff are being asked to do. We are not trained in this protocol. We have received no formal guidance, no
materials, and no visual references. We have not been told how to protect our own homes. So, we've taken it upon ourselves to learn. We research. We train each other. We save specimens so others know what to look for. We bring
in our own supplies. We know what a bed looks like. We know how quickly they reproduce. We know one single bug can start an infestation. We also know that heat treatment alone is not enough. Because bed bugs don't
just live in clothing. They hide in hair. They fall onto floors. They travel on bus seats. They spread. What we don't know is why we are expected to handle this alone.
All right. Thank you, Eric. >> Yeah. Yeah. >> My name is Bob Mal. I'm a sped pair at Eagle Point. Uh this is a health issue. This is a workplace safety issue. And this is a community issue. And here's
what we feel needs to happen. Clear districtwide protocols for bed response. Formal training for all affected staff. Adequate supplies and supports. Timely and transparent communication with families and staff involved. Proactive
action before spread, not after. And a good faith commitment from the district to work collaboratively with staff at the bargaining table to address ongoing health and safety concerns. Because right now this system is reactive, inconsistent and unsustainable.
And the people carrying it, parents, teachers, and our most vulnerable students deserve better than those conditions. Uh we are already doing the work. Uh all we're asking is that the district can meet with us so we can meet the responsibility together. Thank you
for your time. >> Um thank you. And that was the last public comment. And thank you to all of you who came to share your concerns about this. As you know, we don't respond during public comment. The board doesn't respond, but Christine or the cabinet will follow up with you. Um,
thank you. >> Okay. Okay. Next on the agenda is the consent agenda. The consent agenda consists of routine items that are acted on in a single consolidated motion without a board discussion. Board members have the option of pulling items
off the consent agenda if they wish to discuss them or consider them individually. So today we have the minutes of the February 27th business meeting, the minutes of the March 3rd work study session, routine personnel, bid award,
bid calendar, change orders, dispersement, grant acceptance and online enrollment or this is due to online enrollment parameters. Does anybody want to remove anything from the consent agenda?
>> Okay, Katie is removing item I, which is the 62 online enrollment parameters. So, items A through H. Can I get a motion and a second to approve those? >> Moved by second by Anderson.
Uh, all in favor say I. I. And all those say nay. So items A through H are approved and then discussion on item I. Katie. >> Yeah, thanks. Um so I appreciate all of the work that's been done on the um 62
online enrollment standards. Um I admit when this first came to the board, I was really skeptical. Um I didn't want any opportunities taken away from our students. I didn't want there to be um kind of too too high a bar for um what we were doing. But I want to say that
through the the discussions and further understanding and talking with um or having the presentation with um Stephanie Goken, the principal of both Ascent High School and online, um I I really am in favor of this now. I think that this is the way to really meet the students needs um and and to make sure
that they're getting getting what they need um in a in a really supportive environment and kind of bringing that all together. So, I just wanted to um uh pull it off and say that this is not something that was sort of done uh lightly um but with a lot of a lot of care and consideration and I am in favor
of it. Thanks. >> Thanks, Katie. Any other discussion this item? >> Okay. So, can we get a motion, a second to approve item H? >> I Okay, >> second.
>> Uh moved by Rosemark, second by Swarore. All in favor say I. I. And all oppose say nay. Okay, that is approved. Thank you. Uh, next we have the reports and we have the student school board representatives.
Hi. Um, Scarlet's not here as you guys can tell, so I'm going to be doing her report. G. Part: 2
doing well and happy happy St. Patrick's Day. I'm sorry I can't be present. I have a calculus exam tomorrow and I need the time to study and fully understand each concept, but there are some exciting things happening at Tartan.
I like to start off by saying our boys basketball team is heading to state. Yeah, round of applause to Tartan. The game was so intense and I'm so glad it went because it was really such a fun time and the game was so close. Either one team was in the lead and then the
other team made a point and it was just a back and forth. It's crazy how we're making it to state and we haven't made it in 12 years. It's just a huge accomplishment. The state game will be at the Target Center on the 24th. If the game is at 10:00 a.m., students might be able to
get buses to the Target Center game. Hopefully, it's 10:00 a.m. I have midterms that day, and I'm praying the game will be in the morning. Our BPA went to state and five people are making it to nationals. One of them is my friend, and I'm wishing her the best of luck.
She'll be running for her chapter. Tart and MSA had their night last Monday, and oh my goodness, the food was so good. I went and I'm still reminiscing about Biskoff Church led. I generally am thinking about it day in
and day out. Also, our BSU had their showcase where students wore cultural clothing and I heard it was a blast. And I saw some pictures online and looked so happy and very stylish. Prom season is coming up and after spring break, tickets will be sold.
Currently, the student council is discussing what our week themes would be. The prom theme this year is Hollywood glam. It'll be hosted at the St. Paul Event Center on May 2nd and the student council is also planning a hangout date just so that we all get
together and get to know each other better. I brought up the idea of getting of going to the new 12 Golf that just opened up, but now that I think about it, I do not have good eye coordination, so I'm not sure how that'll play out.
National Honor Society applications for the board are opening up. I can for sure tell you guys that a lot of people are running and in May we'll find out who's on the board and the NHS has their award cere ceremonies on April 30th.
It's the start of third trimester and despite the snow and the bipolar weather we are currently experiencing. I know it'll be a good try because after this it's summer break and I cannot wait for the warmer weather. Spring sports have kicked off with practices. I'm pretty sure our track team will host the first
meet at home, but don't take my word for it. It might not be true. I've just heard. Hopefully in the next meeting, I'll be there. Thank you. Um, if you guys have any questions, email Scarlet. Okay, now my turn. Um,
all right. Good evening, members of the school board. Um, I hope you guys are staying warm because I know I am. I go home after school and I just wrap myself in a blanket. For today's report, I want to start with congratulating Anna for winning the North Athena Award. This award is given
to the most valuable female athlete at North. And I personally believe that Anna is very welld deserved of this award. She's an amazing friend and an amazing person in general. Again, congratulations to her. I also wanted to mention an upcoming event at North. It's
called Coffee House Axe. It's pretty much a talent show where people can display well you can guess their talents and there will be concessions so catch me there half the time. Last year I went and it was really fun. I hung out with friends before and after
and I can just say it's a really good experience to see everybody express themselves and express their talents. I also want to mention spring sports are starting up such as badminton, golf, track, boys volleyball, and baseball. Of
course, as a track athlete, I can say practice has been killing me. I'm so lucky I got out of it today, I just know that tomorrow it's going to feel like I haven't worked out for years. But even after all that working out, I love the school spirit. I love the
sports. not only because of the coaches or the passion for the sport, but because of the positive and friendly environment. I do hope I get to go to state this year, though. I can also say that it as it's the start of the third try, everybody just seems so much happier. Not just because it's
spring, but because summer's right around the corner with the weather. I don't know about that, though. >> Yeah, hopefully. But everyone is going to get what they've been begging for, a tan. Everybody at school talks about how they wish they were their summer tan and
how they miss it so much. Like if it's a long lost best friend. I can say I've been saying that too though. I miss my tan. Um I also just got off an interview before I got here. It was with the Minnesota Youth Council. And I really do
hope I get the position. I'll be able to work with Minnesota Congress like Senate and the House and the Governor's office. and I'll be able to help create and present legislation that will connect the youth to the government. So, I hope
I get it. Thank you. >> Great. Thank you. You I hope you get it, too. And I hope you go to state, too. So, Nancy, do you have question? >> Go ahead. Um uh what is Anna's last name? And and what was she she was the Athena. What What are her sports? Do you
know? >> Anna's last name is Anna Michler. Um, her sports are softball, basketball, >> and I can't seem to remember her fall sport. >> Okay. >> Sorry. >> Okay. Okay. Thanks.
>> And your event that you run? >> My events are the worst events of all track, the 400 and the 800. >> Genuinely, it's like it's horrible. It's just like before the event even happens, I
just dread it. Like I just think about it like I'm going to feel nauseous. I'm going to feel like I'm going to pass out. But you know what? After it's just like, oh, what a relief. And the adrenaline, >> it's just that's what carries me through the right. >> Okay.
>> Yes. Thank you. Um, and when you read uh Scarlet's, I could hear her voice. >> So, next to the assistant superintendent and the elementary presentation. >> Good evening, superintendent,
Sherry Benner, and director of the board. It is my pleasure to welcome three of our seven elementary leaders here with us this evening who are going to share some of the amazing highlights that are happening across our elementary sites throughout the school year. Please join me in welcoming Arthur Williams,
principal at Carver Elementary, Jenny Parker, principal at Weaver Elementary, and Melissa Hood, principal at Richardson Elementary. >> I'm your tech support tonight. >> Thank you. Good evening, board chair Yenner, members of the school board, Superintendent Osario, and community
members. Uh, as assistant superintendent St. Michael said, I'm Arthur Williams. I'm the proud principal at Carver Elementary, and I'm joined here with my colleagues, uh, Principal Hood from Richardson and Principal Parker from Weaver. And tonight, we are here to share some elementary highlights. Our
goal tonight is to highlight things taking place at elementary schools as they relate to the district's strategic plan and how we have student success at the center or at the heart of all of our work. Picture it. It's the fall. As you walk
into any elementary school and the classrooms and the hallways, um, one of the things that you will see are hopes and dreams of all staff and students. And on the right side you can see here's an example of kindergarten hope hopes
and dreams. Um what we are an example so we provided the kindergarten example. Our our strategic plan can also be looked at in terms of hopes and dreams as what matters to families. And so you can see on the table um we'll be talking
about what matters to families and then we'll align it with how it it matches with the strategic plan. Now, as we move on, our highlights will answer the following questions. How are we doing in our schools? And what work
are we doing in our schools that support our hopes and dreams and our strategic plan? >> Thank you. I'm Melissa Hood, principal at Richardson. Um, we're going to start with student learning. So you're thinking about the question, is my student developing foundational skills
in literacy and numeracy, the ability to communicate and collaborate, pursue deep learning, and connect learning to their needs and strengths. So we're going to on this um page, you can see some data. This is going to be fast bridge data. On the left, we've got kindergarten and
first grade. That is early reading. That's assessment that they take. And then on the right, you have a reading for grades um second grade through fifth grade. And you can see that on these graphs it shows last year um winter data compared to this year's and we see that
for K and one we are tracking like an increase of 2% and then for 2 through 5th there is 4%. This is actually really exciting in the way that often winter data can dip some before it goes back up. So we're watching very carefully and
tracking our students but we are you know on track to see growth for next year. courses is one data point, right? So, we want to think about other things, too. So, observationally, things that we're seeing, things that teachers are saying. We're also seeing and hearing positive feedback about the new third grade foundational skills unit that
students that are in it are really making growth within that that could be kids in third grade, fourth or fifth grade that are missing those skills. Um, also we just on the language arts committee, um, the other day I was hearing teachers talk about fourth and fifth graders coming in and actually
wanting to write more, writing longer, not wanting to stop writing. These weren't always things that we were hearing and it was really exciting to hear the language arts committee sharing that. Um, and then I know that principles were having conversations about partner reading, seeing a lot more partner reading, a lot more development
around how do we build our fluency within our grades, too. And then teachers are becoming more comfortable. It's not our first year in it. We've been doing CKLA for a few years. And now we're seeing as they've done the training around the assessments and digging in. They're able to use the assessments within CKLA and actually
track who's making growth and what they can do within their curriculum. So that's very exciting. And did you want to share? Jenny wanted to share a little bit about our guest and about some other things with like thinking about different types of data points. Um thank you so much for having us here
tonight. Um, this is my daughter, Harlem, and she is in kindergarten at Weaver. Um, and the reason I wanted to bring her, well, you know, she's five and I'm here. So, dad's at work. That's reason number one. Um, is a couple weeks
ago we were in Costco and checking out the one in Maplewood. If you ever go, it's just slammed all the time. And she says, "Mom, look. It's a diraph." And I was like, "What's a diraph?" I do know, right? And it was the word this what
said this lane is closed and she said do you want to show them your paper? Okay. So now she is all into diagraphs and wanted to teach you a little lesson. Do you want to tell them what this one says? She wasn't sure she wanted to tell you.
Do you want to tell them? >> And can you tell them what that one says? >> So here is and I'm going to be clear my my background is literacy. I do not teach my children giggraphs. I'm just gonna be clear about that. That is 100% what they are learning in the CKLA
curriculum. And um that was such a cool moment for me. And I want to tell you that her data point was green in the fall and yellow in the winter. So when we think about how kids even shift and move, that is not something I'm concerned about in terms of what her personal trajectory is because any kid
doing this at five, I know her reading will be strong. So, just to say when we think of what the numbers are, it's also to remember that they are represented by these. So, thank you, Harlem. Do you want to stay up here or do you want to go sit down? >> Okay, she's going to stay. >> I would stay up here too. I would love
that too. So, um so as Jenny is talking about too, like looking at the data point of BSbridge, but then also looking at like your CKLA data, her, you know, teachers looking at where she's at and helping her grow within that every day. Other action steps that we are doing to support reading growth because we want
to continue to accelerate that is professional development. So we've had professional development around things like bridgeto read differentiation capy and more things like Richardson just had partner reading. Those are type of things that we're always working with our coaches around what are we seeing what do we need and how do we accelerate
and part of that is part of the feedback loop that we have with teaching and learning and our coaches. We're always checking in what are teachers saying where are they struggling? What is our data showing? And so we're trying to have this continual feedback loop and we really appreciate teaching and learning's um support along the way.
We're also digging into more a growth data. So not just looking at where kids are on benchmarks but within Fastbridge saying are they making growth? Are they not making growth and using that also to help strengthen our our walk to win model which has also been strengthened this year too. So we've had win for a
while. We've been working through it where we know that students go to different areas. they go with their intervention teachers based on their needs. But this year, going back to really getting our teachers in. So when a student is going, it's just not our intervention teachers that are swapping kids around within each classrooms. If
you're in fifth grade, you might go to another fifth grade teacher and targeting that and watching the growth within those um win groups also has been very helpful. Um then we for our intervention, the SIPS program has had really great um feedback on it. Do you
want to share a little bit about your SIPS one? She does have a SIP story, too. Um, but that is what our intervention teachers are using. So, why don't you share about that and then I'll share about the bridge to read. >> Yeah. Yeah. >> Um, it's really kind of cool. I've been at Weaver long enough where I can see the trajectory of students. And so,
thinking about this walk to win model, right, is like what do they need? Mostly we do focus on reading. Sometimes we are able to intervene in math as well. And so, we have a student, a fourth grade student, and we've been watching her data for a very long time. Arthur is going to touch on this as well when he gets to like the strong adult systems.
And so we've just been monitoring monitoring intervention and she has been getting very very targeted reading intervention since kindergarten, right? Kindergarten, first grade, second grade. Well, we get up to fourth grade and we are watching reading and math and we're like, you know what, at this time we do
think we've intervened enough like she we might need to do a special education referral. Go to the PNC committee and let's see. So when we we pulled her data to do like a deep dive to see um this year her reading it's it's off the table. She doesn't need it anymore. So
not only did she graduate from like the intervention she completed an intervention program last year did SIP's first try this year and now is in a fluency group led by a classroom teacher during win not even one of our interventionists and is too high in reading to even consider that in an
evaluation. So just like a really exciting again just a story and a I won't give you her name but to go with um like what we are trying to do and put like that face to it. So thank you. >> Thanks. Um, so that's just one example too. And with our SIPS program, our intervention teachers and intervention
leads are really working hard to monitor students growth within the program and we are working with educator start getting that into edge of climate so we can track that over um time to see where we're making growth and maybe what we can do to improve too. On the right side
we have um just a a data point that we wanted to share out and it's about our implementation to the bridge to read which is a phmic awareness program that was started this year. So you'll see that with the kindergarten from their winter it has gone up like or the low
risk um has definitely seen an improvement on our students on when you're looking just at word segmenting. So earlier we talked about all of early reading but when we actually break it down to specific components and then track and say what are we doing on these different areas that is a connection to
bridge to read and we're going to keep monitoring that. But that's really exciting to see that we're seeing that type of growth with a new program, too. Okay. All right. Now, we are going to move on to math. As you look at the screen, you will see very similar graphics that we
had for reading. On the left hand side, that is our early reading. So, our grades kindergarten and first grade. Um, and from winter of 24 to winter of 25, we are up one percentage point. And then for our winter um data for 2 through
fifth grade a math um there is no overall change. We stayed right at the 50th percentile. Some action steps that we're doing for math um professional development. We have an outstanding math coach in the district that supports um
all of our elementary schools. And then schools are exploring um which students have flat growth or moderate growth. Um, at the elementary level, we really like to see, if you look at the graphic on the left, the far right hand side, that light purple, that's called aggressive
growth. And those are students that are growing more than one year's grade level. So, we really like to see that. So, I know myself and my my colleagues are really spending that time helping staff understand the different types of growth and what they mean. Um, just a
quick story from Carver. Um, as I came into Carver this year, um, one of the first questions I had staff ask me was, "Well, we've spent all this time doing ReadAct training and literacy. Well, what are we going to do for math?" Because our students need support in math as well. So, I immediately
connected with Sam Samantha Connor, our math coach, and I gave my staff a uh self-reflection for MX18. So, all the different components of our math curriculum. So, we did a self assessment. Sam has taken that and we've worked we've planned out year-long PD to
help with that and we just did a winter self-reflection in the two areas excuse me in which staff still needed support are student leaders and math talk. So, our last staff meeting, uh, Samantha came in and led some professional development on student leaders and math
talk. And we actually had a kindergarten teacher and a fifth grade teacher share what, uh, student talk or a student leaders and math talk looks like in our in their classrooms. And then in our April staff meeting, we're doing an edalk type staff meeting where I have
four staff members that are um going to share excellent things going on. And then as a staff, I get to choose which one of those four sessions I want to go to. So we're kind of flipping it so that way because we all know staff learn best from each other. Um so we're excited to
do that and we're already going into um what the 2627 school year will look like. So that's just to share some of the great work that myself and my colleagues are doing at our sites to help support uh math at our schools. And then finally on the right hand side
you'll see uh remediation and enrichment um because the question if you look at the PLC four questions what are we going to do if students don't know and then what are we going to do when students do know and so we've spent a lot of time with remediation and enrichment we have these wonderful um differentiation
guides so if I'm a fourth grade teacher but I have a student at let's say a second grade level I can look at the different differentiation guide and how can I help close some of those gaps poor um students that I have. And then the same thing with the enrichment guide for those students that are well above where
they need to be. So, thank you. >> I hear that we're having you guys are learning more about dual immersion later today, so I won't go too much into it, but I just want to point out a few things. Um we kicked off this year, actually this summer, with the first immersion institute in the summer, and thank you to everyone who helped with
that. It was great. Our teachers loved getting to connect with each other, but then also across sites and just learning more about immersion best practices. And then very early in the year, it was already it was September 13th, we had um performances by the immersion programs
at the North St. Paul um Autumn's Arts Festival. And that was it was kind of hard to get them all ready that early on, but it was really fun just to see um everybody there and the kids performing and starting to see them grow along the way. within all the schools of immersion. We're trying to continue to
expand as we are growing our program and refining all the program but also find additional ways to have enrichment for our students too. So you'll see some photos here um with castle Spanish immersion visiting the cap and then we also have the Mandarin program at the Mall of America too. So we're
continually trying to find ways to make it more reach and we're hearing a lot from families that they're really excited to see us continue to do that. I just want to share a photo of, you know, the fact that we've been along the way and it's almost hard to believe that the first class is in third grade and it's really fun if you come see them now
reading and speaking because they're really developing um as immersion students and then also being able to be mentors and leaders to the younger students too in the program. It's just fun to see them um do that too. And we're always recruiting. We're exciting to excited to like continue on and open
up fourth grade next year. And I just have to tell a kid story cuz she's got your little one here. My daughter's new um favorite sweatshirt is the Richardson sweatshirt that has, you know, it's a Mong immersion one and it has M's writing on it and she wears it everywhere. So she's recruiting everywhere even though we're in Forest Lake. So she's recruiting. This is what
we're doing. Do you want to come here? And I told her, you have to know what that says. And she's like, oh yeah, what does that say? I said, well, it says my mom is the best principal ever. And she's like, fourth grade girl, roll your eyes at me. But I said, no, you tell you know. know she she loves it and she's very excited and they're they're proud and they love coming to Richardson and
they love that we have an immersion program. They're also immersion students and we just know that they love connecting with each other and knowing that other people are learning languages too and we're starting to really try to connect our programs across the buildings too to use each others as supports. And so it's nice to meet um
monthly with the team of of immersion leaders to be able to talk about the program and help grow it too. All right, our next section is well-being. Um, is my student physically and psychologically safe and do they have friends and feel connected to
school? Um, so some of the things that are happening in all of our buildings, uh, if you look to the right, there's a graphic and you can see like there's all these tiny little links, but this is our social emotional learning menu. Um, that
is broken down into like grade level bands that teachers choose from, but one of the one of the real tenants of it is that um, really well-being begins with community, right? Like how connected do you feel as part of your community? And so one way are the morning community building circles um that we host. And I
I will speak for Weaver specifically, but I I do believe it is a practice district-wide that you can go into any classroom in the morning and there is some version of a community circle happening. And I have to be careful where I go or I just get sucked into all of them which is very very fun too. Um
and so that idea of like starting the day in that way intentionally with that community building and with the supports. Um, so many student activities. Uh, we'll we're gonna we actually list out later like all the activities that happen. So, I'm going to save that when we get to that slide. Um,
but something we wanted to share with you um is the mental health supports that students are receiving. Uh, currently across all seven buildings, we have 173 students receiving school-based mental health, like schoolbased therapy. Um, we can we've listed our different
providers on the top and we have 22 students on weight list. So, even though I feel like 173 seems impressive, there's more who need it. Um, and we want to continue to meet that need. Uh, we also have social workers in our building who provide that additional support. We could also list all the
students that are social worker support and it would outnumber 173. Um, uh, check and connect, which really focuses on that connection, attendance, and social emotional learning. Uh, across seven elementaryaries, we're servicing 266 students through that program. Um,
and it's been such an incredible addition to how we again maintain that connection, which can be a student's first like most important. If I feel connected, if I feel safe, then I can learn. Um, food programs. We were going to list them and then we were like, it's
so many. So, just know we have we have so many incredible food programs. I think they've even been presented here before. Um, but we work with churches and food shelves and, you know, Good in the Hood as an organization. so many different food programs in all of our buildings and and um especially seeing how people really came together at a
time recently when food was actually needed more than we had seen um in the past. So um okay, I'll go a little more quickly through the next slides and this does show some data. We give a elementary climate survey and we give it
twice a year. Okay, just making sure I was like I'm pretty sure it's not three times. Yes, we give it twice a year. We give it once in the fall and then we give it once in the spring. And so we're just going to kind of like pop out some like some of the questions we ask like kids are kind to me. Um how does that feel? Um one thing when you when you
look at it you could be like hey I don't you know we'd want these percentages to be a little bit higher. Um we really drill down with kids and be like hey we noticed you answered that kids aren't always kind to you. Can you tell me more? And it'll be like you like can't make these up but it'll be like um I
fell off the slide yesterday. and you're like, "Oh, and that's why kids aren't kind to Okay, like just checking." So, again, sometimes we do find like, "No, kids aren't kind to you." And we and then we address it and we have systems for addressing that. And then sometimes we find my favorite one of all time. Um,
and I'll get to the safety slide. I'll I'll save it for the safety slide. My favorite follow-up of all time. Um, but in this one, you can see just the numbers. So, the the data is showing you K2 and then 3 through 5 adults at my school care about me, right? like and
you can see just um and then we just have some pictures from you from our different places of intentional relationship building what that looks like. Um and just very very proud that very strongly kids are like yeah the people here care about me. Um I feel welcome at my school just like again
just this overwhelming like yes like they do and you can see walking into spaces and seeing the joy and the connections that kids have. Um I feel safe at my school. We don't have to play it. Should I play it? a 13-second cringy video with Okay,
>> this is just some fun and just to show like joy and like working together. >> And I'm sorry for my YouTube short. Look at this teamwork here at Weaver Elementary. We are going to fill this. >> I'm sorry you can't hear my voice.
Sorry, not sorry. >> One snowball at a time. How do I give you the muscle art? >> Yes. So, like this is like making joy when you're like, "The playground's too wet to be on. That's too wet to be on and I can't send you home." Like totally soaked, right? Um but just that. And
then they begged me. They were like, "Miss Parker, make it a short." And I was like, "I got you guys. I got you." Um so anyway, that idea. And we do the bus. I mean, we do a lot more with safety, the drills. We do a We do our drills. We do our bus safety training. Um but just to look like overwhelmingly overwhelmingly kids are like, "I do feel
safe at school." Here is my favorite when followup with a student from Weaver who said, "I do not feel safe at school as a first grader." And we were like, "Hey, you said you don't feel safe at school. Can you can you tell us more?" Yeah. Well, there could be a fire someday and then it wouldn't be safe.
And we were like, "That's why you answered you." Okay, great to know. And we'll make sure that you feel really safe during drills, right? So just the context of yes, we have all learned things that we have followed up with as well where kids have not felt safe in an area, but so many of the times it's
actually really um remanaged our expectations for what we thought was the reason for not feeling safe and what actually was. All right, I'm like stuck on this slide now. >> Because the short wants to play again.
No. Um lastly, and uh this this is just where we ask the third through fifth graders um some very specific questions. It's from a safer emotional behavior. Um it's a survey created to identify if a student has sort of like a red flag or a yellow flag around maybe
some mental health concerns. And so questions like, you know, like do you just want to be alone or do you, you know, do you have connections? Do you have friends? Um, and so looking at our social workers and other school staff who intentionally follow up with every single yellow flag or red flag is is
really exciting and to see our numbers grow in the direction we want, which is less concern in this area, um, is really exciting. Uh, finally, and we just wanted to hit on attendance briefly. What I actually really want to draw your attention to in this is if you can look across the rows
starting with school year fall 24. All right? And I'm going to take us to the consistent attendance. And the reason for that is in our SIP goals. This is what we are focusing on. And I'm going to I still kind of struggle to explain it, but I think I've got it for you. Okay? So consistent attendance are the students the number of students or the
percentage of students who are are attending school 90% or more of days. Right? So that's what I want you to think about. So in in the fall of 24, we were at 79.1. And this is when it became a sickle. This is when we really started focusing on this as an elementary team. and then jump to the fall of 25 from
79.1 up to 82.5 and then hit this fall 83.6. And what that shows is this idea of like we're like growing those numbers. The work we're doing it's having an impact. Um and that's really exciting. The plus one by the way is that 1 percentage
growth from winter 25 to winter 26. Um, however, we don't have control over things like which strain of the flu is going to come out and how many kindergarters are going to get it. Um, oh no, I'm going to show you the next slide. And this one speaks
for itself. When we were and I mean I I just want to sit and let you look at that cuz I don't need to add commentary, right? And so when you start to think of where we've also taken hits, um, we were set as an elementary team to have our best attendance ever this fall. And
those numbers speak for themselves. And um I can't look at you right now because it was a very difficult time. And this I mean this is this isn't our data. This is part of our story. And also just a time to just celebrate how teams came together and the resilience of our
families and communities. Um I've said it many times, but if we had to go through what we did, and we did, um there was no other community I'd want to be with. Okay. All right, our last um part is effective
adults and systems. And so as I go quickly go through this, I want you to think of these two questions. First one, will my student experience support from caring, highly skilled educators who put students needs first? And does the school have systems in place to deliver
on my hopes and dreams? So, circling back to what we talked about at the beginning. So, as you can see here for our effective adults and systems, um, one of the things that I've been really impressed with, um, joining this amazing elementary team is the systems that are
in place here. I've been in systems where what we do in 622 is a hope and dream um, for other districts. And so I tell my staff like, "Yeah, many of you have been here for so long, you may not realize the goodness that or you may
forget the goodness that um is taking place in this district." And so being able to come into a school or a system that has a strong MTSS where we have those weekly meetings, really looking at students, setting up those interventions, and then having those six
week check-ins, having a common referral behavior support. That's the one thing that my colleagues and I have spent so much time this year led by Trisha on how can we be consistent with our reporting and looking at the behavior data because we know that will affect how they're
going to grow academically just the protocols the proactive student supports the collaborative teams and the PNC's. And then for adult learning, professional development, um been very impressed with how we try to have the same consistent message between all
buildings because we know if I say something at Carver and it's not said the same way at Richardson or Weaver, we will find out about it because people talk and that's just how it is. So, it's our job to make sure we're consistent. um our common behavior PD this year. Uh
the principles were tasked with um designing three 1-hour PD sessions and we did it. We just had our last one at our last professional development day. Um it went um really really well. So looking forward to continuing that work. Um but we also stay in alignment with our literacy coaches and our math
coaches helping plan um professional development. So we also have very effective systems outside of the Oh, thank you. outside of the school by our local fire police departments. You think about we're no St. Paul, Maplewood,
Oakdale, so we have different cities and counties that we need to work with. Um and so all my interactions with Maplewood um have been very very positive. All right,
>> the next section, although it's kind of already been tied into what Jenny was talking about with um our mental health um resources and also our food programs um too. And then also even what Arthur was just sharing too about adult systems and effective systems, but thinking about community connections and some
questions of like do I have a supportive two-way relationship with my child's school? Am I an active partner with the school for my students development? So, I was just going to take a moment and I know this is something that is only at Richardson, but I wanted to share it out. So, Richardson does have our full service community school grant and
through that grant, it has been amazing to be able to um research the needs of our families and then tried to make a plan to support them. Um, one thing that I want to highlight was that we had a lot of families that were talking about students needing after school programs.
And so what we have been trying and what we've been digging into this year is how can we create systems to have afterchool in elementary using the grant program that we have. So right now we have a program called Penguin Pals. It has 136 kids in it. Um we offer things like
board games, m the musical is a part of it. Mung dance, mung crossstitch, Legos, volleyball. We've done other things too. We tried it out a little bit last spring just to see what would happen. Get the kinks out of it. get feedback from family and we continued to grow and it was nice from the beginning of the year
to then see when we added transportation middle of the year how much it grew. And one of the things that's coming out of that too is we're trying to develop ways that we could then replicate find all the things that we might need to know if we want to then move into other schools. What do you need? What could we do? And
working with our community um and just trying to build it out so that other people can have it. It is very very highly loved and it's also leading into us being able to bring families together. So we'll do showcases where we bring families together and have community dinners where families can then talk with the families of the kids
that are in the same groups as them that they might not normally connect with. And we've really found value in that too. Um so that's not the only community connections. We have community connections all across all of our buildings. A couple examples I did put in here because I know you guys were looking at the mural before. This is the
actual finished mural and it doesn't look exactly like the mockup because it's like kids doing it too. Like you have a design and then like you let kids in there. Kind of stressed me out. I wasn't the one doing the mural but the muralist was like, "Yeah, sure. Add that there." And I was like, "Oh, this makes me nervous." Um, and they did so great
and it looked so beautiful and it was just nice to bring the families together. Um, we've got so many different things. Denny has a Weaver STEM night, but you'll see on the list there, there's times all around that we're having for students, for families, bringing in community members, bringing in volunteers, and that's just part of elementary. Um, and of course, I mean,
to me, and I think to anybody else who was there, too, when we're talking about um just building a community together, um the M new year was just a huge highlight to understand when we're talking about connections and support and the way we want to build across the community. Um I felt very supported. Our
families felt very supported and I think it's something that we've been working on as elementary principles which um Arthur talked a little bit about is like we're trying to be so connected and it's not just my school or your school or your school. It's like how do we connect all of 62 together and how do we grow together and really thinking about not
just um supporting each other or our students but really how do we connect our communities too is where we're going. So I wouldn't rather be on any other team. So, um, any questions? >> Thank you for this. This is really great and exciting. Um, I I have a lot of
questions, so I appreciate you you for being here. Um, that first slide where you had the balloons of the hopes and dreams. I wonder if you I couldn't read them. If you could if you happen to remember some of the ones that kids put on there, I just want examples of what the >> This is our This our M classroom, too,
at the beginning of the year, too. So, I don't know if I can see them on there, but could I blow them up and then share them to you later? >> Oh, yeah. I just I just just kind of wondering the sort of things that they come into school. >> In general, most of them will say things like you see letters on there, friends, wanting to develop friends, wanting to
have um friendships. Um some of them are just like drawing pictures cuz they don't have words yet cuz it's the beginning of kindergarten. And then drawing pictures of things that make them happy. I see numbers on there. They It's very common in kindergarten to say they want to learn big numbers is usually a very
>> they want to add 6 PLUS 7. >> Big numbers. >> You'll see a lot of reading a lot of math and almost always more art is always a very common too. So >> that's awesome. Um and I appreciated the data on the um like from fastbridge. I
was wondering your opinions. We we hear a lot that MCAs don't really capture like a student success. Do you think that fast bridge is a better way to measure that? And does that give you the data that you need to take this? >> Um, and also how often are fast bridge gastridg is three times a year.
>> Okay. >> Um, I'll I'll do my best to answer this one because I think um in the way that I've learned to hopefully use data the best I can with my staff in terms of like how to really dig into it to guide. Um, I'm and this I shamelessly I'm taking it, but I'm going to cite it from
the book Street Data. And I if you think of data as I want I'm going to use satellite data. So it's taking like a picture of the earth right and you you're going to see the your continents right and the oceans. And then you have map data which is like when you get down into your streets or you get down into
like I need to go to Holiday. How do I get there? I type in the Holiday and it routes me and it says turn left here, turn right here and then you drill down to something called street data, right? And so your street data is like stop the light is red do not do not go or green
keep going and that idea of like stop because they're not getting it yet or what do we do if kids aren't getting it what do we do if they are so the best way to think is your MCA is a snapshot and it really is actually not a measurement of students it's a measurement of systems okay that's the best way to think of it and it's global
and it's the continents and the oceans right so I I have actually had to been coached out of using that with teachers to be like but LOOK IT THEY GOT THIS and we need to move this kid to here and they were like no no no no Jenny no no no no no you step back and and see it more as your satellite and it is good it
is it is a check of your system so it it is a reflection of that right and the next we would use fastbridge as what we call our map data right it's giving you can do you guys remember what slide that growth bar is on cuz that is probably the most exciting thing that this comes out of fastbridge data right and so if
you see it on the screen so you can see the purple we want to live in the purple we want to get all of our kids into that light purple or the dark purple because that is typical and aggressive growth. And we know and by the way some of the kids that live in those lighter bands sometimes and we have to dig into this
in elementary those are the kids that are already high because it is very difficult to achieve aggressive growth if you are already the at the top. It's it's almost impossible actually. So right so when we dig into that it's okay to have students in the flat growth if it's those students right and so
starting to think it's it is the MAP data that is getting us into these coaching conversations and I'll call that our fast bridge data now where we want to get the connection even deeper and that we're working on are those unit assessments what is coming out of the unit that is connecting to show because
that is your street data that is your street what are your exit tickets what are you what do you know when kids leave right And so for us, it's working with all of our staff to like help them understand that level. That's the data that moves, right? It shouldn't just be, oh, on my pacing guide is the next
lesson. What did kids learn and what is telling you that? And do you have the green light to go or do you have the yellow light to slow down, right? And then connecting that all the way through, hoping that this kind of level of coaching and our commitment to this is going to bring back those systemwide results that show that system growth um
that that will that will show up in the MCA. Thank you. That was a that was a really good answer and I I'm glad >> street data by Jamala Dugan. >> Well, I'm glad that we have those systems and we have that data to be able to see that and and provide those supports where they're needed. Um and so
I just wanted to also shout out to the the social workers and all of those different community partners um and and the food supports and the programs. Um I know that during Metro Surge a lot of people were asking like what do your schools need because that was statewide,
right? that that's where a lot of people were able to see the help and get the help and um uh so I just wanted to say to anyone listening who did support during that time to please keep supporting. I don't think the need has completely gone away. Um uh also um
Jenny I have to say I heard specifically that you were very um uh kind and attentive to the your students who were at home. So thank you for that and and to everyone. But I know like I said, you only hear um certain things. Um and I also just wanted to highlight that you said because of the supports and the
system that we have here at 62, this seems to be a place where people want to come and work and when they do, they they want to stay here. So um I think we have a a variety of tenures uh standing up there. And so um like Arthur, we're really glad that you joined us this year and and Melissa and Jenny, we're glad
that we uh still have you. So >> thank you. >> Those aren't questions, but thank you again. Appreciate it. >> Oh, I have one more. um that the the the penguin the penguin pals um that's a community grant. Um how long is that grant for? >> We have next year and then we're going
to try to apply for an expansion grant. >> Yeah. Okay. Um and that expansion grant would prolong it at Richardson or would that also maybe more sites? No. >> Richard just at Richardson. Is this perhaps something that if we had more budget we could expand to other schools now that we see like what works really
well? >> Absolutely. Yeah. >> But it's very expensive. That is fair. Yeah. Okay. >> Thank you. >> Uh well, thanks for the presentation. Um I'm really happy with um what I hear.
All that good news. However, as a board, you know, we're cutting the budget. We did not pass the uh the levy uh referendum, unfortunately. uh despite all our best efforts, uh people uh in a survey said they really support the
schools, they love our schools, but they're financially stressed. Okay. And they didn't vote. And that's what we're Josh's survey found that, you know, enough voted. So, um, but I'm just wondering, um, anybody want to comment
or I'd be interested to hear what you have to say about the, um, um, you know, uh, the effect that, you know, having to cut $10 million is having on on your individual schools >> or 5 million on your last year.
>> That was last year. Yeah. >> So, anybody want to comment on what um um on what that bad news is having on your building? >> Yeah. Um thank you for the question. Um, one of the things that, uh, upper
administration did with purpose, which really helped us as administrators, was they had a very clear, um, they had very clear parameters on how much we needed to cut at elementary and they left it up to us as elementary
principles. So there are a couple meetings, we had some really tough meetings where we had to go through everything in our buildings and what happens if I lose this or what happens if you lose this and still trying to even though I'm at Carver, the largest elementary school um compared to Weaver,
how can we still be consistent although our schools look completely different? So, we had two very long meetings of um what it is that we could um let go in our building that would still be
supporting keeping that the student success right in the center of all of our um decisions that we have at the building level. And we did it. We um I'm very proud that we worked through it. It wasn't easy delivering those messages to
um to staff and all, but I think the staff understand. I mean, if you um I'm sure it's the same at other schools as well, but at Carver, I told my staff when we met, I said, "You may not like the decisions that I make, but I want you walking out of here understanding the why. If you can walk out
understanding the why, then I've done my job as >> your instructional leader." And so we all had to make some very tough um cuts at our building. Um but I think we all did the best that we that we could to
remain um with what we have. >> I just want to add in with just one um at Weaver in one of the places where there is a cut to in a way done very equitably like you said and I I also just want to second that is a thank you to the way we were led through that process. Um it felt like we could move
with transparency. Um, it also felt like we could re-examine everything. And when I say everything, Arthur is we we took it backwards and forwards and inside and out and and I would say had a really tough meeting where probably we all felt horrible leaving. But when we came back,
we had new ideas and that that felt good and supportive. And so one of the cuts that was to ease the whole burden was at Weaver. And I I had to go to the team that it will affect for next year. And I sat down with him and I said again and I was able to share the why, right? and literally left that meeting and one of
the teachers says to me, "Well, this definitely seems like the lesser of two evils." And I was like, "I totally agree." Not that there was like a one more evil thing, but like it actually left people with, "We hear what you did. We understand the work that went into this and this actually does we agree that it it feels like the best way
forward. Um, even though we would prefer that the levy passed, just to be clear, >> I was gonna add one thing because we did have some significant teacher cuts at Richardson just where our numbers fell and teachers understood that. But I do want to say, you know, we shared that we
went through all of those things and they understand. I want to say they were also so kind and caring and supportive and I know they'll continue to support themsel like each other throughout the rest of the year. So it is really really hard but it is just good to know like they have that um tight community to help everyone through it and we know
that it's it's really really hard. Um but that is a helpful thing along the way just to know that they care about each other and will support each other. Right. And then uh just to pivot here, but to the whole um um social emotional
learning um emphasis, I'm so supportive of that. Um with our young people, um I think you can't assume, for example, that they know how to make friends. You can't assume that. They they do not know how to make friends. They watch little
screens and whatever, whatever. So, I'm I'm really glad that there's an emphasis on um uh on how to how to do that, how to become, you know, um kind people, empathetic people. I'm really disturbed
when I hear a headline in the New York Times about how there's a movement to say that um empathy is weakness. >> Empathy is weakness. I mean, I just think that's so sad
because empathy is is uh number one in my book, you know. So, anyway, um yeah, that's it. Thank you. >> You know, I think there's two more slides. I don't know if >> I went I went back. >> They went back. They already got through all then.
>> Oh, okay. >> Yeah, we just went back. >> They went back. >> They were referencing the previous one. >> Are there two more? Yeah, two more after that. No. >> Oh, I think they were hitting like they might have existed at one part. Sorry if they're in there.
>> Oh, no. That's good. Anything else? No. Thank you very much. >> Thank you. >> A Thank you. >> Thank you, Harlem. >> Okay. Well, Kea really missed out on
this. >> All right. Um, next up we have the superintendent with the immersion update. >> All right. >> Aren't they fantastic? >> I have said so many times over and over that how lucky we are to have the
principles that we have in our school district. Um, and an aside, I was just at a workshop um, on Saturday with our Filipino teachers at the Philippine Center here in Maplewood, and it was with teachers from all over, different districts that international teachers
from all over district, different districts. And over and over, people kept telling us how wonderful their principles are. And without fail, every single one of our teachers kept telling us how supported they were by these amazing principles. And I said, "Principles are the most important
people in an entire school district. They are everything. The quality of principles matters more than anything." And we're so fortunate to have the team that we have here. It's pretty remarkable. Um, I wanted to share just a brief overview with you. We haven't talked about immersion in a little while. And a little later on the agenda
tonight, you're going to see a resolution for um proposing that we add another section of Spanish immersion at Carver Elementary under Arthur's leadership over there. So, you'll uh hear all about that in a minute. But in before we get into that resolution, I
just wanted to kind of just remind you where we're at with our immersion programming. You saw a little bit about it with the presentation just given to you by our elementary team. Um why do we offer language immersion programs in District 622? Well, there's several reasons for um bilingualism and
biiteracy are just marketable skills that are relevant in any pathway. The cognitive development that it that is triggered through immersion experiences is there's so much research around it that immersion per students actually do
as well or better than peers in traditional content classes in English. So, a child who's in an immersion environment actually performs better in the long run in English. in English. You got to remember that because it's so important not just for our our students who are learning um a target language as
a a new language, but also for students who are learning English as a second language. There's a lot of research around that, too. Not only that, but there's a lot of demand right now. Uh our families are families in open Minnesota. We have open enrollment opportunities and families are shopping around for these experiences and so
there's a lot of demand for immersion programs and um we have been hearing repeatedly from families that this is something they're interested in. If we don't offer it, they're going to be looking elsewhere for it. So um I'll give you a little bit of history where we've come from and kind of where we're headed next. Um we as you have heard we
have three immersion programs all the way underway already. Um I did add in current enrollment numbers for you. Castle Elementary uh has a Spanish immersion program currently with 154 students in it. Richardson Elementary, you just heard from one of our immersion
principles um Melissa at at the Mung immersion and we've got 89 students in that cohort right now. And our Chinese Mandarin program is at Eagle Point with 47 students. something that happens sometimes when you start a new program, the first classes are smaller because it takes a while for the world to realize
we have a program and then um so those first couple cohorts that are now in second, third grade um in some of the programs, especially Richardson and Eagle Point are a little bit smaller, but the ones coming up behind them are full classes at every level. Um because there's such a demand for Spanish
immersion, we are proposing um adding another site to Carver Elementary School. um next school year. Initially, we did some um testing the waters, checking with families to see if there was enough interest. Um we've already
got um I believe like 17 students signed up for kindergarten at Carver if it's a go and um with your approval tonight it will be. So um that's really exciting and at this time of the year that's we're going to be just fine filling the class easily. Um Castle Elementary, by
the way, is getting really full. we already have two sections of Spanish immersion um and it's squeezing out room for some of the other neighborhood kids there. So, we need to we we really want to respond to the demand and that's why we're looking at adding another section as well. Um we've got broad goals within
any immersion program. Um language, culture, community, and academics. You can't teach language without these other elements. You don't want to teach any kind of a language without culture. If you've ever taken a world language class in your own life in high school or whatnot, you would have also learned about the culture with it because they
go hand in hand. And so, um, I want to mention too that even for students who might speak the target language, and by target mean language, I mean if it's a Spanish immersion class, the target language in that program is Spanish. If it's the Chinese immersion program, the target language is Chinese. Um, even for
students who might speak the target language at home, many of our students may be able to have a conversation socially in their home language, but they don't have academic language. They can't talk about science. They can't talk about multiplying and dividing fractions in math in their home language
because that that surface level social language is not academic in nature. And many times students can't read and write in that language if they're not given explicit instruction. Something you're going to hear in district 622, we talk a lot about dual immersion. Um, dual immersion versus
just immersion. Dual immersion doesn't have to do with the kind of program you offer. It's who's allowed in the program. And we feel very strongly that dual immersion by allowing both native and non-native speakers of that target language to enroll in the program um,
benefits both parties. Right? So, if you're an English-speaking child in a Spanish immersion classroom and there's other students in the classroom who also speak Spanish at home, your Spanish is going to progress faster. Likewise, if you have students who speak both languages, the students who are native
to Spanish are also going to learn English faster when they're around peers who also speak that language. Playground language is not regulated by teachers. Obviously, kids speak in whatever is the easiest means of communication. And you'll find in these kinds of environments that um there's a lot of um
bilingualism going both directions. I want to mention there's a type of um immersion program called heritage language programs. And if you go to immersion research and you do immersion conferences and all that, heritage language programs are programs specifically designed to save a dying language.
Often you'll see indigenous languages to the United States in these immersion programs, but in our part of the country as well. Um, a Mong immersion program is another example of that. Mong is not a right now is not an official language in any country. There's no home country
where Mong is the language unlike many of our other languages that we study. So without some preservation efforts, it will disappear off the face of the earth. And so there's an a different kind of um, you know, um, mindset not only in helping people to learn and
understand it, but also to save it. And so you'll see a lot of programs, heritage language programs that exist across the country um particularly in the southwest. You'll see a lot of um immersion programs for indigenous languages. And um just letting you know that our M immersion program falls into
that C category as well. Why would families choose dual immersion? Well, native speakers of the target language. So, if I'm a native Spanish-sp speakaking family, I might choose a Spanish immersion classroom because I know my child's going to get academic language as well as literacy, reading, writing. Um, non-native
speakers, an English speaker who's in a Spanish immersion classroom, obviously, is going there because they're going to also learn that target language better if there's native speaking peers there. And both of them will learn stronger English skills over time than non-emersion students. I want to be very
clear about that. all groups of students in immersion environments actually do better in English, high school assessments and everything and beyond. There's a good amount of research around that for all the different kinds of reasons. Um, once your brain is learning languages, you learn cognates better. You can adapt and learn more vocabulary.
You can also learn a third language more easily if you've had the experience of learning another language. And I want to show you this graph because there's a lot of research around this is specifically about students who are ELEL students, students who are learning English. Um the the graph on the bottom,
this is from first grade through 12th grade all the way through high school. Students who are in a pullout only model of learning ESL classes, like the old school, like when I first started teaching in the '90s, there was a lot of pull out only. Um all students do well in those environments in the early days
of programming, but over time they bottom out. They do not progress with their peers. the students who do the very best, and I'm talking ELEL students, English language students, do best over time, if you look at that very top graph, if they're in a dual
immersion environment. I want to be very clear, and we we help our families understand this, in an immersion environment, they're our EL students will do better over time, a lot better, not a little, a lot better over time if they're in these environments. So, um,
many years ago when I was a a young principal, um, part of the reason I started building an immersion program was because I'm a former ELEL teacher myself and I knew the research around that and I knew that it would be good for my cuz I had a lot of new to country Spanish speakers in my school and and I
knew this was a good way to help students actually do better in English in the long run. If you've ever had to learn a language yourselves, um, you didn't have to learn to read again. If you took a high school Spanish class, you didn't have to learn to read again. you already knew how to read. Those skills transfer between languages and so
um building upon kids native languages when they're trying to learn to read um is also really important for can help with English development along the way as well. I want to show you a little bit about what a typical immersion model looks like for us. An 80/20 immersion model means 80% of their day is in um
the target language in the first couple years in K and one and we gradually start to build up more English so that by their in time they're in fourth and fifth grade half their day is in English and half their day is in the target language in our school district um at this point in the game our specialists
so like if you were to go to our our staff at Richardson Elementary School are physical education and music teachers and science teachers they don't necessarily speak the target language. So when kids go to that class, they're getting it in in English. And so um many immersion models actually have a 100%
model in kindergarten um and do 90% in 10th in first grade. Um that only works if you have speakers of that target language who can teach those specialist classes because teachers have to have their their prep time and so you have to have the other teachers working with them who can speak that language. So um
this is kind of what it looks like in our school district. it's okay in one the goal is really to do as much of the target language during the day as possible because um English will creep in everywhere you let it. So trying to be really clear about that. Um this is just a little example of what that looks
like. So for our students in those early years with the ED20 um as you can see most of their day is in English or in the target language with just English and specialist time built into their day. And then when you get to 7030, it starts to um kind of progress through
the through the grade levels. You already saw this slide in our elementary group. So this just kind of shows you where we started. Right now we are in the 25 26 school year. So you can see that our first cohort of students are up to third grade right now. Um and then next year they'll be in fourth
grade and then fifth grade. And then we're going to talk about um what happens when they get to middle school. This is what will happen pending your board approval tonight. Carver um with your resolution this evening will open their first section of kindergarten next year and then each year would add
another grade level after that. So they'll be on a little bit different timeline. Um but part of the reason for this if you look at this how people metriculate up through our grade levels here. Uh right now we have um Castle Elementary and Richardson Elementary
both metriculate up to John Glenn North High School. By adding Spanish at Carver, we then will have two immersion programs on the Sky Utartan side of the district. That way, we've got kind of a balance. Remember, we always try to have equitable opportunities. To be clear,
though, um if you're a student anywhere in our district boundaries and you want to be in the Chinese immersion program, you can get a bus to Eagle Point and you can follow this whole pathway up. Um, ideally once we get the Spanish going at Carver with your approval, then
students, if you live on, you know, the Tartan side of the district, you will go to Carver and metriculate up that way. And the Spanish, uh, if you're on the north side of the district, then you'll go up through the castle pathway. Um, so the goal is really to have kind of an equitable access for for at least those
a couple of languages that are going to metriculate up into the middle and high schools for each. What does it look like in middle school? Well, a lot depends on how many students are in the program and who we can hire. But ideally in any uh middle school program in order to the the heavy lift
in immersion is in elementary school. By the time they get to middle school, the goal is that we offer kids at least one, sometimes two if we can make it happen, but at least one period of their day in that target language. And this is not just a world language class, not just
because those are really important, but it's a content class. So one of the four core language arts, social studies, science or math. Many times it comes down to who we can hire that teaches one of those four core and also is fluent in that target language. So um we navigate
that and I spent many years um in my previous career in St. Paul schools overseeing a lot of immersion pathways and programs there. And every time a grade level of a new program was reaching middle school, we had to kind of look at who can we who can we find that can teach one of these areas. and
um and do so for at least one period a day. Sometimes it means somebody's toggling between the elementary to that middle school for that first group when they're really small group, but there's a lot of different pathways to go. By the time we get into 9th and uh 9th and 10th grade, um we're going to continue aiming for at least one core subject
taught in the in the content area in the target language. But sometimes if that's not uh available, we also have different opportunities um where we can bring in experiential learning where they're going to continue to keep their fluency up and continue to build upon um their
academic and their literacy skills within that content area. A lot of times you'll see kids getting into literature studies and novels and things like that that they're working on and in different experiences. As you know, and you've seen before, we have our bilingual seal exam here in district 622. Um the
bilingual seal exam is already open to anybody in any language. As our our immersion students metriculate up into high school, we anticipate having um a lot more students participating in the bilingual seal exam based on their background and experience with um immersion programs in our district. So,
we're very excited about that. Um and it will it'll work its way up. But if you look at this kind of program expansion from K to 12, this kind of gives you a grid of where these programs will be landing along the way. I know it seems like, you know, 2034 is way out there,
but don't you still feel like 2000 is like yesterday. Time flies, right? Like it flies fast. So we think it's way out there, but it'll come faster than we know. And so we've got some amazing folks working on it and um and really exciting um as we continue to grow the
program increasingly stronger connections with you know cultural groups, artists and residents and all kinds of different organizations that are really excited to continue to help our students grow and develop and and staff. One of the important things to consider in immersion programs is that
they are programs within a school, but making sure that all of the school has is celebrating and learning about the culture together. Um, you know, at Eagle Point, we recently had a big, you know, Lunar New Year celebration. And it wasn't just the immersion students, you know, dressed up. The whole school, everyone on the staff was wearing red
and celebrating, you know, welcoming the year of the horse. And it becomes a real cultural experience for the whole school. And that's the goal is really to make sure that it's an opportunity and and to the extent we can offer as many opportunities um for um parents and
older siblings to connect with the language that their children are learning as well. So um it just kind of takes off once it gets going. Something I want to mention because this comes up a lot as we're talking about budgeting. Immersion teachers are paid the same amount of money as regular classroom
teachers are. They are regular classroom teachers. are teaching in a target language. There are some initial startup costs with some materials and things like that. Um but you know for example Spanish CLA is our our our program in Spanish for um for literacy. I mean our
our English program for um literacy and English in all of our classrooms. That same program sells a Spanish version. We just and Heidi's sitting down here. Heidi will give she'll put in orders for the number of kits we need each year for every classroom. Um there's a little bit more that goes into we do have um a
written um uh purchased curriculum for our Chinese program Mandarin Matrix and we you know we just order supplies from Andrew Matrix for that classroom setting. Um and Mung immersion we have to do a little bit more of translation and work. So there's some translation efforts that go into um building all
those lessons and curriculum. But once a grade level is done. So like our right now we're up to third grade. We've got two more years to go in ele school and then we'll have every grade set. So, there are some initial startup costs when a new grade level starts, but um
it's really not a question of whether or not it costs more money. Um it's really about giving kids more access to opportunities within the existing setting. Um I want to make sure everybody knows for our vast viewing audience, although I did hear there's a bit of a problem with our live stream tonight. So, um it
is being recorded. If you hear it's not being broadcast, it the whole recording will be uploaded and it'll be online. Um, but we have our website to check out for our dual immersion for people to get more information. We also have an email address immersion atisd622.org which goes to several of us and um a
number of us are involved in regularly meeting about our our numbers and and taking a look at what the needs are for each grade level as we move our way up. So, um the programs have been incredibly successful um and and counting. So, with your approval later this evening, we
will move forward with that uh group of kindergarteners at Carver Elementary um that will have the opportunity to begin learning in Spanish. So, with that, I'll take any comments or questions you may have. >> Um thank you, Christine. Um, I know you
said that, um, if we, uh, do uh, open up the programming for Spanish at Carver that, um, students living in the south half of the district, they would go there if they were wanting to do Spanish. Um, the the kids currently that
are at Castle, um, if they live in the southern part, like, yeah, once once the program starts at Carver, are we going to switch them over? We're going to grandfather folks in who are already there if they have especially if they're siblings or whatever. We're not going to split up a family right now. We'll have
some grandfathering in for that very first group. Um so we actually went through the kids who were interested in this. We kind of looked at where they were at. If they have older siblings already at Castle, we're not going to split up families. Um but we're kind of we've been deep in the weeds. Trish has
been deep in the weeds with us on that line by line looking at each kid and every family that's interested to kind of figure out how that can all work out. But yeah, we're we're very aware we don't want to split up a family or relocate someone who's already in a program. Great question. I'm glad you asked that. >> Okay, thank you. >> Mhm.
>> So those 17 students we already have for Carver are not coming from Castle. >> Okay. >> And then Christine, in terms of student enrollment, would you say that these programs help enrollment within our district and making sure that students are or parents are choosing our schools
versus sending them elsewhere? >> Absolutely. In fact, um, as we kind of look around, there's there's obviously a number of immersion programs around. I'll speak for myself as a parent who lived inside of 62 boundaries. I commuted my kids into St. Paul schools.
They're all grown now, but I commuted them in every year through elementary school because 62 did not have an immersion program. So, um, not only does it draw folks in, but I think it's keeping some people here who might otherwise leave and go elsewhere. We've had a number of families too express
interest, you know, in um we've had a handful of families interested in in transferring over to our programs like from St. Paul um and other places as well. So, and quite frankly, as far as Chinese immersion goes, um the closest program, Jiming, which is in St. Paul,
is way over almost on the border with Minneapolis, and then Yingwa, which is in Minneapolis. None of our East Metro school districts even offer a Chinese immersion or a Mong immersion. Um, so those programs are geographically important for our part of the metro as
well because for people who really are looking for that. Um, they will drive quite a distance to get their kids to those programs. There's a whole car pulling system um out of Woodbury, there's a a significant Chinese population that lives in Woodbury who's commuting all the way into St. Paul and
Minneapolis. Um, I even heard it one time they chartered a small bus that the families were paying for. So, we want people, we're really working to get the word out so that people know that we're here um and the programs are um up and running and um they're not even new anymore here. We've got a lot of people
who've learned a lot. We've got some fantastic teachers in these programs. In fact, one of our one of our Mung immersion teachers last year moved here from Fresno, California because her sister taught in our Richardson program and she moved here to teach at Richardson with her sister from a
program over there in California. So, um it's getting a lot of a lot of good um good energy and really strong teachers, too. We're very excited about that. >> Um I would love to be in Fresno, California right now. >> I know, right?
>> Um but the the reason why I asked that question is because it's so important that we capture those per pupil dollars cuz funding follows students. Um, so I think this is a a key um thing to be doing and in order to make sure that we have those dollars not leaving the district and funding all the great
things that we do. Um, in terms of looking ahead into the future into future years, um, will it be a challenge to recruit, you know, the fluent teachers at the higher levels in order to sustain this program or what's our thoughts there? >> You know, I will tell you this. Um, we
don't believe so. I will tell you we have postings up right now because every year we have to add a grade level. You know, we're having to hire. Um I would say the most difficult language that's been we were most concerned about staffing for was our Chinese immersion. I think last we checked with Sean, he's
got multiple qualified applicants already for his his next hire. Um and so once word gets out, there's there are speakers of these languages all around. And when people start, again, it comes back to that conversation we were
having. You know, you heard from our amazing dream team, and by the way, our elementary principles are amazing, as are our middle and high school. But, um, and those who aren't here tonight are also amazing. I I would argue they're actually, and I've worked for 30 years in education. I've never seen such strong leaders as we have in this
district right now. And when people um value where they work and where they they um when they come and work here and then they tell their friends it's a good place to work, that's the best recruiting strategy we can ever find. Be the best employer in town. Be a place where people have voice and choice in
the development of things and that people have a say in what's happening and create a culture cuz I always say people don't quit jobs, they quit bosses, but they also quit work cultures. And um when you when anyone joins our teams new to us, the most
important thing is that they feel welcomed and supported and um part of something really really important. And that's happening. And so some of the best recruiting we're getting is just from our own teachers, you know, it's pretty exciting actually.
>> Um Christine, I want to ask a question. Oop, sorry. Um, are the programs full right now? The Spanish, Spanish and Chinese in the month, >> they are completely full at the younger grades. Those first couple grades that
started, they had smaller class sizes and so we ended up creating split classes, you know, that kind of thing. But yes, absolutely. All of them have been full. In fact, um, our ele, in fact, we're on track already to have full kindergartens already for next year
already, which was pretty early in the game for that to happen. So, >> right. And you talked a little bit about the curriculum, but I'm kind of wondering like is the curriculum aligned? Like, is if I'm talking about Spanish at Castle, are the Spanish the students in the Spanish classroom
learning the same thing but in Spanish that the students in the >> Absolutely. And in fact, um, Heidi's still here. He Heidi's nodding because she's put thousands of hours into that topic. Um, we have to follow state standards. So, the same math standards
for kindergarten exist whether you're in an immersion classroom or a non-emersion classroom, same for literacy standards. Um, and so we have lots and lots of conversations about that. Um, the one I will tell you that's a little bit different in terms of language and
literacy is the Chinese because and there's a lot of discussion out there about um in China when young kids learn how to read, they don't learn to read phonetically, they learn through shapes and characters first. It's a different process. Um there's a layer that we have
had many conversations about the use of pinion which is a a way to kind of bring it into a more phonetic way to teach Chinese characters and and literacy. Um so we have a lot of discussions within not only our own district but with we're very connected to the Chinese immersion
uh programs all around the state. There's a big one in St. Cloud and and Minnotonka and Eden Prairie and St. Paul and all of us are talking about how to make sure we're maximizing um our our target in this area, how we're
maximizing our work. It's a little bit easier. Um although Mung is different, it's still using the Roman alphabet. So you're still talking about phonics in the same kind of a way. The Spanish language still uses the same Roman alphabet. And so um the one conversation
that's a little bit different is in the Chinese immersion environment. Um, but if you uh happen to see the video I shared with you of some of our Chinese immersion kids, they are reading and writing and it's pretty remarkable. Um, but we're working very closely and also
the state has come out with, it didn't used to be that the state had expectations and guidance around immersion programs, but they do now and we are very closely aligned to all of that. I would say one of the strengths of our teaching and learning department is they're very very tuned into um
exactly what's required within every every state standard and what the guidelines are for those areas. And so um like I said, we don't do any of it alone. Everything we do is connected to everybody else who's in that work together. And and um and that's a pretty exciting thing, too. But it's a great question.
>> Great. Just one more quick question. So on your pie where the most other language. So like if you go to 8020 one more. Yeah. So this is where you're getting the most of the second language or the other language.
>> But you still have that slice of English. Is this I was wondering about the phonics, you know, and all that new >> Yep. >> So are the kids still getting enough? >> They are still getting some English instruction and English literacy instruction during that time. Yes. Mhm.
>> But the skills still transfer. >> Sure. Yeah. >> Yep. Mhm. >> I think it's very exciting. Like you, I wish my kids would have had the opportunity to do, >> you know, it's so interesting and a question that comes up sometimes for families um who've not they didn't grow up themselves or they don't speak the
language. You know, how as a parent, how can I help my child if if they bring homework, for example, and I don't know that target language? How can I help them? Well, we always talk about the fact that first of all, teachers don't send homework home. That's new learning. It's always something they practice. Our
teachers are very good at sending in recordings and links to things so parents can practice with that at home. Um, and so it's all about revisiting um setting up things that they can practice and that they are familiar with. But we also send home our our staff are really
good about guides for families. Um, I always tell parents, if you are wondering about it, but you're not sure, come and visit. Come and visit one of our classrooms and see what it looks like and feels like. And as board members, we'd invite you too to come and see what it looks like in a classroom to
see um you'd be amazed at how well kids are doing in those environments. And something to know that's true not only if you're learning um a new language or if it's your home language, receptive language comes before productive language. >> If you've ever studied another language,
you can understand or even little babies, right? They can understand what their parents are saying before they can maybe say those words. If you've ever studied another language, you can understand words and phrases maybe before you can say them very well. That's receptive language comes before productive language. You can read
something before you can write that same thing. The same is true in your own language. If you're growing up as a kid, you you know, sometimes you can see words before you can write those words. So, receptive language comes before productive language. So, what you'll see in classrooms in kindergarten from the
very very beginning, um there's rituals and routines, you know, when teachers say, "Okay, everybody to the cha, you know, and the rhymes and the chants." Kids can follow along with all that before they sometimes understand all of it, but they they very quickly learn how to ask to go to the bathroom, and they very quickly learn it's time to line up
for lunch. there are certain things and then after a little bit of time they're able to say these things and ask the questions and all of it is structured and scaffolded. Um but it's really really good for all kids you know to um practice together and there's so much chanting and rhyming and singing that
goes on in those early days to get the flow of things going. Um it's it's almost like magic and by MEA break you know that MA break in the middle of October it's astounding how well kindergarteners are learning. So, >> it's pretty exciting. So, anyone who has
questions or doubts, we can set up visits anytime in classrooms for prospective families who are considering this. >> Um, I'm very supportive of this. Uh, I think this is the future. I mean, what are we at? 75% of our students are uh uh
>> multilingual, >> are not white. >> So, this is our future. Um I but I'm assuming that these programs are not appropriate for special education students. >> They are they are appropriate for all
students. Now every family has to have a conversation about um the needs of their child, right? But one thing to keep in mind around the world kids learn two three languages all the time regardless of whether they have a special need or not. Um and something we we really talk
about is that these programs, public education programs are open to all and special education staff um in these kinds of environments, they learn to adapt and they we do a lot of work around, you know, assessing students um skills in their home language as well as
in the language that they're learning. Um there are times where a parent might decide, you know, um it's it's too much for this child at this point in time. I'm not sure it's the right fit. As I always tell parents, you can always, if you are in a program like this, you're
not stuck for life, you know, you always have rights to go back to a regular classroom if you want to try that. Sometimes people say, I'm really nervous. I've got a child, you know, who has autism or other needs, you know. Um, we work with every single family in those areas and sometimes they'll say, I
want to try it for a few weeks and just see, you know, how my child is doing and if they have to change their mind, they can. We absolutely welcome all learners. It's um it's required by law anyway, but it's also really important to recognize that, you know, I think the United
States is one of the few places where we don't teach our kids multiple languages in school anyway. And so um we work with all kinds of different students um in special education who have different needs along the way as well. >> Okay. I I
Yes, I understand that. I I'm just thinking about the parent who might be very gung-ho and sort of blind to the fact that this is not really the best placement. >> Well, what we do is we work closely with
the parent >> and we will invite parents to come in and see how their child is doing. >> A child with a speech and language need, you can work on a list whether you're in a classroom or learning in another language or not. Um, sometimes it comes down to what the child's tolerance is
for new learning and frustration and sometimes it's about figuring out. There's lots of workarounds. I will tell you having spent most of my career in these programs. I've had many, many, many, many, many of these conversations with families and the most important thing we do is partner with the parents.
You know, come on in and take a look. Come and see what's happening with your child here. let's have a conversation about, you know, what we can do to support them and what options exist for them. If if you choose that this is where you want to go, here's some ways that we can work together to kind of
make it happen. Um, we've created in rare cases sometimes um a partial a different schedule for that child where they have doses of it, but they don't maybe have it. You know, there's lots of workarounds, but it's an individualized education plan. An IEP is individualized for a reason. It really kind of comes
down to what that child's needs are. Mhm. >> Um, but the parents are number one the most important partners in all of that. And so sometimes it comes down to having them observe and see what's happening in the classroom. And if we have concerns, we can bring them in and have conversations about the best path
forward. But I want to be very clear. Um, we don't say you can't be in in this program if you have certain special needs because when a child's five or four when they're enrolling in kindergarten, sometimes you don't know what they're capable of until we get to school. So >> yeah.
All right. Yeah, it's great. Thank you, Christine. Um, the next on their agenda is the action items. And first we have finance the acknowledgement contributions. >> Okay. Um, Minnesota statute 123b.02
O2 permits school boards to receive for the benefit of the district requests, donation or gifts for any proper purpose and apply the same to the purpose designated. In that behalf, the board
may act as trustee of any trust created for the benefit of the district and for the benefit of pupils thereof. Therefore, the director of finance recommends the following resolution. Be it resolved by the school board of independent school district 622 that the
school board accept with appreciation the following contributions and permit their use as designated by the donors. There's just two tonight. One is the Stillwater Elks Lodge that has donated $1,500
for the support of club activities. And the second is Patricia Svenson who has donated $500 for communication. So the total for fiscal year 2526 is 37,11586.
So I would move to accept uh these contributions with appreciation. >> Thanks. Moved by Livingston. >> Second. >> Second by Swore. All in favor say I. >> I. Ill post say nay. So that passes and
thank you very much to those donors and thank you Nancy. >> Um next on agenda we have human resources and we have several agreements. Yes. Uh good evening chair Yenner Superintendent Tutoro and members
of the board. The first uh resolution I'm bringing forward is the ratification of the 2527 clergo contract. So the district has reached a tenative agreement with OPIU which is local 12 representing office and clerical employees of the district
for again the contract period of July 1st 2025 through June 30th 2027. The membership of local 12 has voted and ratified this agreement. So this proposed settlement is a 2-year agreement. The terms and conditions of
the agreements include a 2.75 increase to the salary schedule in the first year of the contract and a 3.0% increase to the second year of the contract. In addition, the district contribution towards medical insurance had no
increase for year 1, but was increased for year two from $73012 to $83.13 for single and from $1,713.86
to $1,85524 for family coverage. This year 2 increase will impact selected employee groups within the unit and those on the HSA plan. Therefore, I am asking that um this resolution be approved.
>> I think I need to read the resolution. >> Can I ask a question? >> Yes. >> Are are those medical insurance um increases per month? >> Yep. For the district contributions. >> Okay. Thanks. >> Thank you. That's quick. Okay. So, be it resolved by the school board of independent school district number 622
that the 2025 2027 clerical and office employees local 12 agreement be approved as written. Can I get a motion a second? >> So moved. >> Okay. >> Moved by Rosemark, second by Livingston. Any discussion? Okay. All in favor say I.
>> I. And >> all oppose say nay. Okay, that's approved. The next one. Great. So there's going to be four um resolutions coming up next and these are all insurance related. So these resolutions are developed through a review process
with the district's brokers and the insurance committee. The insurance committee is made up of representatives from each bargaining group and administrators. Um we evaluate proposals and consult with the brokers and we are bringing forth these four recommendations.
So, the first resolution is for the self-funded medical insurance. The district is currently in the final year of a two-year agreement with Blue Cross Blue Shield. So, in compliance with Minnesota Health Transparency Act, um
the district would offer bids for its health insurance plan. And based on the proposals that were received, it is being recommended that the district accept the Blue Cross Blue Shield two-year proposal, which includes guaranteed fixed cost and no increase in
the second year, which is effective July 2027. So, after reviewing the plan usage of the self-insured health fund reserve, the overall budget rate will be increased by 10.4% with no use of reserve funds. Um, therefore, I'd like to request
resolution of this renewal as well. Okay. So, be resolved by the school board of independent school district 622 that Blue Cross Blue Shield be the self-funding administrator for the period of July 1st, 2026 through June 30th, 2028. There be an overall 10.4%
increase to the current budget rates for the period of July 1st, 2026 through June 30th, 2027. and the HSA health plan deductible increase effective July 1st, 2026. So, can I get a motion and a second?
>> So, moved. >> Okay. Moved by Rosemary. >> Second. >> Second by Livingston. Any discussion? >> I'll I'll just note that health insurance costs, you know, are continuing to rise for folks and this is one of the biggest drivers of costs that we're seeing um for for our school
district and our school districts. Um, and when we have, you know, in terms of money coming in being held largely flat and costs for health insurance alone increasing by 10%, um, it creates situations where we have to cut $5 million in order to rightsize things.
So, yeah. >> Thank you. >> Anything else? >> Okay. All in favor say I. >> I. And all oppose say nay. Okay. That one is also approved. >> Thanks. The second resolution is the self-funded dental insurance. This
resolution recommends remaining with Delta Dental and Delta Dental has proposed increasing the admin service fee from $5.17 to $549 per employee per month and that rate
guarantee is for 3 years. So the recommendation is to maintain with the current budget rate of $16.30 30 cents per month. And I would also like to request for a resolution to approve this, please. Okay. Be resolved by the school board of
independent school districts 622 that the district approved Delta Dendle to be the self-funding administrator for the period July 1st, 2026 through June 30th, 2029 and a budget rate maintaining the current rate ofund or $106.30 30 cents
per month for dental insurance for the period July 1st, 2026 through June 30th, 2027th. >> So moved. >> Moved by Rosemark. >> Second. >> Second by Livingston. Um any discussion?
>> Okay. All in favor say I. >> I. And all oppose say nay. >> Okay. That is also approved. >> All right. The third resolution is for life insurance. And this recommendation is to remain with the current carrier which is proposing no premium changes
effective July 1st, 2026 for a 5-year period. So this proposal also includes no rate changes for dependent life coverage or retirey step rates beyond age 70. The contract which is provided by National Life, sorry, National
Insurance Services underwritten by Madison National Life Insurance Company guarantees these rates from July 1st, 2026 through June 30th, 2031. Therefore, I'd like to request this resolution be approved as well, please.
Okay. Be it resolved by the school board of independent school district 622 that the school board approves a contract for employee life insurance coverage with Madison National Life Insurance for the period of July 1st, 2026 through June 30th, 2031 continuing the current basics
supplemental independent life premiums and retirey steps as follows. Can I get a motion and a second to approve? >> So moved. >> Moved by Rosemark. Second. >> Second by Livingston. Any discussion?
Okay. All in favor say I. >> I. >> And all oppose say nay. That one is also approved. Thank you. Okay. My last resolution. Last one >> is for group disability insurance and um in accordance with Minnesota statute, the district is requesting proposals for
the July 1st, 2026 plan year. This recommendation is to remain with the current carrier which is proposing an overall premium decrease of 5.4% effective July 1st, 2026. And this is again for a 5-year period. So the
contract provided by National Insurance Services and underwritten by Madison Life guarantees these rates from July 1st, 2026 through July through June 30th, 2031. Again, I would like to request for this um resolution to be approved. Please.
Okay. Be it resolved by the school board of independent school district 622 that the school board approves a contract for employee disability insurance coverage with national insurance services underwritten by Madison National Life Insurance for the period of July 1st
2026 through June 30th 2031 with rate of 222.5 per 100 monthly payroll with a constant 3 cents administration rate for the short-term disability. ility plan. I got
a motion, a second. >> So moved. >> Okay. Almost had a clean sweep. Okay. Moved by Anderson, second by Livingston. Any discussion? >> I'll just give a quick shout out to the insurance and compensation committee for
all the tough work. And I know Kea has been on that group and she's not here tonight. So, I just want to say thanks to her, too. So, and and thank you for all your work. >> Thank you. I'll pass it along to my team as well. >> Great. I'm done for tonight. Any other discussion?
>> All in favor say I. >> I. And all oppose say nay. >> Okay. Also approved. Thanks. >> Thank you. >> Okay. Next we have teaching and learning the resolution for the Spanish immersion. Should I just go ahead and read it?
>> Go right ahead. >> Okay. >> Now that you know what it's about, >> right? Um it's really it's really long. >> I think that you could be resolved.
>> So this is available in um from the website and also from the business office. Um so be resolved for the school board of independent school district 622 that we hereby authorize the establishment of the Spanish dual language program at Carver Elementary
School beginning with kindergarten and 2026 2027 school year. So moved. Okay. Moved by Rose, second by Livingston. Um, any discussion? >> I'm excited. >> Yes. >> I think this is great.
>> Yes. >> Also very excited. >> Yes. >> Um, I'm excited, too. Um, I think that uh um our district really stands out in the East Metro um for our uh diversity. I see it as a huge strength and I see
expanding our um our programs for dual immersion as just a way to really build on that strength and uh to provide opportunities for students in our district to attract new students. Um and uh I I'm excited for this.
Anything else? Okay. All in favor say I. >> I. And all oppose say. >> Okay. That motion also passes. Um, finally, we have set the agenda and location for the April 14th, 2026 work
study session to begin at 6 p.m. at the district ed center in conference room 202 and contain the following agenda items: budget discussion, policy work, November elections, superintendent check-in, and board check-in. Can I get
a motion, a second to approve that? >> Some moved. I'll second. >> Okay. Moved by Rosemark, second by Swore. Um, all in favor say I. >> I. >> And all oppose say nay. >> Okay. And then we have board
communications. Um, do you want to start off? >> Sure. Yeah, I can start. Um, let's see. So, I had the pleasure to be at Tarton High School late last week during their win time uh with the National Honor
Society and the student council students uh where I and the president of our Rotary Club for North St. Paul pal Mapwood Oakdale Rotary came and talked to the students about Rotary Club um and shared with them uh you know ways to get involved and what Rotary Club is with
the hope that um we can kind of collaborate together. Um, I kind of always like to say that Rotary is kind of like NHS for adults, I guess. Um, so, um, really excited about, you know, that kind of community partnership that we're forming as well. And, you know, Rotary,
it's 7 a.m. meetings on Fridays. And even after that was shared, one of the students was excited about coming to Rotary. So, um, I was very impressed with that. But yeah, Um,
so I uh was a a judge at the Weaver STEM night along with Charlotte, I think. Caleb, were you there? >> I was at the science fair. >> The science Yeah. Wasn't that the STEM night? Science fair deal. I don't know. Same deal. >> Okay. Same event.
>> And Charlotte was there as well. Yeah. And uh it was really impressive, you know, seeing all these little kids with their science projects. Um and a first grader told me they she wanted I think she was or was she a second grader told me she wanted to be an astrophysicist.
>> No, she was so I'm like this is great. Be an astrophysicist. That's great. >> Um so um and then uh have we got a minute for a little bit of humor? Okay. And so I
don't know if the if everybody watches the Academy Awards like I do, you know, every year, but um they had uh the woman who won the best actress award, Jesse Buckley, was in a movie called Hamnet >> and it was just fabulous. But in this
movie, which is about Shakespeare and the writing of Hamlet, she has a baby in the woods. She has her baby in the woods and Conan O'Brien said at the Academy Awards that this is an example of
affordable care in the United States. So sadly we uh yeah we have a long way to go to fix our uh broken health care system. But anyway, thank you. That's it. Um, I know you had uh talked about it
earlier, but um I I want to congratulate the Tartan boys basketball team um for their win last week. Um I uh I got to watch it um um live streamed um while on spring break with the family. We were uh
in South Padre Island. Um I otherwise I I would have been there. Um, but uh you could just tell how much energy and excitement we had in our gym. Um, and uh I'm just happy that they they were able to uh really uh push through. Um, and
they they played really well. Um, and I'm I'm really excited to to see how they do um at the beginning of the state tournament. Um, as we're talking about the importance of immersion and language and the tie between language and culture, I
think it's um I'm going to highlight uh the how awesome it is that um our American Indian Ed staff received a grant for culture and language um and that we have a really great instructor um in the flight program who is bringing in kids from um not just the Native
American kids um to start to learn Dakota and Oji way and um using those grant dollars as well. Now on Monday nights at the Oakdale Nature Center um there's an opportunity to learn Ojiway and Dakota and for the entire families
too um because if we're going to save these languages as well using them around the house and using them with other people um is really important. And um Becky Buck mentioned how awesome it will be when we can say gawin which means no or migu which means thank you
um just the same way that we use adios and gracias right like everyone knows what those words mean um and so if we can use them enough that they become part of the lexicon for everyone I think that'll go a long way to preserving them and so I think that's just it's another
extra thing that um these staff members are doing um to make sure that these kids have these opportunities. So, um along with that, uh starting tomorrow, I will be at the um MIA conference, Minnesota Indigenous Educators
Association, I think, down at Mystic Lake for 3 days of uh community and learning, including how to show up as as schoolboard members. Um how to support our teaching and learning um SEAL um is going to be an important discussion there as well. um and for the the parent
committees to be able to be really effective. Um and so I'm really looking forward to that. Thanks. >> All right. Thank you. Um okay, the last thing on the agenda is the future board meeting dates are April 14th, 2026 work
study session and an April 28th, 2026 business meeting at 6 p.m. in the boardroom. Anything else before we adjourn? No. Okay. Can I get a motion, a second to adjurnn? >> So moved.
>> Second. >> All in favor say I. >> I. >> Okay. Meeting's adjourned. Thank you. Everyone young and