we are starting i'd like to call to order the school board uh regular meeting March 18th 2025 uh first up is our pledge of allegiance so first up is the approval of the agenda um could I get a motion and a
second second all right moved by Swore seconded by Martins um any discussion all right um all in favor say I and all oppose say nay okay um the um agenda is approved um
first up we have a public comment um is this is an opportunity to um for the public to comment on items speakers shall register by completing the public comment signup sheet state their name and will have between two and four minutes depending on the number of
speakers to speak on a topic uh the public comment section of this meeting shall last no longer um than 30 minutes and um just as a reminder uh board does not usually respond um in the moment um but if they request a response um the
superintendent will um respond so we do have one person today um my name is Miriam Janichek i'm a parent of kids in the 622 school district i am here today to request discussion about 622's engagement with
and use of MCA assessment data i spent over two years working at the Minnesota Department of Ed in the statewide assessment division under the direction of Jennifer Dugan one of my projects as a public engagement specialist was to instruct the public on the purpose of
the MCAs and encourage school districts to use the data appropriately however the CO 19 pandemic significantly hampered these efforts i support our statewide standards and assessments and believe in the principles of equity that
undergur them however one can have too much of a good thing minnesota academic standards cover significant breadth and depth of content which doesn't necessarily reflect the realities of how much content kids can digest each school
year there are too many academic standards to write a reasonable length MCA to assess each kid's standards aligned public education instead students answer a very small number of questions compared to the number of
questions it would take to demonstrate their knowledge of all relevant standards therefore the MCAs require large groups of students to take the test so that aggregate data can be used to evaluate school districts mca results are a reflection
of school district curriculum and instructions alignment with Minnesota academic standards that is all this is important to understand because every bit of data generated by the statewide assessment is about the
district's curriculum and how well the instruction at the district level is teaching a curriculum aligned to Minnesota academic standards the data is not about individual student learning it
is not about individual teacher efficacy 622 generates a lot of data that reflects those two things but MCA data does not none of us control the legislature or the interpretation of legislation by MDE however the school
board can set the goal of improving understanding of and actually participation in the MCAs first educate 622 families and community on the purpose of the MCAs with school scores popping up all over Zillow and
other easily accessible and searchable websites we should all be invested in telling an accurate story about our schools using appropriate data second use the district's authority as an independent school district to create
an optin culture for individual MCA scores students receive individual scores because of legislation not because professionals in the assessment field think it's a good use of data isds
have the responsibility to dis to distribute test scores so 622 administration is uniquely situated to mitigate inappropriate use by limiting the distribution of scores to only families who feel strongly about seeing
results third the school board can prohibit the use of MCA data in the evaluation of individual persons students teachers or administrators even though MDE provides districts with this drill down data I cannot emphasize
enough that it is not appropriate for individual level use finally return to static SCR uh Scantron testing rather than tablet-based responsive tests a testing format that selects the next question
based on a student's previous answer does not reflect the generalizing purpose of MCA participation a static test is an available option would save time uh instruction time by not requiring the same practice as a
tablet-based assessment and would and would facilitate a much more equitable testing experience if you have any questions about anything I've said tonight I'd be happy to answer them thank you for your time thank you thank you
um next up we have our consent agenda um this consists of routine items that are acted on in a single consolidated motion without board discussion board members have the option of pulling items off the consent agenda if they wish to discuss them or consider them individually um
does anyone want to pull anything off to discuss okay um can I get a motion and a second to approve all right moved by Martin seconded by
Livingston um any uh discussion all right all in favor say I i and all oppose say nay all right the consent agenda is approved um and then we have our reports so our student um school
board representatives hello everyone um I only have a couple updates for today uh you know spring break cut out a chunk of that so I was in Mexico soaking up the sun it was wonderful but we'll get back
into school so North Drama is having their spring play which is Peter and the Star Catcher The Neverland You Never Knew um one of my good friends is uh one of the leads so I'm super excited to see that uh the dates are April 3rd through
the 5th at 700 p.m and April 6th at 2:00 p.m so if you're interested in going definitely go they're amazing actors all that stuff um our knowledge bowl hosted um the Norlander Metro
Regional knowledge bowl so that's super cool i did not know that was happening but that's awesome we have a new volleyball girls head coach uh her name is Georgia Tilton uh so that'll be super
exciting for them we've had the same coach for a long time so it'll be an adjustment but I'm sure that she is super awesome uh last on this list is support DECA uh with the Deca Burger so they teamed up with Max so if you don't know
Max is so good it's right down the street and $3 from every burger will fund student meals at their Minneapolis event this March so go to Max um there there's no date but that's okay
so uh other updates uh we have prom coming up we have um I'm personally having hosting an event tomorrow at Farmington for my Capitol division student council so I'm excited about that that'll be our
like that's like an election type of process for that event um but yeah oh we have coffee house acts going on hosted by NHS and student council together so that's like a talent show uh you can audition they already
happened uh pre-spring break and now it'll be in April that everyone will perform so that's always super fun some even the teachers perform so super fun to watch super exciting it's after
school um yeah any questions yeah so I just have to for the rest of you say tell you that Cece crossed the red line to help me figure out the scores for the Tartan games because I
couldn't text Kaden because he was a little busy on the court playing to ask the scores so Cece was coming in clutch for me when I'm like I had to leave what's the score find the score so um I appreciate you um finding a way to tell me what the Tartan scores were cuz that
was very I like couldn't find it anywhere and I was like I can't go to bed without knowing so I appreciate that of course and also Tart for those of you who don't know Tartan basketball did amazing this year i think they lost their one and only loss in section so
that's so awesome i wish Kade was here to talk about it but that's okay so yeah we have a great They have a great basketball team i just wanted to add one thing Cece okay number one I did try that burger and it's delicious
the Deca burger yep but um I got a text message from some folks involved with boys volleyball and it was the start of the first official Minnesota State High School League boys volleyball ever so that was exciting and I know I was
involved in that and so was Christine and a bunch of other people so we were excited to Yeah well that's awesome yeah i know we have a pretty good boys team at our school so yeah that's great thank you
Cece um next up we have um Superintendent Oh Assistant Superintendent do you want to say anything no Christine I'll turn it over to Trisha to introduce good evening Chair Yang Superintendent Tuchio Sorio and directors of the board it's my pleasure to have several of our elementary leaders here with us this
evening to highlight much and all of the remarkable work that's being done with all of our kindergarten through fifth grade students and families so please join me in welcoming our three of our elementary leaders here we have Kenny Newbie who's our principal of Justice Alen Page Elementary we have Travis
Behringer principal at Cowan Elementary and Sunny Sha who is assistant principal at Eagle Point Elementary uh Chairperson Yang Superintendent Tuchio members of the school board and uh Superintendent's cabinet as well as our student board representatives good
evening thank you for the opportunity to share with you tonight um just to double check am I good on the All right perfect uh our goal here tonight is to provide you with all the highlights of the elementary school focus on our strategic plans for the 2425 school year uh we are in also intending to provide enough time
to be able to address and follow up any questions that you may have uh following our presentation our team will be sharing the microphone so we'll jump on and off as we go through and I'm going to begin with a visual of our school district um strategic plan before
starting off with the goal number one which is um academic achievement so this is something you all recognize and we're going to go pe uh point by point as we move through here so in the area of academic achievement all students will successfully meet academic standards we want to highlight
a couple of those areas um especially around the areas of uh literacy and numeracy tonight so you may have heard over the past two years the the acronym uh CKLA uh which is our our instructional
resource stands for uh amplifies the company and stands for core knowledge language arts so if you've ever kind of wondered what those uh those letters stand for that's what it is um very much in line with what our uh speaker spoke uh just a little while ago
talking about ways that we assess right and is much more than uh our MCAs but for instance in the area of CKLA uh in assessments include uh reading comprehension words reading and isolation fluency word recognition dictation grammar and morphology and end
of unit assessment so those are all built in as part of the work that we do here uh we want to shout out Caitlyn and Emily our district literacy content coaches who really assist our student I mean our teachers uh and therefore our students but things like creating slide decks to walk teachers through
administering collecting and analyzing assessment data uh spreadsheets that are created in collaboration with our um research evaluation and assessment department to collect and analyze CKLA assessment data um kindergarten has assessment datas for each skills unit
and then a reminder that the district teachers of reading are engaging in comprehensive literacy training through Minnesota's read act this year we've begun the third and final cohort for this year it's been a tremendous undertaking by our teaching and learning department and at the building level we appreciate the collaboration and the
planning of available staff learning times to make this happen uh when we talk about some of those uh stretches into year two really looked at how do we maximize the professional development and the assessments that are
part of this so we know what we're instructing and what their students are are gaining from that instruction so district professional learning on using literacy assessment data to make decisions and provide remediation support during our win time just a reminder that our win time stands for
what I need time and it's a 30 minute block that exists for every grade level in every school in grades K through five and all students receive content that is tailored to their needs during that block examples include additional practice time evidence-based
interventions multilingual uh learner support special education instruction advanced academic instruction and more uh building professional learning on uh creating and building language speaking and listening skills and then also using
our data to inform our instruction that's really been a focus of year two in the professional development piece i'm now going to step over uh to the side and Kenny will take you through some of the math information all right thanks Travis once again Kenny Nubbie the new principal at Justice Island Page Elementary and before I get
into this just want to say uh we're having such an awesome year at Justice Island Page i'm so happy to be part of the team so thanks for letting me join the team last summer moving into math uh similar to what Travis covered there was some of the different math different ways that we evaluated math and our and our growth within math some of the
different assessments that we use uh the another acronym up at the top here is we have MX18 which stands for math expressions which is the curriculum resource that we are currently using some of the assessments that we continue to look at for um to look at both our
student growth and and to look at how we're doing as a system include our curriculum based unit assessments within MX18 our daily formative assessments on a daily um basis within the classrooms and then within our FastBridge suites looking at the early math assessments for our young grades and then our AATH
assess assessments in the intermediate grades we've been doing some professional development doing in the area of in the area of math discourse across the district this year as well want to give a shout out to Samantha Connor who is our district math coach uh content specialist uh when we look at math
discourse and the reason the why behind that one of the reasons is we've we've had a as you may know a tremendous growth in the number of multilingual learners within our district and that continues to rise this focus on math discourse is providing students with opportunities to have discourse in the area of mathematics um it's not just
about can you calculate but also can you can you ask questions can you explain your thinking can we work collaboratively and we've seen that the work of um this is is making a difference in our classroom so this is uh kind of something we've been sprinkling in throughout the year and
math is getting around to all the different schools to work on this professional development and the work that we're doing here is good for all students in our classrooms we also want to highlight some of the work that we're doing with our ML program with the co-eing model that we've implemented uh so ML co-eing
partnerships have helped to provide strategies to to develop the academic language skills of all students through practice in reading writing speaking and listening also our ML teachers provide input to strengthen the equity uh of formative and summitive assessments by providing needed supports for our ML
students these supports include things such as pictures word banks graphic organizers and sentence frames teaching techniques include a lot of gestures panamime and facial expressions kids participate actively in their learning with body movements gestures and making choices that help students who are still
developing their English language proficiency show what we or show what they know and as we know u when we continue to implement all these things in our classrooms these are good for all these strategies and methods are good for all students and it's great to see the work that they're doing collaboratively with the general classroom teachers
and I'll turn it over to Sunny perfect hi everybody um my name is Senresa Sha but I go by Miss Sunny at school and before I start I just want to say like we have the best job so thank you i just think being able to hang out work lead
teach elementary kids is so awesome and fun so thank you so much um goal number two of our strategic plan is about so postsecary readiness says all students will graduate fully prepared for post-secary success and we know that we are really key to um building the
foundation for them to be able to do that in a successful way so we also know that none of this even matters if our kids aren't at school right so attendance is a major major priority for all of us we know that Thank you um since the pandemic this has been a huge
challenge nationally and so we've made this a huge priority in our district and at each of our elementary schools as well so some of the things that we're really working on are early communication with families so reaching out right away um many of us in our elementary buildings pushed out materials before school started as
welcome home packets about the impact that that is made on our students when they're not at school and how important that is some people did we had teachers send postcard cards over the summer making sure that um students were ready for the first day of school making sure
they were feeling welcomed right away some of us sent out videos relaying the impact as well so it's about really early communication and then sharing with our families the impact of what happens when students do miss school we also want to make sure that students are feel like they belong in our schools and they're a really important part of our
community so when they're not there it matters so reaching out when we do see that kids are absent even the first day right away in elementary having teachers and having adults that are close to them reach out right away and say "We miss you is everything okay what do you mean?" And then the next step is really identifying getting to the core of what
is the root cause for their attendance because that varies for every different family and then intervening as we're able to and monitoring progress as we go on the next slide you can see that our trimester 1 um efforts paid off a little bit we want to do more but we definitely
the efforts that we've identified are working each of our elementary schools also has um attendance as a key priority in our school improvement plans as well as each of our teachers sets a goal around attendance to make sure that we're really doing that in a comprehensive
way so when we think about goals three and four the safety and security and the social emotional learning at the elementary level especially those go hand in hand um social emotional learning some of the uh things that would be uniform across
all seven of our elementary schools would be things like a community building circles uh and and a social emotional learning menu uh as you see on the screen there that uh uh teachers have access to that can either progress through them in a systematic way or
bring in when needed uh all school morning meetings or all school meetings uh where the entire school is able to gather together in some way shape or form to feel that collective um u unity in the school and um really being
proactive about students supports uh it's it's easy to set up situations that they are reactive when something has already happened but when you can implement a proactive approach um students feel more comfortable with uh the work that's being
done positions that work very closely with that are our behavior intervention specialist social workers and support staff for sure this year we continued our work with our school climate survey only we made a big
change and the change that we made was previously our school climate survey had been anonymous students filled out this information we took that information and found out okay we've got this percentage of students who are not feeling collected or connected with with school
and then we said we hope we know who they are it would sure feel bad if a student says "Yeah I'm going to tell you on this survey that I don't feel connected at school okay it's been a day it's been a week it's been a month and no one's checking in on this." So we
made this adjustment and um by doing that it allowed us to follow up specifically with so all of our schools once we got that information back we identified who were our students who were high-risisk based off of the the survey and what was our plan to move forward one of the things that uh we
asked ourselves is is this a student that we already knew about and already had plans in place or is this something that surprises we don't like surprises um surprises don't feel good at all it's like oh my goodness we didn't know about that this student was feeling this way the good news was some of those
questions can be tricky and when you ask them about a specific question the answer that they had was very specific well yeah that one time on the playground when I saw the student fall off the swing that's not safe like oh you're you're you're right you're right
and allowed us to really make some adjustments to that so in addition to that we could look at what are the trends that exist in our buildings what specifically should we target across buildings what should we add into our times when we gather together as as
school what of the SEAL menu items should we make sure that teachers are using uh in order to address some of the needs that we're finding out of that so that was the big piece and something I wanted to mention um because we've done the school climate survey before but this year it was different and we felt collectively like we really had more
actionable items that we as leaders and with our teams could [Music] take over it so this is a a PSA from the Weaver Theater Action Team just again showing ways that uh how it looks
and baby sounds to be safe at Weaver been there a few times i've never heard this on the playground but uh apparently it work so you got students that are volunteering um to show what it looks like um that was a 22 second video on what kindly play looks like on the
playground careful start yeah the next slide is going to be um highlighting some of the work that we've done with our breathing coach Natalyia Gaston and this is something that's uh been embedded in different levels across our schools uh throughout the district um at Justice Silent Page Elementary we've been
working with her for a couple years now she's come in to do some professional development with our staff about the importance of breathing and how that helps our work um she's done some individual classroom um sessions as well modeling this for teachers and teachers continue to use breathing techniques
throughout their day um at during transition times to start the morning out um other times of the day just to do a nice reset get kids minded or you know in their mindset ready for learning and so we just have one of the awesome things about this is she sends out regularly throughout the school year
different uh videos of students modeling different breathing techniques uh to all of our schools and we can share that out with teachers and they can use that as they'd like what's really fun is she does a really good job of having students throughout the district modeling these things and actually coming up with some of the new breathing techniques that they can model so let's
see here maybe this one won't work i guess that video didn't work but it was just another short 20 second video about um a kids demonstrating what breathing techniques can look like in in our classrooms you can model for us
yeah um our schools also partner with a program called PlayWorks and Playworks um is a an organization that comes in and works with our recess and um behavior staff um and it's really a way to be very intentional about what our
students are doing at recess and what skills we can teach them through play at recess so um we found that at our school it's really helped to build leadership on our recess staff they they approach recess in a much more intentional way um and the other thing that it's done is
really so every when the coaches come in they provide they have just tons and tons of games and they will actually do community learning times with teachers where um teachers and classes will take time out of their day to learn games together um which is just really important the importance of play and bringing joy into the classroom so that
students again are having opportunities to enjoy each other feel like they belong another thing that they really do is teach problem solving so the coaches are great at teaching um the junior coaches who are students in our
buildings um how to support younger students when they're out at the playground if a if a disagreement arises during tag or during soccer how to teach them to work on some of that problem solving together it's also provided a lot of leadership for our junior coaches so again these are fourth and fifth
grade students who um have a mentor in the building that's a staff on site and they meet probably once a month and they learn skills um they oftentimes it's students who we may not always see in leadership positions but they really gravitate towards supporting other students um and they just shine in these
positions oh and we as a district have been recognized as a blue shirt district um for prioritizing play and our collaboration with playworks all right so goal five is the equity and
inclusion and this is foundational work for us at the elementary level feeling welcomed and included as valuable members of our diverse communities in our schools is a primary focus and embedded in all of our work the following slides show a list and some
visuals of several experiences and are not meant to be all-encompassing of our equity and inclusion work so please know it is it is what we do and these are some examples of what it can look like when it's pulled out separately so thinking about family engagement events
and um the guidance that were provided by the office of educational equity monthly our American Indian education department um you see in the next picture you'll see some of what that looks like um our CKLA unit reviews and
additional um resources and continued collaboration and input to improve the the units and then also our cultural liaison so on the left there you see uh Robin uh storytelling as part of the American Indian storytelling that experience that
our students have uh the middle one uh that large snake around that child's neck um title one family night uh I can say that was not a cow that looks like weaver in the background there and then the examples of uh multicultural nights
again as experiences as part of the work that's happening around the equity inclusion which doesn't happen in instances it happens in all of the work that we do so with that we want to provide an opportunity to answer any questions that
you may have um we've highlighted some of those things that we've been focusing on this year but if there's anything else that you want to learn more about at the elementary level we are here to try to help as much as we can so ask away i've chaperowned a couple of events i
have a kiddo in Eagle Point so thank you for all the work you do with the age group that you guys have in your buildings it um it's a lot so and I just had a little second grade class so thank you so much for your your sentiments
that you said Miss Sunny of just you you guys love it you love it to lead you love to teach you love to support so thank you for what you do it's very evident walking into uh Eagle Point but just wanted to share um my experience with some of the stuff that you guys
presented on um the social emotional learning and how you guys really take an approach of it isn't one fits all and so I think that's really important for the student and their families that you guys
are really going to come and meet them where they're at and support them in whatever that might look like and so um I've gotten to experience that with my son so I just appreciate your guys's efforts and being creative and doing that because I think it really does make a difference to the families um because
sometimes they're just at their wits ends and don't know and they want to support their kids and so I think you all having the subject matter expertise and your amazing coaches behind you to help you with some stuff too I think um is a really great opportunity for
collaboration and just support to the students and the families so thank you um yeah thank you for the presentation i think it's very interesting that kids don't necessarily know how to make friends and they need to be taught i I
my uh prek grandson at Weaver I watched him one day march up to a kid and go "You're not my friend." which was true you know because he didn't know the kid you know he was just stating the fact but it's not the best way to make friends you know and and so I you know
you just can't assume kids know uh you know how to be thoughtful how to be kind how to make friends and and really parents this is their number one thing they want your their kids beyond just getting through chapter seven of some
book they they want the kid to be a decent human being a good citizen and um and have good relationship with others so um so I'm I'm glad to see that you have that emphasis on social emotional learning and um um the superintendent
always talks about uh her emphasis on school culture and I I just think it's so important i mean you can walk into any one of our schools and within I don't know a short period of time you get a feeling about if things are
working so um yeah so anyway do you still have a that buddy system where the fifth grader and the first grader um support each other do Okay okay i think that's kind of a uh sometimes these kids can learn from each other too you know
so thanks and expanding on that into that junior coach area yeah so some of those students when they put on that purple shirt or the vest or whatever they become celebrities out on the on the playground area there's nothing cooler than a fifth grader who wants to
engage first graders in a game of tag um and uh that's a really cool thing right i also want to thank you for uh the work that you guys do we know that early childhood is a foundation for
lifelong success uh basically but I wanted to know so these kids some of the kids that you're working with were preschoolers during the pandemic how how is that experience working with kids that the
Maybe we're not even in preschools yet and yeah how is that i I can go first and I can say it is noticeably different each year we move from the pandemic this year is different from last year which was different from
the year before and I think more and more of our students are um are coming with more skills because they're further away from the isolation that occurred during the pandemic so that's something that we've noticed um and uh it feels
really good yeah just to add to that I was just thinking this actually this past week um you know co seems like it was just yesterday but when we think about it our current fifth graders were in kindergarten in the spring of 2020 so we're already getting to that point where a lot of our kids you know were
just being born or you know in those preschool programs whether it was in the district or in daycarees or whatever so yeah it's definitely um it's definitely made an impact but we are seeing I think I think we're coming out of it um I think we all really noticed yes we know that there's a lot of data that
shows the how the how far how much ground we lost academically but just in our buildings and with being with the students I think we noticed exactly what you were saying um Miss Livingston is the that the lack of kids just being with each other and everything they
learn all day long with the help of adults coaching along the way that happens in classrooms all day long that's what we noticed the first year back is like oh my gosh these kids don't know how to make friends they don't know how to solve problems they really and so it feels really good to be gaining traction with
that thanks you guys um how is letters going and also I was just kind of interested in this slide with ELELL elevation and the kind of spike in ELLL learners and
um how long does it take in elementary school before your ELLL learners I mean I know you kind of use a pushin model I think is what Christine said instead of pull out so how long do they remain ELLL like typically
I can speak to that too if you like so yeah if you don't mind I'll jump in um just because I've been helping to co-supervise our EL program we in fact we'll bring Ibrahim in one of these days i was just thinking it'd be good for you guys to hear from him he's doing a fantastic job um so to be clear um for
elementary we've adopted Corola not letters as our training for the Red Act is that what you were talking about oh yeah i guess corola corola there was a couple different choices of which readact
training you would do okay yeah so I wanted to add to that um we have had some use of letters in middle school um but in early childhood but not in elementary so these guys here wouldn't have as much experience with the letters right and and not alphabet letters ls
the assessment tool right so the Yeah that that letters it is one of the options um and those of our teachers that had participated in that previously did not do corola which is similar which the same thing only that's every
district had a choice of three different training modules to follow okay and we chose corola not letters yeah so um when when I mentioned that our third cohort of the readact work so we're ch we're using corola to satisfy
the requirement for the readact um and so our summer cohort is completed our winter or fall cohort um just completed and what three four weeks ago our uh spring cohort has up and running and um
it's a lot of work um and it's really affirming to the work that we put in last year with doing um the implementation of our CKLA or the uh that comprehensive curriculum piece so they really go hand inand and it is going
well and then another question was the EL elevation that is a data warehouse that houses um information regarding our ML um student population our access testing data and so on and so forth so
it's it's um yeah it's just a data warehouse and that so that snapshot that you see on that page um is a screenshot from that program and it's just being acknowledged that that's where it came from okay I have a follow-up question on that if I
could uh it that that graph I I couldn't quite understand what it was trying to tell us it's it's that many students who are in the um ML program that it was 29 students just a few years ago and now it's 229 am I reading that right or is I I
think from the training if I remember the slide correctly the numbers that they have in the red boxes are just showing the different times that our our overall population has jumped and um I think the the one that was staggering to us was that 79 students and that was just within um I think it was from the
beginning of the year to to the midpoint of the year when this was presented to us in December so um I don't know the I don't know if this is this is we Okay so this is just one school's data point so that that was just used for just an example of what that could look
like at one school and just to give you a context um I just pulled it up in front of me in the 2122 school year we had 253 students um [Music] and now we've just enrolled 625 this
year alone we'll get a full comprehensive report for you but we have our numbers are staggeringly increasing by building and so um we will get a full report and bring Ibrahim in to talk with you about that um our elementary school with the highest ELEL population and
that's English language learners by the way we have more recently districtwide started using the term multilingual learner so we use ML um statewide it's still considered EL but we feel like multilingual is a little bit less deficit mindset if you will because
multilingual versus you're trying to learn English kind of a thing so we'll get to a comprehensive um report on how many students we have by grade level every every student who's in our ML program is also assessed on the um access test which tests their WEDA
scores it's a whole another database that's separate from also their literacy scores so um we'll bring Ibrahim back and do a better presentation so you can see a little bit more of where we're at with that as a district-wide picture as well but I will say this explicit instruction in literacy um that comes
with the Minnesota Read Act and the Science of Teaching Reading is very very good for our EL students and they're doing really well um in this new model i just kind of back up again and and echo the the thanks for all the work that you do and um the slides i kept
trying to zoom in and it just kind of goes to show how much data that you have that you look at and the different ways um and again the um attendance efforts are really appreciated and seeing that um improvement is awesome um I don't
know it's just it's just everywhere these days and you know to know that they're having hearings hearings at the capital about it um kind of really goes to show how everyone is paying attention to this now um I I'm kind of wondering and this is um my son was sitting behind you for a while until he had to leave um
but he's an ECF so you'll get him soon um but he's also working on those sort of breathing techniques and so I was really I was hoping we could see the video i wanted to know if it was the pretzel or the star and if that's the and it's cool that it sounds like he was going to keep getting that kind of um
instruction because whenever I tell him to take deep breaths he does not want to do that um lion's breaths are the ones that work for him speaking of notes one sizefits-all um and then just on the like academic achievement again um it seems like there's different ways to
assess and that you aren't looking at MCAs for example as to how your students are doing but you are assessing them through um I think there was a graph about the the more standards uh the visual standards aligned math
test and also the I don't know the CK CKLA assessment so um all the different ways that you you are assessing individual students right and Oh absolutely um yeah is there can you say a little bit more about that and um how often and then what those results mean
if it's just a okay that's where you are and now everyone's moving on or whether there's that helps decide what they're going to do during wind time or if there's other kind of interventions or anything it's definitely the second of what you just talked about um very much so so one of the things that we know um
is a uh is a design of the MCA testing is it is um it is data that we get well after the student has left that classroom so the teacher that proctors the MCA test will not have the data for
that group of students it will come later so it is it is not something that they can make a an instructional decision upon based off of what they're experiencing with that student in that year's MCA we very much use that as looking at our um overall curriculum and
and achievement um uh because you can't use it as an individual piece um and we also know that there's variations in from year to year of the MCA so we rely much more on the day-to-day uh formative
assessments the you know the give me a thumbs up you know if you're totally uh understanding in the middle if you need some more help or know if you want to come to a small group those are examples that are much more helpful for a teacher's um uh instructional practice right there things like uh end of unit
assessments for a CKLA really helps even in that one really helps a teacher know okay next time what do I have to what do I want to focus on even or differently or compare with my colleague and say wow you got this result I got this result what did you what did it look like for
you what did it look like for me those are the those conversations that happen in those collaborative team experiences um and then and then also there's those um point in time checks those those um
uh universal screeners is what we call them so fast bridge when we talk about that that's done three times a year it's done in the fall it gives us a point uh in time which never excludes the conversation of the teacher they are part of that that data so student
performs uh it shows this on an uh on a fast bridge classroom performance is showing something different that classroom teacher has much more uh background knowledge and understanding of that student than that test did and so we reconciled what's a surprise remember I
told you before we don't like surprises you know like oh my goodness it showed this how do we how do we make sure that that um uh becomes a part of that student's experience and we can get them what they need anything else
okay thank you um just one quick follow-up question all the effort and money and time that's gone into the uh the the new um reading um plan cola the curric there's the curriculum and then
there's the training that the state is offering because we did also adopt a a new CQLA was our new literacy curriculum a year and a half ago you might remember two springs ago you were here approving that purchase and then um what followed after that was also the statewide
reading training through the Minnesota Read Act Right and and um and as you know we're you know our test scores are in need of improvement are when do you think we're we'll see some results as a
result of all this time and effort and and um money and um and commitment you know i don't know any prediction i think we already are that's what I was going to say i mean I think we already 8:50 tomorrow morning come on over to walk
you over and show you what it looks like but um you know how then what does the measurements look like right and then um when you implement a new program uh you typically have some um call it an implementation gap or dip
one of the things we noticed about our implementation expected dip was our dip was pretty pretty flat for last year which is a good thing so when you totally redo um the resources the teachers are using the way in which they
uh provide that instruction and the students experience in receiving that instruction oftentimes you see a little bit of a downwards before you start moving that way upwards and then I mean you can look at all of the implementation data over time and a lot of times it's s it's summarized down to
typically a five years but we're seeing we're seeing differences much quicker than that okay okay and any comment about teacher buyin to this for sure huge oh yeah i would say um there was a lot of trepidation right can you come to
the microphone Sunny thank you so um there was a lot of trepidation I think initially um some teachers don't you know change is there's a lot of change and so they were like this is more change i will say that I feel like collectively we are over that hump completely like um as we've been doing
mid-year check-ins with teachers all of them are saying "I am so much more confident in my in how this curriculum works they're seeing the impact on their kids." To be able to go into classrooms across a building and see what it looks like in first grade second grade and the through lines is is remarkable i would
invite any of you to come to any of our buildings and see it it's really impressive um what students are learning but I think that the teacher buyin we I feel like we've turned that corner completely they are they see the impact um and I think they have the confidence
and the skill now the the learning curve of the new curriculum is behind us and I think we're well on our way and I would say I you know Tim our union president is right here I'm sure he could tell you the same thing because we have talked we talk a lot about this with our meet and confer with our teacher union and um
it's been it's been a really heavy lift but I can't tell you how many times um teachers have stopped and some teachers who you might think Wow this is going to be a really big change have said they are seeing so much more success in their classrooms like kindergarteners last
year really being on benchmark like the whole class or almost the whole class by end of kindergarten and that trend um I think as long as we keep moving this work forward it's going to make its way up to you know those those MCA testing years which begin in third grade not
that we measure everything by that but I think that you know um it's going to it's going to take a little time but we're going to get there and I want to correct something too because I had mentioned about the EL population those were just new enrollment kids each year um thank you to Andy who pulled it up for me um in the last three years we've
gone from 15% to 18% to 20% of our student population is um an multilingual learner if you say so um like I said we'll do another follow-up more in depth for you on that as well but um there's some really good work happening in that department
i just have to add um getting the homework sheets home with my kiddo um the reading for him has been remarkable like it's been really awesome to watch him progress um the math is too hard for
me like I don't know how to use chat GPT and I am like chat GPT tell me how to solve this and he's like "Mom you can't do that." I'm like "Don't school me." But it's been really fascinating just to
watch my son like absorb it all and he they went to the cap a couple weeks ago and he was so fascinated by that and the westward expansion right now is happening and he's like "Or trailer blah blah blah." And I'm like "I like the
game." Um so I just commend your teachers and all of the work happening in your schools because as a parent who's watching it come home for the last three two years for sure um it's been really cool and we just finished up parent teacher conferences a couple
weeks ago too so even hearing how the teachers are talking to parents about like here's where your kid is and and how they're just communicating that with us I think was really awesome too so it wasn't um it it was
they were there now they're here or we can get here a little bit this way or that way and so I just really appreciate how the um curriculum and the changes are being embraced by staff thank you i have one question and then
I'll let you go um so Sunny during your part of the presentation you talked about attendance um and you know calling and finding the root of why individuals are not um coming to school have you found like a theme on why folks aren't
coming go ahead yes students experiencing times where they aren't unhoused it's hard to get to school students that are um in transition from
one place to another um it's really hard to get to school um families who have um not access to the basic things that they would need to um food to feed and to transport
students um are um are on our list i mean that is there's no surprise and we look at our students that are primarily the ones that are um uh attending less than 90% of the days uh that is that is
a theme that we find throughout our schools it's really hard right and it's not a surprise because we know our families and they express to us what you know so what things can we do to help um those are really hard those are really hard and we lean on the resources that
our social workers and our community um um sponsors can help us uh uh provide for our families but that that jumps out right away as soon as you start looking at that data that's what you see thank you so I'll end with um I know we
as parents joke about um how there's a lot of challenges in the elementary school but um as my kids have grown out of elementary school they look back fondly on their their years um so just want to thank you for supporting your teens and um your staff at at the
elementary schools and making it a great experience so yeah thank you thank you there it is good morning district [Music] all you got to do is just make a
butterfly and put it on your chest when you breathe in tap tap tap when you breathe out tap tap tap we're going to do this four times breathe in breathe
out breathe in breathe out breathe in breathe out last one breathe in and out you want to wave they're not even I know
right all right so uh we have Superintendent Tujer with um the Superintendent reports yes just a couple quick items for you um thank you again to our elementary team we appreciate you visiting us this evening i got to mention they work so
well together they are so interconnected and I love that um the first item I want to mention real quickly here is just um policy updates we had a review of um some policies for revision at our study
session earlier this month um one of those items has since been removed um we after some discussion realized we didn't necessarily need to make a change to that 614 so I don't have that on my list for tonight we're going to stick with the policy as it sits right now um so
I'm just going to read through this list as you remember whenever we have a policy change in the school district we need to read a three formal readings of that new policy proposed language the first of these readings for this batch of policies uh took place on March 4th
at our study session tonight is the second formal reading of these and this is not a night where we're taking action on these that would happen at our business meeting in April um and so I'm going to read through the list and just um for those watching from home you can
certainly check this all out in our board packet and see what proposed language is changing um but for now I'll read you a summary of that as well the first batch I'm going to share with you are some policies that have some language changes made to them um and they include the following policy 413
harassment and violence this um basically updates the definition of disability to reflect the amended Minnesota law Minnesota statute 363A.03 the second is policy 512 school sponsored student publications and
activities um it basically removes some language that's potentially at odds with Minnesota statute 121A.80 student journalism and student expression and so this basically by taking this piece of language out of here actually um hopefully helps to
reduce potential confusion when implementing the student journalism law that exists policy 519 interviews of students by outside agencies um this basically just up updates our policy to include reference to statutory interview
information in article 3A found in Minnesota statute section 260E.22 policy 701 establishment adoption of school district budget it adds explicit authority for school boards to use reserve funds as needed of course that always existed before um
this just sort of formalizes that um in some explicit language as well policy 721 uniform grant guidance policy regarding federal re revenue sources this basically um updates the grant guidance equipment definition and small
purchase procedure dollar dollar amount and please note that even though the federal government has increased the dollar cap for small purchases Minnesota law still keeps that cap limits that cap to $175,000 um so that that cap isn't
changing for us um but it does reference um that small procedure dollar purchase dollar amount it also adds cyber security requirement um which establishes internal controls uh that the school district must implement and that change is reflected in current
statutory language so this this basically aligns us better with our current statutory language with regard to uniform grant guidance policy additionally we have do I need to have those oh we're not voting on these because this is information only sorry I'll keep going um the following set of
policies have very very minor just grammatical or technical updates that are more formatting and they don't change the content and these include 516 student medications 606 textbook and instructional
materials and 606.5 library materials it just updates correct article numbering and statutory references um policy 615 testing accommodations and modifications just updates a reference in there and policy 621 literacy and the read act it
also updates a statutory reference that was in there um and please note that the 2024 Minnesota legislature renumbered the ReadAct statutes and so that's part of the reason for the statutory update is that the number of the statute that was referenced has changed so with that um I'll take any
further questions or comments again this is a second of three formal readings i have a question about uh policies in general and the testing i was I was uh last week I was at uh the uh the MSBA um
uh day at the capital so uh Nancy and I were at the capital and we attended a hearing where uh they were talking about replacing the MCA with uh ACT so
um so that might might come or might not so we're going to change the policies here too right coming basically Nick every year we change policies we do and you know it used to be once a year um we'd sort of
get this email because we have there's attorneys at the Minnesota School Boards Association that sort of pays attention to um statutory references that exist in general across schoolboard policies and they used to every year send us an email about you know May to kind of update all
the changes well this time this lately it's it they kind of come in batches we tend to get a group of them sent to us like in in June and then when they send them to us our team digs into them in references to make sure that there's nothing in conflict with what we're recommending to the board in in bringing
forward so we don't just take what they give us and say "Here let's adopt this." We try to look at that and go "Okay is this something we agree with and bring it to you for review and all of those pieces?" And uh in recent years it feels like it's been coming in trickles all year long you know we've had some like
in June and we might get another batch sent to us in September and right now we got another batch in late February that we had to jump on too so it it used to be kind of once a year we'd go through policy changes but now it's it's whenever um we receive notification of
of statutory updates um through Minnesota School Boards Association or and or when we have something fundamentally that we choose to um make a change to because of some things we've have taken upon for example we did one at one time student dress code there was
nothing that changed from MSBA didn't send us anything we were noticing some questions and and conversations happening around how unclear some pieces of that were so we made that initiative you might recall a year or two ago that we brought forward that one so sometimes it's because you know something triggers
us to look at something differently and go "Wait a minute this is kind of confusing to people or we notice something that comes up and it's like this isn't quite reflecting." So that's when we might bring to you one that um isn't due to statutory changes and whatnot but things that we want to see just because as a school district we're
looking working on those areas okay great question though and it's it's confusing because they do kind of come out at random times during the year um you know as as long as um Charlotte brought up that that hearing that we attended about um um this bill that
would change um you know substitute the ACT for the MCAs uh one thing that came out there there was a lot of discussion about opting out of the of the MCAs um but what I learned and it didn't come up
in the hearing and and uh Josh Downey from Minneapolis public schools I met him in the hall and he was like "I wonder why they didn't talk about the federal requirement that because there was one committee member who was very verbose about how every single
student should take the MCAs without you know without opting but but that nobody brought up the fact that apparently there's a a federal law that says you don't have to I mean there's a certain percentage
that can opt out is that right yep yeah okay you you need to have 90% um ideally 90% taking it and we've you know in recent years districts all over the place have really seen a dip in that i will say um we've really been working
this year to try to um ramp up and as our public speaker said earlier today really helped families to understand the importance of this as another measure i mean um we've done a few things and I don't know if you want to add anything because I know Andy has worked a little
bit on changing with with our department of research evaluation assessment um getting more uh rescheduling when we take the MCA at secondary in particular you want to speak a little bit about that there's been a lot of work going uh to try to really help increase participation rates just because if
we're going to spend the time to offer it let's try to get as many students taking it so and and as we heard earlier it's not about measuring individual student achievement it is about measuring cohort achievement and the success of the system but it's still another data point and I do think that um you know those are all fair questions
to be having do you want to add anything to that sure um well I think a number of things that uh we're trying to do is first increase engagement with the ex exams themselves especially at the secondary level you know in terms of students that would whe they choose to opt out or they're there but they're
kind of opting out as they're taking these tests so trying to find meaning for our secondary students and purpose to take these these exams having it connected to their classrooms so instead of taking it in a gymnasium they take it with their classroom teacher looking at
the timing of when we uh take those exams have they um at least had access to all the standards that they would have in the exam so it's not about just um what's the most convenient time to test but really are students the most prepared for the exam and then all the alignment work that's happened in
teaching and learning to have our curriculum aligned to the standards so that it's really a a celebration of knowledge is really what we we're hoping to have mhm okay okay and with regard to the issue of whether or not you know we've been having these conversations as a school board and within our own
leadership as well about that notion of a profile of a graduate you know what do you really want a graduate to be able to what skills do you want them to have upon graduation for post-secary readiness and you know we've had some very engaging conversations um in recent
days and weeks and months um across um school districts across the state have been really looking into more more ways to holistically measure that i think the ACT for students who do participate in that can be more meaningful there was a period of time post pandemic where
universities were kind of pulling back from using ETSs but there's there's a a shift back towards you know bringing more of that focus back to ACTs for some universities we're starting to see a little bit of an indication of that and so just trying to I think anytime
students can know where they're at with skills um whichever purpose whichever exam they use to get there um and I think one thing we you know to be honest would love to do someday is maybe consider the pre-ACT there's a cost with it but that gives students um earlier
than 11th grade they can take that in 9th grade or 10th grade to give them a sense of how well they might do on that ACT which can also help guide you know our practice sessions and information days and Saturday study sessions or however we want to arrange that and so
um that's something that I think we're going to want to you know continue this conversation with for sure yeah all right the only other thing I just wanted to mention is that we're continuing to work through our um you know our budget uh reduction process as
a reminder um we are facing an estimated $10 million budget shortfall for the next coming school year um for reference we have about a $240 million overall district budget so that kind of gives you the context of that um we're working
through as you've been seeing in our study sessions we're going turning over every stone to try with a fine tooth comb to first look at where can we find efficiencies uh energy efficiencies for one right we're moving in a lot of solar panels and we're trying to do different kinds of ways that we might you know
find savings that don't directly impact classrooms um out of that proposed 10 million we have identified um just under three million likely coming directly from schools the rest would come from district-wide resources and services um
a lot of what we've been focusing on is how do we get really really granular and and really data driven in building our master schedule and a a portion of that savings is coming from a direct shifting our middle schools from that 8 over2
schedule to a sixth period day the eight over two um in many ways is great for kids but it also teachers then um have less student contact time with students during their day which means you need to have more teachers to make that schedule work and so in an in interest of not
raising class sizes which is our goal to not have to raise them um we're we're having to explore other ways and that's one of the ways that of that just under three million that we're looking to come from the schools you know a good 800,000 of that is just simply the middle school
master schedule going back to a sixth period day like we have at at high school um and the rest we're trying to get very um as you all know from our our board retreat and our work session we're trying to get very granular in the way we look at that and so please look for
um another formal update on that at our uh April study session and and then at this business meeting in April we'll we'll walk through um another update with slides on where we're at with all of those but we're continuing to kind of work through uh all of the bargaining groups have to be notified of layoffs by
certain dates per their contract our earliest group is our teacher group and so that's why we had to start with our teachers first but in order to do that we had to sort of map out where all the buckets might come from so that we could be able to work through that and we're working through the teacher bidding process right now um and so as we work
our way through these other um bargaining groups we'll be we'll be talking about that again at our study session in in a few weeks in April we'll go into more granular detail again and then we'll do a formal update um at the business meeting in April as well
so and of course continue to advocate at the legislature to fully fund public education in any way that they can i know it's tricky though it's very tricky this time right now um Christine I know we talked about in our check-in but do you have an idea on
when we'll know about compensatory at the legislature or you know we we don't and just to clarify the the question at hand so we know that our compensatory funds which is a state fund we receive that based on the number of students qualifying for free and reduced price
lunch well when the state went to free meals for everybody it became trickier to get families to turn in those forms because if you're already getting free meals unless you see other value in doing so it's trickier to get those turned in but we've worked really hard to do that and we've continued to do so
um however the state changed their guidance around how they measure which students are qualifying for free and reduced price lunch previously it was based on those forms that families turn in and to be clear even when families turn in that form they're self-reporting
their income but even then there's a very strict audit process with that um and so even with you know with the federal food dollars that come our way there you there has to be there's random audits pulled families get randomly pulled where they have to submit all their paperwork their pay stubs and all
these pieces so there's a lot I I want to be clear that that self-reporting is not just free free anybody can just sign up there's a lot of uh accountability with that too that being said the state has moved to a system of direct certification meaning the only way they're qualifying folks right now is if
they are signed up through county resources for um food resources for food insecurity resources and what we have noticed is that of the let's say 68% of free and reduced students that we
have um a a good number of ours are only coming through the paper forms and not that county services we're trying to dig into the why behind that some of it might be immigration status if you're not documented in the country you're not necessarily going to um you're not going
to be able to eligible for those pieces and so um one thing to know about our school district is that we are disproportionately impacted probably more than most in regard to the difference between the number of our students who are direct certified versus those that we collect forms for so in
the governor's budget proposal he's proposed that we actually count um we continue to to grandfather in using the old system and put together a task force for one year that helps the state better figure out a way that we're going to measure uh socioeconomic status of our
our families in public schools um if the governor's proposal makes its way through and of course that's got to be carried through you know the House and Senate in order to get through to law um it's tricky to know when that might be decided um if if it doesn't come that
way we are slated to lose about $4.5 million in our compensatory funds for next school year and so um it's a big deal for us and we've been really trying to spend a lot of time talking to lawmakers about this and and um help people to really understand the issue
but as far as when we'll know I I could turn to Nancy and ask that question after all your years in the legislature it it could happen in the 11th hour it's probably going to be an issue that pops up through the omnibus bill at the very end for all of the committee hearings that happen a lot of times unless they
decide as a legislature to pass that through earlier and sign that bill into law before the end of the legislative session it could be a little while is there something you want to add to that sure um when uh Charlotte and I were at MSBA day the uh the leadership in the
Senate uh seemed to be um gravitating away from that registration certification to the back to the forms yep and so I went I told Senator Kunish um all right but take a look at those forms because what I'm hearing is those
forms are not as easy as as one you know would think um and she's like "Well I thought they were really," and I said "Take a look you know and and she so she told me that she would." So and the forms wasn't a perfect system either but
in our per in our situation here for all of the heavy lifting it takes to help families fill out the forms and understand the forms and all those pieces we've gotten pretty good at that now and and so um it's yeah I've been hearing good things uh that there's definitely some support at the
legislature for the governor's version of this especially if it in includes you know a year-long study to form a better a better solution um and so we've been you know kind of hopefully hoping that that's going to come through somehow but
you never know right right right so um I mean your your past efforts to have uh um staff you know stepping up and calling people and really uh um you know
you telling parents how important it was and all of that you know that that we can't not do that needs to be um Yeah because um yeah it's it's a it's significant and it's important for families to remember too
that that form we think of it as a free and reduced lunch but it's educational benefits form because it also if somebody qualifies for reduced price or free price meals which of course now it's sort of a moot point because they're free anyway um it does also qualify a family for reduced fees for
athletics for graduation for all the different kinds of things that you might have fees for so we try to really encourage families to still fill it out and and it's been working but um it's definitely very concerning to have that kind of system shift when it's not the
the the direct certification system isn't working for us very well right now great question nancy can you can you share what like our viewers what they could do to help reach out to our legislators or
Oh well sure i mean you know It's go to the internet and u and uh find out who your local state senator is your local representative and and then the members of the of the house education committee
and the senate education committee absolutely um there's a there two separate there's the finance committees and then the policy committees and uh yeah we uh we need to engage and everybody needs to step up and and to be
to be clear most of our elected officials if not all in our area have been very supportive of this um and so I really encourage people to pay attention too if you've got friends and family who live in a different um residential area with different elected officials they
you know we need all the lawmakers in the legislature to be aware of this and so any connections people might have even outside of our district please keep making those as well and if people aren't sure who to call they can call our office and we'll help you figure it out and that's all I have thank you thank you
um so we're going to move on to our action items so U for finance uh Minnesota statute 123B.02 permit school boards to receive for the benefit of the district be the quests donations 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 number 622 that the school board accept with appreciation the following contributions and permit their use as designated by
the donors sherry Wallers 20 pairs of youth gloves for winter items for kids in need um Rachel Cavigan um $500 for North High band activities um the Minnesota Vikings
$14,000 for Titan High School girls flag football startup costs stillwater Elks Lodge number $179 $1,500 for the North High Robotics Club Knights of Columbus $500 for Gladstone
Meals on Wheels and then the memorial donation for Tom Carlson $2,225 for the North High football and wrestling and there is a list of the um individual donations for that um on board book
so um the total fiscal year for 2425 monetary contribution is $62,311 um could I get a motion and a second second all right um moved by Natardi second by Anderson um any discussion
all right um all in favor say I i and all oppose say nay all right um that carries um and then next up we have from human resources good evening thank you all right
so tonight I'm bringing forward two resolutions um the first resolution is for medical insurance budget rates for 2526 so in July 1st 2025 we will be starting the second year of the district's
two-year agreement with Blue Cross Blue Shield for the district's medical insurance administration the district's insurance committee is made up of members of each bargaining unit and administrators we have evaluated the utilization data
consulted with the district insurance brokers and considered options regarding the utilization of the district self-insured health fund reserve balance there's a final recommendation for an overall budget rate increase of
10.3% utilizing $0 from the self-insurance health fund reserve balance in addition the insurance committee is also recommending a change in the HSA health plan to increase the deductible
from $3,200 for single and $6,400 from family to $3,300 to single and $6,600 to family this change is needed to maintain the deductible status as required under the
IRS regulations i'm recommending that the following resolution be approved for an overall 10.3% increase to the current budget rates for the July 1st 2025 through June 30th 2026
period could I get a a motion and a second second all right moved by Yanner seconded by um Livingston any discussion yeah a question just to make sure I understand um when you said and then zero dollars
from the the health reserve does that mean that we're kind of passing through all of the cost of the increase or is the um correct so the increase will be passed on to um all policy holders to
move forward with and this was discussed by our insurance committee nikita sits on it with us as well um and we have our representatives from all of our bargaining groups and and the reason for that is that it um that reserve is now
not quite it's a separate separate from our regular fund balance right so this is a different one um there's and if you keep taking from the reserve every year which we have done for quite a while it starts to get down too low where you can't cover the recommendation is to have available like three months of
coverage costs right in that reserve and we're getting closer and closer to that so the point is about just keeping that reserve where it's at right now it's certainly something that can be revisited again but um but that and that recommendation came through the whole committee yep i just I just want to acknowledge that that's a lot and we
understand that and wish there was a better system but thank you for the work of the committee and and to look at all that any other discussion all right all in favor say I
i and all oppose say nay all right that motion carries thank you and then the second resolution is in regards to the dental insurance budget rate for the 2526 school year as well calendar year I'm sorry so the district determines the
budget rates for the self-funded dental plan each year and again the district's insurance committee has evaluated the data consulted with the district insurance brokers and considered the district's self-insured dental fund reserve balance the final recommendation
is to maintain the current budget rate of $16.30 a month the recommendation excuse me includes utilizing $66,000 of the self- insurance dental fund reserve
balance so we are recommending that um the resolution is coming to the board for approval for a budget rate maintain to maintain the current rate of $16.30 30 cents per month for dental insurance
for the period of July 1st 2025 through June 30th 2026 okay um could I get a motion and a second for that resolution second okay moved by Swore seconded by Anderson any
questions all right all in favor say I i and all oppose say nay all right um that carries thank you thank you um next up we just have to set the um next school board location and agenda so
we um have the date and time set for April 14 15th work study session but we need to set the location and the agenda um so I recommend that the April uh 15 2025 work study session take place in
conference room 202 of district 622 education center to start at 6 p.m and contain the following agenda items um construction update and incoming summer projects 202526 capital budgets superintendent check-in and board
check-in and then there will be a close session to immediate immediately follow that um as well um could I get a motion and a second all right was it Was it you Julia okay martins's um and then Yenner um any
discussion on this all right all in favor say I i and all oppose say nay all right um and then now we have board communications julia um well as I said Charlotte and I spent
the day at the Capitol um uh for Minnesota School Board Association day at the Capitol and um it was it was interesting the governor addressed us as well and it's uh it's good to have a governor who was once a teacher
he's very supportive and uh he talked a lot about the cost of um of uh uh what do you call it when people want request information freedom of information requests and how uh that
kind of ties up uh offices they have to spend hours and hours and hours and it's expensive and and um so he's supportive of um of uh of addressing that issue in a in a in some legislation so to make it
less expensive for the districts that's one thing he talked about um let's see otherwise it uh it was good to uh uh to talk to the you know the leadership of both parties in the House and the Senate
and um I think just kind of showing up um is kind of what the day is all about so um um yeah all in all it was a good day and it was a beautiful weather that day by the way so that helped a lot because
uh we had to you know the state office building is under construction so so it um um so all the uh house of representatives people representatives are in the centennial building which is
a little bit of a of a hike so anyway we hiked around all day so it was good though it was good we have the most beautiful Capitol building by the way in in the United States of America it is fantastic so thank you and the lead
architect on the redesign is one of our 62 parents yeah I'm going second what Nancy said that the day uh the lobby day at the capitol was great it was so nice to walk in there and see so many uh people it
was standing room only when we first met in the morning and we listened from uh the presenters the the uh like uh Nancy said both the Senate and the uh the House uh finance committees uh were able
to talk to us and I I got to talk to uh all my um senators and and well one senator and uh representatives and uh so it was it was really good to uh walk around the building and see all these
people who care about education um what Yeah it it felt really good to work in education yep i don't have anything either so um just going to future board meeting dates uh April 15 2025 for our work study
session april Oh and then the close session afterwards and then April 29 2025 for the um next business meeting um could I get a motion and a second to um close the meeting second right moved by Swar
seconded by Martins um meeting adjourned thank you thank you