Mhm. >> Mhm. >> District 279 School Board is called to order at 6:00 p.m. on May 19th, 2026. The regular business meeting of the Osseo School Board is being conducted in the board room of the Educational Service Center. The meeting can be monitored
electronically by streaming online from the district website. An archived recording of tonight's meeting will also be available on the district website. Seated in front of you this evening from my left and your right are Director Kelsey Dawson, Director Erica Foster, Director Thomas Brooks,
>> [snorts] >> myself, uh Director Tonya Prince, Director Keith Tate, and Director Sheri Mitchell. Also present in the board room is Superintendent Dr. Kim Hile, members of the Superintendent's cabinet, and the student school board representatives.
Those of you who can, please stand and join me in the Pledge of Allegiance. I pledge allegiance to the flag of the United States of America, and to the republic for which it stands, one nation under God, indivisible, with liberty and
justice for all. >> [snorts] >> Board members, are there any additions to the agenda? Is there a motion to accept the agenda as presented? So moved. Moved by Director Tate. Is there a second? Second. Seconded by Director Brooks.
Is there any discussion? All in favor, say aye. Aye. Opposed, nay. Motion passes 6 to 0. Our next agenda item is recognitions. This evening will be recognizing retirees and our student school board representatives.
Dr. Hyle will lead us off on the recognition of the 2025-2026 school year retirees. After all retirees have been recognized uh district level principal Amy Tollefson will step up to the podium to recognize our students. Dr. Hyle. I was
excited for the retirees. So, thank you, Chair Prince. With great pride and many thanks, it is my honor to recognize our Osseo School retirees for the 25-26 school year. So, for the period of July 1st of 2025
through June 30th of 2026, we have 53 individuals across all classifications and employee groups throughout the district have retired or will be retiring. So, these 53 students have served a combined total of 1,180
years of service to the scholars and families of Osseo area schools. Not just one person, several of them. >> [laughter] >> All of the retirees for this school year weren't able to be with us this evening, but we do have a number of individuals here in the board room that we'll be
recognizing this evening. So, retirees, when your name is called, please step up so we can offer our heartfelt congratulations to each of you for giving years of service of education to our babies. So, at this time, I'll ask that board members and student board representatives join me as we step down
from our seats and stand in front of the board dais. Okay. Retirees will be called up individually by last name in reverse alphabetical order, noting the position they are retiring from and their years of service. Can I stop you for a second? >> Yes.
>> So, the people whose last names start with A always got first. So, I think this time we're going to go backwards. >> [applause] >> Okay. So, our first person is Pamela Zelsky Stavrum, grade two teacher at Cedar Island
Elementary [applause] with 34 years of service. >> [applause] >> How many years of service? 34 years of service. >> [clears throat] >> Next is Don Walkie, speech teacher at
Cedar Island Elementary School serving 27 years. >> [applause] >> She's checking her speech as she goes. This is my daughter's old youth teacher. On a special note for today's retiree recognition, we have a married couple
who are retiring together. First is Michael Stock, building operations supervisor at Maple Grove Senior High School with 36 years of service. >> [applause] [applause] >> And Elizabeth Stock, occupational
therapy teacher at Fair Oaks Elementary School with 38 years of service. >> [applause] [applause] >> Next is Cynthia Stites, music vocal teacher at Weaver Lake Elementary School with 27 years of service.
>> [applause] [applause] >> NEXT NEXT IS Andra St. Arnold, nutrition service manager at the OEC with 24 years OF SERVICE. >> [applause] [laughter] >> BARBARA SPENCER MORALES, Spanish teacher
at Maple Grove Senior High School with 34 years of service. >> [applause] [applause] [laughter] >> Rachel Olson, SpEd ESP at Fernbrook Elementary School with 29 years of service. >> [applause] [applause]
[clears throat] >> DONNA Morozkoski School Nutrition Assistant Manager at Fair Oaks Elementary School [applause] >> [laughter] >> Kim Monette, Principal at Brooklyn Middle Steam School with 37 YEARS OF SERVICE. [applause]
>> [applause] >> NEXT IS PAMELA MALL. ECFE Teacher at Early Childhood Family Education with 28 YEARS OF SERVICE. >> [applause] >> NANCY MCDOUGALL Due Process ESP at Birch Grove Elementary School with 20 YEARS OF SERVICE.
>> [applause] [applause] >> WE CAN'T WAIT TO CLOCK CUZ NOBODY WANTS TO CLOCK. All right. Next is Sherry Lincoln, administrative assistant to the superintendent and school board at the ESC with 14 YEARS OF SERVICE. >> [applause and cheering]
[applause] [laughter] [clears throat and cough] [laughter] [laughter] >> CHRISTINE CAMPA, FIRE teacher at Fernbrook Elementary School, 33 years of service. >> [applause] >> Carol Fischer, grade two teacher at
Weaver Lake Elementary School, 29 years OF SERVICE. >> [applause] [laughter] >> THANK YOU. OH, AND DOWN TO ONE HALF. Dean Dvorak, administrative assistant at Adult Basic Education with 10 YEARS OF
SERVICE. >> [applause] >> DALE CARLSTROM, director of facilities and operations at the ESC with 37 years of service. >> [applause] [applause] [laughter] >> AND LAST BUT NOT LEAST, Michelle
Arbeiter, social studies teacher at Osseo Middle School with 36 years of service. >> [applause] [applause] >> Retirees, if you could please join us at the front of the room for a group group photo, that would be great. >> [applause]
[cough and clears throat] >> Yeah. >> [clears throat] >> Big smiles. It's an order. >> [clears throat] >> All right. Big smiles. All right. Perfect. Got it. Got it. Did you get it?
Okay. One more. Okay. I got it. Okay. CONGRATS. >> [applause] [applause] >> AND CONTINUING continuing this evening with celebrating our student board reps. I have the honor of working with them each year. And this
year we have four seniors. Only two of them are with us tonight. And so, Naomi Cooper Greer from Park Center. She is um heading to Columbia College in Chicago next year and will be studying film and television.
And then we have Christian Vargas. Uh he represents the OELC and he will be heading to North Hennepin and then will be planning to transfer to the U of M and he's going to be studying biology. >> [applause] >> And in their absence, I will also just
honor Aliya Jiwa from Maple Grove Senior. And she is going to Hamline and will be studying elementary education. And then we have Hikma Adam, who is from ISOC Senior, and she's hitting um
University of Rochester and is studying pre-med. So, we are grateful for all that you've contributed this year. Thank you. >> [applause] [laughter] [clears throat] >> Okay. And uh again, we just want to recognize our retirees and our student reps and
just we appreciate so much. We appreciate all of the years of service um of our teachers and our staff members and um it it's really the people in the building every day working with the kids that make that difference in their lives. So, thank you again to the retirees.
At this time, the school board representatives will share their reports. An agenda item at the board's May 5th work session was equity pop and equity policies review. The students shared a presentation and participated in valuable discussion with the board members. Student board representatives, will you please share
your reports? I'll go first. So, I'm Christian from the OALC. We reviewed three policies. Policy 101 racial equity, policy 102 harassment discrimination, policy 508 gender inclusion. My highlight of the meeting was that we should find a staff
member for every student because every student's different and even if there's a staff member that is trained to connect with some people on certain problems, it's up to the student to find someone to be comfortable with. And I have a lot to say, but I'm just really grateful for the opportunity for
all you guys. You guys have listened to me, listened to us. You really gave me the voice that I've needed and all of my peers. So, thank you and thank you for everybody. Thanks, guys. >> [applause] >> All right. If you haven't been here before, this is my house. No, I'm just kidding.
>> [laughter] >> My name is Naomi Cooper. I'm from Park Center and the topic that I wanted to talk about the most and I almost like begged Ms. Amy. I was like, "Please let me talk about it." is policy 102 um prohibition against discrimination
and harassment and violence. I believe it's very important we teach our children and our students and our scholars that it's very important if you are hurt, if you are hurting, that you can report it and you can go to someone in need. Cuz I feel like everybody's suffering through something alone that
they don't want to talk about. So, I came up with an idea and a proposition. Y'all need to hear me out on this. Google Forms. Now, y'all might be saying, "What?" Google Forms that you can report it to a trusted teacher. Now, every teacher's not always available. So, you can report it on the Google
Form. It goes out to your teacher and they can email you back. Something very simple. It's in the works. Just an idea off the top of my head. And then, I think I've been very grateful for this opportunity. It's shown me that not only does my opinion
and my voice is value and it's heard, but so is everybody else. I've served 2 years here and I've gotten myself very very comfortable with everybody. But, it's been a fun time and it's been good. And I just want to say one thing.
I think as adults, we need to recognize that we're one of the top schools, top 10, that is the most diverse in Minnesota. And we need to use that to our advantage cuz I think once our kids learn that not everybody's like them and
everybody's different, then we'll learn that we're more alike. So, once everybody goes out into the world and they're they're like, "I'm like Christian, Christian's like Naomi, we're kind of cool." Everybody will be cool. So, let's just embrace our differences and
realize that we're like each other. Thank you. Thank you. >> [applause] >> And uh thank you to all of the input that you've had and for your last 2 years and just thank you for always um being very um direct and vocal and um we've really appreciated it and I'm
really glad that we adjusted the format to to really truly incorporate your voice into the work that we do. So, thank you so much. Board members, any other comments? I just want to say Christian, I love that you said you felt heard by all of us cuz that's the most encouraging >> [clears throat] >> thing to me. So, thank you for sharing that for both of you. All four of you,
yeah. Thank you, guys. Yeah, don't forget about that film. We still going to film that. I need a budget, I need cameras, I need actors, I need all that. So, we'll be contacted over the summer. But, seriously, this place has given me a needed voice and I'm glad that it was
within this school district and I'll remember this for the rest of my life. So, thank you all, seriously. Mhm. Thank you. I just wanted to say I am I am just extremely proud of you, all four of you. Um you showed up. You have so many things, juggling so many things in your
lives, and it's your senior year, and you know, that you I'm just so grateful that you took the time out of your your days and in your busy life to really be that voice. And you know, when we started when we kind of proposed as a board that we wanted to have like this
the voice of our young people, our students, um you know, I think it took a while to figure out what does that what's the balance there? And I really think this year it really gelled. Um I loved that you attended work sessions, and it was very fruitful. Your the time
with us it challenged us. Um and you know, just keep showing up like this in every single room you're in. You have everything in you to be successful and to achieve your dreams. And I just um I'm just like in awe. And even my own
daughter is like, "Wait, what is what is the school board student rep do?" Because just in her school she she hears about it a lot, too. So, you guys are you know, paving a way for so many other um students. And so, we just really really appreciate that. Thank you. Thank you.
Thank you. Okay. Uh our next item uh tonight on the agenda um our presentation this evening is a District Planning Advisory Council recommendations uh presentation. Dr. Jill Kind, Director of Learning and Achievement, will lead off the
presentation. Dr. Kind. Good evening, board members, Dr. Hile, members of cabinet. Uh it is my thrill to be here tonight to talk about uh the District Planning Advisory Council. Uh I co-facilitate this with the Assistant Director of Student Services, Jill Lenae, and we meet once a month for 90
minutes from October to May. And uh for me, I won't speak for Jill, it is really an honor to work with the community members and the families that come in and share their thoughts and perspectives. And so tonight, we are going to talk we're going to hear from our chair of the Differentiated Instruction Committee. We have 19
members this year representing eight schools, two community members, our two board reps, and I think it's important to note we have one returning member this year from previous years. So, what is the role of Differentiated Instruction Committee? The purpose is really about that
partnership around improvement goals, evaluating progress toward meeting annual objectives, and sharing findings and recommendations from this group. And that's the purpose of tonight's presentation. And before I get to turn it over to Rose Tahn, I'm going to share our progress towards the Differentiated
Instruction recommendations from 2024-2025. There were two. One was to extend the length of the school day across all grade levels. The second was to implement a bar-like program in middle schools. As we all know, there has not been any
progress on that. And that's fine, but it led to a really good conversation with the board reps and Differentiated Instruction Committee about what makes a quality recommendation that would get implemented. So, we spent a lot of time this year learning. In October,
we talked about what do we know and what do we want to learn about the district. And that formed sort of Jill and I's plan about who we would bring in, what we would share. In November, we had Kelly Banusa come in and share about the district budget and school finance. And we had an update on
a previous recommendation, the health clinic. In No- In December, we did the same comprehensive achievement and civic readiness data review that we did with you in at the work session. So, they learned all about that data. In January, we talked about progress on
all of the recommendations since 2018. And really started thinking about, okay, what are our current needs from the committee's perspective? And that led us in February to talk about the Minnesota multi-tiered systems of support and instruction and intervention, and looked at the efficacy
studies that we've done on our interventions. Uh that was our year. And it goes quickly. And landing that plane when we have so many different perspectives on recommendations that are uh implementable and agreed upon and we can research, uh takes time. And we got
there, and it's really exciting. And it's now my distinct honor to turn the presentation over to DEPAC chair. But before I do that, Rose, I just want to say how grateful I am for the group, their questions, uh the time that they took to be a part of this committee, the
desire to learn more, to make a difference on behalf of students is just really uh an awesome experience. And tonight, presenting on behalf of the group is DEPAC chair, Rose Ton. Thanks, Joe. Um good evening, members of the board, uh cabinet members, and Dr.
Hyle. My name is Rose Ton. And it's been my true pleasure to serve as chair of DEPAC for the 2025 through 2026 school year. Tonight, I'm looking forward to sharing with you both of our council's recommendations. Um our first recommendation focuses
directly on student academic support and ensuring structural consistency for all of our school buildings. We recommend um that the district prioritizes general fund resources to expand the interventionist team, ensuring roles are centrally managed by the Department of Learning and
Achievement to drive instructional instructional consistency and equitable resource distribution. Right now, our limited capacity for targeted assistance means that student need is simply outpacing our available intervention services.
When we're unable to provide immediate early intervention, an academic compounding effect occurs. The cumulative deficit builds quickly, making it difficult for scholars to close the gap and to catch up to grade level um um, grade level benchmarks.
Centralizing these roles under the Department of Learning and Achievement ensures that interventionists are deployed based on real-time student data, rather than building level budget constraints. Furthermore, shifting these positions to general the general fund reduces reliance on [clears throat]
unpredictable state and federal funding resources, giving our district the professional stability to attract and retain high-quality specialists. The proposed expansion and centralization of these resources addresses three out of the five, uh,
Minnesota's comprehensive achievement and civic readiness goals. Um, while simultaneously aligning directly with three out of the five, um, of the district's strategic directions. So, first under the, um, comprehensive achievement achievement
and civic readiness goals, um, this initiative directly aligns with closing all racial and economic achievement gaps. When academic intervention is restricted by a specific building's budget, systemic gaps widen. By deploying math
and literacy specialists based on real-time scholar data, we ensure that each scholar gets the exact resources they need to close those achievement gaps. It's also vital for ensuring that all students are ready for career and college. Academic stamina and secondary success
are built on early and built on early foundational skills. By introducing targeted data-driven early on, we can prevent cumulative learning deficits from forming and compounding, keeping our scholars on a clear trajectory towards post-secondary
education and future career opportunities. Finally, this is crucial to having all students graduate from high school, because a scholar's path to graduation is secured years before their senior year. Meeting foundational benchmarks, a particularly early literacy milestones,
drastically increases long-term retention and graduation rates. And it ensures that students feel capable, confident, and successful throughout their academic journey. Looking at the district's strategic directions, this recommendation aligns with the strategy to build a and nurture
a culture of achievement by providing equitable and individualized pathways. Expanding the interventionist team allows the district to meet the scholars exactly where they're at with targeted data-driven academic pathways. It also enables the district to create a system of operational
innovation excellence and accountability and sustainability. Moving these critical roles away from unstable state and federal funding sources and into the general fund ensures long-term sustainable staffing models. And lastly, it allows us to address, acknowledge, and reduce
systemic disparities, barriers, inequities as we lead, develop, and align our district towards continuous improvement. To successfully achieve um these critical learning benchmarks, a thoughtful phased rollout is required.
Uh we recommend that decentralization expansion efforts be structurally implemented in the 2027 through 2028 academic year. To give you a clearer picture of what this journey looks like, we have broken down the operationalization plan across four distinct phases.
The planning phase centers on centralizing resources and establishing clear oversight frameworks between learning and achievement and our site leaders. The building phase allows us to allocate funding and develop a formal standardized interventionist policy playbook.
The execution phase will focus on deploying math and literacy interventionists to areas with the highest levels of need and to individualized interventions. And finally, the execution phase will utilize frequent reassessments, student
tracking, and the family stakeholder survey to look beyond just test scores to measure long-term scholar success. While our first recommendation builds up rigorous instructional support inside our classrooms, our second recommendation [clears throat] recognizes that lasting academic success
does not happen in a vacuum. It requires a long accessible bridge between school and home. Shifting our focus from internal staff structures to external community partnerships, we move toward next recommendation. We recommend that the district establish
a caregiver academy to provide structured engagement opportunities and resources for families, specifically designed to enhance student academic outcomes and social emotional learning. Our primary motivation for proposing a caregiver academy stems from a clear
understanding of what drives long-term scholar achievement. Extensive educational research demonstrates that high-quality structured family engagement is one of the single most reliable drivers of student success. When we empower caregivers as true co-educators,
we see direct correlation to improve student learning and achievement. A caregiver academy directly addresses existing equity gaps by ensuring that resources, strategies, and instructional insights are not gated by a family's background or familiarity with the
school system. By providing a centralized easy-to-navigate platform, we shift the district's family support model from a reactive stance to a preventative proactive framework that strengthens the vital partnership between our schools and the broader
community, ensuring that we support the holistic needs of every scholar. When DEEPAC imagined how a caregiver academy could be designed, we recognized the potential to fulfill fulfill each of the district's strategic directions and
the comprehensive achievement and civic readiness goals. It can serve as an intentional blueprint bridging the gap between the classroom and home, laying the foundation for an inclusive [clears throat] educational experience that supports the district's vision for educational equity.
When we look at the comprehensive achievement in readiness civic readiness goals, the program is uniquely positioned to start by ensuring that all children are ready for school. By providing early childhood resources developmental insights and school readiness tools
directly to families before or just after they enter kindergarten, we can ensure that our youngest scholars start day one equipped for success. It would be a powerful tool for closing all racial and economic achievement gaps between students. True equity equity means demystifying the educational
environment. The Caregiver Academy would level the playing field by ensuring that academic strategies, curriculum insights, and intervention tools are completely transparent available and available to all families. It's also essential in ensuring that all students are ready for career and
college. While caregivers when caregivers understand the modern benchmarks, course pathways, and milestones required for post-secondary success, they can effectively advocate and guide their scholars. The partnership impacts having all students graduate from high
school because graduate graduation rate rates increase when a student support system is locked in at home. By equipping caregivers with tools to navigate academic hurdles and peer transitions, we can keep more students engaged and on track.
And ultimately it would succeed in prepare be preparing all students to be lifelong learners. Education doesn't end when the the bell rings. By establishing a collaborative learning environment outside of the classroom, we model continuous growth and civic readiness
and inspire our scholars to contribute to their communities and engage in a lifetime of learning. Now looking at how a Caregiver Academy intersects with our own strategic directions, um, it would help us create safe, welcoming, and inclusive learning environments. Um, by bringing families
into the fold, we expand that sense of belonging both inside and outside of the classroom. Um, it allows us to build and nurture a culture of achievements by providing content-rich, rigorous, and equitable tools and individualized pathways. By giving caregivers the exact tools,
strategies, and instructional insights they need to be advocates on their scholars' academic journey. It's also an incredible opportunity to promote inclusive participation of all of our communities and provide timely, relevant, and easily accessible communication.
Operationally, it answers a call to create a system of operational innovation excellence and accountability by centralizing resources in a comprehensive, easy-to-navigate platform rather than maintaining disjointed, um, and building-by-building efforts. And
finally, it empowers us to address, acknowledge, and reduce systemic disparities, barriers, and equities inequities across the district. Um, by intentionally reducing those barriers, um, we would ensure that navigating the district and supporting academic and,
uh, social-emotional milestones is accessible to everyone. Um, and to ensure success and success and accessibility, we imagine that the district could operationalize [clears throat and laughter] the Caregiver Academy thoughtfully over time into four phases.
The planning phase centers on having core departments collaborate with each other, um, and gather essential input from key stakeholders, including a parent advisory groups, community members, and other educators. Um, really taking that time to listen
first ensures that, um, the design, um, is tailored to the actual expressed needs of our families. Um, it moves directly into the building phase where the focus shifts to, um, intentional, um, digital site
development and architecture, um, designing a highly accessible page on the website where tools are centralized. Um, once the digital foundation is secure, um, it would move into the execu- execution phase, um, where it goes live to families in the broader
community. Um, during this window, um, we would launch targeted seminars and webinars, update time-sensitive instructional content on a regular basis, and maintain proactive communication streams, um, with caregivers to keep them informed about upcoming opportunities. And then, of
course, no plan is complete without an evaluation phase, um, where we would solicit, um, intentional [clears throat] feedback from participants through focus groups, exit surveys, and then looking at the family stakeholder survey.
I'm to help visualize what this framework looks like in practice. This slide highlights a few of the key target deliverables and examples of how the caregiver academy can serve the community. When we talk about an initial build and centralizing resources, we're not looking at just creating a robust,
user-friendly um digital hub, um, where so this would provide, you know, not just static links, but it would feature, um, highly practical tools, um, like how to navigate the district, on-demand videos, uh, tutorials breaking
down complex learning milestones, and direct access to essential services. Um, for example, a key operational goal of this platform could be streamlining access to things like educational benefit applications, making it much easier for families to receive vital
support. Uh, there's a lot of information on this slide, um, but in the interest of time, I think we can just move on to our um to closing. But, we want to say that both of the high priority recommendations that we presented
tonight um were the result of months of collaboration, data review, and a shared vision for the future of Austin Area Schools. Um as we look to the impact of these initiatives, they bring us back to our foundational purpose. Whether we're expanding
academic intervention inside of our buildings or launching a caregiver academy to empower our families at home, the ultimate goal is the same, creating a supportive environment where every single scholar has the opportunities to thrive. [clears throat] Um over the past year, DPAC has been
completely anchored in supporting the district's core mission. Um every decision, debate, uh collaborative conversation we've had this year came back to one single question, how can these recommendations best empower our scholars to reach their full potential and grow into active,
contributing, uh civic um members. So, on behalf of the entire [clears throat] District Planning Advisory Council, thank you for your partnership and your continued support of our advisory rework. At this time, I would open the floor and invite any questions.
Thank you so much for that presentation. Board members, any comments or questions? I mean, I I I really the caregiver academy is interesting, right? Cuz I I think about my kids, right? Uh the first one came along, I understood how she learned. She learned like me. Uh the next year came along, and I'm like, "I
don't know how you guys learn." So, >> [laughter] >> I'm trying to like negotiate and figure out, you know, how to teach, uh you know, or work through homework at homes, and will this also help me do like the new math? Cuz I can't really do that. [laughter] But, um no, I I think this is great because it is I do feel like as a
parent, you're just kind of trying to like pull all the stuff together yourself and do like this kind of research. Uh so, if it was like at hand, that would be yeah, game changer. Yeah, that was That was my thought and
uh you know, what stuck out to me was particularly the Caregiver Academy. Um cuz that was something that at least I felt like I really needed when my kids were much younger. Um and you know, one of the ways that I learned about public education in the district was
through like the back and all sorts of opportunities. So, um you know, I'm fully supportive of this and I can certainly see how um you all would have planned it in this space. Um I think for me just being a part of like
the RISE committee for several years, I think about like is there a potential partnership there? >> Mhm. Um to get them involved um because they are you know, hustling to build these relationships with families and um
probably families that could really benefit from this. So, um so, yeah, that would be like my request just for staff is just any ways that you can partner with them, empower them, um and provide them resources to to help make this a successful
um I would really appreciate, you know, that investment in in that partnership. So, Um I am always amazed how much gets accomplished in 8 months cuz it's not really a year. It's 8 months and you guys hustle. Those first 3 months, it's a lot of information. Um and it's a
really impressive process and I think the leadership has done a great job boiling it down and getting really clear direction. So, I think there's a big thank you for that. Like you guys like the work product you bring is top notch. So, I appreciate that. Um I really liked
the focus on academic impact in the interventionist and I appreciated the pivot in our discussions towards like how can we make the most impact in the classrooms Um and then to piggyback off that the caregiver Academy parental or adult supports [clears throat] like the
number one indicator of academic success and then I was also thinking like ECFE so streamlining and teaming up making those making things that it's streamlining them a little bit so same thought there and then curious if that's been if we've
seen something like that at other districts while you guys were doing research. Yes so maybe not necessarily districts in the state but nationwide there are a number of school districts that do have some sort of they call it like a parent Academy parent University we chose more inclusive language for
caregivers because not every students may have a parent but every student has a caregiver. Yeah and I just want to echo what everyone said I think especially the caregiver Academy I mean I think you know there's always so much on our education system and educators cannot do
it alone and and it it takes like the whole you know your somebody's whole kind of community to ensure students have the supports they need to be successful and remove any barriers and I feel like with D-PAC I always get so excited with your recommendations because they're so thoughtful and when I
just look at like I when I'm just looking at the timeline that you know thank you for like you know learning about our district budget because I think that's what we always struggle with too is just like when we get these recommendations right now what do we do you know so I really appreciate that and and the dedication of of the team
and and the volunteers so and this is really great. Yeah I just echo all of that and I really like how focused this year's presentation was and thoughtful on what an implementation could look like and even if like mentioning last year's
recommendations even if they're not like fully implemented it does find its way into the work like the [snorts] avid middle school roll out for example we had been hearing about it from Deepak for several years. So, um and some of the other kind of work done in the past does find its way in because we do kind of hear that and the
staff takes that back. Um but, I'm very, very intrigued by the parent academy and um how we might uh potentially redeploy dollars um that uh or create some synergies with dollars elsewhere to make something like that happen. Having that consistent one-stop shop for parents
wherever they are in the district, I think could be extremely valuable. So, this one has super high interest, I think, for um many of us. Any other comments or questions? Okay. Thank you so much. >> [clears throat] >> The next agenda item is uh audience
opportunity to address the school board and I'll just uh mention a few of the guidelines that we apply um each meeting. Um as a board, we welcome all voices and strive for public engagement and transparency in our board work. Audience opportunity to address the board is one
of many avenues to achieve this. To [clears throat] ensure all voices are heard, welcomed, and respected in the board room, we ask that audience members withhold applause and verbal response to all speakers. Speakers will be called to the podium in the order of student, parent, staff, community members, and others. Uh the time uh line is 3 minutes. Comments should be
directed to the entire board, not to any individual board member. Um if you have a handout for the board, please place it on the information table or hand it to the board secretary, Sherry, and she'll provide copies to the board members. The board and audience will uh listen and not respond back at this time. If you'd like someone to
follow up with you on your questions and or comments, please let the board secretary know. Um as a reminder, personnel concern concerns should be directed to the individuals in the following order: building principal, executive director of human resources, assistant superintendent superintendent and
finally in writing to the school board. And the complete guidelines are on the meeting table. We have one speaker tonight, um so I'll call that speaker up. Deanna Petrie. Good evening board members. My name is Deanna Petrie and I live in the Osseo
district. I'm a professional musician, a teacher, and entrepreneur, but most of all a mom of three kids ages 1, 3, and 5. My oldest is currently in kindergarten in the district. I'm here tonight because I plan to be a parent in the Osseo district for the
next 18 years. I care deeply about the quality of education our children receive. And while I have concerns about current use of one-to-one devices in elementary schools, I also have high hopes for meaningful change as my children grow in the district. I am grateful for an incredible year in
kindergarten thanks to my son's creative teacher who has intentionally refrained from using iPads in the classroom. Before I begin, I would like to ask a simple question. What is our ultimate goal for all students in this district? Is it for students to gain knowledge,
to be creative, to develop critical thinking skills, social skills, and foster a lifetime love of learning? This is certainly my wish and possibly yours too. >> [snorts] >> So, my question tonight is, how do one-to-one devices in elementary school
support those goals? When my kindergartner brought home an iPad on the first asynchronous learning day, I was caught off guard. I found myself wondering were they using these devices in the classroom and how often and what 5-year-old possibly benefits with an iPad in their hands in the
classroom. Research has been emerging that outlines that one-to-one devices harm not only learning outcomes, but also the learning environment. My main concerns are formed based on the experiences I've heard recently from other parents in the district that
one-to-one devices hinder focus and attention span and undermine deep learning. They're distracting and disruptive in the classroom. Student and data privacy and information is being shared with EdTech companies. And elementary students are accessing
and sharing inappropriate YouTube videos. And gamified learning apps can be addictive and behavior altering. In summary, one-to-one devices detract from human-centered learning. Technology certainly has a place in education, but in the early and
elementary years especially, children learn best through human interaction, hands-on experiences, movement, singing, conversation imagination reading creativity, and play. Our children will have a lifetime to use these devices, but they will only have
one childhood. Let's protect it. I urge the board to carefully re-examine the role of one-to-one devices in elementary schools and to put the students' well-being, education, and authentic learning at the center of these decisions. Thank you so much.
Thank you. The next agenda item is the superintendent's report. Dr. Hiles? Thank you. Good evening, Chair Prince, Vice Chair Brooks, and school board members and stakeholders. As we head into the final weeks of the school year, my reflections this evening
are centered on the word connection. A school district cannot thrive in isolation. So, in order to build a strong, resilient community, we must intentionally lean on and support one another. Our schools, our families, and our stakeholders alike. So, we saw the magnificent impact of
these connections recently at the Osseo Education Center Soccer Invitational this past Friday, where our transition scholars welcomed athletes from four neighboring districts. Supported by the Special Olympics Minnesota, the fields were overflowing with pure joy and
connections. Our local partners are just as vital. The Maple Grove Police Department recently stepped up to collaborate with the Special Olympics as well in collaboration with Dunkin' Donuts, a wonderful partnership highlighted on my Instagram page. These moments prove that
when a city, law enforcement, community members, and a school district partner, we amplify positive impact for our entire community. >> [snorts] >> Our schools are in one of their busiest seasons of celebration, whether it's the harmonies of our spring choir concerts, the creativity of school plays, and
memories made at prom, or the ultimate milestone of graduation. It's so great to see the culmination of all that our scholars have accomplished over the last several months and years. Their smiles are from ear to ear, and we send out a big congratulations to all of our scholars.
We and our district want to thank our community stakeholders who have leaned in to support our scholars year after year. So, we say thank you. We'll be finishing strong, and we're doing it together. Thank you. So, regular part of our students' reports to share points of pride in our
district. By sharing the points of pride, we're actually slowing down and taking the time to recognize our scholars, staff, and our community members who are contributing to the accomplishment of our mission. So, this evening I have members of our district cabinet who we are here to assist in sharing some of these examples from the
last month. In the area of contributing to community, students from four district elementary schools, including Basswood, Elm Creek, Oakview, and Park Brook, spent the first part of this school year raising money for the organization Students Connecting Through International Service to support a
school in Sonora, Mexico. In April, fifth grade student representatives from each participating school traveled to Arizona to deliver supplies, funds, and to participate in cultural and community activities with the students from the Mexican school.
Each district school that will receive new students due to attendance boundary changes this fall is hosting a welcome event before the 2026-2027 school year begins. Several events have already taken place. Some have been planned in conjunction with annual events the schools host, such as a multicultural
night, a STEAM Fest, or a family fitness night. Others are taking place as standalone events like ice cream socials for new families or new family orientation meetings. On May 12th, the district completed its last of three community conversation meetings held this school year.
Community conversations have given parents and community members opportunities to share their opinions and learn more about issues they care about, such as safety, class sizes, discipline, and more. An overview of what was discussed and community feedback will be available for the
school board and community to review. Brooklyn Middle STEAM School hosted a multifaceted event the [clears throat] evening of April 30th, which included a showcase of the student science, technology, engineering, math, and arts projects from throughout the school year.
A multicultural show, a Bulldog Cafe offerings where students baked and served snacks and treats from around the world, and a celebration of the school's longtime principal, Kim Monette, who will soon retire. The event served to bring the community
together to celebrate one another and to recognize the students' academic growth in STEAM subjects. In the area of achieving dreams, this winter, Osseo Senior High School junior Mina Hurtler received nine Gold
Key Awards for her regional Scholastic Art and Writing Award entries. This spring, Hurtler learned that three of her entries advanced to receive national awards, including the National American Visions Awards for her
photography piece 228 on Central, taken in downtown Osseo. OSH art teacher Jennifer Kramer-Peterson said, "This is an extraordinary achievement representing some of the highest recognition at both the state
and national levels. Basically, the best in the state." Students in the gardening community club at the Osseo Area Education Center have had the opportunity to be a part of year-long class on gardening that covers everything from the science behind plants, soils, and the growing cycle to
hands-on experiencing planting and tending to a variety of plants. OEC students are now selling their plants at a greenhouse sale, which runs every Thursday and Friday in May from 9:00 a.m. to 2:00 p.m. at the OEC. Offerings include annuals, perennials,
herbs, vegetables, hanging baskets, and more. Gardening club teacher Stella Warera said, "The class aims to teach students about gardening for their own personal enjoyment and also so they have the skills needed to apply for a job at a
local greenhouse if desired." In the area of mission-driven employees, the Consortium for School Networking, a professional association for leaders in education technology, inducted a trio of Osseo area schools employees into its
2026 volunteer Hall of Fame at the conference on April 14th. Winners include Johanna Arnt, technology coordinator, Ryan Cox, director of technology, and Anthony Paternoster, executive director of technology. The Hall of Fame recognizes outstanding
individuals for their efforts in improving technology, enhancing digital access, and leading AI or school safety initiatives. In the area of lifelong learning, the District 279 Foundations 2026 Investment
in Youth Celebration took place on Sunday, May 3rd at Park Center Senior High School. This year, 72 award recipients were celebrated for they their significant investment in one of the following categories: developing their own talents or learning, helping the community,
modeling for youth, overcoming adversity, the betterment of education. Award recipients included students, staff, and district volunteers. We have a few final notes and reminders for this evening. Graduation ceremonies
are being held from May 29th through June 7th. For the Osseo Area Learning Center, Osseo Education Center, Adult Basic Ed, 279 Online, and Park Center, Osseo, and Maple Grove Senior Highs. To
learn more, visit osseoschools.org/2026graduation. The last day of school for our students is June 5th. So, families can still explore summer programs for their children from early childhood through high school. You can visit the Osseo Area Schools Summer
Programs website at osseoschools.excuse me osseoschools.org/summer to learn about each enrichment opportunity, camp, and program that will be offered. And of course, continue to check out our osseoschools.org/betterfuture for the latest on our construction
projects. Thank you. Our next agenda item are school board reports. Director Dawson, do you have a report or update? Yeah, we had a RISE Committee meeting, our final one of the year, last night. And we talked a lot about
it's been a there's been a lot of interest for families and do you get more involved in the district in different ways and so there was some interest around avid and so um talked a lot about avid and just ins and outs of avid and then planning for this
next school year um there'll be kind of more of a mar- marketing and communications strategy to really ensure that um we continue to recruit RISE members and I love what Thomas said about the um deep pack and and how kind
of some synergy there with some of the things that um RISE is trying to do. Director Foster, do you have a report or update? The only report I have is June 9th is our next policy committee meeting so everybody should be [snorts] there. Director Brooks, do you have a report or update?
Um just to add to what Director Dawson already said about RISE they also had two events within the last month or so um so there was the AAPI Heritage Month event and also know a lot of work went into that um as well as an opportunity for them to
try to recruit more uh parents and then the next week was the Black History Month event that was rescheduled from February so um yeah so uh they are they've been working pretty hard even outside of those RISE committee
uh meetings and you know I think it is starting to show in the parental involvement in that committee so that's it. Director Tate, do you have a report or update? Uh no reports. Director Mitchell, do you have a report or >> I do not tonight. Thank you. Okay.
Um and then uh so I'll just give an update on Northwest Suburban Integration School District so um we've been working through the process of uh searching for a new executive director so um the joint powers board actually conducts its interviews tomorrow night and then the
following night we'll have a deliberation um meeting um so that continues to move forward um and just um echoing on the investment in youth awards um Dr. Hile and I were there uh reading and handing out the words and um that was just a fantastic night to just see
um the incredible contributions across the district from students and staff. It's really special. So, um hopefully uh that'll be an opportunity for everybody to attend in the future. Um and yeah, in the community conversations, most of us were there um at at one point during those. So, those are really great and we
continue to refine those that format and um think up new innovative ways to engage um to hear community voice. So, um so I thought this year was a really great experimentation with that and I think we'll we'll see what we do next year. Okay, with that, the next agenda item is
the consent agenda. Board members, our consent agenda items this evening include meeting minutes, financial reports, several grants, personnel items, a resolution regarding the termination of probationary teachers, uh the annual Minnesota State High School League renewals for three of our
high schools, and contracts for buildings and district services. Uh board members, are there any items you would like to remove for a separate consideration? Seeing none, is there a motion to approve the consent agenda as printed? So moved. >> So moved. Moved by Director Brooks. Is
there a second? Second. I'll second. Second by Director Dawson. Uh is there any discussion? Um I do have a couple comments. They're very similar to the comments I made last year. Um and my comments are in regard to the consent agenda item 11G. As a
board member, I affirm our desire to maintain active participation in the Minnesota State High School League, MSHSL. Um I deeply value the role that athletics play in developing character, teamwork, and community across all of our schools and voted to approve our membership with MSHSL. At the same time,
I believe it's essential to uphold fairness and integrity in competitive sports. I stand by the principle that participation in athletics should be based on biological sex rather than gender identity. This position reflects the convention conviction that parity and inclusiveness in sports are best
achieved when competitive categories are determined by biological sex ensuring both safety and fairness for all student athletes. I strongly encourage MSHSL to evaluate its approach to gender versus sex-based sports categories, most notably allowing biological males to
play in girls sports. Title 9 must be enforced by its original intent, equal opportunities for females and males in athletics. Uh other concerns that I have as a board member are for liability for the district as members of MSHSL and conflicts between state and federal laws. My intent is not to marginalize or
diminish the dignity of any student. Rather, I seek to foster an environment where every student can thrive with clear guidelines that promote equal athletic opportunity while preserving the integrity of athletic competition. Thank you.
Any other discussion? I you know, I just would like to just say one thing. Um because it's something I never want us to lose sight of is that you know, activities are part of the full educational experience and they're not separate from it. >> [snorts] >> And you know, for many of our students,
activities are where they find connection and purpose, leadership skills, teamwork, and joy really. Um so I believe it's our responsibility to create continue to create these environments where students can participate and feel a sense of
belonging and you know, we've really heard that theme over and over when our committees present, when we talk, and how do we ensure each and every student cuz we're in public education um has a sense of belonging and feel safe. Um and so, you know, we may not always have the
same perspective, but you know, I hope we can really continue to center our students and lead, you know, with empathy and care and respect. So, at the end of the day, um these are our people
at the end of the day, right? And it's our responsibility to support them. Thank you. Any other discussion? Um I mean, I I at the end of the I just trust our
coaches and staff, you know, to keep folks safe. I I remember when I started high school, I was 5'2, I weighed 96 lb, and I was playing ball against dudes, giants, right? A foot and a half taller than me, and had 100, 150 lb on me, and
you know, my parents let me play, and the coaches kept me safe, and, you know, I just I just trust our staff and and coaches. I think they'll continue to keep our kids safe as they have for, you know, the past decades and stuff with little runts like me running around trying to
set picks and stuff on the court, so. Any other discussion? Um so, I just recognize all the board members' perspectives and comments, and it is um and we know this is an issue that's come up at the state level, at the federal level, and at the Supreme Court level. So, I think it's not something
that we um have jurisdiction over locally, and I think all board members um agree and are unified in supporting all of our students and hearing all voices and ensuring that um all of our students have fair opportunity, so. Um appreciate the comments and discussion
and perspectives. All right, any other discussion? All in favor, say I. I. Opposed, nay. Motion passes 6 to 0. >> [snorts] >> Okay, our first action item is the second reading of policies. General
Counsel Amy Moore presented the first reading of policies at our April 21st, 2026 business meeting. Amy, will you share the second reading? Absolutely, and we don't have to go through every single one. Good news, they've been posted for the past month.
There was one comment that came in from a community member related to policy 520, student surveys, section 3A. It that sentence discusses the ability of stakeholders to review instructional materials, and this eagle-eyed person
caught and said shouldn't that be survey materials? So, in passing these are moving to pass as a slate, we'll include an amendment to reflect that correction. Okay, so um Is there a motion to approve the second
reading [clears throat] of the following policies with an amendment to policy student surveys section 3.A changing instructional to survey? And I'll just read each of the ones that we're approving titles. Policy and procedure 504, student dress
and appearance with proposed revisions. Policy and procedure 506, student discipline with proposed revisions. Policy and procedure 514, bullying and hazing prohibition with proposed revisions. Policy and procedure 519, interviews of
students by outside agencies with proposed revisions. Policy and procedure 520, student surveys with proposed revisions. Policy and procedure 532, use of peace officer and crisis teams to remove students from school grounds, review with no revisions.
Policy and procedure 541, chemical use and abuse with use abuse with proposed revisions. Policy and procedure 549, use of restrictive procedures as behavioral interventions, review no [snorts] proposed revisions. Policy and procedure 555, student
recognition plan, which is a proposed repeal as it's not relevant anymore. Is there a second? Second. Second by Director Foster. Oh, sorry. Um I had asked if Sorry, I asked for a motion. Is there a motion?
Motion by Director [laughter] Foster. Is there a second? >> Second. Second by Director Mitchell. Okay, is there any discussion? Yes, um Chair Prince, I'd like to just make a comment just as we're reviewing the policy 506 student discipline. I just want to
acknowledge that student behavior and discipline have been um remain a concern that was brought up repeatedly at each of our community conversations with the from the parents. So, I just want to be transparent about that and acknowledge that. Um So, I think there's continued work to be done there, and I'm just encouraged that
our district leadership and Dr. Hile um desire to address these concerns and we would move forward with action um setting us apart from events in the past. I think sometimes we've had listening sessions that just stay at the listening session. So, I'm encouraged that we're taking the the feedback to heart.
And as Chair Prince and um Vice Chair Brooks are working together on our schedule for future work sessions, I've requested that this topic um is addressed because it's such continued work. It's not a one-and-done. So, we just want to pay attention um when it's a repeated theme at our
community conversation. So, thank you. Any other discussion? Um so, we did read them in their entirety in their first reading. Um as I mentioned uh well, I guess those are the next set. The students provided do provide um policy input at different points in time along the way.
Um we have the ability to provide input online um on the policy site. Um and um we do receive input from time to time um and I really have appreciated the different revisions and callouts and um as uh Naomi mentioned, the bullying and
hazing um as well. And um we do kind of have the uh cascade of there's policy, there's procedure, and then there's handbooks, too. Um so, just to Director Mitchell's comments, also like, you know, we do have the Stop It line, so um if as parents or staff or community
members, like you're ever seeing something that where our policies um you have concerns about it um or um need to provide feedback, um please use those mechanisms. Um talk to your teachers, talk to your principals. Um this set of policies and the upcoming ones are are
really, you know, important student um impact policies, and that's why we invite the input of um our student board reps um on each step that affect um particularly students. So, um please please take advantage of those opportunities to provide feedback so problems can be addressed um at any
time. And Chair Prince, if it's okay to say Stop It is anonymous, just to let people know if they wanted to know. Yes. Mhm. I just Can I just say, I just want to thank Director Foster, Vice Chair Brooks, and Chair Prince for serving on the Policy Committee cuz you guys really
do the heavy lifting for us, so thank you for that. >> [laughter] >> And thank you to uh Amy Moore for And the other piece, you know, is we do um Amy does get feedback from staff on the different policies, as well. And back when we're doing the cell phone policy,
that was a big one that we reached out. So, a lot of work does happen um across the district for them. Any other discussion? Okay, so we've had our motion, we've had our second. Uh All in favor say I. I. Opposed, nay.
Motion passes 6 to 0. Uh Our next agenda item is gifts to the district. Is there a motion to approve the gifts to the district totaling $167,073.31? So Second. Second by Director Foster. Um
And just again, thank you for all of the support of the community. Um this includes every single item reported across the district at every site, um, at every building and um, our communities uh, our community and our family is are very generous and
very engaged and that even came up in our stakeholder survey that for that it's pretty unique for a district as large as ours to have so much community engagement. Any further discussion? All in favor say I. I. Opposed, nay. Motion passes 6 to 0.
And our final agenda item is adjournment. Uh, we don't have a closed session this evening. So, is there a motion to adjourn at 7:11? So moved. So moved by Director Mitchell.
Second. Seconded by Director Brooks. All in favor say I. I. Opposed, nay. And the meeting is adjourned at 7:11 p.m.