Good evening. Welcome to the school board meeting. Uh we will begin with pledges of the United States of America and to stand with liberty and justice for all.
All right. Approval of agenda. Everybody have the chance to look at the agenda. Need a motion to approve. So moved. >> Second. >> It's been properly moved and seconded. All in favor signify by saying I. >> I. All oppose. Same sign. Motion passes
unanimously. Presentations. The National Honor Society. Would you guys like to go first? Hello everyone. Oh, it doesn't work cuz that's fine. Hello everyone. My name is Sephora Gambora and
we are here representing the National Honor Society. The National Honor Society is built upon a four fundamental pillars that represent the core values expected of its members. These pillars guide students in their academic and personal development, shaping them into well-rounded individuals committed to
excellence and service. The first pillar, scholarship. Scholarship is a commitment to academic excellence. NHS members are expected to consistently pursue knowledge and maintain a strong GPA, demonstrating intellectual curiosity and a drive to succeed in the classroom. The second pillar is
leadership. Leadership involves taking initiative and inspiring others to achieve a common goal. NHS values students who lead by example whether by holding formal leadership positions or influencing their peers through positive actions and responsible behaviors. The
third pillar is service. Service reflects a student's willingness to give back to their school and community without expecting anything in return. NHA's members are encouraged to encouraged to participate in volunteer work and contribute to causes that benefits others demonstrating compassion and civic responsibility. The fourth one
is character. Character is the foundation of ethical behavior and integrity. NHA's members are expected to uphold high standards of honesty, respect, and responsibility in all areas of their lives. Good character means doing the right thing even when no one is watching. We are here to invite you
to the induction ceremony for the Army members, which is Sunday, May 3rd at 2 p.m. in the auditorium. Thank you. Thank you. You're welcome. Thank you.
Thank you. Thank you. You're welcome. >> Thank you. You're welcome. >> Do you have any questions for us? >> Thank you, ladies. Do you know how many new ones you're going to get this Sunday? Put you on the spot. Do you guys
>> uh 21 new members will be and we are currently 22. Okay. >> All right. Next presentation from the crew went to the Northern Cass staff development. Well, as we're making our way to the podium, I just want to say thanks again
to the staff members. Thank you that attended Northern Cass. Um it was a a site visit that we were able to do um in large part because of the grant funding that we had support that we had from the competitive grant that we wrote taking
us back about 2 years ago now that we received that grant notification. Um, we're very fortunate. It was a competitive grant process and through it, it's been an opportunity to build some awareness and some capacity and understanding. And what better way to
see it in action than to actually immerse yourself in a school day up in a place that's doing some more student centered uh processes with their teaching and and learning pro processes. So, um, the staff members that you're seeing are but a small group of those that were able to attend and we're
looking forward to hearing what they have to share. So, welcome everybody. Okay, we're here to talk about our key takeaways um and what we learned about personalized learning up in Fargo or the Fargo area, sorry. Is that
>> Yeah, cuz the school is a really important field. >> Yeah, it is. Um so the purpose of our visit we went there um to take a look at how they do personalized and competency based learning. Um we went and we met with different classrooms K through 12.
Were any of you in the same group? We split it into three groups. >> Three groups. We were in >> So each of us had like a different experience when we were there. We had to sign up and we got to observe different classrooms. So like what Daniel saw there was different than what I saw.
What you guys saw was also different than what I saw. Um so we went and visited different classrooms. We met with teachers and district leaders. We had student focus groups where we talked with um kids that were actually students there. And then can you go to the next
one? Sure. >> This is our elementary staff that went and one more. Those are our demographics comparing them um to us. And ours is just prek through 5. Um we have 619
students. They have 724 prek through 12. Um go ahead. All right. Um some of the big things that we observed um the district in action were the student goals and the teacher goals were posted everywhere and we thought that was just
a really important part that students were held accountable and they their goals were visible teachers held the same goal their own goals too and so just the consistency um they were posted everywhere they were visible everywhere they were revisited often and then the progress was tracked too and I have some photos or we have some photos that we
can um look at after we talk about this um goals were both behavior and academic. So, for example, I was talking with a second grade student and we're looking at the goals and she's like, I really need to keep my eyes on the teacher and so that was her GOAL AND IT WAS CUTE BECAUSE SHE HAD progress and after they meet goals, they get to post
it on the Yay board and then they move on and I just felt like those goals were really important. Um they also have the big five which is um they pick five priority standards that learners must master in each subject per level. That's what they call their grades. they call
them levels um and those are decided it's a I guess it's a process but they picked the um mostly essential learning targets and students have to show proficiency in those big five to move on to the next um the next one I guess or to the next
level. Um I feel like this just allows for the students to master those skills. Um learner agency it's where learners show and take ownership of their learning. um they're not choosing between two activities options, but understanding what they need to learn, able to make the decision about how they
learn it, and reflecting on their progress and adjusting when something isn't going um working for them, which is the learner profile. So, at the end, I'm assuming at the beginning of the year, they create these learner profiles, and we actually made one, too, just so you guys can reference it if you
want to take a look at it. So, they celebrate each child. This is Will. Um, and it it just celebrates each learner. It talks about their strengths, what they um how they like to learn, what they want to learn. They might want to learn how to milk A COW. UM, WHAT
THEIR passions are. Um, and each kid is just celebrated that way. So, it's easy when you walk into the room to make connections with each learner. Um, and I just think of as a substitute, too, to walk in and be like, "Oh, you're into farming." like just being able to connect with the kids and being able
again to see their goals and know what they're striving to achieve. It was really really cool. >> And I feel like um they it's also a visual tool that they can circle back to and be like let's reference this. Okay, you like XYZ or just I think just having it visible. They were all over. I think
every classroom had them. >> Yeah. Like if you look in the picture on the far right, that was one classroom. All the kids in that classroom, they all they made their own learner profile. Um, so they were just really fun. Um, and the last thing I have on this slide is, um, an example. The they were data
driven and they also have data binders that were often circulated to. I think there's a couple slides on that, too. Students were very aware of what they were working on, what they were working towards, how they were their progress, working towards those goals. That second photo there was a second grade. Oh, I'm
sorry. Back up. Back up. Oh, get wasn't sure. that where the kind of has like green the presency is um colored in in green. She maybe it wasn't this one, but there was one student who I was like, "Wow, you had so I had a two to master or to move on from that skill, but a lot
of students were striving for fours." And she had a three on one of them and she goes, "I wasn't very good at graphing." And I'm like, it was just like they were very aware and very they knew how they were doing at every skill that they were working on. So, and they knew what skills they had mastered, what skills they needed to improve on, what
skills they hadn't gone to yet. And the students were speaking like the vocabulary like they're like my standard this standard and I'm like wow they were just very aware of what they needed to learn and their progress towards learning that. So um
we can keep going all the way to the yellow one. Yep. Um so these are the slides that Emily Ven Hook and I actually made u when we talked to the elementary school about our experience. They had such a positive school climate. Everywhere you go, you could just feel
the positivity radiating. Um, this picture here is just outside of a teacher's classroom. Again, like a little learner profile is hanging out there telling you about that teacher. Um, they had more pictures out there of like where each teacher went to school,
where they went to college at, and it was just such a fun way to see them connecting and um, celebrating everybody in the school. Um, we visited a preschool classroom and their preschool goes all day every day.
They attend specials. Um, and the teacher that we were observing was pulling kids in small groups. I don't know if you can read the one on the right hand side, but that little boy was reading these words like the word solid. He was sounding it out. All solid.
Solid. That's very advanced for a preschool student. Um, so that teacher was personalizing his learning and and getting him where he needed to be and meeting him where he was at, which was very advanced compared to his peers. Um, the kid in the middle is working on a
thousandpiece puzzle as a as a class. They were continuing to to do that, which was awesome. And um a lot of like the personalized learning was in the elementary school they had a must do what the kids had to
do and then they had a may do choice board. So the may dos is where the choice came in and the kids got to choose what they wanted to do on those um given days. And the little girl on the left she just had a writing prompt that she was typing and responding to and then she would bring it up and show
it to the teacher. All of the kids were very engaged. Um, which I think directly relates to them having the choice in what they're doing. I'm going to flip to the next one. And this was a kindergarten classroom that we went into. You can see the bins on the side.
They were leveled. And at the very top there's a purple, a blue, and a green, and it had their names on it. Those were personalized to what the kids needed, too. So, if kids needed to work on letter sounds, they might be in the purple group. when it was there may do. Um they would go to the purple box and
get what they wanted to work on, but it was all skills in there that they needed, if that makes sense. And again, like Danielle talked about, very goal driven. The kids were very much aware of where they were at in their learning. This was another
classroom on the right hand side. All the kids had goals written down of what they were trying to achieve and and they were working hard to make that happen. So, our key takeaways as a kindergarten team up there is that the kids were very goal- driven. Um, they had wonderful
time management skills. The kids knew that they needed to do their work and if they didn't that there were consequences and those consequences would be followed through with. Um, their social skills were very advanced. They could communicate with us. They could communicate with their peers. um limited
worksheets, limited technology, which was interesting to see because when you think about personalized learning, you think every kid's on a on a tablet and they're all doing their own things. It's not like that at all. Um they had multiple opportunities to show what they
know and there was a balance of control. Sometimes the teachers were in control, sometimes the learners were in control. And just navigating any of that changes moment by moment in your classroom kind of described it like a DJ board where you have I'm not a DJ
and all these like switches I guess and we like it doesn't the music doesn't sound good if they're all on one end or on the other. So I mean every day those things change and I think I depend on the learner you're faced with too how you have to navigate control and giving
the student control too and I thought that was just a really good way to understand it. Yeah. >> There were minimal behaviors. All students were very engaged um because of their choices. Their learners experienced a lot of real life opportunities. Um they would take what
the kids were interested in. They said middle school, I believe, they read the hatchet. Is that right? And then they >> high school. They took an overnight camping trip after they like did that unit and learned survival skills and things like that. Like there's kids that
that got interested kids that that um so they were just the kids were very engaged in what they were learning because they had the choice. um walking those hallways, it it was very apparent these are experiences I would want my kids to have as a mother. Um and these
are experiences that I would want all kids to have as an educator. All right, so fifth grade takeaways. Um I had another team member with me, Megan Mid. was kind of my sidekick going through this, but um just what we noticed kind of a lot of this will piggy
back off of what Samantha said, but we noticed increased student engagement, which then leads to decreased student behavior. Um they had a very common language throughout their system and they referred to it a lot as our system versus like my my it was our it was our everything. K through 12, we heard every
educator say our system. Every those people we walked around with, they would had different roles. The leaders Yeah. >> the leaders. Yeah. it was our system. Our system was the common language throughout K12 was I think a huge piece of making this work. So I thought that was interesting. Um the students
reference I learn which is like their note days, the direct instruction days. I practice which is obviously the days they get to practice and then I show which is their final assessment piece and that doesn't necessarily mean a test. It was how are you going to show me what you have learned? You get to choose. Maybe you want to make me a
slideshow. Maybe you want to write me a paper. Maybe you want to actually take the test. Maybe you want to create me a video, maybe you want to create a anchor chart. I mean, whatever. The kids got that choice in how they wanted to show their educator that they were learning. So, I thought that was kind of cool. Um,
the students took ownership and pride in their learning. Goals mattered and so does the reflection piece of that. I kind of touched on this DJ slider already with the control of the classroom. I asked teachers. I was like, "What if the students can't handle control?" And she said, "Then we take
that control away. the teachers take a little bit more control and they give the student two choices because they can't handle they have to earn that choice of the freedom of the choice. So, not eliminating all their eliminating all their choices, but maybe going back to their learner profile be like, "Oh, it looks like you like to do this or
this. Let's let's stick to these two rather than So, I just really liked that reference." Um, positive culture and environment. I'll be honest with you, when I went, I was a little skeptical. I'm like, let's see if this doesn't work. And within a half hour, I was
like, I mean, the second you walk in the door, it was like I don't I don't know. It was just it was really moving. Um, everyone wanted to be there, the students, staff, um, office staff, janitors. They had kids that were hired to actually like seniors that were hired
to actually clean with them if they had like a prep period. >> Yeah, like a prep period or study hall, I guess. They had students being um, pars. They had students being janitors. They had students I think they said helping the lunchroom. Yeah. >> So, that was really cool.
One of that's part of their requirements for their graduation is their students have to do two internships or >> a number of job shadow >> a number of job shadows and that's a way that they could do those things is by being a parah or being helping clean so
they could fulfill some of those things doing that >> um it was a lot of skills over content there was a lot of cross grade collaboration one of my favorites was there was my first classroom. I went into a ceramics classroom and they were
juniors, I think, and they were making monsters. And I'm like, "Oh, that's interesting." And she goes, "Well, the third graders were doing a writing piece on monsters or a little student was writing about a monster." And so the this junior in the ceramics class got to bring her character to life. It was just
it was really cool cuz they were working on their skills, you know, she was talking about textures and again, I'm not an art teacher, so textures and different shades of colors and however that was for art. And then but that student was also you know working on those writing standards. So it was just cool that they were like all I feel like
there was a lot of examples of that like crossrade collaboration and then the third grader got to go meet the 11th grader and see her monster for her story. It was just really cool. Um I kind of talked about students reference I practice I show a big piece of this was a lot of social emotional learning
was supported and integrated and integrated throughout the whole school. I feel like that was very evident and a big piece a big moving piece of everything. It was in the bathrooms. It was they had a lot of class about it. Um can I talk? >> Yes, please.
>> Yeah. As far as like classes, that was when I moved around, I switched groups from the morning to the evening, but I ended up seeing three different classrooms where there was stuff being implemented and they were almost like mini snippets like the counselor would come in to I don't remember first, second grade was the first one we
witnessed it in and they were kind of she was just going over a basic lesson of like choices and how they're hard and how to navigate difficult choices and which ones to get help for and which ones to do by yourself. But these kids were like very much engaged and you think like, oh simple like learning about choices, but some of these kids
don't access these skills elsewhere. And so it's pretty important that you start teaching that as a young age. So when they get into high school, middle school, some of that stuff can be not as severe. But then we saw I think Dr. Willard and the other admin were in this class where we went, it was an actual
class of high school students that had to be like nominated. It was a social emotional learning class. um the counselor led it and there was one other staff member that was invited to be in for that class and they rotated that staff member I don't know every quarter or every semester. Um I think partly so
that that staff could kind of get in on some of that learning too and then apply that in their own classrooms but also that way if the counselor got called away on a crisis they could continue that class. But um some of the kids were in there, it was a very mixed bag. Like some of the kids were in there because
they got nominated because they were very in touch with their emotions and they could articulate them well. And then some students were in there because they got nominated because they weren't so great at that or were getting in trouble for it. Um so you kind of had these, you know, kids that it was all
about vulnerability, I guess. And you had kids that were willing to be vulnerable and teach these others that were hard or like it's okay to be soft and talk about your emotions. And they kind of did a they scheduled what was going on in there. Um like each day there was a specific topic they were
covering and a student was assigned. Um you're going to figure out the lesson for that day or the activity. So this gal led us and it was a sharing one and they had a passing piece. So they're going around and answering this question about I don't do you remember are you
aware of your emotions >> like yeah how are you able to express your emotions do you know how other people express theirs and so they answered it and they started and we're kind of in this group and as this stick is getting or this piece is getting passed I'm like these kids are articulating this so well like I am
going to bumble through this like it was it was mindblowing for me to see these kids communicate they were so mature and they just had a handle on stuff and they would look at you and they would like really engage with you in conversation about how they were feeling about stuff.
To me, I was like I I can't tell you where I'd seen that before, but um I don't know. I'm a big proponent of social emotional learning. I think it plays a big piece in um you know, your curriculum and cuz if a kid's disregulated, they are not going to
learn and they're not going to be able to get out of that cycle. So, I think that's a big piece that I saw up there. I feel that was a big proponent and they kind of hinted on that with their push for like their school culture because we asked about like what about incidents or discipline and they kind of hesitated
and they were like, well, we, you know, don't have a lot of that because of the work we've done building our school culture. And so, I felt like that was a big >> piece in our care. Just a couple of things that I had on here is um if it's best practice for
one, why not for all? And they used the terms right before perfect. And I'll be honest with you, I've been dabbling into this a little bit in my classroom and I definitely am feeling brave and not perfect, but it's fun. I I love Yeah, my
kids are engaged. Um they're all working there. I have I will say I have increased engagement and decreased jump behavior. That's a little bit more. That's what I was hoping. I'm just I'm being great. Definitely. Um, so for example, I was
teaching conversions in my classroom the other day on measurement and I did a quick little mini lesson. I touched on all the conversions that the kids needed to know. We did a few examples together. And then I said, "Okay, here are your options. This is how I want you to show me what you've learned today." And I had kids that created a Cahoot for those of
you that know Cahoot. And I was like, "Wow, that's really cool." Um, I had kids creating me worksheets. And I said, "Okay, that's great, but you have to have the answer key. I'll do it, but you have to have the answer key." And then some kids were creating videos. I had kids sending me slideshows. I had kids creating me anchor charts. I had
students making me like a book. I had those like it was a wheel. So, I wish I got one. There was piece of paper on the bottom, piece of paper on top, and then the top piece had like little cutouts so that they spun the wheel. And each piece had different examples. And then I had students come up to me too like, "Do you mind if I do this?" And I was like,
"Yeah, that's great." One student even asked me, "Can I do the WORKBOOK PAGES?" SURE, GO AHEAD. WHATEVER. One student's like, "Can I just do this on myself?" And I'm like, "Yeah." And I had that skill prepared and ready. Um, I've probably done this in my classroom four timesish, and the students are catching on, and
they are coming up with great ideas, too. Like, I'm like, "Yeah, I like that. Yeah, I like that." So, I just kind of give my students the the choice. How do you want to show me what I taught you? And then I have those ones, too. And I like this because I have some students in my classroom that have one example and they got they're quick. They're they're on their own. They can do it.
And then I have the ones that take a little bit longer. And so my ones that are my highf flyers, this gives them the opportunity to go show me what you know, be creative, work, whatever you got to do. But then it also gives me the moment to retach those that are not understanding and more one-on-one um
more direct instruction for those students, too. So, um I I I think I called Moritz into my room one day and I was in tears because I was like, "This is this is this is it. Here we go." And so, um she sends me a picture. It's It's incredible.
>> And on in the kindergarten wing, um well, if we like back it up to June before we went up there the first time, I was like, "Absolutely not. I don't want to do this. No way. We're not doing it." And then, I don't know, we got back, was it last week? The very next day, Emily and I are like, "Okay, guys,
we got to sit down. We're going to do this like today." So, we started um revamping our rooms and how we wanted things to look and we switched out some stuff so we could offer choices. So, your kids that get done really fast, like it's all prepared. It's right there. It's the same centers or like
games, hands-on manipulatives I was going to give them anyway, but because they have the choice, they're like way more engaged in what they're doing. Um, so we have big ideas moving forward, but we're starting small. >> Like I said, great before perfect. The part I'm struggling the most with is how
to grade all of these different things. And so I think that's where the proficiency skill comes in, which I have not mastered. Um, I haven't even been brave on that part yet, but I I we're figuring it out. Baby steps. Um, I just like to see my kids engaged and working
hard. So um, some student quotes just were kind of touching. a 12th grade male student. Um he opened enrolled from Fargo where his GPA was 2.6. Didn't care about school, negative attitude, no one cared. Um his words, classes sucked. Um now he's at Northern Cass and he has a
3.8 GPA and he wants to be a doctor. Um there was 11th grade female student. We have the same education as kids in other schools. We just have way more flexibility in doing it. So I just thought those were really huge comments from students at that school. Well, I will tell you that looking at
this from a high school perspective, I I'm looking at those two like totally correct. So, it's the high school that we like when I went to the different classrooms. Unfortunately, they were testing so we didn't get to see a lot of action in high school. I saw a lot of elementary
stuff that they are explaining. It was a lot of the high school classrooms kind of looked a lot like what we're currently doing now. Um there isn't I mean there's choices and they have all the same like must do we do types of things. Oh, there's a science classroom.
They did not like control, you know, you at some point you got to teach math, you know. So, that look a lot different than what we're currently doing. But again, the choices that the kids have at the end, and that's what I'm trying to figure out. I've been racking my brain for like the last
couple days on I have a STO unit coming up. Everybody loves Stoke. And uh how can I get uh kids to do some different things? I was just even right before this meeting, I have one kid that's like even today was like why are we doing this? I'm like, "Okay, if I can reach
that kid a different way, you know, that's, you know, maybe," and that's one thing I was going to show this, they have a a learning guide that they kind of use and it's got goals on it that the kids set like, "What am I interested in?" and then using what that student is
interested in to re kind of wrap around the standard, you know, and so that was something like, okay, maybe I can do that for this kid with this unit and not teach them the other way, you know, and maybe that's a way that we can catch some kids that are are leaning towards
going to our alternative school. Maybe we can catch them before that and say, "Hey, why don't we sit down and figure out a different way for you to learn the same material?" you know what you know and that's a little bit more individualized that way there are standards that we have to do I like the
big five that they chose that was very evident in high school as well that and then they wrapped around all the other standards with that so um just a lot of that stuff I think one of the things I don't know if you caught these two ladies
there's two words that they never used they never said student did they not once did they say the the student what do they use >> learners you know so looking at our students differently I think that's a a big part
of this you know and the other thing and I'm going to sound negative here distractions they had zero distractions why their cell phones were turned in at the beginning of the day and they never got them the rest of the day and I think
that's a big part of a lot of the anx anxiety that our kids have and a lot of like my kids at the end of class, they're wanting to get their cell phones, >> okay, because they haven't had it for an hour. These kids, the kids that we talked to, they could care less about their cell phone.
>> Did you watch them eat lunch? >> YEAH, TO EACH OTHER EACH OTHER. >> YEAH, they were. And there was kids in the hallway talking to each other, reading a book instead of it was like I was like this I feel like we're going back in times. Same thing with like um using
Chromebooks not for learning. Um there was one kid, it was in the science class that was a little bit more free. Kids were, you know, they were each working on their own project and there were a couple there was like three kids that had their Chromebooks out and they were doing a different type of presentation than the rest. But we said to some that
were kind of waiting to present, we said, "Well, like what do you do in your free time?" You know, and they're like, "Well, we work on other work or you know, something we're behind on." And one of the teachers asked, she said, "Well, do you ever get like time to play games or what happens if you're playing games?" And he was like, "Oh, no." He was like, "If I get caught once," he was
like, "My Chromebook's taken away for an entire week and everything's on paper and like it, you know, just it was a hassle." So, and I will say like when we went into classrooms, one, two, you just didn't see the Chromebooks out as much. I don't know if that's like kids were just interacting differently, but I
didn't see one game open, which is difficult to control, I think, whenever when when you have 25 kids in a classroom and you're walking around trying to help ones, the ones that are not being helped, if they think they're done or they just don't really want to
do that thing right now, they'll say, "That's tomorrow's problem." And so, they, you know, slip between because they're gaming or goofing off. And that's where the individualized learning comes into play as well because they don't have a choice but to go on to the next thing. >> Yeah.
>> You know, so if they're done with something, they can either work on something for another class or they continue with what, you know, the teacher has for that class. I think that was the biggest surprise to me is like I thought we were going to go up there and see kids on computers and they're not.
Okay. The the use of AI was for supporting maybe what they're doing. um the social studies class that we went into, they were um writing a paper for on the constitution or something. >> Um but that's about the only computer
use that we actually saw or I actually saw. So >> how many middle school teachers and how many high school I was there eight elementary that >> we had seven middle school high school teachers. >> So when Northern Cass started this
Actually, did they say when they started it? How many years ago? >> 15 years. And every year they're perfecting it. >> Was that all grades right away or did they build from bottom to top?
>> I think it was all grades all in the same building. >> Don't quote a systems approach. A systems approach. Every building has a system. And because of that, we're not seeing a bunch of teachers way out here in some way here
that that we're moving as a system and they they did that through some of their staff development work that they did. Um and just how they onboard new teachers, new teachers that come, they're with a coach for about a week when they when
they start new in July. Um just understanding how the system works. They made it they made it pretty evident. They made it pretty evident that it the multiple staff that we talked to was very reiterated that like it is a collective like it has to be everybody
on board from preschool to seniors to office staff to nurses. It's like I mean they were like everybody has to be on board and everybody is you know kind of implemented in it. Like they said, some of the students get jobs with janitorial staff or in the kitchens and it's like
they're all, you know, kind of know what the common goal is, I guess, with these kids. But >> they were Go ahead. >> They were very clear if you were a teacher that wasn't on board, they would help you find something in another place where you could be more beneficial,
>> but not in their district. And to Lissa's point, what they had done is through their job training classes, um, some CNAs, but they had students that were that had taken the parrot test, being highly
qualified paras, and they were paid during the hour that they worked with children at the par rate of pay because they they were fulfilling a need in the district and equally, they were fulfilling an opportunity for that job
shadow and training internship experience that they needed as part of their graduation requirements for their district. Just very one word that struck me the most was intentionality. Everything I mean even looking at their at their mission statement it says we
believe that every child can change the world. Therefore we will provide a worldclass education. I mean it's super intentional. Super intentional. Now, you some of you were hesitant about
this, and I'm sure the 70 other teachers in the district are probably feeling that way. And once you went there and you saw the change, I mean, I know our grant money is up, but anyway, we can
get everybody to go before the grant money's gone >> so that they can see it and and experience where where, you know, we potentially want to go as a district because I feel like that's how you're going to get everybody on board is to see it in play, not not watch a video,
not I mean, again, I mean, you guys were willing to go sort of have a you know halfopen mind about it and you know it totally changed your outlook on it and I feel like if we want our district and all the teachers to be on board I sort of feel like they
need to experience it. Yes, I know it is time away from your family and whatever but I I I feel like maybe that might be the only way that we can get majority on board that or if there would be more willing to to go to witness to witness it. I don't know that that's just my my
two cents because I just feel like others feel like you guys did initially and that maybe to to change their minds they may need to see it in action to see how it is and I would agree with that but I do think too like just I can feel how
excited you guys are about it. Excitement is contagious. If you start doing some of these things in your classrooms and other people, your co-workers start seeing that that is going to I mean people are going to be like, "Hey, what are you doing in here?" That's that these kids like I mean there it is. It's great that you know, yes, I
I think it's great for everybody to be able to do it firsthand, but it's also great just to have you guys, the group that went just really just this is this is cool. This is awesome. You know, I mean it the day after we came back, Jennifer had all of us in the elementary side that went, we all gave a
presentation, a few slides on what we saw and you could tell that the excitement was there. There were teachers coming up afterwards saying, "Tell me more. I want to go there. What can you get us started?" >> It's the excitement. It's the excitement of it. It's the Yeah. >> Mr. Boss and I are going to co-e on Thursday, Friday this week because he's
curious. Michael, that's great. >> That's awesome. >> Yeah. >> The energy level of the staff meeting was through the roof. It was absolutely incredible. So when you say contagious, it's it was very contagious at the elementary and some of the teachers, Miss Toofflin, she already revamped some
things right in her classroom. Junior kindergarten teacher, I know that Danielle's been doing things. The kindergarten team, the rest of them are out there. Um, and just what I'm hearing just bits and pieces as they're sharing that out and we've kind of got a plan for where we're going for next year as well. And I'm super excited at the
elementary. I was one of those that really struggles along the way. I know that Dr. Willard and I had many conversations about this and just what does that look like? What does this mean? How are we going to implement this at the elementary and just being able to go out there and experience it and
understand more agency and that voice that choice that student ownership and what that looks like. The direct instruction does not go away. That's still there. We got to see that in some of our classrooms up there. but then offering those choices along the way. And that's been so awesome. And the
learner profile, that's something we're going to be doing next year with our teachers and the students. Um, and just student ownership, voice, and choice. What does that look like? Um, and just sharing out what they're doing too. I kind of put that in weekly emails, too. Like, hey, this is what, you know, a
couple of these teachers are doing. Visit with them, talk to them, use AI. How can I bring more student choice into this? They have Flint AI that our teachers are using. They can use that to help them generate some ideas. Right. >> And to your point, Tammy, yes. So, we
certainly not with the grant, but this is where we do have a set aside of staff development funds and we can utilize those for these types of activities. And I think it's very purposeful the the summer institute some of some rent to that. And again, it it's just kind of
building awareness first of all because I think there there are so many misconceptions or even conceptions. I wouldn't say misconceptions. Um and then one of the biggest ones is yeah, we're plopping kids in front of an
iPad or a Chromebook or some sort of device. And and that's that's the farthest thing from the truth. I I I think one of the things that was a real tell for me through this experience is how much confidence the kids exuded in in in pride in their learning. When you
walked in rooms and kids said, "Hey, want to come see our standards? Come over here." And and that's from the kids. That's from the seventh grader that did that to me in the music class saying, "Yep, come here. I'll show you our standards." Um, and then Danielle and I had the experience in the second
grade classroom with that little guy. They he pulled out his data binder and he was showing us how how he had progressed. And let me tell you how smart I am. I got to skip preschool. >> As you can see, I'm really smart.
>> We just have confidence and ownership of learning. And if we have every student that has that, every student's going to be successful. And and we do that with some of our most at risk students through the special education process, the the goal setting and the the focus
on goals. And if we could do that for every student, which they did. I mean, every student, every classroom you walked in, there was there was an area where goals were identified and here's what I'm working on and here's where I'm working on it. Our little guy that we asked him what his goal is. Well, I kind of waste time at the end of the day. So,
my goal is to be on time at the end of the day, second grade. That that personal awareness and I'm working on getting better at it. That that just speaks volumes, I think, in terms of what we're trying to do in our classrooms and what our teachers are working on in relationship to that. So,
um >> so, so as I listen to this, I I wrote down three questions kind of the so what. Um so, as a district, where where are we at with this? you know, is there a timeline um for imple implementation?
Um and then what more is needed kind of, you know, where you're going? Do more teachers need to go up there? Do we need to do we need to tour another district >> um to see if this is actually I mean, is
this a one-off or is there another district close that we could go to? Uh it can be >> I was I was part of that teacher group panel with the strategic thinking >> people >> and they we were we had some concerns
about like our demographics and just some other concerns and she said that these two go they've been across the nation and they set up different school districts this way and she said I do not want your demographics to get in the way she was. we transformed schools that had 17 different languages in one classroom, 30
kids to one teacher. And she goes, "It can happen." So, and she goes, "It doesn't look the same in every district, though. So, what works for you guys with what you have?" And so, that was just kind of it was kind of promising that she said that. She's like, "Don't let your demographics because we do I mean, our demographics are
>> significantly different than that district, I would say, um, in just different ways." And so, we were I would feel like we were kind of we're like, "How does this look?" But then she said that she's like, "We have transformed many districts that are very different in a lot of different ways." So >> we can't control the demographics, but
we can control what we provide kids with. Right. >> Well, I think too like if we need things like where we have to start being tougher on cell phones and things like that for it to be a better I mean when we went through that cell phone policy
process it was kind of easing it into easing us into it, you know, and we had a lot some parents that were very strongly opposed to it and some that weren't, you know, and so I think it's one of those things if if that is something we need to revisit, we should revisit it. >> Yeah. And I've I've heard the same thing from other districts that have taken cell phones out. Yeah,
>> it's amazing how the kids change >> and it gets it's hard. It's it's a hard I mean I think you know sometimes it's you think oh if we ease into it maybe it'll be better maybe it's better just >> I don't know >> but I think that's important to hear from you guys too that that's important. I
mean >> their social skills were amazing. >> Oh yeah I believe that. >> Yeah. >> And like they said too the distractions there were they were focused I believe that too. And one other element just with the community relationships they have in their or in their middle school
studio experiences >> where the studio excitement I feel LIKE I LIKE HEARING ABOUT this I was like I would have loved these. Well, probably because I mean most kids the
exploratory classes they take when they're in middle school or high school the electives those are the fun ones, right? Like you get to try different things and new stuff. So they kind of take these and I think they do middle school and for these studios they're like electives um but they change all the time. They rotate. They find
teachers, hey, what do you want to teach about or like an off-the-wall thing like they'll take a teacher that I think the hatchet was the one where this teacher enjoys camping and literature. So, they're going to do a studio or a short class. It's 6 weeks. Um, grades 6 through 8. They're all intermixed. It's
not either, you know, one grade. And they read the hatchet. And while they're reading about the hatchet, at the same time, they're talking about maybe like um pieces of like biology, plants, and things growing. And maybe they're learning about carbon monoxide and like
why that can kill you cuz that's in the book. So anyways, you they wrap all of this in and so you're covering you cover like um an English standard, like a biology standard, and maybe a science standard. And they're like smaller standards that these kids can take or
get from this one class, but it covers a lot of different things. And it's maybe a different teacher teaching, maybe it's like an art teacher teaching this or someone that you wouldn't think of. And then at the end of that, like this example was they got to go camping at the end of that. But they've talked about doing one with like crocheting. Like these kids come in and they
crochet. And so yes, they're crocheting, but they're also going to learn about fiber arts and where fiber comes from and like comes from sheep and goats and where did those originate? And so you get into history and you can kind of take any of these simple tasks that are
different and maybe reach a kid that doesn't care about other learning, but oh maybe they're really interested in crocheting cuz it's an art or maybe they're interested in the hatchet because they like to go camping. Um and another way they used these studios was for high schoolers that maybe were
behind in some credits. Okay, they're falling behind. We need them to make up certain um standards or certain credits and things. they would wrap those into certain studios. Okay. Well, this one is going to cover your English one and your science credit that you're short on, you know. So, again, it's just a different
kind of way for some of these kids that don't that struggle in like a general classroom setting. But my excitement with the studios with the middle schoolers was like I feel like that's where you find kids passions and you kind of ignite that excitement about certain things. you know, you just hit
one piece that they really love and then they'll carry that through into high school or into their other classes or they figure out, "Wow, I'm really good at putting together presentations or I'm really good at doing hands-on crafts." It's like I felt like the studios were the place where kids really learn how to
hone in on their um skills of how to present their learning. So, and that's where they would engage community members to come in and work with them and and the studios range from farm-based experiences to the the
hatchet experience. Um, I observed one the students were in a in a language studio and you could choose whatever foreign language you wanted to explore. There are some students doing things with American Sign Language and some
doing with French and then they would present in their own way their learning how they learned about that and it could be a a public presentation, it could be a menu, it could be um foods, any any combination thereof. So it was really
again engagement with students and and the students were so articulate in so many ways um and high trust. I mean, I'd look at that experience that that you mentioned, Loris, where we sat in a circle and and we asked that question.
This is pretty trusting. We're being kind of vulnerable at you. Aren't you worried about somebody posting something on Snapchat or Instagram? No, because we don't have phones, number one. And number two, that's just not the way we do things around here. I mean, it was it was a culture of expectation.
And and that goes back to the Chromebook that somebody was mentioning, too. I I wouldn't dare get caught because my Chromebook's gone and it's just culture of expectation. It was really good. >> We just had some final closing thoughts. Um we're not speaking for everybody in
the school. Um just ourselves. Uh we need teacher and community buyin to make this shift successful. This is the direction we want to go. We still have a lot of questions and we want to go back. You can come with us if you want to.
get on there. Um, we want to start moving in this direction to benefit all of our learners. Um, and instead of thinking what if, let's just say yes and move forward. We'll need to put the work in, but it'll be worth it.
>> And then a coworker of mine said, "God created the world in six days, and Noah didn't build the ark in one. We need to um make one small change at a time." >> Thank you. That's awesome. >> Thank you. Thanks guys. All right. Thank you.
Public Morgan. >> All right. Move on to consent agenda. We have city any everyone had a chance to read through the minutes from March 23rd board meeting.
Questions, changes, comments. >> Make a motion to approve the consent agenda. >> Second. >> It's been moved and seconded to approve the consent agenda. All in favor signify by saying I.
>> I. All the same side. >> Can I ask a question just quick? >> Do you have >> you didn't ask me if there were any I I just I don't have a I just wanted to know on the on the teachers. I just What do we have left to to hire
>> for the openings? >> I mean we got I mean it's great. We got a couple on that line. You have all yours all hired >> and then the high school >> just art. >> The art is the only one.
>> We're working through those logistics with the state. >> Yeah. >> Is this MML teacher is are do you have to be certified on that? Are you cert I I don't know. Are they okay? I was just curious. I'm like that's rare to probably find somebody that
that is. So I was just curious on that. Sorry. >> Which passes unanimously? >> I guess I had no more questions. >> Sorry. >> Finances review budget year to date.
>> Okay. Oh jeez. Can't see that. Yeah, it's really small. >> Yes, >> we're currently at 72% last year. This time we're at 71%. This thing seems to be fine. >> Good.
That's what we need to hear. >> Treasures report cash is currently at $7.8 million. Last year was at 9.1. Any questions on the treasures report? >> I move to approve the treasures report. >> Second. It's been moved and seconded.
All in favor to approve the treasurer's report signified by saying I. >> All oppose same sign. Motion passes unanimously. 7.3 approve 223 a bond treasures report. Current balance in this county is
734,378.15. So we had interest income this last month of $223465. Any questions on the bonds? Hearing none. We have a motion to approve the bond. >> So moved. >> Second.
>> It's been moved and seconded to approve the 2023 bonds treasures report. All in favor signify by saying I. >> I. >> All oppose. Same sign. Motion passes unanimously. 7.4 board approved regular bills.
Any questions on the bills? >> I have a question. >> Turf tank. >> That's That's what we pay $11,000 a year for. It's a little robot that you know
>> on the football field. >> Softball field. >> So, we pay a fee every year for that. >> Yes. I thought we own the machine. >> After 3 years, we do. >> Oh, so it's like on a lease or rent type thing. Okay. >> So, this would be the second year then,
I think. >> Yeah, this would be the second year. Yeah. After we make two payments. >> Okay. Any other questions? Hearing none. We have a motion to approve the regular bills. >> So moved. Second. It's been moved and
seconded to approve the regular bills. All in favor signify by saying I. >> I. >> All post same sign. Motion passes unanimously. Move on to the high school activity bills. Any questions on high school
activity bills? >> All good? >> Yep. All right. Do we have a motion to approve high school activity bills? >> So moved. Second. >> Motion. Uh carried carried made and
seconded. Do we have a All in favor signify by saying I. >> I. >> All post same sign. Motion passes unanimously. Board forum. any full reports roughly over the last
month. We served well some of us served at the national or not the national honor to say the um teacher >> favorite educator >> favorite educator banquet and that was really good good attendance and there was some really it's good to see you hear how different teachers impact
different students and it was good it was good job I don't think Daniel over the last month. >> When's the spring picnic or cookout? >> Oh goodness. I can get that to I don't have enough thought in my head. Yes,
>> cuz we we Yeah. You want to touch on that? >> No, go ahead. Go ahead. >> Uh we butchered a a pig and a uh beef to for the spring uh cookout. And they're going to they ground it all into hamburger and pork sausage and they're going to make fresh. It was uh
Cruiser Brick Farms and uh Sprunk Brothers where we got the animals from B&M butchered them and and processed them. Taher is involved with them to line that all up. So, it's it's going to be kind of a fun event to >> Yeah, hope it's a decent time when we can all attend that for sure.
Absolutely. >> May 15th. >> That's what's I I don't want to quote that, but I think that's what stands out by looking at your calendar. Let everybody >> So, do we have people to help grill for that? >> I believe Tom Her is getting that all taken care of with their crew and Yeah.
>> Okay. So, >> that'll be good. >> Yeah, it' be a nice event. Y >> good. Moving on to administrator's report. Start with the superintendent board. >> You can see some social media impacts there. Again, we're really pleased to
see how that is going. Um, a couple of things in my report and there's a few things that I want to share just in in light of some news that we've heard today. Um, so first of all, roof construction. We met with TMCO and we're ready to move forward. Materials are
going to be delivered in a little over a month and um they'll start in earnest on the work. So, we're really excited to see that Blackhawk will be here. Um, one of the things that we've spent quite a bit of time talking to them about though was the areas where they're going to be
working are really intensive with technology and electrical runs. And one of the things that with this building that at the time wasn't a code issue, but it is today was the chases are
relatively close to the decking of the roof that they're screwing through and adhering the new insulation to. And so we had a couple of instances last year where screws penetrated the decking and then actually hit some of that
infrastructure and we had to have jars come in and correct that and fix that obviously at the expense of the the contractor. Um but where they're going to be working and we're really intensive with all those um inputs coming in electrical as well as as well as the
internet services. So, we've spent a lot of time with them and they're going to do some mapping of those areas just to make certain that they can do all that they they can to avoid um impacting that infrastructure, but that could be something you hear about the summer just because again it's such an intensive area where they're going to be working.
Um at the time that I drafted this, we had not received notice from the ESP, the so the educational support professionals groups that they would be ready to negotiate. But I did put at your place this evening um we have received notice from them that they are
prepared and ready to negotiate. So the negotiations committee will be wanting to get will want to get a schedule time to start moving that forward. I think their uh leadership indicated the hope that we can start this before the school year ended. Um and obviously I think
that's in our best interest if we can. So we'll watch for some opportunities to get that scheduled as well. Um, you've heard some of the grant activity, so I don't want to belabor that too much more. Um, legislative updates. Um, a little bit about that. We received an
update this morning from MA and there was some hope that there would be a supplemental bill coming out and from the Senate side there was. From the House side, there was not. So, that's a little concerning um because we just don't know what's going to happen.
Something else that is of concern, there was a hold harmless originally for compensatory funding, there's been a proposal put forward from the Senate to reduce compensatory across the state from 35 million to 25 million,
which is a huge hit. And we don't know if and what that would look like for us. The the 35 million holdarmless actually was was okay for Pipstone. We were going to receive more compensatory funding. um while some of our neighboring districts were going to see cuts in their
compensatory funding. So, um we'll see if there's any financial runs and how that might look for us. And then looking down the road, probably one of the more troubling things is um there's still a $250 million cut to special education that's on the table legislatively. And
those services aren't going away. So, the question is going to come, where do where does the shift occur? because those those services are still going to have to be paid for. So, um so we'll be watching that real close. One of the positives that's emerging out of the
legislative session is the reality of a potential constitutional amendment coming on the ballot this year. Um and that would be not new money and new taxes in any way. I think that's really important that
people understand that. What it is is is changing the release of the permanent school trust fund and how those dollars are released. It's a fund that that goes back to when each township had their section of land and it as that land got
sold, it ended up in this permanent school trust fund. So, there's a pile of money in this trust fund and there's a way that that's released to school districts and there's a constitutional amendment to change the rate at which that's released to local school districts to the tune of about $28 per
pupil. Um, so there's there's going to if that does get approval from the legislature to move forward as a constitutional amendment, obviously that there's a lot of people that have to vote yes to to change the constitution. So the MEA leadership was suggesting
that there would need to be some local advocacy around that idea. So again, not a new tax. It's already money that's there. It's just changing how it's released um from that permanent school trust fund. So um I'll bring more information as that becomes available and and highlight that with the board.
You heard me mention or or not mention, but Katie mentioned it, the favorite educator banquet. That was a great event. Um number of endofear activities. We'll send an update to all the board members. You obviously have the invite to the National Honor Society. We'll have other end of year events with the
seniors of Mrs. Orman. Maybe highlight some of those things. Teacher appreciation week. We have a number of events already scheduled for that opportunity. Uh May 4th through the 8th, we'll be doing a grill out for the staff at that time as well. So, uh looking
forward to that. And um just an opportunity to give a big shout out to all our teachers for all that they do. and not just our teachers in the classroom, but our custodial staff, support staff, everybody, our parents, everybody that contributes to what happens with our kids because um they're
all learners and and we're all teachers by what we do and what we say. So, it's again great opportunity to recognize those. And then the vacancies, we've already mentioned some of those things. Um and you did see a couple of items on the personnel report that tend to be
hard to fill positions, so we're very thankful. uh the choir position for example, the ML position for example can be very hard. So we're very thankful that we were able to fill those. So those are the things that I have to report. Um
any questions that we have to answer? Moving on to our principles report. Okay, we have a lot going on in the middle school high school. It's very busy right now. Um, kids are in countdown mode, especially my seniors have a little bit of senioritis, but we're going to get through it. Um, a few
things that have happened as of late. Um, we hosted uh a spring musical, Sister Jr., and um, I know some of you attended and it was I thought it was great. I thought it was very well very well done. Six of my sixth and seventh
grade students um, traveled to the cap. We had our senior kinder buddy event at the football field last Wednesday. Um, and that was awesome. Our seniors gave um their Kinder Buddy a t-shirt and um
and they've had a really great year. I think this year is a lot stronger than last year just because we upped our we increased the number of times that we interacted with our kinder our kindergarten friends. Um, we had a we had a uh corporate chef
come in and cook us some San Diego style burritos. We had the banquet which was incredible. We had prom already just this last weekend which was delightful. We have a big event coming up this Friday which is our PACE event, our Pipstone area uh
career expo. We are partnering with the chamber and um lots of business leaders who are going to come in and conduct mock interviews um with our students and everyone every student grades 9 through 12 is going to learn how to write an appropriate thank you note and they're
going to write an appropriate thank you note to someone. So I'm really excited about all of the different breakout sessions that we have for Friday and just partnering with the Chamber of Commerce and the community is something that I'm very proud of. Do you have any
questions or comments for me? >> Do we Does it look like we have a good turnout of um people coming into the career? >> Yes. So, we have I met with that committee today and he told me that he
needs 60 tables. >> So, there are 60 business colleges to be there. >> Yes. Yes. So, you are more than welcome to comment if you're not doing anything on Friday between the hours of 8:30 and noon to see what is happening here at Pipes Mary
High School. >> I have a rough schedule that's that Mrs. Arman put together. Um, we'll just pass it up and down the line so you can kind of get a glance at it, but no, it's it's going to be agreement. Super excited and and really again the chamber as well as the economic development authority have
been involved. And I don't know about like other business, but like at the like even where I work at the Bethl, we're very we're very excited to um just share with students like what different jobs there are at our business. And so we're kind of showcasing we've had
people do their kind of like their responsibilities, their things that they're good at, you know. So, I mean, it's been good for our staff, too, >> just to kind of share their, you know, and that, hey, you need to write down what your responsibilities are, what makes you good at your job, what, you know, >> how did you get here? You know, so did
you have to go to school and what kind of training? >> Yeah, it's been good, I think, just for us, too. So, it's going to be great. And the students want to um get uh their name put in a drawing for a prize, their
their donating gift card, they have to have they have to talk to four businesses and ask them questions and then have those businesses sign off or initial on a paper. Then they can turn that paper in for a prize, a prize drawing. So um one, they get to talk to
one school and then four businesses. So >> yep, we're very excited about it. And we're hoping to make this an annual event. >> Yes. And it's going to be all in the library. No, it's gym. >> Do you have a gym? The gym is going to house the majority of all the businesses and the colleges that are there. And
then the library is going to be utilized for the mock interviews. >> Sure. >> And then the separate classrooms are going to be the breakout sessions. >> Well, I like that it's ninth grader grades already cuz I think that really helps you know like what you want to do with classes and maybe what which direction you want to go that way. So
that's good. I think sometimes we just look at seniors and then because they're graduating, they are the only ones that need to be like be exposed to this sort of thing. And it really is honestly it could be middle school as well. >> Sooners that we can expose them to different things like Yeah. Almost too
late as >> Y definitely. Oh, very cool. >> And this is just for students, right? >> Yes. >> Not public. They were going to do the public on Saturday, but they have decided to postpone that or not do that this year.
But yep. So, this year's just that's why we had held it on Friday with the intent that everything would stay in place and then the chamber would hold their event on Saturday. Again, they decided not to do their Saturday event. >> All right. We're very good.
>> Thank you. >> All right. So, um April 1st was National Parrofessionals Day. We celebrated our paras. We are so thankful to have them and all the work that they do. We started our spring early childhood
family education on April 8th. The Northern Cast visit site. I am so incredibly proud of the elementary team that went as well as the middle and high school team that they like I have shared. I was unsure of how this was all
going to fold and unfold and um I I feel like some of my team was as well, but just walking away and just seeing it. I think we all needed to see what it was going to be versus, you know, I have watched videos. I have had conversations, but I need to see it in action. I need to know what this means
and what this is going to look like at the elementary. So, that was just refreshing for me and our team. It's the momentum and the excitement going forward is really exciting. and we have a plan of what the next year what we're going to be doing starting off the school year next year. My teachers that
shared here, they were very nervous, but they did an incredible job. We did celebrate our secretaries at the elementary. We have our two main secretaries, Heidi and Shauna. But when you look at districtwide, we have incredible secretaries that keep
everything going and moving. So, we are very, very proud of our secretaries and the hard work that they do in our building. We had second and third grade concert last week. That was awesome. The kids did an incredible job. It's fun to see and how proud they are. You know, as they're coming off stage, I get to see
every one of them and they were just excited for what they're doing. Our character trait for the month of April is perseverance. That's a great time. This time of the year is a hard time of the year. And just persevering through that and not giving up along the way. One thing that's not in here cuz I
didn't know exactly what we were going to do. We did Earth Day activity. Um, and all of the elementary students had a section. Each went to their own section. So outside of our elementary, you're going to see a ton of boxes filled with all of the garbage that they collected
from last week. So all of last week, they all had designated area and it's a ton of garbage that they picked up. So I'm going to put a Facebook post out there of just that community contributor for our portrait of a graduate, which is awesome. Update on our attendance. We're at 94.1%.
A little bit of a dip from what it has been. We had a lot of illness at the elementary anyway in the last month. But that's all questions for me. >> All right, I'm up. Um, my uh board report is a little bit shorter this
month because I have spent the last month preparing for MCA testing which uh went great. We had um some school assessment coordinators which helped the process go much more smoothly and we could do makeup tests and all those
things much quicker. Instead of taking the whole month of April, we just have a few students left to make up um reading and math and then we start science tomorrow. So that all went well. We also had the ACT on April 7th. We went back
to the paper pencil and that seemed to go really smoothly going back to the paper pencil. I just feel like it's um alleviates students clicking through things as well. Um and then with educ
we've had some training so staff are getting very familiar with that. We navigated attendance academic and instant data. The next one that we have is acting on the data. So now we have all this data with all of the readact
requirements with the dibbles and the capy. It's okay. Now now what are we going to do with all of this data that we have in one location? And then the last thing that I have is just our northern cast trip. That was incredible. I was also a little bit
hesitant. I'm one that needs to be able to see something in action and just to be able to um take 15 staff members along and you saw the excitement that they all all had when you know it just
and excitement is contagious and so it's it's been fun to see and listen to them and have other staff members ask questions of okay what what can I do? What can I try? So that was a great experience for our staff. Awesome.
>> I am curious. So from a curriculum coordinating standpoint, going through the MCAs, trying to prep for ACTs, how does a system such as what Northern Cass is doing,
how does that then shift gears to more of a rigid testing system? Mhm. They still have to um teach the required standards that every state has and
that's what the MCAs are the standards that are for uh reading and math and science. So that part wouldn't be any different. But I think that the more helpful part is that students well they knew what standard they were working on.
they were able to communicate what they were doing, why they were doing it, and what they needed to do to get a score of a three or what more they needed to do to get a score of a four, just to to gain more knowledge in each one of those areas. So, I see it as maybe it would be
a benefit. I can't say that for sure, obviously, but um just to have the students take more ownership in their learning, I think is huge. So, you heard a lot from the elementary side as far as how
they're learning. Does that does that float more into a you need to take this test type style in the high school end of things? >> Not necessarily. I was I also was not in Dave's group but
went was in that same science class and he and I were both like that was a little bit too chaotic for me. Um but the the part about it is they were working on the standards but they had choice in the things that they were
doing and so yes they were all doing different things but they were also working on the same standard and the same end goal. Is there is there a disconnect from going from I get to choose how to show you how I learn to
ABC or D? >> Yeah. Here's a test. Fill it out. >> No, because the the goal is mastery of the standard. You you need to demonstrate level mastery. Mr. Dulas and I have had a couple of exchanges about that. And that's that's what's beautiful about
this, too. We're having some really great professional conversations about about what education is and what it stands for. But at the end of the day, you have to master the standard. And how you demonstrate mastery of the standard
ultimately will translate to the assessment because you you've mastered that content. >> You know it. >> You have the knowledge of that standard and of the content. >> Okay? And that's where they come back to the big, you've heard the big five mentioned
multiple times. Every classroom you go in, they're up on the wall. These are the five big standards that we need to master at least with a score three. They they don't have grades. Score 1, two, three, or four, and hit each one of
those with a score three. If you've achieved a score three and you want to extend beyond that, you can go for a score. Um when you ask the kids how does that how are you motivated to go for a score four they have a translation in their scores
that articulate to a GPA so that they said that's what motivates us to want to go for a score four because that pushes the GPA but the score four is all about extending what they what they've already learned and getting depth of knowledge um which is one of the key factors that you have in there but allows students
then as you heard already shared figured, well, I've mastered content in in my algebra class, but now I have some things to do in my science, so I can work on my science because they have a learning management system that's embedded in in their district that
students can go in and track their progress and understand, okay, here's here's where I'm on track and on pace. Here's where I may be a little behind. And at the elementary, we saw that in their data binders. Here's where I'm on pace. Here's where I'm behind. So it it really
it comes back to what have you have you mastered the content? Can you demonstrate that you know that you haven't just been taught that you know the content? So Lisa, wouldn't some of this Northern Cast stuff, wouldn't that help the
students in test taking if they come in focus? I mean they're they're looking at it as well where right now some of the kids come in and they're just scared of a test. you mentioned over test and they freak out. I mean, but when they're focused like they say they were up there
that it would just make it easier, more relaxed, which then you're going to get better results from them. >> Well, I think their focus on how they like how they show they learn probably helps too. >> Yeah. >> You know, they want they want to competition for the GPA and stuff like
that. I mean, that all >> I'm sure that helps. >> But, you know, some people just clam up when you mention the word test and it's very true. And I don't know that that part would change for students because if you have test anxiety, you have test anxiety. But
I think that um right now I think we all could agree that we need to do something different for our NCA scores to improve. And so maybe this is the way to get those scores to improve. Um, and I know
I spoke of this after MCA testing last year, but we did make up MCA testing today, and we had a junior take the math MCA test in less than 5 minutes. >> And it's scheduled to be how long, Lisa?
>> Uh, 2 and 1/2 hours is the amount of time that they get. And so clearly didn't read any question was just clicking through and and maybe giving them a little bit more ownership of their learning. Maybe
the MCA would be more meaningful to them. >> Is there a way you can go like you said, you know, it seemed better when you did it on paper on the ACT. Is there a way to do it on paper and MCL? Uh there are for um students that are on
IEPs that that is an option, but it's it's not >> very very very >> very very if you exceed that then you're flagged by the state that you've exceeded the alternative the alternative assessment
>> which to me is crazy because what's the difference? Exactly. Yes. I'm wondering if like a maiden. Yeah. If you really find what your niche is and what you'll enjoy and you learn to love burning,
>> then those NCA scores, you know, when you start taking those tests, it's more useful because you know what you want to go for. >> Correct. >> That is what um that's what they were talking about at Northern Cass. The teachers that I met with, they said,
"Since we've been implementing this with fidelity and facilitating it in such a way where students don't have any free time, they're all constantly working. They're constantly sharing what they're learning, their scores have improved." >> And I think what you would just outlined is hit the nail on the head with that.
>> One thing that Beth, who is the the head of the personalized learning, said to Dr. Um, at the end of the day, she said the the best thing you can do right now is just not make any huge decisions today. Just take baby steps and think
about all of the things and, you know, um, just think things through. um because they have, like you said, have done this for 10 or 15 years and every year they're still trying to refine things to figure out what works best for
the students that they have um right now in their school. >> And students are always changing. >> I mean, everything's always changing. So, you have to be able to change. You know what I mean? >> Right. And and the cycle of okay, we're going to try this. No, let's revisit it. Let's this worked well. Let's keep that.
This didn't go so well. let's let's fine-tune that a little bit. So, it it's not something where this is what we're doing and that's it. It's like we we're going to have to constantly um rethink things and and figure out how to proceed.
>> So, it's like continuous >> changes. One thing that that I think was part of this I think is worth worth stating, our tour guides for this entire process weren't adults. No, >> it was kids. And I asked our student
that was guiding us. I said, "How how did you get selected?" I didn't. I said, "What do you mean?" Miss Head, Beth, Mrs. Head, who's the director of this, sends out a Google form and students just fill it in if and we select if we
want to do it or not, which I thought was fascinating. >> What type of age was it? >> We had seventh graders all the way up to seniors in high school. Probably the most entertaining one was a seventh grader >> talking about spelling tests.
She was a little opinionated. >> How many other districts that you know of that are like looking at this? >> So the state of Minnesota actually came out January 2026 with a guide for
student centered learning. So I would say the entire state is starting to see some movement. And I've been involved with a group a little bit with a group called Engage Minnesota where there's some efforts to create some discussion across the state
because like um Farmington School District is one that's that's been a leader in this effort. Um Spring Lake Park had been they've kind of stepped back a little bit. They had some changes in leadership. Um there's some charter schools that are doing some work around this. So you're
seeing all different sizes, but it really comes back to student engagement and ownership of learning. I'll be happy to share that document with all the board because I it's it's pretty fascinating document. Just learned about that on Friday last
week. And just if I could share one more thing about Samantha. Samantha despises getting up in front of people. So for her to be willing to come and present tonight was incredible. It truly was. I
mean that just is how passionate she is right now and excited to share everything that she learned. So that's >> Yes, Danielle. >> Danielle, too. Samantha verbalized it a little bit more than than uh than Danielle did. So just for them to step
out of their comfort zone to present I think is a testament um as well. But I think for other people that know them that are co-workers that's that that in itself is a big deal. You know for them to see people like that that aren't
usually those people that speak out to Yep. That's cool. >> Very good. All right, moving on to 10.1 resolution accepting donations. Donations we have
are $50 from ANS drug to the robotics team. Also $3,000 from the Gene Hos Foundation robotics team set here youth earn donated $100 to the wellness
room Pipstone Publishing $1,425 to the athletic health fund and Jasper Lions Club $200 to the wellness room. Uh big thank you to all these organizations and representatives uh for their generous donations. Do we
have a motion accepting those donations? >> So moved. >> Second. >> Properly moved and seconded. All in favor signify by saying I. >> I. All post same sign. Motion passes unanimously. Where am I here? We're on to 10.2 2
resolution amending and restating resolution relating to general obligation facilities maintenance bond series 2026A. This takes us back to the presentation that we had from PMA and um addressing
that work that we talked about and shared with you. So um this has some pictures because I know that there were some questions about what does it look like. So you had a chance to review those as well in the packet. So, um, not to replay everything that that Steve and Michael shared, but that's really what
this is about. >> Yes. >> So, this is a this is the amendment just for those bonds. >> What's for the difference that we're >> the difference of it? >> Yes.
>> Any questions? Do I have a motion to accept SB resolution 2026-14? >> So moved. >> Second. >> It's been moved and seconded. Uh all in favor signify by saying I.
>> I. All the same sign. It's been motion passes unanimously. On to 11. Do I have a motion to adjourn the meeting? Second move and seconded. All in favor signify by saying I.
>> I. All oppose same sign. Motion passes. You're ajourned.