--------- Yeah. >> Good evening everyone and welcome to the uh regular portion of our meeting tonight. We'll have a study session short starting shortly. Um if you would all rise as you are able 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. >> All right. Uh, all members present
except Director France who's trying to get in remote last I heard. So, we'll begin without her. Uh, first on the agenda is the approval of the agenda. Is there a motion to approve? >> So >> by Charles, second by Amy. >> All in favor signify by saying I.
>> I. >> Opposed. That carries 6. Under new business, the first item is um the pre-certify for the 2025 pay 26 levy. Director Ryder.
>> Thank you and good evening. It is that time of year for us to be um looking at the levy certification. For those who may not know much about how this works or what this is about, uh the levy limitation and certification process
allows for us to submit data during the summer months to the state uh Minnesota Department of Education and um provide them information as to what it is that we have outstanding, whether it's debt or whether it's leases or if it's um
items that we can levy for with our taxpayers. And we need to be able to give them some estimates. things like remployment, things of that nature. All of those are done through a process that they have online and that has been done with that information submitted. Then
the state turns around a levy certification document which is typically around 39 to 40 pages of all formulas. And um what we focus on is the summary page which is included in the board packet. And the one that is in the board packet has not changed since the
12th. So the 22nd one dated out there on the website by MDE is very similar. Um the the option at this point in time is for the school board to take action regarding whether to approve the preliminary certified levy at maximum
which affords us the opportunity to then take advantage of any possible late last minute changes that they might have in formulas or adjustments that the state may have on their end. Um, and that way we can make sure that we're going to be able to levy come December the full
amount should you choose to do so at that time. At this point, um, it is the recommendation that the maximum be done as to do otherwise would limit us with only that dollar amount per line item. And at this point in time, it's um
there's just a lot of changes happening at the state. They're catching up on things, but some things are still kind of shifting a little for some districts. We have not seen a change in the last three um days that they have run the the reports. However, you know, things can shift a little. So, that is what is
before you. And um the timeline for this then would be for you to see this again in December. Uh they usually have elections in November for those that have them. And um that's an opportunity for referendums or other things like that to take place that may impact the levy. We have nothing like that on the
agenda at this time, but it is a process statewide and that is when you would then certify finally the levy. This levy is for the pay 26 which is when our taxpayers would make payment during that calendar year and it does provide the revenue for us for our budget cycle for
the 2026 2027 school year. >> All right. I'll entertain a motion to accept the proposed property tax level as recommended. So >> by Amy, second by Jessica. Is there any questions or comments?
>> Hearing none. Director France has joined us. Can you hear us, Mary? >> Yes, I can. Can you hear me? >> Yes. Uh, so this does require a roll call. So we'll start with uh Director Olstead. >> I >> and Director Johnson. >> Hi. >> Director Atinson. >> Hi. >> Director Bullion. >> Hi. >> Director Mason. >> I.
>> And Director France. >> I. >> And I. That carries 70. And then next is a RFP for brokerage services. Director Ryder. >> Yes. Uh thank you. As the board has approved site consolidations,
we are then now needing to determine a broker to assist us with the sale and marketing of our district service center. What you have included in your packet is the request for proposal draft that we have created with timelines that are in October for us to be receiving
first publish the RFP and then receive proposals from various different brokers having interviews should we choose to do so and bring this then to board for action. >> Okay. I'll entertain a motion to accept the RFP as presented
>> by Director Atinson by second by Director Johnson. Questions or discussion? I have one question. >> Thank you. Um, not that I foresee this happening. Um, but what happens if no one sub bits? >> We would begin the process again first
trying to figure out exactly why that may be the case by reaching out to some and and finding out what it is that they were concerned about. >> And if that happens, we've built in kind of a time. Again, don't anticipate this, but right >> built in a timeline just in case. We want to do this as quickly as possible,
but should that happen, we'd want to also do our due diligence and affording the proper timing. >> Yep. >> Thank you, >> Dr. Mason. >> I was wondering how is it sent out? Is it sent to a list of selected vendors or just published publicly publicly for anyone to >> Right. So, we publish that in the paper
as well online. And um then in addition, we would also be sending that out by email to those that we know of. >> Okay. So, anyone who might be listening and wants to be a part of that certainly can feel free to uh let us know that they want to be on that list, but we'll
do our best to capture those all around. >> Okay. Anyone else? All right. We have a motion and a second on the table. Again, this does require roll call. So, we'll start with Director Olstead. >> I. >> Director Johnson, >> I. >> Director Atinson, >> I. >> Director Bullan, >> I.
>> Director Mason, >> I. >> Hand director France. >> I. And I that carries 70. And finally, we have a um reassignment of some staff. Director Kther. Yes. Thank you. Good evening. So, this one is
fairly simple. It's just looking to reassign two resource pairs to a 2.0 FT centerbase. So, the memo is included in the packet and it's to respond to the increased student needs. Uh the elementary life skills program require additional centerbased PAR educator support. This adjustment will be costneutral as existing open resource
pair educator hours are being redirected to meet these needs. And we're seeking board approval for this reassignment to meet the growing needs of the program and ensure that the district continues to provide effective support for students. >> All right, I'll entertain a motion to accept the staff reassignment as presented. >> So made by Director Mason, second by
Director Olstead. >> Any questions or discussion? Hearing none. Again, roll call required. Director Olstead. >> I. >> Director Johnson. >> I. Dr. Atkinson, >> hi. >> Dr. Bullian, >> hi. >> Dr. Mason, >> hi. >> And Director France, >> hi.
>> And I that carries 70. >> And that concludes our business portion of tonight's meeting, and we will now transition to study session. The first item on the agenda for that is the public forum. This is a 15-minute period of time set aside for the board to
receive citizen input. Um, each speaker is asked to stay within the 3minut time limit. And we have one speaker tonight and John Conland. >> Point of order. Chair. >> I'm sorry. >> We need to adjourn. >> We didn't officially make a motion to
adjurnn. >> We usually do that, Martha. Okay. If you can stand right there, Mr. Com. >> Sorry about that. >> I will make sure that we adjourn the uh the business portion of the meeting. I will now entertain a motion to thank you Lisa. No problem. >> To uh adjourn the business portion of
the meeting >> by director Olstead >> second >> by director Atinson. All in favor signify by saying I. >> I. I'm sorry that it requires a roll call vote. >> Director Stead. >> And director Johnson >> I. >> Director Atkinson >> I.
>> Director William >> I. >> Director Mason >> I. >> And director France >> I. >> And that does carry 70. Mr. Conlin, you may now enter the uh to the dis. >> Is this where I speak? >> That's it. Awesome. All right. Good
evening, chair, superintendent, board members, and neighbors. Uh my name is John Conlin. I'm a parent of three students in our district. Two of which are in the middle school and one is in the elementary. Uh I'm also a finance professional who genuinely looks forward to sitting down at night with my kids uh
and working on math. Uh over the past few years, I've noticed that as a district, uh we're not giving students enough focused time on on core math skills. The first two weeks of school have been great overall, but my concern for the amount of time spent on core math skills and lack of time spent
building on these foundational skills has me concerned. This year in middle school with the newer CPM curriculum, a typical homework set looks something like this. It includes six questions, four of which I would regard as true math problems which are bookended by
reflection prompts. I'd like to share with you some examples of the questions that I'm seeing in the math curriculum. Uh question one, think about what you have learned today regarding growth and fixed mindsets. What is one thing you have learned about mindsets? How will
you work on having a growth mindset this year? Uh, the other one that I'd like to reference, learning new material can be stressful and it can be exciting. What is one thing that causes you stress when learning something new? What is one thing you enjoy about learning something
new? These type of questions, in my opinion, tend to alienate my students uh and create disdain towards the subject that they're working on. Um, from my experience as a CFO and finance professional, to me the real growth mindset happens when students wrestle with problems, make mistakes,
try again, and in reality, that's where they build confidence. Um, it is my understanding in speaking with fellow parents that some parents are starting to opt out of the middle school CPM math curriculum and accelerated pathways have been removed at the middle school level. At the same
time, uh, parents in my neighborhood, um, who have students in algebra 2 recently received a note about their students performing extremely poor on the first test of the year. To me, these are flashing warning signals uh, for our school. It suggests we're not preparing
students in middle school as they move into high school and college level math courses. And is this a product of the CPM? Is it the lack of time learning the foundational skills in elementary or middle school? Um, I trust that we can get there uh as a school to figure that out. I believe we can fix this and do it
in a way that supports the teachers and honors the strategic plan. It's first pillar, which is academic excellence. Uh, our teachers work extremely hard. Let's equip them with structure and curriculum that lifts all learners so more kids leave the kitchen table feeling proud of what they just conquered. Thanks for your time and
service to our students. >> Thank you, Mr. Conman. All right, moving down to the purpose and agenda of the study session. Dr. Thomas. >> Thank you, Chair White, board of directors. Um, this evening in our study session, we will have a few
proclamations that we'll review on behalf of our staff. Um, we've got an enroll standing enrollment update that we try to give to you all as we start up the the school year. Um we're going to share a preliminary view of our audit and kind of where we're seeing things
trending. Um and then a real brief discussion about uh conversations around budget priorities. Uh we will do another uh review of some of our student data and resources and uh more specifically like our academic approaches to how
we're responding to the data. And then um also have conversation around our elementary attendance boundary discussion which is an update from one of our committees that we just um had a conversation and presentation with and then closing out this evening um with a
draft uh goals that I've set aligned to the MSBA um superintendent evaluation model. And that will cover our evening. >> All right. Thank you. All right. Right. First on the agenda, we have a handful of proclamations and we will start with
uh human resources appreciation week and director Bullion if you wouldn't mind reading the proclamation. >> Human resources appreciation week September 22nd through 26, 2025. Prior Lake Savage Area Schools recognizes September 22nd through 26, 2025 as human
resources appreciation week. Our human resources staff play an essential role in the success of our students by recruiting and retaining a high quality staff. This week we share our thanks and gratitude for these crucial staff. Whereas National Human Resource
Professional Day is celebrated on September 26th, 2020 2025. Whereas Prior Lake Savage Area Schools has 6.5 human resources staff. Whereas human resources staff support our more than
1,300 Prior Lake Savage area school staff throughout handling benefits, contracts, employee wellness, policies, professional growth, and additional services. Whereas human resources staff work to support the selection and
retention of a highquality workforce so we can fulfill the mission of our district and the success of our students. Therefore, let it be resolved the board of education hereby extends its appreciation to all Prior Lake Savage Area Schools human resources
staff for their work supporting all employees and ultimately the educational needs of our students and proclaims September 22nd through 26, 2025 to be human resources appreciation week in Prior Lake Savage area schools.
Golden. Thank you, board chair white, board directors, and superintendent Thomas. I would like to start by extending my deepest gratitude to our human resources team for the vital role they play in supporting our schools. Uh when I was starting my role here, I was told that they were small but mighty and that they
are. Uh from recruiting and retaining exceptional staff to fostering a positive workplace culture to ensuring our employees feel valued and supported, our HR department is at the heart of helping our district grow and succeed. I'd like to recognize the individuals who make this small department so
mighty. Assistant Director Michael Kenudson, senior human resources specialist Rachel Hawkford, human resources specialist Morgan Zaskcowski, benefits coordinator Terry Schobower, human resource assistant Julia Sherikova, and administrative assistant
Allison Burke. Thank you all for your dedication, professionalism, and commitment to serving our staff, students, and community. Thank you. >> Thank you. Next is National Physical Therapist Month. Director Mason, would you mind reading the proclamation? Uh, National
Physical Therapist Month, October 2025. Prior League Savage Area Schools recognizes October 2025 as National Physical Therapist Month. This month, we celebrate the physical therapy profession, spotlight the many benefits of physical therapy, and how physical therapists help people make changes to
improve their quality of life. Physical therapists are integral members of the school-based teams that ensure a free and appropriate education for students with disabilities and prepare them for further education, employment, and independent living. School-based physical therapists support children who
have a disability or functional limitation that prevents them from engaging fully in the education system. Therefore, let it be resolved the board of education hereby extends its appreciation to our Prior Lake Savage Area Schools physical therapists for its work supporting all students and
proclaims October 2025 to be National Physical Therapist Month. Prior Lake Savage Area Schools, thank you. Um, thank you for recognizing physical therapy month. Um, we have one awesome physical therapist, Dr. Todd Leckler and he supports 70 kids um
across the district from birth to grade 12 in accessing their education. So we're so grateful for him and he makes it fun for staff and for kids and um we're just really glad he's here with us at PSLs. Thank you. >> Thank you. >> Next is Operational Staff Appreciation
Week. Director Johnson, would you mind reading that proclamation? >> Oh, I can take that one. No problem. Um, no problem. Um, operational services staff appreciation week in Prior Lake Savage Area Schools recognizes September 29th through
October 3rd as operational services staff appreciation week. PLSAS custodial inside and outside maintenance staff provide essential support to more than 8,600 Prior Lake Savage area students, more than 1300 employees, and to the community members who visit and use
District 719 facilities. Whereas Prior Lake Savage Area Schools has 72 operational services staff. Whereas operational services staff are responsible for the care and maintenance of the district's 1.68 million square
feet and 13 buildings and one lease space and for over 323 acres of land. Whereas operational service staff provide exceptional custodial grounds, maintenance, repair, and delivery services for the district's buildings and grounds. Whereas operational
services staff take pride in providing students, staff, and community members with highquality, efficient, sustainable, and safe physical environments that positively impact our students learning and experience. Whereas operational service staff support the district's wise stewardship
core values by practicing and implementing energy saving and sustainable initiatives. Whereas operational services staff provide clean, safe and secure facilities and grounds, operate in a resource efficient and sustainable manner and provide a high level of
customer service and satisfaction. Therefore, let it be resolved the prior the board of education hereby extends its appreciation to all Pry Lake Savage area schools operation services staff for supporting the education of our
students and staff and proclaims September 29th to October 3rd as operational services staff appreciation week in Prior Lake Savage Area Schools. Thank you, Dan. >> Good evening, everyone. It is my honor to represent uh this amazing group. Um
I'll start by reinforcing or mentioning again some of the numbers mentioned by Director Atinson. We have 72 people and they deal with 1.68 million square feet every day. They clean those spaces every
day and they do it five days a week. We have 323 acres worth of grounds that they are working on constantly keeping maintained. That is a pretty hefty lift by that group and I'm constantly impressed by what they get done every
day of the year and I really like I mentioned I am exceptionally proud of the chance to lead this group and and I hope to continue our efforts on into the future as long as we possibly can. So thank you. >> Thank you. >> Thank you. >> Next is National Coaches Appreciation
Day. Director Johnson. Prior Lake Savage Area Schools recognizes October 6, 2025 as National Coaches Day. We honor the men and women who inspire us to work harder to do our best. Across the country, in every community, a coach
organizes teams, plans practices, and trainings, motivates players to strive to be the best they can be. At the same time, coaches pinpoint areas for improvement and supply guidance. Every sport and competition requires a leader.
More importantly, a leader who knows the game and how to drive athletes to work together as a team. Many coaches maintain a schedule for training, conditioning, and preparing athletes. Not only do they create these schedules for competition, but also for
their best health. Injuries sideline athletes and upset team dynamics. Although a coach's final goal is winning, they do so through a wealth of knowledge. Coaches work to
build teams that bond well. They develop work ethics and set standards for their athletes that many carry with them throughout their lifetime. For many athletes, coaches teach them to focus and how to reach a goal, which sometimes is not about
winning. Sometimes the achievement is an improvement. playing by the rules or learning to respect others, themselves, or the game. Coaches represent leadership, mentors, and inspiration. Often, a coach's words will echo
throughout an athletes mind for years to come. During difficult times, the words motivate them to move forward. Rarely do these coaches even know the impact they've ever had on an athlete until many decades pass.
Therefore, let it be resolved the board of education hereby extends its appreciation to all Prior Lake Savage Area Schools coaches for their work supporting all students and proclaims October 6, 2025 to be National Coaches
Day in Prior Lake Savage Area Schools. >> Director Marshall, >> you want to read the arts athletics? >> Sure, I can we can do it back to back. Sure. Director Olstead, would you mind meeting reading the arts athletics and activity staff appreciation week resolution? Happy to.
Prior Lake Savage Area Schools recognizes October 6th through 10th, 2025 as arts, athletics, and activities staff appreciation week. Arts, athletics, and activities staff provide extracurricular support to our more than 8600 Prior Lake Savage Area Schools
students. This week, we celebrate our thanks and gratitude for these essential staff. Whereas arts, athletics, and activities staff provide support, learning, and development to students outside of the traditional classroom. Whereas arts, athletics, and activities
staff instill lifelong positive traits in students such as confidence, teamwork, communication, and more that can all be translated to various aspects of students lives. Therefore, let it be resolved the board of education hereby extends its appreciation to all Prior
Lake Savage area schools arts, athletics, and activities staff for supporting the extracurricular activities and education of our students and declares October 6th through 10th to be arts, athletics, and activities staff appreciation week in Prior Lake Savage
Area Schools. >> All right. Well, thank you very much for taking the time and energy today to recognize all of our coaches, adviserss, and staff members. I work with an outstanding group of people. The amount of time, dedication, commitment, passion, and energy that our coaches and advisers put into their co-curricular
co-curricular activities is truly amazing. It has been shown that a coach or adviser has as much, if not even more of an impact on the growth and development of students than sometimes even their own parents. In education based athletics and activities, our coaches and advisers are constantly
asked to look at their purpose, their why for what they do. Winning is always one of our goals, but it's not why we coach and lead these activities. Rather, the work is about cultivating and developing outstanding human beings through an understanding of teamwork, accountability, knowing it's
okay to fail, and displaying compassion, respect, and love for those around you. It's about building relationships that are authentic, honest, and lasting. Our coaches and adviserss do not do this work for the pay. uh we all know that as I shared with you last spring, our
coaches and adviserss are at the bottom of the South Suburban Conference when it comes to average uh stipens, but rather they do it for the passion they have for the sport or activity and the love that they have for those students on whom they make such a large impact and difference. We are extremely lucky and honored to be able to have such
outstanding individuals leading our students in these various roles and I want to say thank you to all of them for the difference that they have made in so many lives. Additionally, we could not run all of our events and competitions without the outstanding support and commitment that we receive from our event workers. Many individuals from
throughout the district have given up countless nights and weekends to help support and manage our events. They are often the unsung heroes in making sure all of our events run smoothly, and I want to thank all of them for their continued support and dedication. This includes the amazing grounds crew and custodial staff, those that uh Director
Powers just mentioned for the support and the work that they provide for all of our events. It also includes our high school administrators who understand the importance of co-curricular activities in the lives of our students and support the participation and inclusion of our students in these activities. And it
also of course includes our very own Martha Walls who puts in countless hours selling and scanning tickets for so many of our events. Lastly, I need to recognize and thank the amazing individuals who work in the activities office. Beth Fuller, Heather Pearson, and Lauren Alrech are truly
unbelievable in what they do. Their ability to multitask, create relationships with students and staff members, keep the office organized and running efficiently, and keeping me in line while continuing to teach me new things every day is remarkable. I could not ask for a better staff, and they are one of the main reasons why I get up
each morning and look forward to coming into work. All four of them are more than just co-workers. We make up our own team based on our friendship and bond that we have with each other as true colleagues and friends. So, thank you to the activities office staff for your amazing work, commitment, dedication, and love that you show to the entire
PLSAS community. Thank you. >> Thank you, Mr. Marshall. And thank you everyone. Uh moving on to oversight of operations. At this time, uh Director Ryder will be giving us um a budget update.
And uh these are going to be reports only. No action is requested. Uh it will include an enrollment update, the preliminary audit review and discussion around board budget priorities. Lisa, >> thank you and good evening. Um this
presentation about enrollment is a little bit of a shift from what we've been talking about in the last few weeks. We've been focusing previously on what are our kindergarten enrollments um in looking like at the time and um how does that compare to where we were
anticipating to be. Right. We are now taking this information that we have for our first um Mars update for our beginning of our fall data to be reported and we are putting it into a >> Sorry, I don't know why it's doing that.
I'm so sorry. No worries. So we we are going to put into a model that we utilize for purposes of projecting forward our enrollment. We start with our end of year 25. So the fiscal year audit that is in in process
and um coming to a completion has some more final numbers and we've seen those in our conversations about enrollment. um placing that into our model then kind of allows for the projection forward to be impacted should it need to be by
those figures. Right? So we are not seeing much of a change moving forward from what had been the case previously. And included in the packet is what we consider our projection at this moment using that model with a three-year weighted average. This is the same
methodology applied in the past year in our town hall meeting for example last May. And um the idea is to you you want to kind of stay with that if it makes sense, right? And there's not been a whole lot of ups or downs necessarily.
It's more of a a gradual um moving forward. And so with that, we feel that this is the the method that we should consider using moving forward with this model. Um it does place our numbers So, as you look at the one that uh the line item that says 2425,
those are going to be reflecting our numbers based off from the audited figures that we have um going into our financial statements and what we based our calculation of revenues for for the fiscal year 25 with that. Then it applies this
methodology and projects forward the enrollment for the next few years. At the very bottom, I have placed what is our today's headcount. Okay. And this is as of 912. And so you can kind of see and compare those numbers between where
we're at right now compared to where our um projection is for the 2526 year. You will note that as you get into the higher grades, the numbers look higher. That is not uncommon. At this point in time, we are before the 15-day drop
period, which is a state statute that requires that you do not drop students from the rosters until we know that they have not attended for 15 days straight. So, we are learning of students that may um have chosen to attend elsewhere and they are have otherwise been in our
roles. Um so, those are things that are going to be changing in the next week or two as we um pass that time frame. and um the the documentation that's necessary within our system takes place. I would anticipate bringing back to you
next um an updated figure for that, but wanted to kind of lay the groundwork as to what we're working with and um the anticipated progression of how we're going to estimate our enrollment moving forward. >> Questions
about enrollment? >> Okay, move on. All right. Then next in the packet under the preliminary audit um preliminary audit review, we are um going to be hearing from auditors next month, but in the
meantime, we wanted to bring forward some information for the board to to consider. We are at a point in time where your total revenues and your total revenue total expenditures have pretty much been set and have been reviewed. Um first of all, we calculate it, right? Then the
auditors take a look at it and do their testing of that data. Um they may find some things to tweak and then they goes through a second review beyond the principle on the audit firm. That second review has not yet taken place. So we were at that first level of review right
now. And so um prior to a final audit being um finalized, you would it would go through the quality review. That is that second review. What you see before you is revenues that when you compare our fiscal year to date 2025 revenue
calculated compared to the budget we are um 1% higher and you can see that that is not quite um it's about one and a half million and as you take a look at the expenditure summary that is listed and I am on the left hand side of the document um you will find that it's
broken down by salaries and benefits which we consider personnel and then everything below that purchase services, supplies, materials, capital expenditures, and other those tend to be the other line items that aren't necessarily as connected to people.
Um, so in total, the budget was um is 123.6 million and that is that is at revised and then the year-to- date actuals for the fiscal year 25 came in at 125.9 mill. This is 2% over the
budget. In summary then you have at the bottom the budget had anticipated a $957,68 spendown of fund balance. That number is higher by 786,456. This impacts our fund balance in whole
and particularly in our unassigned fund balance as as much as we have followed the board policy of spending down restricted funds where possible before doing the unassigned we are still slightly below that 8% at 7.49%
currently. The second side on the right hand side of the document is intended to kind of break it down a little further for you so that you can see what exactly makes that up. So the top part of it is the total revenues. Just showing you a
little bit more detail um as far as breaking it down by taxes versus interest income, local and county revenues, state and federal sources. Um you can see that we have actually been a little under what we were budgeting when it came to property taxes and investment
earnings. The investment earnings probably more percentage- wise than uh we had hoped. The other local and county revenues as well as state sources and federal resources or sources, those were higher than had been budgeted. In whole though, the total again is that
1% increase over budget. on expenditures. It's broken down now a little bit differently. Previously, we had looked on the lefth hand side at it being by how are we spending the money exactly like what is it going towards? Now, we're looking at it as to which department or program area is this being
spent in. And so, we have taken um and broken down a few more things here. So, we have administration and you see district support services, elementary and secondary, vocational, special ed, community ed, instructional support. When we get down to the pupil support,
we've broken this down further. So, we have carved out the transportation. So, you could see that separately. And in addition on the fiscal and other fixed programs, we have that listed out. You will note that of the areas that we are concerned about, they are highlighted on
the document. and it's those areas that we um see the greatest amount percentage- wise with regard to over expenditure of the um prepared budget. And so those are things that we'd want to kind of focus on and
try and identify, you know, the wise behind and dig into that a little further. We are at the beginning phase of that. >> Questions? >> Question. Yes. Um, I I see that you you highlighted them, but
why not highlight all of them that are um over and dig into everything that isn't neutral? >> It is not that we won't >> understand it. Yeah. >> Yep. >> It's just that we wanted to basically you could highlight
>> too much sometimes and not have that space. Yep. Um, and then more so, um, I think we've talked a lot about special education, um, and how that really doesn't work out in our favor.
Um, how we don't always get reimbursed for that right away. It's it's not always a one for one. Um, so the next one down would be the district support services. Is that is that talking like this building itself or the people that
are in this building? How does that come around? >> Um because I just see that that's the next one >> um at 3% versus the special education because I understand we there's not really much more that we can
>> can or should cut in in that area. >> So the district support services could certainly be highlighted and I will do that for the future if you if you would like. No just just just a question please don't I agree with you right too much highlight it right understand
completely why you highlighted those completely agree with you just just asking a question >> um so administration refers to like your superintendent and your principles okay when you talk district support services now you're talking about the MARS department the business department the
HR department curriculum >> okay >> um I'm sorry let me back up the curriculum is actually served um down under the instructional support services. >> Okay. >> So, um it'd be more of just those ancillary areas that support the functioning of the district as a whole.
>> Okay. All right. Thank you. I appreciate it. >> Other questions? >> You said you were just at the beginning phases of identifying the overages. Would we expect to hear that the next meeting with um as we head towards the audited results?
>> Yeah, I think we'll hear the audited results and then we are digging into this. I think the challenge will be um the the the real question right now is focusing you want to know the past and the why, right? But what we really need to be focusing on is what will we do
moving forward >> and how are we going to address that? So I think that's really kind of what we want to try and identify things that might be part of that solution. >> Can I add one more thing? Oh, Mary's got
>> Mary. Director France. Hi, thank you very much. Um, so Director Frederickson had told us um that special education and transportation are going to be the leading reasons uh why, but there were changes made to transportation
um because of the surprise costs. Uh I'm wondering if if if you've already kind of looked into that and have adjusted that for the 2026 um area. or time zone,
whatever. >> So, I'd have to check on that as I didn't develop the 26 budget myself. Um, but I will look into kind of what was thought through there. I can say that at the start of this year since my arrival,
um, we have had some conversations with transportation, particularly around our invoicing and how that works and if there's a better way possibly for us to share information. Um but I also know that they have been very very busy this past month. So >> yeah, a couple things I can add for
context for everyone. We did um in last year when we were creating the budget for this year, we did include um most if not all of the costs that we were expecting for transportation. So that should be built into the current budget. So we should be good on that side. Um but like director Ryder was talking
about the bus company we had a failure of a product that we use which created a tremendous amount of work for the uh transportation company. So as we work through all of that now that we hope it's all done it's software so I mean
software things can bounce around but we hope that now that that's completed um we can work on making sure that we're building things correctly or that we're doing it in the most effective way. That's the best thing that we can look at. >> Chair White, if I may add just a little bit to um kind of tying back to Director
Johnson's questions. Um so some of the areas that we're looking in two in particular that we've been foreshadowing are very volatile. >> Um some within our scope of control, but there are a lot of factors that you know we try to build in a buffer and those buffers seem to just get surpassed you
know in these two big areas. Um, I will also just share that the the transportation piece in general is is not the challenge. It's actually the transportation around our specialed routing. Um, and so it's very specific that we're trying to analyze as to, you
know, how that significant of a swing can happen within the contract. Um, and again, as our team has alluded to, we'll be engaging in conversations about that to better understand. Um we are in the final year of this current contract and
so you know we're also intending to look to the market um to say hey is there is this the best contract that we have um or you know or are there other opportunities for us to find different uh ways to optimize that transportation cost and have some better controls um
you know with the current andor any other provider. So, those are some of the things that we're engaging in, you know, yet this fall, you know, uh, with regards to the contract. >> I have, if I may, I just have one more. Oh, sorry. >> Oh, Lisa. >> Okay. Okay. >> Go ahead.
>> All right. >> I just wanted to make mention of the fact that on the left hand side where it talks about purchase services, that is 111% of the budget. And so we do have that anal analyzed at this time with just what makes that up and I wanted to
share those top five items if I might. Um so 46 or almost 47% of that is transportation costs. So you'll see that the the purchase services you see on the left are spread across all the other program areas you see on the right. Okay. So 47% is is transportation. Next
in line is our PSO at 9%. Okay. After that, our insurance, which is our property casual liability insurance, that's at almost five and a that's five and a half percent. Okay. And after that, we um we have two
categories that combined are related to special education. Federal tuition billing being one of them, which is at 4.9%. And if you add in the rest of the state special ed, that's at 2.77 when you're talking purchase services. So you kind of see how we're already down to
that 2% mark with just the top five, right? So that's kind of where that's looking at this point in time. So as we wanted to kind of get a sense and help you understand kind of what makes up that some of those things we can we can work with, right? But what do you do about insurance costs, right? What do
you do with in u with um utilities and things of that nature, too, right? So those are things that we're going to have to take a look at and um consider as we move forward. I'm sorry to have interrupted. That's great context. Thank you. >> Um yeah, I just have a couple questions.
Um my first question is uh for the RFP for the um for the bus contract, does that come back before the board or I I do my understanding from our last conversations that it does go online and all those things. And so what's the time >> similar to what we just did um uh this
evening with you all with regards to the commercial brokerage here. um within the next month or so, we'll do the same process there and then go out to the market and uh and then bring a list of providers back and then entertain um negotiations moving forward.
>> Okay, I appreciate that. And then also um with the fund balance at 7.49% below the um the board policy of 8%. I understand, you know, from previous conversations that es and flows, but is there a corrective action plan that you'll be bringing forth to the board um
on sort of like how do we get that back up to or maybe it is already or just would love your feedback on that. >> Sure. So, the budget cycle for a school district oftent times you want that audited financial statement information so that that it becomes your new beginning balance and with that you
already have an approved adopted budget. So first thing you want to know is what does that do to the impact on what you had already thought to be the case for that fund balance there right on top of then that then you would want to address any revisions that have to be made to your current budget and you'd once again
reflect that fund balance anticipation there based upon those new facts. Um so you're looking at essentially analysis of our audit, how that impacts our budget for revision purposes and that's our first opportunity to make that um
correction where possible. And then in addition then um if it is personnel you're speaking about that's very difficult to do midyear and so that would then have to be something you'd consider when building your 2627 budget. >> And I guess I just have just one thing.
It seems like this boils down to those those two highlighted areas when you're talking about the grand scheme of things. There's some ups and downs, but it comes down to special ed and and transportation. Transportation, we're trying to get our arms around and we have some control that we can exercise
perhaps in the future. But for as long as I can remember, as long as I've been in the board going back to the '9s, had this document been presented every year, that special ed thing would have been highlighted. It's virtually every year. And I'm just wondering if this is an opportunity for for um for the board. I
I I don't like be in the position of being reactionary. I'm not blaming. I I'd like to be have the board be part of a proposed solution. I mean, I look at this and I think, man, if that thing just was 2%, we'd be right on. If we could get that five down to two, that
that overage. And I'm wondering is it it is something as simple as doing your due diligence, coming up with a forecast, and then just adding 8% every year just to cover yourself or and in the past we've used different things, but the
board's kind of been involved in that so that if next year we we come together on some kind of a agreed upon plan, it it comes back and nothing's changed, we kind of have some skin in the game. we we we don't necessarily have in our position to react to it. We have a
position to to refocus. Let's try something else. And I'm just wondering um you know if this is an opportunity for for us to maybe use that approach moving forward because again this is year after year after year. I'm not asking for that thing to be zero but
again in this particular case if it was cut in half we would have been really really close on the budget. And um that's the frustrating part for me. Not that it's anybody's fault. just it seems like man we do all this work and the ups and downs and if we could just nail that forecast which I know is very difficult
we'd be right where we want to be. >> I think that there's two sides of the budget we need to be considering too as we move forward. There's always the expenditure side which is what we see focused and highlighted and then there's also the revenue side. So when
considering our 2627 budget, it is something we need to take a look at as our expenditures in many cases as you take a look at the current economy, there are many pressures and increases across the board. Um, so we can manage
and address that to a degree. And I hope that we can do enough to make a really big indent, but we should also be considering what possible other revenue sources might there be and how do we address this on an ongoing long-term basis because this, you know, you can't
just focus on the one year. We also need to be looking out further beyond that. >> I appreciate that, Charles. One more. >> Yes. Just one comment. I just I really appreciate appreciate the document that you read.
>> Thank you. >> And I would just add one more thing. I'm sorry. Um your comment about the long-term forecast. Um, will you be updating and giving providing a 3 to 5year forecast like we've seen in the past based on like the new enrollment models and all the things? Um, because I think that's really helpful as well to
get a get our arms around that. You already see a part on the enrollment piece with that goes then the projections for the revenues, right? And then additionally, um, there would be the expenditures. Now, there are always certain factors that are in process as we go through this that you're going to
need to kind of make some estimates on. And so, that would be kind of where it's really about building those expenditure estimates like what kind of percentage are you using for um the cost of insurance increases or the costs for um salaries and such. Uh so those are the
assumptions that need to be built so that we can then see what that impact is and on a long-term basis what that has. I will caution you um long-term budgets projected out do not always look the best, right? So it is something that we
have to kind of know that in school districts that's often the case because you will find yourself making corrections on an annual basis to offset things so that it is not as dire as it may appear at first. Um so it's it's
what we need to do though is gauge exactly what kind of and how much of those adjustments do we have to be looking at from an annual basis. >> Jess, did you have something? >> I did. Thank you. Um, and we're we're going to be talking
about this later tonight as well with the um, you know, boundary changes and things like that. Um, with the closing, I mean, it's it's not really closing a school only because it's, you know, we're I mean, yes, as a neighborhood school,
do you foresee kind of a dent in in this transportation, you know, fund going down with those boundary changes? It's sorry, two-parter. That's a b knowing we absolutely have to get the
RFP for the the transportation, you know, services going, does it make sense to wait until after we determine what the boundaries will look like or is that not or would that not be much of a factor?
And if that question maybe I can ask that later on in the evening, too. It's fine. Director Holstead, if I'll I'll tackle the second part of that question first. That's part of our um pace of looking at this RFP is to better understand what will our RFP entail
because we want to be able to understand our boundaries, how many routes because if that if that changes, a proposal that we get too early might look different based upon, you know, some of that. So, we wanted to kind of get a sense of where that would land. So that's why we're still timing I think for the fall
but it'll be more that later fall mid to later fall so that we have a more accurate depiction of who we are as a district so that they can competitively anal uh analyze and say this is what we believe we could bring in based upon the students based upon the amount of schools etc.
>> Yeah. Okay. Thank you. >> And for part A if I might. >> Yes. Um part A with regard to our consultation with the transportation department and what that looks like for our boundaries and such. So, um Dan and I have set meeting a meeting with them
to go over the um options and scenarios that we have. Uh we have our finance and operations um committee tomorrow morning and then our meeting will be subsequent to that um later I think this week or next week I can't recall off the top of my head. And um so the idea is to make
sure that we kind of walk through those scenarios and understand fully kind of what that impact might be from their lens >> um to make sure that they um have that opportunity to share that >> with us. >> Thank you. >> Jessica, do you have something? >> I mean kind of going off a couple of
other questions, but just trying to understand like the timing of which when we would make any sort of uh 25 26 budget adjustments um to reflect, you know, any of the findings. I just again kind of went back and as I was seeing these actuals looking at the budget for this year and like even transportation
you know we have a budget of like 7.1 and you know our actuals this year were 8.8 So, you know, are we setting ourselves up to fail for next year? At what point do we make those adjustments or additional cuts in other places if we have to? >> Yeah. So, there is a budget timeline for
the 2627 and I'm just going to pull it up here quick. The anticipation is that we would be bringing forward the um audit discussion and that is in October.
You have your truth and taxation hearing as well in November. And um looks like in December is is the timeline for us to be reviewing our 2526 budget and seeing what adjustments we can make
at that point in time. >> Okay. I mean, is that too late? Do we have opportunity to do things in advance? I don't know. I'm just asking the question if that's um something we need to look at. say more about what you mean. >> Well, I mean, if there are findings that we need to make immediate adjustments
on, do we need to look at doing that? >> I would say that right now, given where we're at, um, some of the conversations that we've had as a senior leadership team is figuring out what like typically we might have slowing conversations down in in like February. Um we've had some
of our initial conversations as a senior leadership team to identify looking at our budgets and then identifying where we might be able to make some adjustments um that we would be bringing forward um or you know particularly with like purchase services etc. So some of those are the things that we can
leverage control for right now. Um so we are looking at that as a team and you know taking some more prudent measures to see where we can forecast where we might have to make some adjustments um from an expenditure side as well as you know any future conversations of revenue
sides. >> Okay. Director Buen, >> um can you give some context on um in your experience and this is for whoever wants to answer it as far as our senior leadership um between Dr. Thomas and
Director Ryder. Can you give me some context on when um for if ever adjustments are are made to a school year when the budget's already set? I mean, given that 80% of our
budget is staff members, uh, that doesn't leave a lot of room for adjustments. And so, I'm just wondering, you know, kind of to piggyback off of your question as like, you know, how do we be looking at things immediately? Um,
just maybe some more context on what that could even look like. >> Does that make sense? Did I Did I make that? Okay. >> Yep. Um, so from my experience, the one thing that makes a huge difference is overall awareness.
Making sure people are aware of where we're at with things and what that means to every department, every school site, and making sure people understand kind of the why behind the future conversations, right? And so I think when you when you talk about budget
adjustments, that awareness does lie in the back of the mind, right? even when you're doing day-to-day stuff. So, I think that's an important factor for us and it needs to be something that people know what that impact might mean to their budgets. So, there are lot of small percentages as I look and analyze
things here. Um, small can add up to large in some cases, but when you are talking about significant adjustment, you are talking about personnel in most most cases with school district budgets. And so that's very difficult to do
mid-stream. Um, can you potentially not fill certain positions that may have been budgeted but are not necessarily um, yet filled? That's a possibility um, in some cases. It's just a question of whether or not then you're fulfilling what is the absolute that needs to
happen as well. And so I think it's just a matter of every department, every site's going to have to really consider exactly what can they do to assist as we um try and um shave off what we can throughout the
year, right? And um not spend what we don't need to spend. >> I appreciate that context. And then um to maybe uh expand just a little bit farther, I'm I'm curious if there's any um
if you can give a a give us a a glimpse of what um positions or what percentages of pres positions have not yet been filled like what would that even look like if if that is a scenario? And I don't expect
that answer right now. But I'm I'm wondering if that's something that, you know, would be helpful to look at. I mean, we're we're only a few weeks into the school year and um everyone's probably getting their their bearings,
but I I would be curious to know um how many positions are not are not filled that we budgeted for. >> Yeah, Director Bullion, that is something that um our team is looking at. Um, you know, the the good news is that, you know, compared to other years
and even some of other districts, we've done pretty well with regards to filling our positions this year. Um, but that is something that we could look into and bring back for conver future conversation with the board. We but I don't have that, you know, this evening. >> Uh, Director Frans.
Um, so I'd like to piggyback a little bit on um the uh comments and questions from Chair White and uh Director Mason. Uh because and this is part of the conundrum I think we're in. Um and Dr.
Thomas, correct me if I'm wrong, but I believe in our budget update in December of last year, we were notified that transportation was going to be over and special education was going to be over. Um uh and the special education the
transportation was also with the current contract and and fuel prices special education transportation was more than we anticipated but in general the special education was due to two factors. One because the way
we're reimbursed is a year and a rears and then also because we had more students that qualified for it that we hadn't anticipated. But there was also something else in there. Um, and that was that once we
notified, you know, we we didn't have a lot of wiggle room there because of the way that it is a restricted area. So overestimating from it given the cross subsidy means that we would have to take money preemptively out of other
services that were already at a limit. Um so and if you do that then you're not spending on actual you know uh you know regular instruction and other areas and and like director Bullion mentioned we
have very little variable costs in here. Um so I I'm just kind of wondering what are our limitations for being able to put that buffer into special education? Um, is that even possible?
>> Well, you know, yes, you're you're right on on what you just shared. And the one piece also from the reimbursement uh standpoint is that some of the reimbursement was lowered. So, so that also impacted um budgets after budgets
were already set from the last legislative session. So to your point, yes, we are a little bit at the mercy of some of the factors that aren't out that are not within our control. Um, and to your point, it is a bit of a teeter
totter or, you know, robbing the left to pay the right or vice versa. Um, something is going to give. Um, and to the point that was made earlier with our budget being, you know, 80 83% people, when we lose people, we lose programming. and and so it's a it's a
blessing and a curse to try to solve for this. But we will strive, you know, as we always have been trying to find ways to optimize our resources, which is one of our priority areas. Um, and within the confines of our given revenues and
and some expenditures that we don't have a choice, you know, we don't choose to turn on the lights or run water or, you know, transport kids, etc. So, it it's a bit of a puzzle there. I I'm not going to I'm not going to be naive here. Um it is one that as a team we're leaning in
to try to find ways that we can you know pull back or dial in various resources as much as we possibly can. Um but ultimately I do think this is you know going to be a potential conversation that we we may have to have also with the board and that is the revenue side of things and what does that entail. Um
so so again just I think it's the both and conversations that's that's kind of staring us all down right now. Um I think it'll be really helpful to see that cash flow report come October because then we'll get a really good idea of you know where we're trending
for the year as far as um July, August, September because at the end of the day we do have a policy 701 that basically states that our expenditures cannot exceed our revenues. And while I understand that it es and it flows, right, it's something that we've been
challenged with as a board with working within the guidelines of that budget. So, I think having that cash flow report um will be helpful us to kind of keep an eye on that and um see see where we're at as the year goes along. So, thank you. >> I can appreciate the desire for the cash flow report. I will caution the fact
that it does not account for acrruels at the end of the year. And so that's where you'll find even if you look at the cash um the cash flow report as of say May and take a look at what that looks like at the end of June. There's going to be
significant difference because of those acrals. So that it does give you a good indication of what you're spending for sure. But just keep that in mind that the acrruals are not reflected and that can swing things both the acral for your
um revenue calculation as well as then the payables that come in at the end because typically you find vendors are lagged a bit and so we're you know in June we're paying not just May bills but also then June bills have to get paid right and that all gets put back into
the previous year as acrruals which wouldn't have been reflected in the cash flow. So, I appreciate what you're um asking for. >> Thank you. >> Okay. Then under budget priorities. >> Yeah. Ju just uh as a reminder to the
board as we go into the budget development cycle. Um we have been talking about the uh setting of some board priorities like what are some non-negotiables um or things that the board would like to protect as we develop you know future
budget um cycles. It's a conversation that we're going to engage in tomorrow morning um a little bit with our um finance and ops uh advisory council, but just putting that on the as a placeholder for the coming to the board, you know, probably in the next month um after we have some discussion um in
committee and then we'll be bringing some of that discussion back to the board for you all to have, you know, some determinations as to, you know, what are the things that you want to protect as we build out a budget. And >> as of right now, I'm tend to bring that to the October study session.
I I don't believe policy 701 says our expenditures cannot exceed revenue. I believe it says we have to do the best job we can um because we don't have a choice sometimes. >> Okay.
All right. So, prepare for the 22nd um as we start to think about things that we're going to uh um keep off the table if at all possible. All right, moving down to student data.
Um, Director Anderson and team. Good evening. Pardon my delay as I get used to how to find the materials on the Yeah. Can you help me, Martha?
What we can do is here and split her move her over anywhere. That is not my That's not my uh slideshow. No.
>> Well, we just want to protect you just met. >> Thank you. Well, once again, good evening. Thank you for your patience. Good evening, uh, Chair White, Superintendent Thomas, board directors. Uh tonight I'm pleased to be with you uh
once again uh for another check-in related to student uh data and curricular updates. Tonight uh we'll continue our focus on high school math and elementary literacy and uh a check-in on our curriculum
review cycle. Um, I will offer that I feel confident in my early uh review and time here that our review process for uh both high school math and elementary literacy are aligned with uh board
policy 606 which has to do with the review and selection of learning resources in our district. And uh in particular that policy recognizes the expertise of our professional staff to be a primary involved stakeholder set in
formulating recommendations of instructional materials to the board of education. And tonight we're here to share an update to the board with the aid of some special guests who are members of that professional staff. um they'll share some of the steps that
we've taken to get to where we are now per our curriculum review cycle. And I know that uh for both high school math and elementary literacy, we're uh uh in the process as outlined here uh and particularly focused on analyzing and
developing uh curriculum. So, with regard to high school math, this team process, I'm pleased tonight to introduce to you two reps from our professional staff, Mr. Dan Byer and Miss Janine Mesnik, math leaders at the high school, uh, who've been, uh,
heavily involved in this math selection process. And without further ado, I'd love to invite them to the this welcome. Thank you for having us. Um, I guess we would invite you to ask questions as they come up. So, feel free to just give
us a holler here when you've got a question on this. Um, and we can go back a slide. We we actually started in um 2022 as a whole K12 group looking through uh what our process would be, where we were at,
gathering information um from stakeholders, students, teachers, and then um figuring out our next steps. And due to funding, we are just kind of that third tier in this process. So, we're coming in at the end as a high school
staff. Um so um probably one of the biggest things that we have for questions is you know what is new math or why is this new math and um I think that uh it's probably
best to understand it as this instead of just our large list of standards that they had before. Um, our state is being very purposeful about making sure that students that they've detailed that students um are understanding how to use
math, not just do math. Um, that there's a bigger focus on understanding the why, which we appreciate and prefer. So um there's a lot more emphasis on reasoning and thinking mathematically um instead
of just um I guess on their tests that you would see like MCA tests you know here is a formula now I'm going to use it that type of scenario. So it's um looking deeper into situations, thinking mathematically
and in our process um we looked at several materials uh as we usually would do. Um we attended presentations on all of those. uh narrowed our research or resources down
and in spring 220 or 2025 um we're field testing this um this year actually >> we are field testing this year so I think that should be >> oh no that that's correct where it's talking about we decided >> in 2025 yeah this past spring we did and
now we are field testing this year >> um so our resources that we've looked at and attended um presentations on I believe there's seven there. Um and instead of going through each you know
reason why we eliminated um probably just one of the biggest reasons why we chose the SAVIS um resources is because we felt they had the best balance between um that normal academic and algebraic rigor and then having real
life um application with that as well. and you'll see um if you would like to see I guess we we have a a lesson here. Um it's just a geometry one that we could all look at and so you can see how it's possibly different from what you
would think uh normal math classes might be or or at least what the emphasis >> see how it would be similar to how you might expect to a math course to look like. >> Yep. So it ju it really probably shows you the blend of emphasis of we want
that algebraic rigor and also that real life understanding. >> And so the big thing with the with the whole savage piece with it try to model and discuss try and get get that little kickstarter that little brainstorm. Okay, where are we going towards at the
beginning when we have our lessons that involve problem solvings, getting into that algebraic component of it? Why are we doing this piece? Try to get that understanding. Some topics are obviously harder to make that connection to than others as we work through it, but also
give students that opportunity to work with one another, ask us questions, giving them that guided time to be able to work on stuff, confer with their students, confer with us as teachers as we're going along after we go through our lessons in the
course. The example that we have here is from a geometry course. uh chose the geometry one because we at the end we could show difference between the honors piece the and the general course and the how they
treat things in terms of the standards with it here this stuff here is taken part of a presentation slide that's given in the geometry course the stuff that you see here the problems that you see here are taken directly from the savis curriculum but that that first piece with this lesson dealing with
midpoint and then tying into um distance, tie it into scenario, tie it into the layout of a room, putting it in that coordinate plane. Tanya wants to center a picture along the back wall. How do you find the point at the center
between A and B? We start kids off with that basic piece where if we're working in that horizontal, pretty easy for most students to be able to figure out where that midpoint is going to be. But when you transition that then to the next piece where she
wants to place a lamp halfway between chairs at points C and D. Well, now when you've got that diagonal, how are we looking at figuring out where that middle is going to be in that scenario? Giving students the time to process and think on their own, come up with their
own ideas. Some students are going to be able to make that connections with how they found it in between that middle for A and B from C and D trying to use that same concept for both the vertical and horizontal changes with it.
tying it into a more generic case leading into that opportunity where so now if we're given coordinates instead of working in a scenario where they're working with those grid lines they can still work with the grid lines here to be able to still take that same opportunity if we've got coordinates
here at -32 and 4 -2. How are we able to come up with that midpoint? And by the time you get to this point a lot of students are trying are kind of making that connection on where we get in that middle. How are we looking at that relationship between the x coordinates and the y-coordinates to be able to get
that? Which then we can then tie into that formula that you're used to seeing and with from your experiences with it because we're not always going to be able to have that grid. We're not always going to be able to plot it out and work with it. and how can we make those
connections to uh the formula that we have to be able to figure out that midpoint along there taking it up a step from that not only can we apply the same process in terms of midpoint how can we do it in terms of other ratios and here
we're looking at the coordinates as a ratio of 3:2 and how we can take the same concept of looking at that horizontal change and that vertical change. If we partition it off into if you have that ratio of 3 to two sections of five,
five equal parts, well, I want three of those equal parts and then two of those equal parts to be able to figure out where on that line would that point be that divides it up into that ratio of 3:2. being able to take that same concept of
the midpoint which has that built-in formula but coming up with a more uh a higher level application for that. And then here not even given the grid piece how we're taking that comp that uh concept applying it into a more generic
approach for that as well. but then tying it into distance as well. And starting off, if we got points out there that are at -54, Q's at 7, five. If we were to put those points on there,
negative 1, 2, 3, 4. So I get all the way over there. Can't count. Two, three, four, five. >> Up four. One, two, three, four, seven, five. One, two, three, four, five, six, seven. one, two, three, four,
five. If we've got those two points, if we had that segment in between, how are we then going to be able to figure out what the length that is? Most kids are familiar with the Pythagorean theorem before getting them into that formula that would apply when
you have coordinates. Okay, let's tie it back into something that they're familiar with. Okay, let's make that right triangle that we have and how can we take that right triangle to then figure out the length of that hypotenuse which essentially the
distance formula is distance formula is just pagan theorem. So as we we able to figure out that length from the that horizontal length from P to Q we got that length of 12 that vertical length that length of 9. Applying the
Pythagorean theorem 9^2 + 12^ squ gives us that length of that hypotenuse squar kids are able to make that connection between the two. From there some kids are going to fall in that the entire time as we work with that. They
they like to be able to tie it into the Pythagorean theorem. And did you click the right thing there so we can continue moving? >> I think I didn't. >> Okay. Oh, and then all that stuff still. >> No, I got it. I got it. >> Thank you. >> We're all good. >> But then tying that concept into the
distance formula where some kids don't always want to draw the right triangle to be able to come up with that. Um, tying that in, also putting in a little proof for those kids at a higher level that are looking for, okay, why do we have that formula? Why is it set up? How do we make those connections for that?
In here, we included different types of problems in terms of what the honors teacher gives and what the uh general geometry teacher gives. These problems here are straight out of the Savage curriculum. You look at the different types how they're looking at they're able to use that uh graphical
representation. They're able to use the distance the formulas with it here with the honors one tying in the different pieces. They don't necessarily go in the same order as the book, but they pick out those key pieces from that. And then with the uh general one, they spend a
couple of days on this because of the multi- topics on there. Sometimes focusing on the midpoint, sometimes f focusing on the or sorry, first starting with the distance, sorry, the midpoint, then going to the distance formula with that uh to be able to break that down
into two different concepts. The problems that you see here, the application problems that you see here are straight from the Savage uh text as well. >> Do you have any questions? >> So, this so this is what it would look like in a day and
>> we we really do like the resource because it's our our text prior to this is probably a 2012 copyright >> which would be more along the lines of um this is the distance formula. let's use it 12 times. That idea, you know,
and it's just it's this is much um more engaging for students and and much more of what we bring we want to have our teachers bring to the classroom. I would just say um and my son was in one of these classes last year and um I
know the teacher supplemented with this um so do you have any feedback based on um you know the supplementing and with SAVS last year >> like what you saw or I mean >> Yep. So at the high school level it's a little more difficult um the farther the
farther along in the curriculum you are. So was your depending on where your son was at. So if it's algebra 2, then there was much more just supplementing, right? They were they were trying, they were testing, piloting, using resources, whatever you want to call it. Um, and
being the third year, like the third text in that series, um, there's a lot of information and, um, just kind of the way that you're working through the way a student would be engaged with this information. It's it assumes like that
text is assuming those students have worked through those other two years. And so teachers were really heavily looking at okay what did algebra 1 look like? What was geometry looking like so that we can kind of marry those two in algebra 2 and then they're doing more
this year in algebra 2. I think the easiest spot to start was algebra 1 because they assume as writers of this text that that's the first in their series so to speak. And so it was a great entry point and I think uh algebra
one you also taught that had the most success with looking at all their resources and um working with students and I don't know if you can >> I think with any new curriculum that you get there's always assumptions that that curriculum takes that they've had
previously and no matter what we decide to go with there's always going to be some supplementing that goes along with it. We we saw when we were working with the the algebra one that we needed a little bit more in terms of uh properties of exponents. They they do a
lot with the uh a lot of stuff with working with polomials but they didn't necessarily cover the as in-depth as we had preferred with it in terms of okay doing properties of exponents when we're multiplying what do we do with our exponents we divide what do we do with our exponents so we
supplemented that piece in to account for that I think you would get that with any curriculum that you would work with >> does that kind of make sense or check with what you're asking >> uh no absolutely Absolutely. I I think some of the feedback I heard is that um
the the SAVIS curriculum was was very was rigorous, right? And some of the um how do you say students coming out of middle school may not have gotten what they needed >> to prepare them for this type of rigor. And so I'm also curious, my second
question is um with the the change of using CPM in the middle school knowing that that curriculum is very different than um sort of like the core foundations of math um how does it align with SAVIS like from an alignment standpoint like
are they going I guess you can't answer what they're learning in middle school but how I guess are what are you seeing early on from some of the kids coming out of middle school that maybe are freshman this year or sophomore this year who had CPM and now they're piloting SAVIS like
>> well I think we all could probably answer to what they're learning in middle school actually because it's really state standardsbased >> right >> right so um I I think um possibly the
hesitation is if if you if a person would think the packaging doesn't feel like what they're expecting um however the math really is probably present. Um we find that when our students are coming into the high school
um we not only have students from our two middle schools but from many other places and our students are I guess I'm biased but we we we feel that students that are coming from our middle school are are wellprepared for
what we are working with at our high school level. Um, >> let let me let me give you one experience that I had because I'm I'm working with freshmen this year with within it >> and with with some of the word problems, some of the problem solving piece with
it. One piece that I'm seeing an improvement with has been their reasoning, the way that they they they may not set things up in an algebraic fashion, but they're able to tell me their what they're thinking. They're able to tell me, okay, how did you come up with this answer? Well, I did this
piece. Well, I had here I took this amount away. Whatever I had left, I divided by what I had left over. I I didn't necessarily see that from other students previously. I I' I've been impressed with what I have seen thus far with that logical reasoning piece that the number of students that I've had
have been doing. I' I've seen that that that's one piece that I've enjoyed seeing from students this year so far. >> But are they able to um like master the content, I guess, basically. And the reason I reason I because we've I've heard some rumblings from um you know
we're only two weeks in but some initial testing not good students testing 40% 50%. I get it's the first week of school so I mean I guess we'll just have to keep an eye on that to to see how it plays out. Um yeah then my other question is is with this curriculum is
there any science behind it that you can share as far as like why you picked it? Um where is it successful? Is it implemented in other districts where they've act they've seen proficiency scores rise? Like why did you why is your confidence behind this particular
curriculum as being something that you'd like our district to invest in? >> So as we worked through our process um our staff had and I don't think we have it on here. It's just elimination for other ones but we went through pros and
cons for each for each um text series that we looked at. Um, and we did feel that Savis had the best blend of everything that we were looking for. First of all, I do know that I think Gwen, and I'm sure she doesn't have it here, but has a list of um, and actually
I've seen it, too. There is a long list of um, places in Minnesota that use uh, the SAVIS curriculum, the algebra geometry algebra 2 series that we use. Uh, they have other I believe it's a Pearson company. So I mean they have a lot of
other things but specifically that one is used frequently in other places. Um and the science behind that I mean it is it is mapped to our Minnesota state standards which is something that is an absolute must for us. So um with that
embedded that is like our number one need concern and and then from there we were able to say here are the other reasons why we prefer it. So, um I am certain that if we asked probably the SAVIS site would have more information
than that, but um we would go so far as to see the mapping of their curriculum with our Minnesota state standards. >> Charles, um thank you both for being here. Uh really
appreciate it. Um so, Lisa brought up a few things. So, the first algebra 2 test, right, that there was an email that was sent out, you know, not a lot of people did really well. Can Do either of you teach algebra
2? Can you kind of elaborate on that? Um, it was just a it was a big concern that I got >> Okay. >> kind of bombarded >> on that. >> Okay. >> Today, >> neither one of us teach algebra 2. Um, I guess we can ask about that, but
typically when emails like that go out, what they're teachers are probably hoping for is that students are going to use later time, our embedded time. And a lot of times there's probably a connection to students who may not be
finished with their homework 100% all the time before they're taking a test. So, it's probably an invitation to, hey, please come on in. Let's make sure that we're getting our homework finished first >> so that when you're taking your test and retaking, I'm assuming there's an offer
for a retake with that. >> Yep. Because it it makes a big difference if we can figure out where things went wrong, support that productive struggle, and then help them get to where they need to be so that they can start our next um studies.
>> It just references the new curriculum, and that's why I brought it up. So, I didn't know if either of you you guys taught algebra 2. So, that's what I figured I would I would ask. And and these >> I would say just like routinely if if emails go home to parents that are that it's usually, you know, like this is
probably one of the first times that students are, hey, it's kind of an all call. Let's come on in. >> Let's get help. And more than likely, I'm assuming there's typically a connection between if you didn't do all your homework, it's hard to perform well on the test. So, I'm assuming there's an
invitation to complete homework. I don't I haven't seen it because we are not privy to what I don't have any kids in algebra 2 right now. So, I'm sorry about that. >> No, no, no. Perfectly fine. Took the opportunity because you guys are there for sure. Um, next I really liked the
way you said um use math not just do math. Um now is everything that um what SAVIS is going towards is that also aligning towards the ACT and the
>> SAT. >> Um and do we have and and um do we have any data to back that up? I understand you guys might not have that. Dr. Anderson might be able to provide that to us um with with other schools
that have have this implemented longer um because that's obviously some of our students aren't going to take the MCAs, right? But they're going to take the ACT and the SAT. We don't want to implement a curriculum that's
going to set them up for failure in the future. >> Our our math teachers have an overwhelming passion. I'm sure they do >> for making sure that our students perform well in the ACT because now they all have the option to do that in school. Yes. Right. Um and
>> I feel that we do an outstanding job making sure that we map towards making sure that our ACT is something that's reachable for all of our students first of all. And then specifically in this text, and you can correct me if I'm wrong, but they actually have, you know,
like a portion I think is actually on here. I did see it in the in the honor >> SAT test prep, >> which I will say, I'm not going to lie, most most textbook companies do. However, this specific
um resource has just a lot of buildup to build the reasoning, then come back in with that algebra, build the reasoning again, and then come back in with that algebra. And in this case, it was even geometry applicable. So when a student is then
working towards something like ACT based, they are just that much stronger in what they're doing because of the way that it's introduced. So >> okay, >> and just to jump in on that, other districts that we know have implemented and we can check how long they've been
implementing um uh and and perhaps some math results. Edina, Southwash, West St. Paul, Shakipi, Madameai, Inber Grove, Orino are some of those that are on that list and certainly we can pay attention to how that implementation is going.
>> Yeah. And even any correlation on the on the those scores would be phenomenal. Um I think I have two more. Um, I know you gave us a list of of basically what you had, why you didn't like them, and I really appreciate the
list. And then why you and Savas, right? And then we discussed last week like this is basically this quarters. If I'm using the wrong terminology on that, I apologize. >> Seme. >> Semester. Okay. Um, but if this doesn't
work, do you have a backup plan or do you have something else that you're willing to try? Um, if this doesn't go the way that you guys are talking about right now because I think you guys enjoy this. It sounds good. Um, but it's not. I just want to
make sure that we're preparing just in case if there's something else that you've seen out there that we have as a backup. If I'm not being clear, please just let >> No. Um I think you're being clear.
Do you want to go back to that list? >> Um if we're talking about as a as a quote unquote backup, I think that and maybe um like statistically I I think you can't just give it a semester and say, "Well,
that's not good enough." with the depth and breadth of opportunities that the curriculum provides. >> Um I professionally our our department does not feel that
the other ones probably do not stand up enough to the saves one. So then we would want to find out >> where, why, and what might we need to slightly supplement to make sure that we are making the change we need to make as opposed to saying, "Well, this sure
didn't work. Let me try another one." And then what happens if we have that same feeling and then all of a sudden you've went through three years of semesters at a time of, "Yeah, our kids didn't like that one." So I would prefer and I I believe our department is fully
um capable and used to looking through curriculum understanding that probably there isn't that magic bullet and that you need to find probably some supplementation along the way just because of where where things are at maybe um timing
um even all the way down to you know we we had three snow days and so now we're going to do this differently. So, um I I think that there are ways to study where students are at. Um still use this as a resource and then I would prefer to um
make sure that K12 like that is actually something that would be a curriculum discussion that we just say, "Oh, nope. I guess we were wrong. We need to turn around and change." There's got to be a statistical analysis that says we need to give something more
than just a semester. Okay. Am I probably correct? Yeah. >> So, it would make more sense to to live and grow and breathe with the students because that's typically what we're used to. >> Um, for instance, as we've been dealing with the 2012 copyright, we've had to do a lot of living, breathing, and growing
with them. And it becomes almost unmanageable with the amount of real life you need to bring to something where it's the difference would be what they would have is here's the distance formula, you know, do it 15 times. It's just not something that we would want our students doing in this day and age. >> Absolutely. I really appreciate it.
>> Yeah. >> Yeah. No, it's great. Thank you. >> And director Johnson, I'll just, you know, add also in my years of adopting various curricula and, you know, in different uh disciplines, etc. As we've talked about, there there's not a perfect curriculum, so to speak. So, there's not been a curriculum that has
been adopted that hasn't been supplemented or heavily amended. Um, so if we're not bringing in additional resources, maybe there are certain units that we're saying, you know what, this unit just misses the mark. So, we're going to actually rewrite this as a math team and just amend the current
resources as well. So, um, this or anything else, that's always going to be part for the course. Uh, last thing. Um, where are you guys at or where's the team's at as far as group testing and group work when it
comes to math? Because I have two um students in high school math. >> You have two kids that are in high school? >> I do. Um, >> do I have them? I'm just kidding. >> They'll let you know.
>> Awesome. Um and that's something that they experienced um previously and um it wasn't just wondering if if that's an going to be an ongoing thing or if it's something
that you're trying or how does that look individual work versus group work especially when it comes to testing. >> We'll both we can both answer that because it's it's a >> I really appreciate it. It it it it varies by course. I think
you you you can see some courses that have builtin some call them collaborative problem sets where they're >> typically at the honors level actually >> honors level but I know there there are some that that just to get to get kids talking with one another being able to problem solve be able to work with it
>> and those I in my understanding from what I'm familiar with those are not assessments those are those are going under the formative component of it not in terms of a test I I could be wrong with that because I I don't I don't work in the
other the teams that deal with that component of it. From my understanding, each there are tests that are that each is based off the students own work for that. But we do have teachers that I I can think of bunch of groups that set it
set apart days that okay, here's a couple of challenge problems. Here's here's a few pieces. Can you apply the stuff that we've done into a different scenario, not the same thing that you've worked with? Are you able to work with one another to be able to problem solve, come up with the solutions based off of that?
>> Um, and and our teachers chew thing choose things in teams, right? So maybe a team is working through certain things, but in the end, I I think what we really need is our students to be flexible and nimble in how they are moving throughout the math that they're
learning. So there's predominantly regular testing, right, which is what we do at the high school. However, we absolutely need our students to be able to talk to each other and maybe there is a group test. Um, it is not frequent, I
would say, by by many of our teams. However, I could not stand here and say there never is one because I bet there's one somewhere around there. Um, also there is lots of like if you're talking assessing, lots of formative assessing students are in groups because then they're able to brainstorm, work through
problems. Um, and and it's just it's helpful. That's what you want your kids to be able to do, right? To be able to analyze together, talk through things, come up with ideas as a team, work through that. And then we also need that balance of preparing them for their next steps. So
like they need to be able to take tests alone on an ACT, right? So, as they're growing, there's certain things that they need to be able to do. So, I feel like um our math team models both environments well and there's a time and place probably for everything all all of
both of those scenarios. Um however we probably if it's coming to like a an assessment that's you know a summit of assessment I would say for the most part by and large it's those are individual and um I don't know if that's
probably just an age appropriate idea for where we're at which is why it is. >> Does that answer your question? Yeah. >> And it's yeah it's but both both probably happen. It's just probably more heavier formative. Um, and still
probably maybe a few sumatives in there. We can't I mean, but >> we can't speak for each, >> but it is something I think that should be >> I'm not sure if you want to say more about the difference between formative and summative. >> Yes. >> Um, you know, assessment for learning versus of. >> Yep. Um so if you're in my classroom for
instance um we would do something in groups so that I I can have formative data they can have formative data so that we can say you know on this uh problem set we're going to see where we're at where our thinking is at students can brainstorm together problem
solve uh explain reasoning to each other um and during those they don't have like a group piece of work every student is still doing their own and in the end it's more of learning the how the I this is what I did. That's what you did. Oh, we came up with the same answer. Is that
still okay? I guess it is. And so it's it's more of being able to talk about it and using math as opposed to just doing math salad, we'll call it, right? Um which you know that reasoning gets built
in. And then there are other times where students absolutely have to do their own test and they're working on it. So, and most of mine are like that, but it's just the formative um is more of like a a daily work type idea. Um and then and that is like an assessment for learning.
So, students know where they're at, teachers know where they're at, and then we can make adjustments on what else we need to help with. Uh what else we may need to work on. Same for students. They know where they're at. What else do they need to study? And then, uh a summit of assessment would be, you know, we're at the end of a chapter, we're at the end
of a unit. now this is your grade like you you've learned it and this is where you're sitting. Um a lot of times in my classes for where my students are at I feel like their next step is really college. So they're going to turn that into one more formative because if you didn't get it
we need to get it now. So then we're going to go back and relearn. So I kind of reforce that. But like if you're in Dan's AP kelk um that's a different thing because there is a final test for that for AP. So >> yeah. So with all the the formative that
building block stuff leading up to it, we we have those summitive assessments where students are assessing students off of okay, do you know all the derivative rules? Are you able to take the applications of the derivative to apply it to this situation? Dealing with rates of change and whatnot. Um during a
regular class of mine in there, kids are working together all the time passing ideas back and forth. How did you get here? What did you do here with it? that that the formative is that development piece. The summitative being your typical tests, quizzes, whatever they're
that built that that that assessment for that. >> Uh before you start, if we're about 43 minutes into the hour I allotted for the this discussion on both topics. So if Lisa, you can ask one more and then we'll move on to elementary uh literacy.
Um >> so AP same they have the same curriculum status for AP or no they have >> a lot of times and this would be for most most curriculums that that they will build their curriculum for algebra
1, algebra 2, algebra 1, geometry and algebra 2. Beyond that courses beyond there we we typically go out to other different okay what resource do we want for AP cal? resource do we want for uh
AP statistics? What resource do we want for the pre-ol algebra course that we have? Most of them they they have that building block for that first one, but then we don't have the but then we piece together pieces off of that. Have we looked at people are always looking at stuff with
that? I can tell you the like for me personally with the AP cal I I like that what we currently have. If you were to compare it to the current updated uh version of it, it's the same thing,
different color textbook problems are exactly the same in in terms of it, but but that varies for >> this doesn't impact the AP. >> Okay. And then I sorry, I have one other quick one. Um I we I was able to observe um both the bridges and the CPM. I'd
love to come observe um a classroom. don't want it to be disruptive at all, but I don't know if you guys are open to um board members coming in and observing um during this first semester during this pilot specifically. So we can yeah we can chat through
um I will say the AP it's those are college texts and like for example the AP pre-calc has the same parent company Pearson as SAVIS but those college textbooks wouldn't have the same type of writers as high school. So
>> yeah but also the college the the AP ones have to be >> college board approved as well in order to use them. So which ours are >> I guess I would say this just so I mean they're really truly in what we do there's kind of a time and place for a
little of everything of what we're doing. So feel free to reach out with questions because sometimes maybe what you're hearing it's it's like really this in the grand scheme of things and and it's probably good to have a you
know a perspective on it I guess. So >> appreciate you guys coming. Thank you very much. >> Thank you. >> Thank you so much. >> Jess, you have just let Jess have one question then we're going to move on to >> two questions. Um sorry. So the the math pathways I was trying to recall. So I
was just trying to understand if we're looking at this for algebra 1, geometry, algebra 2. I think our current current pathway ends, you know, math 6, pre-alggebra, algebra 1 going into high school nine, you're in geometry. So then are they just starting this curriculum
in geometry? Is that is that correct? Or how will this and I that kind of relates to the CPM and how it aligns question? But how does that pathway look? They're in either algebra 1 or geometry. >> We we refer to it as algebra lines and quadratics. >> Thank you.
>> Yeah. >> With that or the geometry? >> Y. >> Okay. So they may not even take the algebra one but just go into geometry. some nth graders, >> right? And in eighth grade with our math, Minnesota math standards, they
have algebra in eighth grade. So, um, and I believe they're using either the Savvis text or a CPM text right now for accomplishing those math standards with those students. >> Okay, that was kind of where it was going with my question, like how which
if they're using CPM or status. Okay. At times it's easy to get hung up in the texts, but to be honest, we are guided by the Minnesota state standards, right? So, they are they're fluid throughout in their planning. >> I was just trying to understand the pathway. I was thinking of that graph, which I don't have in front of me. Thank you.
>> Um, yeah. Um and then um sorry my second question and it relates to really both of these like what what has the feedback been from like the teaching and learning committee and maybe this is a question here versus here but um has there been feedback and qu what types of questions have they raised
>> from from the reading um aspect um we we've or I'm sorry from the math aspect we've been bringing our teaching and learning committee through a standards understanding so that was our big kind of pre-teing last spring um this fall next week or whatever my data is off no
or planning this week for our upcoming TNL and then they'll get um a more hands-on with the actual resources and materials and then coming back with some of that feedback. >> Okay. So, they haven't looked at these resources yet. >> Okay. >> All right. Thanks, guys. >> Thank you both.
>> Thanks. Thank you so much. Next, please welcome curriculum specialist Gwen Molden, who will help uh uh lead us through the elementary literacy uh curriculum process status. >> 10 minutes or less. Is that kind of what
we're looking at? >> Just do your best. >> I want to thank you for allowing Katie Hansen and I to come tonight to talk through our elementary literacy team process. Um Katie is going to have her part coming up next. I'm going to start
out. She's a first grade teacher at Redtel Ridge and is a member of the elementary literacy team as well as field testing two of our resources this fall. So, she plays a very valuable part in that process. Um along with Katie, we
have a quite robust team of 32 people who are on that elementary literacy committee. Um we have members ranging from early childhood staff um and we have members from K5 um at every grade level as well as special education. We
have some English language learner staff um speech and language pathologists um intervention teachers, peer coaches, media specialists. So we have um a wide range of experience and expertise on that committee which has really been helpful. The slide that I have up right
now is really kind of our timeline from when we started as a committee and it takes us to present um with the yellow and then the blue is really kind of moving forward. So the yellow I will go through each one of those a little bit more in depth um so that you have a um
more in-depth explanation of each step of the process. Um so the first part as we've talked about before when the Minnesota Department of Education um instituted the read act there were two parts that really affected teachers primarily and
that was the training. So in the beginning when I was here a few years ago it was there are three training options for teachers. we went ahead and chose core which was the online language and literacy academy as our training and then there was the curricular resources
kind of part. So it was really important that we started with that core training because the really the purpose of doing that with all of our staff was so that teachers had an understanding of what the science of reading and that term has
been out there and really what that means is it's 50 plus years of research that has been done on how we learn to read. So it's scientific research that really they just compiled into something
more digestible that shows how as a person do we really learn to read. Then the structured literacy is the part of how like so what the science of reading is and then how do you do that in a classroom is the structured literacy. So
the training for all of our teachers that they've been doing over the last two years is really centered on that science and those evidence-based practices so that we can learn what is all this research saying about how we learn how to read and then how do we put
that into practice in our classrooms. So we were very intentional to really get teachers a base of that understanding before we started meeting as a committee so that when we started this process they had that foundational knowledge about what that science of reading is
and what those effective practices look like. So, when we first started as a committee in our first meeting, I don't know if you've been to the MDE website, I did link it in here, but they have a whole page on curricular resources
and have really grounded their work in the same thing that I just talked about with the training, what the science of reading is, and what resources are out there from publishers that align kind of how they're structured to that
structured literacy and that science of reading. So, we spent that first meeting really looking through and trying to figure out all of the information that was put out there from the Minnesota Department of Education. So, what they basically did was tiered
their resources. So, they looked at a vast amount of resources that curriculum companies had and they put it on tiers. So that first tier was considered highly aligned to evidence-based structured literacy. So according to their rubrics
and their evaluation tools, the curriculum that's linked here in the different companies are the most highly aligned to what we're learning with the science of reading and how students learn how to read. So you can see there's a few of them
linked on there. There are reports, there are rubrics, there are different things. So, we really spent time reading all of those and learning more. As you travel down that page, then there's a partially aligned. So, it's just like it would sound. These resources are not
fully aligned with these practices that we've been learning about through research, but they are partially aligned and they maybe have some gaps. And again, there's reports and rubrics about all of these different resources. And as you continue to go down then there's
minimally aligned so further from the alignment not aligned and then they had a side category called non-ranked which I will come back to. So those resources really is where we spent our first
meeting trying to just learn ourselves and um become more familiar. At that meeting is when we decided you know what let's really focus our time and our learning as as a committee in the beginning on the highly aligned so that we know the resource that we look at is
aligned to what we're learning that research says for how kids learn to read and what is best for them. So the note sheet that's also attached is basically just one thing we use to try to organize all these different resources and so we could kind of see
them at a glance. So this basically the confusion I think is in the different types of resources. So this is basically the same information from that website I was just showing you organized in a different way. So one of the resources that they've
talked about is a comprehensive curricula. So that is that e education resource. That basically means that it's a curriculum company that has taken and put their phonics, their phmic awareness, so those early reading skills
in a product that also has the later skills like the comprehension, vocabulary, the background knowledge building. So they have a product that's comprehensive. It has everything in it all together. So you can see the state
designated one of them as highly aligned on that list. Also they designated four foundational curricula. So foundational means your phonics your early literacy. So it's your phmic awareness and phonics or word
study component that can't stand alone in curriculum because we also need that other side that has the comprehension the background knowledge and the vocabulary. So if you would choose one of those foundational curricula from the state you would have to add in the
bottom one which is called knowledge building. So a foundational curricula plus the knowledge building gives you a comprehensive package all together. So that side category that I talked about the non-ranked
is basically where foundations which is our current foundational skills K3 program was put on a side category. It is aligned to the science of reading. It is aligned to structured literacy but they found through their evaluation they
felt there was a weakness in the phmic awareness and the fluency components. So if districts choose foundations or have foundations, they would know they would have to strengthen those two areas of the curricula. So they put it in a
side category because it is aligned with science of reading, but it is weak in a couple of the areas. So after we looked at and studied each of these, we decided we really needed to have presentations from the companies to
come in and show us a little bit more. So, for each of these on here, we had people come in and present. Um, the nice part about that is you really get to see the print resources for the teachers, for the students. You also get digital access, so you can see their platforms
digitally as well. Um, so we spent the next few months having presentations, um, being able to ask questions. We always had time at the end of those presentations to meet as a committee to talk about what were some positives that we really liked, what are maybe some
concerns that we were feeling. Um, and really took a lot of time to learn those different resources. So after that came our June meeting. We had had all of our different presentations and we spent that meeting
really taking time to go back and look at all the resources because that had been several months that we had been learning about them. We went back to what we learned in our training with our OLA and made sure that we were looking at effective instructional principles
that we were learning and we really started tearing apart each of those resources to figure out what do we think meets our needs the best with our students and where we are. You can see some of the reasons that we came up for
eliminating different curricula and things that really were positive for us with different ones. And we ended up on that meeting deciding we really would like to look at a little bit further with a field test because you really
don't know the curriculum until you're trying it. It might look good in theory, but until you really put it into action, the ones that are lift listed in yellow. So, I'm going to go back to this. We looked at that comprehensive curricula
with EL education, and Katie can speak to this more, too. And overwhelmingly, our committee did not feel like that was aligned for what we needed. There were a lot of things that we were concerned about with that curriculum. So, when that was eliminated, that was the only
comprehensive one. So then we knew we would look at arts and letters which is that knowledge building curricula and we just needed to figure out then what foundational curricula we would pair with it. So you can see back on this slide we chose two different ones that
we wanted to try. The functional phonics and the UFly foundations which are both K2 phonics-based curriculums that are structured very similarly. There are just a few differences. So our kindergarten, first and second grade
teachers are field testing the knowledge building curricula with either you fly for the phonics or functional phonics for that comprehensive package. Functional phonics also has a a program called functional morphology that you
see on the second line which is the only one of the products that had a word study for third, fourth, and fifth grade teachers. and our teachers were really impressed with that and really wanted to try it out. So, our third, fourth, and
fifth grade teachers are also trying functional morphology, which is an upper level word study on really Greek and Latin roots and how words are made, which also is really helpful um when you come across an unknown word, figuring out what that means when you're reading
for comprehension. So they're trying the knowledge building with that functional morphology. So we really have four different products that we are field testing um right now. And moving forward,
we had that communication that was sent out to families. We are going to be presenting to teaching and learning advisory. The resources are out here currently. We're also working to get them out in all the buildings so that leading up to conferences and beyond, parents have an opportunity to look at
those resources. Um, and we'll be looking for feedback as well from parents. And moving forward, we will continue just like we did with our math implementation at elementary. We will be collecting feedback from families about halfway through, talking
to students, talking to teachers, pulling any data that we can to see if it's showing us anything. and hopefully coming to a decision probably sometime in February would be ideal. So, I'm gonna turn over to Katie. Um she's the one that's actually using two
of these resources um right now with her students and has also been a longtime committee member on the literacy team. >> Thank you, Gwen. Awesome. Um as Gwen said, I'm Katie Hansen and I've had the privilege of teaching in Prior Lake for 18 years now. Um, I have been on the EL
ELA team for many years as well. Um, and today I'm here to just kind of share my experience from when I started on the team to kind of where we're at right now. Um, and I am here to share the work we've done to evaluate and improve our ELA for our elementary kids. So, over
the last six years, I have actually field tested five different phonics programs. So this has given me the unique opportunity to observe a r wide range of components and teaching methods across various curricula. Uh most recently our team began the process of
reviewing our phonics program that aligned with our new standards with the MDE. We began last spring by identifying key qualifications um that our programs need to meet. We carefully cross-referenced each program and the components and standards needed for our students. After completing the initial
research, we invited representatives um from each program to come help us understand their materials and help us understand if they meet what our needs as our district. Um we took detailed notes and then we compared each program against the essential elements of a high
quality curriculum materials. From there, we narrowed it down to the two most promising programs currently available. I'm currently field testing the functional phonics um with other members of our committee and we also have some of my um teammates who are um
in in other schools that are doing the UFly. Our ultimate goal is to identify kind of the best possible curriculum to support our students and our teachers through you know through this literacy development. Personally, I have enjoyed the opportunity to field test these new materials. It has been incredibly
valuable to compare these programs side by side with kind of what we're currently using, which is foundations. Um, this comparison ensures that we'll be making a well-informed decision that's truly in the best interest of the students. And I just had to share my favorite part of my day currently, right
now, we're on day 12, is when uh after we're done with phonics and in our literacy lesson, my kids are doing their independent reading and they'll uh shout out, "Mrs. Hansen, I just found a heart word." Or, "Mrs. Hansen, I just found a CVC word. Come over here and see. And so
their excitement just to kind of share and apply their learning, you know, has been really fun to see. Um, today, tomorrow, we're doing our final day, our day five at our check-in. We have formative assessments on day five where we kind of check in and see the progress of how we're doing. And I'm really
excited to see, you know, how we've done in the first 12 days of school. Um, today one of my students came up to me and after phonics and said, "Boy, Mrs. Hansen, we sure do a lot of phonics here in first grade. And that moment truly affected, you know, reflected the impact that we are doing. My hope is that our
team's efforts will provide meaningful insights into which program best supports our readers and ultimately helps them grow into confident, capable learners. So, >> thank you. >> Yes. >> Questions or comments? Jess.
>> Hi. Thank you for being here and thank you, Miss Hansen. What is a CVC word acronym? >> Consonant word. It's basically your threeletter word with a short vow in the center. >> Thank you. First graders have it rough. Man,
>> it's a lot to do. Um question. I just want to make sure that I'm following along. So, we've got the four different field tests. That's a lot to field test at one time.
or am I wrong on that? That seems like a lot to go through. >> It is. Um the commonality is K5 that arts and letters is that knowledge building. So we have that consistently throughout K5 teachers. Really the only
difference is the phonics. We have two different phonics. So I will say though they are doing herculean tasks by being willing to do the knowledge building with the foundational skills. It's a lot to field test and it's a lot new. So
yes, in that sense it is a lot. So our K2 teachers are each trying two and our 35 teachers are also working with two right now. So if I'm understanding I I'm apologize I have to flip through a
couple of different pages. Um oh good grief. Um, okay. So, we're doing the arts and letters, which is the knowledge building, >> and that's being paired with the other three, correct? Because the other three are the foundational.
>> So, no matter what, it seems like and and this is fine. I'm just trying to understand. So, no matter what, I mean, we're looking at arts and letters >> probably. I think that's a safe assumption, right? It's just a matter of what we're going to pair with that. >> Yes. And I think it's the same as the
math conversation, right? We want to see that resource in action to see are there any things that we're going to have to fill in to make sure that it's filling and meeting the needs of our standards and everything with it. But it is the only one on the list from the state that's that highly aligned knowledge
building. >> I think that's it. Thank you. >> Anyone else? Lisa, >> um, two questions. So I know our district um invested a lot in already in a foundations, right?
>> Was there an option to use that and supplement to meet the standards given the fact that our teachers are trained in it and all that? Was that looked at as far as >> Yeah. And it is an option. We on this page when I talked about our different
presentations. So, in response to the state putting them on that non-ranked kind of side category, they did publish an update to their curriculum and that's what we had them come and present that update to us because we're excited thinking, okay, it's going to have
everything fixed and we were less than impressed with their fixes. So, they did add some phmic awareness. We felt it was still weak and they did add some fluency but it just seemed as though they rushed in what they did instead of spending
time to really make it quality. Would you agree? >> Yeah, and I think we had a lot of discussion about that as a team after they presented and we've seen the other u options that were out there and we were uh less than happy with the improvements that they made as compared
to the rigor with some of the other ones that we're piloting right now. And you're referring to the foundations curriculum, correct? Like that team of professionals. >> Yes. That came and presented to us. >> Okay. Yes. >> Okay. Thank you. My second question, how does this impact middle school and are
we doing any pilots in middle school? >> So, we actually had one of the sixth grade teachers who attended some of our meetings with us and came to a few of the presentations. So, that will again be next phase. They said that they were
very excited to see what we choose. Some of these like the arts and letters is a K8 curriculum that could be possible um to extend into middle school. So I think they will start their read training. They say it's coming out in October and
we register in January, but we all know how that goes. So I think once we get going with some training I think it's important for them to also have kind of that foundational knowledge going in so that we make a really good choice on resource for them as well. >> Thank you
>> Charles. Uh also thank you both right Miss Hansen definitely thank you. Um one question um what isn't great about it? Um well I'm only on day 12 so
>> and understanding >> only on day 12 with 24 first graders who are still kind of kindergarteners. >> Um I would say for me right now it's just um >> we haven't seen the rigor like this before. And so getting their stamina
>> to where it needs to be is kind of the biggest hoop that I'm working on right now with them is being able to, you know, provide that quality lesson with in a reasonable amount of time for them to focus and, you know, take in all the skills. I think that's just kind of, you
know, will come as we're, you know, as our first graders continue to improve on their, you know, learning stamina and their skills. >> Okay. I really appreciate your answer >> truthfully. Thank you. >> Anyone else?
Okay. >> Thanks, guys. >> Thank you. >> All right. I think we'll take five if everybody doesn't mind before we move on to the next item. Quick little break. Come back at 8:15. Part: 2
agenda. >> Good evening, Chair White, Dr. Thomas, members of the board. Um, I'm going to talk a little bit about um academic excellence in action and kind of the steps that we've been taking towards um implementing that component of our
strategic plan. Uh you just heard a lot about curricular resources. that is a lot um more at the ground level. We're kind of going up a level um and talking more high level um what we're working on in terms of our academic excellence area and then um Dr. Anderson will pipe in um
as he sees fit. So, as um we all know at this point, um academic excellence is the key part of our strategic plan and it's the area that has risen to the top as the priority um across uh all of our different departments and schools. Last
year, we aligned all of our school improvement plans and department plans to that uh academic excellence um pillar of the strategic plan. Um this year is very similar. Um the added component is just um deepening and making sure that
those goals are continuing to to push in the direction that we want them to go. Um last year was a pretty quick turnaround time between the adoption of the strategic plan and um the formation of those plans. So this year we have a little bit more time to dig deeper and
push to kind of that next level of implementation for those um department and school plans. Um when we think about goals, um we cascade from our strategic priorities and um in the process we're kind of at
the point where we're really honing in on school goals and PLC goals. Um we call them learning teams. That is really um the opportunity for educators or leaders or groups of individuals to come together and do that collective learning
and capacity building. Um we have very limited number of professional development days. Um that's not super unique to us. Um it's just difficult to uh provide professional development um for staff uh within our um our contract
and um schedule. So a lot of the uh capacity building and learning that's done is in that team uh level. And so it would it might look like a department at the high school. It might look like a grade level at a school, but that's an opportunity for teachers to come
together or principles to come together and really look at data, figure out what's working, um improve their practice, um figure out kind of the next steps and what they need to do. Um we're really focusing on that team level this
year to make sure that those are um functioning at the highest quality um that we can um get to in order to really um build the capacity of our entire system. Um as I was just thinking a lot about these other presentations,
continuous improvement and goals and getting better is a never- ending um um it just never ends. Um, so regardless of where we are, we always need to continue to get better. So this is just an embedded way for us to do that. Um, and
then we are tightening the relationship between um, uh, built, which is our building instructional leadership teams and our learning teams to make sure that there's a really clear connection between that leadership team at the school um, and the teaming that happens
uh, with teachers. Um, as we talked about last time, um, our results are not where we want them to be. So, we're trying to figure out, um, in a strategic fashion how we get to the next step of, um, improving those results.
If we look at our curricular, um, implementation area for bridges, um, we know that we are currently in year three um, of implementation, that's when we would expect to see those outcomes. Um we are uh seeing if we break down the grade levels that have been implementing
our curricular resource, we are already seeing some improvement in that fourth grade across the district. Um and so that's one area that we want to focus in on what is going well in that grade level. And um there also might be teams
of teachers within other grade levels or individual teachers that are really those exemplars and that are getting those results. And so part of the work is to really understand the areas in which things are working um and to leverage that across the whole system.
Um I'm sure we've seen this a lot of different times. Um I think our arrow we're probably somewhere in the middle range. Um we're we're really trying to get that um all the arrows going in the right direction. Um we have some of them going in the right direction. So, it's a
matter of figuring out why um and uh replicating that and making sure that we have those practices across. Uh I know we've received some questions about um implementation and why is it not happening to the full extent or why does
it take three years? Um that's really um it's implementation of a curricular resource is not a light switch. So, we would love it to be as soon as we have a new new resource, we're able to just hit the ground running and do all the different components, but the learning
that students are doing is very complicated. And the um the way that resources are designed are also complicated. And within our bridges resources, there's a lot of different components to implementation. Um I know
it is um desirable to have it um all show results immediately um but that's just not the way um that it works. We have some teachers that are having a lot of success in areas. So figuring out what supports or what um things that
they um had that enabled them to get to that place and then how do we spread that learning across the district to make sure that we're really all moving in that same direction. Um, in terms of our district academic plan, um, these are really built out of the findings that we had at the end of
the year. We analyzed all of the school improvement plans, um, and what, um, the focus area was for each of the schools moving forward to next year. Um, our priority one, which I spoke to a little bit, is that building educator capacity. um it's something that always needs to
be built and specifically this year it's through that aligned professional learning. So really focusing on those opportunities that we have for job embedded learning which happens again at that team level. Um as we uh talk about
tier one instruction uh we really have to always continue to improve that. The the stronger we have in tier one the less we have referred to other areas um including special education. So, the extent to which we have a really high quality tier one and that we're able to
um give students challenge opportunities and then also support um within that tier one instruction. That is going to be the most efficient model. That's going to be the most effective model. Um so, continuing to do that. Um obviously in math, we're in a little bit different of a place in elementary at least um
than literacy in terms of our ability to do that at scale. And then um as a system really using data to drive instruction and interventions. Um our learning teams uh do use data to drive their conversations. Uh we could always
do a better job of um doing that in different teams and um identifying again which teams are doing that really effectively and how do we take those practices and put them into place elsewhere. Um, I know we've also gotten some questions over time about um the
strategic plan. The strategic plan isn't a plan. Um, it's a vision. And so when we talk about what it looks like in operation, this is some more concrete things that are happening this year within each of the areas within our
strategic plan. Um obviously the four pillars across uh we did an exercise with our learning leaders which is all the department and school leaders to talk about um specifically in their department and school plans what are they doing in each of these areas and this is a highle compilation of all of
the things that got pulled from those plans. Um in terms of core instruction, it's really um each of the elementary schools is working on implementing uh some practice that they learn from OLA. It's a little bit difficult because they
won't have that resource, but they there are things that they can do um to bridge that gap until we have those in place. Um so each of the elementary schools is um figuring out a concrete way to implement some of the um practices they that they learned in their OLA training.
Um and then really ensuring that fidelity to implementation and bridges um and looking to make sure that we're aligned with pacing and using data to drive instruction. Um in terms of in um instructional
excellence, uh we're really over the past couple of years, we've been focusing on the Danielson framework. That's a very a nationally um known rubric to identify the key areas of high quality instruction. Um we're continuing to
implement that and really figure out how to help teachers improve in the areas of of instruction. And that happens through peer coaches and principles as the building instructional um leader. Uh and then really um taking our
learning teams to the next level. um not to get down into the weeds there, but um kind of transferring it from more of a functional team to uh we found that throughout the system we have a lot of um focus on logistics and that's the
nature of the work a lot of times, but how do we embed structures to ensure that we're having important conversations about um the the content that that we need to focus on it's really easy to get
distracted by um operational things and and fires that happen uh in in schools and bu and classrooms. So, how do we provide structured space so that we can continue building our capacity? Um and that's from top to bottom. And then a
lot of our departments are really here to to provide that academic infrastructure that we need to keep things moving. Um I won't go through the other ones but just wanted to share a little bit about some concrete steps that we're taking um to operationalize
the strategic plan. Um an update on our scorecard process. Um this is the most updated um visual of what our um district scorecard is going to look like. I know I provided one last spring. Um it's not drastically
different. There's some things that have been changed. Um, one of the things is I've just entered um if there is some missing information just um clarity about when that information is going to be coming to you. So um for the science
MCAs that transferred from MCA 3 to MCA 4, those are currently embargoed. So I wanted to be clear that you'll be receiving that information in October along with um the report that we get for ACT compared to state averages that's in October. um our graduation rates come
out in the following May. So just to give you a cadence of if there is a missing component, when would you expect to see that um come within optimized resources? We have um our staff that really is our key
resource, our most important resource. Um so how do we continue to um track metrics around um our our staff? And really our goal um has been to complete the um Danielson uh feedback for
teachers. Uh the the observation component is helpful, but the key part of that is the debrief and the coaching that happens after. So now that we're kind of back to normed in in terms of making sure that it's happening, the next step is to um continue to improve
that coaching conversation afterwards. um positive learning environments. Um this has a lot to do with um some of our student survey items. Um I'll show you uh some of the student survey items overall and the direction um we're
headed with data visualization for that. Um but these are really pulled from the key areas that the schools have been working on. Um and then attendance is something that currently have as um a consistent attendance rate that's um reported through MDE. Um, but I'm in the
process of developing more specific um ongoing attendance um information for you all to look at on a regular basis. It's going to be a little bit challenging to get up to speed with that because um some of our attendance codes have gotten revised and consolidated.
So, um I'll just ask that you be patient as we um roll out this um attendance reporting. Um similar thing with behavior. um the way that we track it um we had a lot of legacy codes that have been cleaned up.
So we might not have per perfect comparisons um yeartoear um but hopefully this will be cleaned up moving forward. Um and then our community partnerships um these are the key metrics there. Um we will be um posting all of the
stutter survey results um on the website. So this is just an example of what those look like. These are the um items from the employees, the students um and the parents. And then um full charts of each of the items and then
what the results were for each of the three years we've done that survey. And then we'll continue to report that longitudinally moving forward. Um and then finally, an example of um I know we've had some questions about what metrics might look like at the school
level. Uh we've also talked about how we need to be very careful with that because there's a lot of reasons why a school metric might look the way that it does. So what we don't want to do is be pitting schools against each other, especially in a time of site consolidation. Um but I wanted to to
show a little bit about what it could look like at the site level. Um this is an example of a um some components of a school improvement plan that was used as an exemplar in our learning leaders meeting. Um so as an example this um
school has a math goal of increasing their the percentage of students who meet or exceeds on the MCA from 2025 to 2026. That is consistent across all elementary schools because we are in that year three of implementation. Um so
what that might look like externally is reporting those MCA scores um by building and what their baseline was and what their outcome was this year. Um, in terms of internal metrics, we'll be monitoring FastBridge. We're going to be looking um, again, um, doing an
implementation study to make sure that we're continuing to move to that next level of implementation for bridges. Um, and then just utilizing our continuous improvement um, feedback cycles. So just what you can expect from the external um more the internal metrics we can report
on the things that we learned from those processes and some of the adjustments we're making. Um in terms of optimizing resources this has to do with advancing and their qualifiers and their Danielson framework. Um this is something that does not get reported externally because
that's um personnel data. So that's something that we hold. Um but we again can talk about um areas that um we see trends or um we can look at it at an aggregate level and report what we're
seeing and what we're doing in terms of um the continuous improvement process there. Uh for the positive learning environments, this school has a goal about wanting to go to school every day. Um all of the school improvement processes had um a root cause analysis or a needs assessment to figure out what
was it that really would be the highest impact strategy to focus on. Um so that was this one and you'll see that external metric um in that stutter survey data. Um we've asked um to have um intern or um check-in points. So they
will actually be doing an internal survey with their stakeholders of this item to get a mid-year benchmark to see whether they're making any progress in this area. Um and then in community partnerships um this one um has to do with the stutter
survey item of receiving positive phone calls, emails and messages. Um and again you'll see that at the end of the year through that stutter survey data. And then um similarly they will be doing a mid-year survey internally. Um the school will be um disseminating that to
figure out whether they're making progress in that area and if not um what are things they can do to to make improvements in that area. Um so that's all I have for you uh tonight. Are there any questions?
just have a a couple of thoughts and questions. So, >> um you know, having students in the district, I think there's a a wide range of um expectation set for our students at time. So, from teachers. So, is there
anything as far as alignment whether in these plans or elsewhere like for example planners? Um some teachers use them, some teachers don't. Some say read 20 minutes, the parent has to sign it and send it back every night. some I've never seen him use it in two
years. So like is there you know I always think of this like you know as a parent if I invested probably half of what we invest in academics is we doing sports and everything else we could be doing a lot more and I think it's um I would prefer to sign the planner because
I'm not the one nagging then as a parent like is there are there things we can be doing to standardize expectations not only for parents but for students across our buildings that you've seen collectively. It's interesting you brought the planner
um one because that actually is uh the main direction that the middle school is going in terms of their um planning their um school improvement process this year. One of the main things that hap and um Dr. Dr. Anderson was a middle school principal. So he can probably
speak to this better, but middle school is really the age where students learn how to manage their time, how to manage deadlines, how to pace themselves, how to study, how to take notes. Um it's a very important developmental time where they're um really having to take
ownership over their learning. Um and that's been the conversation at the middle school. Last year we had the big challenge of um kind of combining the both of them and principal Kabushek had some work to align um experiences across sides of the street to make sure that
was kind of evened out. Um and now the focus really is on what are some of those things we can do to help students get to the next level in terms of their academic progress. um they have purchased um paper plan like actual hard copy planners for every student and that
is the expectation in all the classes that they are using that um so I think that is an example where um that was identified as something that was an important component of learning in middle school and really um students
need to set goals and um that's really the key to success in middle school so that is something that is standardized I think the the ideal would be yes that they would all be exactly the same. I think the coordination um you know it
this was something that was prioritized for that um coordination. Um I think that in certain situations like if we have a new curricular resource implementation, we um use that as an opportunity to be as consistent as
possible across experiences. um in areas where there may be um some legacy um you know teachers maybe have written their own curriculum, you may get a little bit more inconsistencies, but I think that is always the goal is
to make sure that if a student were to get picked up and put in another school or put in another class that they would have a um continue like a continuum of experience that wouldn't be disrupted or expectations wouldn't drastically change. >> Yeah. Um Yeah. And I and that's kind of
when where my mind went was just like what else can we be doing? This doesn't feel like enough while we wait for three years to for curriculum to be implemented. What can we be doing as parents for our community as a community? Have have there been any other kind of big bold ideas raised? You
know, do we try to, you know, take a cohort and take away the iPads? Do we try I don't know. Like I'm looking for, you know, ideas in that. And like even the planners, like you said, I have two middle schoolers. they don't use them at least the first 12 days. So, I don't I don't know like where is that
inconsistency, right? I I just I really struggle and I feel like I can't rely on it as a parent and then I go on to you know the apps to check it just because I'm not sure if it's there. So, where you know how can we help as like a board and with policy or um like what else can
we be doing? Yeah, I I would just say that um the uh technology has shifted this year. So, we have eliminated some of the technology at that younger grade level. So, we're going to see what impact that that has had or that that may have on on our
students. Um I would also say that um last year we introduced the concept of the Laker Lighthouse and this year we have more expectations for the completion of that so that we can begin to highlight the promising practices and the expectations that there's
requirements for schools to submit into that Laker Lighthouse on those practices. So we begin to st you know one uplift that but also begin to standardize that across the district. So that's another um tool that we have made now mandatory after its introduction
last year. So but there's a lot of different practices that are happening you know at the granular level within classrooms and I think that's how we're going to try to sift through that you know outside of our big investments on building capacity and strengthen that tier one instruction. I can't stress enough that
um our ability to have that foundational learning um really strong for our students um is absolutely critical. You know, we talked last last couple weeks ago about some of our walkthroughs and uh and I think I mentioned one of my goals going uh with some of this
intentional rounding to understand how are we actually operationalizing these plans and what would I be looking for in the classroom to see changes in practice. um you know whether it's the the resources that we mentioned earlier um it's the fidelity and and usage of
said resources and that's another thing that is a big focus for us um so that we have that consistent implementation if if you're you know gung-ho and all into it and I'm a bit more reserved or I you know always had this lesson that
I've designed or this this set of lessons and I still want to bring those in and it's hard for me to separate from those. I'm just kind of being real here. Those are the kind of expectation level sets that we're going to have to start standardizing. It's not to say that some of those lessons aren't good, but we can't do everything and we have to find
our highest leverage impacts. And that's what we have shared in terms of our big academic priorities for the year and how we've aligned a lot of our plans to fit within those priorities. So that in our monitoring sessions, rounding sessions, walkthroughs, etc. um even some of the work that you might
do coming into the building um looking for some of those leverage points that we've mentioned um as well. So Dr. Andrew, you want to add anything? >> Well, I appreciate the question and that um fidelity of implementation certainly matters and it's not an easy thing. I
mean just what's represented in this case study of a school improvement plan, that's a lot to monitor and support. Yeah. >> So you have to organize your whole system to monitor and support that. So, uh, it's not that people haven't been working hard. We've got a bunch of folks who work super hard.
>> Um, the the arrow slide that we've been putting up is really the work. And so, um, to the degree that we can get, uh, folks align, to that same degree, you're going to have more even experiences. So, one thing you can do, whether you're a board member or a community member, is to ask the question of the teacher, hey,
my kids not using their planner. I thought I understood the planners were going to be a thing. while I'm going to do my work at home, can you help me understand what what you're seeing? Because we need that parent partnership. So, that's an example of a movie can make. And leading with curiosity, I think, is a helpful thing for any
educator. So, um sometimes educators in 2025 and maybe throughout all of history feel like folks are leading with condemnation, like you're doing it wrong, Chair White, you're doing it wrong. Instead, help me understand why you chose to take the recess when you when you took it. There's a difference
there. Educators want to be partners with families. They they want to have that connection. They love the partnership with families. Um and when the kid or our young learners experience a consistent type of approach at home to the one that's in the classroom, that's when magic uh magical outcomes can
happen. So, I love the question because because that's really the approach. And so, it's not to say we haven't been working hard or trying to align things. Um but uh we are in the move to try to do that alignment work and it's not a
press the button thing. In my own experience continuous improvement in schools which are constrained by legislation by limited resources by expectations that vary differently from every parent of the kids in that person's room. um it's a three to five
to continuous improvement to get a whole system aligned takes consistent energy over time. Monitoring and supporting the things that are very most important. So um that's the move. So I love the question. There's a lot more to say over
time, but that's the work that's the overall approach that we're engaged uh in. And we have really a lot of hardworking talented people in our system. So despite all these barriers, um I'm very optimistic about the progress we can make, but it's going to be a process. I love the question
though. >> I have one more example as well. If you have an elementary student, um Minnesota Department of Education just came out with a family toolkit for um practices aligned to the science of reading. I know we've gotten a lot of questions about how to support our readers at
home. And I I I haven't dug totally deep into it. I'm not sure. there there probably are some other things that could be um applicable to middle school students as well, but especially if you're in elementary. Um go look at that toolkit on Minnesota Department of
Education, the extent to which we can um all learn about the science of reading. Um I it was an important journey for me to go through as a parent as well. Um, I actually was practicing out with my son and he corrected me and said, "I thought it was a an E that was making a long A."
And he's like, "No, that's an R controlled vowel." So, I knew what he was talking about when he said that and he corrected me. So, um, it's really important that, um, everybody understands some of those important concepts of the foundations uh, or the science of reading. Um, and I was pretty
impressed with the toolkit that MDE came out. So, that's another component. Um, reading is really something that happens um at home and at school and that's something that we can all do together um and learn what a CBC word is and why it's important to know what a CBC word
is and how to like what what phonics is teaching us and how to explain that because if we're using the same language at home that the students are hearing at school and if they you know if if I didn't know what an R controlled vow was I I don't know that conversation would have been very confusing but I was like
yeah You're right. And I um so I think the extent to which we can continue those conversations at home, that's a really um tangible thing that we can um work together on. >> Um just a couple quick questions. Um timing on the dashboard. When will it be
live? >> I know we've been talking about it for about a year, so I'm just curious when we'll get to see it on our website. >> I mean, these are the main components of it. Um >> going to be on the website, though. >> Yes. >> Okay, we'll push that up. And I know um
Aubrey is uh putting fonts, color schemes and all that to make it plas but we'll be ready to upload kind of the similar visuals what you see that will then get posted up on the academic website. >> Yeah. So I have a shared document with communications. So it's at the point
where we're trying to translate the work that was done into something that's um website ready. You can I don't know if you noticed, but the color scheme is now aligned with um Christy helped to um reformat some of those components. I am
working with Aubrey to change that. There's the by the numbers that I previewed for you last spring. I'm working with them to align to our um color guide and all of those. There's not enough the branding. We don't have enough colors to put all the colors on
the chart. So, they need to create some that go with So, um I believe this is in the a later part of the agenda, but um I believe the superintendent has it in his goals for November. So, I I imagine it would actually be before that, but um we're working through all those branding
components at this time. >> Okay. No, I appreciate all your hard work. Um the the other question, I have two other questions. I'll try to make them brief. Um regarding the behavior and number incidents, I think it might be helpful. um sort of a data person here and so I've gone into MD and I've
seen the different bullet points of behaviors and different classifications and over time I I don't know if you're looking at that as a total number of behavior incidents or perhaps you could add some more um information there as far as what does it mean because I think
behavior incidents to one person is totally different than I mean there's different classifications of incidents as well. >> Yeah. So, a similar process is happening with um behavior where the codes are getting I've worked with um the deans at all the sites to uh clean up those
codes. I'm also transitioning to Aubrey which is brand new um and working through some transition issues in terms of I'm just wanting to make 100% sure that I understand exactly what's being reported. Um so I do have more granular information on attendance and behavior.
Um, behavior is a very complicated metric because, and I've said this before, it's a combination of what the student does and what the adult does to react to that behavior. Um, so it doesn't only tell us about one or the other. It tells us this kind of
confusing combination of both. Um, so a behavior to me might be different than a behavior to Dr. Anderson. We may qual we may categorize it differently. I may count it as I may refer a student for something that he wouldn't refer a student for. So, um it's so as you see
the more detailed information, as I um make sure that everything is the way that it should be reporting in Aubé, um just knowing that the behavior is a very complicated um metric and having a behavior rate go up or down doesn't
inherently mean something is good or bad or having, you know, a behavior reported behavior decrease does not mean that our behaviors are decreasing. So, um just wanted to to um preview that I am working through all of the um the data
transitions into a brand new system. Um >> I think it just might be helpful to say these are tier three or tier one or tier two or something like that. So that from a you know from helping >> yeah I can when I when I'm ready for that I can walk you through the different um ways in which be behaviors
are coded and what they mean. Um there are different levels of behaviors and certain that get certain ones that get reported to the state for specific purposes. So um I can dive deep into that when I'm ready. I'm just not >> Oh, that's okay. >> There you go. >> Um I loved what director um Mason asked
and part of my question goes back to like are are we doing anything um with behavior? like are there any changes in policies or like we can we bring anything um forth that help support changes in our district that create a more positive learning environment um in
regard to behavior and and you know we could probably circle back on that because that's a big hot topic. Um the other thing when I think about like the use of planners um I was just talking to a colleague of mine who lives in a different state and was talking about all the homework that his
um students receive and I think a consistent feedback I hear from parents is my kids never get homework we used to get homework we don't get homework so is that something that like making a change to now we're going to have 20 minutes reading at night or we're going to work on our core math facts or like I would
also love to hear some more like what are we doing from a change that is going to have like doesn't cost any money from a resources standpoint, but perhaps a change in our learning model that will have a positive impact on our students
um academic outcome. >> Well, I'm not familiar with any particular strategy related to homework. Uh but it's something that we can look into over time as an example of something. Yeah. So, thank you for bringing that up. I also know that the
research on homework is nuanced and mixed. Um there's certain situations where homework can help and there's certain situations where homework can actually do the opposite. So um I don't think it's um it it's more nuanced than
a policy that says we need to do 20 minutes of homework. um that would not be indicated as a um across the board uh change in practice or policy that would inherently make any sort of positive difference. >> I appreciate that. But I think if we go
back to the way we were doing things back in 201617, we did have homework where we were learning some foundational things. So it's you know looking at things differently and being positive solutions for is all really really that I'm looking for I'm asking for. So
>> Charles You mentioned um as far as curriculum, right? And we are clearly testing an abundance of curriculum that curriculum
to what we're testing and not having that correctly kind of >> um I think that um if I'm recalling if I'm understanding your question correctly um it is very difficult to supplement and modify high curriculum
until you have a deep understanding of what it can and can't do. Um, so the the goal initially would be to especially in a resource that is highly aligned to Minnesota state standards, the goal would be to implement it with fidelity
as much as possible. Um, we learn this through various um, pilot processes. A teacher might say there's no way this is going to work, but they tried it and they actually that did work and I learned something from that. So, um I think that it's really hard to make um
uh strategic changes in a curriculum until you fully understand the way that it works. Um like our bridges curriculum is um cyclical. Um, and so the idea that you get introduced to an idea and then you loop back to it a little bit later
in the year, you're not going to fully understand that whole um, process until you've done it for an entire year and then you might modify it um or or understand it at a deeper level. So yes, there's always um, to what Janine was saying earlier um, we can always make
modifications. we can understand where the gaps are in terms of um Minnesota standards alignment but it's really hard to do that until we have a deep understanding of the resource first >> right so with that what are what is being done at the higher level to make
sure that that is that it's being done that way right are doing this to 100% >> yeah I think that's a complicated question because it's a very timeintensive thing to understand. Um we did I believe I presented it we did a
study um we randomly entered 100 over a 100 classrooms last spring um and strategically collected data on implementation to understand what that looks like. We also have information from our observation data through Danielson. Um, but through that
implementation study, we learned that there was a difference in implementation between the formal observations and the informal check-ins. And so we know that's an area um that and I think that makes sense. If you know someone's going to come watch you, you're going to do
something and you know in a much you spend more time preparing than the reality of a day in and day out um situation. So, um, one of we'll continue to do those informal check-ins, give feedback to schools about what implementation looks like, identify
areas where it's really strong, um, to the extent that we can. This is a resource restriction, but to the extent possible, you um, release teachers from their classroom to go see a different classroom that does have it implemented um, at a at a different level. Um, and
then it's really building the capacity of principles. um none of the principles to my knowledge have ever taught bridges. That's not I mean they're they're um so it's a learning curve for them as well. So for them to be able to identify um what that looks like that is a learning curve for them as well. So
that is something that we're really really focusing on is building the capacity of our peer coaches and principles to see that. um and our small team that we have here, we we look at we do systematic implementation studies to the extent that we um are able to do
that >> and I think all of that for sure we do have a small team. This is the leanest system that I've been in and one of the ways you accelerate fidelity of implementation is to get for example coaches there. So if it's monitored and supported it's more likely to be
implemented with high fidelity. It's not because folks are intentionally trying to, you know, go out into left field. Um, so when we have those rare interfaces with principles, for example, helping them have the skills to monitor
and support effective implementation is what we want those built teams to do, principles to do, peer coaches to do. So bringing some attentionality to that uh in addition to the to the strategies that uh Dr. just outlined.
>> Yeah. >> All right. We good. >> Dan. Dan. >> Mary. >> Oh, sorry, Mary. I don't see you, so I couldn't uh couldn't see through the screen. Go ahead. Um first of all um I appreciate um this
discussion and I like the fact uh directors ambush that you brought up um particularly what uh principal uh Kabushek is trying to do with the middle schools with uh creating consistency between them. My concern in in a lot of
this is fairly general. um as we're creating uh the consistencies and creating hopefully efficiencies and making things better for the educators um and we're taking all of these initiatives
um you know as class sizes are becoming more uh diverse and complicated and sometimes large um I I'm worried that if we do too much at once and we boil the ocean are actually going to be detracting from the
educator's ability to create those meaningful relationships with the parents of the students and also spend enough time with the students as we're developing these curriculums and going through all this. Um, and I'm hoping that all these changes that are being
introduced are being prioritized so we do uh, in my opinion uh, a few things uh, very well instead of trying to boil the ocean. And when we're throwing all these initiatives at once and creating
these um, dashboards, etc., Uh it's it's it's kind of hard for people who aren't doing the work of the educators to kind of realize what they need to go through in order to experience this change and still be able to do the best job
possible for the students and for the families. So I guess I'm I'm just kind of asking for priorities in that uh so that they can do what they do best. Um we've had other
years um particularly earlier in the you know uh was brought up actually 2620 2017 when so many um um initiatives were brought up. Uh so many committees were formed and so many new curriculums were
being discussed that um it turned out that the teachers weren't able to actually spend the quality time that they needed to with each student and also be able to return parent phone calls and etc because of the workload put on them. So I just want to know that
we are prioritizing this and not trying to boil the ocean. >> Yeah, I appreciate that point. I think prioritization is the name of the game for sure. There there, as previously stated, there is a lot there's a lot uh from the state. There's a lot that our
our local community uh is hoping from us. Uh and there's a lot that we're trying to do as we try to do continuous improvement work. So, I think it's it's a fair point to note that and prioritization is a super important part of this and it's part of what we're trying to use our scarce interfaces with
principles to to do that work too to say let's prioritize and try to do that in an effective manner. So, it's a noted. Thank you. >> All right. There's nothing else. Thank you, Jane.
And we will move on to the elementary boundary discussion. >> Do you want to use >> I think this one will look good. You want to start from the beginning? >> Let's just start from the beginning for
a moment. >> Good evening. Um, tonight we want to bring everyone up to date on our enrollment boundaries um, school boundary discussion. We're starting from the beginning of the presentation, but I'm going to fly through a few of these real quick. Um
basically the why, right? We talked about this before for those who might be tuning in for the first time. Um the why behind this is adjusting elementary attendance boundaries to reflect board approved site consolidation decisions. And the slide here has more specifics as
um people can read through that. What we won't do are listed here on the next slide as nothing's changed from the last presentation we've had. This is just a a recap basically of this information. Here's what we're looking to do. the desired results, what we are keeping as
goals as we move forward through this process. So we wanted to make sure that those were presented again for people to know that this is kind of our base. Next slide is about the boundary change process. So slide hasn't changed where
we are on this slide has. Right. So now we're past the minimal criteria. We are looking at that feedback opportunity from our board of education committees and also um we have options that we are sharing with those teams so that we can then um also present that with our
learning leaders and um and it would be October according to the time slide or timeline slide if you want to go to that one. October 27th is when we would then be bringing forward two options to the to present to the board and a recommendation for the board to take
action on the new boundary for elementary schools November 10th. So that is in a nutshell where we've been. Um the assumptions we're using are here. This is kind of the basis of what we needed to make sure we understood was
happening as we began the process. We haven't changed that. Um just making sure people are aware of it here. I won't rehash this necessarily but I will um move on to the minimum criteria which um is we are making sure that each of these scenarios that we bring forward
meet these criteria as a minimum um focusing on the data and gathering feedback on additional possible data points. That's kind of where we're at right now um to be measured in finalizing our recommendation to the school board. and Dan's going to take it
from here to talk about um the work that's been accomplished and where we're at with our actual scenarios. >> So, when we're looking at all of these different options, um there's certain assumptions that we have to have so that everyone can be on the same page when
we're creating these. First assumption when I'm looking at those numbers, the Lola Delago students are pulled out because they're coming from all over the district. We're not going to include them in the rebounding. It wouldn't make any sense. We're also pulling out all of the open enrolled students because they're going
to have to go through the enrollment process again. I mean, they're already in our district, but their preferences of which location they're going to want to go at may change. So, that part of those all those students are pulled out of this base data that we're looking at. IDTs are being pulled up back to their
home schools. There again, they may be choosing those as their primary school. That might be where they wanted to be all along. So as we're looking at these base numbers, those are the assumptions that we absolutely start with for every one of these scenarios.
Once the boundary discussions have been completed, then we will go back and make sure and include all these IDTs to get them their preference or their apply for their preferences and then um start that open enrollment pro process again so they can pick their choices. And then
the regular enrollment, all of that's going to be at the same time. So, the enrollment office is going to be exceptionally busy for a couple of months. Now, as we're looking at um we provided a bunch of the basic raw data in here. I did not put any maps in here and I did
that kind of on purpose. Um we're really going to be presenting a lot of that stuff to our committee so that they get all that stuff thrown at them and then they can see those how those maps change for each one of those options. I did toss in a little bit of the information
in here as we talk about I mean I was getting pretty crazy with some of the names I had. So it's now scenario A through E much easier. People can really understand it. But when we're looking at those things it's this description isn't going to mean necessarily much to anyone
here right now. When they look at the map they're going to be like oh yeah that makes sense. But there again I just wanted to provide some of that basic raw data that we're looking at. Um when we're looking at these um the numbers um the number of
students impacted some scenario may be um a lot less students impacted but there may be other things that are impacted greatly like bus drive times. So, as director Ryder mentioned earlier, we
will be meeting with both the finance and operations committee tomorrow and then later on this week, we are meeting with the bus company to go over those options to see, okay, are these things that are going to potentially reduce our costs,
less busing, or are they looking at increased drive times if we pick a different option? So, we want to make sure and get all of that information from them as well. So when we go back to analyze all these scenarios, um we have the at least as much data as we can come
up with. But you can see we've we looking at everything from the percentage of non-white students, um English learners, free and reduced, special ed. We've got the total capacity available in these locations and then we've got the total enrollment by location. So you
can kind of see how full a school would be. Um, scenario A is a good one to show that's it only impacts 437 students, but we've got one school that's over 80% capacity and the other school with the low side is at 52%. That is about as
unbalanced as you can be when you're looking at that. So all of those types of things we're going to make sure that we're looking at and sharing with everybody. One point it was mentioned to me the fact that as you look at the students impacted we are not including in these numbers any IDTS
in district transfers or any open enrollment considerations there. This is just simply our resident students that we're referring to on these counts and um and so consider the fact that some of these capacities are going to be
impacted by those decisions then after the fact too. So, you know, there could be a possibility for things that might look more um distanced from percentage wise, right? But those two sites might actually come closer together by the time everything
is said and done after the IDTS and the opener moments. >> Can I ask a question to that? Do you mind? >> Go right ahead. >> Just that was my question. So is it oversimplistic to say? So like say you take scenario A for example and you look
at what is it Glendale for example is would be at 52% capacity in this in this particular scenario again using this as just an example but since IDT and open enrollment is pulled out is it oversimplistic to say those students
would very likely be put at Glendale because of the capacity issue or is that there's so many other factors to put parent preference. Um, it's going to be that's going to be a big chunk of it. You know, where do these parents really want to have their students at? They may not pick Glendale.
>> You know, we may get to the point where we fill up a school or get another one at higher capacity and Glendale might be their second or third option at that point. >> So, it's not oversimplistic, but it's just something that we can't look at or consider at this point. >> Right. Okay. which is one of the reasons
that in a lot of these scenarios, my goal was always to aim for a more balanced approach so that we can look at that a little bit more um holistically. You know, when they're adding in um there may be one school
that's everyone's second choice, but it may also fit in to where everyone that was open enrolled gets their first choice. You know, we really can't know and we can't design any of these systems that way. So, we'll look at balancing the best we can. Um, coming up with that
recommendation we think works best for the district and then open it up and let the community decide where they would most like to go. >> Yeah. >> You know, it's we can't design a system based on whatifs. I guess that's the best way to look at it. >> Yeah. Thank you. Thanks for letting me interrupt there.
>> No worries. >> I I had a question with that too. Could I ask that now or do you want me to wait? >> No, ask it anytime. Um, we also have land for sale that's zoned, some mixed zoned, some residential,
etc. You know that we don't want to go through changing boundaries. But if that land were to uh were to be developed and more residential housing options, particularly low income, were to move
into some of those areas, that could also change the demographics as well as the percentage. uh um of some of these schools. Is that taken into consideration when you develop these scenarios? >> So that is that's a good question. So um
we did approach the city and I've mentioned this to a lot of different groups. We talked with the city of Prior Lake. We talked with the city of Savage to find out where the growth areas are. Um there are a couple of these scenarios that work particularly well with any potential growth. Um I'm I'm not going
to pick anyone out in particular right now. I could show you by maps where every one of those locations are. Um, and as you're looking at, um, some of these scenarios work better for that. And that was one of the things we were looking at. Where is that potential growth? Um, when you're talking to the
city of Savage though, they aren't expecting more than 50 new housing starts a year. That's not very many. And we would get.7 kids per housing start. So when you're looking at changes that happen, it's not
going to happen quickly. Um I suspect I mean this is my hope is that once this um boundary adjustment is made um that we could be good for 10 years. Um that's my hope. Um there's a couple of scenarios in there that are very very
flexible for the potential growth that we could see. Now, if we were to suddenly see every one of those locations max out in the next couple of years, that could be a different story. I mean, that could be a thousand new starts. I don't expect to see that. Um,
not when even the city of Prior Lake is looking at less than 75 new housing starts a year. So, between the two of them with our potential housing or I mean decline in enrollment, um, combining those two things, I mean, is there a happy medium in there? I would
love to see that. Um I don't expect it, but all of these plans will take that into account and we'll that's how we're going to help rank them. And that's part of the reason we wanted to come up and talk with all of the board as well as with our committee in the morning. I may be missing something that is really
critically important to everybody. um and that we would love to find out so that we can evaluate these options better or I come up with a completely different option because none of these are fitting into that priority or that one particular 10 different things um
that people see and I want to make sure that people are seeing at least some of the stuff that we're looking at um so that they can bring those other things forward to us. Um I can scroll through a few of these other scenarios just so you can see some of the other things. Um one
of the ones that we've got the last two scenarios affect the most amount of kids. Um but one of the things that I really kind of like it um is that they're about as balanced as I can possibly make them for student enrollment.
and that um something like scenario E well D there's a couple of them in there that really are I'm trying to future proof them a little bit better you know looking 5 10 years down the road um and I think that we've got some of those
scenarios that really um do that well >> one other note is we did not put in all the different grade levels we have that data but we you know shortened this up so you could see it better um but what we did do is we took a look at all of those numbers by grade level. The
highest numbers, for example, divided by four, is it within our our range that's acceptable? And that was the case for all of these scenarios. So, just know that that's the case right now. Um I think that there's some buildings of course that um won't be able to do more
than four classrooms, right, per grade, but there might be a couple that that might be a possibility should it be necessary as well. Yeah, we'll we'll make sure that in the final analysis that we're looking at every grade in every location to make sure um that we can fit in for that capacity. But then
also when we open up the enrollment, that will be one of those things that is going to have to be a criteria. We're going to the CL we'll open it up until we hit that point where we're full with either four sections per kindergarten or five sections for a couple other grades. And when we hit that point, that's it.
Then they'll have to pick their second and third options. That's absolutely no different than has been done previously for any of these things. So that's just it's it's just a part of the process when we have the open enrollments. Any other questions?
>> Um is forgive me if you said this. I think you touched on it a little bit. um when you're looking at the different um scenarios and the different columns, you know, free and reduced um things like that.
Are you in terms of like busing for example? So like in this scenario, you know, these particular students would be on the bus for 40 minutes, you know, to and from or five minute. Do you know what I mean? And and maybe >> that's an awesome question.
>> Maybe that's not there yet. Yeah, >> it it that is a part of one of the So, that's one of the criteria that we are putting in there and when we talk to the bus company, we're going to find out. >> Okay, that's that's what you said. You're going to talk to the bus. Okay. Thank you. >> Thank you.
>> Hey, Lisa. >> Oh, sorry. I have a question. Um, when I look at like scenario A and that obviously has the less impact on our district students, students about 94 students. Would we ever I don't even know if this is possible. So maybe I'm asking a question for our for Dr. Thomas
or someone, but would we would we ever as a board look and so we we'll say like, okay, we place our our district students um within, you know, this is our boundaries. Five Hawks is at 82% capacity. We're going to close open enrollment for that one particular
school. Do we ever do that where we I mean I'm just ask for specific schools >> and even and and even currently it might even be specific grades within a school too. Um so yeah that is that is a practice that we have. >> Okay. So maybe not to scare you know to I mean I understand the balance and I
get that but keeping that in mind because I think that scenario does actually have the least amount of impact on our indist. And it's got the worst busing situation. >> No that's okay and that's good to know. >> Yeah and that's one of the things that I'll be and that's and I wanted to show that too. That's a perfect example of
something that is awesome in one regard. >> I'm sure there's lots of different >> good in another regard. So as we look forward with all of those types of and that's what I want to hear is I want to hear that feedback to so we can look at these things from different viewpoints. >> Thank you >> Jessica.
>> Yeah I I mean on that note could we maybe in future decks potentially see like our pros and cons. I know there will be a lot of questions coming up tomorrow morning but also but you know that would be helpful to see it as output of why we didn't choose things or why we're recommending. >> There's going to be an analysis on each
one of these. Okay. Yeah. And I think I shared that with the the committee, my initial analysis part. So, we'll go through that tomorrow and we'll increase on that. So, that when we get down to selecting these, we're going to have a lot of pros and cons, a lot of different analysis for all of those options. >> Yep. >> Yeah.
>> Just a comment too, just for everyone's sake, I think there was some really great questions asked at the last um finance and operations committee, so it was very helpful. Charles, um, once it does come back to us and you've narrowed this down, are
you going to be providing us everything? Uh, maps like so, so you didn't provide maps now. Get that. Completely understand. Right. Are you going to provide us the maps in advance? plus um and or should we just like I
would love to see the full on breakout all the way down into classrooms, right? That might just be me, right? >> No, the plan is definitely to bring down the bring everything in for a breakdown and everything else. Bring in the maps.
>> Um the detail level of maps um that depends. I mean, I could get a a blown up sheet. what I see on the computer is very different than what I can show you in a JPEG because it's just the detail level just overwhelms the picture. >> So let me clarify just basically the
information that you are bringing towards into the committee right and all that information just bringing it >> that's exactly the next the next board meeting is exactly what we were going to do. Yeah. >> That's all that's all I was Yeah. Just trying to to make sure.
>> Yeah. And then I would just uh uh close chair with this that the next phase in this obviously we're going to work through this um process to get to the recommendation um that we'll eventually bring to the board but simultaneously we are also starting that initial um phase
of looking at the DSC and the all for a lack of better term I'm calling it the educational services center where um we'll be reoccupying a space of central services support, community ed support, as well as special ed and our transitions program all being under one
roof. So that information will start to kind of build some capacity of that process kind of as this is coming to a close that will be ramping up. So I just want to foreshadow with all of you similar process of building maps and
space usage um um things of that we're considering and building up our assumptions. All of that is starting to happen now as well. Um, obviously with the sale of of this building, but that's something else that we'll be bringing to uh the committee and then
coming back with you with some different scenarios of how we would occupy that space with programs and central services. >> All right. Great. Thank you. >> All right. Thanks, guys. >> Thank you. >> Thank you. >> All right. And then the last thing on
our agenda is uh um draft goals for the superintendent for 2526. Michael. >> Yeah. Thank you all. Um so what you have here this evening are the uh uh draft goals for 2526.
Um this is uh kind of in the it's in the MSBA format. So what I've done is aligned it to the uh strategic priority. Um so you'll see in our in the first one um I've taken uh the strategic plan alignment for academic excellence as
well as positive learning environments. Positive learning environments isn't a standalone. It's kind of woven in between this one and the last goal, but there's three kind of big areas that I'll be focusing in on. Um obviously teaching and learning is, you know, our bread and butter. It's always going to be an area of focus. And so um you'll
see the format. And I won't read through everything here, but you'll see the format of the um strat plan, the MSBA standard that's required, the elements that are aligning to that uh MSBA standard, and then smart goals, and then
uh progress indicators as well as um examples of evidence that may be pulled from and then the rubric that uh you all are familiar with as well. That will be at the at the very end, but I just put that out there so you can see that. Um and then
second uh area is uh MSBA standard uh school district finances and then um same process and then the third is um around communication and community uh relationships. Some of this you'll see intertwined in partnering with you all
as board. Um also picking up on some of the goals that you had set for yourselves, particularly at the last um portion of communication and community partnerships. Um and ways that we as an administration team and a governance team can tighten up those bonds. And so there are some aspects there that I
would be looking to facilitate um those those uh connections between the board and uh administration as well as um joining on some of those rounding sessions as well because I know you all are now going to be assigned to schools that might be a joint activity so that we're working in tandem with one
another. So So that's that's what I'm proposing. Open it up to you chair board um for any uh feedback. Anyone have Jessica? >> Yeah, I had a few things. Um, so I guess under the first one under progress
indicators, which are essentially deliverables, right? Um, >> are you on the first >> the first goal? >> First goal. >> Um, why do we not have one included for reading proficiency rates in addition to math? Is there >> because we have not done anything
different in terms of our reading resource um, holistically. We're now in the year three of the math and so that's why we should be able to start seeing evidence of that. We wouldn't have evidence at this stage in in the game. >> Okay.
>> But again, um every building is going to have its reading and math goals. So that's part of that first um deliverable is that we have that built in so that because they're going to see different nuances at their building level before we would see it at the aggregate level
as a district as a whole. Right. Okay. >> So, that's why I've included both. >> Okay. Um, and then at one point we had talked about um a goal to have like a curriculum listing. We talked about it not being an audit, but just like a listing of curriculum by grade and like
links and things to it, >> mapping mapping. And so, the four core is kind of an area. I actually don't have a list here but as it's actually one of the things that I'm doing this year and I can certainly add it I think here for as a deliverable and really looking at uh math and reading um
obviously but then just focusing on the four core um yeah uh science and social studies then of what's kind of what resources do we currently have and then starting with those because that's going to be the the kind of the biggest pillars. >> Okay. Yeah. I mean I would love to see
that. I don't know others but um and then under the second goal um >> can can do you mind if we maybe just go goal by goal >> any other feedback from that way and we can track better okay I could track
better >> anyone else >> I'm happy to go unless if you want to go in order and Amy >> okay um um a couple different things one of my questions was reading as well so thank you for answering that. Oh, my mic is on. Okay.
>> Um, for the curricular alignment, does that also include like putting it on the website so we have transparency? So, it' be like curricular alignment and transparency. >> So, the curricular mapping would be something that we can upload similar to what we started to do with the elementary. >> Yep. >> Okay. And then, you know, um, one thing
that, um, so I like the, you know, elementary proficiency goal. would love to see sort of like what a stretch goal is there knowing that you know I understand it takes time to move the needle but um so my feedback was there
is you know is two points enough um to really move the needle for kids within the next three to five years um but also there's there's one other thing that is concerning to me is and I was just looking at other goals from other different superintendents there's not a lot of them posted because we're doing
them all at the same time to be honest with you but Um, I loved one that I saw about documented plans for students below benchmark because those are really the students that you know were are really the ones that are struggling is those ones that are below benchmark. So,
it was basically creating and this would maybe go into the school improvement plan, but creating a documented plan for students below benchmark. I don't know if that's possible, but I love the idea of having a specific plan for these students who are below benchmark. Director Atinson, there that is actually
something that we are looking at with regards to some additional support through our ANI work. So I think I could um have an artifact there um with the three success co success coaches that we're going to be u bringing on and their sole purpose is to look at
students that are um statistically um in that gap analysis and that are below benchmark. So I think that would be the cadre that we would be looking at and then I would present our findings from their work and efforts. So I think that would be something easily captured there.
>> Okay. And then the last thing is um our graduation rate took a little bit of a dip last year. So I know you were diving into that but I don't know if there's any sort of goal setting around getting that graduation addressing the graduation rate. >> Um we we did talk about that. Um our
rate actually stayed consistent. What has gone up is the extended time that many of our students in special ed are taking. Okay. >> So our rate I mean >> that was we did the analysis and shared that analysis already both at the staff welcome back as well as at one of our
most recent board meetings as well. So so yeah that the the rate has remained fairly consistent. What we're seeing more so is some of our students receiving special ed support. They need longer time to graduate and that's the aggregate that brought the average down. >> That's the aggregate that brought the
ground. Okay. All right. So, that's the only feedback I had in that in >> Charles. >> Um, the only thing for me is you and you kind of already hit it, so I just want to echo it. Um, >> with the ANI restructure, um, >> something I think it fits really well
with that. Um, I think, you know, we've talked a lot about that and I think it definitely deserves something to be on there and how we're going to >> move that process process forward. >> Got that noted. Great. I think that's a two for one there. >> Yeah. Mhm. >> Love it. >> Appreciate it.
>> Anyone else? Jessica took mine. So, >> Jess, >> um I just um in actually along with that um I'm not I would love to see more um equity put
into the goals. That's across the board. Okay, I've got that noted to review and how that can be woven in. >> Do I'm just curious just do you have a like a specific example just for
context? >> Well, I mean that's you know we don't have a resolution anymore. Um but you know the you know one of the I guess promises of redoing ANI and things like that is to and along with other elements
of our district is and and this is an every everyone thing not just the superintendent um but just to put you know keep equity at you know as a consideration and so if I'm looking at this is just an example I
because these are your goals and I want you to to um take that. But just, you know, if we're looking at, you know, looking at our curricular resources, you know, having an equity lens on things that we choose, things that we consider, things like that. And I don't know if
that, you know, you may argue too that maybe that's not part of your goals necessarily, but I know that was one of the promises um of, you know, redoing the ANI plan. So, I just want to make sure that's considered.
I just want to be sorry I just want to be clear. We'll be redoing the ANI plan um for adoption for the next three years this year. >> We just um reorganized a role. So the plan stays
as it was and then we'll rewrite the the new plan going forward. But I hear your point and can see how, you know, we could incorporate or I could incorporate some of that more intentional and then call outs in my goals. Um, just so that it's front and center and folks
understand that you as a board >> and if I could just comment just um to piggyback and please Dr. Thomas, if I'm if I'm getting any of this wrong, but the resolution not being
um the equity resolution being rescended or suns sunseted um that doesn't hasn't impacted your stance on equity in giving students and teachers exactly what they need to be successful.
>> Correct. That that was not my goals weren't tied to your resolution. >> Correct. And I would just elaborate on that. Um um director Bullan have giving every student what they succeeds to be successful um is there a lot of that is
already implied within these goals like we talked about um you know elementary proficiency. We're not singling kids out. We're going to give every student what they need to succeed to to to advance that level for all students. So
I I see that sort of embedded within here as well already. >> Good on number one. >> Next goal. >> Yep. >> Okay. >> This will be um school district finances. >> Guess we can start with you Jessica.
>> Um yeah, I mean I guess my initial thought was something around uh balanced budget and delivering under budget. um especially given updates today. um if we could add something like that under progress indicators um I don't know how
you want to word that but um just to present a a balanced budget and and sure you know whether we put like a smart goal where it's a percentage under or whatever whatever you feel is
>> appropriate but um I think that was the main thing Well, the on the balance can you say that again because I I didn't hear it. Can you >> Yeah, I mean I think I think one of the the main goal around district finances,
right, is to try to achieve our forecast or under it, right? Um so so that we're not dipping into fund balance again. So how do we >> set a goal around that? I'll let you word it. I'll the line to the policy where it says strive for, you know, 8%
I'll have strive for a balanced budget. You know, I'll I'll mimic that same policy language. >> Right. Okay. Perfect. >> I think that, you know, just it just brings a question to mind given our our reality and is
this isn't a this isn't a question that can be answered here. I don't think but like I I totally agree like how how do we have get where we have this balanced budget and um given the all the factors
um legislatively and it's I I think back to just even the um graph that has been shared since before the um
the levy >> discussion I mean we are just seeing that you know without passing a levy with things not changing >> us having a balanced budget us I mean the the pro the trajectory was mapped
like with nothing changing with nothing changing as far as revenue sources I mean the projection of statutory operating debt is looming you know, 28 29. >> I mean, sorry, but I I don't necessarily
agree with that. Like, I think that we as a board made millions of dollars worth of cuts to set a balanced budget. The expectation is that the SI is achieving that as a goal, I would think, right? I mean, I understand there are constraints and we're making tough decisions and but we have to live within
our means. We we don't have a choice. Um, and we set a balanced budget, right? Or we set the budget. So the expectation would be to achieve that or make changes so that we can achieve that >> and I I I think and I hear you. Um I
think my um the consideration I think that needs to be a part of the discussion is um making cuts to balance the budget cuts into the very fabric of the resource we
we need to get then get the outcomes. So, so doing that w with you know in isolation um without having revenue conversation um that's where it gets challenging
because then the very first goal of the delivering well it takes resources to do that you know um great accomplishments don't happen for free and I'm not saying that you know it that nothing will happen but I'm just being mindful
Mindful of the expectations to deliver outcomes and the five7 million cuts every year that we'll be taking without any revenue adjustment. So that's just just a factor that
>> just so I understand this I mean we set the budget for this year based on our revenue projection and our expenses and enrollment and all the factors like this is this year's goals. So I think that we set a budget based on all the cuts that we made that we feel is achievable. So
then the expectation would be that we're working towards achieving that this year. Right. I'm understanding. >> Sure. No, I I I'm not disagreeing that with that. >> Right. I mean I think >> that should be a >> an annual goal really and that we're setting a budget that we we think we can
achieve. Well, and I would just say so I think one I had the same type of thought, but I where I put it where I thought it mo made made the most sense for me is under the very first bullet point where it says present a 5-year financial forecast
and roadmap to the BOE by December 2025 and I had a comma comma by maintaining a fund balance within policy. So, if we're looking at a projection, and I understand that it's just a projection, but if we're building our budget out with a 3 to 5year
forecast and we're building that budget out so that we are within fund balance policy, then we should be okay because we always know that we're going to have that money in the savings account to account for things that are unpredictable. You know what I mean? So,
for me, I I felt comfortable with that. And then the other thing that I I would feel comfortable with in order to ensure that we are staying on budget, if you go down to bullet point three, um maintain a district budget aligned to the BOE financial priorities verified through an
annual audit, but also through month monthly monitoring. So we're not only just doing it through the annual audit, but we're doing it through monthly monitoring. >> Yeah. And that's what I have down in examples of evidence, the monthly financial reports. So I've got that captioned there. So, I well, I just thought it was a little bit more clear
to have it written in there. >> And actually, I I I I like what you where you're going with with with that first bullet point. >> Um, and maybe because it's going to be a constant struggle, maybe having that that fund balance target
on here will >> will help it keep that in the forefront of our mind. >> That I think because a lot of the things that maybe I think you're talking about, Jessica, Michael can't control. And I want to keep things that are within his control on this list. I mean, if revenue falls short because of something that
happens in St. Paul, I don't want to have hold Michael accountable for that. Understand where you're going, but maybe doing what Lisa says here gets to the same place because as long as we, like I say, as long as we have that fund balance in that window, we should be okay. Yep.
>> At least here to ear. >> Yep. Um I I agree with your with your second bullet point there. Um, how and this is
going to stretch into your number three, but I think there's got to be something specific with just the budget more than um the
semiannual or the two times with with um what am I trying to think about? >> The town halls. >> However, we're getting that out to the community. Um because if we're going to talk about bullet point number two, we got to do more with just budget and I think so it
might deserve an additional bullet point just within this section here. Um >> would that be director? I don't I don't >> and that's I'm trying to I'm trying to >> however we can
um push that out to like what is going on financially, right? And whether that's in newsletters, right? Ju just financial something, whether it be in your your
soup >> Yeah. >> that you do in the magazine, right? um more updates financial wise of what's going on within the district, >> publicly communicating financial updates. >> Um more often than what than what we're
actually doing. >> I I know I'm just spitballing here. >> I got it. Well, if I have questions, I'll circle back to you, but I've got the note taking to kind of process through on that for some edits. >> Yeah. >> Director Olstead, anything? Yeah, I'm
I'm struggling still with the first bullet. I don't I don't think that for this year's goals, I don't think we should tie a goal to a forecast, especially five years, considering
what Dr. Ryder said earlier this evening about how going in just three years is not ideal or realistic sometimes given any potential scenario. So, I'm struggling with
tying a goal to something that isn't >> Well, I heard I heard two things and and maybe I'll just reflect back. So, there's like a three-year financial forecast which is a presumptive model. Okay.
um based upon assumptions, fixed cost projections and if our you know if we strive to have our fund balance in that 8% range then that's what we use as our reserve that we got to build as a
constant. So that's that's the one goal. Okay. So that we kind of know where what's the where's this train possibly going. The other goal um kind of as I heard it was given what where we're at right now, how
do we how do we get to how do we strive for that balanced budget with some of the factors for just this fiscal year given the realities that are with us. We know that we've got two things that make up a big swing right now. Are there
controls that we can put into place? Are there going to be cuts that we're going to have to experience? Or are there going to be other types of freezes of of positions, you know, etc. that we'll have to rectify to manage through just this fiscal year? Did am I saying that
correctly from what you all were saying on the two bullets? >> I would say with the forecast, sorry. I would say with the forecast that >> the first bullet point is just presenting a forecast like we've done in the past. But what I was saying is that
as you build that forecast that forecast should keep in mind that we are maintaining a fund balance >> so I >> within that forecast that was what my whole intent of that was. Yeah. >> So it's the practice of because there was a years a couple the first couple years I was I think it was the first
year on the board we didn't do a three three to five year forecast. So >> um anyway it helps us to road mapap where we're going. >> Just a question on that because I may be misunderstood when you're saying that like I think When we said like by maintaining a fund balance, I took that
as for this annual financial period. Certainly the forecast that we're producing whether it's five years or however long um is kind of a separate ask. >> That's why I had two different bullets. >> Okay. >> Yeah, I see two different things. But I wanted to clarify how I was talking
about the part that I talked about because I think it was different than what you were saying Jessica Olstead. What you I what I heard you say, Director Olstead, was that we are committing to a three to five year goal and that's not what it is. It's really just presenting the plan, >> right? >> Yeah.
>> And I I think I agree with you like maybe it's not fully accurate, but I do think it's something we kind of have to have in place, especially if we're looking towards a referendum or you know, like how do you know what to ask for if we have nothing planned? >> I don't know. That's where my mind goes.
Jess, you okay? >> Yeah, I'll get there. >> Clear at least. >> I'll get there. >> Okay. >> Clear as mud. >> Yeah. >> Moving on to number three then. Are we good? Director Mason, anything on number three? >> Yeah, I think maybe just a question on
the second one around growing district partnerships by securing at least two external collaborations. um how um I'm trying to understand like what the priorities would be around that or what you would be seeking like are
these in specific again to make a specific goal are these in specific areas so do you want to try to partner with like an anti-bullying or you know rock with food or like are there priorities there >> it would be it would fall within one of the four strategic priorities
>> okay >> so that at this point but like >> yeah this in one of those in one of those four. So, for example, is is there, you know, a tutoring agency that's going to come in and do some additional support for our
kids that we've not had an established partnership with, you know, >> uh I I'll just >> say Learning RX. They were at our fall fest. Okay. So that that that's the kind of stuff I'm talking about that would align and and for me you know I'm centering a lot of our work on how do we
you know we've heard quite a bit from Dr. Anderson tonight, you know, being new and taking his first blush looking at the landscape very very thin, you know, um we look at some districts that have, you know, 10 to 15 interventionists, you know, for reading and math. We we don't have that
capacity. So, how do we find partnerships in some of those capacities? Um so, that's where I was focusing, you know, on some new connections. And that was some of the feedback directly from my end of the year um eval or review was making more
connections with community. >> And I appreciate that. I think it's a good goal. I was just looking for it to be, you know, specific, measurable, like specific to like what areas are we trying to focus on. Um >> for me, it's academics is my first area that I'm going to be focusing on.
>> Academic partners. Um sorry, I'm trying to read my notes. Um I think I felt like the other the fourth one to facilitating dialogue with elected officials it just was sort of in my mind like how do we measure that um or what is the
expectation? Yeah. And that would be having the reports. May is that on this one here? >> Um, not to interrupt, is that something you were talking about like having broader >> broader open engagement sessions?
There's there's uh I would like to have one broader event and that's uh um uh let's see in yeah in that in that bullet right there I'm looking at trying to have one broader community touch
point on kind of the whole educational system in Prior Lake Savage area community that pulls together stakeholders from policy from business um you community etc. So that's the event that I was looking at doing there.
And in that from there um it's that third bullet of documenting and reporting at least two instances of direct advocacy impact from said dialogues. There's a lot that I engage in, you know, at the state level and national level. uh but having greater
intentionality bringing that information back kind of going back to director Johnson's point earlier how do I then communicate that back to the broader community to understand you know where things are at kind of like the state of of our district um from some of those uh engagements that I'm involved with.
That's that's one area that I thought I could tighten up um in terms of that reporting back out. Like it's like going to a PD session or a training and then coming back and then I got great stuff, but am I sharing that, you know? >> Yep. >> I'm sorry. And then the last one, I
don't know. I like establishing two board development sessions. I felt like that should be more like our goal versus yours, but >> uh the formal staff meetings. >> Sorry. Under progress indicators. The first bullet. That's I went backwards. Oh yeah, >> establishing team development session.
>> So, so what I'm looking at doing there, yes, this does include you. Um but looking at ways that um we can have direct facilitated uh team building with the executive leadership team and the board um and bringing in a facilitator
to help you know look at I think I talked about this in our retreat about leadership styles understanding one another's approach to how we lead so that we have greater alignment because the more aligned we are the greater outcomes we can be to our um staff and to our broader community.
>> Okay. >> Yes. You have a secondary benefit as a board to that, but the primary impact is um for our team to gel with the board. >> And would it be your intention to have one yet before the end of 25? >> Yep. >> Okay.
>> Should we do should we put one on there instead of two then? Like is two achievable? >> There'd be a kind of like a fall and a spring >> and there would be one new board member. >> Yeah, there would be a new board. might be helpful to have one in the spring as well. >> With that one, I think if you take out
the word um if you just move the word, you're not taking it, but established two development sessions to strengthen governant roles and communication with executive leadership and the board. It doesn't sound like it's a >> reward that Yeah. Gotcha. Yep. I like that.
>> Um do you want to go in? Okay. Um the only thing I one Well, two questions. Um, how long is our stutter contract with? Are we done with using them or >> No, we're using them because you're you've got board goals now tied to them. But no, we're just only doing it for the
stakeholder feedback. We're not doing all the other coaching stuff. Just >> But is our contract up with them? >> Um, we're extending the this for this year just the survey piece, not all the other stuff. >> Okay. Because I I've heard some really good things about other survey companies. So that's why I didn't know if you were open to looking at like
perceptions and there's different companies that are different boards are using different I mean I get we want to be have consistent data but >> I just didn't know like I was more thinking about the the contract date. I thought we were done with our contract with them so that's why I asked.
>> Okay. Um the last thing is I think something that was really effective last year is um and this would be you trying to get staff to do this because they they fall under your leadership is >> um under the let's see one two three
four about um facility and dialogue with elected officials >> but getting people to advocate up at the legislature for things that are helpful to our district. And I'm thinking about when um Patrick um Glenn went up and um spoke about the non-disexclusionary
discipline. Um you know what what type of powerful impact that has having come from a leader in our district up at the legislature. Um so I don't know how you word that as far as um >> trying to recruit people to do that because I know it's always hard to get
people to go out and up and um speak. >> Sure. Yeah. We had and we had two um like administrators last year. >> Um but I I you know I think that could be woven in as an example of evidence. Um so perhaps getting staff and perhaps
even parents. >> Um you know so that could be an an example of evidence um that I could add to that >> or like a legislative >> voice at the capital. >> Yeah, that's a good way to put it. And that that's that's all I have there.
>> Charles, >> good. >> Jessica, good. Amy, >> I'm good. Thank you. >> All right. Are you good? >> I got my notes and uh I'll come back and probably touch base with a couple of you. >> Okay.
>> Before uh October 13th. >> All righty. Then we are done for the evening and made it to 410. >> We can keep talking for seven minutes if you like. >> No, that's that's not necessary.
>> Thank you everyone. >> Thank you. >> Thank you.