--------- Good evening everyone. I now call this February 9th meeting of the Prior Lake Savage Area School Board of Education to order. Please stand and join me in the pledge of allegiance as you're able. >> 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. Uh board members are present tonight and I believe director Smith will be joining
us virtually. Um and with a board member attending virtually, all votes will be taken via rec roll call. Um next up on the agenda is Laker Pride. Dr. Thomas. Thank you, Chair Bullan. Um board
directors, good to see everyone this evening. Um tonight, uh we are going to talk a little bit about some of our student supports at Glendale Elementary School. Um as you all know, we've modified some of our support with uh achievement integration this year to
bring on some academic coaches and success specialists. And so tonight we're going to um have principal Jennifer Moltor, uh differentiation specialist Jen Maloney, student support Paris Charlene Lasenby, and Tanya Perez Martinez come forward and talk a little bit about some of the work that they're
doing um in the buildings and some of the um impacts that they're starting to see. With that, >> good evening, Chair Bullion, uh Dr. Thomas, members of the board. uh slight change. Uh Jen Mooney was unable to attend tonight, so um I'm here instead.
And also want to welcome um Courtney Herder, who is our brand new um parah um in this role at Five Hawks and she just started. So she's um here to just hear about um how it's been going so far. So,
um, earlier in the year, we were able to get the position a little bit, um, in place earlier at Glen Glendale Elementary, and so it's been up and running a little bit longer. And here, uh, tonight, we want to, uh, talk to you a little bit about how that's going so far at Glendale and the great work that
Charlene is doing there. >> Good evening, board chair, board directors, Dr. Thomas. Thank you so much for letting us be here tonight. Um it is such a privilege to be able to come and talk about our academic pareducator position. Um we're amazing. We were able
to start with Charlene right away um at close to the beginning of the year. And as a part of this position, our core principle or core values through this is that through collaboration and collaborative efforts in class support driven by academic achievement data.
This role ensures students experience academic gaps, receive targeted assistance during grade level instruction, building mathematical confidence, accelerating growth, and advancing equity by giving every student the opportunity to excel. So, some of
the things that Charlene does, these are just a few of the things because she is outstanding, is we talk about first in-class partnership. So she works in the classroom and it's real time support right during
those lessons. She uses questioning to promote the the reasoning and the learning and she maintain maintains very high expectations for all of our students. The second thing that she does is well all three of these ladies will be doing is she works on relationship
building. So she builds trust with the students. She bridges the gap with the families and builds those relationships with the families, promotes growth mindset and increases the sense of belonging for everybody at our school at Glendale. And then the third part is the
teacher collaboration. She partners to understand the lessons goals, reflects on strategies after lessons, and supports inclusive an inclusive classroom environment. From the first day Charlene walked in our door, the
enthusiasm, the excitement, the wanting to help our students just exuberated out of her. She is amazing. Her outreach to families right away to connect with students to connect. She does she helps throughout the school day, but she also
is doing tutoring in the morning and families are bringing their students in to collaborate with her and work with her. Her collaboration with staff is stellar. They are so excited to have her in the classroom to help support the students and the onetoone she is able to
do has really provided academic growth for all of our students that she has had the opportunity to work with. We are forever grateful and hoping to continue this partnership with her for many many years to come. So I want to thank you for giving us the opportunity to do
that. But I also want to give you the opportunity to get to know Charlene because she is a very amazing person. >> Hello. Good evening everyone. Um the inclass there there's three tiers. I feel like it's a trifecta. You have the you have
the students, you have the teachers, and then you have the parents. And when you have them all together on board, you can do many great things. It's an investment for the greater deed and for the greater good. It really is. And so it's it may seem on paper tireless as far as all the
things that we do or all the things that we do in a class, but it's all for the benefit to help the teachers, to help the students, and to have that partnership with the parents. I love it when I get emails from parents and they circle in red, do not understand this,
please explain on Monday. And it's neat. And then I follow up with an email and they're like, "Did you did you see what I'm talking about? Oh, I I saw it very clearly. Yes, we've got it. We've got it." But just for them to not have that fear, but also to come and know that I'm
a safe place. And the trust factor is so important. If you do not have that relationship with the children, they're not it's not it's not going to produce fruit. And so for me, I just feel like it's just been a blessing from the very beginning. They all have great potential. Some are
unlocked early and some it's faster than others, but eventually we'll get there. So, some of the some of the the messages that from the parents, the feedback is that they're so happy when their children come home and it's math and
that can be very intimidating. And when the parents are very happy and they hear, "Oh, thank you for helping my child." And it's all it's it's a collective unit. All three of us are doing this not only at Glendel, but we're also doing this in other schools. And so hap, it's like happy, what what's
the saying? Happy life, happy wife. It's like happy kids, happy school, happy happy everything. Um, the other thing I do want to mention is that the confidence level in the children, you can see it from when I came in November to where we are in February. When I
would ask who would like to volunteer, it's like crickets. Now you have kids who are just very quickly trying to come up with the mathematical solution or the equation or the answer and it's just like I got it. I got it. I got it. And it's so neat. It's so encouraging. I
know the math is going to get harder, but if they have the confidence, they can overcome so many things. And I and I I think that's about it unless any of you have any questions.
Board members, anybody have any questions or comments? >> I just want to say thanks for Oh, that's really loud. >> That's okay. >> I just want to say thanks for all the work. It's it's just it shows between, you know, the principal coming up and talking about you and and the passion
that you're up here talking about that you truly care about our students. And I just want to say thanks. >> Well, I want to say in return, thank you for the opportunity to do this because it's it's a it's a blessing in disguise. It really is. So, thank you very much. I I'll say one thing, too. Um, Charlene,
um, it takes me back to a a conference that Dr. Thomas and I attended. Uh, I think it was a year ago this past summer. Um, and it talked about student success and the direct line from to to
achieving student success is from student to teacher. And uh in processing with that, it was also I in processing with Dr. Thomas, I said, you know, um it's also with the parents. And so I
really appreciate the fact that um the the the mindful effort in bringing in families um because uh we know teachers have our students for many hours a day and we also know that parents are a
child's first and foremost teacher. So having that partnership um you know G I'm just ecstatic to hear about it. So thank you so much. >> Thank you. Anybody else have anything they want to add. >> Just again thank you for everything you're doing and and if there's a a
place we can clone you that would be great. >> We do. We have two of us. Thank you all for your efforts. >> Thank you very much. >> Yeah. Thank you. And it looks like director Smith has joined us. Dustin, can you hear us?
Maybe say hi so we can know we hear you. >> Hello. >> Hello. All right. So, all votes will be roll call tonight. So, um moving forward, uh superintendent report, Dr. Thomas. >> Uh yes, thank you. Um just a couple of
things. want to share that we had our um first town hall last week. Um and I want to thank our community and staff and some of our board members who were in attendance that night. Um it was a packed house and I think we had um at
least 60 if not more individuals who showed up. Um and just want to remind folks that we have our next town hall tomorrow um February 10th 2 to 3 and then uh another town hall February 25th from 6:00 to 7:00 and um and we are
asking for RSVP just to give us a sense of how we split out the room and make accommodations. So people are wondering about that. That's all we're trying to do is understand how we can best accommodate based upon um the turnout and if we have to do additional rooms etc and table group assignments um for
um balance. So thank you in advance if you can just give us a quick heads up if if that's part of your plans. Um, I would also just say last Friday we had our legislative kickoff with AMSD uh and we had many of our elected
officials in attendance uh superintendents and their leadership teams, board directors um from across the state um really talking about some of the key priorities uh facing K12 public education here in the state of Minnesota and um also stressed um some
of our legislative priorities as well um at that meeting. um really appreciative of a couple of our representatives locally here who are actually in attendance uh in in person with us and so thank you for your support and uh look forward to the upcoming session even though it's a policy session not a
budget session um it it is absolutely critical uh and I think what I've also shared um is at our town halls u that seemed to be a table conversation with a couple of different tables too about legislation and just kind of what's happening here locally but then what's
the bigger conversation at the state as well. And so just this is our opportunity to have that um uh have that uh conversation with our locally electeds um around the whole entire budget of uh or K12 industry. Um also
just want to acknowledge that we are uh into uh budget slashstaffing season. Um and uh I I know that every year, every spring uh we we go through this. We are very mindful that uh the mathematical
exercise and the human support exercise uh need to go hand in hand and uh want to make sure that uh we put our best foot forward as a leadership team um as we are supporting the board with information. I know that there were some questions that came in over the weekend
with regards to some of the um early conversations that are beginning at some of our school sites um to open up some dialogue and start getting prepared for what are some possibilities and and things that we can start working through at the site level and um different iterations of that and how it lands and
how it's received etc might uh take on different uh interpretations and I want to uh own that and under and and acknowledge that we want to make sure that we are doing our best in terms of how we're communicating key messages at key times, you know, for all of our staff. And so, um, uh, we will continue
to update our our board and our community as well as our staff along this iterative process of working through um, our final recommendation that will come to the board uh, for action in June. Um and then I would like
to uh share that uh Chair Bullan uh like to present you um with uh an MSBA certificate. Um and I'll just read quickly. Minnesota School Boards Association 2026
Director's Award is awarded to uh Amy Bullan Parlakes Savage Area Schools for successfully earning 100 points from MSBA sponsored sessions to improve individual performance. Um, so I just want to say thank you for your investment in your own knowledge building with MSBA.
>> Thank you Thomas. >> Yep. And then also I just want to share that later on in the consent agenda we have um a retirement and uh uh there there's a name that a couple of you might
recognize in that um and that is uh Martha Walls um who is uh uh an icon in this community and has been a strong backbone in this district for many many years and uh and and I knew this was
coming and I just can't thank you enough, Martha, for everything that you've done, not only what I've experienced in this short four years with you, but I can only imagine the amount of hearts and lives that you've touched and blessed in this community. So, thank you so much for all that
you've uh done and uh just letting our community know. Uh we will have some formal recognition of Martha like we typically do um with longtime retirees. Uh and you should also know that I will listen to the boss in terms of how that
will be structured. So thank you uh Martha and we congratulate you. I will pay for what I just did tomorrow morning. I promise you that. So, we love you. >> Yeah,
>> that's all. I'm sorry, chair. That's all for my superintendent report. >> And next up is going to be open forum. This time is set aside to receive citizen input. Citizen input is important to our governance role in
serving our students, staff, and community. And we thank you for your engagement with the board. We ask that speakers uh respect the 3minut time limit and that you please speak in the manner you prefer being spoken to. Uh tonight we have one speaker um Kristen
King. Good evening. Um, let's see. My name is Kristen King. Um, Prior Lake is my home. It has been my entire life almost. I had this part where I went to college and lived in
Burnsville for a while. But here I am, class of 99, went to the old high school and I happen to work there now. But I'm also a parent of a wonderful little girl who has just joined the class of 200 2038.
Um, and her first time here in this school district has been amazing. Just amazing. I moved back here for her. Now, sorry, my daughter gets me that way. Um, her starting here was a dream. It was
awesome. When I left this district, there wasn't a bilingual immersion school. I didn't get to start speaking Spanish until 9th grade. And for her to be able to do that is just amazing. But one of the things that she really enjoys about her school
is her library and media specialist time. Um there was news flying around and I know nothing is official but one of the things that I read online was that as a parent was that that those positions are
in danger with our cuts. And to tell you the honest truth, I am not surprised completely because I come I worked in other districts where there was no media specialist. And to come here, it was a gift. It was a gift to have those things for our students. And my daughter is an
early reader. She is just like some people would say all Minnesota children are exceptional, right? Um and in so many ways. And one of the things where I felt like she found differentiation was in the library time because she is a
skilled reader coming into school. And I really wanted her to be able to experience what I experienced as a kid with a library media teacher. It's one of the things that I was trying to decide if when I wanted to teach I that I kind of wanted to do that. Um, but seeing programs
after programs being cut in other districts, I was super excited that we still had that here. And I know that there are plans to put other things in place that she will probably also enjoy. But I just want to put out there that this is a loss
because she really connected with her media specialist. And I am dreading telling her that that person won't be there next year. She is not going to be happy. They're already moving schools and they're going to have to move a library, all the
books, and there's less people to do it. And I I just want you to to hear that as a citizen that that is something that will be a loss. She struggled in her Oh, is that the time? I'm >> finished. >> Okay. Well, she she struggled in her
first after her first month of school and I know that was one of her safe places. And so I just want you to know that that was one of the things that I think needs to be voiced here is that those when you make decision when decisions are made like that it truly
affects our students and our families. So um thank you for your time. >> Thank you. All right. Um, we have a lot to cover tonight and I want to honor both our work and our time. Um, if anyone if any
board member if we need a break, please make a motion to recess so no one misses any discussion. Um, working together. We'll do our best uh at being both efficient and productive tonight. Uh so with that um is there a motion and a second to approve the agenda?
>> So made >> second by director Johnson s second by director France. And that we will be taking roll call vote. I'm going to start with you director France. >> I um director Olstead >> I.
>> Director Mason. >> Director Johnson >> I. >> Director Atinson >> I. >> And I uh Director Smith. >> Hi. And that passes 70. Uh next up is the consent agenda. Um
consent agenda items are considered routine in nature and will be enacted by one motion. Uh there will be no separate discussion of these items unless board members or citizens request um in which in which event the item will be removed
as a consent agenda item and addressed later on in the agenda. Uh does anyone have an any items that they'd like to remove? >> Um yes, I would like to pull 10 C and uh the forecast for a couple questions.
>> 10 C >> and what was the other one? >> Uh it has both the monthly financial reporting and forecast. >> Oh, okay. 10 C 1 and two. >> Yep. Anyone else? >> Um yes, thank you. I would like to pull
um B purchase orders over 25,000 for a quick question and enrollment which is 10D1 and 10D2. Okay, we will take 10 B, 10 C and 10 D
and the contents under them and we will move them um under new business. Okay. So I will entertain a motion to approve the consent agenda uh less items 10 B C
and D. >> So made sorry >> by director >> second by director France. >> Point of order. >> Oh yes please. You did not call 11. Um what was it? 11 >> 10 C. It's 1 and 10.
>> Oh it's 10 C. I'm sorry. Okay. >> I apologize. I thought it was a different number. My mistake. >> Oh, we're good. Okay. Very good. Um, okay. Now, help me get back to where I was. >> You just have to vote. >> We're voting now. >> We'll start with you. Director Atkins.
>> Director Johnson. >> Hi. >> Director Mason. >> Hi. >> Director Olstead. >> I. >> Director Smith. >> Director France. >> I. And I that passes 70. Okay, bear with me.
Okay. Uh, next up is um, per Minnesota state statute, the board may receive for the benefit of the district donations or gifts uh, for any proper purpose and apply the same to the purpose designated. Uh, do I have a motion in a
second to accept the $2,000 donation from the Prior Lake Savage Optimus Club for driver's ed financial assistance? So, >> second >> and that was Director Atinson and Director France if I heard right
and that will go with roll call vote and I'll start with you Director France. >> I >> uh Director Smith. >> Director Olstead >> I. Director Mason >> I. >> Director Johnson >> I >> and Director Atinson >> I. >> And that passes 70. And with with
gratitude to the Prior Lake Optimus Club. Um let's see. Next up, uh we have personnel items
and I will uh I'll entertain a a motion and a second for additional staffing for the um for the co-curricular coach and we'll get explanation um from director kern after.
>> Thank you. Director Johnson. Second. Director Mason, we'll start the roll call vote with you, Director Atkins. Oh, we're not going to do that first. We're going to go to you, Director Coern. Thank you. >> Good evening, Chair Boy and directors,
Superintendent Thomas. You guys, uh, there's a couple of them in front of you there. Uh, we'll do the first one is the boys 9B soccer coach, and it's due to the continued growth of the boys soccer program, a need has been identified for additional coaching. The booster club has agreed to cover the cost, including any applicable taxes and benefits. The
team would travel and utilize the same officials as the 9A team, ensuring there are no additional costs to the district. >> Okay, any questions or discussion? All right, we will entertain a roll call vote starting with you, Director Atinson. >> I, Director Johnson,
>> I. >> Director Mason, >> I. >> Director Olen, >> I. >> Uh, Director France, >> I. >> And Director Smith, >> hi. That passes 70. >> How about your vote? >> I Okay, >> that passes 70. Thank you. Uh and then
uh I will entertain a motion and a second for another additional staffing for a co-curricular program. Um >> so made >> by Director Johnson. >> Second. >> Second by Director Atinson. >> Mason. >> Mason. >> Oh, sorry, Director Mason. I knew it was
from this side of the room. Thank you. Uh, Director Clarn. >> Yes, thank you. This is for inter mural flag football to be introduced. Um, the district requests approval to offer inter mural flag football. Uh, the popular popularity of uh, inter mural flag football is growing statewide and
is offered at every other school in our conference. A $10,000 grant has been secured from the Vikings to fund flags, uniforms, and related equipment. And any other remaining expenses would be covered by registration fees. >> Thank you. Any discussion or questions?
Seeing none, we'll start with you this time. Director Smith. >> Hi. >> Director France. >> I. >> Director Olstead. >> Hi. >> Director Mason. >> Hi. >> Director Johnson. >> I. >> Director Atinson. >> I. And I. That passes 70.
All right. Next up in new business, we will go back to um item 10B, uh purchases over $25,000. And I think that was you, Director Atinson. Thank you.
>> Yep. >> Um yes, thank you. So, I have a question. Um there is a charge on the purchase orders over um 25,000 for Great Minds Arts and Letters pilot curriculum for $100,000. And um my questions I have a couple
questions regarding this, but my first question is, is it typical for a pilot to charge $100,000 for pilot materials um as I don't recall seeing it when we um piloted bridges? >> Good evening, Chair Bully and board of
directors. Director Atkinson, thanks for the question. I think it's becoming more typical. So, um the vendors are now charging for us to use materials um um in the ways
that we're using them in field test. >> Um that's interesting and surprising. I I guess I just haven't seen it in the past. So, thank you for that. Is this curriculum um the one that's being reimbursed by the state or I thought there was some sort of reimbursement for the um
>> based on the curriculum that we choose. There's um you know there's mandates obviously. So >> there are mandates. >> Mandates. We use specific curriculum then we did get some funding for it. Is that correct? Yeah. I mean I think seeing $100,000 charge for curriculum is a little frightening. So help our
community understand um the funding behind um the read act possibly. >> Sure. There is some flowth through money the state reimbures us on with implementation of the read act. It might not surprise board directors or community members to know that we find that reimbursement ratio insufficient
and so it is a extra burden on districts as they implement mandates that we must meet. Um but they do provide some reimbursement to offset some of those costs and of course director Ryder can help uh articulate the specifics of that. But I think um it's uh valid to be
surprised. Uh it's accurate to say it's a newer development that vendors are charging for the type of field testing that we like to do. I think we have a robust field test that not every district has and uh vendors are keen on
u making sure that they um are charging uh districts. So, does that fee, you know, just looking back at what some of our other um curriculum um curriculums cost, whether it's bridges or or CPM, does that cost then
go against the total cost of the curriculum or do we have an idea of how much the total I mean, I might be getting too in the weeds, but I'm just more curious about 100,000. Does it go then against the purchase price if you were to if we were to move forward with this? >> Yeah, it should help us um in the long term. In the short term, it's an acute
cost that we'd rather we'd rather expend when we do a full adaption, but since we're having to uh since we since we have the opportunity to field test the way we do, we we kind of have to pay as we go. Yeah, I think you know the materials cost for curriculum um are
high. You know, those costs are high um and they're not coming down. over the last 15 years or so, um the shift to digital uh materials has um transformed the industry to make sure that they're charging you in in these kinds of ways
as you go, whereas that didn't used to be the case historically. So, um good questions. >> Okay, thank you. >> All right. Um, if there's no other questions on 10B, purchase orders, um,
we will go to, uh, 10 C, the monthly financial reports. That was pulled by you, right, Director Mason? >> Yes. Okay. >> Um, hopefully just a couple quick questions. So, um, I just noticed in the monthly highlights, we have like 5.2 million more in revenue from the
previous year and I think like 580 something,000 less expenditures. So, that's great. But I was just curious and then I noticed it in the cash flow report too. Is there any like explanation for that or are we expecting that trend to continue?
I'm >> sorry. Explanation for the like the additional revenue that we're seeing over the last few months, I guess several months. >> So sometimes it's a matter of the timing of when we draw down for our federal funds. Okay. And um so I'd have to
compare one year to the previous to see kind of exactly what that looks like. Um and then in other cases it's a matter of um the timing of when certain things are completed. Um so when you're looking at
the revenues, when do we reverse the previous year's receivables, you know, and when do we take care of some of that cleanup of the balance sheet? So um I can research that a little further. I don't have an answer off the top of my head that would be
satisfactory from my perspective. >> Okay. >> So I would like to um understand again that was the um additional revenue you're seeing in the >> yeah in the monthly highlights I think under revenues it was highlighting I don't know 5 something million
additional compared to last year at this time. Yes. the way I read that and then also I just noticed it in the cash flow report compared to prior months that we're getting >> I can follow up on that and um get that out to the board. >> Perfect. Thank you. Um, and then I don't
know if there's other questions on the the other questions I had on the forecast. I think the only changes that we see from the last meeting, you added some revenue for I assume the DSC sale, there was like 600,000 in revenue. Was
that the only change that was? So that that addition of revenue was actually a result of a review of our other local revenue. As it had been pointed out that that looked low going forward and upon
review it was more the student activity um and athletic local revenues that were understated moving forward. So that correction was made to bring that up by that 634,000. >> Okay. Um, with regard to that change, I
felt it was significant enough for the future years to put that in and update the entire packet for that. As well as um, in preparing for the town hall, there were numbers we wanted to put into a graph form so that people could see
the comparison between the three options. And the best way to do that was to not necessarily look at what does it take to keep it at 8% which is what we did for some of those models but then to show what if we just do the 4.1 million
in in 27 and every year beyond that we do 3 million keeping it static across the next five years or four years so we can make sure that we understand exactly how then these other options might compare against one another. So, with that being
included in the town hall as a slide, not in that format, but in a a visual graphic form, we I wanted to update that as an option, too, and add that as an appendix. So, that was another change made to that. >> Okay. I was going to ask. Perfect.
>> So, you're basically just showing what does it look like if we make $3 million worth of cuts each year. >> Yep. So, the comparison can be made between the three options. >> Okay. Um, and so you mentioned the other revenue, but the
sale of DSSE, we don't have the full 2.6 in here. You have 2.4 in there because there are fees that we're going to be charged. So, the assumption made is 200,000 will come off the top of that for broker fees and other fees.
>> Um, I guess I think that kind of goes Thank you. I think that goes towards my original like points last meeting around just like it feels a little misleading on revenues versus cuts because I think if we reflected that is like $2.6 million with additional revenue and then
show the expenses as additional expenses, right? Because I think a lot of that 4.1 million that we're showing as adjustment that needs to be made next year are cuts that we've already made. So just want our community to be aware. cuts are not yet
>> they are not yet reflected any of those line items those cuts are instead included in the 4.15 >> right >> which is undefined at this moment so therefore I mean the revenue is above >> and the expenditure total expenditures
are reflected net of the 4.15 >> right >> so therefore I guess from my perspective it that reduction is included so I'm I'm struggling with understanding how else it would be um presented at this point when we don't know how that's going to
look yet. >> Understood. Um I think it feedback from community was you know are we having to do $4.1 million worth of additional cuts in addition to the building closure and everything that we've made. But just so that everyone's understanding it's just
not reflected yet. >> It's in one bucket. >> Sorry. >> Yeah. Go ahead. >> It is in addition to the revenue received. >> Great. >> Okay. But it does not yet those cuts um or the savings that would be recognized
from the sale of this building are embedded within the 4.15 reductions. >> Right. Yes. Yes. Okay. Great. Thank you. >> On the same page. Thanks. >> Thank you. >> I think that's it. >> All right. Any other questions on uh 10
C? We will go to 10D the enrollment. Director Atinson. Uh yes, thank you. Oh, sorry. I So, one of the items on our board book was to review enrollment. So, I was a little surprised that this got um that
this was in the consent agenda because I wouldn't consider this um like a typical item that would be um routine in nature because enrollment drives our budget. Mhm. >> And so I think for transparency for our community and for an understanding that
enrollment dollars um determine how much revenue we're going to get as well as um they correlate to expenses as well obviously. And so I just um thought it would be helpful to go over the first of
all the kindergarten enrollment. Um I was a little surprised to see the drop in um the kinders that are enrolled and would love to and also I was I was also surprised to see the um 30% of them that are open enrolled of our total um
enrollment if I'm understanding that correctly of our kinders that are enrolled. And I personally have not really had um have never gotten really a full understanding of how much revenue um an in district student versus an outofd district student um brings to the
district. And so with a higher level of in district students um how does that impact our budget forecast for you know for this particular year? And then in total like are are we looking to redo our forecast based on
the fact that our kindergarten enrollment is looking to be much lower I think than we what you originally projected and much lower than what we've had in the past. >> Okay. So >> I know that's a lot and I'm sorry but I just for me this is kind of like a red flag when I saw this and I just was
hoping that we would have a little bit more conversation around this. So >> okay. Okay. So, let me back up for just a moment and clarify. The student enrollment data that is included under D1, >> is that not to be is it the will of the
board that this not be included in the consent agenda? Because this has been every month submitted like this. >> Oh, no. I understand. When you look at our our board agenda, if you look on online, we have a board agenda and there are certain topics that we talk about at
certain points of time. And this month was supposed to be an enrollment update and it wasn't and I emailed in and thank you for adding it. I was just a little surprised it got added into the consent agenda because I think it's an important topic that because it does impact our budget and so and then so there's two pieces of this. Yes, there's the
enrollment update which >> based on the loss of students even in the month of February I could probably predict what the end of the year enrollment is going to be. It looks like we're going to be down about 100 students. So, are we adjusting
budgets based on our loss of students for the balance of this year? >> Okay, I think I understand where we're um >> and then there's the kindergarten enrollment which is more next year. Does that make sense? Yeah. >> Okay. So, um happy to move the both enrollment into the other um part of the
agenda if that is the the will of the board. I think that I agree with you. The February update for enrollment is concerning. Um anticipated I would say just because it is not surprising that when you get into that second semester
part of the year that you will see um it's it's primarily at the secondary level >> and um so that's not too surprising. The um caution I would give is that there are a number of things that are not final at this point in time. When you
see these updates, this is simply the count as of this date and time, right? So, as we audit all this data before the final submissions get sent into the state at end of year, that information might look a little bit different and you may then have things for like the
partials for the PSO or the um the partials for the students who might be doing some online but also in-house, right? all of that kind of gets reconciled and and um tied out once everyone has their data in. So it is an
indicator for sure and it is a concern. Um we would potentially be looking at if this is a continued concern updating our enrollment for the current year's budget. Um and just checking to see how
that impacts the future as well. But I think the concern I have is sometimes these numbers look like they're dropping, but then when it comes in in the final, you see that it it it kind of bumps back up a little. That hasn't been the case last year. So, I'm speaking
from other districts experience. However, I can say that those experiences were more possibly related to like targeted services and other types of services that students might receive that then kind of culminates at the end of the year, right? So, um I
hear your concern and your point is well taken in the fact that that is something to be very watchful of for this year as well as how it impacts our future. Um, I I wouldn't be surprised if we choose to do an update to that budget for that purpose, right? Uh, I do think that we
would want to review our expenditures compared to budget at that point in time. Um, and just make sure that we have a handle on whether or not our we can anticipate that our cash flow that you're seeing is going to come through like it is anticipated. Again, remember
that last June month always encompasses the um the payoffs for our our teacher group as well as uh all of the accounts payable and things that come in at the end of the year. So that can shift things quite a bit when you go from cash to acrruel
basis and make that picture look a lot different too. So it is going to be um something to keep an eye on and I'm happy to move that outside of the consent agenda moving forward. the kindergarten enrollments. This is the time of year that you typically see for
the first time and then we continue this every single um every single meeting after to update right every at least the business meeting to update the kindergarten enrollment. So at this moment in time
when we compare 2627 kindergarten enrollments to the previous year's enrollments and we just keep adding a row every year um you see as of January 27th that the number in 2627 was 235 a similar type week in those other years
you would see those other numbers the open enrollments are listed and the total enrolled why are they separated they're separated at this point in time because we do not necessarily have communication out to everyone as to exactly what sites. So, we just kind of keep them separate for now. The the
fourth column over is the percent of October count. This one is um concerning to me in the fact that the average of the five years you see below is what was taken for the percentage to apply to the 328 we have total enrolled. Which means
then that if that's 77% of where we're going to end up, we would only end up at 426. That is very concerning because as you see at the top of the header, I'm using 529 in our enrollment. >> I believe the reason for this is our
resident kindergarteners are not coming through as quickly as they have in the past, you know, upfront um in their enrollments. So, we haven't seen them come through as fast as they did in the past. I think that there is conversation
among our principles of their reach out and connecting with families too as well. So all of that might shift and I'd like to just keep an eye on it for the next month and see where where that goes. Um every single time we show you this, we're going to
add another week, right? And and as we do that, you're going to be able to see does that percentage improve upon and um how are we coming with that? we have um planned for that 529 when when
budgeting for the number of sections that we would need with that count. So um subsequently that might weigh into some of what happens at the end too if that number isn't coming through. I would caution kindergarten's tricky because you can have a lot of
registrations that come in in the summer months even and um and then all of a sudden there's the hot spots that are needed too. So, um, we just need to kind of wait and see and watch that closely. I do hope that, um, the explanation of
what these numbers mean are helpful in the fact that if you look at it and think that the 426 is all we're going to have in the end, we got a problem. >> I don't believe that's going to be the case, though. Right. >> Right. No, I appreciate that. I think if you look at a 100 students approximately, how much revenue?
>> A million6 or so. I mean, I think that's what >> I think it's important to just keep an eye on it because it does have an impact on our budget because at the end of the day, it's that's our revenue. So, >> you also asked the question of the amount of money that students bring to us.
>> Well, in district versus out of district. I've never really got a we don't we can offline this or whatever, but I have never really gotten a full understanding or explanation of I've always been told they're they're pretty much the same and and you know they and they are since 2015 when they changed
the law with regard to how referendum was paid out >> and when they shifted that to be it's based upon your students served. >> Now if you're serving those students that are residents or serving those students who are open enrolled, it doesn't matter from a referendum
perspective. you are able to receive the dollar amounts we have approved for referendum um as total revenue for referendum and then it gets allocated across our taxpayers. >> Okay. Thank you. >> Any other I have um
a follow up on that open enrollment too. I'm not sure who can answer but is there I mean is is this our approach or strategy then to just take as many open enrolled students as we can get right now into our district? I think you know we've at some point in the past I feel like we've talked about like using it as
a tool to fill classrooms not buildings. So I mean you look at 93 you know there'll be hundreds probably of open enrolled students that's a you know four five six classrooms at the end of the day. um you know at what point are we or like how are we using and looking at
that data long term as far as you know we're filling our buildings with open enroll versus in district and is that sustainable I guess >> I don't know if I totally understand your question but I will say this um and then maybe uh you can uh clarify so open
enrollment right now every year we um engage the board around whether or not to regulate open enrollment and that's not been the case >> um so we don't have a cap and So yes, right now as we look at open enrollment, very similar to what we've had to do with the uh the campus um re uh
reassignment, we will look at strategic places um as to where we'll have, you know, if we have lower numbers in a particular section or classroom, grade level, etc. That's how we can determine some of those placements. Um open enrollment family uh families who open
enroll um give us their top three, but it's our decision at the end of the day. Um that's just a guide for us. So yes, we strategically look at that as we look at placements, >> okay, >> to bring balance, >> but just even as we're, you know, forecasting or looking at numbers, at what point are we like, oh, do we take
this down? So maybe if we do have to close another building, you know, it's I don't know. Just that I feel like there's that balancing act, right, with it. And so I don't know how how do we look at that as a board, I guess, is kind of my question. >> Or do we need to be looking at that? I don't know. I
>> I don't know. >> Like cost versus benefit, right, of of I don't know. Just something to think about. >> We'll take take that as a seed. Anybody else has anything to discuss on on that? I think um going back to Director Ryder.
>> Oh, >> go ahead. Finish. >> Oh, Dustin, sorry. I Sorry, Dustin. You just got to yell. Um, >> sorry. I just wanted to go back to something really quick and just ask
because it was asked if it was the will of the board to have this pulled out of the consent agenda agenda and I just want to make sure I mean is it the will of the board because I again I if it has been in there I but I just I I don't know so I just
wanted to get check the temperature on all of us to make sure that it is indeed the will of the board. >> Thank you so much Director Smith. That is exactly where I was headed. if there's anyone else that has any >> Well, on that. >> Yeah, I I went back to check and it's
usually in consent. Um, now obviously anybody and I went back I didn't go back a year or anything, but I went back the last couple and it's been in consent and obviously as was done tonight, it can be pulled, but it's usually in consent and so I'm okay with with keeping it there. >> I actually
>> can I clarify? >> Yeah. >> Can I clarify something? I wasn't referring to it being in consent. If you go all and look at on our agenda or I'm sorry on our website, there's a tab that talks about school board agenda topics. They're typical things that we cover
every month. This month, we were to cover enrollment because it's important to the budget discussions we have going forward. That is the only reason I asked to have it pulled. So, I I'm fine also with it having an consent agenda going forward. That was not my intent to have
it out as a separate topic every single meeting. So, I just want to clarify that. No, thank you for that clarification and that um I know the document in which we we we reference it often in agenda planning um and it is uh you know as noted on the top of the
document it's subject to um you know changes but uh duly noted and I I did learn uh prior to the meeting um that there has been times when uh uh enrollment is taken out of consent and
so I think we and test the temperature of the board uh the will of the board on having it um removed from consent for this you know for the sake of where we are in budget planning. Um either way is is fine. We we'll just catch the will of
the board and maybe we can do um we maybe have to do a roll call vote roll call thumbs up. So for will I mean if you if we'll do that for >> what's I'm sorry what's the ask? Um, I think getting the temperature if the if
board directors would prefer that the enrollment report be out of consent for now. Um, >> for future agendas. >> For future agendas. Yep. And and and subject to it can it can go back in like I I was speaking with Martha prior to the meeting and Martha said that you
know um in times the it has been outside of consent. Sometimes it goes back in depending on where we are in budget planning. Um, so do Dr. Thomas, do you have anything to add? >> Uh, yeah, just just I just want to uh
restate what Director Atkins noted. I um she's referring to some of the pre-planned meetings that follow on the budget time. So, this was part of our discussion that was planned for our February 23rd study session to go deeper. So, the request, I think, was to have it pulled out to have that
discussion, which was going to be our plan. Having it tonight in instead, that that's fine. Um, but she wasn't talking about on a on a regular basis. Oh, I'm sorry. So, so I don't think there's a need for a roll call vote on this. I'm sorry. >> But we will be bringing this like you
know when we have the discussion around enrollment um in in budget time. It's typically one of the things that we go deeper in as we progress monitor as director Ryder alluded to in the in the questions that um director Atinson had. So I just wanted to share that as I
don't think I hear the request for >> that is correct. Thank you. Very good. Thank you. I'm I apologize for my misunderstanding on that. Uh so hearing no further discussion on those um items pulled. Uh we will move on.
>> I think you need to vote on those. Do we need to vote on those items? >> We need to vote now. I will take a vote on a roll call vote on the consent agenda items. Um >> motion to move. >> Thank you. >> So per second. >> Thank you, Director Olad. and director
Atinson. And I will start with you, Director Atinson. >> I, >> Director Johnson, >> I, >> Director Mason, >> I, >> Director Olsen, >> I, >> I am an I, Director France, >> I, and Director Smith, >> that passes 70. Thank you, team. Okay.
Uh, next up in new business, um, next up is the revised LTFM and summer contracts. Uh, Director of Operational Services Dan Powers will explain. But first, can I get a motion and a second? So, made by Director
France, >> second >> and a second by Director Olsad and Director Powers. Thank you. >> Good evening, everyone. Um we had uh sub substantial changes from the previous LTFM submitted last year and uh these
are things that are scheduled to be started this summer. Not that would have been last summer's projects. So you'll notice there was the big change from the projects that were completed from last summer. All of those have now dropped off with the exception of I'm probably not talking enough into the mic. um with
the exception of the uh the loading docks as people have brought up a few times. The reason that the loading dock projects were delayed um we found out first off those were numbers that were passed to me so they were a little bit low but on top of that we had to add um
civil engineering costs on top of there and completely look at the project differently. This wasn't just hiring the local contractor to come in and and help us out. I had to uh go through the formal bid process um which changed all
of that greatly. Um and then the uh other thing um that really changed was our ability to uh do the lighting um in those schools. Um as an update to that, we had an exclamation point about the
lighting problem at uh Jeff Pond. uh we lost half the lights in the gym again um because of the power situation. So, as I'm looking at replacing all of those LED lights in that school for this next summer, this summer, um I'm also going
to be looking at adding um a device in line with our power so that we can mitigate some of those power surges coming through um which have been causing us so much problem in that building with lighting. So, that's one of the things I'm looking at making sure we do because I really don't want to add
LED into a building if I know I'm going to have continual problems. Were there any questions also about those that LTFM update? >> I had a couple Dr. Mason. >> Um, yeah, I I I think around the loading docks and lighting. Um, I mean, yeah,
the loading docks are like 855,000 of our LTFM budget, which is a massive amount. Um, I guess my first question was just around like they're I think like two and a half times the cost we had in like last year's LTFM. Are these Did we get estimates to get to these
numbers or where are they just >> these are current estimates right now >> that we >> um the ones before they were handed to me so I assumed they got estimates from before but I honestly don't know and that's part of the challenge I run into with a lot of the pre-planning that was done. Um, I don't know necessarily where the numbers came from, but as I go up
and find I question them myself, um, I'll update those as I find it. So, there's going to be there'll be updates continuously for a lot of those costs, but these were exceptionally more expensive. >> Yeah. >> Yeah. >> And is it um is the need that great that
we need to do all of them at the same time or is there kind of scale in doing so? it will be cheaper ultimately or >> um to do them all at one time will be ultimately less expensive for us over the long term. Um if you were to see the dock at Five Hawks, you'd know that's
this thing's two decades past its life. Um the dock at Glendale is probably the one that's newest, but that's one of the ones that the pitch is rung on it, so it's freezing and it's going to cause it's going to tear itself apart in the next few years. And we've got a a
service road beside that one which should have never been installed. Um it's creating problems. We had a gentleman drove on the playground. Um he was confused and I'm going to eliminate that access road. It's just
it's a extreme safety concern at this point. >> At which school? >> At Glendale. >> So if you've been down by the the loading dock area, that's it's a problem. So, are these things that could be pushed off? I mean, I can push almost any project off, but I I would prefer to
get them done sooner rather than later. Part of the thing about using especially with LTFM, one of the things that I have a different approach than a lot of people do. My preference is not to do a hundred smaller projects, but to try and get these bigger projects done. Um, that
allows us to look at things a little bit differently for some of the smaller ones. you know, is there a different way I can look at funding some of those things where these bigger projects I really don't have another option?
>> Um, yeah. I mean, I think on that note, too, there were several things removed like I think the homes pool decking and dive well and there was a boiler and other things. So, >> those were all projects that were were completed um for last summer. >> Okay. So when you're looking at this one, this when I say updated, this is an
updated version of the projects that would have started this summer. >> So that's Yeah, I wanted to make sure that you got that part because it's not clear, right, >> in some of the stuff that we've been putting forward, >> right? Okay. I think last year they were in the 27 budget. So okay, we pulled
them up. Okay. >> Um All right. I think that's all. Anyone else? >> Yeah, I have a question. um particularly about the loading docks and I I appreciate you giving more explanation about the Glendale. I looked and that was planned for 2031. >> Yeah. >> So I think you know what in our district
given our financial constraints I think it's about priorities right and I I'm challenged knowing that we had this we approved this LTMF LTFM plan July of last year so approximately eight months ago. And the loading docks were
projected to be about 300,000 and now we're looking at $855,000 for loading docks. >> Correct. >> And I just I just have a hard time. I mean, I was at a school this weekend for a wrestling tournament down in Lakeville, I believe it was, and I looked at their loading dock, and I'm
not a loading dock expert, and it was cracked. And I thought, well, wouldn't that be nice to have a new loading dock? There's a lot of nice to haves. And then what what I think is really important is what what do we need to have? And my concern with these loading docks, um, doing these loading docks now, you know,
Hidden Oaks, $416,000, that's that's actually the biggest one that I'd love to learn more about why that's a priority is that we are really driving down our fund balance. And if I'm reading this correctly, it shows we have $29,000 left in our fund balance
after all these projects are completed. Is that correct? >> I would have to look at the numbers, but that sounds correct. >> And that's just frightening. I mean, we could have a boiler go out or we could have there's a lot of things that it's just frightening to be doing all these
these nice to have loading dock projects when there are other things that can come up that are important to our I mean we we've lived through four years of things happening that come up. You know what I mean? >> So, there's three things to look at when we're looking at that. First off is this is the LTFM is never meant to carry a
balance. Mhm. >> We're supposed to spend as we go >> and then that the balance that we've got there right now is because we actually overspent a couple of years ago. So we put the brakes on all spending for several a couple of years. So we ended
up with a fund balance. It's never intended to have a fund balance. Is it nice for certain things like if a boiler goes out? Yes. >> Um but that's almost an aside to that. Um, but if we're looking at the reason I put things
at higher priorities versus other things is safety is almost always safety. So if we're looking at like the loading dock at Glendale, it may look good, but that thing's holding water. It creates an ice rink. It's not pitched right. When they built it, they built it wrong. >> So it's not the loading dock, but it's
the street you're saying or >> No, it's the loading dock holds water. And then not on top of that, the dock height is wrong. So we've got um a typical dock height would be 42 inches. This one's too low. They didn't prepare the area correctly when they built it.
So, what that does is it creates a safety issue when people are unloading and loading the trucks. But on top of that, then we have an area below the loading dock that collects water and creates an ice rink down there as well. Plus, on top of that, we've got that road I mentioned on the side of that
which needs to come out. It's it's a that's a safety hazard. So, having someone come in there. So when I'm looking at priorities is for a lot of these things, safety is right there almost at the top of my list. So um boilers, it's it's a
safety thing. But there again, we're planning on doing that's why we're doing the boiler at Glendale is because they're failing right now. Today I went to the we were working on the boiler at um the Glendale boiler number one at a flame failure. We can't keep it running correctly. So that's why we've got the
backup boilers. But it's those are the types of things I consider the highest priority. >> Yeah, understandable. And what about the Hidden Oaks um dock replacement for 4? That's half of the cost, the $416,000. And do we have multiple docks at these schools? Like
>> at Hidden Oaks? Uh no, we have one dock. Um all three of these locations, it's only one dock. I No, we don't have multiple docks at most locations. Um we've got some locations without loading docks at all. Uh, surprisingly, the dock that used to exist at Twin Oaks um was removed um
with one of the expansions that we had. Um I would love the chance to revisit that in the future. Um but it's not going to happen because that replacing it would probably cost us about $500,000. So um there's no location that has two
docks. Um the dock at Hidden Oaks, we've got a couple of challenges with that one. Um there again the the slope is pitch strong so it's holding water near the the dock the unload load area but on top of that we've got they've got an exhaust
area for the sprinkler system. So they've got a port that we they use it a couple of times a year to make sure that they're it's where we drain the sprinkling system and can test it and everything else. It's actually pouring out on top of or right next to the stairs that go up to there. the stairs
are decaying and they're starting to fall apart. So, I would no matter what need to do something structurally to repair that or replace that stairway. But on top of that, one of the things that we were looking at for um hidden oaks is we don't have the room for the
dumpsters that we need for the kids. So, they're constantly moving them in and out of those places and moving them around. Well, in the wintertime, moving a full dumpster, I mean, an empty dumpster a lot of people can move around, but a full dumpster is very challenging. So, what we've got, we've
got people coming out there to go and toss debris in those dumpsters, garbage from the cafeteria or wherever. And that creates a safety concern on top of that, just for our custodial staff. But then we've got an area over by the dumpsters that was built for a compactor. Now,
compactors make sense at some locations. We've got a compactor at the high school, but at Hidden Oaks, that really doesn't make any sense for a compactor. So, originally when they were looking at the dock replacement for Hidden Oaks, they were looking at adding that compactor into there. So, we're looking
at um what I'm looking at for Hidden Oaks is actually a slight redesign so that we can have the custodians are not moving dumpsters around so that it's a much better situation for them to be able to um take care of their job without causing a safety concern for
them as well. So, that's kind of what we're limited into at Hiddoks. I mean, I could sit down with individual members if they're interested in looking at the plan changes. It's really it's going to be u it'll be a nice and very longlasting change that's been needed for a very long time.
>> Any other comments, Director Johnson? >> Yep. So, um you guys asked a bulk of my questions. Uh mine is really kind of what you already led into that we have kind of taken money from the future to
pay for repairs now. Is that what you are doing with the docks or is that money that we >> reverse that? We we took money in the past. Got it. >> And we had to pay that back. >> Roger. >> So um no my planning actually Dr. Ryder
or doctor director Ryder I upgraded you. um director and writer and I have been working very closely to make sure that we don't get in that position of overspending. Um there's something in the LTFM you'll see a couple years down the road that is a absolutely gargantuan expense. I'm looking at over $6 million.
So what I'm looking at is actually instead of spending ahead of not having any projects for that one year um to set us up for that year for that large expense. So, I'm doing the reverse of what they did a couple years ago here,
um, which was spending ahead. >> Got it. >> So, that's plan. I I I prefer to plan that way because I agree. I'd rather not spend and not have the money and have to worry about where it's coming from. >> Yeah. Quite a few very large expenses in the years ahead. And I just want to make
sure that we are planning to ultimately keep the plan as close to a plan that you have. Obviously understanding that we have random things that pop up. >> Oh, for sure. Exactly. And and as you're looking at the bottom of that, you're
going to notice that the there's a gradual increase in the amount of money we're going to be able to spend. >> Understandable. >> There again, it's director Ryder and I were looking at very carefully. Um we had to revise. That's why the next couple years are >> pitiful. But then we actually start getting into the range where um a much
more substantial amount of money is going to be available for us to start doing a few different types of projects. Um and I'll be looking at I mentioned this last year um in the spring and probably a couple other times. I'll constantly be looking at reevaluating
what those priorities should be and coming to you guys. And that's one of the things that as we've got this um finance and operations committee that I'll be making sure and engaging them on as well because this is this is my best guess at some of these things, but I
really want to have the opinion and from other people because I'm just one guy. So I I may miss something and something else may pop up. Um and I want to hear about those things. >> All right. I appreciate it. >> Director France and Oh, Director France.
and then I'll get to you. Director Smith, I saw you. >> He's even raising his hand more. >> I saw you. >> Um um I think it was two years ago or three years ago. Some of the projects you said that we sped ahead that was due to the construction also on Fish Point
Road, I believe. And so it was just easier to get a lot of that stuff done because the schools were going to be down anyways. And I assume we would be taking advantage of those types of um activities because obviously there's we
we did a lot we pulled a lot ahead that needed to get done no matter what at at at >> No. And you're exactly right in those rare circumstances. That's one of the reasons we are allowed to >> spend ahead. Um my hope is is that we don't run into those circumstances very often so that we can maintain these
budgets and keep working on these things. But in those circumstances where we can take advantage of stuff like that, yeah, I would definitely be talking with everybody about making sure we take advantage of that. >> Director Smith. >> Yes, thank you. Um, director, just you
said that LTFM does not not carry balance and I know it's something about even back when I was like a regular citizen. Um but uh again similar to director France and and just wanted to understand because I remember wasn't
there there was a boiler or something at uh at Jeffer Pond I think and and you kind of pivoted to because we had one and we were going to so you just moved that up because you had it available and you were able to kind of get to that again. that those are kind of the things that you're looking at being able to
move those things around in in real time. Even though they might have been something that were there scheduled for the future, you see an opportunity and you're going to take it. >> Yeah, exactly. Well, we what we ran into at Jeffers Pond um was unusual even for
us and Director Atkinson's correct in bringing up, you know, that was an emergency situation. We had a boiler go down. I had a boiler that we were going to install in the pool area at Hidden Oaks and I was able to take it and use it. Um so
I'm very fortunate to be able to you do something like that. Um I as we're looking at replacing um these boilers, the the new high efficiency ones are so much more reliable. Um, I'm hoping we
run into less situations like that. But, um, that's part of the reason that I try not to spend our capital all at once, too, is to make sure that we have some money available to do stuff like that. So, I want to make sure that I'm really conservative on how I spend my money. I
try and make sure that I have something available to do those types of things. >> Right. Correct. And but it is your professional opinion and your estimation that the loading docks. >> My my professional opinion would be that
the safety that would be provided by doing those loading docks outweighs a lot of other things that we could do right at the moment. >> Thank you. >> Thank you. >> Can I one last clarifying question? >> Sure. When you were reviewing the loading docks in order to optimize resources,
which is part of our strategic plan, is there um what is the room for repairing in order to ensure that safety versus when I looked at the RFP, a lot of it is just >> yeah, >> redoing, you know, like or how should I
say it's almost like I compare it to replacing a window versus re, you know, fixing a latch that the window doesn't work, so we're going to fix the latch versus taking out the whole entire window because it's nice to have a new window. And >> that's a very good question.
>> I mean, we're all we hear about the budget cuts um and everybody is feeling the pain of whether it's in our personal lives or in our professional lives, in our community. I just want to ensure that the only way that I can support a vote on this is knowing that we have
done everything we can in the last eight months, knowing that these costs have almost tripled of optimizing our resources and the fact that we're getting what we need done without doing the nice to haves versus the need to haves. >> Yeah. No, and that's a very good
question. So, I'll do it I'll answer that in two different ways. First, I'll I'll talk a little bit about the lighting project. This will lead into that as we were looking at um replacing those light that lighting. Um it's a case of there is a product out there
that um fits in the same space as a tube bulb will. It's very very expensive. Could we do that as opposed to replacing the actual fixture itself? Um yeah, we could. But there's a couple of things
that won't work with that type of strategy for that particular project. For other things, it would. For this one in particular, we've got problems with those ballasts and all of those fixtures. We've got a couple other things that are running on. So, when you're looking at overall, you're
looking at the total cost of ownership, for a better word, for the next 5 years. Um, it would be more than half of the cost of actually replacing the fixture. now the entire fixture and then pulling it in. So, as we're looking at loading
docks, it's much the same thing. So, could I go and do repairs on a lot of those things? I could, but those when those costs for in construction, when you're looking at costs exceeding 60% of the cost to completely tear out and
replace, that's when you say tear out and replace. That 60 60% cost thing. it that also comes into where you have to have an efficiency change of some type. It has to be better. It can't just be the same. If you're doing and replacing
it exactly the same, it doesn't make any sense to spend that much more money to do it. You have to do something that makes it better, better, safer, safer, better long-term, whatever those things are. But that's the same thing. Um there's a lot of things in construction
that are similar to that. 60 to 75% that cost of replacement. That's when you start looking or planning on complete replacement. >> Anyone else? >> Well, I thank you for the mindfulness and your planning and we will go to the
vote on the uh LTFM and the summer contracts. We'll start with you, Director Atinson. >> Nay. >> Director Johnson. >> Hi. >> Uh Director Mason. I, >> Director Olstead.
>> I, >> uh, Director France. >> I, >> Director Smith. >> I, >> and I am an I. So that passes, uh, 61. >> Thank you. Next up is going to be
uh, I will entertain a a motion in a second on the transportation RFP. >> So made second by director Olsen and Director France. Uh, and then I will open that to
Director Powers for any >> Yeah, just a couple of things we wanted to make sure and bring up on this. Um, this first off, I want to say I know we've got a couple of them in attendance tonight, too. Our current bus company does a great job for us. They care. Um,
they're passionate about what they do. One of the things that we've run into that we we flat out missed before whoever was doing this position, we are required to do these RFPs every 10 years. So, we missed on that. Um,
this is correcting that side of things. Now, we've talked with uh we had a consultant that we talked with to help us with this RFP. We had the lawyers look at the RFP as well. Um, and that's where we end up at this form that it's
in right now. Um, does this give us necessarily everything that we were hoping for? Maybe not. Um, but it allows us to at least start with um, this is where the negotiations, you know, if we have contractors aren't necessarily going to meet 100% of our ask and then we
negotiate with them after that point. >> Thank you. Any any discussion? Director Alstead. >> Yeah. Hi, I have a couple of questions. So, um, so how long has it been since we've gone out for RFP? >> I don't think we've ever done one as we
were looking through the records and Martha didn't remember one either, so I I don't think we ever have. >> Oh, okay. Um, has um, and if I missed it, my apologies. Um, are there um is there any
room for any kind of talk on electric busing? >> So, yes and no. Um, I don't think it would be a good ask in the contractor and the RFP that we're looking at. I think it's one of the parts that we could negotiate with or talk to the vendors later on. Um, there's a lot of
different things with the electric. There was I don't know who brought it to me and it might have been you originally >> probably. There are a lot of um moving parts when you're looking at the converting to the electric. Yeah. >> Um some of them and I talked with the electric company about this too. It depends on capacity. Um there's a lot of
different things that add into that. Um so no matter who um even our current bus company we've talked to a couple of times about the types of work we would need to make sure that we could do that. Um it's a big infrastructure investment and some of that is reimburseable, some
of it not. Some of it's got grants, some of it doesn't. >> Sure. >> Um, it's definitely something that we can talk to whoever about our I think our best chance for electrifying some of our vehicles is with the vans or the smaller buses. Um,
but I will continue to do the research on those as well. Um, every year guaranteed a couple of companies reach out, hey, there's some new incentives. And when you dig into them, sometimes they fit, sometimes they don't. Um, a lot of these incentives are built more
towards um, districts that own their fleet versus contracting out, but there's still there's a lot of incentives for just that, too. So, I plan on continuing that researching, continuing discussions with whomever we're working with.
>> Great. Thank you. Um, my last question, um, do you know of any interest so far? Um, you know, scratch that. Hold on. I had another question. um the dates um that were in our um I just wanted to double check on the
dates. It says bid o on our agenda it says bid opening scheduled for February 20th. >> So that's all been revised. That might be the old one. >> Okay. No, I figured I just wanted to make sure that what I'm looking at in the actual RFP is what I should be
looking at versus Okay. >> Okay. Great. Thank you. >> Anyone else? Director Johnson, go ahead. >> Um, yeah. So, any reason why as far as the fuel price adjustment that we
wouldn't specify a time frame, say to to get the invoices quarterly or yearly, just to see >> there are any savings coming. I'm not accusing anyone of any of that. Yeah.
But just for the on the fuel port portion of that estimate or the RFP. >> That's correct. Because obviously if we owe the that company more, we would want to be planning or see that. I don't I
don't know when the billing, right? That's not >> on me, right? But >> I would want to know that not dropped that one time and at least understand when that's coming in. And if we're owed anything, I would also want that in the same aspect.
>> I think I think that's something that we would probably negotiate with the company when we were talking about that because that's a good idea. I've never even thought of that. I mean, this is the first time I've seen anything about fuel in any RFP before. >> If I may, >> I'm sorry. Go ahead. >> Just to clarify, what you're suggesting
is that on say a monthly basis that that would be identified, the fuel over or underage, right? >> Is that what you're meaning? >> Yes. So in here it just says upon request. >> Oh, got it. >> Versus a specific time. If it is monthly, I'm sure maybe there is
something within the contract now that says monthly, right? But in here it just says upon request. >> Okay. >> So, >> so in the RFP it may say that what is in the RFP is our ask for things. Got it. we are going to want to make sure that
our contract hits the nail as to what we're looking for exactly and that will come after we understand exactly what the um the provider is able to >> follow through with and do and it can match up. >> Understandable. Appreciate your clarification. Thank you. And then one
other thing as far as the security security camera system um we control the security camera system or the bus company does. I don't think I read that anywhere. I definitely may have overlooked that. >> So,
how much can I say? Um, >> obviously, >> currently we only have cameras on our special educ No, I'm good. I'm good. I'll make sure that we're clear. >> Um, currently we only have cameras on our special education buses. >> That's the only ones that have cameras are the vans.
>> We don't have cameras on our gen edes. >> Um, that is something we're looking at changing. Is that a question? I heard something. That's correct, isn't it? Yeah, that's what I thought. Um, >> and is this RFP just for gened? >> This is for clarify both. >> This is for everything. Okay.
>> So, um, when we need access to those cameras currently, right now we have to it's a physical chip that's in a machine. So, we >> they have them on the buses. We have to request and they will get that information to us. um if we look at um a
different type of camera server or a different um vendor, we'll have to re-evaluate that as we're looking ahead. >> Yeah. >> All right. >> And there again, we want to make sure that we're transmitting any of that information very securely. So,
>> it's going to be a we'll have to make sure on the system how we do it. >> Yeah. >> And it probably goes back to the same thing you were just talking about. >> Yeah. >> Got it. Appreciate the clarification. Thank you. anyone director then >> yeah um I was just I was hoping to get a
highlevel overview of what the differences are between our current bus contract and things that you're looking to enhance and with this new RFP as well as how we can optimize our resources because we all know the challenges that we've had with the increase in transportation costs. So I did as I read
through this I knew about the cameras so I was aware of that. The GPS I believe is another thing that we are we currently manage. I don't have a full understanding of that. So, if you could give a highle overview of the differences of how you're looking to optimize resources with this new RFP
versus our current contract, I think it'd be helpful for our community to understand that >> the current contract is very different from what we've had previously with the the bus company. Um, there's several things in there. Um, what some of the things that are the same um the management of the bus company. There was
one of the questions that had popped up um over the weekend about um the types of managers that are at the bus company. All of those things align currently with what they have. Um I don't think there was even off by one position. They can have multiple people doing one thing
occasionally, but I think it's all exactly the same. Correct. >> Yeah. Um as we're looking at stuff like GPS, um we've got GPS currently on all vehicles. Um it is something it's a service that we have that we have access
to for all of that stuff. So the bus company has that we have access to a very limited number of people have access to that but it is something that we have access to constantly as we're looking at other changes in the RFP. A couple of the things that we were
looking at differently was um having the ability to have services for special education separate from services for general education. It's not that we wouldn't accept one company doing it all, but we wanted to see if there was somebody out
there that could do it differently for us. Um one of the communications that I've if there again if I'm fully intending that we're going to continue relationship with our existing bus company. So, one of the things I was talking with Kevin Barons about specifically was looking at um the
ability to add small buses versus the vans. One of the reasons they they use the vans more frequently is because it's easier to license those drivers for those. They don't need a CDL license and we would need a CDL license for the smaller buses. So, we that's one of the things that we would be looking at would
be increasing those. So that would give us the potential to reduce the number of routes that are handled by the the vans, which could potentially give us some savings on that site. So as we're looking at all of those different types of things, making sure we're optimizing
um the types of routes we're having, the um the services that we're needing. We've got a couple of students that we're picking up that are a very long ways away, and it doesn't make any sense to have a big van to do that. So I mean a big bus. So having a van to do that really does help us out a lot. So, those
are definitely things that we're going to continue to look at that we had from the previous contract that we'll be doing in the new one. Um, and then, um, like I mentioned before, all the things that we're asking in the RFP are asks when we get down to the negotiating side. Um, Director Olstead wanted to
ask, but she did not. Um, do we have other interest in there? And I don't know. >> Um, there may be >> my mind. >> No other interest, >> but there may be. You started to say it and I know exactly what you're getting at. there may be no other interest. Um it may just be us with our current
provider. And if that's the case, then we will negotiate the best we can with our current provider and and try and find a solution that works good. Um there may be lots of interest. I honestly don't know. I won't know until we get down to the day where people are
supposed to propose it for us. Um but all of these asks that we've got in there, we'll negotiate all of those things with our whoever comes forward with us. Thank you. >> Thank you. Anyone else? >> Yeah, I just had a couple more. Thank
you for answering the one. Um, I was wondering on I know on section one it references charter school and I had brought this up. I didn't know if we needed to strike that language because we do not supply charter school transportation, right? Just private. If
I may, we do for Aspen. I don't think that, >> if I may, the um I researched that and MDE does require that by March 15th, March 1st, they must tell the district that they reside in the charter
whether or not they intend to do transportation on their own or through the school district. >> Got it. Currently, right? >> Currently, that is not ours, but that is an annual determination. So, we need to keep it in. >> Okay. >> But I think it has been in the past. we
in the past because I went full disclosure my kids went to Aspen for a while and there was a lot of conversation about the busing and the schedule and they ended up finally getting on to the Prior Lake Savage bus system >> which was way better than what they had in the past but yeah so you're saying now we don't currently provide them busing
>> they're not under our contract >> oh they're not under our contract I see okay but I didn't question yeah but they distinguishing yeah okay I knew the parents did okay that makes sense um and then my second question was around
um under that section for the personnel drivers and I think it's point C um I guess you know the safety and security of our students um
uh it's on like under yeah 15 >> 15C yeah >> yeah so I guess you know always a concern safety of our students so is there stronger language uage we could maybe put in there or just reference the background companies we use or that they
should be using to follow our hiring policies. Um and like just stating explicitly like no um you know no traffic violations or things like that. >> So
>> I don't know >> there's a really hard fine line that we have to worry about with a contractor. >> Okay. So as our own employees, we can have much more stringent requirements. We can list them out, blah blah blah blah. >> We can negotiate different types of things with them, but we can't there are
certain things we can't require of them to do. Um, having a background check is definitely one of those things because they are they have to pass that. >> You don't even think it explicitly states a background check, right? So that's >> and that's that's something criminal records and
>> I don't know. I I felt like the language was a little bit weak. Um, and I guess that is my concern like because we're using a contractor, how do we make sure that they are running their employees through proper background checks and >> yeah, >> screenings and
>> the background check prog process um is pretty streamlined through a lot of the companies now. Uh, what one is going to catch, most will catch, if not all. So, I'm I'm less concerned about the background check side of things. If they're performing a
background check and we can talk to them about, you know, who they're using for that type of stuff, that's definitely something that we can work with the company about doing. >> Okay. >> Um >> or maybe in the contract. >> Yeah. And and also there there is I'm sorry, there is state law um that
governs um school bus transportation providers and the types of uh inquiries that they must comp complete. I don't know the statute off the top of my head, but there is a Minnesota statute just for that case. And I know one of them talked about if you are um in Minnesota
less than a certain amount of time, you might be subject to a different level of depth background check if you like less than 5 years or something like that. Okay. >> So there there's guidance by state and federal law and then obviously anything with our district policy needs to be in alignment with whomever is transporting our kids.
>> Okay, great. Thank you. I wanted to check that. And then is there any additional requirements that we would have for our special education transportation? >> If I may >> on the RFP, it is typical that you would use the language like you see here
because using state um and federal law and district policy is broad enough then that should there be changes, >> it it's understood. You just have to follow whatever changes. So um with regard to special education versus general general education there can be
changes and differences right so it's a matter of just having these three things pointed out state federal and district policy whatever those read then is what must be followed >> y okay perfect anyone else
>> okay hearing no more discussion I will start the roll call vote on this transportation RFP we will start with you. Uh, Director Smith, >> hi. >> Director France, >> hi. >> Director Olstead, >> hi. >> Director Mason, >> I. >> Director Johnson,
>> hi. >> Director Atinson, >> I and I am an I. So, that passes 70. >> Okay. Uh, next up will be the um loading dock RFP and I will entertain a motion and a second for that. So, made by
Director France. and a second by Director Olstead. And now I'll open it up for discussion. Um Oh, uh Director Powers, do you have anything to share on that? >> No, this was pretty straightforward. The um we have the design from the civil
engineering firm now. Um so we've got firm plans, which is one of the things that I need to make sure we can get this done and that everyone's bidding apples to apples. >> Very good. Any questions? Yeah, just a question around the timeline. So, it
referenced a pre-bid pre-bid walkthrough on January 26th and then >> um >> that one also had to be revised. I apologize. >> I don't know if that happened or if it >> I ended up hurting myself before the last push pushed everything out a little bit. >> Okay. Yeah, there is that date reference
there. I just wondered if that already happened. I also just felt generally like this RFP timeline is very tight. Are we going to get enough people to bid in three days? This one I've talked to a few bit contractors already and they're we've got interest out there and they'll we'll be reaching out to our normal
contractors. Um we've got a couple of them that I've used already for a couple other projects and they're excited about the chance. >> Okay. Three days felt like it was fast, but >> yeah, you know, the one in the board book that's been in here most of the week says February 13th preid walkth through, not January 26. That was in the
>> Yeah, that was the change over from the last board meeting. Here we're going to have study session. >> So yes, I did update the timeline on all of that. the online draft. Yeah, just in the RFP it does say the pre-bid walkthrough was on January >> 26 updated one for the current board book. >> Okay. >> Yep. >> Two weeks ago.
>> Um how many um how many vendors do you expect to bid this product project with? >> There are four already that are interested if they all put in for it. Um I would my hope is at least three. That'll give us some comparison between them. But I know for sure um
yeah, there are people that are calling me and asking me about it. >> Any other discussion? >> Okay, hearing none, we'll go with the roll call vote. We'll start with you, Director Smith. Sorry, can we um amend the motion to state we're going to
update the pre-bed walkthrough date on the RFP and accept that version? >> It it is in the in the current board. It's in No, I'm looking at it right now. It says, so if you go to the top uh right here,
>> it's the top sentence >> page three. >> Yeah, there's not a page number on here. Sorry. >> Yeah. So, within the actual RFP, >> in the pre I'll double check to make sure that's not correct. Thank you. >> That's the language. Yeah, but in the actual timeline, it's already fixed. So, >> but in the RFP, it needs to be updated.
So, do we amend the motion to >> with that date updated? I'm not sure what the new date is. Okay. So, we are going to amend the motion to accepting or to I don't even know how
to do the words on that. >> Make sure the date is correct in the >> RFP. We're going to amend the motion to make sure that the the date in the RFP is correct. Corrected. >> Sounds good. Uh, so do we need to do a a
a first a motion and a second for the amended motion? Okay. >> Can I get a first and a second on the amended? Thank you. >> Second. >> Thank you. >> And now we will take a roll call vote. Director Smith, I'll start with you.
>> Hi. >> Director France. >> I. >> Director Roll. >> Hi. >> Director Mason. >> Hi. >> Director Johnson. >> Hi. >> Director Atinson. I for the amendment to the revise the dates. >> Thank you. >> And now we're going to vote on the >> And I'm an I.
>> Now we're going to vote on the actual RFP. >> Yeah. >> Okay. >> Okay. Thank you. >> We're getting there. >> All right. We'll start with you. >> Nay. >> Okay. And Director Johnson >> I. >> Director Mason.
>> I with the amendment. Director Olstead I. >> Director France >> I. >> And director Smith. >> And I >> I So that passes 61. >> All right.
Let's move on to the next. Okay. Now we have our annual resolution directing the administration to make recommendations for reductions in programs and positions and reasons. Therefore, uh, directors coern and Ryder will be presenting. But
first, can I get a motion and a second >> by director Olstead? Second. >> Second >> by Director Johnson. All right, directors. >> Good evening. Thanks, Chair Bullion and directors. As Chair Bullian stated, this
is an annual resolution that the board um votes on and it's about directing the administration, as she said, to make recommendations for reductions in programs and positions um and reasons. Therefore,
>> we'll open it up for any discussion or questions. >> Director Mason, um full of questions today. Um I was wondering in the I don't know how to like third whereas a determination must be made as to which
it just says teachers contracts. Um would we consider updating that to staff contracts because that may extend beyond just a teachers contract? Um so that would be one suggestion and then I think at the end of the paragraph
of um cretailment of programs discontinuence of positions and celments of positions as per the board fund balance policy. I would propose adding and board budget priorities so that we just state that we're aligning to the budget priorities we we
set. Um, so I would like to make an amendment to um this resolution to make those two changes. >> We should get the I and how do we do that? >> Amend it to say staff instead of teachers as well as add and board budget
priorities to the end of that paragraph. >> Okay. Is there uh you're making a motion to do that? Yes. Is there a second to that? >> Second. >> Okay. Okay. So, now that we have a motion and a second,
is there on that? Do I have to approve? Do we have >> vote on that motion? >> Motion. >> Discussion. Okay. Is there any discussion on that? Thank you guys for helping me. >> Um, Director Cotherarn. Um, this is a language we've always had simply because
the administration makes changes to classes, schedules, almost all these affect teachers. Is there any impact on just changing it to staff or do you prefer teachers since this is primarily those programs that affect the teachers contracts?
>> I wouldn't see any impact on changing it to staff. >> Just generic. >> It's >> I would support that as well. >> Okay. So given that information um do I first need to take a vote on the
amendment? Yes. >> Okay. So, we'll start with you. Director Atinson, >> I. >> Director Johnson, >> hi. >> Director Mason, >> I. >> Director Olstead, >> I. >> Uh, I will say I. Director France. >> Hi. >> Uh, Director Smith.
>> And that passes 70. Do I have to vote again >> on that? Okay. Now, we are going to vote. Is there any other discussion first of all? Okay. Now I will take a vote on >> take a motion and a second on the amended.
>> I'll take a mo I'll take a motion and a second on the amended. >> So make >> by director Mason second. >> And director Atinson. >> Any further discussion? Okay, we're going to go roll call vote. Director Atinson >> I. >> Director Johnson. >> I.
>> Director Mason >> I. >> Director Olsen. >> Nay. >> Director Mason is okay. Or sorry. Uh, Director France, I >> uh, Director Smith, >> and I am an I. So, that passes 61.
All right, moving on to our Prair Lake Savage Area Schools Board Handbook. Um, I just want to thank the board for all the time and effort um, made in making this handbook come to life. The work started for us this past October and uh,
tonight we're going to take action. Um, I think it's something that'll far outlive our time on the board and I trust that it'll be a useful tour tool serveing uh board members now and into the future. I want to do a special thanks to Director Johnson for all your
time and effort in researching and and compiling board member uh input through this process. Um, so uh before I open it up for discussion, can I get a motion and a second to approve the handbook? >> So made. Director Johnson.
>> Second. >> Second by Director Mason. And then I will open it up for any discussion. >> I don't have discussion, but I just want to put out uh a special thanks to as I'm
going to quote Dr. Thomas here, uh the boss. Yeah. Um for all the work that that she did on this, which was a tremendous amount. And not only that, all the work that she put in with all of our 200
policies and the handbook overall, it was a tremendous help to me and I know to you as well. It was more than what I could ever say thank you for. >> And I was going to say that whether you
retired or not. So, >> and that is so true. Um, I was trying to I was trying to abide by the rules of the boss and not highlight her. But yes, Martha, the amount of time and
effort you put in, thank you, is not enough. >> Thank you. >> So, other other discussion or questions? Director Olstead. >> Yes. Hi. Uh I I third that uh for Martha as well. Um a couple of things on uh
page four. I didn't know if we wanted to amend um Laola Deago at Westwood. Um it it pains me to delete uh that school. Um but um I know we were that was going
to be the new name, so I didn't know and I know it hasn't happened yet, so maybe it's um >> yeah, >> preliminary, but I just wanted to make that note. >> Yep. >> That will reflect each. >> Yeah. >> Um and then as well as um and trust me,
I'm I'm not in a hurry there. Uh I just wanted to call that out. Um, pardon me with the page turns here. >> Director Olstead, if I can make a comment on just that part where we can update the book every year and it does
authorize >> um Martha to update that with any changes. >> Yes. >> For that as without coming to the board. >> Yep. Absolutely. We're just calling it out. Um, page nine. Um, Mr. Marshall's
name is just has an extra C there. >> Oh, damn it. >> Um, >> can you say that again? >> Just page nine under the principles and department leaders. Mr. Marshall's name has an extra C.
>> Um, couple of page turns here. I have another one. You don't realize how long this thing is until you're paging through it. Um I had one more thing.
Um under the section uh page 27, communication with media, we had a discussion about updating that district protocol and there's nothing in here. Um, and so in the space here, so I just want to make sure that we have in there
that we work with the board chair and the director of communications. I can't remember the exact language that we talked about, but >> I have it. >> Um, I just wanted to call that out. Um, and I know and I know you have it. I just wanted to make sure that it was put
in the final version. Um, and then I think that is it. Thank you. Oh, it's okay. Yeah, >> we have communication with the media and we have communication on social media, but when we're talking about the media,
we had that discussion about working with the director of communication and when we're making statements like the board chair making statements and things like that. So, it just needs to be put there as well. >> And are we good with the this the way
it's listed in the >> up there? But I think we do need to add something about when the board is when the board chair potentially makes a statement on behalf of the board. We talked about that. >> Um and just reviewing it.
>> Do you have that language? >> I >> and I do in my other packet too, but I know you >> I remember that conversation. There was even like a given within a reasonable time frame the board is to get back to a line on a message. So >> because media is under deadlines. Yeah. So >> Okay. Yeah,
>> I am putting that in an email to >> Thank you so much. >> Anything else? >> And it looks really nice. Um Martha, thank you. >> Beautiful. >> Any other comments or questions on the handbook? So now we
have to make an amend amendment, right? >> Or can we just >> I'm okay as long as those changes get made. Personally, I'm okay with it because it's fairly minor. >> Thank you. I don't need to make another motion of me trying to amend a motion. Thank you.
>> Uh we we'll start with a roll call vote with you. Director Atinson >> I. >> Director Johnson >> I. >> Director Mason >> I. >> Director Olstead >> I. >> Director France. >> Nay. >> And director Smith >> I.
>> And I am an I. So that passes 61. Okay, we have no policy at this time and um administrative reports. Administrative reports. >> Well, I just want to echo Thank you,
Chair Bullion. I just want to echo what's happened so far with um Martha just in my short time of being here. Um every district has a Martha and this district has an amazing Martha. Um, and so just in my short period of time here, she has been a valuable, valuable
resource for me. Um, it's kind of funny that she usually stops into my office uh on these days and tells me, "Don't forget to say something about this person retiring." And lo and behold, she did not stop into my office to remind me to say something about this person retiring today. So, um, she's not going
to get away with it. So, I just want to personally thank her for all the time and effort that she's, uh, donated to me these last few months since I've been here. So, thank you, Martha. >> That's exactly what I was going to say for my administrative report. One one uh
extra layer is I appreciate um how clear Martha is. I'm not confused about what she's communicating to me ever and that helps me be more effective in nearly all of my interactions in the system except for with the HR director. >> Thank you, Martha. Oh, thank you,
Martha. All right. Um, we will move on to our early learning report and we get to hear from assistant director of early learning, Gina Miller. All right, I have to get this tech going and I've not used this.
Don't know how to get my thing to pull up. Martha's gonna come. >> Thanks, Martha. Thank you again. Thanks you again, Martha. >> So, you have to do the uh this you do this twice.
This Let's turn it on. Here we go. >> All right, we got it up. >> Yeah. >> Uh, thank you, Chair Bullian, directors, and Dr. Thomas. I have the privilege of being up here to speak for a large group
of people and to share with you about our early learning. And, um, our theme is learning begins here. So, I'm super excited to share this with you. Um, a little bit about me. My three kids grew up here. They all graduated from Prior Lake High School. Um, I have over 30
years of experience as a teacher. Let's not think about that. Um, I have been a special educator, a general educator. I've worked at the district level. Um, title one, MTSS, ADSIS, learning supports, kind of a lot of different things. I've been an early learning leader, and I was most recently an
elementary principal. super excited to be here in Prior Lake in my home doing this work. So, I got to work with Christy and Liz and our communications department to put together a new logo that kind of encompasses who we are in early learning to make sure it's really
clear to our community and to everyone about who we are because sometimes you interact with us with just a portion of it and to see it all together I thought was really important. So, I'm going to go through these a little bit. our early childhood family education. Um this is where we partner
with families. This is where we do that really critical work and many of our families start in early learning and our friends forever. Um maybe some of you have had that experience. Um it's led by licensed parent educator and a licensed early childhood teacher. Um last year we
impacted 321 children were enrolled in our early learning our ECF programming. So far this year we have 80 classes offered this year. Six one-time workshops and three community partnerships have been built this year. So, we've had a really exciting year so
far. I'm including some statutes because everything we do in early learning in each of those buckets is guided by a whole lot of statutes. I may have missed one or two. So, I just want to put that out there if you find one. I did my best to make sure I had included the ones that I'm super aware of, but it drives
how we provide our service, how we're funded, what we can do with it, what we can't do, and what's the goals. So, when I come to our next um chunk of service is our early childhood special ed. And sometimes that's how our families get to
meet us. We serve students from birth all the way till they go to kindergarten. So, in that early intervention, that birth through age three, that's called part C. and we really coach families. We're going into the home into those natural environments and really working with families around
a family service plan. Then once children age into age three to five, then we're creating a typical individual education plan, an IEP that we're most useful use to and we meet those child's unique needs. Sometimes in community partnerships, sometimes they're in a
community child care and sometimes they come in to Edgewood for Circle of France preschools. Um last year in our birth to three program we had 50 students and 188 referrals. A huge part of our job is child find and it's extra big in early
learning. This year we've had 59 kids so far. That was the end of January in our birth to three and 136 referrals. 27 of them alone were the month of January. So it's been very busy. The statutes for early childhood special
ed could go on forever because it's all encompassing special ed. I just highlighted a few of them, our birth stage three, our part B, and our child fine statute because that's such a big work of what we do in early learning. And we have different case load rules based on birth to three or three to
five. So I added that in there as well. Early childhood screening. This is where um Chair Bullion when I did my practice one saw there's a statute that specifically calls out the role of the school board. So I'll show you that on the next page. Last year we did 555
children were screened. So this is a welcoming health and development check for children starting at age three and it's supposed to be done before they hit kindergarten. So we're we're talking about their growth, their learning, their social emotional skills, and the goal of that is to help parents connect
parents to resources to support their child, whether their child's on track um age- wise or if their child might need some additional support. Our goal is both of those. So this year so far, we've screened 340 children and we've expanded into two child carees. We've
gone into child's cares to do a couple screenings. So, here's those state statutes. And the last one is the schoolboard responsibilities. Here's our big one, our circle of friends preschool and pre kindergarten.
So, we're a four-star parent aware um rated preschool. Um our next slide I have how we're um rated and how we prove that to the state. And so, we have preschool for threes, pre kindergarten for fours. It's play-based whole child.
Our goal is really to use our licensed teachers to develop children's love of learning. We want them to love learning, build some social emotional skills and get ready for lifelong um success in school. Last year we had 331 students in
our circle of friends preschools. This year so far, it changes lots. We have 313 children of 60 of whom are at our um Jeffers Pond Nature based PL program. Here's some of those statutes. There's more there.
We are lucky enough to have some voluntary pre kindergarten seats. So, that's called out there, too. A lot of our um preschool is is guided by um the statutes around age and time and all of those things that we have to take into consideration in order to use them
efficiently. So in doing that, we really wanted to align with our age placement with Minnesota state statutes and the MDE guidance around who is ready for kindergarten. So what we've done is we've really defined preschool for children who are age three by September
1 and pre kindergarten for children who are four by September 1 and kindergarten readiness is defined by the state as children who are age five by September 1. They don't need to know anything. And the state's been talking about that since I was a leader in early learning
way back when. So, this is not new information, but it's really important for us to think about who is ready for kindergarten. You have to be five. That's it. You don't have to know anything else. So, this coming fall, registration opens on Tuesday. So, we're very excited about
this. Next this fall, we'll have full five days a week programming for nature at our um Jeffers Pond location. We're a leader in nature-based education for preschool. Back when I was a director in a different program, I called Jeffers Pond to do some training with my
teachers. So, it's kind of fun to now be um working with that team. And we will have a section at Edgewood as well. And then we have half day five days a week, morning or afternoon for four-year-olds. And in our preschool, it's half day, three days a week or two days a week for
those little three-year-olds. In addition, um we've had a class called Little Lakers. Um it's kind of confusing because we have a Little Lakers monastery in town. So, we're changing the the name to step into preschool. And um this is for those kiddos who turn
three September 2nd through December 31st. They're not quite old enough for three-year-old preschool, but mom and dad would really like to have something and get them started. So, that's what this is. It's a little bit of a shortened day and we're combining parent education with that.
The future it's super exciting in early learning. So we are expanding our outreach into community spaces. We have classes at the library at Village Commons and we have desire to do a lot more. We want to reduce barriers to access. We want to make sure we focus on
how do we make sure families and children get connected with us. And we want to meet families where they are. If they're in apartment buildings, if they're in community centers, we want to meet them there and invite them into this space. One of the places we're going to screen is a space where a bunch
of families feel really comfortable and we want to go there to screen because if we can start to develop that relationship, we can maybe get them into preschool. And then we want to strengthen that early learning to elementary transition. I'm fortunate enough to be able to work with all of the elementary principles and it's been amazing.
So summary, in the 2425 school year, our early learning team served more than 1,200 students in the Prior Lake Savage community. We're not just a single program. It's actually really comp complex and we're the front door for Prior Lake Savage
area schools. Um it's where relationships start, inclusion starts, where children and families are connected, learning begins here, and it begins in early learning. Thank you. Thank you so much, Gina. You're welcome. Thank you. Does anybody have any
questions or comments for for Gina? >> Oh, no. I'm I had the pleasure of serving on the committee and I just have to say your staff does an amazing job and um you have a really great program. So, thank you. >> Thank you. I'm very proud to represent them today. >> I love that it's the front door.
>> It's a it's a good front door >> to our district. Yeah. >> It's pretty amazing, unique place. >> Yeah, it is. I've heard non-stop wonderful things about it. I've seen it in action over the years and it's grown and it's become more and more mature and
more and more well known and thanks to the work that you and your staff have done. >> Thank you. I'll share that with them. >> Thank you. >> Thank you. >> Oh, Director Smith, sorry. >> Sorry. >> My apologies.
>> No, I just wanted to as as a parent who gave um basically all of the pillars that you just just gone through. Um it was an incredible difference that that it made in in the life of my children and my and
my wife. So um so a lot of love for for all of the folks over there at Edwood. um happy to be serving as the the district member for for the Edward building and um I I just I I can't stress enough uh as somebody who has gone through each one of these different
programs um how impactful it is on on the lives of the children and the parents. So, thank you for everything and your time. >> You're welcome. I've told my staff many times since joining them in July that they're a unicorn group of people and we're super lucky that they're all here together >> and it feels like yesterday. We're
circle of friends, graduates too in our family and it feels like it literally just happened. >> Um, but it's such a testament because, you know, it's everybody there is just >> wonderful. So warm and loving. Everybody's just stu super student centered. >> Yeah. Privileged to work with them.
>> Yeah. Thank you so much. >> Thank you so much. >> All right. Next up is board reports. Um, we will go around. Does anyone have any board reports? Oh, sorry. Student report. OB, please give us your student
report. >> Um, I just wanted to first give a shout out to Martha. Um, you've made this you've made the transition of being the student rep really easy for me. So, I appreciate you for that. And then even when I go out to basketball or hockey
games and I see you helping out with all the tickets, that just shows how much of an impact you have on this community. And so we really thank you for all you do and appreciate all your efforts. For student council, um we had the
opportunity to collaborate with our unified club this past week. We held a dance for kids with special educ um special needs and so that was really fun. Um I know all student council had plenty of fun. There was food, music, and it was really just a great event
overall. And coming up on this Wednesday, we actually have our winter carnival for elementary and middle middle school students. And all those proceeds go to the Makea-Wish Foundation. And so we're very excited for that. We also have our dodgeball and girls basketball um tournaments coming
up. And we have our winter fest coming up on the 24th where there'll be a hockey tournament, live music, and sledding. And so I invite all you guys to come out to our events if you have the time. You know, we've been working really hard this past few months and so
it would mean a lot to us if you could come and show your support. For sports, our girls hockey team is doing really well. They just beat Chaza and are heading to the section semifinals. So, that's huge. And then boys hockey plays East View this Thursday for senior night
at Dakota Ice Rink. Girls basketball, they're playing away the next three games, hoping to finish the season strong. And our boys basketball team is actually the opposite. They'll be playing at home the next three games and they're actually ranked fourth in the
class 4A right now. So, big ups to them. We have we had wrestling sections last Friday. They had um JV Nationals and so really good to see those JV guys compete and finish the season strong. And then
they also have uh meet against meet at Rose Mountain this Friday. So go and support them and that'll be huge. Dance team finished this past Saturday scoring as one of the top point point scorers in the state. And then also we had 14
athletes sign their national letter of intent this um past Wednesday during Laker time. And so it's going to be huge for those athletes to play college sports and we're excited to see where they end up in their collegiate care careers. Finally, um, wind ensemble is
playing at the high school right now for their mid- winter convention concert. Our national honor society had a blood drive this past Friday and our speech team actually held a meet at the high school on Saturday. So, there's a lot of things going on at the high school. You
know, usually February is a month where, you know, it gets dark early, it's cold, you know, people don't really want to do things, but, you know, we're doing our best as Lakers to be busy, stay active, and just try and enjoy our high school
experiences, and, you know, just make an impact on our community. >> Thank you so much. >> Any Yeah, Director Atinson. um on this end of the table if that's okay, >> please. >> Um first question, anything going on for
Valentine's Day? I know you guys did some fun things last year. Not to put you on the spot, but >> Yeah. So, usually we do um roses and so this year we're going to be doing like a hot cocoa cart and then also candy canes during lunch. >> Yeah. >> Wonderful. I think everybody can use a
little kindness in their in their world today. So, thank you for that. Um, I'm looking forward to attending my first policy meeting this Thursday at 7 a.m. So, uh, looking forward to that. Um, I can't stop without saying thank you to Martha. Um, I'm, you know, I I also have
to reate it's it's not only has it been a pleasure working with you here the last three plus years on the board, but it's just such a joy to see you out at the student events, and I really hope that we'll still be able to see you working um, out at the events within our community. So, a sincere thank you from the bottom of my heart. you've been a
pleasure to work with. Um, and then last but not least, um, as we're as our administration is talking about different changes to programming and budget cuts, um, as a board, I'm looking forward to learning more about these changes um, and how they really align
with um, our B board budget priorities that we put together. Um, I believe it was last December, we voted on our board budget priorities. So looking forward to learning more about how admin's proposals align to not only to our strategic plan and but also to our board
budget policies. So thank you >> Director Johnson. >> Um yes, just one or two things. So I want to give a special shout out to our speech team this last Saturday. Not that you didn't do a great job by the way.
Um, but they hosted over 800 students on Saturday with 150 coaches and judges. So, it's a huge thing. Um, so congrats on on hosting and having everybody here. So, that's a great job. Um,
>> state wrestling tournament is coming up in a few weeks, so that'll be great. Um, and then finally, um, we've got the Polar Plunge coming up. >> Are you doing that? >> I am. That's great. All right. And there's a couple other ones of us that
are doing it. >> All right. Uh if anybody else wants to join, I'm sure we would >> love to see some more. I think uh Dr. Anderson is gonna going to jump in the cold. >> I've done it twice before. >> There you go. >> Really working on positively thinking
about doing >> That's right. That's right. Uh, so, uh, Director Mason and I will be will be >> pumping in the lake. >> Plunging for a cause or whatever reason. >> Freez for a reason. Thank you. There it
is. >> Yep. And I'm doing it twice. So, yay me. >> And twice in one day. >> Yes. >> Okay. >> Yep. >> We'll be thinking we'll be thinking about you, Director Johnson >> and Director Mason. I hear.
>> Yes. Um, no, I appreciate you bringing that up. I I would just encourage the community if you haven't supported a team, there's plenty out there, I think, within our schools and and administrators and teachers. So, um, encourage that. It all supports our great amazing unified program. Um,
nothing really from the other finance committee is tomorrow morning. So, um, the timing of that and I wasn't going to say thank you to Martha because I was told not to, but thank you, Martha. Um, I truly appreciate all the help that
you've given us, just everything from onboarding and all the assistance over the last year. So, thank you very much. >> Yeah, I got my new speech merch. So, I'm wearing it tonight. So, congrats to the speech team. That was pretty cool um to volunteer that day, too. So, that was
really neat. Our high school was just full of people and full of kids and they were dressed so nice and they were just adorbs. So, um congratulations to them. And I wanted to pull Martha's retirement off the consent agenda so I could vote no. Um, but I don't think she would have
liked that either. So, as everyone has said, Martha, it goes without saying, but I'm going to do it anyway. Thank you um for everything. Um, TAC, we met last week. Um, I won't steal everything um because Director Frans and I sit on
that. Um, but I will uh touch on um CAP. It was really interesting to learn about that and I know we're going to learn about it in our study session. Um, and that was that uh had some really good discussion and questions. So, I'm really looking forward to actually hearing a lot of that again because it's it it's fascinating to me. Um, so thank you for
that. Um, Southwest Metro, I've been I have had this on on the desk for a couple of weeks now because I wanted to make sure I showed it off. Um, we heard from um the Waconia Transitions team at our last board meeting. Um, and these are students who um made these wonderful
ornaments that they sold. And then we got some as board members um as a nice little treat. And I just thought they were beautiful. Um, and we learned all about their program, which was great. But it was in the context of the conversation of um, IEPs and how
Southwest Metro locations are starting to do this where they're studentled. And I thought that was really, really interesting. It's still a group decision, a team decision. Um, but it really, um, the students, they really get a say. And these are older students. Um, but they get a say. And some, um,
made PowerPoint presentations and really came to their IEP meeting like full of confidence, which was honestly the whole point. Um, but I just thought it was a really great presentation on how they're doing things. Um, and that was Waconia as well. um voted wanted to share that
and we had our organizational meeting and um voted in a couple of new officers and a couple of returning officers. So um that was January. So that's it for me. Thanks >> France.
>> Um yes. So as usual, we'll start off with uh thanking the uh boss Martha. Um, and you know, I met Martha almost 12 years ago when I volunteered to be part of the original technology committee.
Um, I've seen her at the games, seen her at the events. Um, um, I can't say enough. I don't know what we're going to do without the anchor. Uh, I I know you also know where all the bodies are buried. So, um, please leave clues, uh,
to whoever tries to help you, uh, help help in that position because I don't think they're ever going to be able to live up to everything that you've made it. As well as, um, um, just, you know, everyone depends on you. I've seen you at every retirement, teacher retirement
event. Also, you've been the person that, uh, that organized that, that made sure the board was on track uh, over the years. um hit us over the head when we needed it and uh appreciate it. It's it's definitely you're you're definitely
it's definitely going to be a loss. Um, on other notes, I went to the uh Jeffers Pond uh um uh pre-wax museum uh event where the kids came up with
environmental uh ideas and changes to make their school uh better. And what was so exciting about that was that they actually did it in conjunction with um kids that were kindergarteners. So, as the fifth graders came up with their
projects, they had to make sure that those projects were going to be continued by the by the younger uh generation and that they were signed up and on board. And it was an incredible show of teamwork. Um, and some of those
ideas were truly amazing. And I I assume that when they go through their wax museum, I'm not sure if it's already happened, and they earn money, that one of those projects is something that's going to live on. And hopefully that whole idea of what they did this year will also live on because it was incredible. uh the curriculum committee.
Uh we had the we had a brief update on ANI, a brief update on the read act and an update on the prof professional development committee which I did attend um last week and that was an amazing uh experience and I learned a lot and I
love the way the ideas and everything and how it was organized kind of took into consideration everything from kindergarten through high school. Um, and it was it was a very good experience. So, thank you for letting me be part of that. Um, the other thing
like we're going to talk about is CAPY. Um, and then Minaps. Minaps had their endofear openhouse, their endofear presentations on their business projects. I sponsored a business project again this year and all I can say is uh that program is amazing. It just is
amazing. Um the students when you first start off with any of the business projects over the years um they start off kind of not knowing what they're kind of doing and following an outline and by the end of it they've learned to research. They've become champions for
their own ideas. They their presentation skills grew from um you know basic high school to better presentation skills than what I see in the business world. Um, so hats off to the teachers, the
organization, the structure, and u, most particularly the students who put in the work. So that was pretty exciting and we're on to Shark Tank. Um, I have jumped multiple years in a row. I have no intention of doing it this year, but I am supporting and I hope everyone
finds a team, be it a teacher, team, uh, a local community or whatever to support the, um, polar plunge. Good. Director Smith.
>> Uh, yes. I will briefly thank because and I guess I don't know any better. So, I'm just gonna thank for for everything and especially troubleshooting tonight because a little bit of difficulty joining as it
was clear. So, uh Martha, thank you for everything. Um, yes. Uh, the first uh my first supposed to be finance committee was was tomorrow um Florida. So unfortunately I will I will not be able
to attend but um I'm looking forward to uh following up and um getting what I can and and uh maybe following up with Director Mason just to kind of again get caught up on on anything that is discussed there and that I miss. Um,
uh, Superintendent Thomas mentioned it, but the, um, I was able to attend the finance town hall last week. Uh, was really really uh, encouraged by the by the turnout and the number of people
there. There were um, even think there weren't enough tables for everybody. So, as as Dr. said uh please RSVP just so that there's an idea of uh are going to be there so they can plan accordingly but uh it's a good problem to have right uh more people showing up
and more people having interest is always a you know going to be a a good thing and I was uh really impressed with the conversation and again really encouraged to see so many people uh interested in what's going on in our schools and and and wanting to
give their feedback. So, um, I have toured a couple of schools as I mentioned. Um, Edgewood is one of my district assigned buildings. I'm not going to be able to get there until later this month. I did go out to my other building, Lola Um,
I also um Well, so I also visited um Red Tail Bridge and I was able to visit uh Glendale um I think last week as well. Um, so, you know, just a couple of things that
I've observed on on some of those um on some of those visits just because it's it is something that we've talked about and again it's it's been up tonight when it comes to um our enrollment and our staffing levels and um authorizing the district to make
those decisions. you know, it it seems as I have toured schools and as I've as I've talked to administrators and as I've talked to specialists and and um and folks there, you know, it really seems to be from from my eye and um
operations stand I mean the it's more of a fragmented service delivery. It's not so much the staffing itself. It's just um we have specialists serving very small groups in short instructional blocks and then traveling to another building and that's that cost time and
transitions. So, um, so I just want to be really careful when we're talking about, um, what we're seeing as as needs and and again, um, these are just the things that I'm observing when I go into the schools. Um because again it just at
leago there was English language uh specialist that was that had five kids for 20 minutes and then another five kids for another 20 minutes and then had to go to Jeffer's pond. And it just again it just seems really um inefficient. And that's not to say
anything about the the specialist. She's doing everything she can but um but it is a reality that that our district deals with that is um could be improved. Um so there's that
piece that I just wanted to again um bring up from uh from those visits. Also, one of the things that uh was brought to my attention at uh Red Tail Bridge was um they're really struggling with uh getting substitute pair of
professionals. So um putting out a plug for that if there are um folks that are interested in um I believe it's the Kelly schools I think is the um the substitute output that we use. But um again uh when they have pair of
professionals that are out it sounds like the pair of professional substitute is a really difficult thing for them to um for them to to fill and and again those when those needs are not filled it's it's going to affect the um the children that are there that day. So if
there's anybody that is interested in that, you can contact uh principal Yutzer for more information. >> Very good. Um and I guess uh I will close the I'll add my board report um
with uh echoing all of the sentiments to Martha. Um Martha, there are not enough words to say thank you and for you. I I swear you work 24/7 365 and you always
say but it's fun. I'm always like Martha, you don't take a break, but it's fun. And and you you carry that spirit in your work and um it is going to be an enormous um uh
I'm not going to say loss. I mean because I know that you're going to be around. Um, and I also want to just say uh a personal thank you just for the support you've given me um throughout all the years and trying to step into
this position as chair presiding your your peace and understanding of all of the things board has helped me so much and I want to say the the best is yet to come Martha. I I can't wait for all the fun that you're going to have going
forward. So um uh next I will touch on the town halls. Um I also attended and was just thrilled by the turnout. Um so please I encourage everyone to attend if able. Um one of
the things that that I really uh enjoyed was our table time at the town halls. Um, we just having the uh community uh just we had guided questions and and and things openings for people to bring
things up. And uh one of my encouragements was um seeking information from the district directly from the district. And a a an example that I shared as um you know even
sitting on the board um of education uh the information from the district to me which I'm part of all the time by the time I'm communicating it out it's already lost a little bit in translate
in translation. So I share that um just to really encourage people to seek the information straight from the district. I think it is the way that we can all be on the same page and I think it really it best serves. Um so uh next thing I
wanted to share was that on the 29th of January, I attended uh the community ed advisory council meeting and I always leave so encouraged from that committee. Um the com the community ed just does exceptional work in serving every age um
in our community and so many fun and educational opportunities. I got to hear the dry run from uh Gina Miller on on the Edgewood presentation and so I'll skip that part, but um saying that the that Edgewood and all that it does is
the front door to our district is is been my experience. Um my family started in uh with the ECF um uh offerings and have created lifelong friendships and relationships that uh have you know just
it's what makes this community so special. So thank you for that. Um Dr. Thomas mentioned the AMSD legislative uh session preview that we attended last Friday. um and we were able to stay after for a presentation um on something
that's called the dignity index and um I believe that it'll be introduced to to all board members uh later. >> There may be an opportunity >> there may be an opportunity for more information on that to come. Um but the dignity index is about easing divisions,
preventing violence and solving problems. um offering practical ways for taking the tone of dialogue from contempt to dignity and um in a culture uh our culture that not only sells contempt for profit but
also has um well Lisa was um presented that there's an addiction to contempt. Um I believe this work is extremely important and I think it it just can serve all areas um everybody. Um so a
statement that struck me on Friday was um winning fights and losing America. Uh it they said that we're all blaming the same enemy and that is each other. Um I have a deep gratitude for the project.
Uh similar to work of uh um braver angels. Um and while I might personally uh get it wrong at times, I commit to staying engaged in this work and doing my best to keep my focus on teamwork and what best serves our district um
students, staff, and families. So with that, um, future events, uh, no school, grades E through 12, February 13th and, uh, February 16th. Um, and then our next study session will be February 23rd here
at the DSC at 6 p.m. Um, and so I will now, uh, entertain a motion to adjourn the the meeting and transition into a study session. So made by director France,
>> second by director Mason. And that will be a roll call vote with director Smith. Starting with you, >> I. >> Okay. And director France. >> I. >> Director Olstead. >> Hi. >> Director Mason. >> Hi.
>> Director Johnson. >> Hi. >> Director Atinson. >> Hi. >> I. And we are adjourned. 70. >> Take a break. We'll take a break and then we How about let's take a five minute break. We'll come back for a study session. Part: 2
is a perfect. Thank you everyone. It's been a little bit more than five minutes, but we had a nice little recess and now we are ready to go into our study session. Um Dr. Thomas, purpose and agenda.
>> Thank you, Chair Bullan and members of the board. Um this evening we got two we have two topics uh that we're going to cover. Um and if I if I may, I would like to request to um start with attendance and behavior. We have some staff who who have been here all evening
and if we can maybe get some of our school-based staff um up ahead of that and then we'll go into the midyear assessment report. Um those are the two areas that we'll be uh in discussion with this evening. >> Very good. >> And uh we'll have Dr. Dr. Zambush um talk a little bit about our attendance
and behavior and then we've got some of our school staff for some contextual conversation as well in terms of uh what we see on a day-to-day basis and some of the efforts that they are doing in the building to support. >> Good evening, Chair Bullion, uh members of the board, Dr. Thomas. Um I am here
to talk about um attendance and behavior kind of a mid-year report. Uh this was supposed to be in the last one. Um I apologize. I was very ill. I could not not attend. So, thanks for your patience and um allowing me to give this presentation this evening. Uh we do have
a number of um principles and deans in the building here. And if that you have questions specifically about how things look from an operational lens, they're really the folks that can tell you more about that. Um so, I'll start with the data presentation and then we'll kind of
go from there and see uh where our questions lead us. So, um I'll start with attendance. I know that I've presented on this before, uh but over the last couple of years, I I'm losing track of time. Um
year and a half to two years, we've been working to refresh our attendance codes. Part of this was um you know over time legacy codes or codes get created and then other ones aren't needed anymore and we don't necessarily have someone
kind of cleaning up um and reorganizing all of those things. Um some of these things you'll see on our old code list. We don't even have programming for those anymore. So um the other thing we noticed is that we had some differences across sites. Uh we also had some um
specificity to our old codes that we didn't think was necessary. Um so all of this led to uh really uh need to refresh the whole system. Um so what we did was worked with every single um dean at every level to understand which ones we
needed, which ones could be rolled into others. Um and there you can see on the right hand side uh the refresh of the codes um that we're using uh K12. Um this doesn't en encompass early learning. Um but these are the K12
codes. And then um those columns on the right hand side if it has an X next to it that indicates that that level uses that code. Um so what this has allowed us to do is to um streamline. We also have had some other programmatic areas that wanted some codes for specific
purposes. Um, so this really allowed us to kind of uh reset our whole system and make sure that we're all on the same page. Um, one thing to note is that um, attendance is tracked differently by grade level. Um, elementary attendance is taken twice a day. It's taken in the
morning and the afternoon. So there's an AM attendance and a PM attendance. um in secondary it's taken um in every class period. So when we're comparing pure numbers across elementary and secondary it doesn't quite work um to compare uh the exact numbers because we're really
looking at uh just a different set of uh number of times a student's attendance is taken during the day. So I've I've um presented these kind of chunked out by different levels so that we can kind of see uh level by level uh what the trend
is looking like. Um so I'm suggesting you kind of look at one um in a bit is of isolation compared to the others. Um we uh I also want to be clear that while we've done this massive recode, we need
a little time to kind of um you know level out and make sure that we're all um using those codes. We are um you know working on a more consistent cleaner reporting process. Um and sometimes
there's going to be um this is for attendance and behavior. Sometimes you there's going to be a little bit of noise in the data as we write or or um find the balance in our new system. So this might be I think is more true as we
get to behavior. Um but sometimes um we may just need to be uh working on collecting data more consistently or um you know using the codes correctly. So the attendance is tricky um because of the massive amounts of recoding we have
done um it's really hard to compare year year-over-year um and so um and like I said before these charts are really intended to show patterns um this doesn't tell us individually what's going on with um individual families and
students that's really um the work at the site level and so um really the intention of this is to to show patterns over time. Um, what we look at is to see, you know, does something jump out at us as something that's a major systems change that kind of indicates
that we may need to pay closer attention to something. >> So, for our attendance, >> I ask a quick question before you begin. So, have these codes been going for this school year? >> Yes. >> So, from day one? Yep.
>> To present. >> Okay. Thank you. >> Yes. Um so at uh at each level we basically classify attendance into two categories excused and unexcused. Uh so the purpose of this chart is to really show the difference between um those types of
excused. Um this is at the elementary level. Um the reporting is by month. Um this is a common way of reporting this. One um contextual factor is there's not exactly the same number of school days in every month. Um but this is kind of an ability to see it um consistently
throughout the year so far. Um you can see that at elementary uh the vast majority of our um uh absences are excused and um that's a common pattern in elementary. Unexcused means, you know, we've attempted to contact
families and and we don't have an excuse um listed in our um in our files. In terms of unexcused absences, um there's really three categories within um elementary. So, um we indicate
whether um they're they leave early, they're tardy, or if they're absent and it's um unexcused overall. So, you can see in general that the tardy is an area that we have higher numbers than leave early. Um, so you know this and again
this is a conversation you can um talk through with the deans but this could indicate you know some trans transportation challenges or other things like that that they work through as they see these come um come through their data set. >> Do you want us to wait till the end to
ask questions or end the slides? >> Um I think if it's related to the data you can ask them now. If it's related to more specific processes at the school level probably wait. >> Okay. Yeah. related to the data on this. I was just struck by the number of leave early unexcused, especially in
elementary when parents are signing them out. Um, what is unexcused? Like is is there something that classifies as unexcused? If you're picking up your student, is it like, you know, if you're gone for a vacation or leave early for a sporting event, is that considered an
unexcused or >> I think that's where the site can help us. Um but yes, there are certain things that are excused and unexcused. Um it has to do with how much you've already been had excused absences if you've had a certain amount, but also there are
certain activities that are classified as unexcused. Okay. >> Um so yeah, I think that would be better if we could talk to the um deans and principles about that. In terms of elementary excused absences, you can see um these there are other codes, but the
other codes are very small numbers. So, I wanted to just start by showing you um the major reasons why students have excused absences. One example, there's a funeral code that is used very very infrequently. um that's not something that I felt was
necessary to show on on the chart because that's not something that is um taking much of our data and we're just kind of cluttered up. So these are the major reasons why students would have excused absences at elementary. Um one of the things um I I think is pretty
clear December had a higher number of illness. Um that really has to do with the student being sick versus um out for another reason. parent request uh typically has to do with vacation. Um so you can see October and December have higher parent requests at elementary. Um
my hypothesis would that that would be something to do with the MEA break and winter break. Um that parents would increase parent requests around those times. Um appointments are any sort of doctor or dental appointments. Um and then there's excuse um leave early
excused and tardy excused. Uh moving on to middle school, um you'll start to see as students get older, um I think there's just a little bit higher of a proportion of the unexcused um coming in because as we think about attendance, um you know,
when you're at elementary level, it's really kind of a family measure on is the student coming, is the student being picked up, dropped off. as students start to get older, um it starts to become more of a measure of um a combination of the students decision-m
and the and the family. Um so that's just something to keep um in context. Uh so a little bit more unexcused at the middle school level, not a ton. Um but you can see um there that our highest um absences were overall in October and
December. Um similarly um in so because we don't have because they take attendance at every period we don't have a leave early or um an arrival late because they're either there or not there for a specific class.
Um so here you can see the difference between an unexcused absence and an unexcused unknown. Um that diff that differentiation I would also probably need to refer to our deans to talk more specifically about that difference there.
um slightly different kind of top reasons why students are absent in um middle school. We start to see student support service coming in. That's if a student needs to go see a counselor or another service provider within the school. Um and school activity uh starts
to become a pretty big um reason why students are absent uh in the secondary level. Um so you can see in October and December there was also a high amount of school activity absences. Um and similar to elementary illness
biggest in December and then um parent request around holiday breaks. Um here's for high school. Again you can start to see that unexcused um creeping up a little bit more um as the students get older.
And um again, if you want to know kind of the difference between the unexcused, unknown, unexcused absence, um that really has to do with whether we know the reason. So sometimes we know the reason and it counts as unexcused. Sometimes we don't know the reason. And
I think as the students get older and we get into secondary, it's harder to kind of track down that reason. In elementary, generally our front office knows the reason why a student isn't there or leaves early or comes late. um that becomes harder and harder as we um as the students get older. So, we just
have a bigger um number of unknowns that we we can't track down the reason why a student doesn't attend a a class or a day of school. >> Um excuse me, I have a question on that. >> Um are these all actual full classes
missing or are these tardy more than 15 minutes or something with the unexcused? >> These are full classes. >> Okay. Um in terms of the excused absences, um it's similar to the middle school. Um again, student activities become a major
reason why students are not um in class as the students get older. And um yeah. Okay. Any should should we answer questions about attendance first before
I talk about behavior? Okay. This is a um democratic process here. Okay. So, what um what questions do we have about attendance before we move on to behavior? >> I have questions slashc comments if that's okay.
>> Um first of all um I just want to so looking at our attendance it's obviously it's reported to MDE as well like as a total it's we also report it to MDE and so um it's something that is really near and dear to my heart and Dr. Thomas always says cheeks in the seats, right?
Kids can't learn if they're not here. One of the primary reasons I ran for school board is some of the challenges that one of my son had in in high school. And I just want to say thank you to Dr. Bez and to the leadership at the high school because numbers don't lie. Back in 2022, our attendance rate was
71.3%. And now it's at 79.8%. So it's increased 10%. I also know as a parent who had a kid in their district in 2022 and I have a son in our district now there's been some dramatic changes up at the high
school on what we're doing to encourage students to cheeks in the seats be in the classroom. So I would just love to hear um a little bit from Dr. Bez if that's okay with you. I don't want to put you on the spot, but I'm assuming that's why you're here. Um about sort of what are the positive things that you've
done in the last three years that has helped to improve that 10point um attendance rate and then before you after you're done, I'd like to talk about the middle school because that's where we haven't seen we've actually seen a decrease in numbers and maybe there's some learnings that we can learn
from the high school to the middle school that we could um that could be translated in our district as well. So, >> you know, the philosophy is trying to change behavior. So, you try to make relationships with kids and find out what the rationale is for why they're it's that same conversation. You're
going to be more successful successful if you're there. So, uh we really look at any discipline as a try how do you how do you use the least amount of discipline to change the behavior in a positive direction. So, uh, you know, welcoming kids in, uh, you know, just being careful when they are coming back
cuz sometimes we sometimes make those little comments that we think are, oh, it's, you know, hey, we're good to see, we're glad to see it. And just trying to again kill them with positivity and try and build those relationships so they see the connection to being there and being successful because you could be there and and get by, but if you're
there, you're going to, you know, you're you're punishing yourself. So, it's trying to do those things. Uh, yeah. And trying to get everybody on board doing that. the PBIS type ideas of just again trying to catch kids doing the right thing and trying to reinforce that and
uh trying to use incentives for you know hook kids into what do you like to do so if you got to be there to participate in your activities and and all those things so uh that's what you know what I would say and then you know you're looking at the 71 I'm looking at you know sometimes
we pull them from different categories because I think ours is at about 90 you know about 91% But depends on whether you're pulling it from campus or what what piece you're pulling it from. But uh that's what we try to do on a regular basis. And the deans do a big big part
of that and we've been trying to uh you know tie in tie in the grades and just connecting with parents and you know that tough piece. So we were just talking back there. I'm going do you what do you call an unexcuse? What do you call an excuse? because you try to work with the families because you don't
want to be in this, you know, this little fight, you know, cuz sometimes people feel that they have a reason why they're pulling their child out. But we will if we're finding that the parent sometimes needs help because the kid is maybe a little more forceful and, you know, they just need some more support and sometimes they'll say, "Hey, hey,
can you call in on an excuse? Can you work with can you help me here on this situation?" So, it's better if we have that positive partnership with parents. >> What about like sis? Oh, my might. What about what about systems you've put in place? Because I I know we've been so
>> having the deans call them down at, you know, like when you start getting to like five tardies or five absent, you know, we start we started just pulling it back earlier. I'd have to look at the exact number, but they're intervening earlier and trying to call kids down on a regular basis. So, they're constantly
meeting with kids. Like I did an observation the other day on a dean and they were just calling kids down and having conversations and they'd be looking at their attendance and looking at their grades and just tying that all together and you know when kids are making positive gains they congratulating them on that. And then we've been trying to do more recognition
like student of the you know student of the week and get a goofy picture with your dean and it's usually kids that you know have been having troubles and made made changes and you know just trying to rec you know recognize them so that they're like oh hey this is a I always tried to tell kids don't dig
yourself a hole. The the best way to get off the radar is just do what you're supposed to be doing and then people aren't on your back. So, uh, you know, it's those conversations over and over and over again and having the teachers do the same things and then being out in the halls and doing the sweeps, too, because, uh, right after CO, we had a
lot of kids, uh, everywhere that were kind of present but absent, meaning they weren't not at school, but they were just kind of wandering. So, uh, having that having those hall monitors and having people out and about and just making sure kids are where they're supposed to be when they're supposed to be there because you asked about is this
tardy or is this absent? And >> there can be a little bit of that >> that game too. In a big building like ours where we have kids on open periods >> and we have uh and I have 800 kids, you know, for an hour and a half out at lunch, it can be easy to kind of, you
know, drift into an area where you're not supposed to be. So, uh, just trying to catch those things and tighten those things up. >> That's wonderful. I think from a parents standpoint, I mean, my my son went to a dentist appointment and I forgot to call him in and he got called down to the dean's office. So, it's definitely
something that I'm I'm seeing um as a parent and um holding kids accountable to being in school is really important. So, so I appreciate that. >> Well, I appreciate hearing that because we get sometimes get discouraged because you you feel like you're chasing the you know, there's some things that are problems that don't have solutions. They're just problems that you got to
continually work with. Like every year you get another group of freshmen and you would think that they'd be different, but they need to grow and mature and you know, you see some of the same issues over and over again. So you're like, man, am I making a difference or not on some of this? >> I think you are and I appreciate the parent partnership. It's really
important. So thank you. >> Appreciate that. >> While you're up. >> Okay. >> Um I had the same qu Whoa. This mic works now. Um the I had a similar question to Director Mason in terms of
Can you just give a couple of examples? And I know you you're just high school and then maybe the middle school too about unexcused unknown like what would those what are some examples? >> Well, sometimes you can't get a hold of the parent. So you you're trying to or the kid says I'm going to clear them up.
You know we because we'll mark kids absent then we say hey we're not always perfect so you can clear that up. So sometimes they just haven't been cleared up yet because sometime it's the sheer volume. I have one person that >> kind of is the tend attendance person. So, we're some there's some that lag
sometimes and it's like and there are some parents that aren't as receptive or have challenges or maybe just aren't in the picture. So, it's hard to get a verification. You'll keep calling and keep calling and and uh you know, sometimes there's some that just aren't
in the position to to call back at that time or I hate to say it but have kind of said you deal with them. you that doesn't happen a lot but sometimes it does and uh you know you you'll step in and you know help keep trying to encourage the
kid. >> Yeah. What about at the middle school level where they don't necessarily have their own car >> and I don't know if you know this, pardon me, but we do have the middle school deans here. >> Yeah. No, that that would be great. That Sorry, I didn't I didn't mean >> I think Dr. Visa could answer for the
middle school, but they're here >> and they've been waiting. I appreciate your mail. >> Scooters now. >> Yes, they do have scooters. >> Thank you. >> Thank you, Dr. Basic. >> Thank you. >> Sure. >> Gosh, it's nice and loud now. >> Well, good evening everybody. Um,
>> we'll do just do really quick introductions. My name is Zach Hot. Um, I'm the dean of students at Twin Oaks. Um, I've been here, this is my third year here in the district. And then I'll let Rachel introduce herself. >> I am Rachel Offis. I am the dean of students at Hidden Oaks. This is my first year here, fourth year as a dean.
now as a dean in another district before coming here. >> So I think that I'll go with director Olstad's question first. I think you're asking a little bit about those unexcused unknowns, right? A lot of those for us are coming when families aren't communicating, right, about when
a student's gone, right? So when a staff member takes attendance for the day, right, and a student's marked as like absent, it kind of shows up as this kind of unknown piece. It's not automatically an unexcused unknown. And so we're trying to do everything that we can do to communicate with families about that.
And so that's going to look like our administrative assistants send out um an automated email every day along with an additional infinite campus email every day that goes out to families. Um we have that an attendance email that's set up at the middle school level in both buildings so that parents are able to
communicate both right through a phone call and through that attendance email. And we try to catch as much as we can right through through that. Um, but there's still times where it comes into an unexcused unknown. Um, and then in
that case, both of us are reaching out individually to families, right, to try to get those pieces cleared up. It might be just for a period, right? It might be a kid got pulled for a band lesson and it forgot to get marked in Infinite Campus, right? It might be for a kid was gone for a whole day for a doctor's
appointment and parents just forgot to reach out. And so that's working through our phone calls, working through our cultural liaison, sending out emails, um just trying to continuously communicate with families. Um I will say that unknown unexcused is a new code at the
middle school this year. And so that is something that we have both been working with our teams fairly recently actually like in the last couple of months to make sure that we are all very consistent on how we're coding that. So, I think back on one of the previous slides, it had kind of looked like there
was a large number of um of those. The blue one, right? Whatever. I can probably go back to that. >> Um yeah, the unexcused absences right there in December. That was us really working with our team, right, to kind of go back. So, we had gone back and done
some recoding cuz in previous years it had just been coded all as unexcused absence. We now reserve that for truly it was a oversleeping, right? Because that's a a miss the bus kind of oversleeping. We still expect you to be in school. We reserve those for that
kind of absence, unexcused absence. And the unknown is when we still don't know why. So oftentimes we have it in there, but we're still working with families reaching out trying to get it done because for you know all of our systems we need it to be kind of in that category of excused or unexcused.
And then director Atinson, I think you were asking a little bit about systems, right? >> Yeah. And just to to clarify, um the numbers that I pulled are from MDE and they're probably a moment in time attendance, Dr. Bisk. So I mean just moment in time, anybody can go to the website and and pull attendance. In
2022, it was 81.5% of kids are attending. >> Yeah. >> Um and then and in 2024, it's actually dropped to it was 76.2 in 23 and in 24 it went up a little bit to 78.9%. So just trying to understand um >> Totally. >> No, I know you're you're fairly new, but
like >> Yeah. And I think even the year you're talking about like when it started to swing up was I think the first year that we had a dean in each building. >> And um that was my first year. And I know one of the big things that we tried to do with the previous dean and myself were really look at our systems that
were in place because we also had counselors, additional counselors in each building. And so what we've been able to do with those resources is we have attendance teams in each of our building that meet weekly. Um so mine meets tomorrow morning, right? And we go through we have a spreadsheet of kids
and we are going through and tracking, okay, this kid has been gone x number of days. Have we sent our first, you know, notification to the family because we also know that when students are in school, right, and they're in school regularly, that leads to those better
academic outcomes. So, we want to intervene early on those conversations. And so, we're notifying parents at like 5 days. Hey, your students been gone for 5 days for any reason, right? We're we want to just have that on your radar. And so, we have those communications. Sometimes those are going out via email.
Sometimes those are going out from a phone call from a counselor, from myself. But, we're trying to work as a team to do that. And then, it's helpful on that team as well. We have our district nurse and we have our social worker on there because we also know that our kids come from a variety of different situations, right? And so we
want to have those me people as members of our team to be able to, you know, consult on those pieces, right? Give us some additional information on the kids and then we work together as that team to make sure that we're constantly in communication with families. Um, another thing too that, you know, Rachel brought
from her previous district that's been helpful this year is we're working on tardies. And so we started that quarter two where we have been um as deans tracking tardies, pulling students down and having kind of weekly conversations with a cohort of students as we look through those tardies and really trying
to kind of build up um you know their capacity for their awareness on on when they're being tardy, how do they get to class. And our own internal data showed that from quarter 1 where we kind of had a large amount of tardies to quarter two, we were able to decrease that. And so we're hoping that as we continue this
throughout the year and in pre in in upcoming years, right, we're able to help, you know, slowly chip away, right, and build some of those positive habits in our kids um through those conversations >> else. >> Um feel free to answer. It might be a a
Jay-Z question. Yeah. Um >> how how far back can you go to edit? So, say you have, right, you've got a a family and they come back a week later, 10 days later, a month later to correct something.
>> How far back can you go >> to correct those things >> in the current school year that we're in? >> Okay. So, at any point? >> Yep. >> So, we try to be really flexible with our families. Sure. >> Right. Um because we understand that there's different situations, right? And so I think that's part of our our piece
with families is there there's situations that I've learned about where it's like, okay, we're going to go back to last month because I've been trying to communicate with you, but we don't have the correct contact information. You changed phone numbers, you know, so we want to be flexible with families there. >> Okay, cool. Thank you. >> Yep.
>> I did have one more. Is that okay to come back to me? >> Absolutely. >> Um I didn't know um and this is either for uh Dr. ambush or anybody else, but have we seen and I know that you know January is not in here yet. Um, but have
we have we noticed even anecdotally that there's been some increased absences? Probably I would imagine unexcused um with increased ICE activity or anything, people being scared to come to school. I mean, and I know it's kind of
hard to quantify right now. I I 100% get that, but I didn't know if you've noticed anything. >> Yeah. And we do, you know, we we have that piece of it. And I think what we're where we worked really hard as working with our cultural liaison, right? Continue to work with families, have
those conversations, right? And be understanding of where families are at as well, right? And so I think we've I know of I wouldn't say that it's huge, right? But I know of a handful of situations. >> Yeah. Okay. And >> I think that lends to a question I have.
Um, we have a both a policy 503 and there's Minnesota law that um, guides the Minnesota compulsory attendance laws. >> Um, one of them is basically that a student who is absent for 15 consecutive days must be withdrawn. >> Um, and then there's also um, students
under 18 who have a combination of seven unexcused absences will result in a referral to Scott County Human Resources. So I'm assuming that those are the same policies and guidelines that you're following regarding these unexcused and working. You mentioned five. So I just wanted to make sure I
mean five is not far from seven, >> right? Correct. And five is actually >> I would hope that you're getting involved before five >> 100%. >> And five when we talk about five that's excused absences. So you kind of so these are unex seven unexcused. So that
child could have seven unexcused and six excused. So there we guide when we say like the fiveday we say we know that they their family has communicated those five days. So we have that lens but then we also have they haven't communicated these seven days as well.
>> So that could add up to 13 days total which then pushes you know the next level of 10. But yes seven we look at both of that too. >> And even with that as well in statute we are actually required at 3 days of unexcused to make that notification to families as well um uh via a letter. And
so we are that's part of what that attendance team is doing is we're consistently tracking the data and I think that team has been pivotal because it's helped us stay on top of that. >> Um and so those pieces are all in there and there's actually just to kind of add on to that cuz I think it applies. Scott
County also has a truency diversion program. It's called their path program and so that is another piece that we work very closely with referring students there. Um, typically that happens right when we've kind of exhausted our resources and there's something else going on there. Um, and that kind of even comes in before those
seven days often, right? So that we have outside resources. Treehouse is maybe a program that you've heard of that often comes in and works with our kids in building and it's been a a tremendous resource for us. I >> think partner partnering with parents as early in the intervention process as a parent who's been down this path is is
is is really important. So yeah, thank you. >> Yeah. else. Anybody else? >> I don't know if I truly got clarity on my question around unexcused, I guess. And I don't know if we have anyone from the elementary level here, but like how
would we have an unexcused absence as far as leaving early, right? When we have parents signing them out >> in policy and in our schoolboard policy in 503, it's like, so if I'm leaving, I'm picking up my kid to bring them to a sporting event per policy that says it's
unexcused. >> It's unexcused. Okay, that's what I was wondering. And vacation, like anything like that that isn't like a doctor or whatever. Okay. >> And and we do have elementary folks here, the team from Red Tail Ridge, in case you want to call them out of the
bullpen. >> Speaking about policy, is there anything knowing the policies, is there anything you'd recommend that we could enhance that would make your lives easier, better, help support kids? I'm just asking is something you can think about and bring back. I mean we review the
that's our job as a board review policies. >> I find it coming from a different district how you we have one set policy for like K12. >> Okay. >> But in Prior Lakes's policy they have like an elementary section and a middle
school section >> and a high school section. >> So that's just kind of so that's how we knew about elementaryaries. I was like wait why are they? So we we looked that up. So that's something and you know just overall with coding at my previous district you were either AEX absent
excused aux absent unexcused. So I my team always gets really conf they're like why are you talking like that because you're either green or red but then with kind of looking at ours it's you have parent requests and illness and it's just hard to manage all of those parent requests as well >> for attendance
>> right and I would just say thinking looking back to the list um Dr. Zumbush, if we have changed the coding of our unexcused and excused, we need to change our policy because they're not they're not mirroring as I'm looking at them right here. Um, the unexcused parties
and absences. I'm not seeing there's a lot of these that are excused that don't align to the policy. It's some So, I think it's something that we need to circle back on. Well, it says unexcused examples are running late, oversleeping, a malfunctioning alarm clock, missing the
bus, shopping, visiting friends, a haircut. Those are all unexcused, but in here, I don't know if that exactly lines up with some of these for they're excused. still unexposed.
>> That hasn't changed. >> Yeah, they're just a little different than what was listed on the first page of our presentation. So, I just want to make sure there's alignment. If there's changes with the coding and the alignment, then we need to update our policy to ensure we're we have the accurate um of, you know, to help do help you guys do your job more.
>> Yeah. And let's bring we'll bring that back to our teams and get back to you guys on that because I think that would that's a good idea to even just look at it. So, thank you guys. bring forward in particular. >> Anything else on that dental? >> Um yeah, thank you for the examples. I
think that shows um the nuance to this data and how you know that September um component it out of context without the middle school deans explaining that was a change and and you know we're putting systems into place. You can already see that by December they've already um
adjusted for that. So it's a complicated data set um and it's a continually changing one. Um so we will um this was the first effort at refining them. I think there's a lot of people that would be happy to even further consolidate the
codes. Um but that will be something that we can think through over time. Um we have the similar process with uh behaviors. Uh we had um kind of similar to excused and unexcused. we have behaviors that fall into majors or
minors. Um ju I want to um so we did do the same process where we were um refining could we roll multiple codes into one uh into you know could we roll three codes into one could we do some consolidation um and and we did that
process there uh one thing that um and I think if you have questions with deans as well they'll um they'll affirm that behavior data is very complicated because it both reflects a student behavior But it also reflects um how the
do adult responds to it. Um so one singular student behavior could be interpreted or documented differently by different individuals depending on um you know and we try to get make make sure that everyone's on the same page and we're coding similarly. Um but just
inherently um it's it's a complicated data um component because it both reflects student behavior and adult response. Um I also want to indicate that um while we
are looking at um changes over time, one of the things that can happen is uh we could maybe get better at documenting our practices. So it might look like our behaviors are going up. Um that could mean that we're actually doing a better job of doc documenting um behaviors that
are already existed. So that's where I think the context with the deans and what happens on a daily basis at the site is really important to um take into consideration. Um when we think about minors um these are not uh especially um more at the lower level but I think
across our whole system minors are really used as opportunities to teach students and majors are too um but minors really the purpose of those are to um have a learning opportunity for students and and to coach them. Um
that's not necessarily a purely punitive um indication there. Um, and then trends over time and severity are really what we're trying to look at to see um whether major things have changed over time. And this one um I was able to
cross reference codes um historic codes and previous codes in order to show some um uh some change over the years. Um so here is our elementary behavior incidents. Um this is basically two and
a half years of data. So, um, two years ago, last year, and then, um, this year up until December, you can kind of see here, um, the cadence of majors and minors. Um, the vast majority of our incidents are minors. So, it's that
coaching opportunity for students to to learn um, about a certain behavior and to um, improve over time. Um I also then took them and overlaid them so you can see them year on top of each other. So it's basically the same
data but it's the sumitative um number of behavior incidents and I overlaid. So in the purple is two years ago in the teal is last year and then the yellow is this year so far. Um my takeaway on this is that the trend looks fairly similar.
I know that we can, you know, there's there's individual differences we could point out by month, but um in general, I think we we're seeing kind of a similar cadence um so far this year as we've seen um in previous years. Um at the middle school, this is what it
looks like um the same um by month two years ago, last year, and this year. Um again, most of our incidents are minors. Um and we're just we're looking at that trend over time. I think um deans would probably uh
say that around breaks and near the end of the year is when you know we have that uptick in in behavior incidents at at school. Uh similar similarly this is the trend over time. Um we did see a shorter or a
smaller um lower start to the year but then an increase in October. And again we would have to have a discussion with the deans to talk about what they saw at the site to see whether that might be a change in practice or or something that happened um with student behavior.
And then similarly at the high school um same data here. Uh you start to get a little bit more majors. I think as we get to older students, we have higher expectations on what students um you know know and be a
kind of know right from wrong a little bit more. Um they have higher expectations. Um so you have kind of more majors as the students get older. Not I mean it's still more more minors and majors but um kind of goes up a little bit as we have higher
expectations for students. Um and a pretty flat start to this year. Um, so overall, as I'm looking at these trends, I don't see anything that's like drastically different um, from previous years. Um, but it's very nice to have the codes all cleaned up and to know
that um, we have a better system moving forward. So, I'll pause again and see if there's any questions um in terms of behavior data
>> to uh start with elementary schools. Um is there I know we've talked a lot of about the K through three discipline. Do you think there would be a difference
within the data if that were different? And I understand that that's a hypothetical. If anyone is even willing to answer that, that'd be great. >> You're talking about exclusionary discipline. Yes.
>> I don't think it codes No, it that that wouldn't code any different in terms of um the behavior or the severity of the behavior. Um, and then my next one on the elementary, what does what is a major like? Can you give me an
example? It's just hard for me to fathom. >> Yeah. So, if we we go back here. Um, not >> I understand what that says, but like >> Yeah. So, >> do we want to hear examples? >> It's a It's a fight. It's an
altercation. It's a phys. >> Oh, perfect. I really just wanted to, you know, we we signed shine a light on Principal Bezac and then the middle school, you know. Well, my name is Adam Brandell. Um, been the dean at Red Tale
for about 5 years. Uh, majors, here are the categories. Defiance, disrespect, major, disrupt, disruption to learning, fight, altercation, harassment, leaving the classroom or building without permission, physical aggression, uh, severe technology violations, theft, threats, or property damage. So those
are the categories that we put them in. Lots of times it can be repeated minors. So if if it's something that they've been working on and working on and then they feel like they need to take it to the next level, they'd put it in as a minor or as a major. >> Would you see that more of a repeated
thing as something that you see often or just more of a one time occurrence? >> More of a one time occurrence. >> Right. >> Excuse me. >> Sweet. >> Thank you. I have a I was say I have a question. um about more about reporting data
>> and um so of those mo majors how many of them are reported to MDE because like we have um MDE you can I'm I'm kind of a data geek sorry but I've been tracking our discipline um data for since 2017
and I know the codes have changed and um that's important to understand but I think what's more important is to see the data of which ones have we've seen a really big increase in >> and So I'm trying to understand when when you say major are those all being
reported to MDE or they're very specific and I and I I question whether it's everyone because as a district for example we have last year we had 90 or no 2023 because MDA data lags there was 95 fights as a district. So that's what
I'm trying to understand um how the data is actually reported and more importantly it's not just about the data but like who is reviewing the data and what are we doing how often is it reviewed and like what are we doing to help like put processes in place to to
help those kids you know what I mean >> yeah I'm not really sure about reporting to MDE >> I'll clarify one thing >> um one thing that I did not put in this presentation I'm happy to include moving forward um there's a whole another category of data with behaviors that is
our response data. Um so that would be what we do as a result of the the behavior. Um my understand I believe what you're referencing is probably the EUARS data and that has to do with suspensions um >> the whole category of things. >> Yep. So that would be more related to
the response and um that reporting has to do with you know lost instructional time and things like that. Um, so that would be um a different kind of category of reporting. Um, and I believe that has to do with um suspensions and um
expulsions. So that's >> that's super helpful. So you're basically saying what gets reported to MDE is only like if there's a suspension correct >> to that level. Yeah, >> that is incredibly helpful. Thank you. >> Okay. um over time if we want to include the response data again that's a whole
another category of of information but um yes this is for our internal purposes um MDE is tracking something for a different purpose um so that would be the distinction >> well I think for me it's important to understand trends over time you know what are the what are the things where we've seen big increases and then also
where are we seeing decreases like what type of systems are we putting in place to help our students whether it's with the where do they need more support or you know what are we yeah So >> sure. So sounds like you kind of wanted to know our systems for handling behavior and helping with behavior.
>> Yeah. So >> and like Yeah. How often are you guys re, you know, reviewing the data and understanding which kids need support and all that kind of stuff. >> Sure. So Barb and the social worker and myself at our elementary work almost weekly to circle, you know, circle
around and figure out which students need help and we work really closely with the classroom teachers. We put a lot of systems in place like things like check-in, checkout, which is um we usually end up with a behavior form and that's tailored specifically to the student what what the teacher feels that
they need. We work at the parents and then they fill out that form daily and like with me they'll check in in the morning. We'll set goals for the day and then they'll check in in the afternoon and we'll see how they did based on that form. Um we that's a really effective
one. Um we do uh social stories. So when kids need specific things we tailor a story to them. Um I'm going to do this thing to be successful. This is a thing that I struggle with. when this happens, this is the the result or the consequence. Uh
we do social groups with our social worker and um individual problem solving and coaching. >> Awesome. >> So, lots of that. I've got seven in check-in, checkout right now, and I start to collect them at about this time of the year. So, >> I love the goal setting. That's awesome. I think it's really helpful for them.
>> Yeah. And then the reward is uh is usually a not a not an item, but like time with a friend or time with a teacher or a special person in the building. >> Yeah. Those are the kind of things that like I like to hear about cuz perhaps that can be replicated in other buildings. You know what I mean? >> Yeah. And every building pretty much does the same thing.
>> Sweet. >> Thank you. >> Yeah. >> Thank you. Any other >> I um Sorry, >> we got a couple. >> Yeah, just >> we're going to try to be mindful of >> Yeah, of course. Um just on the middle school, I I noticed that it looks like 2025 is quite high compared to the prior
couple of years. And I know you mentioned maybe that's just more reporting, but um I know we've also like put several initiatives in place, a PBIS, we have GPS, we have the cell phone policy that we put in place and um you know we added staff of course to help address some of this. So what are
how are we kind of measuring those changes or like is there any explanation for why we were seeing the increase in the middle school do you feel like? >> Sure. And I think that's also something that we were a little um perplexed by as well. And I think that's just that's an ongoing conversation with Dr. Zush
because our >> prior to coming here, the data that we're looking at for this school year is actually showing a decrease >> um from what we saw in a previous year. So we just want to have a more of an open discussion on that. And that's just something that we're going to see is maybe there's something we're looking at that's wrong, right, that we want to
look at. But I think we've also, you know, tried to put in a lot of different like similar systems, right, to kind of what you heard from the elementary school as well to be supporting kids. But yeah, we're actually, we kind of from what I'm seeing, it looked like, you know, 20, what would that be? 23 24
we kind of started to see >> it was here. We saw a spike last school year and this school year from what we're seeing is kind of going down right now. >> Okay. Yeah, it looks like it definitely has gone up this fall. So um and then like related to that like are there any
you know I have middle schooler so I hear a lot about this age but I think a lot of what I hear is a lot of the issues on the technology that we have. Um do you see a lot of that or are there improvements that we can make on like our iPads that our kids have and trying
to keep them focused in the classroom. It's an ongoing battle, right? >> Because I think it's it is it's an ongoing battle because it's a teachable moment, right? We see that with our kids, right? Where especially on the iPads and different things that we're seeing whether they're, you know, playing a game during class that they're
having access that they're they find a way around to, right? Or whether they are deciding to message their friend and their Gmail account, right? Oftentimes innocent things, right? We're trying to have those conversations, have those teachable moments with kids. um often encourage staff to start with that and
then sometimes if it becomes too much it trickles up to our level and we have those conversations with kids have those conversations with families. Um, we also have additional systems that we can put restrictions on those iPads. And so we do I know in at Twin Oaks I have a
handful of kids right now who have just had a number of violations, right? Where they need that extra support to be able to say, "Okay, this is a struggle for you to focus right now." So we have a code on there that only teachers and the adults have access to to let them into that. And we don't say that that's for
the rest of the year. We put a time limit on it, right? We earn it back. We say, "Okay, for the next four weeks, you need to show us that you can follow these expectations. There's some responsibility you have, and after that period of time, and you've shown us, hey, you can earn this back. We'll try it again." Um, and so I in terms of
other things that the board can do, I don't necessarily know of other systems or things off the top of my head, but I think it's a very age appropriate, developmentally appropriate thing, right? Whether it is uh doing it on your iPad, whether it's passing notes like I did in school, right, to the back of
like the bus, right? Those are those are age appropriate things. So, we just continue to work through those challenges. >> Yeah. I I was like even specifically thinking, are there policy changes around like the lunch period, not having iPads at the lunch table or things like that that would be helpful? I don't know.
>> Yeah, those are things we could definitely look at. I would say anecdotally since we really put the the cell phone policy in place last year, we have noticed a huge just increase in the chatter in the lunchroom, the talking in the lunchroom. Yes, there are students
who are on their iPads, but I would say it's not the majority. It's probably less than 10%. Um, and for some of those students, that's their >> their recharge time, right? That's the way that they recharge. And so I've enjoyed the flexibility of it, but I also enjoy the
>> the chatter and the positivity in the lunchroom. It's a really good thing. >> That's really good to hear. >> Thank you. >> Yeah. >> I just wanted to say thank you. Um first of all, I'm sure that you know the documentation and stuff like that and the breakdown of the data. Um the
granularity of it and the more conciseness of it as you guys get used to the system is really going to help >> and I appreciate the effort that uh everyone has made. kindergarten through high school and putting the system together and I'm sure it's going to get tweaked over time as you see things and
as you include things, but that's what's going to happen. So, I appreciate it. >> Yeah, absolutely. And just to kind of to comment too on what you were saying about data, we review this monthly with a team of teachers, our PBIS team. Um, and I know, you know, Rachel, we're
we've started at Twin, but I had a little bit of a head start. We have a student leadership team. Um, so I actually bring some of this data in a very small format, right, to students to get their feedback as well on what are you seeing out there? Does like your experience match what the data is showing? And then what are ideas that
they have to kind of help um both engage with students and review those expectations, but also to incentivize the positive things, the reteing of the behavior that we want to see. Um, right now the kids are turning in their Pride tickets to dye my hair a color the first week of uh March. So, we do all sorts of
things, right, to try to get those positive behaviors. >> Thank you so much. >> I think that's a Laker pride. >> Yeah. >> Yeah. Thank you for everything you do. You guys have tough jobs, so thank you. >> Thank you for being late, too. We realize it's late.
>> Yeah. Thank you so much for this conversation. And I think um it it's you know both behavior and attendance are such a um community um metric and it's something we can all work together on. So, um I am grateful
that we went into this data coding project because I've gotten to know um the whole system a lot better and um I appreciate the offer to come back with um any sort of you know policy or procedure change that um the deans and principles think would be beneficial to
their sites. Um so I can commit to that. Um yes, I do think we'll have some changes over time. I um I've kind of put into place we don't change things mid year. So we'll do a review at the end of this year and then possibly make some modifications over the summer. Um but
just for the sake of some sanity um we're just kind of keeping them all the same um this year and then doing an end of year review and then we may um have some tweaks again. But um I think having um this um conversation and partnership
is really important um to to all this data. So thank you so much for staying late. I know you guys have to go to bed. >> Um >> thank you. >> Okay. So >> thank you. Let's get >> All right. Well, it looks like next step
is adjourning. We are going to um I'm actually Is it not going to >> We have one more topic. >> 28. >> Is it where >> we jumped first to 20B? >> Jay-Z's ready to leave it. >> Thank you.
>> Not even close. >> Attendance and behavior. What? >> Okay, I think this is the last item. >> Okay. Um, midyear data review. Um, this was um asked last year and this year as
well. Um, last year I believe it came a little bit later. I I looked it up. I think the presentation was in March. Um, so this is very preliminary. We actually um we the data has probably changed slightly from when I pulled it till now because um we're still kind of making
sure that all students have completed um that midyear uh fastbridge assessment. Um so I will just um kind of go to high level on um what it's looking like and then just a reminder for fastbridge data. Um the purpose of FastBridge is to
give teachers and um schools and district level feedback on you know what's working pockets of success. Um so that's really the purpose of it. I think um you know it's what we have available to provide um to you all in terms of a
mid-year update. Um but the use of it really is for that continuous improvement process at the site level. Um just repeating uh Dr. Thomas's data beliefs that we may not um get any answers from this but uh as we saw from
the last um presentation it it it helps us have a good conversation. So um we will move on to um the purpose of fastbridge is to give a screener. It basically indicates whether a student um has a risk factor in um the main areas
of math and reading. and we use it for a lot of different purposes. We look at whether interventions are working. We look at growth trends. We look at um you know individual classrooms where we're seeing really great outcomes and trying to figure out what might be going on um
there. So it's it's a multiaceted um purpose to to per to giving fastbridge. Um I will talk um a little bit about the shifts that we saw this year of the requirements due to CAPD. We have a very heavy assessment year. So trying to um
make some difficult decisions on how to adjust our assessment system kind of mid year in order to um provide necessary relief and then um knowing that we actually have to kind of rethink it all for next year. But I don't think that's
a tonight problem. Um okay. So, one of the things we did um to to relieve some pressure this year was to um uh remove the requirement to do kindergarten, first grade um math data midyear. Um that's a one-on-one collected
assessment. We had a very difficult time with it last year. Um we paid for a lot of subs. There was high illness. Um lots of different reasons. Um but that was um not collected this winter. So overall our A math which is the overall math uh
screener in grades two two through nine um we saw a slight increase overall um of students who are at risk. So um if you remember the line basically indicates that um indicator between whether the student is at risk or not at
risk. Um purple means that they're on track and pink means that we need to take a further look into what's going on with them. So, um, and then the the different, um, the darkest pink is the highest concern
area, then lighter pink, then dark purple, then light purple. I don't make the um color choices, but so purple's good. Um, I just uh pulled uh the data by grade. So this is um on the left hand
side of the chart you'll see the number of students that are screened out of the total number of students and the percentage screened. Um the the numbers in Fazbridge are not perfect. We it's um there might be students who you know are no longer attending. Um but but for the
most part you can get a sense of um the percentage of students that we have screened. Um in second grade we saw um that increase there. Um and third grade stayed the same. uh fourth grade we saw that slight decrease um as well as fifth grade. Um
just to look at previous year's data, we do typically see across the board a winter dip. Um and then oftentimes it rebounds in the spring. Um so that's a common trend that we've seen over the last um lots of years that we've had basically since we've had fast bridge.
There tends to be a little bit of a winter dip. um in sixth and seventh. Um this is obviously at the middle school level now. Um a slight decrease in sixth and in seventh as well. And then um slightly
less for 8th. And then um we chose not to um collect the data at 9th grade this year because of CAPD. Um for reading uh we did do the kindergarten first grade. Uh this is a requirement of the readact. Um so that
that has to happen three times a year. Um so you can see in our early reading uh a slight increase. Um we have a number of teachers doing using pilot resources. Um but we wouldn't have any sort of indication. I don't I don't
believe that putting that into place in the fall would immediately show an outcome um midyear. And then a slight decrease in grades 2 through eight. Um I just want to indicate that grade one um that low completion when I pul
lower completion when I pulled it um was due to Lola has a whole another uh set of assessments um that they have to do in Spanish. Um so they were still finishing up the the English screener there. Um when I pulled the data
and then that's second and third grade, fourth and fifth um sixth and seventh and then eighth and then again um we did not collect it in ninth grade because of um the the
pressure of the CAPD assessment. Should I pause there? Any questions on FastBridge before we go to >> is there a reason the seventh grade reading percentage is quite low?
Um part probably also partially because of >> yeah because of capy as well. Um that would probably be a factor there. >> Um I think as we as students get older too um you know there's
>> you tell us an elementary student to take an assessment and they do it. Um I think as you get older it's it's it can be more challenging. Um so it's probably a combination of a number of reasons. could also be absences. >> Um I have a question
>> for the sixth and seventh um middle school math um assessments. Are you doing fast bridge testing on any of the students who currently are opting out of CPM math? >> We are not. >> You're not. So this data would not be reflective of of their >> No.
>> Do they How about MCAs? Do they take MCA scores? They do take MCAs but not FastBridge. >> Correct. >> Okay. Any other questions before she moves on? Okay. Um, CAPY is a new requirement that we had. Um, we kind of got late warning
warning um of the requirement to to implement it this year. Uh I did do a more extensive presentation at the TAC committee this week. Um but just wanted to loop you all in a little bit on to what we have on our plates in terms of assessment this year and why you know
we're seeing some of the stresses in our system in terms of assessment. Um so CAPR read basics is um you know similar administration to a fastbridge. It's an online um you know di it's an online assessment that students take on their devices. Um, it's called a diagnostic.
Uh, we don't actually diagnose anything including dyslexia. So, I just want to be careful with that word, but that is technically what it's called as an assessment. Um, but really what it does is we take students that are not meeting at grade level and we use it to figure out what is that root cause of what's
causing them that challenge in reading. Uh, so this is the one and only MBA approved screening tool. We had no, you know, other components of the read act. they had, you know, we could choose ABC or A or B. Um, this one is the only state approved um diagnostic for grades
4 through 12 um and was required to implement this year. Um, and it's given to any student who is not reading at grade level. And it's really to understand um what is the gap in their um foundational reading skills. And um
so just to go um very high level, there's a lot of things that go on in a student's brain when they're reading or an adult's brain um but more so in a student's brain and their brain is developing. So when a student is reading, they have to know a lot about
the technical part about decoding and the alphabetic principles, how different letters and um correspond to sounds, how phone names work together. So those are all kind of the technical um components of reading. But the other part of
reading is you have to know a lot about the background knowledge. You have to understand vocabulary. you have to know how the structure of the English language works. And all of that gets woven together into your final um assessment of of whether a a student is
at is at grade level or is a skilled reader. Um, so we know from our, you know, assessment data and other data whether a student really has that all woven together or if they don't, but we haven't had systematic data on understanding where that key gap is um
at the individual student level of what they need to work on um in order to get to that that end result. Um really what we learn what we focus on is making sure that these bottom parts of the the rope um when we read we don't have to sound
out every word because we have automaticity. That means we can automatically look at a word and I can see that this says Laker. Um I don't have to sound that out. So that allows your brain that is doing a lot of work during reading to really focus on the
the content and the um the meaning of the words. So really that threshold is once students get to that automatic level they can really read fluently in order to learn information.
What we want to make sure students um know how to do is be able to um have all those foundational skills really automatic. Uh for a lot of different reasons the student may not have that in place. Um it reading is not a natural human skill. It is something that has to
be explicitly taught and we actually have to build pathways in our brains in order to do it. Um, so sometimes that works out um in the instruction we provide or the um the the reading that students do and sometimes they need something um a little bit more specific in order to help them. Um so when the
students take CATI um they're basically we're untangling that rope a little bit and determining whether the root cause of their reading challenge has to do with um decoding vocabulary morphology. So that has to do with prefixes, suffixes and roots. sentence processing,
reading efficiency and comprehension. Um, so every student that is not reading at grade level um has to be given this CAPY to understand what the root cause is for their reading challenge. Uh, when we did our data poll this fall, about 30% of our students in grades 4 through
12 were identified um based on my conversations with other districts. I think this is um about on par from what we're seeing from um colleagues um maybe not districts that have had you know explicit science of reading implemented already but um this is about what my
colleagues are seeing as well. Um so when we pulled fourth and fifth grade we've already this year given um 331 students that assessment um in fourth and fifth grade and in middle school we've completed 545 assessments in
grades 6 through 8 and then at the high school um again this was pulled on Wednesday uh I just looked at it I think it's closer to 600 now so we are making our way through this massive amounts of students who um need need to take this
assessment. Uh we don't really know a ton about it and I don't believe anybody in Minnesota has used it. So the whole the whole state is on this learning curve on how to read the assessment data, how to make sense of it. Um we have a committee that's working on interpreting the data and coming up with
next steps. Um and so it's it's a very new very um you know every day is kind of unfolding how we're implementing this and how we're looking at the data to uh figure out what it means and and building next steps. And the culmination
at the end of this year is to uh modify our um local literacy plan in order to come up with specific plans on how to address the data that we saw um in this assessment. um parents did have the opportunity to opt out. We saw um much
higher rates at um the high school than we did at middle school than we saw very few at the elementary. Um so this is just a little bit of context as to um why our assessment system is is pretty strained right now trying to get all of
these um assessments complete um and figuring out what they mean. Board member comments, questions. >> Dr. Zumbush, thank you for this. I love how you said the components of CAPD, you're untangling the rope a little bit. I liked that analogy. Um, so when
families and the district get kind of these results, if you will, of this diagnostic tool that shouldn't be diagnostic, are they going to say like student A really needs to work on number one and
student number two, we're noticed we meaning the test notices that number six really is the issue or whatever. Again, not diagnostic, but >> is that kind of how results come through? Like it's kind of one of these six buckets.
>> Yeah. And it's kind of um it kind of builds on itself. So, if a student has um trouble in one, they're not going to be able to receive and they they have a they have challenges in two through six also, we have to address number one because if they can't decode, they can't
then, you know, figure out vocabulary from context. So it's a little bit building from the ground up. So we kind of identify the first area that is a concern um kind of more or less in this order. So if one is a challenge, we
start with one. If one and two are fine and three is a challenge, then we would start there. >> And so in a sense, when all of these results Whoops, sorry.
um when all of these results come through. So you could we could ideally give gosh I I just if something comes through and you're giving first of all let me back up. When are results
expected again? I know I asked this last time and I can't remember the answer. >> That's complicated by by primary. >> So elementary elementary families are getting them at conferences. Okay. Um, we're still trying to figure out the best way to communicate it to secondary
families because it's >> it's just complicated to give family reports. I I probably going to end up having emailing everybody. >> So, it Okay, so it's kind of like an email. It's not like we get in the mail or like through everybody gets their
fast bridge and their MCAs and things like that. Like this is a little bit different. In terms of the delivery, >> I don't Yeah, I we're still working through that. FastBridge does get put into Infinite Campus and we've provided interpretation guides and I think it's
been in our system long enough that families and teachers know how to walk families through um the reports and they can also speak to it. This is a little bit more challenging because um the secondary teachers have not even gone through redact training yet and don't
have um so it's it's a bit of a challenge to figure out the best way to communicate to families. Um >> so that's kind of where I'm going actually you were reading my mind. So especially at like the secondary level right that hasn't received the readact training yet. This is being mandated
correct. you have to do this screener and I'm a fan of data. I think we all are a fan of data like every piece of data is helpful but okay so say you're a eighth grade teacher who okay now you've
have these results say what what can you do with that and and this is I think more of a question for the for the state I suppose >> but it's just kind of like how are we supposed to a analyze this data and if I'm a teacher okay well I've got three
students of the I don't know 10 in my in my English class that took the CAPY test. >> Um I've got, you know, two that really need to work on number one. I've got three that really, you know, five and up. >> Yeah. >> How as a teacher am I supposed to
>> customize I guess this is rhetorical. >> How am I supposed to customize my teaching when this could potentially be any different way? It's kind of like throwing jello- at a wall >> to kind of see what sticks. Do you know what I mean? I guess it's rhetorical,
but I mean, >> I think part of the answer is I I don't know. I'm not sure anyone in any district knows entirely at this point. Um, the other thing I would say is that there's a number of students that already have something in place like an
IEP or um, they might be receiving receiving some type of intervention, in which case this information would be used to make sure that we're hitting the right root cause in that um, service that they're already receiving. So that would be one thing that's immediately
actionable is we can take that and make sure that the frequency and the type of intervention they're receiving is exactly targeted to what we needed to. Um in terms of the students that are left that haven't, you know, necessarily been identified um and starting in fourth grade, we don't have we don't
have fourth and fifth grade reading interventionist. We don't we have one reading interventionist for both middle schools. So we don't have a lot of um structural support in order to provide those services. So it is a little very challenging because um there's no other
location um in order to do that. The other thing I'll say is our middle school and high school have started um crosscurricular teams to figure out what this means and how to start working on addressing it. It's a little bit of a grassroots process on who's ready to start having
these conversations. Um, but we do have that component going. Um, and the other component that I think is important is we're revisiting the structure of our schedule to make sure that whatever we put into place down the line has the right um, structure in our day in order
to be able to um, to make sure that this can be addressed. But I think overall um you know while we're doing some of those things I think the question of what is a you know average 7th grade teacher going
to be able to do with this I I don't think a lot at this point >> and I and I guess too my last comment which is kind of rhetorical too is when we say you know this is diagnostic we can't diagnose dyslexia I'm worried that
there's going to be some results that come in and Again, we haven't seen what results look like. >> Um, you know, if I'm a ninth grade parent and my kids CAPD results come back, it says, "Your your child is showing characteristics of dyslexia."
And I'm thinking, "Well, holy cow, what do I do? Like, my kid's already in ninth grade. I I fear I fear there's going to be some preemptive fear and not and
there already is. I've talked to tons of parents that are already having those because we did have to inform parents that this was coming. >> Um, so I've talked to an extensive amount of parents that have had that exact concern. Um, and I don't you I don't know that I I think,
>> you know, the messaging has and I have a six-page FAQ from families. If you want to see the all of the questions that are being asked and how they're being answered, we have that um resource. But I think um we have more questions and answers for sure. >> Yeah. Thank you. This is interesting.
Yeah. >> And I just thank you for asking those because I I had this similar question on just like how parents were notified in reporting but even in like the reporting are parents getting results back as a report or >> they will um they haven't yet. Fourth
and fifth grade families will get it at conferences because fourth and fifth grade teachers have gone through read training. We were able to go to every elementary site and train them on what does this mean? What does the family report look like? How to have a conversation with families at conferences. We just don't have that
same infrastructure at secondary right now. So, we're still working through the best way to get it to families and how to um but the our commitment is to get it back to families. We just don't we're still working through how exactly to do that at secondary. >> Okay. Yeah. Yeah, I was curious and even I would comment like on the fast bridge
scores too like me reading this deck prompted me to go in to look for my kids because like you don't get a notification that that scores are done or when they're taking those tests. So I think if you know if there's a way we can better communicate that with families. It's >> fast scores have not been uploaded into
Infinite Campus yet. We have to wait till they're all like the makeup window is totally complete. Um so then after that they will all be uploaded into Infinite Campus. Director France. >> Um, first of all, thank you. I know that we talked about this and there was a ton
of questions in the teaching and learning committee about this too that basically the capy is pretty much putting the cart before the horse uh with where um with where we are with the read act and trying to understand how this all works. Um given the fact that
other districts have had uh similar conclusions and I assume that with everything hitting so fast and um also assuming that this test was meant to get data sooner, not necessarily quality data at that. Um, is there any thing
that we can do as a board to also try to talk to to legislators, especially in this policy season, about maybe waiting on something like this and actually understanding the impact and how it's supposed to be measured uh considering
that it is happening concurrent to every other assessment. um as well as before the full roll roll out of the readact. Yeah, I think from me personally, just from overseeing assessment, it's been um
challenging because the the timelines have changed multiple times even since um since July. It, you know, we had one thing in July, we had another thing in October, then we had another communication. And I think the challenge is we already had our fastbridge, our
contracts are due July 1st. We already had all of our contracts in place. we already had are we we can't really you know we're not able to make really quick adjustments like that because there's so many many interdependencies. We can't just pull fast bridge away
because so much of it so much of our system for intervention for special ed is reliant on that. Um so it just takes a really long time and a lot of conversations in order to understand all of these mo moving parts. Um, so I would say with the readact generally, I don't
really get to have these types of opinion very often, but I would say with the read generally, um, I think there's been changes that have made been made based on how it's been rolled out. I think what would be really really great is if we have a firm decision on what
we're doing um significantly before the end of like the start of the new fiscal year because um it's just really hard to make these midcourse corrections um as we go. So um more time to be able to plan all of this out would be probably
my number one thing. But yes, I I don't think we can go backwards in terms of the cart before the horse. I mean it's here and um you know everyone's doing it. So I think there will be feedback from my professional group about how this all
worked and how to try and um you know I think I have a concern about just the assessment strain on our students right now. Um you know >> thing too they're getting tested >> the number of assessments that our students are having to sit through especially at you know grades five and
eight. Um, I think I personally think it's too much. So, how do we um really dial back into what we really need for actionable data versus um you know, we're I just don't I don't like testing for testing sake
and there's a lot of students that did have to spend a lot of time on this. Um >> Okay. >> Yeah. Thank you. >> So, just one question for you. Oh, did you go ahead? >> I'll go after you. >> All right. Thanks. Um, so you said this kind of came up all of
a sudden. >> Yeah. >> Am I paraphrasing you correctly? >> Um, it didn't come up all of a sudden. The um specifics of what was required and when changed a few times over the summer and in the fall. >> Okay. >> Yeah.
>> And the timing of it all. Can you kind of explain how that happened? because it all sounds like everything that you just said to director France's question like sounds
wrong right not wrong right but the implementation of everything right the way it's all being done the fact that we have teachers who like aren't even fully trained on the read act right but now the state is asking us
>> to implement something that clearly should not be implemented. Yes, you might have the correct intention, >> but if we can't do anything about it and it just seems like you're just causing us more work. Kind of like unfunded
mandates, >> right? That's pretty much what it is, right? It's just another unfunded mandate you're going to throw at us. >> Am I getting all of that correct? I'm just trying to make sure that I'm >> and I would say the funding the cost is time of instruction.
>> Yes. Yes. Again. Right. Same thing. >> Well, and we had to buy the >> county. >> Okay. >> Yeah. >> All right. I just want to make sure I was I was interpreting all of that correctly to >> if I were to fully get it >> guess. I think they want I I think they
want um a sense across the state of what does it what does our landscape look like for 12? Um, which I understand their rationale for wanting that. I'm not sure that it was fully fleshed out exactly what that would mean for districts and communicating with
families. >> Got it. All right. >> That's my personal opinion. >> No, I completely agree with you. Thank you. >> Um, I just wanted to add a couple things. Um I did have the pleasure of attending as an observer the teaching and learning committee and a couple of things that came out of there that I
haven't heard um talked about this evening in regard to the CAPY presentation is um you know as we continue to are we're strained with resources um one of the members of that committee made the comment about as we're finding out these results and
communicating with parents what do we do with them? It's kind of the same, you know, the same question. I personally think it's great. I I don't like a lot of assessments either, but I think it's I think this is necessary for our older kids especially because we have older kids who've been on iPads and phones for
the last, you know, how many years and they can't they simply can't read, right? And so I think I I I understand the reasoning behind it, but now what do you do with it? Right? And so my challenge to the district is this might be a perfect opportunity to engage our
community partnerships as it relates to our strategic plan. And um this community member said why don't we work with why don't we have parent volunteers come in and um you know work with our parents work with our communities to come in and and what do you do with this data? How do you support the kids? Um,
and if it's whatever it is, sitting with them, I mean, I I I won't get into more details, but but I think we as like data is great, but now what, right? I mean, and identifying these kids and what do you do about it? I think I mean, you have to have a plan. That's what that's
I guess the whole point of it. Um, the other thing that I think is really challenging, um, is that this is not being started until fourth grade, but correct me if I'm wrong, our fourth grade teachers aren't even not even teaching phonics, right? They're past the teaching phonics, right? Because
it's only K through third is my understanding. So, I find the timing of it test starting in fourth grade to be very interesting because the kids are really learning how to read in kindergarten through third grade is my understanding. >> So, >> yeah. And that's and that was also
discussed at the TAC as to why >> that came up. >> You probably missed that but yeah. >> No, no, I didn't miss it. I was there. I was I paid attention. Um I'm just that that challenge was brought up like why are we not doing this you know right
>> so that night on that question that night when that question came up at the TAC um the K3 is where that foundational instruction starts. So the reason why it starts at fourth is because now we want to assess did the K3 foundation set, >> right? >> So we wouldn't test it while they're
actually learning it because we know that they're in the process of learning. So that would invalidate the assessment. >> So fourth grade is where we start this assessment um to to now assess those early foundational years of K3.
>> Yeah. And I would say the the fourth and fifth grade teachers um through the redact training and through um you know the pilot resources are learning this um may not have learned it necessarily in teacher prep
but um know that now as a fourth even sixth 7th ninth tth grade teacher we all need to understand the foundational reading skills and how to teach those. Um so I think that's uh a learning across the entire state is that um you
know we want to put as many processes and procedures in po in place as possible to prevent that from happening after third grade. But knowing that every teacher now needs and and probably parent as well needs to understand what this looks like um across the board
because it is everyone's job um to to look to help students through some of these things. Um, so that's a that's a shift, that's a mindset shift, that's a cultural shift, that's a um systems shift across our whole state that now we're thinking about every teacher as a
reading teacher regardless of age or content area. Um, so that's part of the um the shift that needs to happen, >> right? And reading being so foundational to other subjects. Um, understand that completely. There was one other thing that was brought up in the TNL meeting. Um, I believe one of the admin in the
that was in attendance also mentioned how they may be not doing some other assessments to to to take away that assessment load. Um, could you elaborate on that as well if that's happening across district or >> Yeah, I I tried to allude to it a little
bit in the Fazbridge. Um, but we did um remove that really timeintensive um K1 math um screener for the winter because of that. Basically, I I went to all of the sites and said, "This is the reality of where we're at. How how would we like
to proceed um as a as a team and how do we want to think about assessment and what do we need?" And um so it's been iterative, but um the biggest the biggest shift I would say for all of this is at the high school level. I don't know that there's any high school
anywhere that has a comprehensive screener in every single grade. like that's a that's a new um there might be some I I don't know for sure but it's it's a shift and I've heard that from my colleagues as well that very few high schools have this in place and so that
was the reason why um I pulled back on the 9th grade fastbridge for um winter was because this was a huge lift for all of the sites but in particular um the high school and then um at the middle school we really focused on making sure
we had that math um midyear here because of the um resources and because of the teachers wanting to make sure we're implementing with fidelity. Um and that's probably why you saw some lower rates at English as well because or yeah for the um reading fastbridge is because
we made it clear that the CAPY and the math fastbridge in the winter was the priority. Um but um we're also t now in discussion on how does this look at the end of year um because fast at the end of year is already tricky and now you
know it's just an we're we're racking up the hours and assessments. >> Right. Understood. Thank you. I appreciate you sharing that. one final kind of thought if I know it's late um but I I was just thinking like
you know pro I would speculate a large number of the students that are taking these are probably already on IEPs or have some form of supports in place. I know there's a lot of reading supports throughout the district or whatever else is there like I guess speaking as a
parent of someone I if I get this report back it's going to be like okay already knew that we're already doing a million different things right so I guess if I was going to offer some advice like to prioritize students that maybe aren't getting the services already that you know maybe haven't yet been identified
to provide those results first or maybe perhaps including the report as part of IEP meetings or you know through some channels that they already have, right? To make that easier. >> Yeah, I thank you for that. Um, we are working very closely with special ed. They've had um a very heavy hand in all
of this. Um, so we are working with them to really think about the IEP component. I wouldn't say, well, I don't know the number off the top of my head, but there are quite a few students who um are not on IEPs. So, um I I do think that is a
um and and like I said before, our special ed staff is are kind of the one staff that are trained all the way through 12th grade. Um so to be able to make quick adjustments um or just make sure that our IEPs are hitting the right thing is I guess the lowhanging fruit of
all of this. um providing additional structures for students that you know don't have any sort of structure for support is definitely the bigger lift with all of this. >> Sure. Okay. >> Thank you. >> Um yes, I just I wanted to make a
clarifying statement. Um you know how sometimes you say things and then you sit in it and you think that's not how I intended to say something? I I didn't mean to perhaps say uh to say that if something comes back with dyslexia that there's a fear there. There's nothing to
be scared of. So, I just wanted to clarify. I I did not mean it perhaps the way it came out. So, just been sitting in that for the last five minutes. So, I just and I actually think >> needed to clarify that. >> I actually think MDE is moving away from their verbiage about characteristics of
dyslexia because it's confusing and we're not diagnosing dyslexia. So, I think they're actually moving away from that. Um, >> it really confusing more than fear. >> It's really it really has to do with like are we missing foundational skills. Um, so that's um really the way that I
prefer to talk about it. Um, versus using something that we're not actually diagnosing. >> Correct. >> Well, thank you very much for all of that information. Um, thank you, Dr. Zimbush.
And uh that concludes our study session portion of the meeting. I'm actually going to ask for a motion and a second to adjourn, even though we don't typically do that for study session, and transition into closed meeting in accordance with the open meeting law,
Minnesota statute 13D.05, pursuant to discussion of the superintendent midyear evaluation. >> Second. Um, and I will take the roll call vote. Director Smith,
>> did you open or just close? >> I'm just following this. >> Okay, we're closing a meeting we didn't open. >> It's been open. >> Oh, no. We >> We're just >> We adjourned our business meeting going
into a study session. >> Mary, do you want to do this? >> No. No. Martha, I would ask her. >> You have to read the >> I read it. >> Okay. Okay. >> I had I have to read this for going into close session. So, >> are we good? >> We're good. >> We have a motion in a second.
>> We have a motion and a second. And so, I will take a roll call. Director Smith. This is >> This is to go into close session. I >> Yep. >> Director France. >> I Director Olsen. >> Hi, >> Director Mason. >> Hi, >> Director Johnson. Hi,
>> Director Atinson. >> Hi. >> Thank you. That we meeting is closed at 10:10. >> We will