Sorry, we're going to let the clock hit six o'clock >> just in case folks are signed online watching. >> Yeah, it's on its way. >> Right when we're leaving >> probably. Yeah, but I jinxed it.
Hopefully, it'll stay dry now that I >> have in the car, which is really helpful. >> Yeah, jinx it the other way. Yeah, >> unloading the car in the rain. Sounds good. >> All right, it is six o'clock now, so I
will call the June work session of the Sartell St. Steven School Board to order. Um, thanks for the few of you attending and thanks for those watching online either live or on the recording. Uh, so we as always um do the pledge of allegiance
as our first item. I aliance 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. >> Okay. Um,
next item on our agenda then is a presentation by the Central Minnesota Library Exchange. And we have two visitors with us. I ask you to please introduce yourself and uh we're excited to hear what you have to say. >> Yeah, I'm Mark Schmidz. I'm the executive director for Central Minnesota
Libraries Exchange and this is >> Sher Bishop and I am the grant coordinator for CML. >> And that's our role tonight, but we'll get into that in a in a little bit here. But um uh tonight, this evening, we're going to go through a little bit. I'll give you a little broad understanding of
multi-ypes and then Sherry's going to get into some more details of of what we've been doing with CML and moving forward with our with our members. So, with that, if you want to turn your attention to the screen, you can see our mission and our vision. Um, I won't read those to you, but you
can certainly glance at those. So, here's our our CMLE team. Um, there's a number of folks you see up there, uh, Bethany Drake, Gym Malter, uh, Jen Nord, and, uh, Kayn Nelson and Chris and those different specialties.
So um maybe before we get into that we're going to do the next slide which is going to talk about multi-ypes and then we'll talk about what we've got what we're doing u with CMLE or CMLE. So back in this late 70s I think 79
specifically uh the state formed seven multi-ype library systems and so I think kind of like service were formed then I think maybe what they called you know governor's regions were formed then. It was kind of a thing back in the late '7s to make break the state into different
regions. Um well, so part of that was the creation of seven different multi-ypes libraries in different types of libraries work together. That's an oversimplification, but that's that's what it is. So the different types of
libraries there are media centers and schools. Um you've got your regional library. So our CML's region is Great River Regional Library and East Central Regional Library. Um and uh you've got so that's the public library system.
There's Academia which is postsecary and then there's special libraries. So special libraries are like so for example centric care has a library um the person that in kind of a historical museum type thing and that individual
sits on our board. might imagine the county does and things like that. So, different special libraries. So, that's what that is made of. Um and then so then the governance of it, there's two models within the state um options for governance on multi-ypes.
not going to get into the difference other than really the governance the the the governing board is made up of a representative for those four different library groups and then like citizens representatives that they call and those are those board members are chosen from
those two regional libraries right and they're supposed to do them like in proportion of what their um population is and things like that so that's the government so so and the reason why I said a little bit ago that's who we are tonight. So, we're actually uh employed
by Resource Training and Solutions. Um and Resource Training and Solutions is the regional service co-op here, which mirrors CMLE's borders with the exception that CMLE also has Todd County, Morrison County,
and Aken County. Um so, uh CMLD approached us as resource a few years ago. were looking for some help in in um providing services to their members. Uh they were they were struggling doing that and so um we've been engaged in in
doing this work for them as as a contracted service for the last almost it'll be two years this fall as of October one technically. Um but uh when you saw those people out there, one of the things that we can bring is we can bring those different levels of
expertise um between if you know if you compare the website today versus before and the mailings that go out um etc etc. We can bring all those levels of expertise at a lower admin cost than what they were able to do to try and go find someone full-time and have do all
that and then have dollars left over for for member services. So that's that's who we are in in a bit of a nutshell. And so some of the services that we offer and I'm going to focus specifically on
schools. Um the multi-chype systems right now is offering tuition support. Um so applications are currently open for those who are seeking a media specialist certificate. Um The requirements for this is that you are
employed in the district in the media center. Um it can be you know part to full-time with the intention of going full-time but this tuition support will cover all um tuition and fees at the St. Cloud State level. So there are two
programs within Minnesota that offer this right now and that's at St. Cloud State and at St. Catherine's. So those are the two options for people to apply. These will uh remain open as long as dollars are available >> and that's to pursue your licensing so
that you are because every district is not required to have a license to be correct. Correct. Yes. >> There was some longtime dollars appropriated in the 2023 legislation. >> Sure. >> And these can be used for uh tier one through four any but the dollars would
not pass or not cover the initial license. Okay. The next thing that we have at CMLE are different scholarships. Um, this has been very popular, especially around fall. Um, when we have the Minnesota
Minnesota Library Association, uh, conference. Last year it was here in St. Cloud. Um, this coming year it'll be a virtual option. So, it kind of opens it up for more people within the state. Um, but those anyone with that are members within CMLE are can apply to to attend
the MLA conference. Uh we did have to attend the AASL for school librarians conference in St. Louis this year. Uh so it was exciting to get their feedback um and information that they learned from that conference and we also sponsored
someone to attend a library marketing conference group as well. >> I think the reason one of the reasons why they went virtual for the state conference this year is because we're hosting Minnesota's hosting the national one. So, these scholarships, they are
available year round, uh, outside of July. Um, but they're due on the 15th of the month, and we just ask that you give about a month and a half in advance before you would attend a conference. Um, that gives us time to look at that application and make sure that we get
that information to them in time. And then we also offer grants. So last year, I think Oakidge was one of them that received um one of the grants um for some decodable texts. But here are some examples of those who have received grants this past year. Um we have a
three cycle um for the fiscal year. So our next one is due September 15th. Um we have dollars uh allocated for those grants. Um the application link is there. I also have um some copies of this at the table. So if anyone's
interested in grabbing that for uh to apply, they are available, but the focus is primarily to build our library to help our public and all of our libraries within um but we it's very popular within districts. Um we've seen a lot of books being purchased um cycling out
some of those um materials that maybe have uh phased out or just you know end of life kind of time with their books. also finding spaces for students um to have, you know, different seating, flexible seating within the the media centers and then shelving to display
books. That's been very popular this year, too, is so they can display books. It really helps kids, they can see the covers and um gather interest from those. Something new coming in the fall is we will be having a school media specialist network. Um this is sponsored by CML. So
there's no cost for this. There will be two inerson sessions. Um Shelley Ash, who is the Malaca High School Media Specialist and she is also a CMLE board member, she will be facilitating uh this network. But we're really looking for
ideas of those members throughout our region and how we can best serve them. What kind of professional development can we offer um within this network and outside of the network um to best meet the needs? two in person. The goal at in May is to
then bring in our some of our public and academic and special libraries um so that we can have those cross connections in our communities between the public libraries and the media centers and our schools. And then we will have a public library network the following year.
We just released the latest the newest newsletter. Um, in April, our first issue went out. It's called The Exchange. Um, if anyone's interested in subscribing, um, you can email, uh, Kayn Nelson and he can get you signed up for
that, uh, e newswsletter. Um, it will come out by monthly. Um, give some updates on what CMLE is doing, get um, some links and we just encourage people to follow us on social media as well. That's what we have for you today. Do
you have any questions? >> So, the membership, is that a default membership for the Central Minnesota Library State Exchange? >> The board is actually going to be putting a ad hoc committee together that it hasn't been defined for
decades. Okay. And that's some of the questions they have because there's been a little before our time kind of leading into our time some question of of who is who should be members. I mean what is the process of that? So that's
going to be developed probably late summer early fall. >> Is your question if you are a member of resource and training solutions are you defaulted to being a member of CML? No, it's a default right now. Like right now we're members, but I don't >> sure if it continues.
>> Had no idea that we were members. >> Yeah. >> And I don't know that. >> Did you know we were a member? >> Mr. school is >> I didn't I I didn't even know multi existed. And I think one of the and I'll be honest with you, I think one of the
one of the appeals for them coming to a co-op is like the overall membership probably about the largest would be schools. >> Yeah. >> Just not as many licensed media specialists, but um there was a they struggled with the connection with K12,
right? So um I think that's one of the advantages of bringing the service box into that. And I should say so much like the default membership, it's like who qualifies for a member and maybe getting into some 501c3 questions and what does that look like?
Looking at some of the definitions within statute. So >> yeah, and I guess by default I just meant it seemed like we were a member but didn't know we were a member. So I didn't know if all districts were just members. That's how much
what is required to be a member is some of the questions that we have to ask. >> Or does that date back to some point in time where the school district >> signed up for membership or >> there's some research we need to do. >> Okay. Okay. >> Yeah.
>> That would go well beyond my time here. >> Yeah. I don't recall that happening. >> Thanks very much. Unless anybody has any other questions. >> No, I think so. >> Thank you very much. >> Thanks for your time. >> We get some weather. >> Yeah, >> free car wash.
>> Hopefully that's it. >> Also not free. All right, next item on our agenda uh is a discussion on proficiency based grading. >> Good evening members of the board. So, Principal Catherine and are going to join us this evening. We spoke earlier
this year about ensuring that we're providing updates on efficiency based ratings. So, we're doing that this evening talking about some of the work we did this past school year and prepare a presentation and then hopefully Good evening. Thanks for having us. Um,
I think you'll see tonight that really status quo is the name of the game when it comes to where we are with our work in proficiency based grading. Um, we have a presentation for you tonight that's just more of a high level overview of some of the work that we've done and where we're headed. Um, again, I don't think that you'll see anything
that's too new and exciting. Sorry to say. We were looking for something new and exciting. um really just sort of where we are and where we're headed. Um so what we plan on covering tonight um are just some of those high level overviews of what we've already
established as practices in proficiency based grading. Um so our key beliefs have remained the same. Um we remain committed um to the fact that every student can and will learn right if we give them access to that guaranteed viable curriculum. Um our goals have not
changed. Every student can learn. Um and again, every student has um and should have every opportunity to learn here in our district. We'll talk through our journey, where we've been, some of the common structures that we already have in place uh when it comes to proficiency based
grading, the practices of focus, uh those five non-negotiables that we've worked through with our teaching staff, reassessment, um and the guidelines for reassessment. Um maybe the only notable change is where we are in proficiency
based reporting. Um we did have a considerable amount of feedback from our staff and from parents on reporting and so we do have an update for you um in that regard and then just what will we be focusing on as we transition into next year.
So again our key beliefs have not changed. Uh we believe that all students can learn with appropriate time and support. Um we know that this is true because we have high quality teachers here in our district, right? And we know that when we put our students in front of these high quality teachers, they can
move mountains. We saw that throughout this year in particular when we reflected on our scores, our Casper scores in particular at the middle school. Um, we believe that students learn at different rates. I'm confident that if I gave each of you right now a
sheet of algebra, you can all do it. It may take some of you a little bit longer than others uh because maybe you have been fortunate and that you've helped a child through it more recently or maybe math just comes a little more naturally to you. But we that all of you can learn
it. Um, and that's the same for our students. It just may take some a little bit longer. Uh, we still believe that grades should communicate our learning clearly and accurately. Um, we want to make sure that a B tells us that that
student uh met proficiency that that student um did a lot of extra credit to earn that fee. um we want the grade to stand for learning um not necessarily uh penalties for late work or um some of
those behavior pieces. Uh we believe feedback should guide and give our students improvement for growth. Um it's important for students to know how they can do better right where they are in their learning. Um still believing that we need consistency
across our courses. um clarity for students and remaining committed to that guaranteed viable curriculum for all of our students. And really what that means is it shouldn't matter whose classroom a student is in um or which teacher a
student has. Every student should have that same learning opportunity and experience access to that rigorous curriculum. So the key beliefs remain the same. The goals of proficiency based grading and we heard Tom Shimmer to these last
year and this is the work really that we've been doing and in Shane and my time here. Um and the goals again remain the same. Um grades are specifically based on student learning, not attendance, not extra credit. Right? We talked a lot this year about dividing um
and rationing those out into two separate. Uh we know that we need to provide specific feedback. We know that we need to give feedback on our priority standards. We spend a lot of time on on our priority standards and standards in general. Um, we know that we need to
work to make sure that our families understand the learning process and the progress their students are making. And we know that we need to allow multiple opportunities for students to demonstrate their proficiency. And that work is is being done through our reassessment.
This isn't work that takes place in one year. It's a multi-year journey. So, we know that the first thing we do is identify our priority standards. And this work has been going on for quite some time here in the district. We know
that then once we've identified those standards, we need to provide instruction and learning opportunities that align to those standards. We need to know how to measure those standards. And that's where those proficiency scales come in. And then we take the time to actually examine our
results, where do we need to adjust our instruction, which students need a different level of intervention and support. Uh the PLC work that we've done in the last couple of years has just really taken off and I think our teachers are doing a really nice job in
examining the results of our students and then refining how they design the next lesson and how they retach. Um we again want to make sure that we're ensuring our grades represent learning. Um and again recognizing that students all learn different grades
as we continue to go in here talking about common structures. So one of the structures that we have is around what makes up a grade. Um and that would be that at the secondary level that a grade would be at is at minimum 70% of a
summit of assessment 30% is from formative. Um this is in place and will be in place at the middle school for this coming year across all courses. When you look at the idea of student learning and everybody at different rates and different paces, um the idea
the summit of assessment, the goal is that that assessment happens after the learning has taken place. There is still opportunity if a student hasn't yet learned it through reassessment to continue to show um with some additional learning. Um but when you look at formative work really that's the idea that's that guided practice and so
looking at that as being a lesser part of their overall final grade. So this is across all a course and and you heard Angela talk earlier already about that a course can make changes as long as it's common across the course. So an example at the high school in
biology if they were to choose to have their system be 8020 or 9010 as long as all biology courses are that they have the opportunity to structure it that way but it's a minimum of 7030. U you can take a look at I won't read for you but the idea that what a
sumitative would include and what a formative would include again formative being that practice of the learning and summitive looking to evaluate whether or not the learning has happened and then students have that opportunity to reassess on a summitive if they need
to or choose to after demonstrating additional learning. It's not just try and try again. go back and learn more and then try demonstrate that learning. >> So would that include more formative
work or would that be redoing formative work that was already given? >> Good question. And the the teacher ends up as the gatekeeper to what that looks like with the student. And it could be there there are absolutely common practices going back to biology for example. Um, if a student wants to
reassess, they have a half sheet of paper where they identify what they're going to do and it's a ticket. Here's what I'm going to show you. Um, and they build that plan. The student has a lot of ownership in that plan. For some students, it's I'm going to show you that I did do all the formative work because I maybe didn't. Um, and that
would be my way to a reassessment. For others, it it could be a saver time at the high school. They're going to spend a saver time or two saver times having some reteing with the teacher. And the the idea reassessment. We'll talk a little more about that, but um it it can
look in a lot of different ways. I mean, if if I sat down with you as my teacher and as I was continue to do that reteing, I was showing you that I know it that there is reassessment involved in that as well. So, being able to to reassess in different ways, which is
easier to do in a smaller setting than it is with a full class. What we don't want to see happen is a guess again scenario, right? Oh, you chose C. Guess again, right? Because no new learning has happened or really any
learning has happened in that scenario. >> But then that reassessment could be done on a verbal level the second time around. So how does that or is it going to be No, you still have to do it on a on paper. I guess what is
that >> can be done in a lot of ways and it's really up to teacher discretion. Okay. >> Because the goal is the teacher sees that the learning has happened um and that there's evidence of it and it could be in conversation, it could be taking another test, it could be doing it in different ways. >> Okay. >> Yeah.
>> But to your point of like the biology group, they all kind of have an agreement of how they are doing those reassessments. Correct. >> Yes. >> Like I mean obviously like different kids different ideas, but like they do kind of have a tentative plan of like how we're going to go about this. So it is still like It's not the same, but like similar
similar. >> Yeah. And and a piece I would say too that I think may help a little bit with the question and it'll come up in in another slide, but um when a student chooses to reassess again common across the course level. So if we stick with biology as the example,
if you you can reassess up to a 75%. So if you scored a 93, it's not I'm going to go reassess for a 94. it's I didn't get to a 75% level. So, I can reassess to show you that I can get to that level of learning. I might hopefully in that reassessment get to an
85% level of learning, but 75% is where I can get back to with a grade. And um for some there's there's always been that fear, well, they're just not going to try and and we aren't finding that to be the case. Um and especially because if I don't try, then I do have a ceiling
of where my try number two comes back to. um again across the course they can choose to do differently as long as it's the same across the whole course if they choose to allow students to continue to to reassess beyond that as long as every student in the course has that same opportunity that teacher has that
opportunity to choose >> and I'm assuming on things like I know that it's a broad spectrum but on things like a paper or a class project of some sort when we say we could go back and verbally reassess that in those scenarios they would have to show that
they put some effort into completing the project or to completing a paper. Correct. They couldn't just sit down and say, "I understand this, so I'm not going to actually complete the paper or the project." >> Yeah, absolutely. And it always is going
to go back to if if the paper isn't meant to demonstrate their ability to structure a paper, then they're going to need to rewrite the paper, right? If the paper was a way to demonstrate their understanding of cell structure, right, >> and they can verbally do it, then it >> Yes. So, it goes back to what exactly are they trying to demonstrate to you?
>> Yes. >> That's why it's so important that our teachers really understand their priority standards because what is the standard I'm trying to assess? Is it that I can write a thesis statement, you
know, I need to be able to write that? And and right along with that, a lot of the work that's happening in PLC for teachers right now is identate not only an understanding of it, but what does success look like at the right grade level for that proficiency standard question about biology? You know, they
all have an understanding of here's what 75% looks like of an understanding. So if a teacher does say you show me this way, it's because they've agreed what that looks like. Um, so specifically, Angel talked a little bit about five practices of focus, so non-negotiables, and and this
is something we've been talking about for several years um with staff and and this does come back to the work that we did with Tom Shimmer. Um, but the idea that a zero is not used to represent just that I didn't do it. A zero really should on a summitative assessment, the
idea is a zero is representation that I didn't learn anything. And that should make everybody in the room uncomfortable if a student really didn't learn anything. So it it doesn't mean that a student can't get a zero. If they simply refuse to produce evidence of the learning, they're going to get zero. Um
but but the idea that a zero and this goes back to and I know as a group we've talked about with you and some of you have been top when he talks about the power of zero and the impact it can have on a grade. Um the idea of making sure students have every opportunity to
If they are not willing to show us then yes this is and again specific to that statement is that specifically to summitative assessments when we started this work and again and this is that constant evolution when we started this work it was we're not going to have zeros
zeros in some courses teachers say no you're going to show me everything on everything others have said if you're not going to do your formative work you may have a zero on that formative work and we're going to keep and then again that reassessment might you have a zero there because you didn't do it. That's one of the things you need to show. So,
again, the idea that grades reflect learning, not behavior, not habits, um the idea of I'm really good at turning myself back in with my mom's signature on day one is is not evidence of my learning. It's my evidence of my compliance, which is important. Um but
but it's not an evidence of their specific learning in a course. Um, continuing to look at the idea of and to try to set more structure to that third bullet is challenging because there's so much going on. And we had lots of really good conversations with teachers. The idea of what what does grace looks like?
What does flexibility look like? What does understanding that real life happens? But what does understanding that there's accountability also look like? Um, so what we've landed with is the idea that we're encouraged to provide flexibility with deadlines. And every teacher that I've talked to in a one-on-one setting said if a student
comes to me and says, "Hey, here's what's going on, but again, that's something to build those skills with students to be able to have that come and have that conversation." So, um, a goal and we talked about reassessment, but that on a summit if a
student has the opportunity if they're not demonstrating proficiency to learn more and then show us that learning. And then the last part, the idea that recent evidence prioritized over older evidence. So the idea in courses especially that are cyclical idea that
now you understand it because we added this layer to it. Now I know that you know the old stuff too. And so that idea for teachers and this can be freeing for teachers as well when you go back to the idea of that reassessment is when we're to be simple
you know chapter one I didn't really understand it but in chapter two now I showed you that I know all of this which concludes what I must have needed to know in chapter one. New evidence shows that I do understand that too. So gives teachers opportunity to look at reassessment in lots of ways.
>> So as a parent, not to interrupt. Mhm. >> Um what does that look like then in the grade book? Because if you're if you are showing that you're learning but you're not necessarily redoing an assessment
is that that assessment grade that summitive grade is still the same even though you've proven that you've learned. So I guess as a parent like how do you know that that learning has taken place? Is there going to be
a change in the grade book if a student has proven that? >> I would say within the reassessment framework. Yeah, there could be >> u it won't necessarily be that on the final you showed me what you know from chapter one. So they're going to go back to chapter one and change that score.
>> But it is the idea that I'll be able to show you that that you know kind of all-encompassing. But it could be that in the idea that chapter one to chapter two if if we were still finishing up the reassessment cycle from chapter one at that point and you're now showing me if it was that simple then I I might say
you don't need to do that reassessment show me and then I you could update that >> I think at the middle school as long as it happens within that grading period or within that unit of study it's very likely that a teacher would go back and
and adjust the prior score, right? Because now that learning had happened. The issue that we sometimes run into though is we're past that unit or it's a new breaking period, right? So, I'm not going to go back and fix an old report
card. So there are still some hard deadlines, >> but if you're in if you're in the reassessment period, >> but you're not really being reassessed
on what you completed before. It's just that you've proven now that you can I guess for me it's hard to wrap my head around how is that being fixed in the retro when we're now in the present.
And as a parent, how do I remedy that? Like I I have a really hard time with my kids grades and I'm one of those that are like go in there and and fix that. But if it's being proven in a different way, but it's not showing or reflecting that in
the grade, then there's a struggle at home. So I would hope, and this is something we can continue to work on with our teachers, that they're communicating that with you as a parent. I know as a parent myself, I would want to know, hey, your daughter didn't do so
well on quiz one, but boy, quiz two, she showed us that she knew these skills from that first quiz. And so, I've gone back and adjusted that score. But I think part of that's the communication with families as well, so then we know
to look for that or we we understand why a grade maybe was adjusted. Um, and I I think we still have work to do in that regard. without burdening like I mean that's a lot of >> yes >> potential communication with some maybe
some more than others but yeah I don't >> and it it is it is an absolute added layer what I would say is part of that too is coming to deciding for now the proficiency of 75% is also taking some of that opportunity and making that
group smaller questions specific to reassessment and we might have already talked through a lot of these um 75% being that opportunity for reassessment. That second bullet really important reassessment happens after additional learning is demonstrated and
the teacher is the gate to when that when you have shown me um uh setting a timeline because that is important for when you know it isn't a three weeks went by and now I if I went back and fixed that no within five days of your feedback. So, um, if I take a
test and three days later I get it back, that's when that clock starts on that reassessment cycle. Again, the idea of flexibility deadlines, we have fantastic staff that are very, very gracious with students. Um, when unique things come up, but the idea of of that, and I can
speak to high school, um, well, I can speak middle school, too. They know, you know, it's it's very clearly communicated. Hey, if you need to do it, today's the last day or by next Tuesday or so. We talked already that the idea they
could teachers could use a new assessment. They use later evidence. They could use the same assessment if they want. Worked with a math teacher in the past that here's the four problems that you really struggle on. Let's sit down and work through together if they're showing that you know it. Lots of ways to do. So, and again, the idea
that course teams work together. So, course teams meaning it's common across the entire course. um specifically around finals and and the idea of that the last test of the course it's it's much easier I'll speak just high school but I think the middle school as well because you stay with the same teacher
quarters one two and three it's much easier to go back and help reassess on the final than it is this first day of summer so if we're not at the high school or the middle school going to allow a reassessment of the final for semester two then we're not going to allow reassessment on the final semester
one because the idea of anyone who has that semester one course could potentially have an advantage in their final grade versus semester two. So as long as it's common for all students in the course and different I supposing
and here's a place where you're going to see some of the discussions we've had about a final direction being different than where we are and where we've chosen to land after the feedback and the work that we continue to do. So at the secondary level um all of 912
across the core and 68 report cards are continuing to show letter grades. Um and and then a goal of continuing to have more clear information within the grade book within students understanding of towards those priority standards. um but that the final was still a letter grade
the final grade at the middle school level specialists and and you can certainly jump in but the idea that they don't see students for nearly as long as a core teacher does with with shorter windows of transition so have decided to continue to use a proficiency grade they
already see K5 um at the specialists 612 a better chance of checking and reporting where they're at right now they haven't had them as long and then Why don't you speak to the trimester? >> Yeah, I was just going to say to those of you that have had middle school students, you're used to seeing that
proficiency grade already for those specialist classes. So, they've gotten really good at that. Um, and for the most part, those are skill-based classes. And so, for them, it's nice when they can give feedback um at a proficiency rating for each of those skills. Um, next year, just to sort of
simplify things, the entire middle school is moving to trimesters um so that you're not operating quarter and trimester reporting system um for core classes and specialist classes. One system um with consistent reporting
times for everybody. So I think that'll clean up some things as well for >> especially try. >> Yeah. >> All right. So what do we hope to see for next year? Continuing to work on those priority
standards and proficiency scales. And that work is never done. So as the state um gives us new guidance and new standards again, we go back to work. So we unpack those standards, we analyze them, we identify our priority standards, we make proficiency skills,
we align our curriculum and in some cases adopt new curriculum, develop assessments, make sure we have common assessments and cycle just keeps continuing. Um so that is work that you will see continue to happen. Um we'll continue to strengthen our consistency
across our courses and grade levels, making sure that we are ensuring that guaranteed valuable curriculum. Um we'll continue to support our staff through collaboration and professional learning. And that's that PLC work um that I think we're both pretty proud of. So we'll
continue um to put our focus there. And then overall just really maintaining our focus on student learning and growth because after all that's what keeps us all in business. So um those are our hopes for next year and again I don't
think it's anything too different than what you've heard us say in the past. Any questions for us? >> We a lot of discussions we talked at the high school built and then I built as well but Um
it's it's a landing spot for us in in the big work with work that will always keep going. >> What has feedback been like from parents at the secondary level or even at middle school? What has that been like >> with the high school? It's been some
questions just hey help me understand this more. >> Um I wouldn't say that we've had from parents lots of significant push one way or another just seeking understanding. I'd say I've heard more from teachers who happen to also be parents than parents, you know, just from the
community. I felt that connection. Um I think there was a sense of relief when teachers in in my building in particular um found out we weren't um moving toward proficiency based reporting for next year. Um I think that was just a really big undertaking that we weren't
necessarily all bought in on um or had a firm grasp of how to do. So I think that was a relief >> and some of that conversation I would say go very much that the parents the teachers that are also parents the idea that >> they said the good feedback of what I
really need to know is how long like you asked about >> you know then then that final really shouldn't be a surprise >> right well and I think what's hard for me personally anyways is I get it for a skill-based either you can do this you can cut and glue and it turns out the way that it's
supposed to you either nature exceeds, right? But it's the compounding learning and how does that go back and how do you make changes and the reassessment can look different for one kid but maybe it
looks the same as the initial assessment. So, it's just trying to wrap my head around that component of it and where maybe some of the struggle and the buy in is on that with teachers.
Like the core classes seem like we're going to teach this and then we're going to move on to this, but you should be learning from chapter to chapter whereas in a specialties class it's different or a specialist class is different.
So >> yeah, I I mean I think there's still a build across in a lot of courses. There are certainly some that are very discreet and many that also are >> and that's probably going to be one of our bigger challenges, you know, as we
continue to move forward is that reassessment piece because it does look different and we're not used to doing that in education. Yeah. And I think to Jen's point, it's like the question always becomes, how do
we assist here? Because I don't quite know, you know, by in your example, do I need to go backwards and help him with chapter one or because he did well on chapter two and it should be flowing
into one or the other. Are we just we're just moving on and saying he's good? like how am I helping him be successful when I'm assisting with things at home and not really knowing where we need to put our focus there for sure. So, and like you said, Angela, just the communication part, which I don't know
how I don't know how that looks and that is a burden, Jen, as need to be communicating with every family because every circumstance would be different. But the more communication I think the better because otherwise we really don't know as a parent. I really don't know where I'm supposed to land here as far
as helping him out, but I want him to be successful and I want to be a part of assisting him in that. So, >> we talked to continuing to as we now have a really clear level,
but even here's the different pieces, here's the different ideas for you for that. I think some of the things that you've worked on and you're adding into those next year will create more opportunity too with that sim kind of on the same reassessment topic.
Has there been noticeable disruption at all as far as like you mentioned the syllabus or lesson planning with having a reassessment period? I mean are are lesson plan schedules getting pushed back? Like say you have a particularly hard midc quarter evaluation, a lot of
kids want to reassess or need to reassess. Is a teacher then spending extra time in that next five days on the old stuff and not moving ahead to where they planned on being at that point in time? What this question? Do you have general feedback on that kind of thing? >> Not a lot. And and part of it would go
back to no difference now than it was 20, 30, 40 years ago. If if if a lot of students struggled that is incumbent on the teacher that hey wait I need to go back because it's not a you didn't it's a we didn't um for the smaller groups you
might find for example a science ner has and not pointing him out for anything other than he teaches three sections of science n he might have a lot of students in a saber time that next day because they're coming from three sections of students but still might only be 15% of the overall in that
sense of students coming to on that but the idea if it's a lot then that's the piece that through PLC back hey my students really struggled on this >> how did you teach it how did your students do having those conversations so I don't think it's changed basic >> okay
>> I think at the middle school it's been interesting because I think more teachers have reached out to students saying hey you didn't do very well on this would you like to try it again um we see more of that and so almost the teacher self-inflicting
let's let's do this again. Um, and at the middle school level, I think they they don't necessarily know that they need to redo something. Um, I think it also helps students to see that I can't just say good enough or I don't I didn't really need to to learn this. That's not
true. Um, it's all important as I'm teaching, right? And I think teachers have done a really nice job of circling back to students. I see it more that way. What um
I'm going to put you in a vulnerable spot. What feedback on the negative side have you gotten from teachers? Maybe not negative feedback but concerns versus those who might be oh yeah this works great but it works
great maybe because it is easier. It's more of your cut paste either you either it stands or it doesn't type of a thing. >> I don't know that I would say that any easier for it is managing more. It's not
there's not an over. So I don't know that anyone would say that it's easier work. I think that many staff at the high school actually I think relationship with students we're looking at ours trying to within the structure we have at more
because it's working and then we're able to do that without changing our day at all. So I don't know that I know that it's easier. I think some of the push back we have some staff that are very much on if
they didn't do it when I told them they needed to do it, they struggle that they can still do it again. And some of that's just continued conversation with mindset and the idea of a growth mindset for students that it may have taken them longer or they may have had something really awful that night and they didn't
get it done. And and not that there's always not always circumstances, but part of it is building the for the student to have the conversation with the teacher. Part of it is creating space for that conversation to happen and then just continue to work through it. But that's maybe one of the things
that I've heard maybe the most is that idea of well they can't have a zero. And the combination for me is no that's not the case. They can't if they refuse to do it they're going to get zero. But if they got a zero because they really didn't learn anything must be really
uncomfortable with that. >> Okay. school. Initially, that idea of we can't give the zero made teachers very uncomfortable and we worked our way through that. Um, as Shane talked about, um, I think reassessment is a piece that
we're still working on. Um, and then I think that standard is reporting. I think once we were able to land in a spot where we wouldn't be reporting across the board that way, I heard far fewer um negative comments.
>> That was a very big unknown. So the 75% then would essentially say you've met the standard expectation and then everything above that meets is just not needing a reassessment.
But what happens if the formative work is still missing and that's a zero that still counts towards your grade. So what would that look like in a situation where you've met and you've shown that you've learned it but you didn't do any of the
work? >> How do you overall grade may be lower than 75%. But it's not going to be if if they've been able to repeatedly show that they're at 75% or higher on the summitives that 30% unless they've
really not done any formative and been able to be successful on the summitive it's not going to pull them below passing passing never the threshold we look at but with the idea that it's just I've been principal for 12 years at the beginning of my career as a
principal there was times where if You got a student that didn't do any of the work every test and they failed. If they really show us they've learned it and they know it that's the so I maybe digress from your question a little bit but what's the overall impact
if they're continually able to show us that they're at 70% 70% higher in their market even if they're poor they're going to continue >> yes I kind of feel like what you were asking and maybe I'm wrong and maybe I
misunderstood but like if I'm getting a 8% on every single assessment that is given to me and yet I don't do any of the daily work formative work. That end grade could very well be at a 75 because my 30% of my grade pulls me back down. I
guess I never thought about it that way, but like that doesn't really sit super well with me because if it's really about the learning, it just showed you that they know the content and so they should. But like I also struggle with like well if you don't do the work you should I don't know like I don't know how you
>> but I think that's the mixed messaging. If you pass all your tests but you don't do any of the work then who cares about the work, >> right? >> But yet your grade still reflect reflects the work that >> you chose not to do. You know what I mean? So it's like I I would say that I I have never been part of a situation
where that's actually happened quite that way that they don't do any of it and you know they might do some or they might >> but it could still be a failing formative and aing is probably not the right word but you know what I mean like a 98% on all of
your summitive well >> so are you just ignoring the formative and they're still going to get >> showing that they've learned or are they now sitting at a C even though that they've proven that they they actually do know the material. They just don't want to do the busy work or they don't
want to put as much time into it. They'll just turn something in because now there's a deadline in our structure right now. They would be wherever their final percentage was. >> Okay. I would really hope that our teachers are looking at that formative closely because that should be what's
informing their next lesson, right? So, we would hope that if we have a very low formative, the next one should be higher because that's with teaching. I totally understand what you're saying though. We do have a handful of students, but you're right, that's busy
work and I don't see the value in it because it's only worth 25 to 30% of my grade. >> Most of our students though, if they're not doing at least part of that daily work, they're not going to do well on that final assessment. >> Most of our students need daily work.
They need the feedback. There's always some outliers, of course. >> Right. I will say though, the other thought I have is I do just want to say I do think that this has been very helpful for a kid that doesn't necessarily want to talk to their teachers. It's been very
I've seen a very good positive change in a couple of my kids actually wanting to talk to their teachers because that's as as the gatekeeper to their grade and having to be able to do that reassessment. has forced and I've seen not just my own children but other children also just like okay I can have that conversation and I think in the past that was more difficult to have and
I think this has made it a little bit easier. I still think they have work to do in that area but I've seen a really good growth so our kids able to have that relationship and like talk through that grade where it was it's a little less scary >> think that that saber time
>> middle school will have saber tending next off the presses in case that >> I'll let take credit for it. So interventions are
they're there in K through five for sure and then they kind of seem to go maybe a little bit more away in maybe I'm thinking more like um reading interventions specifically for those kids that struggle with reading. But it doesn't seem like that really follows.
There's not interventions necessarily put in place in middle school or high school at least not as explicitly. So what would that look like in a situation like this? It's just saver time where the interventions are then or
>> question. So we still have intervention. We don't necessarily have an interventionist or an intervention block. I think that's maybe the biggest difference. Uh I'm actually very proud of of our teachers. they did a really nice job of taking their classroom time
and carving out a portion of it for intervention for retaching um and really um through different programs six minute solutions I all of these different platforms we saw tremendous growth and that wasn't by hiring an addition
additional staff member to act as interventionist that was teachers seeing a need and just making it happen within that 60 minutes uh the saver time will help but that again will be classroom teachers. It won't be at an interventionist to speak. Um and you're
right, we don't have math core or reading core that the elementaryaries do, but what we do have is a really skilled group of teachers um that I think are making up that difference. So you're right, we don't have intervention is but we still have intervention time.
>> Okay. >> It just looks different. >> At the high school level certainly have some of that to happen at the individual level. time layered in some of it also at the 912 level it's going to happen based on level of classes to give students that
right opportunity that right pacing but still focusing on standards but focusing on it where I need it um and all of our core classes that opportunity exists as you continue to get older we've also added specific elective credits for students who need both in math and in
reading for reading for example academic literacy a small group students that have shown us they need some time to continue to work on skills that aren't there from before. And so that's a small group that's working with one of our English teachers. So So we do still have
onion type layers. >> Okay. >> But with similar with the staff that we have, not a dedicated person. >> Sure. >> Yeah. And reading in particular, um all of our language arts teachers are car trained in the science of reading, which is exciting, and letters trained on
beyond that for special education. So I think we're we're moving in the right direction in particular when it comes to reading >> and some of my concern with the rating is with the reading is like the anecdotal side of things when you have patients that just like to start talking
and they're at the collegiate level and they're saying you know we have college students that are not at a reading level that would be appropriate for college or they don't understand deadlines now I'm giving them a deadline and there's so much flexibility ility in high school
that they get to college and it's like a brand new world. So just kind of trying to bridge some of that expectation especially since we do have a lot of athletes that I think the deadlines are a little bit more flexible
maybe for for those situations. >> Tell me what you mean by that. >> Um I guess when I was a student athlete it was this is the deadline. you're still going to get it. You still have to turn it in. Like you've been given a week, but now it seems like well if if a and
it's not just an athlete specifically, but it's just an easier example. If the deadline and the thing is due, but now they're away, it's not that it was expected before because you had a week to turn it in. It's well now I get
extra time because there's that flexibility in the deadline. >> Yeah. And certainly can't speak to all but I would for the longer term things. Um, typically those are still held to a week or two weeks for this. You might
be gone and still do this for everybody else. Whatever student, you know, not that they're altering it, but but in the in the idea of it was, you know, yesterday or today and it's
due tomorrow, but I was gone because we left early. there's going to be some of those flexibility. Yeah. But for the longer ones, I would say I don't think there's a lot of that. >> Okay. >> Because you still have a lot of opportunity. Um and teachers even time
are looking at both students. Question. >> Well, we really appreciate these updates. Every time you guys come, I feel like I have a better understanding and I also have a better sense or I have the sense that we're in a better spot than we were
at the last update. So I I really want to thank these two have been wonderful partnering this year as we go through not just a complex opportunity but philosophically there's so many different ways of looking at this and I watch them leave their buildings
incredible. Thank you. >> Excellent. >> Thank you. We're going to take your umbrellas out of your office. >> Have a good evening. >> I have two kids at baseball practice that looks pretty windy out there. >> All right. The next item on our agenda
is discussion of future topics and we have two listed already. Um one is having uh an update on the timeline for an upcoming levy and referendum vote which we are tenatively looking at you hear from this coming November. Uh we plan to have that on the
August work session agenda and then second thing is curriculum review cycle which is also on the August work session agenda. So, um, I would add a third, which is something that happened at the August work session last year, which I
want to move up and will actually be on the agenda for our regular meeting two Mondays from now, which is setting the superintendent goals for the coming year because I think those need to be in place by July 1 so that they can be worked on for the entire year.
Yeah. Anybody else have anything? >> Um, go ahead. I just I don't know when we're going to do this. I guess without a work session in July, but I think it's important that at some point we talked about getting an update on how
the procedure, not the procedural part, but the implementation of the cell phone policy is going to look just so that we're more well informed for families asking questions come the start of the school year. So maybe more of a one-on-one uh topic or if we can squeeze into a work session, but just a general
discussion on how the progress on that and what we can expect to kind of give families as an overview if they ask. >> So district administration met this week. So we'll bring those forward in July to approve questions
but you said we're going to do the regular meeting. Yeah. >> Yeah. Because >> our next work session is the August one. >> We've already got these two things written down and I want it to be in place before that.
>> Um I guess I would request another placeholder for an update on proficiency based grading. Again, I just want to make sure that we are getting those updates. I mean it doesn't have to be monthly by any means but
>> is after reporting period good time >> is after reporting period is a good time >> late fall early winter >> yeah I just think the more conversation that we can have I think it helps families it helps us have conversations
with families um and I think it's just >> twice annually At least just in the near term >> while things are still developing. >> Is that January? >> It is all done by December.
>> Yeah. And then maybe again June of next year. >> I wouldn't want to plan ahead beyond that, but Okay. Uh anybody else items to add? >> Okay, then we will move on to the final item.
So um I will look for a motion to close the session pursuant to Minnesota statute 13D.05 5 subdivision 3A to conduct the superintendence end of beer evaluation. >> So second >> motion
>> by Emily, second by Jen. Any discussion? All >> in favor say I. >> I. >> I. Any opposed? Okay. We'll move to close session. >> Are we