WEBVTT

METADATA
Video-Count: 1
Video-1: youtube.com/watch?v=V39zVSMN4DE

NOTE
MEETING SECTIONS:

Part 1 (Video ID: V39zVSMN4DE):
- 00:00:22: Meeting Called To Order; Pledge of Allegiance
- 00:01:18: District Operational Plan Update Introduction and Goals
- 00:04:57: Goal One: Healthy Climate and Community Trust
- 00:09:11: Goal Two: Monitoring Riverview Intermediate School HVAC
- 00:11:06: Goal Three: Sustainable Long-Term Facilities Planning Update
- 00:12:15: Goal Four: School Crisis and Support Teams
- 00:15:53: Clarifying Alice Training Integration Measurements
- 00:18:10: Goal Five: Emphasize Mental Health; Data From Survey
- 00:22:39: Goal Six: Student Achievement; New Instructional Roadmap
- 00:24:49: Reassessing Instructional Roadmap Implementation Feedback
- 00:30:12: Goal Seven: Professional Learning Communities (PLC)
- 00:33:38: Goal Eight: Building Leadership Teams (Build)
- 00:40:59: Goal Nine: Increasing Student Achievement, Data Review
- 00:44:24: Supplemental Curriculum and Addressing Reading Increase
- 00:47:44: Goal Ten: School and Family Partnerships in ECFE
- 00:48:49: Goal Eleven: Community Education Programming and Enrollment
- 00:54:57: Goal Twelve: Engage Families in School Improvement Priorities
- 00:55:59: Goal Thirteen: English Language Arts Literacy Curriculum
- 01:00:23: MAP Review and Choice, Next Year Implementation
- 01:03:58: Split Into Two Goals: CLA, Math, and Assessment
- 01:12:03: Goal Fourteen: MTSS (Multi-Tiered System of Supports)
- 01:13:50: Goal Fifteen: Stewardship of Resources; Enrollment Concerns
- 01:19:38: Surveying Homeschool Families For Needed Improvements
- 01:22:18: Goal Sixteen: Fund Balance and Labor Agreements
- 01:23:38: Goal Seventeen: Support Teachers and Site Administrators
- 01:25:08: Goal Eighteen: Communication; Engaging Community; Social Media
- 01:27:07: Analyze Social Media; Use QR Codes From Print Media
- 01:31:57: Communication; District Website; User Engagement
- 01:39:04: Board Asks For Documents Before; End of Operational Plan
- 01:39:39: Annual Graduation Rate Presentation for 2025
- 01:46:14: Discussion About Publishing Meeting Minutes in Newsletter
- 01:49:47: Implementation of Changing Minutes Savings and Format
- 02:02:26: Brainstorming Future Topics For Discussion


Part: 1

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your agenda. >> Yes. All right. So, we're up. We're good. >> All right. Uh, it is 6:33 on Thursday, May 7th. I'm going to call the May work session of the Sartell St.

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Steven School Board to order. Uh, and just note that we are minus um, Director Meing and Director Wenshaw. And the first item on our agenda for the work session is the pledge of allegiance. ledge to the flag of the United States

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of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Okay. Uh, next item on the agenda is a district operational plan update. So,

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I'll welcome Superintendent Revard and turn it over to you. >> Great. Good evening members of the board. Uh annually we try to take a look at our district operational plan. This plan is utilized by all of the district administration as we take things that

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flow down from the strategic plan and try to operationalize those things into our daily events within the school district and it's a pretty wide ranging plan. So last year we did this work in June. We're doing it a little bit earlier uh this year due some of our

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scheduling things that we have going on uh during June. So you do have a copy of the district operational plan. Um so we will be utilizing that. What I'm hoping for out of this conversation as part of the work session topic is some feedback as you look at some of our goals within

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the plan. Um some of those areas where maybe we think we are in a good spot and maybe we're starting to remove some goals. If there's areas that we're thinking we should be adding as we go into the 26 27 school year. Uh that would be great information to have too.

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So as we go through this, we have six areas to go through. I'll try to keep up with the areas on the overhead for folks who might be viewing, but we will start with healthy and supportive environment. As I've gone

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through this over the last week, I do another update, district administration and building administration look at it. periodically about three times a year. Um, but this is our most up-to-date version. What I did do is I highlighted areas a district operational plan can

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get very wordy. Um, and while I appreciate you wanting to spend time with every word and I I'll take any feedback you have, what I did try to do is highlight some areas that I think encompassed um both the goals and the performance indicators. the strategies have stayed stayed fairly similar since

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23 24 because a lot of them are just traditional strategic instructional strategies. There are some changes that have happened within some other areas though um that I'll welcome you. So the first goal talks about um both the superintendent, district administration,

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members of the board working collaboratively. And as you look at that goal, those are one of those things that as I came into the school district, I knew this was an area that we want to continue to work hard on. We have some information about how that's going right now. As part of

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our update, um during our survey with Morris Leman back in January, we did get some feedback about the trust that the Sar community has. of the school district. So, I'm utilizing some of that information and giving feedback as part

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of what our performance indicators are. And right now, what we are seeing is upwards of 88% of our community sees us as being providing a healthy and a healthy climate culture for all of our district stakeholders. But I I would

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call the attention to the idea that we go down to the bottom of that that our community feedback also sees us as being very accessible when I've looked at some other pieces of data that were provided to me by our school principles. So I think my first question as part of our

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exercise tonight is do we see this as this goal is written as a goal that we want to continue to have moving forward into our operational planning for the 267 school. Well, I would say trust is always important.

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>> Any other feedback related to that? >> Yeah, I I think it should stay. >> I appreciate the feedback in the survey about trust. That's not directly related to the way the goal is stated. That's what I'm I see like it as one of

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the strategies. >> Yeah. >> And that would be accurate. Matt, I think that the challenge we had is this year we we don't do a community survey every year. >> Yeah. >> And yet I'm always looking for data that's going to be objective and this was a piece of data

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that I thought I could utilize at least as a performance indicator that has a nexus related to that goal. >> But our community survey that we when we did the doc review last year, >> we have that showed us that we're we're doing a good job there, but we don't do

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that kind of survey every year. >> Could we use the the Northstar report data at all? Because they do report on, you know, do you feel safe at school. Could we use some of that data? Granted,

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I know it's a year behind I feel like usually >> um when that actually comes out, but could we use that data just like the highlighted part to create a healthy climate and culture for all district stakeholders and could some of that be utilized as data we look at to see if

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our children our students are feeling safe? I know it's more student related with that data. It's not going to encompass all stakeholders, but it'd be something. Yeah, I think that's another piece of that as part of our indicators as we go into systems.

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>> Yeah, the the importance I see on this goal specifically, the way it's written, and I'm looking at the goal, not the strategies right now, is >> knowing that we've had the discussion of going into a referendum possibly a year from November. Um,

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I think it's very important that we keep a healthy climate and culture and keep focused on it as a goal because that can only help like Peter Leven said to us gain us political capital that we can then try to cash in when we're having to

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go to the ballot box with the community and just thinking in the time between now and then we are going to have another round of elections. we're going to have the potential for implementing new policies at the high school with cell phones, things that could grab the

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community's attention. So, I think it's important to keep focused on this with all the other noise that should be going on or will be going on in the time between now and the the next referendum. >> Well, we will continue this whole event moving forward and look at other alternatives or opportunities and how

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we're assessing. So, I have the other one. I have last year's pulled up and it talks about welcoming environment and our kindergarteners or those families were the ones that dip

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below the 80%. Do we know if that's improved at all or what credit which survey was that? >> That was the one that we we put out last spring. >> We had to do that every >> three years. So we won't know anything

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on that. >> Want to make sure we do it every >> Sure. >> Okay. >> Just clarifying that when I first was reading this, I was thinking healthy climate as in healthwise, not necessarily. >> I get it now. The the statistics I was

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like, this really doesn't have anything to do with health. >> I got it. >> Okay. Well, I will I will take that feedback and we will look for as many ways of measuring that as possible. while trying to ensure that overmeasuring things also can lead to

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not accreted to health and supportive environment probably goes to what Chelsea's talking about that's truly is the health of our building this is a goal that's going to be fun to consider whether um we change either the wording of the goal um but

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it's to monitor the HVAC system at Riverview Intermediate School um as we started this school to ensure that we continue to have a safe learning environment because we always have concerns about what may happen with the HVAC system. We now have an update as we all know that phase one will be starting

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this summer and continuing on through phase two. So, we're we're moving forward on accomplishing this goal and doing it in a way that is in concert with our school district or with our district and community and what they want to see done. My question for this

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group is do we want to continue this knowing that we still have to get through phase two in terms of monitoring our efficiencies and how we're taking care of that HVAC system or would you want to see this goal possibly? >> I took this goal to mean

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monitor the old system and the financial costs that it was imposing on the district. I don't >> so the way it's written I don't know that we need it anymore. >> We're already addressing. >> Yeah, it's In one sense, it's been addressed

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because we have the referendum passed, we have the levy in place, we have the project ready to start up. Um, so the question would be if we want to keep the goal, do we change it to say what? Or we could say since it's already in motion, it's not necessarily a goal for an

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operational plan. >> I would consider removing it because we know as stewardship resources, stewards of our resources, which is another, >> right? because I think that I think it's important that we continue to monitor the financial allocations associated with it.

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>> But yes, that could fall under a different >> category because it doesn't so much fall into the health >> category, right? >> Yeah, I'd agree with that. Just put it in the other section. >> Our next goal is a goal that I know I can also probably speak to a little bit

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is in partnership with Ben Sterns. We're looking at sustainable long-term facilities planning, especially as you think about our Voyagers building over in South Rapids. That being said, we continue to have regular updates. I think there's some progress being made in this area that might impact all of

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our buildings possibly within an update as to Matt earlier this afternoon. Matt, any other comments that you want to say related to leaving the school in as it stands? Yeah, I don't think our goal has changed

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and we're, yeah, although we have a, you know, somewhat positive update today, we're very early in the process of working toward a potential deal on a new facility. So, I I would keep it in just the way it is and cross our fingers of

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it next time we revisit this. It's uh something that is more in the category of being handled like the Riverview HVAC, but we're definitely not there yet. So, fingers are still crossed. Things sound promising, but

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>> yeah, exactly. >> All right. Our next goal is implementation of say based school crisis and support teams. Uh I think what I would want to comment about the specific goal is that we we continue to do this. I think it's important that we

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have it as a goal on any district operational plan. If I was in any district um in the state of Minnesota, I think the assurance that we're doing all these things still rests on our school principles. Um but I think the the addition of Kyle having this as part of

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his regular duties has increased our efficiency in this how we're doing it. preparation for any concerns that we might have. So that that would be a piece we ensure that we make sure that we're meeting all the requirements the

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Minnesota Department of Education has and having our drills done and that we're prepared for our mental health responses. But I do think that we want to continue. >> Any thoughts? Well, I see Alice a lot and

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I guess I would Is that the only resource that we can use right now is Alice training? I can't remember what >> I love you guys training is something that and I'll get to that a little bit later. We are sending all of our clerical office staff to I love you guys

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training on June 1st, Monday, June 1st. And the challenge we're having is the I love you guys training has a lot of vocabulary that they utilize if there is a time of crisis that doesn't match exactly what the Alice protocols are. So we're working with Sel Police Department and they're going to the training with

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us. They've already been trained up as much as we have. But how do we marry those two programs together? Because Alice has been something that's been for a while. All of our staff are trained in it. But there's it's like having a toolbox of instructional strategies. It

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is strategy and I think we want to make sure we have multiple ways but they're always staying aligned. We don't know during times of crisis any misalignment is going to cause challenges or >> is that addressing what you're wondering Jim or

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>> Well, it's just more I mean yes I'm glad that we're bringing in something else to pair with it. It's just after the speaker that we had and the concerns that come

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with or at least the perspective of potential concerns with that training. I'm just glad that we're bringing something else on board as well. >> And I would say the majority of the min school districts in central Minnesota are all moving to this and we are

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planning a a response that's going to be a central Minnesota response and that a little bit away just and the challenge with that I think we have I don't want to move on how we might be changing

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but you are truly changing the culture of how all of our 6 to 700 staff members think because they're all right so even as we try to make any changes or improvements you have to some things go

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to adopt. >> Um, our next item >> I just have one I have one question before we move on just really quick. how so as we attempt to marry those things then I'm guessing it's just tough to measure you know like next year for an

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update then how are we going to measure how well those are being married will the Alice training that staff members go through then coming up have some of the components of I love you guys weave together is that the plan >> that's what's going to be determined

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after our June first meeting >> we go for all on that day and then some of us are going to a gym training that's a part two of that that's related to reunification and Kyle's already gone through all these trainings. Sure. >> So now we're bringing admin and then some office staff for parts of the train

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too. >> Okay. >> So I I think it's what that plan looks like coming out of that is really hard to determine. >> Sure. Okay. section is is pretty similar again what we're looking for, but I think it calls out that we're ensuring that we're working with our law enforcement and

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that everyone is trained. Um, and then I think we've taken this to a different step this year, especially in our update and talking about our communication process. Kyle has spent a lot of time on this this year after I started this work last year and I was so glad that Kyle

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was able to come alongside me and help us move forward with it. We're feeling comfortable about where we are for communication. And I think after this June 8th training, I think we'll be even in a better place. And again, it kind of just goes back to how I never see us

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removing some of these goals because they'll continue to expand, hopefully get better. We should continue to get better at it. The challenge that some school districts always have is just like fire drills, is an expectation that you do five crisis drills. And for some

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school districts, I don't mean they'll those same day as the fire drill right after and not really talk about what what it could mean about what you're supposed to do and spending some real time on it. They'll get it all done in September. I'm just giving you real world

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situations. Principles will check them off their lists and then you will have gotten your five drills in and you don't have to worry about it anymore. And really that's not what we're looking for Thanksgiving. We want to make sure that we're talking about them throughout the year with our kids about how we're going to respond to this, keeping it in a

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healthy way with tabletop exercises, but still looking for those opportunities where kids can experience a little bit of what that stress might look like while still giving parents the opportunity to say, "I don't want my child to participate in that." And I think in our we do a good job of that,

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we still can get better at it as we take on the possibilities of a new program that isn't Uh the next one is to continue to emphasize the importance of mental health. I did throw some data in there. Again, probably looking for a nexus that

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I could find with our Morris Leman survey. Uh what I would say for this is that we continue to put assets into ensuring that greater Minnesota and now Central Minnesota Mental Health Center contracts within the school district so

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that we have a mental health provider in each one of our buildings. What that means is those those individuals are able to do diagnostic assessments, do mental health treatment with kids and their families. That can happen through the MTSS process. That can happen with

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just parents calling in and saying, "I'm really challenged with trying to get my child into mental health appointments. Can you do anything?" And we're fortunate start that we have staff here because of these partners who are available and some of these individual

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therapists or skills workers have upwards of 20 to 30 of our kids on their case load. So this is not just we have someone coming in for Tuesday and is available for four or five kids. These people do become part of our staffs even though they're contracted consultants.

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So I'm I'm pretty proud of the work that we're doing in terms of address the needs of children's mental health especially for those families may struggle in getting their kids >> and parents have to sign off on this correct because of

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the diagnostic assessment that you would do with the child the parent will be involved in >> okay >> so yeah it's very much parent partnership and what can happen with those is the parent can make the decision to even separate school district totally out in other words can

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still be seen at the school of our offices that we provide for greater Minnesota or central Minnesota. But that release of information that you would think would just be obvious that you would have between central Minnesota, greater Minnesota and the school district, a parent could say, "No, I I just want this for us for my

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child and my >> So there's not going to be a point where a student would be going through an assessment without prior parent knowledge." >> No. And it would be not only unethical but illegal for the organization to do, >> right? Well, I just didn't know because they're in the building if there was a

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situation in which it seemed necessary due to a behavioral thing if that would be the next natural step before parents were even contacted. >> The person who the person would quickly lose their license.

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>> Yeah. So, how does that, and this might be way in the weeds, but with with children essentially having to give permission for parents to access medical records, and maybe it's different with mental health, but

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is there any way that a student would be able to to say, "No, I don't want my parents to be able to have any knowledge of what's going on, or no, I Like is the student able to make any of those decisions? >> An 18-year-old will be able to

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>> Okay. But not younger than Okay. >> Not even because it's 13 in Minnesota for medical. >> Yeah. Okay. >> What's our current system um for the counselor check-ins at the high school? You have that listed here.

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>> That was going to be my question. I'd be interested in some data around that. Especially >> I can get some data for that, but I did not ask them for it. They are so busy right now. understand >> you know the goal is still three times a year especially the discontinuation of that

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>> I don't have the date >> okay >> should have waited until June >> no that's >> but I will follow >> Shane knows >> okay um uh we we move now into student achievement and growth as our next area

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that does cover and you know we have a 22 26 instructional road map um really put together by Dr. Ruckle before she left us is not something that we're just throwing out with the bath water like

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the other part of that slogan but it is something that I'm going to be looking at over the summer about how how or what that's going to look like. We use the instructional road mapap um in this very room when we're meeting as principles and district staff to make decisions about professional development and a lot

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of that was somewhat taken away from us especially kindergarten through fifth grade because of letter strength. So the things that we needed to do that were part of the instructional roadmap are are happening and we're staying aligned to what our key priorities were even when we started this conversation back

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in 22 and 23 prior to my joining the district. But I do think it's going to be timely this summer and going into the fall to looking at that differently asking Angela as the new director of learning and teaching to take a look at what she thinks and it may not be an

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instructional road. maybe something where we're looking at benchmark indicators every year instead and being maybe a little more flexible on what we're doing year in year out knowing that different things come at us at different times. Um it might not be four to five years long maybe it'll be one to

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two but I want to give Angela the opportunity to make some of those decisions in concert with our principles depending before we move forward too fast. We started our professional development calendar for going through the end of October. Obviously, that first week when

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we come back in August is a very important week of professional development. So, we're continuing work on that. Next Tuesday is we're going to finalize it next Tuesday. But then from there, I'm going to put that on Angela moving forward. I don't see this goal that should go away. I see this might

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change, but I welcome any feedback from the board in terms of when you look at that and anything that we should be thinking. >> Are you wanting to change it now? Sounds like possibly in the next year we're

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going to have something other than an instructional road map which is listed by that name in the goal here. the the the feedback that I take from the board today or anytime before probably August 15th, I redo the dot during July and

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August to try to make it actually look like what we're doing for that coming year. When you give me feedback of saying, "Boy, we probably don't need that anymore." I take that with the perspective of it's an operational plan that I still have to feel like I'm

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implementing on behalf of the board. So, it might different when I look at it in July or August, but it won't be the idea that we don't have some sort of goals related to instruction. That would if I if I did away with that,

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that would be remiss as a superintendent. Might look a little bit different. Yes. >> Would you maybe include wording of reassessing instructional roadmap and potential potential implementation

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changes? I expect that'll be a big part. >> Okay. >> But as of today, right now, we are still following the instructional roadmap because that's what we have. Correct. >> But it's going to be ending and we have a new director of teaching.

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>> So what would we change today? Probably nothing being this is the current system we're under right now. >> But if the board has some feedback, >> well, that's where I'm wondering. Do you change the the name of the goal as an assessment period? And then

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because it's not if if there's potential that the road map might be going away or maybe it's staying or maybe it'll take on a different title, do we allow some flexibility as to how the goal is written?

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>> Yeah. So maybe the goal should be to assess the structural roadmap and make changes as needed. >> Well, I think we make changes throughout the year, but I I do like that as an idea because I think it gives Angela that opportunity of instead of her and I

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saying we need to have something in place as we go into August, we'll have things in place as we know for professional development activities. Yeah. >> But what a true road map or plan might be impacted by any strategic planning work we might be doing. They might be

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impacted by things that will come out of the legislative session. You know, all those areas can happen. The idea of having a year for a new director of learning and teaching to be looking at this role as part of our operational plan is that you >> and what I'm gathering from you, you

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feel like what's currently in place with the instruction is something that you see necessity to make changes to. So, there will be changes to what we've been using. >> I think we have to look at it. have education in 2022 versus education in

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2026 27 28 29 >> right so >> AI wasn't a compic letters wasn't I mean letters was being considered because of the work that was happening down Mississippi

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wasn't something that was really that session going into the 22 legislative session. So I do I do like the idea of spending a little bit more time making sure what we want to do for the next three to four years we get multiple perspectives and give

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Angela a little bit chance to look maybe globally across K12 versus what part of our instructional. >> So do we want to change the goal to The goal being to assess the current instructional roadmap and

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prepare for changes. >> That I like that as an idea. >> Yeah, that makes sense. >> I guess I if if we do that, which I support doing changing the gold and broadening it, but is there a way to get

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an update as to what does that assessment look like? What are we finding prior to >> this update? >> This update, >> right? >> Like a mid >> mid year or so. >> Just something to keep us

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rest of what's maybe changing or or even why? >> Well, maybe we start looking at certain sections throughout the year versus just doing one grand slam. >> I would like that. >> I'm okay with that. I inherit

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I have to be ready to change. >> Well, especially in like a situation like this, we have somebody who's coming into this role. There needs to be some tweaks or some adjustments or an overhaul. Who knows? >> But at least then everybody is

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>> I think the on the same page >> and the word overhaul flutters in my stomach. There's probably not giant overhauls because we still have a pretty successful school district with 5% of our kids. But that doesn't mean we shouldn't be looking at how we can get better for serving the needs of all

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kids, >> right? >> I appreciate that. Uh our next one is related to professional learning communities. Uh, as as you may or may not know, PLC's really have only been around for about a decade, maybe a little longer, but really didn't take off in the state of

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Minnesota until about 2010 or so when QCOM became a thing back in 2007, 2008. And now they are everywhere. Um, I do appreciate a special before she left in relationship to ensuring that our professional learning communities have a

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lot of things to base their work on. When I observe right now, continue to see that PLC's truly are about kids and analyzing the data that we have. Um, this is one of those areas. How do I assess this? I assess this because

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knowing that we have PLC's built into all of our schedules in all of our buildings, I check to make sure that they're happening. Um, and if there was an area of concern was this, it would become one of those areas where I would be looking at leadership and what we

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might be missing. We don't have that concern right now and our teachers are very much bought into the PLC >> and is this is the PLC work um dictate is not the right word uh

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steered by the district like this is time that we're saying you have to do so if somebody misses it they have to make it up somewhere else. If you if you miss it because of the child's appointment or something like that, no, they would have taken sick time off. But the PLC work would would

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be something that if you're coming together as a group and you're doing an instructional practice where you want to try this out and maybe three or four people are going to try it and three or four people may not for the next six weeks as an intervention with the kid. Then you're coming back together as a group of teachers after those six weeks.

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They meet every other week, but six weeks later you come back and you report out. This worked really well in my class. I didn't try, but maybe I should. Is that is that time to be experimental? It's that time to look at what are we doing with kids. It's also that time

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collaborate with each other versus what used to be people would talk about in the days that a teacher could spend 30 years never talking to another teacher. You could come into the school building, go to your classroom, do your work, never interact with a teacher. teacher on how you could get better and PLC's

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really changed that practice with kind of this expectation now and and the strength and the wonderfulness of being able to sit with your colleagues and actually talk about your practice. So, we're saying as a district, we want you to do this, but really it's being led by

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teachers. >> Okay. >> There's a lot of spot checking that goes on. The challenge of anything when you put groups of people together is you also want to make sure we're accomplishing the task that we're asking them to do. So, they have agendas. they

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have things that they have to ensure that they're accomplishing and our principles are flagship. Um, our next item is build teams and I I know I've spoken to I believe each of you regarding leadership teams and what those will be looking like next year. Uh, build teams again is something

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that's probably only 15 to 20 years old. There might there might be different versions of this, but all districts right now across have leadership teams that principles will depend on and they

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might look a little bit different in our district. They look like having both an operational team and a instructional team. So built was BI and Bolt was B. So um

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recognizing that those teams have been impactful, they always have been. But we also are recognizing that we have challenges budget wise because those are also teams that we compensate our staff for. Um we will be putting those teams together next year and decreasing the

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number of members on those teams along with the frequency of how often they meet. So we'll be evaluating how that impacts the operations of our buildings going into next year talking about it throughout the year. The principles know this. We spent a lot of time making this

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decision about this budget reduction. Recognize that it can impact all five of our buildings in very different ways. The assessment that I would have for you is that the build teams are important. We know that we get that feedback not only just them as building leaders. We

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get that feedback from their team members because they're bringing information back to their second grade team or to their their science department. I'll be curious to self here and I'm hoping that because it's so much part of our cultural rate that even

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limiting the number of people involved and the frequency that is happening that we'll still get >> and that I have to measure so to gain just a little bit of understanding How I guess how does is your build team

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like your your go between between your staff like your frontline staff and your management then and if there's concerns happening in our classrooms or with

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instruction or or what have you, >> that's their representative who then goes and kind of delivers that message to like our principles and our admin or how does that >> I wouldn't say delivering the message necessarily. I would say it's it's the hope that you're having collaborative

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conversation and making decisions based on consensus. So even when I work with our principles they know I'll come with an agenda where there's always a decision matrix and the decision matrix can happen in many different ways. It can be a consensus

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decision. It can be a democratic decision where we're taking vote% then that's what we're going to do. Seldom use that. There could be a directed decision where I'm just there to collect some information, but I'll be directing the decision. But usually what you're trying to do is make decisions in

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consensus. Your leadership team offers you that opportunity to find out how your building's feeling about anything you're doing moving forward. Building as a leader either building consensus with them, um having them help with the messaging of it.

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That's why these were paid positions. But even messaging of it. They're helping to ensure that we we have built consensus just not on this team of 10 people that might be coming conference room, but helping to build

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consensus across the whole and by consensus I think we all know you're kind of hoping for 80% or better on anything that you would do moving forward is is truly a consensus decision because you'll always have some folks who may not be ready to move.

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Does that help? that >> I think. So I I guess then my question my follow-up question is so if >> if you're looking for a consensus but you're not really getting a consensus then does leadership try to make a decision based because

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eventually a decision has to be made. So do they I guess what happens then if if there's kind of a conflict between the two groups >> directive decision is usually >> okay >> and I think what the what's important

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about that and I've talked and I'll say trained our principles on this is the important part about that is being transparent about being transparent about before you even start the conversation if this is going to be a directed decision it doesn't mean that I'm not here to value the I'm going to

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hear from you. But just know that I recognize this is just a decision that lands on me. When principles are hired, that's a directed decision. I make the decision. I usually have other people there. Matt joined us for one of them and I take that feedback in. But I'm not

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choosing to find consensus for it. So sometimes there are decisions like that. Um a great example, who who's going to have faded if you're in this elementary school building. So building a schedule often

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times you'll build a schedule with your operation and every year someone is going to say they want to have last prep for whatever reason. Um you truly every year want to try and build consensus so that everybody is feeling good about when

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their prep time is when their children are going to have artif. In the end, I'm I would always tell my staff, this is going to be a directed decision. We're going to spend three months talking about it. I'm going to be listening. I'm going to be giving my feedback input, but I know

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because the idea that I need to get 80% of staff to agree on what schedule look like because we all have our own individual personal things that impacts when we want our breaks, when we want our lunches. So,

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decision. >> Sure. >> And limiting those numbers of people involved is the risk. And that's why I think it is important to talk about that as we go into 26 27 that I recognize because I want to make sure we still feel like we have a culture where people

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feel like the numbers of meetings that can happen. So would there be other opportunities then if there's a larger decision being made that you would need to pull more people in? >> You could make a choice of pulling more

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people in or having more frequent meetings and then a principal would have an opportunity to use part of their building level money or professional development money. >> Okay, to pay folks to be part of that meeting and that happens fairly frequently especially over the summer. Jane or Angela might bring in their

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building in early August even though the other buildings are not because they have important decision and then they utilize their building. Okay, our next item. So that that >> yeah, I appreciate any feedback you have, but I really need to keep that

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goal on there. Um the next one is an obvious one. We're always looking at how we're increasing our student achievement. Uh this is another goal area that's going to be impacted by our May update. And I had um Emily pull some of this data for me and

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then we reviewed it last week again. Um so what you have in front of us now is instead of the fall to spring data, you have the fall to winter data. Our spring data really doesn't get back to us by about the first week or second week in June. Um and so I'm going to you want to

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Scroll down. Well, not scroll down, turn your page. There's a there's a thing that says key take. And as you probably recall, where we get our feedback is looking at students who are either moderate risk or high risk. So the goal is decreasing

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that number. Often times we think about wanting to increase proficiency. For us, when we're looking at any of the testing related fast, we're actually looking at decreasing those children who are moderate. the high risk and we're seeing some

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pretty decent success again this year even going from fall to winter and for our primary grades in kindergarten through first. We have some questions as we look at our our elementary second through fifth grade because we're we're seeing about a one or two point maybe

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even increase in those areas and there's a couple questions I have related to that that we're going to try and tackle over the month of June. We have a new reading curriculum that's being implemented this year. So we recognize that first year implementation often times has an impact on students scores.

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In other words, when they when we start a new curriculum, often times we see not incredible positive results right away. And sometimes we see us lapse and go down a little bit. So that can be a piece of that. But probably more importantly, um I expect that I'm going to have to go over this information with

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you guys again during September instead of just doing just straight MCA. I think a little bit about the fall. I think I'll make sure that we go back and review this data fall data because I need to reflect for the board that we are seeing children the percentage of

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children going down because if not things we have to change. If you do go back you'll note that we're still hovering right around that 10% to 12% mark for most of the areas where you see in the highrisisk category. I'll

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remind the board that students with special education needs, especially students with needs, that is almost fairly reflective of the percentage we have of students who are in disability directly instruction. So the idea that we might

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have students in that 10% range and high risk actually coincides with what our population of special education student is doesn't mean we don't want to move them. moving them into moderate risk. So part of that is

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the cake. Part of it is the reason why they qualify for special education is because they are highrisisk. >> If there is a continued increase especially in reading >> with the investment that we made into the curriculum,

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how do we address that? is that do we supplement the curriculum that we have? >> We already do. >> We do. Okay. >> I what I would say is that I would be looking for two to three years of no impact before I would be raising the red

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flags. >> Um but the supplemental strategies that we're doing with kids or curriculum that we're doing that's already happened. I think my bigger worry would be I would want to look at this data and I would want to look at some other d that would be chronological

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in terms of looking at some of these kids who might be kindergarten first or first second and what their MCA scores are looking like. Also, I'd want to look at multiple variables, right? >> Before I would say, boy, we made a poor decision on curriculum we chose. >> But we do have to analyze it, right? We don't see it making an impact. Even

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though everyone says CTA is wonderful, our teachers are very much bought into it. Our parents seem to appreciate it as a curriculum >> if we're not getting the results we need. And I would say, yeah, we need to we would want to d points and then right discussion decision. Yeah, I guess that

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would be my question because it wasn't it's CKLA. It's also the time uh and the money associated with letters training too which >> there can't be in my eyes there can't be anything negative with that but at the end of the day if it's not producing

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results which is the most important part then yes then I think we have to >> address that regardless of how much we've invested into it because and most of it was required I mean this is a legislative requirement so it's not like we had a ton of options there but

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No, but I just don't want us to fall into a well, we we invested so much that now it's tough to go back have to. That's their purpose is to improve this stuff. So, >> well, I think as long as the conversations are happening

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and the reason for why we either are moving away or not moving away, >> right, >> then I think it's easier to explain and for people to swallow that pill. But I mean to your point, we're forced in

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some ways. So >> most ways >> you kind of touched on it already, but I was going to ask you what the anecdotal feedback is for the new curriculum. So positive >> and so it's stayed consistent. Okay.

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>> Yeah. I'm surprised because it's been from both staff and parents. It seems like it's been very positive. So I'm surprised that the square is not reflecting, but obviously it's so new. >> Well, and I think great evidence of that too, Matt, is when we see other districts when Megan was still with us

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coming to visit our school district to see our implementation during the pilot CTLA because they were going to be adopting anyways. It's hard to say that we made a poor choice at the time, but the proof is also so I don't I'm very

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curious to see how the spring scores come out, >> but information still. >> Okay. School and family partnerships. We're going into this coming year with our early childhood programming kind of

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staying about the same in terms of numbers and enrollment from 2526 to excuse me 2425 to 2526. We continued that enrollment to be about the same. I'm hoping obviously that we'd start increasing that. Um we continue to be a

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fourstar parent aware program which is very important. I think his parents are shopping around for those preschool programs and I I think our the idea that we're continuing our advisory committee is really important because they do give us a lot of feedback that impacts our programming. I was able to attend one

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and it does help it does impact our decision making. So that would that would be one that I think we have to continue to have as a goal, but I'm very open to people have some ideas of if we're missing some things for our marketing areas that we're trying to get

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out and be as competitive as possible. Well, I'll let that one hang there because we do have a lot of communication goals and maybe that would be applicable to this school too. >> Um, community education. So, what I would call out here is that I I do make it as relate to

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Community Education Advisory Boards, which is a a great advisory committee in terms of giving a lot of feedback and a lot of information that I think actually goes into practice as Jen Jen drives takes that information and tries to push it out into

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programming. I think the addition of the program coordinator this year has also expanded those partnerships. I watch that. I watch Sarah even as we're at the senior connection that impact that I think in connections that we have going on continues to

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evolve the programming that we have through community ed in the end we are seeing a higher number of people participating in community ed but I think our challenge is is we're seeing that higher number still be reflective of our 5 to 18 year olds

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and Sarah pulling some numbers excuse me some numbers for me to see where are we having any impact for our 18 to a piece that I still strategic planning as we talk about being a community school district that are we

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missing anything there we continue to have more offerings we sometimes just don't people sign up for so it's one of those things I think we're achieving the goal based on the information I get back from Jen, we're not always having a higher

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percentage of people engaging even with having more offers. Is there a way and what is making me think of this is so the the booklet came out

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>> and it came out prior to registration opening which is fantastic because one year it didn't do that but then just recently there was an email that had come out through Skyward um about strength and conditioning at the high

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school almost like a prompt Hey, we're offering this if you're interested. Is there a way to maybe pull out certain things to remind people like, hey, this is a class that we're offering because sometimes you

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kind of for forget or you're not really aware because that's not what you were looking for. Do you see what I'm >> So I do I think what I'm hearing you say is should we be highlighting certain classes especially think about our 18 and over crowd >> because I think we do a decent job

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probably of highlighting >> the programs for kids the soccer program is still huge >> right >> that comes out people see that all over the place but do we highlight some of those programs for adult learners in the community that's >> how do you communicate those

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>> right from the school it makes sense is student gray activities and it's kind of an extension of some of those athletic programs. >> Well, this could be part of our conversation, part of our third subject today or our third topic today and how we might use space differently

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within our local. >> Yeah. And I don't know how it would work cuz to your point Chelsea, it's easier when it's athletics or student driven like you can blast out an email, >> right? But that it it was just something

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that I thought of because I didn't necessarily see it. My mind was on swimming lessons. >> Yeah. >> Or soccer or track or, you know, like some people are one track minded for

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that purpose. But then it was like, "Oh, do you want to do this?" Yeah. Okay. And I think even putting this is now just kind of talking about work sessions is the idea that even if we had a new activity that was going to be in

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community booklet putting that out there as being a new activity and sending out a sk for that or sending out an email for that might intrigue people to look at the whole book because the challenge is is the more we skyert or the more we email

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people the less attention And of course I still go back to an old model of Skyler for me is for Skyler for me is for Sky for me as if I need everyone to come and pick up their children. And so I want to always be careful about that. But if Sky went out

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saying there is now a new pickle ball program for 30 to 35 year olds that's competitive and there's not. But that may be interest now >> or maybe there is. I don't know. catalog, but if that went out as being

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something that might spark the interest of anyone to kind of look through the catalog a little bit more, that might be a good way of trying to address increasing participation. Well, do we keep like a database of former customer

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emails, you know, people who have signed up say in the past three, four years for something? Can you send more targeted message toward just those groups >> of people, you know, because >> they've showed interest in the past.

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Clearly, they've signed up for something. So, you can just >> highlighted two or three random classes >> and associations do that. Like, if you had signed up one year, but maybe you're not on it, like you're still getting those emails until either you sign up or

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you don't. But >> nothing since 2014 still get >> I think as long as there's probably some sort of opt. Um the next one is how we engage with our

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families. This was actually question that probably is applicable. Um, and I I think we as we look at this, I think our families feel like they are part of within

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choosing school improvement priorities. Obviously, because we had a referendum vote, I think it's part of it, too. But I think our buildings also do a good job of trying to make sure we have an active PTO or PTA. I think our booster clubs in those areas where you see involvement

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is still pretty robust versus what other school districts sometimes have. So for me, I I know that this is this is an area we need to continue to have as a goal from my perspective and one of those areas that just every year is a goal for district administration

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with 80% feedback suggestions. all of our >> right down to high quality instruction. So, this is the goal that we could be looking at discontinuing regarding our

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English language arts literacy curriculum is implemented. We're finishing up our year two. We're we're seeing mainly as we were talking about before that in our second year of implementation teachers

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are understanding all things that you would see with just any curriculum. The the fact that they're invested in this curriculum I'm on page 13 leads a lot to them doing even better instruction. A new thing we have right now is the CAPY.

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Uh the CAPY is an instrument that our friends at MD want us utilizing for our children who we identify who are at risk and those are children who score below the 40th percentile on our fast testing. So we don't have a this is our baseline

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year. So, what I did do is I I pulled some information together um related down the bottom of page 13 about subtests that we're seeing where there's some concerns about and we weren't surprised that our

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children who are scoring below the 40th percentile on the vast bridge were struggling in these areas. So, it somewhat validates the whole reason why they placed or why they're getting intervention for being under the 40th. What discovered from our viewpoint, Capy

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is a wonderful tool that we're able to use that gives us a lot of information. And while we like fast because it is able to provide us with math um assessment opportunities along with savers for social emotional learning

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opportunities. We're seeing that the is possibly giving us even better information. So, we'll be assessing that going into next year and making some decisions on what we continue to use as assessment tools, knowing that we have to have something that we believe in.

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And right now, we're kind of assessing, >> but from my understanding, we can't get everything with CAP >> and we can't break apart fast. Okay.

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>> I I I just I believe and you're totally correct, Emily. I just wonder as this work goes on across the state where everyone is having to use Cap, >> right? >> There could be push back in many different ways because fast is independent,

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>> right? >> So, is that maybe what the goal gets moved to instead of it being the new literacy curriculum instead it would be assessing the assessments. >> I see that is a possibility on the

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implementation. >> I see us having to add that goal. >> Sure. >> That is what I was going to because like it goes on is what's on page 14 meant to be what the continuum of this goal possibly be? Okay. because this was K

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through five >> the only and like so much of the strategies are so related to the selection of the curriculum which was really relevant at the time but I don't want to totally remove because of what we just discussed um

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evaluating the literacy curriculum because it may not be producing the results that we would like to see. So I think it still needs to stay on as a goal and it is still new literacy curriculum and it will be for a while >> and I would totally agree with you that the strategy of continually reassessing

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what we use should never go away right there's usually a 70urriculum and reassessing >> right >> on our >> because I would still consider it new for years I It's so robust that I don't

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think that it's going to be not new for quite a while. >> So, there is some map information in there. Um, as this board knows, we are we have completed our map review and we'll be looking at implementation for next year. The choice has a vision

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that's been announced to our team that was involved in that decision making. So, we're excited about that. We have some some big lifts over the summer as we try to get ready for doing professional development with this as we move into

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fall 2026. And I'm excited for this. I've had a lot of vast majority for something new and something that's going to address the standards better. And the work that the case committee and our small committee of the curriculum

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review folks did I think paid dividends. This was a a well done process the Schneider took on and I think people are doing pretty emboldened by >> but will parents be able to understand

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the math change? >> I will not. So rule me out. >> I'm not sure if they were able to understand. I was going to say, right? That's always >> Well, I just I still remember I have flashbacks of like my parents being so frustrated. >> But that's great feedback for me because

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I do think we have to make sure communication wise that we get very stuck during August on communicating all the things that are coming out and we're thinking about athletics. We're thinking about activities. We're thinking about getting kids into their classrooms. Are we ensuring that we're putting

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communication out to our families, especially K about a new master >> and how they can seek out help? >> Yes. >> What they can do, >> right? Because coming home with boxes of how to do multiplication. I'm like, what

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are you doing? You do it. You do it this way. Can't you do it the old way like everybody does? >> There's the answer right there. Why are we doing all the rest of this? >> Is that what they Oh, sorry. Well, I was just going to say even a couple sentences of the rationale for the change. I mean, I sat down for a half

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hour long presentation on the new math curriculum and the reasons for why they're doing it. You know, the statistics of how many math related jobs are in certain areas now and why the focus is shifting. So, we can boil that down to just a real simple statement to our community when we roll this out and

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say this is why they're doing it. This is kind of the mindset people are in. So when you see math look different than it was when you were in school, that's why. >> And I think a link maybe is something else to open about that for people who have even greater interesting to understand what does this mean to me as

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a parent? I'm trying to work with my student wouldn't be the worst. >> Well, and I think it was really helpful when Dr. Rovolt had presented even the CKLA process to the entire board. So even doing something like that again. >> Yes. Well, that required our approval, I

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think, because of the dollar amount. So, it was almost a but I but I had the same thought that even if it doesn't, it would still be nice to see >> the same thing like what was the rationale for selecting this curriculum and what's different about it. >> Incorporate that into

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>> Sure. >> I think last I heard it was still theition between bridges and vision. So, I take it this is what Do we need this to split into two goals since we're in very different places

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with CLA and look different? >> Yeah, >> that would be my suggestion. >> And do you pull out the assessment and make that like the the assessing the assessments a

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goal or do they just stay embedded in the curriculum? Okay. >> If you're tying it back to overall literacy curriculum, >> you could leave them together, >> but then could you also take that one out then because you'd be tying it into

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the one previously >> that we talked about. So, you wouldn't necessarily need a separate literacy goal when we've already >> one right now. And we're make it two. >> One for one for literacy one.

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>> No, I I understand that part, but there was um it was brought forward that we keep the literacy to make sure that we're still evaluating it based on the numbers that we had seen, but those numbers were shared before this

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goal. They were shared back in the >> I also want to see can we incorporate into the a little bit more information. >> Yeah. >> So that those goals that you're alluding to that we were talking about before

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those things. >> Yep. >> I do get concerned often times we don't also have related to our ways to measure that but sometimes

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how many of our students are passing their social studies The likelihood the challenge in that is that it's probably going to be 98%. And I'm just guessing we don't have a lot of student failures in terms of taking class. So I want to think about how we

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could also measure that. >> I think that's it's skill this is very targeted skill-based >> core curriculum where social studies so much broader. you don't necessarily have to have one way of understanding or whatever. It's not necessarily as

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targeted skill based. So, I think it's harder to measure. >> I would agree with and that's why I'm trying to think about are there other ways to report to the board how we're doing those areas while still analyzing and perfecting how we're doing. >> But would that be part of the portrait

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of a graduate? >> I do like the idea though. I like the idea of being able to look at the high school curriculum in a way that may it might not be quite as >> Exactly.

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>> Yeah. But what feedback are we getting? What is working? What isn't working? Um because at what point do you change curriculums in different classrooms or departments? >> Often times it's right now based on

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>> Okay. But that doesn't necessarily do a good job of assessing how we're doing instructionally in those content areas. >> Sure. >> It's not that I don't think we have wonderful awesome teachers, but we we get feedback on reading the map. It feels very objective, standardized.

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And what could we be doing a little bit more to find out? >> Do we get that feedback at the high school though for reading and math or like English and math? this exact >> uh you have for those students who are

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continuing to be under the 40th percentile fast, we continue to do assessment with them. If they leave eighth grade still struggling, we don't continue to put kids through assessment on the fast just to put them through it. But if they leave eighth grade struggling, they continue to take the

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best and we continue to monitor. >> Would it be worth exploring doing an assessment at the high school to see where >> MD is looking at us wanting to do that

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most school districts? It's because it's another assessment. So this is a really challenging conversation. I think we We don't want our children spending so much time being assessed that we lose on structural minutes that we still want to be able to

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gauge how we're doing in our time especially in those non areas but we don't always assess >> well and I guess for me and maybe this is not the way to think about it but our fast bridge is more real time

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>> I personally would rather do fast bridge assessments than >> MCAs which I think most people agree would be more beneficial information >> but >> we have some students one time that doesn't really necessarily I

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shouldn't say that's not there it gives us some feedback gives us a window into >> one year later >> I just wonder especially if we're going to move towards portrait of a graduate

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would that help us in any way to target certain things within that portrait. So, could you trial it? Could you trial an assessment period with that roll out of that implement or that

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that roll out of portrait to graduate to see >> are we really preparing our students for postgraduation? >> Yeah. >> I do I for graduate very different in

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every school district. And for us, I still go back on the idea that no matter what we do, how are we assessing the effectiveness or impact on it for kids? There's so many ways to measure that, but we've gotten so reliant on how we utilize fast or MCAs or in the old days

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NWA to try to gauge how we're doing that. We don't have to continue to do it that way, but we do have to have something. And I think I probably shared that a few times maybe a few also is

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95 96% of our students graduate but even within that percentage of students there still students who I worry about too of going out into our community not fully prepared

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for what they might encounter and I want to make sure we're having a portrait of graduate that makes that ensures that all But we can just say that we have a portrait of a graduate and we don't assess what that looks like then I worry

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about uselves but I worry about >> well and when some of the anecdotal feedback at a collegiate level is I have students in my class that are not even able to read at a collegiate level

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>> and they don't know what deadlines are and and they don't know all these things. And now it's almost as if our professors in that college class are having to go back to maybe a middle school or high school mentality and how

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do you gauge are we really preparing to your point like are we really preparing all students? >> And I think that's going to be hopefully a great conversation that our board wants to take. That would be my hope.

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Okay. Uh, our MTSS processing guide, I believe, is where we're at on page 15 and we are coming down to our last five or six pages. So, I appreciate patience of the board as we review this. Our MTSS process continues to be

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what what most people look at as as being the ideal. So we have a process guide that we turn to regularly within our MTSS teams. When students are referred for special education, we've exhausted our interventions, which is a big part

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of what MTSS is about in terms of making sure we're putting different interventions in place with fidelity that are scientifically backed inter Those are all part of our guide. What I look to do is ensuring that we have this as a goal because I want to I want to

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make sure that as an administration both districtwide and building wide that we're reviewing this guide every year to try and continue to perfect it. This is again something that Dr. left us with. So while we can't lean on it to just let it be, we need to continue to refine it.

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But we are in such a great place versus some other school districts. It's incredibly impressive. Our site leaders have gone through the Minnesota MTSS training and what we discovered is we were already doing the things that MD was putting out there as part of

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Minnesota MTSS was already building very impressive work from our team prior to joining for sure. All right. Stewardship of resources time going through this back in November and

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then March when we were going through budget reductions and then recently also uh continue to monitor enrollment as you can imagine that's something that we're doing. I don't want to say weekly but at least monthly after September 15th we're

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looking at them every month. Our concern as you are all aware is that our graduating classes are outpacing our incoming kindergarten classes. This goal is not about how we're doing to increase our enrollment. This goal is about ensuring that when our enrollment

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is declining that we are responding appropriately and I think the board is is aware and recognizes the hard work especially out of our business services HR department and our building leaders that were doing some of those hard decisions. So I would

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again recommend that we continue to have this goal and that we see hopefully some different activities that we have to do as district administrators and builtin administrators. But we will we will continue to ensure that as we move into the next goal that

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we have a responsible fund balance. Any feedback related to monitoring enrollment that the board would like to see change? >> Nothing that you can change. Just the why like why would people open and roll out

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and what are those numbers and is there a way to Yeah. How do you is there a way to get them back? I've seen a different focus on some of those pieces as it relates to what's going on within Steven community and and

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why we might be losing students not just to buildings within our boundary area but losing them to neighboring school district that I think we we might have to start much more attention to some of that work coming out the city

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committee as we work with them on issues, but I do think we have to look at that um monitor and utilize our money effectively and making sure that we have a responsible fund balance

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or fund balance of that 12% right now. That's a great work of the board ensuring that we are continuing to provide you and budgets that match what that goal is. And I did put a note in there from our Morman survey that is

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pretty impressive that 80 almost 80% of our community for that survey agree or strongly agree that we're spending tax money effectively and efficiently. I can't say that that was a reflection that we hear for all government entities

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either in the state of Minnesota or just across the country. So kudos to you in terms of having that reflection. On that note, and kind of to tie in with the last goal though too, I think to Jen's point, the more that we could, and

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all the way back to the communication goals, the more that we data that we have that could help communicate a decline in enrollment that we could express to the community, I think would be very helpful in maintaining making sure we're maintaining this number

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because I think ever since co the assumption is that enrollment dropped. due to a lack of trust in public schools and a lack of yeah multiple reasons homeschooling becoming more popular a drive to private schools but if it's

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population driven if it's we saw such a bubble increase because of the boom of Sartell in the early to mid 2000s and then obviously those kids are going to graduate and that boom you know is only going to last for so long so now we're on the tail end of it like if we could have some of that data that we could,

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you know, explain to the public too that it isn't it wasn't only CO and it wasn't only a distrust in public schools. There was a lot of factors that have played into the extreme increase to now the decline that we're seeing because some of it is

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just population based. >> Yeah. And as a work session topic, what I would be wondering about is the demographer that worked with the district I believe back in 2015 2016 her predictions didn't what she thought was going to happen

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school district but it did >> it's off by 20 or 30 kids for a year and that adds up quickly. So if we move into a strategic planning phase of what's going on at the board level working with our community is that going to be an opportunity

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because it may help drive some of our strategic planning. I don't think just to do it to do it but utilize that data as how does it impact what we might consider for our facilities? What does it impact as we think about why parents

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might be choosing somewhere else on some of the offerings that we have? I think there might be some data we data conclusions >> that might be helpful that

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>> I wonder if it would be beneficial. at all to and it's not to single them out and it's not to try to persuade them to come back, but why

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homeschool? Like what is what is your driving factor for it? Is it the offerings? Is it the amount of time in the classroom versus I guess where are the efficiencies or

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differences there? But would that provide us with anything that we could >> I think the idea of doing or trying to there's data out there that can give you the national reason why that's happening. data out there some information about statewide why

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homeschooling but to get data related to why we're seeing an increase in homeschooling what that percentage is that would actually what I'm most interested in >> right because there's all sorts of reasons why you see homeschooling across

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the country related to be related to lots of different things they have that information broken down but it would be halfhazard for me to just come and give you that and say, "Please make decisions." >> No, I would want it targeted. I just don't want them to feel like they're being targeted for their decision.

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>> Just more of look, we're trying to figure out where can we improve or you know, what are we doing really well, but it's just your decision. We're just wanting some sort of information. >> Yeah. >> My goal for that particular

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was ensure that you're finding a home home school association to work with. Ensure that you have someone that you feel like is going to be able to help you along the way. Be prepared to rejoin us. Think about standardized test. So I think we have a partnership role in that

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too. But there's also the piece of we have to also limit because of our own personal or our own resources within the district about what we can do with our own school population. It's one of those challenges that you want to maintain partnership.

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>> No, but if it's something that >> No, not at all. It's just more of is it something that we're doing? Is it a decision that we've made and now there's a pattern and there's a trend? Well, then do we turn around and say we're going to evaluate this component because

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maybe that's enough to not lose another family or maybe it's enough to gain a family back because now they've they they're realizing that okay, the district is changing. This is the one thing that kept us from from doing it. But they're willing to

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>> what is the pattern? Yeah. pattern size. >> And it might >> it might not, but it might >> fun balance labor agreements. We are settled and then we go into settled all

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of our bargain next I think bargaining from my perspective went well. There was always challenges and there always will be. But as I was I was at a superintendent meeting earlier this week, there are still

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people saying we're hoping to get a vote even today from whichever group in that district and they're still hoping that that'll happen before the end of the school. So I feel pleased because I'm glad we're done.

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But I would I would suspect we would keep this because we're going to have two army. >> Thank you. You said custodial, but that can't be >> Paris and thank you. >> Yeah. Yeah. Okay.

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>> Appreciate the correction. >> Yeah. Um this next goal is providing high levels of support for our teachers and sitebased administrators. Uh part of this goal that we had last year and I did delete it out was our principles

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going to the Minnesota principles academy. So I did pull that out because it's not a goal. It was applicable. Um what I do see is this year was so much based on trying to complete everything with letters and our discussions related to proficiency based grading. That's

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where a lot of our site leaders and our folks were spending time on. This will be a goal that I expect I'll spend time with our building leaders during the second week in June and making some discussions about what next year's professional development looks like for

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them. The adult team I think want a year of figuring out if this reduction both in numbers and meeting frequency impacts what does that support look like what do we need to do to ensure that

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they feel like they're a robust leadership team and I want to assess for that so that's that's my feedback on that goal I welcome any thoughts that you might We are down to last one which is communication.

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So continuing to engage our community. I did task Sarah Ky about a week and a half ago to pull a lot of data together. and I meet so frequently on everything that's going on in communication. Um, but she was able to put some data together that I wanted to share with the

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board that she she and all of us can be pretty proud of. Um, so continue to engage our community stakeholders through enhanced social media presence. So what I would recommend is if you want to just scroll down to page 20 on the top there, she was able to pull some

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data from Meta which is both Facebook and Instagram. I caution us. We know that this data that we're getting from meta I'm sure they're listening right now >> always listening >> the idea that while

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I'm going to say that I'm assuming this data can be utilized as we make decisions I can't say that I know that it's meeting the standard measurement of five or six% obviously that but what we do know is that we feel like there's been 3.2 million views on Facebook and

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35.4 content 35,000 content interactions. I think that's amazing. Um Sarah was like I boy we really should be having more. I don't know what your viewpoint is. But the idea that three million views happened on our Facebook

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site means that we are we are putting together Facebook interaction opportunities that feel like people want to go to. That's that's my personal perspective. I did not do comparison between us and so rapids or comparison

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of us between to see if we're widely higherly lower. But I would I would welcome any feedback that you may have about our engagement related to social media to share with Sarah and see how we

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>> I guess my question would be because she if she seems like 3 2 million is under >> do they re is it recorded every single time when somebody >> clicks okay >> it's I think it's actually and that's my

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question is how did they record their data because like for our social media at work if somebody hovers over our post it's a view even if they don't click >> yeah we get we have this is broken down

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by 30 seconds by 60 seconds by all those interactions. >> So like if I accidentally stop like if I'm scrolling and I just like that's where I end my scrolling well now I've counted as a view you know so the data I I agree the data is really tough to analyze I feel like when it comes to

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this stuff because a view isn't how we would interpret a view to be necessarily and how much are they engaging with it when they say contact interactions content interactions that's I'm guessing like likes or >> that's >> yeah okay I mean To me, that's that's

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more beneficial information. I still don't know how this compares to anything. So, I don't know if it's good or bad. I really have no idea. But >> it also be interesting comparing it to the number of like posts, right? Because if you have your average content interactions, you know, like right if we

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had 10,000 posts >> and the number of posts that we have I find impressive. >> Yeah. communication specialist along with our activities department. I I see things going up on Facebook

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>> constantly. Yeah, absolutely. >> No, but that's where I just think like right we if we say we have 10,000 posts and it's like okay well we're doing three to four interactions per post, right? we might try to figure out how can we increase more interactions with

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the posts versus if we say we had 3,000 posts and we're like oh my gosh it's a lot of interactions like it just helps provide like a >> well I think I will I will challenge her to make this part of a communication technology committee meeting so that we can maybe spend time in that smaller

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committee talking about what is what does the data really mean because I I think there's some deep dives you can do with that But in the end, we also depended on that. >> Oh, for sure. Yeah. >> So, I guess my comment would be just

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more on the surface, you know, you mentioned the Leatherman survey and >> we saw that still one of the highest ranking ways that people engage with our district is through print media like a

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news leader, Saber Spotlight, whatever. How can you change that as easily as possible into a digital interaction, which is maybe when they're reading the newsletter, they see a QR code of our Facebook page or our Instagram page or

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in the saber spotlight. We maybe we do in the saber spotlight. I I don't know. Um but just utilizing the numbers that we have, people that maybe are doing it a little more oldfashioned and making that transition to digital really, really easy. and immediate. So that might be

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one brainstorm. >> Changing human behavior is very difficult. >> It's tough, but if you make it easier and put it right in front of them, it might I don't disagree with you at all, Matt. I did. This seems like a similar conversation I had in my previous school

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district 15 years ago, 12 years ago. Why are we still trying to put things in print when we know everything is moving to be electronic and yet we still get data back most people participate

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to find out information about school district newspaper >> and maybe we'll go back to print >> I don't know I just it doesn't match it across >> yeah and that's >> that's fine I I don't want to change our approach when it comes to the print

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media I like Yeah, >> you know, I like your monthly column in the newsletter, for instance. I don't want to see that go away. It's just >> you can kind of tail on to that the maybe click here and make it as easy as possible or it's just one push on their

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phone. >> I don't know. There's a piece about wanting to be able to measure that impact when you're dependent on an outside company is always a challenge >> because I don't think more so be able to

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do that for us analyze the information >> right >> well we'll we'll keep working on this as you can imagine communication as you know communication is just not the um the next area was that communication

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department have been working on our district website and we my greatest celebration about the district website is when we changed it over I received no phone calls and I don't know if I mentioned that to the board members before. Um so no concerns

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or complaints made it to my office and when I talked with principles about it they got very few questions. That is not the norm for my 30 years when you website usually the world is ending for I don't know at least two to three weeks

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um that you can't get here you can't get there. So I do think we we've done a nice job of that. Um she did provide some information there related to our number of pages um what our posts are looking like. Again, I think it I think we do a very good job

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of keeping our website up to date, especially considering our staffing. This would be a goal that would probably go away. >> Yeah, that makes sense. >> Although, because I almost would care more about engagement with our website

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than I would social media. >> I'll say more. >> Partly because I think the social media can be a bit like especially in a in a point where like there's a lot of focus on the ties to social media and mental health.

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>> I think like websites you don't have to have an account to go to a website and look at it. So when you're looking across all demographics of age like I think to me a website is less restrictive from an access perspective >> than social media is.

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>> Well maybe we change the goal and continue to utilize measuring the website also. >> Yeah, I agree. I was thinking that during the whole print conversation is we all know social media is designed for

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a very short attention span and it's utilized in that way. But if you give me a book or a newspaper, my intent is I'm going to read it and I sit there and I read it. So it's the way your brain is wired when you're engaging with the content, I think.

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Facebook is and Instagram are meant for short interactions and short attention spans, you know. So, but but a website is going to engage you for longer. Print media would engage you for longer because your brain is just wired to accept the data and the information in a different way when it's given to you in

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that way. So, >> plus you're fighting algorithms. >> Yeah. >> When you accidentally stop on something and then it's all over. >> Click on one Eddie Bower sweatshirt and now full Eddie Bower feed.

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And maybe maybe we would hear feedback. I don't know. I mean, Emily got a text from me yesterday because I was trying to find the dot on our website. I couldn't find the do on our website and I had to mine it. But I mean, it's either here or there. But if

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some if somebody's specifically looking for something, then maybe that's another one of those things where is that a oneoff or is that something that people are interested in? Maybe we have to move that. >> I'm not saying the DOP is something that somebody's searching for. But

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>> no, but it brings up a good question related to that in terms of when we did the cleansing on the previous website as we moved into this website, what was lost shouldn't have been because we spent a lot of per department going through things that shouldn't that

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shouldn't remain. So if you had things in there from 2010 that Kyle might have had in terms of a plan for some way, shape or form, we were trying to pull some of those things off. So it does make me wonder if some things either get buried too far down the

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rabbit hole of websites or whether we lost some things that maybe still we have the old version of the website. We can still get into everything we've had previously, but that's not public facing anymore. >> Well, and even when I went to search it, and we're getting way into the weeds, but >> it's a great example.

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>> When I went to search for it, it didn't even populate this to the top. I still had Emily, where's the top? I I'll have to help you because I don't remember exactly where it was. And I just started clicking and I found it. But >> I was like, it was a link inside a link down. You had to scroll to the bottom

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and then it was one more link. >> I don't remember any of the links. is that you don't have to do >> right but this was for the do which to Jen's point I don't know how many people are searching for it but >> six right

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six really had to mine hopefully six yes >> well I it's good feedback to have as a website as user friend >> uh the next item is regular updates um with especially with our staff. Um those

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continue to happen. Our staff are getting information very quickly I believe and I think our relationship right now especially with our leadership has been very positive from my perspective since I've come on

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board. >> The only thing I would add is I think you have some very positive feedback from your staff survey that you probably But as far as like updates from, you know, as far as >> um and then regularly partnering with

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local media, I did challenge Sarah and it's funny she already met the challenge. She keeps track of every article and every column that makes it into any sort of print or national website in the state of Minnesota.

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um and she has more than 60 articles and columns and this does not include athletic or activities. So if you ever look on say our friends at WJ there is usually just a plethora of every baseball game

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everything that happens. So those aren't included in the 60. So we're averaging over what do we have there? 10 months we're averaging six to seven columns or articles that are that aren't related to articles or activities

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which I think is is pretty good. That is our I will take the advice of the board to try to figure out other opportunities as we do our yearly agenda planning early where we can start incorporating different parts of the app different

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times of the year. and go on from there. I appreciate everyone's >> I have one ask too and doing that may eliminate the need for this ask but it would be nice to get this at least a few days before just

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>> to look at it. Yes, because it's hard to read it at one time, listen to you at the same time and then if there's a question it's like it's a lot of information all at once. So >> I would agree. >> Um but having more meetings about it may eliminate that need a little bit. We still try to get to you,

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>> but it would be Yeah, it' be helpful to have >> if we continue on work sessions, we can make sure that >> Thank you. >> All right. The next item on our agenda then is a presentation about the graduation rate. So, Dr. Revard, I'll turn it over to you

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again. You know, this will will be a little bit more brief than the the dot. This is just an annual that when we get our our cleaned data for graduation rates, it usually comes out about the previous year in about April or May of the

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following year. So, I'm just going to quickly review on the board where we're at. Some of this you probably already seen. Um, but for the viewing public and this is a matter of making sure we do this annually. Um, what we see right now is a graduation rate

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switcher to see. Um, for all students, uh, we are at approximately 96%. Um, a little bit of a drop from the previous year by about one point and I'll talk a little bit more about that. The state average did increase by three

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points if I remember correctly, which is good news for the state for all students within Sardel St. versus our state. Um I did break out our four year, five year, six year and sevenyear graduation rate. This is something that especially districts who

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have an alternative learning center within their district or a district that has a very high percentage of students who take advantage of the special education opportunity to go to school through age 22. This is something they pay close attention to. We haven't very much so in

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the past for my recollection as a parent in Sartell St. I will now pay more attention to it now with our advent of our 18 to 22 program actually being in the Sartell St. Steven School District. So I will be watching this much more closely. Uh right now

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you're not seeing from these numbers a true reflection of any impact our new program is happening is is having because that sevenyear rate is based on the sevenyear cohort going back before the start of our program. So what you do

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see though is we Even when we've had children previously who weren't graduating on time, by about year seven, we're we're getting 99% of our kids to make sure that they have graduated from high school. They're using different ways of getting there. But it is

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happening. Uh broke the numbers down a little bit um for some of our smaller demographic groups. Um for our special education students for last year uh 75% of our students um who qualified for special

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education graduated across the state it's about 69%. Those 75 students um all of them were participating yes all of them are participating in our 1822 program. How does that look for previous years

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and then moving forward? And what I would hope would be a reflection of what happens even with our new program being in place is that in previous years before this new cohort of kids, 95% of our special education students up to 97% were graduating within the within the

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sevenyear plan. And you have the numbers in comparison to what happens within the state. This is an unfortunate product. I think of what sometimes happens when we design IEPs for students that don't address

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their transitional skills and goals that you have on an IEP after children are 13 or 14. You have to have transitional goals. I think Sar Steven takes those seriously and always have which means that kids are feeling more motivated to

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graduate. And I'm not sure that's always the case across our state. Keeping students with special education needs engaged, especially after 14, 15, 16, is really important and it can be challenging if you don't take it seriously.

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Our next group, I believe our last group I did poll is our students who qualify for free and reduced lunch. And that number is about 90% of our students. um that can incorporate all of the students we were just speaking about before in these other two groups. So when you see

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that 90% just recognize that's only the other number of different groups and we our free reduced lunch count if I remember correctly is still about 24%. So it's 90% of that 24% because our referee is still relatively

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low versus state. Um, what is good to see is that while we might be at a lower rate for a four year, we're making sure we're helping to ensure those students are graduating within the

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six year rate. Joe and I had a robust conversation about how it could go down during seventh year because I would assume like I always have that mathematically it goes up and then he reminded me that cohort for a sevenyear cohort is going to grab some kids who might have left us that we don't even

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know about and can bring down that number on our sevenyear graduation. And you saw it happen at the state too that you start grabbing more kids from a certain cohort here might not be as successful in graduating even within seven years.

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And then male students versus female students. This is for this last year and those are just some numbers that I wanted to pull out. Not very different than what we've been seeing over the last three to four years of female students are graduating at a somewhat lower percentage,

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but we're still at almost 96% of our kids graduating. Any questions related to what I would say is they're cleaned up 2025 graduation >> just

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really great to continue to be proud of the rooftops wonderful job we Agreed. Thank you. Uh if there's no other questions or comments, we will move on to

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the next item on the agenda, which is a discussion about how our minutes get published in the newsletter. I think everybody got a copy of the newsletter in front of them. >> So, I'll ask the members of the board, you have two documents in front of you

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that we should just review really quickly. You have one that's the NFDA guide and then you have one that's our board policy policy 204 and we don't need to go through all of it but what you will see is that in the MSBA guide

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on page two on the back side on the lower bottom is what MSBA gives us with guidance related to publishing and we utilize that information at the board policy committee level in terms of how we write our policy which is on the

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third page of the policy and And so as as I know the board is well aware, we do have to ensure that within 30 days that we're publishing our meeting minutes and that has always been occurring and

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that's under Minnesota state statute as shown on the MSBA handout. Our language and our policy matches that pretty much. I don't want to say word for word, but it it's matching the spirit of what it says in the MSBA

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policy. The reason why I work with Matt on bringing this as a topic is that we've always known and Maril Lee brought it to my attention when she was going through some training as part of um executive assistance superintendent

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conference that historically we have been publishing and now you can open up your newsletter um all the minutes um including things that legally we don't have to

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bringing this up here after I had a conversation with Matt was that we can decrease the number of words by providing a summary of the school board

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regular meeting. So, we are on page eight of the newsletter and that takes up a full page ad and we we budget for this. Uh Joe has a budget line item that's set aside for this, but instead of all of this content

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that you see on the news, page eight, you have a a document that looks like this. That would be the actual summary of what a regular board meeting would look like. would take up at least half of the

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amount. The reason why I wanted to bring this to the board for a discussion is I never wanted to have the board see a significant change about what would be in our our official newspaper publication without you not having a conversation about how you feel about

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this. What I can assure you of is that it would be a budget savings by doing that. Um, but I think for from my perspective, and please ask me if you want, but from my perspective, I'm very curious about how you would feel about doing this. Um, knowing that it it can

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be a savings. The savings would be significant, but it would be a savings >> because it's still $1,000 for a full paycheck. >> It is. It's higher now. And it would be half essentially >> approximately >> for me. I would want to make sure that

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you're comfortable that summaries, >> right? >> Yeah, that was actually my idea. >> I like this actually. The I seeing the QR codes in here, I now understand what you were. >> Are you going to take out your phone? I'm an old woman. I'm not even going to

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contribute to this. I am an 80-year-old woman at heart. So, >> I'm just saying it's actually I I like it because you could you could actually looking at the I don't ever go back and look at our minutes. I'm not going to lie. I'll go through the news leaders, but I don't go

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back through our minutes. But seeing like a quick snippet of what our committee update may have been takes up a lot of space and it doesn't look like that's something that we have to put in there in that detail, but you

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could potentially put something like this behind a QR code. What I would share the board is that you would be able to get to all of the minutes somewhere on the website where we would we would have that for sure even if it's going through board

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>> right >> going to the public side or or another way of doing >> but it's it's looked like this I'm assuming or at least it has in my brain it's looked like this for a long time

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>> and it used to look like this um in other school boards when they've published it. This is how it always has looked or this is how it used to look previously even for those school districts too. And now that we know that we are legally okay to have a summary, this would be a change and it's a change

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that's reflective of the school board and the school district, but especially of the school board because it's yours and I just didn't want to make that decision without any input from you. So, just to demonstrate, obviously April's aren't published yet

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on our website, but it took me the one click on the QR code and one more click to get to the full March meeting minutes. >> What was the one more click >> to because the first the QR code brings you to the board list of agenda and

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minutes. So, April 20th is still listed as just having an agenda. So, you just go to minutes on whatever meeting. So since you have that up that would that would look like how it is in the paper. >> Yeah, that's the full version, right? It's the one on the website. That's why

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this new layout is technically a summary. Um, my initial reaction when Mike brought it up to me was and he explained the trainings that I believe Terry did your training, Terry Marorrow, and it

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just rang a bell to me and some one of my trainings early on I recall him saying what you have to publish in your paper is far less than what you might think it needs to be. So, it lined up with my memory of >> what he had told us as well. And I know

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one of my initial reactions when I went back and looked at our minutes after learning that was, "Wow, we really go way above what we what we need to do." So, um, yeah, somewhat of a cost savings, which I think is always a benefit in times like this. But

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yeah, I think it's important that we have access as easy as possible to the full version for anybody who wants it. >> Um, I think so. the QR codes they go out to the

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specific page. I can grab my phone and look or is it just to board book? I don't know. >> Board book or I guess they directly two minutes >> page. You want to explain what's on the second page? >> Oh, yeah. I didn't see those. >> Two different versions. So, there you go. >> One QR code will go to the board book.

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Perfect. But the other one, >> if you would prefer, I could I would have to then do a new QR code every month. Go straight to those minutes. And I'm not sure yet if I can find a free QR code that will let me keep doing it over. >> Sure. >> I'm not sure yet.

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>> Canva. >> Okay. So, the one >> the one on the first page is the same as the top one. >> Yes. I just kind of wanted you to see what it would look like. >> I I like the directly the minutes one, but I also understand from a maintenance

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perspective it's easier to it's easier to not constantly change Um, could we also provide like we provide the QR code but then also provide like the website just

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>> yeah for I mean again some people are intimidated by the >> the QR code of just at least >> Y >> if it wasn't the cost savings I would probably say I lost it because but

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anecdotal I just Like if I were me, I would like it all in here so I don't have to go to a QR code, but I know it's a ridiculous amount of money that we spend to take out a full page ad for our minutes every month. So >> I >> it's like $1,500. I think it and I would

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I would caution the board to think about the expense is there and the expense will always be there changes. We have we have a staff member who has to spend time to submit to the to our local newspaper

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the way they need it. So that's that's time that we spend there too. And there's other pieces of having all of this here that I I I wonder sometimes does our community members see this and ask us, boy, that seems like a lot. How

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much does that cost? And because while the need for transparency is always super important, I think for this whole board, there's also I think that reflection might look at this and say, "Wow, is there not a more efficient way of doing this?" Well, and the other and I guess to my

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point, I I've always liked the transparency of this. >> I always think less transparency is not a positive. But I'm reading all of this or I'm looking at like but that's an anecdotal experience of just my own. I

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have no idea if anybody else looks at this. And the fact that we don't get calls or emails referring to something that they read in our minutes in the newsletter lets me believe that people probably aren't reading all of our minutes. So, it's,

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you know, I think that that's probably safe to say that >> it's not going to change anybody's life too much if we don't have all the time there. >> Well, and I guess if we all of a sudden got feedback saying, >> "Where are all the minutes? Where are all the minutes? Then we know that it's

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important enough that we go back. Yeah. >> If possible. >> My proposal to the board. I didn't, you know, I'll call things out like I usually do. I see this as an administrative decision, but I wanted to ensure the board had an opportunity to

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say please. What I would plan on looking at doing is implementing this on July 1 and the change of the fiscal year. I would just we would finish off this year and then starting on July one would make

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the change and assume that things will be just fine. Well, you mentioned um Maril Lee's time, personnel time, and creating the minutes in a format that can be published in the paper.

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>> If it's less, how much less time does it take to put it into the summary version that we're looking at doing compared to what we see in print here in this example? >> This didn't take me long at all. >> Right. >> Whereas when I have to do the actual

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when I have to actually prepared that that what you see in a newsletter. >> I have to take the personnel and all the donations and I have to take those and put them into like a paragraph form because right in in our full minutes we

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have them in a table and I can't do that for the news >> and so I have and that's just that just takes so much. It's just tedious and time >> and it's not changing the information at all. It's just reformatting. >> Reform. I have to reformat it. Yeah.

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>> And it's a And please hear me when I say that is a function of Maril Lee's position. It's a job responsibility. So having her do that is not is not a not a good use of her time. It's just that there's a more efficient use of her time that still meets the statute. That would

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be the consideration that I would have. And while I don't think we have to be like everyone else because we are an independent school district, when Everyone else is saying that they do it. >> Everyone I talked to already does a summary.

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>> Well, initially I would say yes, it's a cost savings and we're looking at ways to cut costs. My only concern is kind of to your point

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if if all of a sudden we start hearing from the community that what did you do with my minutes? Do we reassess? >> I would bring it back to the board superintendent report as a topic.

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And again, not saying that's going to happen like, >> you know, and the only way I try to separate this out is you vote every year on which publication we're going to choose, >> right? >> And it's kind of limited there. It's not because I want administration to have

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the decision. I think it's because we do have to make decision because of cost savings. that terribly significant but it is there and I do think the time of budget reductions of $1 million annually that we should be always looking at ways that

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we can different >> opportunity cost >> and in the end it still has to be a priority of the board if that's where you want to prioritize some of your savings >> you are in charge of that

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>> when you talked with the news leader to get a picture of what it would look like moving forward what the cost would be. Did you get any sense that if we say we get three months into this publishing the summaries and we get so much community feedback that we want to switch back, they're not going to say no. >> Absolutely not.

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>> I mean, that's more revenue for them, right? >> M it would be surprising me from a business model that they would not >> No. >> Yeah. It's not like they're full on space and don't have any to give back to.

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>> Well, again, I think it it's fully your decision if we get feedback what that threshold of feedback would be but my feedback too would be like I wouldn't want it to just be oh two people reached out and asked about it to still assess >> right >> compared to yeah I mean time savings

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cost savings >> even though it's a administrative function and decision it's actually a reflection on the board because it's our minutes it's our legal statute that we have to adhere to it's my name on here you know it is as far as the public is concerned it the school board's function

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even though the decision itself becomes an administrative one. So if I think we would be hearing the feedback directly. I think the school board would people probably wouldn't reach out to Mike about where are the minutes. It's going to come to the school board and we're going to be able to gauge that response then pretty well. So

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>> yeah, change is always hard. So I would expect we would get some >> I don't know. I don't know. It would surprise me if we didn't. But then how much is enough that you want me to You know, we really just want to >> Right.

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>> Right. Yeah. I don't know that there'll be honestly I don't know there' be any >> I might be the one the one email the board. >> You know, I'll bring it to I'll bring it to the next work session. >> Oh, careful. >> Just bring it back to the table here.

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>> I I appreciate you understanding the conversation. Um it does it does help me feel better on how we're moving forward on this. knowing that you're aware of it and that you don't see big. >> Thank you, Merily, for raising it.

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>> Yeah. Thank you for your work on this. >> Okay. Then our last item is as always uh brainstorming future topics. The five we have listed here already are Central Minnesota Library Exchange. Have we had

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communication with them? I forget. No, not yet. Okay. Uh, proficiency based grading. Do you have an idea of when that >> scheduling that for June? >> Okay. >> Can some of Can I interject here for a second? Is there any way to get

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feedback from those who are implementing it currently in the classrooms and what what are they liking? What are they not liking? some sort of I don't want to say listening session but some sort of feedback as to like how

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is this really going >> from a teacher >> from a teachers perspective >> okay um number three strategic plan update which is also listed for June uh four timeline for upcoming levy and

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referendum vote that'll be on in August and and esports. >> I thought that one we kicked. >> Oh, yeah. That was going to go to community ed committee. >> Thank you. >> Okay, Chelsea, anything on your list?

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>> No, >> Jen. >> No, just Well, more of a broader question, I guess, but Has facilities met at all about any of the security stuff after our last presentation?

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>> Said their meeting was scheduled in August. >> Yeah, our meeting is scheduled for August. Okay. >> Uh yeah, I don't have anything to add to the list at the moment. >> I don't think so. I don't think so. >> All right.

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Um, yeah, I will say at our agenda planning meeting for this upcoming regular meeting, Mike and I went over the matrix of what future topics are coming up and I think there's not an empty work session until November or December or we don't have one in December. Sorry.

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>> Right. >> Yeah. So, we're we're pretty full um moving forward. So, >> we don't have a work session in December. I thought we did. >> Maybe it was on there, but it was blank. So maybe we do have one scheduled. We just don't have a topic listed yet.

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>> I do remember us discussing that. >> Yeah, we did have a discussion. Now that's a good >> My phone happens to be on the agenda and minutes page. >> I'll just go to the >> I mean I could look at my calendar >> board meeting. I don't have

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>> I thought we had in December. >> Yeah, that sounds we have no topics. >> You're right. >> Well, we'll find the topics. >> Yeah. Oh yeah, we we'll find topics between now and then. It's just >> that's the only box that's in. >> So that's where it is. >> Question for you on the Central

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Minnesota Library. Do you want me to do anything since that's the topic that I brought forward? Should I be reaching out to somebody? Do you want to reach out to somebody? >> I can just ask Mark to decide how he wants to handle it. >> Okay. >> I saw >> Okay. I talked to not about this.

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>> I know it's been less of a priority, but as we get into the summer months, it might I just and really just to learn more about it and what resources are there for us. >> We're doing something similar with some other areas too just to make sure you guys have a greater understanding of

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certain areas. >> All right. Thank you. There's nothing else then I will announce us ajourned at 8:39. Have a good evening.