Like >> they never used to be used to run if you were obnoxious and unruly and poor sports. >> Okay. >> And then my daughter >> everybody ready? Okay, right from the airport.
>> Okay, it is 6:30 and I will call the April even though it doesn't look like April out the window, April work session of the Sartell St. Steven School Board to order. Um, thanks to everybody in attendance, which I guess are our guests for tonight. So, thanks also to anybody
watching online either now or on the recording. Uh, we appreciate your interest in the district. First item is the pledge of allegiance. I aliance to the flag of the United States of America and to the republic for which it stands. One nation under
God, indivisible, with liberty and justice for all. >> Okay. Um, first item on the agenda then is our presentation by 3D response. Uh, Dr. Revard, would you mind doing the introductions, please? We had a few of our school board members had spent a
little bit of time in the Lakeville school district and had met some of the representatives from 3D response and had an interest in hearing more about what their organization offers, what their company offers. So, Lieutenant Retired is here with us this evening along with
his colleague Lee. But I'm just going to turn it over to them. I think a few board members may have even more information and knowledge about the things they do, but really excited to have you guys here with us tonight. >> Thank you for >> Yeah. Thanks for coming. >> Can you guys see that?
>> Yeah. >> My mom eyes in the back. >> So, it starts off with um we'll get into kind of this and but but overall our personal belief is that everything starts with a safe learning environment. Everything else should come after
creating a safe learning environment. And it's about prioritizing from a district point of view. What is your most important priority to your kids? And our belief is to keep them safe. >> And I'm going to ask you, Jason, spend a little bit time talking about yourself. >> I will.
>> Oh, okay. >> I want to let you not sing your own. Okay. Play. >> Yep. >> So, you care about the safety of children and their lives, right? Well, listen to this. In 1958, 92 children and
three teaching nuns died in a fire at Our Lady of the Angel School in Chicago. It led to a nationwide reform of fire safety in schools. Since then, not one child has died from a school fire. The same principle should be applied today.
The issue of school shooters is still a problem. a gunman shooting down at these students >> as of course we now learn about even more school shootings >> and our Britney man found they aren't building schools like they used to for this very reason >> the definition of school safety in
today's day and age previously had not yet been defined >> Minnesota based 3D response systems >> one of the push backs we hear is we don't want our schools to look like a prison in reality our system is completely hidden so you don't lose that learning envirment Environment field
>> 3D response systems is a multi-layer design to get the police there faster and provide tools for the people inside to survive. >> I went there as a skeptic. I'm not a skeptic any longer. >> Why isn't this in every school? >> Because the loss of even one child's
life is one too many. But let's get this worded out um and make sure uh that we support folks like Representative Hudson and uh 3D response system. And wherever you are, whatever state you're in, go talk to your school
board, go talk to your state representative, tell them about this >> for information or if you would just like to help, download our info sheet PDF located under the system. >> The 3D response systems design will provide safe spaces and a rapid response from first responders. installed in
every school, public and private. >> Just a little teaser video. >> So, you care about the safety of children and their lives, right? Well, listen to this. >> A little bit about me. um just retired
last June after 30 years. Uh some of the titles I've had, I guess, range from patrol to school resource officer to sergeant, lieutenant, um investigations, um active shooter response instructor for 20 years of that. Just kind of I've
done everything you possibly can with the exception of K9 in the law enforcement world. I received the Medal of Merit for active shooter response um about five years ago. also wrote my thesis paper on this topic. I've literally studied this for since 2002 when I was a school resource officer
because when I was a school cop, it was shortly after Coline. Um I've realized that I'm probably the first target on this list if something happens here. It was also I was right in the middle of 911 and we actually had a student that was being followed by the FBI because he would spend his summers over in the
Middle East and his father was a high ranking officer in ISIS basically and he come back and stay with his mom in the winter and the FBI was following him and we found some pretty scary stuff that this guy was involved in. Um I've trained I don't know how many first
responders and educators on this topic and um testified on this topic numerous times both at the legislative level and the local level. and the bottom port there. Um, I get asked why did we start this? And when I was teaching Run Fight,
uh, this is probably 2010. I was getting a PowerPoint presentation ready to go and I had to teach the entire Lakeville school district staff and it was the run height fight concept and my son came in and said, "What are you doing?" And I I think he was in fifth or sixth grade. I said, "Well, I
have to teach your teachers tomorrow and what to do if a bad guy comes in your school." And he said, "What do I do?" And I said, I looked him in the eye. I said, "I want you to run. I don't want you to listen to your teachers." And the next day, I'm teaching something that I don't believe in anymore. And quite
frankly, the building does not support the concept of running, right? It's just it hasn't worked since it since its incept inception. And but yet, we keep trying it over and over again, and it's just not effective. So, I refuse to teach it.
One of us over the course of I was also a lieutenant that oversaw all the resource office. So, I've been involved in the SRO program for decades and this comment is what I always see as student safety as our top priority. Um, it's an
emotional topic that stirs up a lot of um I think self-proclaimed subject matter experts that they think they know what they should do and they have passion behind those. And I I think we're asking the wrong people. We shouldn't be asking architects on how to design safety. And no offense to
educators, but the background's just not there. This is a tactical response because it's a tactical moment. And we'll get into that down the road. So, I'm hoping just open mind and I hope you guys can walk away looking at this concept in a completely different light.
No matter what your beliefs were before, we have proven that our system will minimize loss of life. I can tell you all there's not one child dead. if they would have done a system like ours, every child should be alive today. So, you kind of got to go back on how we
got there. Um, if you look at over the course of time back prior to Coline, it was pretty much duck and cover, which is about the equivalent of one fight when you look at this desk is supposed to protect you from a nuclear bomb. It's just ridiculous.
Lockdown was born. And then when I was researching this and wrote my thesis on it, Cleold and Harris's plan was to actually have propane takes on timers go off in the cafeteria and get everybody to run out. And they were positioned in the parking lot because their goal was
the numbers. It wasn't like a retaliation thing. They it was just numbers. Thankfully, the the bombs didn't go off and then they went in and started their their damage. And they owned that school for hours. They realized that lock that's when
lockdown started and I believe my thesis was was because of their plan. We keep trying to fix what just happened. So how do we fix that? And then the next one happens. How do we fix that? And you'll see over the course of time the flavor of the day is either visitor management
or single point entry because of what just happened. And we look at the whole school because you can't predict what's going to happen. And then it switched over to run height fight and that's the the model we're still in to this day on the east side. Uh back when I was a school cop, it was set up a perimeter
call out SWAT. The problem with that is at least down in Lakeville, I don't know about up here, but a SWAT call out was probably 45 to 60 minutes to get the SWAT team there. So the patrol officers are just saying from they're not going in the building and that's why Harrison Cleo basically own that building because
the police didn't go in. They recognized that and they switched it up to a four officer entry team where they make this cool little diamond pattern and go in. And there was a program called three echo where you take the school back by hallway and by section and
that didn't work either. Then they switched over to solo officer entry and today I don't know if you guys use alert. You guys do that train. >> Yeah. >> Um solo officer entry with alert which changes to more of a medical approach. The cool part about that um when I was
lieutenant overseeing our our SWAT team, we sent some officers that they came back and um alert does not come into play with our system because alert is based upon you go into a building and hearing stimuli or seeing something that you can respond
to. If you don't have that stimuli, you treat medical victims. With our system, it's completely different. Literally, we can we've trained nous officers and I've watched the time of an officer entering the building to making contact literally
saving over five minutes with our system on that police suspect interaction. So that's how we got here. I also believe that run high fight is nothing different than fight or flight. It's a concept that's been around forever. If you don't have the tools, what are what
else is there to do? You know, it's fight or flight. The building doesn't support the concept of hide. The whole concept of barricading yourself in a room, um, hiding your kids in the dark, that's not cover. It's concealment.
Parkland, he actually got through one of the doors and all the barricaded stuff and a lot of kids died because of that. So, it's just not an effective means to respond. Then kind of go over the course of years of what we're trying to do and all this
money that's And if you really break down like for example security cameras, they call them I don't know why they call them security cameras. They should call them evidentary cameras. A security camera will never stop a bullet. And if you want to go online and watch the whole entire incident from the Coline
School cameras, you certainly can. I just met with um a state representative Christy I think her name who was the second house that was gone to during the assa the two assassinations she was
in the middle they weren't home thankfully and they watched this guy on their ring camera and when I when I brought this up she goes yeah rings are not going to stop a bullet so it's great for evidence seeing who started the It's
not going to save anybody's life. And then on down the list there, if you have a metal detector goes off, you know, now what? Do you have a plan to respond to that alert? Artificial intelligence is getting really big on the East Coast right now. I've seen a bunch of false alarms. One guy, I think it was
Massachusetts. Um, the camera picked up on a Doritos bag and this kid was proned out at gunpoint by cops because they thought he had a gun. Turned out it was a Doritos bag. So, the technology is not there, but again, it's also you can locate the
gun, but you can't stop the bullet. So, we're still not giving the kids a plan. Um, phone apps, that's another one that I look at and go, where are the tools for the kids? I mean, it's it's not going to stop a bullet. So, anyway, you can go through
that whole list there, and it's just great intentions, but let's do something effective. If you go back over to coline 13 killed come up to Yaldi 21 killed. I don't think that's progress. I think that's
actually backwards. So in the 1900s like the video showed the biggest threat was fires and then whatever happened in like 1970 the numbers just shot up. But active shooters have been around for a long time. One comment I get quite often is, I
can't believe it's come to this. When I was researching this, the first recorded incident was actually in 1764 and it's been present all through our history, but then in 1970 to today and that number should be higher. You know, almost 2,000 incidents prior to that,
you're looking at 40 20 60 shootings and then it just spiked. And then if you look over on the right, I highlighted our Lady Ninja schools, but if you look at some of the other dates there, 1923, 77 children died in a fire. I mean, those those are some
massacres due to fire in schools in our building. It took 95 kids to die before they say, "You know what? Um, we need to do something here." So, what they did was they enacted the fire code. Um, the fire code was actually drafted um in the early 1900s.
I think it was finalized in the 1920s. This fire in Chicago um basically changed the entire landscape of how we respond to fires. a big stat that I could not walk away from because of that fire code. Not one child has died in the
school in this nation from a fire. And that's pretty impressive. So, you have to kind of look like what is the fire code? Honest question. I I won't read it verbatim, but why did it take 95 kids to die for us to say, "Okay, what we're doing is not working."
Why are my fear is is history going to have to repeat itself or we have 100 kids dead before we finally realize that our cameras and visitor management isn't enough? You know why? History is repeating itself and that's my fear. Um will we ever have a code to
answer the question for school boards across the nation? You go to the next one real quick. Um what you get without the code is you get Sartell has their version of school security and then you go to Lakeville and they have their
version of school security then you go to Wisconsin they have their version you don't have a consistent pattern across the board on what how do we respond and that's why I think we're there's so much arguing because everybody has their own version of it or opinion of it and we need to start listening to different
people but if you look at what the fire suppression is multi-layered comprehensive, gets the firefight fighters there faster, puts out contains the fire and provides a keep it simple stupid plan for the kids to go to safety. It's really that simple. And if
you look at the fire system, maybe most people think of like the sprinklers, but there's what nine 10 layers into a fire system. It's extremely multi-layered. Same topic. We've addressed everything else in our world. You look at car safety, uh,
They weren't made with seat belts, but then people started dying, so they put seat belts in. Well, that wasn't enough. So, they put airbags in. Well, that was enough. So, they put lane sensors in there, and that was enough. Next thing you know, when you get in your car and drive home, you're driving this multi-layered security system to keep you safe so you can get home. You know,
it's airplane safety. The same thing, there's a constant pattern. When you identify and guide safety, it makes a difference. And we haven't done it for this topic. I love that comment on the right as Benjamin Fle by failing to
prepare you're prepar prepare you fail. Um I truly believe that I think a lot of people fail to prepare. Uh most of the school shootings I would say they have failed to prepare. So um what we do though is we look at the
before, the during, the after. As a former school resource officer, big believer in building relationships with kids, big believer in the mental health component of this. Um the problem with the mental health component to this though is it's not a cure all. Um quite
frankly it's taken generations to get our children minds and adult minds to where they are. It's going to take generations to fix it. Um we can keep talking about it but in the meantime um we're doing our best with threat assessment teams and whatnot but the
last 11 shootings the individual didn't even go to the school. So how do you threat assess somebody that you don't even know exists? On top of that, in Lakeville, before I left, we had one kid who was not one red flag. He was a B kid. Not one discipline, nothing. All
the teachers thought he was a quiet but good kid. One night on a Sunday, he grabbed a hammer out of his garage and put it in his bedroom. And that night, mom and dad were watching TV, and he went and grabbed the hammer and started beating the crap out of his dad's head with the hammer, trying to kill him. Tried to beat up his mom with the
hammer. Um, they managed to call 911. Our officers got there, nobody was killed, but we found I don't know if they called a memo, a memo or something, a manifesto, but his plan was to kill mom and dad, which he carried through or tried to carry through with his German
Shepherd or his golden retriever and his gecko. I mean, he was that specific, and then the next morning go to Lakeville South and kill as many kids as he possibly could. So, even with the threat assessment team in place, here's one that nobody even knew about. It's easy
to pick up on behavior at school. It's not easy for a school to pick up on behaviors at the home. And I'm sure you can attest and you can attest too. When you go to somebody's house, you really get to see the living dynamics and the mental health that's going, why it's there. And from a school point of view,
you know, you get these kids for six, seven hours a day and after that it's on mom and dad. And we don't know what's going on there. So, you never truly know. Michelle Franchu. Um, we partnered with her about five years ago and the reason
we did was for the prevention side. One thing I noticed with a lot of threat assessment teams uh that I've seen is you'll have the school psychologist sit in on the threat assessment and you the school resource officer and maybe a dean and you have to question do do we have the right people on this committee?
Because if you look at a school psychologist, their background mostly is ADHD, AD the learning disabilities, autism, that's their focus. Michelle,
her focus is homicidal suicidal students that are court ordered by Dakota County to go see her her office because they specialize in that area of the mind. So, are we putting the right people on the team? Are the right questions being asked? And to me, that's if you're going
to make a threat assessment team, let's do this, right? So, she comes in almost 30 years now of um clinical experience, FBI trained and I think half of her um office is all members of the Association of Threat Assessment
Professionals. So that's their area of expertise. Another thing I see too and this is kind of comes in with the before what we do as a group is we come down and we'll look at your policies. I can tell you that most school policies that I look
under the active shooter response way too specific and you two can agree with me that this part of the policy needs to be based upon a reasonable person standard not black and white do this because what you're doing is you're setting your employees up for failure
because if you say if you see a gun do this that moment is so fluid you can't go black and white. So it's got to be like a reasonable person standard. What a reasonable person to do at this moment and you'll help your teachers out a lot.
We also do training beforehand. Um we train Lake annually. We train Christian Heritage Academy annually. We break it up into different groups based upon what their position is. Everything from the cooks to the teachers to the admin. If you're in that building, you're going to go through the training. We also offer training for the
local police department because our system completely enhances and changes the police response. like night and day difference. It's a for the cops it is a game changer and you'll see that later on. But uh to me training is important.
Uh when we leave after that once a year I I would probably like to set up a train the trainer course with the local police department so they can come in and just keep up to date because muscle memory is important under high stress. And then we look at the aftermath. I won't go through all this, but um we we
helped the district set up a plan to basically you're going to get a whole bunch of resources dumped in your lap that's going to be so overwhelming and you better have some sort of idea how to do it. I know um what was it was talking to
somebody I think it was Parkland where they had like the Red Cross calling in and doctors were calling in like what do you need? Where do you want me? And it was like it was just overwhelming. So, the during part, if something slips through the mental health cracks, um, what is our system? And it's going to
look really familiar. It's multi-layer, comprehensive, and designed to get the police there faster and give the kids to the tool, get kids the tools to survive. Our overall goal is you take a target-rich environment and you make it target less. And you can take any
building that we're installed in and run a drill and that school will be a ghost town. cops on the way in 60 seconds and every kid is safe. The whole focus and the officers in here will understand this. Um, cover, concealment, communication. It's the
three things that law enforcement and military focus on in the in a gunfight, so to speak, or in a moment of oh crap. If you have those three C's, your chance of survival is pretty damn good. I used
to teach force on force which basically paintball guns and you shoot each other. And we would say anytime an officer exposes like their shoulder, shoot them. You make them feel it that you're exposed. And the reason for that was in your mind is to get them to to get under
that that where's cover. Um the National Association of Tactical Officers, they had a stat that if you're involved in a shooting, I was in a shooting in the late 90s and I had cover. Um if you have cover in that shooting, your chance of survival is 87% or higher. If you don't
have cover, your chance of survival drops down to 17%. So, if a student or somebody pulls out a gun in a hallway without any cover, that intruder has a massive upper hand with no response for the kids or the teachers.
So, some of our components, the big one for cover is ballistics. Now, I know when people hear that, they want to think it's going to be, "Oh god, that sounds scary in a prison life." We hide them. If you can look at that top left picture there, that's a day-to-day ever use whiteboard. That's actually a level seven ballistic panel on it's a barn
door. That those barn doors will stop a 223 or a 5.56 and under, which is basically an AR-15 down to a 22. Um the middle one, it's a transaction window. I'm not a big fan of funneling people through the admin
office. It's almost kind of a fox in the house scenario. So, transaction window. That window's ballistic. That desk they're lean on, that's for the person who controls the visitor management. So now we gave her cover. Uh pocket doors on the right
there, see the one in the middle that's uh pushed in the wall and then they can pull it out of the wall. That's also a level seven ballistic panel that protects line of sight from the thresholds in the hallway. And then um we call those hinge panels on the bottom left. Again, it's a whiteboard. That's
also a level seven ballistic panel that goes up against the wall. the entire wall behind it is also ballistically protected. So essentially you're creating almost a 360 degree um space for those children with level seven ballistic protection that a bullet is
not coming through that wall, a bullet is not coming through that threshold feature. Those kids now have cover and we put that throughout the entire building. Glass enhancement. I know you guys probably know a lot about this, but it's not ballistic. And I it doesn't need to
be ballistic. And when you get into the ballistic features of glass, you're going to price yourself out of the ball game so fast that it's not even worth it. That's why we do like the pocket doors next to the door. So, we'll enhance the glass so they can't get their body through there and that'll maintain its integrity for about 90
seconds to two minutes, which is a long time in that moment. Um, but it doesn't have to be every window. I walked to schools and I've seen they film the exterior windows on the second floor and I kind of laughed. I said I've yet to come across a shooter that brought a
ladder. I don't just a waste of money. But it doesn't have to be every piece of glass. It fits within the system that we customize. A lot of educators think everybody in the world is Mr. Blue Shirt and the law enforcement folks in here can tell you that Mr. Mr. Green Hat does exist. Mr.
Green Hat does not care. He's not going to swipe his DL. He's not going to be nice to you. He's going to pull a Tennessee and just shoot the glass down and walk in and do what he's there to do. So, we do enhance the vestibules. Um, again, it's multi-layered in there.
The object is to provide cover, concealment, communication to the young lady that's taking that guy's ID. She is completely exposed in that manner. If Green Hat walked in, she does not have a chance. So, we separate them and we provide cover for the blondhaired gal
and we basically isolate Mr. Green hat until he's been beded. Um, there's also a proactive means in our vestibules. You can go to the next one that if somebody's trying to um force their way in, the windows won't shatter. They can hit a police button which is going to
open up a path to a suspect identification system. This does three things. Number one, it conceals the people inside. Once the spray comes down, you take away their their vision. It's a massive distraction for the suspect and a huge tool for the police.
If you want to hit play the video. Oh no. Wow. Wow. I can get in. That's my business partner, Pete. He was a mad guy. >> Took one for the team. >> Yeah. So, yeah, that that's the suspect
identification system. Um Some other kind of avenues that we go down is magnetic locks. Each one of our doors were a safe place is created. There's,200 lb magnetic pressure attached to that door. Also, no more keys. In a lot of my research, I found teachers because they're so nervous and
shaking so bad that they couldn't get their keys in the hole to even lock their door. Coline lady was interviewed, she dropped her keys three times and never got her door locked. So, everything is is keyless. The other nice part about the key list for law enforcement, try clearing a building,
having to use a key. It's not easy, especially if you're in a team. The other cool part about this is once our system is activated, every educator's card is shut down. The only cards that will work is law enforcement. Reason being is if something happens in a
classroom and the suspect gets the card reader, they would defeat the whole system. So every card is deactivated except for law enforcement until they turn it back on. Communications, we do actually create what we call a command center. It just looks like a a meeting room in the in
the administrative office. So if a teacher hits their button, um it's going to do three things in that room and that room only that the buttons press, it's going to activate the magnets on the door. It's going to send a text message to dispatch that says police
Sartell High School, room 105. And it's also going to set off an alert system, both visual and audio, inside and outside the building. So the next door when they hit their button, they're going to get another text. So dispatch is going to look and they're going to know that the entire school is locked down. And that should happen literally
within 60 seconds. And that falls in the training. When the admin office hears this, they go into their command center and they're going to go to their video monitors and they're going to literally internally dispatch to the entire staff what the suspect is wearing, which
direction he's going, um, and so on and so forth. That gives teachers valuable information because before with run fight, the big anxiety that I learned from teachers was I don't want to make the decision, do I stay or do I go because I don't know what's out there and I and it's
completely valid. I would I would feel the same way and especially >> I'm going to ask a question on the audio part. When does that shut down >> the a the alert? >> Yeah, the alert >> up there. It's all >> got it.
>> So, um what was I saying? Oh, teachers. It causes a lot of anxiety for them if they know that the suspect is in the gym through this information and they're on the other side of the school.
That is tactically some of the best info you can have because now you can tell yourself, "Okay, he's not by my classroom." Right now, they're just sitting there in the dark. They know nothing. On top of that, when the first officer arrives, and I have a video on this, when they get there, the they're going
to turn their attention to the officer and they're going to say, "Officer, I see you. Come through the front door. When you get in, you're going to want to take a right. The suspect's wearing a blue sweatshirt and green pants. Um, he's got a long long gun. Good suspect. He's got a long gun and, uh, he's by
room 101. Go down the long steps, take a right, go up, you know, go up the steps, take a left. So, literally, we're Google mapping that officer when he hits that front door versus now without that communication. Uh, when I would respond, you know, you're going in and you're
trying to listen for screams and you're trying to you don't, especially like your high school size, you're searching. You're not hunting. You're literally you're searching at a fast but tactical pace because you don't know where this person is. That is where we were saving
over 5 minutes per officer going in there to locate the suspect was that in the meantime every student in that building it's a ghost town. The halls are clear. Every student has cover with ballistics that's hidden. You can't see. There's 1200 lb magnetic pressure on
that door. They cannot we we've done explosive breaching on our doors and It's held up on the ballistic doors. Um, it's a complete game changer for cops. In fact, we probably walked I don't know how many cops through and training the FBI active shooter team Delta Force guys
and they go through without it and they come with us and they they've all set this is a absolute game changer. >> So these are like in each classroom >> the police are. >> So it's kind of like your fire that we currently have. >> Yep. >> And then the lanyards. Um, so if you
have teachers that are on cafeteria duty or they want to take their kids out to the playground, um, it's a remote notification and it's actually labeled. So if if dispatch gets a lanyard, it would say police needed Sartell Elementary School playground and then
that would set off the alert system in the school. By the time the suspect even got to the school, that whole school's locked down. >> Is that staff member able to get back in? >> I'm sorry. >> Is that staff member able? Like I mean depending on the situation they're able to be in.
>> You might want to run. >> Great. >> Yeah. Well, I'll go into that because that happened at Evaldi. I'll explain that. >> Okay. Are those single press or hopefully double so you don't hit that false alarm and go? No.
>> And it's fire uses red, we uses blue. There's no real code for us to follow. So, we're kind of, you know, blazing a trail here. But, uh, blue for police and then system that says it's a long steady tone. It says police are on the way. Long steady tone, police are on the way.
Part of that is to get in the suspect's head too. Like, okay, cops, I got a short period of time here. >> Oh, and before we play that, one thing with the police buttons, too. Um, imagine being a teacher and you hear
shots outside your door and your only means of communication is your cell phone. We did a drill with four four or five adults and I asked them I said, "I'm going to be firing a 12 gauge with blanks walking around here. All I want
you to do is call your spouse. Just just give a call." Not one of them could get their phone unlocked. You know, you hear that big bang and all of a sudden in my shooting, I experienced television. I experienced time slow down, way down. And I don't think
anybody really knows how they're going to phys physically respond to that much stress in that moment. That's why our entire system is a keep it simple. Large muscle groups just hit the button, pull this out, no finagle with your phone. A
phone app ain't going to do crap in that moment, you know, and you've already started the cops by hitting your button instantly. They're they're gone. So, this is uh the left side of the video is um without our system, I believe, and the right side is with, but
um it's kind of skewed because the the guy without our system gets to the door faster than the guy with our system. But anyway, it it shows the communication piece. Both you guys are officer I went to the front door. Keep going. You're going the right way.
Go to the end of the hallway. Take a left. End of the hall. Take a left. And then you go straight to the 200. Straight. Take a right. Right. Almost there. That's a big difference
>> um on those key cards. As soon as they key in, so obviously first offs are on scene. We're we're going in whether our partners are there or not. Soon as you hit that key card and that door locks will lock again on that main entry door.
>> The main entry door. So, so the first >> I arrive on scene, I hit it, opens it up for me, and now shuts behind me is going to be locked. >> Yeah. But >> so every cop, >> you got to remember, >> you got to remember that the first officer is just going to go, the second officer is going to go, the third officer in our system,
>> third or fourth, somebody's going to go in and take over the command center. >> Okay? >> The fourth or fifth guy might just hold that door. So, it's it's this is all happening, you know, like 60 seconds, you're going to get 10 guys there. Bam, bam, bam, bam, bam. Um, the big thing
for the inside is to go after the suspect and take over the command center and that falls into training with law enforcement. >> Okay. >> And this is kind of a Carol piece that kind of sums it up better than I can. She sounds better than I do.
>> School should be a safe place. >> That statement seems like a no-brainer, right? But the fact is, school districts have to be proactive about it. So, you're going to need to sign in and here's the pass. >> Maybe even try a new approach. >> We've are first and foremost focused on
how do we have a layered approach to safety and security. >> Lakeville Area Schools has made this a priority from Superintendent Michael Bowman to the school board to the public. In 2019, they passed a levy and bond referendum that helped add an additional school resource officer to
the middle schools. They set up an anonymous reporting system and added a psychologist to handle threat assessments. >> We know that the kids that have been active shooters have had struggles and at some point, you know, maybe if someone would have intervened in a different way, maybe we could have
headed that off. And I do feel in our district that we've had numerous situations over the last few years that we have made an impact on kids. >> Reality is not all threats get caught in time. So Lakeville went one step further. When we came up with this system, we wanted to answer all those
related questions. >> They partnered with Minnesota based 3D response systems. >> We understand that the prevention is the most important piece and to develop those relationships with the people in your building is the most important thing you can do. Now, if one slips through the cracks, which in a population like this school of 1500
kids, it's very possible, then our our system comes into play to keep as many people safe as we possibly can. 3D Response Systems is a multi-layer design to get the police there faster and provide tools for the people inside to survive. The company was started by police, firefighters, educators, and
parents. It takes the active shooter training, run, hide, fight, and adds three things they say makes it more effective. Cover, concealment, and communication. >> Cover is something that's going to protect you from like a bullet. Concealment is something that I can't
see you. communication is having constant active communication to keep you in the know. >> Almost all of it is out of sight so you don't lose the feeling of a teaching space. The only visible signs are the police buttons on the wall in every room in every building.
>> You simply push a button and when you push that button, you've sent a text message to dispatch that says police needed room 102 Lakeville North High School. And each room when they hit their button, a new text message will be sent. It also activates the 1,200 pounds of magnetic pressure on your door so you
you get a nice tight seal and you're not going to get through that door. And then lastly, it sets off the alert system both inside and outside the school. >> Hidden ballistic panels can be pulled out of the walls if needed. And cameras help the officers responding get to where the threat is faster. >> That's part of the communication piece
that comes in so the teachers know exactly where the intruder is. When the first officer arrives, they can talk to the officer and say he's on the third floor by room 302. Lakeville has installed the system in both high schools and is working its way through every school in the district. A system they hope they never have to use, but
having it is peace of mind because just hoping it never happens isn't a solution. >> We're fully aware that you can't stop the first one. I mean, it it's a reactive situation, but you can stop the next five. >> Raina Sergeant, Carol 11 News.
Well, Lakeville is the first public school district in the country to use this Minnesota based safety system. It is already in place at Christian Heritage Academy, a private school also based in Lakeville. >> So to go kind of follow up on what you
said earlier about the outside in. So you've all you can go to the next one. I've gone back and I've done case studies on all these and I I look at the suspect's footprints. I won't through it minute by minute. But what that does for me is it tells me how much time between
the first shot, the first 911 call, the first officer arrival. So Yuvaldi um kills his grand at home and then um drives to the school. He tells his girlfriend he's going to shoot up a nearby school. Drives to the school. He actually crashes outside of a I think it
was a mor um right next to the school. Two people the business come out to check on him and a teacher is outside at the time with kids at the playground and she comes walking around the front of the school. He gets out of his truck and he
starts to shoot at the people coming towards him. They turn and run. The teacher goes to the back, grabs her kids and pulls them all in the school, which is fine. I think she had time. The first 911 call came when he started to throw rounds in the front of the building from the parking lot. That's when the first
911 call was made, which was at 11:30. Three minutes later, he enters the school through a back back door. Hence the big push on single point entry because this guy did that. So everybody needs single point in anyway. 3 minutes later at the end 17 were killed. So if
you throw you can go the next one. If you go um back and you put our system in there, that three minutes from that first 911 call to me indicates the first button hit. Takes about 60 seconds for every teacher in school to hit their button. Every kid before he even walks
in that back door. This is why nobody's dead. That first classroom, 1200 lb of magnetic pressure. Every child's behind ballistic panels. Police are on the way. I don't care how bad the response the cops were. Those kids are safe and the suspect is isolated in the hallways. And
that's one of the big goals is not to create a barricaded suspect with hostages. You want to isolate the suspect. Um what I've been seeing, I don't say this to be um well, I do I It's just we've been this whole concept
is the definition of insanity since Coline. We have done nothing to proactively keep our children alive in this moment. And if somebody can tell me something we've done, why isn't it universal? Because in my mind, a lot of people say, "How much does it cost?"
It's not as bad as you think it is. But in the same breath, does it really matter? You've all these up to 27 billion dollars in lawsuits. And rightfully so, because they did nothing to protect those children. If there's a system out there that will minimize loss of life, it's got to be
your first priority. It really does. And um we need to look at it tactically. We need to stop looking at it technology based and start looking at it from a tactical point of view. What do I need to say? Why do police officers wear vests to keep them alive? Why aren't we
giving children the same tools in that moment? We were expecting teachers to Did we ask teachers to carry a fire hose back when fires were killing people? No. We gave them a fire suppression system. It's the same thing. We just we we need to have a paradigm shift in this and
start looking at it differently. Otherwise, it's just going to be an ongoing definition of insanity. Unfortunately, our phone rings afterwards. In fact, um after the ostation shooting, guess what? We got three contracts and one more coming for Catholic schools. You know, it hit it
hit hit home with the Catholic schools. I'm actually probably trying to get in front of the arch dasis to get this in all the Catholic schools, but they're too late and you're going to be liable. And the threshold for liability is did you do everything you could to prevent loss of life or injury? And if you don't
answer yes to that, you are liable. I can tell you in your position as a school board, everything you can do falls on just asking the public, is this what we want? And then if it comes back to you, we did everything we could. We found, we researched, we got the system,
and the public said, no, you did everything you could. Now it's on the public. So that that is, and I'm being blunt with you guys, that is a frustration of mine is just ask for the money. I see school district across the state, they do not b at going out asking
for million dollar for artificial turf just yet. We need it. The next district has it. But I see a lot of blocking come up when it comes to the safety of our kids. And the problem is we haven't defined it yet. Which is why right now in the House, there's three bills in the House and one bill in the Senate to
finally define and it's based on our system. It's it's not our name, but it's based on our system. I've given tours to probably 30 plus senators and and um and reps over the last six months and I think you saw um Representative How on
his comments on there. I mean, most of them came there like this is going to be crap and they walk out like oh my god and it's it's fun to watch people walk in and then walk out like this is so simple. Why didn't I think of that?
Simple is great, but effective is even better. So if those bill passed. Finally, we'll have it as a code. It's going through the education committee. And then on the Senate side, they're looking to put um bonding money. So, it's not an unmandated expense, but relying on them to get
anything done is like relying on grass in December. I just made that up. That's not >> good. Um I just kind of conclude that What we've seen and I I've actually wrote in articles on this before is we
we are stuck in this three long three decade long wash rinse repeat where something happens there's what used to be a week of grieving now enunciation I think they waited until 6:00 that night before they started shift shifting the topic um grieving do something please
nobody knows what to do they throw a bunch of ideas on the wall some of them get picked and then you have a gun debate for the 30 years. And the nice part about this system is it takes the whole gun issue out of the equation. We didn't start this to talk about guns. We started this
to provide tools for the children and the teachers and the cops. You can have your gun debate all you want. I don't want to be a part of that. I'm focused on giving the kids the tools. And until we drop that and let that argument overtake pro production, we're never
going to solve anything. So let them argue that. I don't care. I want the kids to be safe and the teachers not to have to be police officers, but they got to be cops. The teachers be teachers. And this system completely shuts that conversation up
because we finally gave him a response. As far as our system in itself, um the three schools that we're doing now through Catholic schools, we walk them and it's extremely customized. We will stand in every room like this room and we will look and say, "Okay, how do we I
don't like the word hardening. It comes with how do we enhance this the safety enhancement and we would design it and then we might go to a school that's got an open concept which is a completely different style of our system but we've done four or five open schools. I mean
it can be done but and we've also done retrofits and we've done brand new schools but it's extremely it's 100% cost and kind of ends with again it's the best learning environment is a safe one.
Amen. Thank you. That was 10 years of work in 40 minutes. >> Anybody have questions? >> When can we start? Well, I mean, it seems like the focus is on active shooters, but really it's >> any kind of incident. You have somebody that brings
>> any kind of weapon. >> Yeah. I mean, and you can >> a medical >> anything. >> Like what we train with the staff is like they ask when can we use this? And the answer is anytime there's a life-threatening moment. We don't want it to be overused because the crywolf
thing, but if a teacher goes down with a stroke, hit the button. Just It starts first responders. Just hit the button. You can call and 30 seconds later, but you've saved so much time just by get them to turn around. That could be life or death.
>> So, I guess that's kind of where I'm confused. >> Like, so if I press the button because somebody's having a medical emergency, you like they don't automatically press the rooms of others, right? But how does the other like if there actually is an active shooter, how does and I've seen
that by just pressing the button. How does the next classroom know to press their button? >> Okay. So is that somebody at the command center then letting them know? >> Each teacher is responsible for their classroom and the reason being if this is your classroom >> and you hit the button maybe the teacher
down the hallway >> took Timmy to the bathroom or is not not ready to lock down yet. I don't want you controlling some teacher who doesn't have all their kids in their class yet. So each teacher is responsible for their 25 30 kids. >> But is there something at the command
center that then can actually lock them down? >> Well, that alert goes out, right? >> The alert goes out 911 message goes out. but to lock down a specific area. >> The alert goes out in the classrooms and to you as a to >> it's a text message to dispatch and an audio and visual
>> and that's the static police >> with a flashing light. >> Okay. >> Can we put the lights in the safe spot in the classroom? So under that much stress it's kind of like get under the light and you're safe. >> I guess that was my other question. Sorry. Like so you talked about having
these like tactically safe areas that would take a bullet like Our high school, for example, has a lot of windows, which I know you said like custom, but like if you create a space inside like is are any of those parts movable depending on where the threat is?
>> Yeah, we'd have to walk that. >> I get it. I just >> like seeing a smartboard or a whiteboard like how is that going to be movable to like, you know, be my shield, so to speak. like having gone, not to interrupt, but having gone and seen it
>> firsthand is I mean to your point, you kind of walk in and you're like, I don't know how great is this going to be. It's a whiteboard, but to see like the versat the how versatile it is and how practical it is. It's not scary and it's
everyday use. Like it literally just pulls out and you're right behind it. >> It's very simple when you see it. And everything was kind of custom fit to I mean the school that we walked was everything was retrofitted. It wasn't
rebuilt or a new school. So everything was customed to the classroom however it was designed because there was some oddly shaped ones and whatnot. So there had to be different strategies used based on the shape and size of each room.
So not every classroom had the same setup or anything. Brandon, you had questions? >> Yeah, all questions. Um, my first to Trish, if you haven't been in our high school, it is all glass.
>> Uh, every single classroom essentially is all one glass wall on one side. So, I just really curious if you guys have done a school like that yet. >> I've done concepts. Um, we've done actually we're doing right now at St.
altered it a little bit. Um, just we look we walk in, okay, how many kids fit in this room? How big of a space do we need? We try to come up with like two square feet per >> four per person
>> until I could walk it. I mean, we could you could do the just off the top of my head, the barn doors, >> that's covering glass >> because that was an add-on on the other side of that. It was an exterior window and it was a big window like that. >> So that all of a sudden became an
interior wall and that hallway is exposed. So that's why we put those two whiteboards up there. And again, we were looking at how do we keep it hidden? Well, we make it a usable space. And she literally uses it every day in the teacher class. >> Yeah. And this would be I mean how many
of her classrooms are I mean it's you'd have to replicate this >> like 101 to 102. have that wall like I wonder I don't know how your system >> I just wonder if you could >> somehow use that wall to now create that space that you can then move to I don't
know >> I'm sure it's possible right my head around you would need the ballistic film to keep them from breaching >> yeah then you just create a safe space beyond that >> yeah I mean those lock
>> and how high are they so >> however high typically we >> try to get it so 7. >> No, I mean initially I love you guys. I don't remember was on the board when I started here three years ago, but my I hated the concept of the high school. It
was just it drove me nuts coming from a different agency and seeing all the glass and how we going to prevent against this and we talked about ballistic blankets even in the class, you know, just as a way to like how do we give these kids some protection or something. So I mean this is obviously much moreepth safety piece of it, but Is this scalable
from like if you do this is it all or nothing? I mean could you get to a point I'm just thinking cost effectiveness where you get the alarm system in all the classrooms as a first measure and then you move on to like a phased approach of construction or >> we're doing that with St.
funding. So >> they're going out for a capital campaign. They have enough for low voltage. They don't have enough for ballistics. So it's going to be the low voltage install this summer and then the grants them the money for ballistics. The ballistics install will be in the
fall. So essentially it's two contracts. >> Um ideally from my point of view I think this is why the fire code exists because I'm guaranteeing a lot of these discussions were the same back then like can we just get the water for now because we can't afford it.
>> But today you can't you have to do this and it's like you can put magnets on the door but the magnet ain't going to do any good if you have a window next to the it's mag and you have no cover inside the classroom. >> So, it kind of all works. If you really want safety, do the holding thing.
Otherwise, you got holes in it. >> Yeah. No, I mean obviously that is the way to go. I just curious if they had that >> depends on the true money. >> I'm guessing the other schools will probably follow suit with that and they're they're fully aware that we assume no responsibility if you don't
get the whole thing >> from a system aspect. So, like bigger project of mine getting here was to get the regional schools uh I shouldn't say schools regional police departments on the same alert system. So when I got here it wasn't just alert it was all
over the place alert and so everyone in the court knows it's like kind of the FEMA recognized system for officer response to active threats. Um we finally got that to happen and so other I think most of us are all of us are on that system. How does that so let's say
Sartell High School uh gets this system and we all train in it and Sartell police department we're the only agency that has it in the area how does that combine with the alert because as you know if we have an active threat it will not be Sartell PD alone is going to be the county sheriff's office police how
those integrated >> we've done the same thing with like Lakeville and Farmington >> Farmington >> um what we try to do is set up training for your department and then any local neighboring one an invite. send one or
one or two and then kind of trying to go back and say if you get a if you guys get a system like this if you get called there your response is going to be a lot different it takes out with the alert I don't like the alert thing I I never
really agree with it because I I think the first officer should step over and find this guy just wasting time >> I don't think alert fits in with our system very well like you saw the internal division. I mean, it's just bam bam through there.
>> Yeah. >> And that is the tough part, right? It's like that's the only nationally recognized one, right? There's 100 different systems out there. And then you get an SWAT team and that SWAT team can they know best how to train their guys and then they're one offing and we experience that here even sometimes.
>> We experience that too. >> Yeah. Like I'm a SWAT commander. I know what I'm doing with my guys and they think they know better. And so it is to me >> SWAT guys. >> Yeah. I was a SWAT guy. So, I'm not talking him, but I was a sniper. So, uh the the other piece of this too though,
like a lot of what you're talking about I love, but it's it's a it's a huge concept that sounds like you have some legislative drafts. Like that's really what needs to happen here is to get Minnesota to accept from a law enforcement standpoint a single system so we can train and
teach and liability wise like then we have to, right? >> That's why I think the fire system so successful because there's no arguing about it. So, can I ask a quick question? What does, and I don't know if this can be publicly shared or not. Um, what would
the training look like for staff or students? I mean, because some of the things that I've heard is, you know, if you're doing an Alice training, you don't some staff don't want to be a part if they're doing what is it? blank rounds that might get fired off or you
know whatever it might be >> because of PTSD or you know just the >> completely changes it. >> So I think it's still five lockown drills a year they're required. Um what used to be um what we did in Lakeville
was we'll have a lockdown drill today at some point and they would give a location and then you want to see the run fight thing and it was with kids and I one of my biggest regrets I had when I first started doing run fight was
involving kids in these trainings and I mistake and I I own that but all the kids see is a teacher hit their button and and they pull out a ballistic feature. That's it. The kids don't even know need to know. They most kids don't know that it's even
a ballistic material. They don't know that there's a spray in the vestigial. You know, I'm a believer and that this is a stakeholder response. And the main stakeholders here are the teachers, the staff, and the police. And let's focus on them. But the kids don't
need to know. Kids need to listen to their teacher and do what they're told. A lock down roll our system is literally 30 seconds and the most non-intrusive training that you'll ever see because it's literally just pulling a ballistic feature out.
>> Okay. >> Are there other companies doing this similar type of stuff? >> We are the only tactical based response. >> Okay. >> Everybody's doing AI and technology based web based stuff. >> Yeah. It's a completely different direction >> because I'm thinking when it comes to
the contract, I'm not so much thinking down the expense road. I'm thinking is this to the level of something that we have to go out for a public bid process on? >> Probably. >> Um >> so likely there'd be one one response would be you and
>> or do you guys have soul source language builds or districts? >> Um you know, Michael Bowman would that be a conversation for Michael Bowman. I think they did a levy. >> They did a levy
from finance is like discussed or thought about state bid process where you can get on state bid. So there isn't have to be problem >> problem is we are not we don't qualify as we qualify as a service the installers would be the state
contractors >> but we have I mean there are some generals that we work with What is the average cost of the building? I mean, do you I know it probably varies with all >> Yeah, I would say five years ago, I'd say about a million
dollars a school. I'd say probably to be real 2 million a school. >> And then is there any ongoing like costs or upgrades? The only annual fee would be a service agreement that includes training and we charge Christian Academy
and train and then make sure the powder is not >> clumped up and all the buttons are working and everything. >> But like a decade down the road that everything >> I I prefer to do like a fiveyear contract because on top of it we also provide consulting. So if
>> you guys get one of your schools gets a active shooter and I've investigated probably plus active shooter threats. And that's one thing I don't think people realize. I'm not sure about your district, but in Lakeville, we were averaging four to six legitimate active shooter threats per school year that
were investigated and just taken care of. Um, one almost made it through the cracks, but the threats is more prevalent than I think the general public knows. It it truly is. And part of us is the you get one of those
threats, you got Michelle's entire team there. You got I mean we're a phone call away just for advice or just which direction you want to go if something happens to be on your hip during that moment to work with police and kind of walk through press releases and
everything and you know we'll be there as a as a resource for you. We got over 100 years of experience with critical incident management and understanding how all that stuff works but it's a big deal. Everybody looks at this as um a
quick fix. Coline took a year to develop and it took seven hours to complete. Most of them take about five minutes to complete. >> What's the testing process for your product? I mean, have you done a mockup? >> Yeah, but I mean, you've like
>> created a mockup and all that and actually shot at it and tested it. >> We've created uh we've we've shot every ballistic material we have. shot and beat the hell out of the glass. We've shot that's part of the fun >> side of it. We We've done explosive
breaching on our doors with the Dakota County SWAT team >> and there there are UL ratings as far as what they're good for. >> And the whole low voltage side is basically fire suppression equipment
>> that's been tried and true for years. >> I mean that's just you know That's how I got involved with three years probably nine years ago. Jason got a hold of me and I mean I I own a fire alarm company. So he comes to
me and he said, "Well, we want to do this system where we keep kids safe and lock them in the room." Said, "No, no, no, no. I'm in fire. You get them out, you know." So then how do you marry the two together? And >> then I called you dumb. >> Then you called me down. I called him the whole time. Basically, we we sit
down and we just I mean, we bet the heck out of everything and it took us years of vetting to get this right. >> Yeah, probably five years. >> Yeah, five years of it. And you know, I mean, my passion, the reason I got excited, my wife's a teacher and a
counselor, retired now. But I mean, I don't know about you, but she always talked about how the culture is different than what it was. And so that that's my passion for it. I'm not here to I could be with my company and retire
and be done. But this is this is kind of close to my heart when we have somebody that close to the school system. So that's why I teamed up with them and I'm a true believer in it and I I'm even learning some of the cop window. So
>> lot of swear words. So like in Nightville, when a public school decides to go with this type of system, what supports do you give at like for instance, as you lead up to a referendum vote, are you there to give a good, you know, good estimate and maybe a rough
>> plan ahead of time >> because that's before we get the public to authorize anything obviously. So it's not a guarant. There's a a design contract and we'll give you a not to exceed number >> and there's a fee to the design because it takes us quite a while to do these
designs of custom. Then we give you a not to exceed number and then you take that number and that would be your number to shoot for a referendum or >> but as far as like you're are you asking help >> help with presenting to the public or help with >> I wasn't good question
>> crafting uh >> that's where I thought you okay >> presentation >> I'm actually yeah I have one I'm actually doing that for St. in two weeks presenting to the parents because it's a private school. It's going to come from private donors, >> right? >> But the money in that town is saying
they should say this being recorded. >> Yeah. >> Does anybody else have any questions? Otherwise, >> I hope I didn't scare you guys. >> You're good. I think seeing it again, having gone through it and having the
walk through and I watching the videos and stuff again, too. But really seeing it, it it's I can't stress enough, it's not scary, and the kids don't they don't know any different. It's not bars on the wall or on the windows or anything like that. the annunciation parents uh two
weeks ago and um I was walking his name I won't say his name he lost a daughter in the annunciation and I'm walking down the hallway with him and I said what do you think it was not what I expected and I said what do you expect and he said
bars on windows and metal detectors and kind of this prison thing and I I said why did you think that we were told that I guarantee told you didn't come look at it It's you can't even tell. >> Well, I can tell you just from cop point
of view, just seeing the design concept and what we train in the high stress when you're doing an active shooter. The chaos when you got kids running and role players running and then you have to sit there and sort out who's my threat
because you're hearing gunshots and you're reacting to that gunshot. That's what we do. Run for it. But that system being able to lock it down like he's saying where we are literally just looking for somebody in that lock down
area and being directed in just a mental health for the cop that has to take that shot and take the suspect out. But walking over dead children in the hallway psychologically destroys us. So I mean if we have an
opportunity to really save lives just from my point of view I don't know why we want to push this forward. I >> think Kelly tell from police perspective too. I mean we go into the weeds as far as do we film these outer windows or not
and we don't because of a police tactic of breaking a window when you have a barricade suspect with hostages. So we really go into the weeds tactically and even um the pocket doors that pull out or the ballistic feature next to the door. When you're an officer entering
that room, it's basically >> it's a shield. >> And we most the cops were coming in and I was watching them and they were slicing the pie and they were exposing their whole body and they were taking the first hit. And then we stopped it and we said, "Use this as a bunker. So
come in and just expose your your left or right arm and take them and then the the position of power went back to law enforcement. >> So there's a lot of that from the communication side for the officers responding. There's a lot of little things that only I think police would
understand why this is so critical. >> Walking into a room like this with no cover whatsoever, you are completely exposed. I mean you still do it and that's why you wear a vest, but our system enhances the police officer safety as well. >> Well, and I think if I remember
correctly, they can't get in. Nobody can get into your room once that but a teacher could get out if they knew that the threat was on the opposite side of the building and now there's somebody knocking on the door because little Johnny is >> all the magnets >> not accounted for.
>> They're basically once you hit that crash bar, the crash bar turns off the magnet. Once you release the crash bar, the magnet comes back on. So that's per fire code. I never liked the fire code, but I'm really starting to like it.
Per fire code, you you um you can't res you can't keep anybody from getting out. So all of our doors, you can get out, but you can't get in. >> And with the communication piece do, if if the school goes into lockdown and Timmy was in the bathroom and Timmy's walking down the hallway, you know, they
can over the PA system say, "Mrs. Anderson, Timmy's in the hallway. >> Grab him. you have time. So again, it's those three C's that are so important. >> I say like even just thinking about the key part that you talked about like I mean I've gone through I don't know if
any of you have joined in for Alice training but I have and some of my biggest fears are some of some of the doors in our building swing into the room. So the doors swing out. So like you have to as the teacher that's in the
moment in charge or the adult in the room that's in charge of you have to figure out what am I going to use in the room to to prevent them from opening it out. How am I going to prevent them from, you know, like also opening it in knowing that you have a magnet like sounds, right? Like also like having got
into a room and like unlocking my door and I'll every time walking in be like, "Well, I know that I'm not be able to go with my keys." So I leave my door locked and then I have like piece of >> Do a lot of teachers put a magnet in their door. >> Magnet or plastic? Like I mean that's an easy thing to rip off. Still not amazing and great as a
>> fix. But like from my perspective of at least being able to lock the door >> better, but like I I know that in that moment to your point of like having to like call a spouse or put my key in like I would probably be the person dropping my keys three times trying to get that
>> fine motor skills go out the window that >> taking some of that stress that I know all of our teachers, staff and professionals are feeling about knowing that it's not just my life that I'm potentially helping save. is all these other children in the room, whether you're a senior in high school or a
kindergarten or a preschooler, still gonna call you a child. So, I'm I'm the adult in the room. I'm gonna have to be responsible. Like, that does seem really >> You can let the teachers teach. And I can tell you the biggest run. The reason the other reason I'll teach is because the anxiety it caused
for teachers. And there was teachers that would literally be balling in my office just from fear. and you come back the next day and there'd be a can of bear spray and a baseball bat in their in their room and they put a magnet in their door after and I the teach we're
not giving the teachers any response at all you know and that's I think if you went down to Christian Academy or Lakeville and talked to the teachers they would say we can teach again you know they they have a plan right now they don't have a plan
fight's not a plan >> my wife was lost That's what she >> can't erade. Huh? >> What uh this is kind of detail oriented, but with your magnetic closing doors, are there safety mechanisms where like
if a kid happens to be coming into the room and the door's shutting on them, are they going to get hurt? >> No. >> Okay. >> They don't close automatically. >> Okay. >> They have to be within the magnet. And if they can fit through that
opening, then they can hide somewhere. >> Yeah. I mean, what's running through my mind is >> obviously it sounds like it's well designed for actual active shooter situations, but if there's a false alarm or something, I don't want to see somebody somebody get hurt. >> So,
>> it's so simple. I don't know how you get hurt. >> Okay. >> I guess there's a way for everybody for everybody to get hurt. I know. Um, and this is more for the benefit of the board, but we have a closed session
later on where we're going to talk about our school security and everything, but in the statute, and I looked it up to be sure because I thought I remembered this. Um, we in our closed session are not allowed to talk about the financial aspect of any of this. So, if you have questions or comments about the
financial aspect of this, now's the time because it has to be done in open meetings. So otherwise um when it comes to where there might be lapses in our security and what our current plans are and all that that's fair game for the close session later on we can discuss. >> Well I think he kind of generally gave
us an answer. I mean it's like ask him how much does it groceries cost. It really depends on what we put into it. >> Well and you have to walk the buildings. I mean >> it'd be tough without that. You said estimate roughly, best guess 2 million a
building, but that's a very rough estimate, >> right? >> Yeah. >> Yeah. >> Yeah. We've got four buildings that I would think are fairly similar in how they'd be approached. The besides the high school, they're all pretty much >> brick and mortar, traditional, just a door. We love
>> Yeah, >> that'll save a lot of cost. In fact, we're going to be testing um >> just for our own curiosity, will a level three panel on a construction block 223. I'm sorry I'm speaking Greek to some of you folks here, but
>> just for our own knowledge because the difference in cost with a a level three panel to a level seven is quite substantial. >> Okay. >> So there's a lot of brick and mortar that could save money. >> Sure. >> That also prevent or present more
challenges too though. I >> think it' be more like installation. We we didn't start this to get rich. We didn't start this to make money. Um we started it because nobody was doing a damn thing about it.
>> And you know, we we we had many opportunities to give up and walk away. But I I personally believe in this so much because I know it will save kids lives. And I right now it's just that hurdle of getting people to think about this topic from a different
and just put what you know in the past and just there's there's another way that doesn't involve political arguments and I can't believe this topic is even political. It shouldn't be. This is not a left right thing. This is a keeping our kids safe thing. That's infuriating
to me to be honest. That's why I love the capital so much. >> This is recorded is Do you have any other questions? >> They're all here. >> I think that's the majority, especially for you guys. Really appreciate being able to sit on that.
>> Yeah. Well, thanks very much to both of you for coming up, >> especially in the rough weather here. >> Congratulations. >> Good luck. Drive safe. >> Have a good evening. Thank you. >> Thank you guys for the >> Thanks for coming out.
>> And thanks for your 30 years of service. >> Thank you. Said I'm glad I'm done. >> Well, when I'm done, do I opportunity over there? >> Actually, >> are you this bill passes? >> Okay.
Well, drive safe home. >> I will folks want to come see it, just let me know. >> I will be Do you have a business card? >> I I have I can reforward the email. >> Y
>> I'll get in touch with >> Sounds good. Thanks. I'd like to uh >> let my command staff know >> for all of the >> cloud districts because same thing.
>> He was actually friends with Larry. >> Okay. Yeah. >> about a month ago. >> I'm surprised he left. >> It was a big loss. >> Awesome chief. >> A great chief now. I worked with him
when he was Dakota County. We kind of started at the same time. >> Awesome. >> We'll talk. >> Yeah. >> Thank you. >> Next item on our list is the schoolboard evaluation midyear goal review. And everybody should have a print out of our
current goals, our methods for measuring them. Um, >> anybody feel like we should wait for Dr. Revard to come back in >> before we get going on this? Oh, never mind. >> Smooth points.
>> Just wondering if we wanted to wait for you to get going. by this. Thank you for coming. >> Um, yeah, being that this is a midyear check-in, I don't expect we're going to talk too long about these, but I think it's good to check in and get everybody's feedback as far as where we
think we've made progress and where we could still make progress for year end. So, we'll just go in order here. Goal number one is >> strengthen communication and transparency with staff, community, and stakeholders.
Um some of the measurements listed is that we do the three takeaways after each regular board meeting but then are communicated to the public in various ways. Um we do a student or community engagement event at least once per year
and we ensure accessibility of the schoolboard members to the community members. I guess I'll just offer go in order starting with Trisha. offer any chance to make comments or reflections. >> Just
my attention. >> I'm sorry. >> No, I actually appreciate you saying that because it was kind of >> Thank you. >> Um, I think my biggest takeaway for goal number one is I do really want to just for the change of our website. I do
think it's been really nice for community members to actually to reach us oneonone and as a group. Um, I think that's been a really good and positive change and >> yeah, I thought we were doing felt good about this one, too. I appreciated
having the opportunity with Jen and Emily to go in and talk to the students when we were talking about cell phone policy. I feel like that was a nice way of kind of accomplishing a bit of that student engagement. Um I thought it went well.
>> You had the community engagement with that too because >> yes listening session about that. >> Um I think I regardless of how many eyes are actually on them. I think doing the three takeaways is even a valuable tool
for us as a board just to kind of get to the end of each meeting, reflect on what was accomplished, what are the important things that maybe then when we go communicate with folks in the district afterwards, we can highlight. So, I've appreciated doing that. I hope we continue to do it. I think that's been a
positive for us. Um, yeah. Otherwise, I I do think we're making good progress on this goal. >> Can't really think of anything. in particular we need to focus on especially but improvement in this area is always good to never be fully
satisfied. >> Any further comments Scott? >> I no I mean I agree pretty much with everybody else. >> So three takeaways I don't again I don't know how many eyes are on them. I do like them
>> from selfish standpoint. like them just to kind of wrap up our meetings and put focus on what we really accomplished at the end of it. So, I don't know how much it's doing with community engagement, but I appreciate it just for our own development.
>> Anything to add, Scott? >> Just going to say D. >> Okay, I'll give you the first chance on goal number two then. Um, so goal number two, cultivate a culture of respect, teamwork, and civility within the board and the district. And I think our, if I remember
our conversation correctly, when we set this goal, we recognize that the mood at the board table can have impacts throughout the district. So those are interrelated. Uh, measurement of goals. Uh what we've
written down here is a self assessment that's done once per year in September which obviously this is a midyear review. So that's kind of relevant at the moment. We do this midyear check-in on goals uh in March and then we'll check in again in September after doing our self assessment
and that we set up communication guidelines. So Scott, you got any thoughts on goal number two? >> Well, where we're at? I think you know obviously the first two two and
a half years there was strife um but just recently uh this year in particular I've actually seen a strong team you know going out one-on-one with you
and discussing and I've appreciated you reaching out and doing that. So, I mean, when we do have that communication and we can start seeing eye to eye, get the politics out and concentrate on what's best for the district and uh I'm seeing
a lot better teamwork, especially with like the policy stuff that you working with and just I I think it's a good team effort now and things are jelling. >> Yeah, I agree. For the most part, I think that This is probably the best place that
we've been in. Obviously, we still have a lot of room to grow, but I think that we all recognize that um we are all individual people. We are not part of a cohort. Uh and we don't want to meet each other that way anymore. and having
one-on-one conversations and trying to understand perspectives and one-on-one conversations I think has been really helpful in just advancing what we want to get done for the district and making it happen. So, I think it's been it's it's short term. We we still have a long
way to go, but I think we've been doing really well and it's a much uh more enjoyable environment to be in. So, >> thanks. >> Yeah. would generally agree with those thoughts. Um I I've also appreciated
having conversations with each of you oneonone. That's been helpful. Um even for me just to gain perspective um of where everybody's at, what's important to them. Um so I'll make a commitment to keep doing that. So hopefully I'll reach
out again soon. I can't can't say exactly when it'll be, but I think it'd be valuable to do that a few more times yet this year while I'm in this position. So Any thoughts? >> Yeah, thanks for the meetings. Appreciate >> them.
Anything else? Feeling good about this as well. >> Okay, anything? >> I don't really feel great personally about this, but Glad to hear that the rest of the group is really good about that communication.
Um, I think typically during meetings it's hard for myself and maybe other people feel this way too, but to actually feel like I have a voice at this table sometimes, not all the time, but sometimes. Um, sometimes I don't feel like my opinions or my
ideas matter. Um, often times I feel like um, I'll say feeling like I've been heard by the board um or the five of you in total. I just feel like it's instantly somehow some way for someone to be able to
respond and tell me how I'm wrong instead of trying to understand the point that I'm trying to come across. Um and I don't say this to be hurtful or towards any one person. I think it's all something that we can all work on. Um I'm actually generally shaking just
talking about it. But um I just want I guess for my own I just want you guys to when I made the comment like even today when I was asking some questions like I instantly felt like there was concern that I wasn't supporting the potential of going like talking through the
response and that's not what I meant. It's not what I was going for. I just really wanted clarification. Um but I often times feel like that's how I feel and people respond to that. So I guess I still think that there's a lot of work but I'm hopeful to continue doing that.
So I just trying to boil it down. I guess what I'm hearing is board dynamics at the board table is a main area of improvement that you'd like to see. >> Okay. And yeah, that's something that can always be improved. I think I think everybody,
myself included, can be more cognizant of how we are responding to each other and It's a good good reminder for us to keep that in mind. Appreciate that. >> Yeah, I appreciate you speaking up. It'd be super easy going around and everyone's like, "Yep, I feel good about
it. I feel good about it." To just be like, "Yep, sure. I feel good about it." So, to to speak up and speak your truth, I think is important for all of us to do um to keep us moving in a good direction. >> Yeah. And as you were saying those things, it occurred to me it's, you
know, nothing personal to you, but it's also a good reminder for all of us to remember that we are our own person at the board table. You know, we as a board are the ones that make decisions, but each person, it's written right in our policy, has to come to a decision that
they feel good about, vote their conscience on different votes and that sort of thing. Yeah, it's a it's a good reminder that regardless of how you're received at the table, um you have the right to hold on
to your own beliefs and and not let anybody unduly influence that. But I I do appreciate the healthy discussions that we have at the board table. So, I hope those continue and hope our demeanor improves. Any other comments on that
topic from anybody before we move on? Okay, we go on to goal number three then um which is focus on improving student achievement and academic outcomes. And the three ways we measure that are
reviewing the district and building level academic data quarterly. Number two is monitor the MCA scores and local assessments. And number three, monitor growth data from year to year.
Jen, middle of the table, you want to start off with this one. Any thoughts? >> Um, I don't know. It's hard. I mean, we've seen growth, which is a positive growth, which is good. Um, and then getting
the updates from the buildings on what they're going to do, like their improvement plan, if you will, um, has been helpful. It's just you don't get to see MCA scores right away. Those are annual. And
so, I guess I don't really have a yay or nay. I'm indifferent about it as far as where we're at. Yeah, obviously a lot of this is we go over a lot of this when we go over our case plan. Um, so kind of check the
box there. But I I do appreciate seeing the other reports we get. Yeah. Does anybody have any specific thoughts on any analyses we need to do or add to our list? You know, as I make agendas through the rest of the year, is there
anything we want to make sure we add that we haven't done in the past? >> I guess when I looked at this, I just thought like, what is the actual timeline of when we see some of this stuff to like give myself a better idea of like how I could actually assess the school? like I kind of felt the same way that Jen's feeling.
>> So like I don't need that answer tonight, but even if we could like just have an updated of like okay this is when we're going to talk about the case plan like I kind of see it in black and white just so that I can say okay I have time to like really think about how this like when we come back in September and
we do some of the work to like tackle our goal like what can I do >> to actually or what what can I see coming forward that I know that we do something to or even selfishly because like I I feel like we get a lot of data.
Um so even to I think a bit attrition's point like but sometimes I'm like is this checking the box of what our goal like is this the the data point that we're that we have on our goal to be reviewing or knowing MCA's is a bit different just because of how
it operates in the annual ability to see it. Yes, having something that like stands out a bit more on the agenda or even like identifying that this is our quarterly review of >> Sure. >> status.
>> Yeah. Okay. So what I'm hearing, making sure I understood you, is that anytime we as a board, whether it's a work session or regular meeting or getting a report on our student achievement and academic outcomes, we should relate it back to
this and just kind of identify, look, this goes towards schoolboard goal number three in this way and here's what we hope to present to you tonight. and just make, you know, make that recognition and then then we can easier keep track of >> Yeah.
>> whether we're meeting the school. >> Yeah. >> Yeah. No, that makes sense. >> I would like to see some of these things kind of tied to current decisions that we have made in hopes of improving
student achievement in the district. So, for example, like um CKLA and I know we have seen some of this D wouldn't be nice to revisit it as our local assessment, our reading scores since we implemented or since there's been full implementation of CKLA the
before and the afters because that was a big investment for the district. So, I would like to see the fruits from that. You know, is that really putting us towards our goal of improving student achievement or um uh why do I want to call it grading for learning, proficiency based grading as
we get further into that process, being able to see some of the data on and I know it's too early on that, but just some of the systems that we have a dis as a district have made decisions we've made. I'd like to see how that's tying back to some of the data on how that's
tying back to student achievement. So, um I think it would be that'd be meaningful data for us to have just to know whether or not what we are doing is actually successful or not. That's all I've got on. I appreciate
getting more updates about this in general. That's been very nice. But even if we could tie that to more specifics, >> I got nothing on that closed door session. So get him going. >> I got a lot of things to say. How are
you going to do that to be? >> Anybody have any further comments on the goals here? >> Well, these are board goals. I would make a recommendation to goal number three that would be district building. I'd have the board consider I know we're
in the middle of a school board. Maybe that should be three times a year. >> Sure. >> What I'm trying to map this out now. We do updates with you in September. We could be doing a better job poss
December or April as we get different levels of data comes in this artificial idea items outlined for the whole year. I think I want to incorporate when these go again if we can number one we shouldn't we shouldn't not do this goal
next year just because you guys but I do wonder as we set that up as being quarterly we made a challenge for ourselves that maybe anyway it's just not part of our system >> so would that be like after fastbridge
testing because that three times >> yeah and I would do that like a month later we would take that time to aggregate or disag the data decide whether we want to present the building level or we want to get macro level how much time have we spent on CTLA what was research how long it was going to take
to impact our district level scores to have that kind of conversation with the school board I think a wonderful idea I just trying to map out so if I would do another one in June I'm I receive graduation today the official will be
tomorrow. So I could do a presentation on that during the month of May and then we would probably break from reviewing a lot of data until September, October, reviewer plan and go through all of the
end of the year data from what we get in June. That's as I was looking at that goal, I was like, wow, that's I'm surprised a little bit forward terms of you don't want an achievable goal
because >> makes sense to me. Anybody? >> All right. Done. >> All right. Um then if nobody has any further comment on the schoolboard evaluation, we will go on to future topics and I'll read off the five that
are already on here. Uh the first would be presentation by central Minnesota library exchange. Uh second would be uh further presentation on the profic proficiency based grading system. Uh third would be further information on esports and how those might be
implemented in our district. Number four, a strategic plan update, which we have earmarked for June. And number five, uh, putting together a timeline for a levy and referendum vote, which we have earmarked for August.
Trisha, we'll start with you. Anything? >> Sure. things offer. Chelsea, >> no. Just more of a question like and I know that esports has been brought up, but I guess more so like because we we've had new things entered the district and this is totally like
I'm totally on board with the esports thing, but like when archery came like or like boys volleyball, those aren't necess like did we hear about them or my question is more so around like the intent of hearing about esports at the
board level versus like asking the other >> well so it ca it came from the Minnesota State High School League meeting which is where I first heard about it and then >> it was more of it it sounded like in the
moment when I talked to them like they could come to a presentation that would be able to better explain what options there are and then what avenue a district could take. Um, but that's kind of been I feel ghosted.
So, if they're listening, ghosted me. >> Um, but they're also still dealing with Minnesota State High School League. So, I >> it was more of a what how can it benefit us? Can it benefit us? >> And is it
>> the community education avenue or is it district athletics? >> Yeah. >> So, it may be more my question then is like if that is if they stop ghosting you or if that is something that comes like would it help to have both of those representatives like
>> probably community adverse both here to hear it as well >> or start >> there >> at the community ed committee >> yeah right >> um and invite Bruce to it or something >> yeah that was >> that the way we should go you think
because to answer your original question I don't remember getting a presentation Yeah. >> Well, and to be fair, I haven't reached out, but I don't have any of their information. So, >> I was just going to say I I don't recall archery or boys volleyball or any of those coming to the board, but we have
in the past had some established student clubs or activities come and present to us just with how things are going. >> Oh, for sure. How it's going, how it's Yeah. >> Yeah. I'm um I'm just fine if we have that be sent to the community ed committee, for instance.
So maybe if they get back to you, you can reach out to Dr. Revard and a one-on-one and figure out what committee would be best to send it to. >> Okay. >> All right. Uh but nothing to add to the list. Okay, Jen, anything else?
>> No, I don't think so. >> Okay. Um yeah, I don't have anything at the moment. Emily, >> I don't have anything extra to add. >> Scott, you know. All right. Trisha, back to you. Did anything trigger? >> Nothing. Sorry.
>> No triggering events. Okay. All right. Um, then I got to get my computer going again. As I was looking at that statute, I realized the motion has to be pretty specific here. So, I'm going to ask for a motion
um to close our work session pursuant to Minnesota statutes 13D.05. 05 subdivision 3D. Um to receive security briefings and reports, um discuss issues related to our
security systems, to discuss emergency response procedures, and discuss potential security deficiencies and recommendations about how to fix those. And this motion covers all five of our school buildings
um including the facilities and any SRO's and officers who would be responding to potential emergencies. Do I hear such a motion? >> So move second. >> Motion by Emily. >> Oh, sorry. Second by Scott. I
>> I can't though. Second by Chelsea. >> Did you know that statute? >> I did not know that. I knew it existed, but >> um any discussion? Okay. My only discussion is to remind everybody that it says right in the
statute, financial issues related to security matters must be discussed and all related financial decisions must be made at an open meeting. So those are the things that are off limits once we close the meeting. >> Any other comments or questions? Right. All in favor of closing the
meeting say I. >> I. Any opposed? All right, we will go into close meeting.